Unit 4 Sharing Period 5 Using language—Listening and Speaking教学设计-2025-2026学年高中英语人教版选择性必修第四册

Teaching and Learning Design Book4 Unit4 Sharing 教学设计 Period 5 Teaching and learning contents: Using Language—Meeting student volunteers (Listening and speaking) Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn about a listening strategy—recognizing examples while listening; 2) Listen to a conversation about student volunteers and understand the general meaning of the conversation; 3) Talk about volunteer work to help others; 4) Know about the functions of word stress and practice word stress in a conversation with a partner; 5) Learn about the importance and meaning of doing volunteer activities during school years. Teaching and learning important points: 1) Learn about a listening strategy—recognizing examples while listening; 2) Listening comprehension of a conversation about student volunteers for the general meaning; 3) Talking about volunteer work to help others; 4) Learning about the importance and meaning of doing volunteer activities during school years. Teaching and learning difficult points: 1) Listening comprehension of a conversation about student volunteers for the general meaning; 2) Talking about volunteer work to help others; 3) Knowing about the functions of word stress and practicing word stress in a conversation with a partner. Teaching and learning procedure: Step 1 Review and leading in Activity 1 Leading in Lead in the teaching topic—meeting student volunteers, and then introduce the teaching and learning objectives of this period. Step 2 Listening Activity 2 Pre-listening 1. Watch the video named “Why be a volunteer?” and discuss the questions. 1) Did you or any of your friends participate in a volunteer project before? Or are there any volunteer stories you would like to share? 2) What’s the purpose of the volunteer project? 3) Where did you (he or she) go? 4) What did you (he or she) do as a volunteer? 2. Learn about the listening strategy: recognizing examples. An example is a thing, person, or situation that helps explain or illustrate what one is talking about. An example is nearly always introduced by words such as: like, such as, for example, for instance, to illustrate, and to demonstrate. Activity 3 While-listening 1. Go through the 2 listening tasks and predict the main content of the conversation. Main content: Perhaps they are talking about a volunteer project. 2. Listen to the conversation and complete the table below. Answers: Student suggestions for volunteer project donations for things such as pens and notebooks helping to clean up the community, take down ads from walls and pick up litter spending time with the elderly, play games, sing or chat Volunteer activities at Tony’s school raise money to give to a different charity serve food to homeless people go to a children’s hospital to cheer up all the little kids there Final decision for volunteer project contact a children’s hospital and ask how they could help 3. Listen to the conversation again and then answer the following questions. 1) Why does Tony want to join the meeting for student volunteers? He used to volunteer at his high school in America, so he wanted to try it in China. 2) What is the objective of the meeting today? It is to talk about what kind of volunteer project they should do this term. 3) What kind of volunteer work did the students do last year? They organised donations of school supplies for poor students. 4) What kind of volunteer work does Tony’s entire school do every year? Every year, they raise money to give to a different charity. 5) Who suggests going to the children’s hospital for this year’s volunteer project? Wang Li. 4. Listen to the conversation once more to understand it better and reconstruct the listening text. Activity 4 Post-listening Think about the following questions, write down your ideas and then share your ideas with the class. 1. Do you think students’ doing volunteer work is of any use? Why or why not? Suggested answer: Yes, it is of great use. While it is true that often they may be making only a small, temporary difference to the lives of others, the overall effect of a society helping each other can be quite great. Volunteering also makes a difference to volunteers, making them more aware of the needs of others. 2. In your opinion, which is better, giving people things, time, or money? Why do you think so? Suggested answer: I think all three are important. People should give what they have. Not everyone has money, but they may have time. On the other hand, some people have a lot of money to give, but are quite busy. Giving people things may not always be the best, as so often money is more useful — with money people can easily buy things they need. However, if the things are given with love and the person receiving that gift can feel that love, then it is a good gift. Step 3 Speaking up Activity 5 Speaking up 1. In groups, talk about ways to help others by thinking about or discussing the following questions and filling in the tables. 1) What kinds of help do you think people need? How do you think volunteers could help? And then fill in the table. Place What are the needs? How could volunteers help? Neighbour-hood There are many elderly people in my neighbourhood who are living alone. Volunteers could visit the elderly, make sure they are OK, and provide companionship and support. School The school owns some land not being used. Volunteers could clear it, plant grass, and put a fence around it so that it can be used by students. City/ Town We live in a scenic area, but there is a bad issue of litter on empty plots of land. Volunteers can go out and pick up the litter. They can also install public rubbish bins along the streets. Country There are some poor people in rural areas who do not have access to many of the things people living in the city take for granted. Volunteers could join or help the poverty alleviation (减轻) programmes to revitalise the poor areas, send money, or provide training and support to the needy. 2) What kinds of skills and qualities could you offer as a volunteer? Skill Quality I am good at writing and photography, and I know how to organise things. … I am patient and hardworking …. 3) Discuss where and how you can help? Where would it be possible for you and your classmates to volunteer? What kind of volunteer work could you and your classmates do, based on your group’s skills and qualities? 2. Go through the expressions about how to make suggestions. We might try… Couldn’t you/ we…? Perhaps we could… May I suggest that…? Would you consider…? My advice would be to … Wouldn’t it be better if …? If I may suggest an idea, … It might be a good idea to… I’d like to suggest/ recommend that … How does the idea of … appeal to you? 3. Read the sample conversation for reference. A: So, what kind of volunteer project should we do this term? B: There are many elderly people living in my neighbourhood. Perhaps we could go visit them and see how we can help them. C: Well, that’s true of your neighbourhood, but it isn’t true of mine. D: It isn’t true of mine either. C: You know, there are a lot of empty plots of land in our city that are full of rubbish. We might try cleaning them up. D: The problem is that there are only a few of us. We don’t have enough people to do all that work. A: Well, my advice would be to start a public campaign to get others involved. B: That’s a great idea! I volunteer at a local radio station. I could appeal for help. A: And I love to write. I could write the text for those posters. C: Wonderful! So we’re all set? B: It looks like we are. 4. In groups, role-play a conversation about volunteering work based on the conversations you just heard and read, using the above expressions to make suggestions. Step 4 Pronunciation Activity 6 Pronunciation 1. Read the conversation below. Decide which type of stress the words in red show: 1) strong emotion; 2) emphasis of important information; 3) correction of a mistake; 4) contrast or comparison. Strong emotion: great; love; hate; snakes Emphasis of important information: did; Saturday afternoons Correction of a mistake: Sundays; mornings Contrast or comparison: outside; inside; talk; do; cats; dogs 2. Listen to the conversation and then practise it with a partner. Step 5 Evaluation and summary Activity 7 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your listening comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your performance of the discussion and conversation? (Good/Fairly good/Moderate/Just so so/Poor) Activity 8 Summary Summarize the main contents of this period briefly and emphasize the importance and meaning of doing volunteer activities during school years. Homework: 1. Write down your volunteer activity for your community in about 80 words. 2. Complete the exercises in the reference book. 3. Preview the reading passage on P44-45 in the textbook. 学科网（北京）股份有限公司 $