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Lesson Plan Design: Unit8 Section A 1a-1d
I. Textbook Analysis
This content is selected from junior high English textbook Unit 8, revolving around the
theme of "Volunteering." It includes tasks such as vocabulary matching, listening
comprehension, and oral role-play. By presenting real volunteering scenarios (like cleaning
up, guiding visitors, visiting the elderly), the textbook combines vocabulary and sentence
patterns with practical life, training students' listening and speaking skills while
permeating the values of volunteer service. This aligns with the junior high English
design philosophy of "language use + emotional education."
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered the basic
usage of the simple present tense and present perfect tense and possess simple daily
communication skills. Students have some life knowledge about the "volunteering" topic
but are not yet proficient with related English expressions (e.g., clean up, sort waste)
and the usage of the present perfect tense to express duration (since/for). They enjoy
participating in interactive and role-play activities but tend to make grammar errors or
lack vocabulary in complex listening and speaking tasks.
III. Instructional Design Philosophy
Centered on Task-Based Language Teaching and Situational Teaching Method, the lesson
unfolds in four steps: "Perception — Input — Practice — Output."
* First, activate vocabulary through picture matching.
* Then, consolidate sentence patterns through listening tasks.
* Finally, achieve language application through role-play.
Simultaneously, integrate emotional education on volunteer service, allowing students to
establish a sense of social responsibility while learning language.
IV. Core Competency Objectives
1. Language Ability: Master volunteering-related phrases like clean up, guide visitors,
sort waste. Can use sentence patterns like "How long have you been...? I've
been...for/since..." to discuss the duration and content of volunteer service.
2. Moral Character: Understand the various forms of volunteer service. Cultivate
awareness of being helpful and participating in public welfare.
3. Cultural Awareness: Perceive the commonalities in volunteering culture between China
and other countries. Understand the universal values of "dedication and mutual help."
V. Teaching Objectives
1. Knowledge Objectives: Recognize, read, and use phrases like clean up, give directions,
plant trees. Master the usage of the present perfect tense to express duration.
2. Ability Objectives: Can complete the task of matching pictures with phrases. Can
understand listening content related to volunteer service and fill in information. Can
conduct role-play dialogues on the topic of volunteering.3. Affective Objectives: Stimulate interest in participating in volunteer service. Establish
the concept of proactively helping others.
VI. Teaching Focus
1. Recognition, reading, and application of volunteering-related phrases.
2. The usage of *for/since* in the present perfect tense and the communicative
application of the "How long...?" sentence pattern.
VII. Teaching Difficulties
1. Quickly grasping key information like "person, organization, duration" in listening
materials.
2. Flexibly using the present perfect tense and volunteering vocabulary for oral
expression.
VIII. Teaching Procedures (Seven Steps)
Step 1: Warm-up Lead-in (5 minutes)
* Teacher shows pictures of volunteer service (e.g., planting trees, visiting the elderly).
Asks: "What are they doing? Do you want to be a volunteer?" Guides students to
answer in simple English.
* Writes the core topic on the board: "Volunteering — What can we do to help?"
Introduces the lesson's theme.
Step 2: Vocabulary Learning (10 minutes)
* Complete Task 1a: Have students match phrases like "clean up," "guide visitors,"
"visit the elderly" with the pictures. Teacher checks answers, leads reading of phrases,
and explains难点 vocabulary like "sort waste," "give directions."
* Small game: "Phrase Chain." Students take turns saying volunteering-related phrases
to consolidate vocabulary memory.
Step 3: First Listening Practice (10 minutes)
* Play the audio for 1b. Have students complete the table (filling in person,
organization, duration). Teacher plays the audio twice, reminding students to catch
keywords like *since/for*.
* Check answers. Explain expressions of duration that students commonly get wrong
(e.g., for two years, since 2023).
Step 4: Intensive Listening (8 minutes)
* Complete Task 1c: Play the audio again. Have students complete the sentences (e.g.,
Excuse me, are you a ______ here? I ______ through the museum and provide
information about the ______).
* Deconstruct key sentences from the listening (e.g., I've picked up three bags of
______ and ______). Explain vocabulary and grammar points.Step 5: Grammar Focus (7 minutes)
* Focus on the usage of *for/since* in the present perfect tense: *for* + period of
time (e.g., for three months), *since* + point in time (e.g., since last year).
* Practice with examples: Teacher gives time expressions, students make sentences
using "I have been a volunteer..." (e.g., "I have been a volunteer for a week.").
Step 6: Oral Output (10 minutes)
* Complete Task 1d: Students work in groups. One a volunteer, the other asks
questions. Conduct role-play using sentence patterns like "How long have you been a
volunteer? What do you do there?"
* Teacher circulates to guide, correcting students' grammar and pronunciation errors.
Selects 2-3 groups to present.
Step 7: Emotional Elevation (5 minutes)
* Ask: "What can we do as volunteers in our school/community?" Guide students to
list specific actions (e.g., clean the classroom, help classmates).
* Summary: "Volunteering is meaningful. Small actions can make a big difference."
IX. Class Summary (3 minutes)
1. Review the lesson's core phrases (volunteering-related) and sentence patterns (present
perfect tense expressing duration).
2. Emphasize the significance of volunteer service. Encourage students to participate in
public welfare activities in life.
X. Homework
1. Copy the volunteering phrases from this lesson. Write one sentence for each phrase.
2. Write 5 sentences about "If you were a volunteer, what work would you want to
do, and for how long?"
3. Communicate with family in English once, sharing volunteer service forms you know
about.
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Unit8 Part A 2a-2d
"Making a Difference (Animal Shelter Volunteering)" English Lesson Plan
I. Textbook Analysis
This content is selected from the junior high English "Volunteering" thematic unit. Using
"animal shelter volunteer activities" as the vehicle, it covers three language knowledge
areas: vocabulary (e.g., feed animals, clean cages), present perfect tense (expressing
experience/duration), and oral communication (interview/role-play). The textbook design
follows the logic of "input-internalization-output": first activating topic through checking
activities, then accumulating language material through listening input, and finally
achieving language application through role-play. Simultaneously, it permeates the
humanistic theme of "caring for animals, participating in public welfare," making it atypical lesson example integrating language instrumentality and humanism.
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered the simple present and present continuous
tenses, have the present perfect tense, can understand simple listening materials, but
have abilities in capturing information from long sentences and oral output.
2. Cognitive Characteristics: Have life with topics like "animals" and "volunteering" (e.g.,
having pets, school), but lack accumulated related English expressions.
3. Learning Style: Enjoy participating in interactive, role-play activities but have low
interest in mechanical drills.
III. Instructional Design Philosophy
Using "animal shelter volunteer experience" as the situational , adopt the PWP (Pre-
Listening → While-Listening → Post-Listening) model combined with Task-Based Language
Teaching:
1. Pre-class: Activate the topic by "sharing pet experiences," core vocabulary.
2. During class: Train information extraction ability through tiered listening tasks.
grammar explanation (present perfect tense) to solidify the foundation.
3. Post-class: Achieve language output and deepen emotional experience through role-
play and extension tasks.
IV. Core Competency Objectives
(1) Language Ability
1. Master more than 10 phrases related to animal shelter volunteer activities (e.g., feed
animals, collect donations).
2. Can use the present perfect tense to inquire about/describe experiences ("Have you
ever...?") and duration ("How long have you...?").
3. Can complete listening information extraction and conduct oral communication related
to "animal shelter volunteer activities."
(2) Moral Character
1. Understand the significance of animal shelter volunteer activities. Cultivate awareness
of "caring for animals, respecting life."
2. Establish a sense of responsibility for "participating in public welfare, contributing to
society." Be willing to use actions to help others/things.
(3) Cultural Awareness
Understand common forms of "animal protection volunteer activities" in China and
abroad (e.g., adoption systems in Western animal shelters, domestic stray animal ).
Appreciate the commonality of culture.
V. Teaching Objectives
1. Knowledge Objectives:* Master phrases like feed animals, clean cages, collect donations.
* Master the usage of the present perfect tense expressing "experience" and
"duration."
2. Ability Objectives:
* Can understand dialogues about volunteer activities and extract key information.
* Can complete interview about animal shelter volunteer activities through role-
play.
3. Affective Objectives:
* Stimulate willingness to care for animals and participate in public welfare.
* Enhance cooperative communication and expression ability.
VI. Teaching Focus
1. Understanding and application of vocabulary and phrases related to animal shelter
volunteer activities.
2. Correct use of the present perfect tense ("Have you...? / How long have you...?") in
oral communication.
VII. Teaching Difficulties
1. Capturing and integrating information from long sentences in listening materials.
2. Conducting coherent oral output using the present perfect tense topic logic.
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Topic Lead-in (5 minutes)
* Activity: Show pictures of stray animals and animal shelters. Ask: "Do you have a
pet? What do you do to take care of it?" Guide students to share pet experiences,
introducing the "animal shelter" topic.
* Vocabulary Preparation: Present phrases like "feed animals," "clean cages." Help
students understand.
Step 2: Task Activation (7 minutes)
* Activity: Complete Task 2a — students check 3 shelter volunteer activities they want
to participate in. Within groups, exchange reasons using "Why do you choose...?"
* Example Guidance: Teacher shows their own choice (e.g., take care of sick animals)
and expression: "I choose to take care of sick animals because I want to help them
get better."
Step 3: Listening Input (12 minutes)
1. First Listening (2b): Students listen to the dialogue. Answer questions like "Robert's
volunteer motivation, Rose's volunteer duration." Initially capture core information.
2. Second Listening (2c): Students listen to the dialogue to complete the summary,
focusing on details like "volunteer activity content, Robert's experience."
3. Listening Analysis: Check answers. Organize sentences in the present perfect tense
from the dialogue (e.g., She has been a volunteer for...). Explain the usage of "presentperfect tense expressing duration."
Step 4: Grammar Consolidation (8 minutes)
* Activity: "Q&A Chain" — Teacher asks: "How long have you studied English?" After
a student answers, they ask their , extending the topic to "experience in caring for
pets."
* Practice: Complete sentence pattern conversion exercises for the present perfect
tense (e.g., change "I take care of animals." to "Have you ever taken care of animals?").
Step 5: Language Output (10 minutes)
* Activity: 2d Role-play — Students work in groups "Robert" and "shelter staff."
Conduct dialogue (e.g., How long has the shelter been around?).
* Demonstration: Teacher and a student a dialogue, emphasizing the use of the
present perfect tense and topic logic.
Step 6: Emotional Elevation (5 minutes)
* Discussion: Ask: "Why is volunteering at an animal shelter meaningful?" Guide
students to share views. Summarize the value of "caring for animals, participating in
public welfare."
* Extension: Show cases of domestic stray animal . Encourage students to participate
in similar activities in life.
Step 7: Class Summary (3 minutes)
* Organize the lesson's core vocabulary (volunteer activity phrases) and grammar
(present perfect tense expressing experience/duration).
* Review the topic logic of "animal shelter volunteer activities." Emphasize the
combination of language use and emotional attitude.
IX. Summary
This lesson used "animal shelter volunteer activities" as the context. Through the task
chain of "input-internalization-output," it achieved the learning of language knowledge
(vocabulary, grammar) and the enhancement of language ability (listening, speaking).
Simultaneously, it permeated moral character education of "caring for animals,
participating in public welfare," attaining the dual teaching objectives of "language +
emotion."
X. Homework
1. Basic Homework: Memorize the listening text from 2c. Write 2 sentences about
"your experience caring for animals" using the present perfect tense.
2. Extension Homework: In groups, design an English poster for a "Campus Animal Care
Volunteer Activity," including activity content, duration, etc.
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Lesson Plan Design: Unit8 Section A 3a-3dI. Textbook Analysis
This content is selected from PEP 8th Grade English Book 2, Unit 8. It revolves around
the core topic of "Volunteering," including tasks such as dialogue reading, information
organization, listening and speaking role-play. Using Teng Fei's volunteer service at a
nursing home as the , the textbook integrates the present perfect tense (expressing
continuous action), volunteering-related vocabulary (nursing home, elderly, volunteer), and
situational communicative sentence patterns. It emphasizes both the input and output of
language knowledge while permeating humanistic education about caring for the elderly
and participating in public welfare. This the junior high English teaching objective of
"language use + emotional cultivation" and is a typical lesson example achieving the
unity of instrumentality and humanism.
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered the simple past tense and present continuous
tense. Have the present perfect tense. Can read simple dialogues and extract basic
information but are still insufficient in understanding long sentences and applying
complex sentence patterns.
2. Cognitive Characteristics: Have life of topics like "volunteering" and "caring for the
elderly" (e.g., community activities for the elderly) but lack accumulated related English
expressions.
3. Learning Style: Enjoy participating in interactive activities like group discussions and
role-play. Show high interest in language use in authentic situations.
III. Instructional Design Philosophy
Using "Volunteering" as the situational , adopt a combination of the PWP (Pre-reading
→ While-reading → Post-reading) teaching method and Task-Based Language Teaching:
1. Pre-class: Activate students' existing of volunteering through topic discussion core
vocabulary.
2. During class: Train information extraction ability through tiered reading tasks.
Consolidate the usage of the present perfect tense grammar explanation. Achieve
language output through role-play.
3. Post-class: Deepen students' understanding of volunteering through extension tasks,
combining language learning with real life.
IV. Core Competency Objectives
(1) Language Ability
1. Master vocabulary like volunteer, nursing home, elderly, lonely, experience and
phrases like since last year, take care of.
2. Can use the present perfect tense to describe continuous volunteer service
experiences (e.g., I've been a volunteer there since last year.).
3. Can read dialogues related to volunteering, extract key information, and complete
role-play and oral communication.(2) Moral Character
1. Understand the importance of caring for the elderly. Cultivate awareness of
respecting and helping the elderly.
2. Establish a sense of responsibility for "participating in public welfare, contributing to
society." Be willing to warmth through practical actions.
(3) Cultural Awareness
Understand common forms of volunteering in China and abroad (e.g., Western nursing
home volunteering, domestic community activities for the elderly). Appreciate the
commonalities and differences in culture.
V. Teaching Objectives
1. Knowledge Objectives
* Master the sound, form, and meaning of volunteering-related vocabulary and
phrases.
* Master the usage of the present perfect tense expressing continuous action
(application of *since/for*).
2. Ability Objectives
* Can quickly read the dialogue and extract the location, target, and specific
activities of Teng Fei's volunteer service.
* Can use core sentence patterns for oral exchange and role-play on the theme
of "volunteering."
3. Affective Objectives
* Stimulate students' willingness to participate in volunteer service and care for
the elderly.
* Enhance students' cooperative communication and logical expression abilities.
VI. Teaching Focus
1. Understanding and application of volunteering-related vocabulary and phrases.
2. Sentence patterns of the present perfect tense expressing continuous action (Subject
+ have/has + done + since/for...).
3. Extracting key information about Teng Fei's volunteer service from the dialogue.
VII. Teaching Difficulties
1. The distinction and correct application of *since* and *for* in the present perfect
tense.
2. Conducting coherent oral output using the present perfect tense 结 合 the
"volunteering" topic.
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Topic Lead-in (5 minutes)
* Activity: Show pictures of volunteering like nursing homes, community service. Ask:"Have you ever done volunteer work? What did you do?" Guide students to share their
own experiences, introducing core vocabulary like "volunteer," "nursing home."
* Vocabulary Preparation: Explain phrases like elderly, lonely, take care of through
pictures and动作演示 to help students understand meanings.
Step 2: Pre-reading Task (7 minutes)
* Activity: Present the two questions from 3a (Where does Teng Fei volunteer? Who
does he help?). Have students quickly skim the dialogue with these questions, initially
perceiving the text content.
* Feedback: Invite students to share answers. Teacher does not correct errors yet,
preparing for intensive reading.
Step 3: Intensive Reading Comprehension (12 minutes)
1. First Intensive Reading: Students read the dialogue sentence by sentence. Circle and
annotate Teng Fei's specific volunteer activities (exercise with the elderly, teach Chinese
chess, teach to use a mobile phone).
2. Second Intensive Reading: the 3b table, students read the dialogue again to
extract information related to "Teng Fei's work content" and "both people's thoughts,"
filling in the table.
3. Answer Check: Teacher and students check table answers together. Organize key
sentences from the dialogue. Focus on explaining the usage of the present perfect tense
in *"I've been a volunteer there since last year."*
Step 4: Grammar Breakthrough (8 minutes)
* Knowledge Point Explanation: Contrast the usage of *since* (followed by a point in
time) and *for* (followed by a period of time). Explain using example sentences (e.g.,
He has lived here for 5 years./He has lived here since 2019.).
* Practice Consolidation: Students rewrite sentences from the dialogue using
*since/for* (e.g., I've taught them Chinese chess since last month.). Correct within
groups.
Step 5: Language Output (10 minutes)
* Activity 1: Complete the 3c role-play — Students work in groups Ella and Teng Fei.
Perform based on the dialogue content, required to incorporate emotions and tone.
* Activity 2: Conduct the 3d Q&A activity — Students different volunteer service
scenarios from the table (animal shelter, museum, park, etc.). Ask each other questions
using sentence patterns like *"Where do you volunteer? How long have you been a
volunteer?"* to complete oral communication.
Step 6: Emotional Elevation (5 minutes)
* Discussion: Ask *"Why is it important to care for the elderly? What can we do for
the elderly in our daily life?"* Guide students to share points.
* Extension: Show cases of volunteering for the elderly in China and abroad.
Encourage students to participate in activities respecting and helping the elderly in life.Step 7: Class Summary (3 minutes)
* Organize the lesson's core vocabulary, phrases, and key usages of the present
perfect tense.
* Review the content of Teng Fei's volunteer service. Emphasize the thematic
significance of "caring for the elderly, participating in public welfare."
IX. Teaching Summary
This lesson centered on "Teng Fei's nursing home volunteer service." Through the task
chain of "pre-reading — intensive reading — output," students mastered volunteering-
related vocabulary and the usage of the present perfect tense. Simultaneously, through
dialogue comprehension and topic discussion, students' emotional attitude of caring for
the elderly and participating in public welfare was cultivated. The class was student-
centered, achieving the internalization and application of language knowledge through
interactive activities, attaining the dual goals of "language learning + humanistic
education."
X. Homework Design
1. Basic Homework: Memorize key sentences from the dialogue describing volunteer
service. Write 3 sentences about "volunteer service you want to participate in" using the
present perfect tense.
2. Extension Homework: In groups, design an English proposal for a "Community
Volunteering for the Elderly Activity," including activity content, participation methods,
etc.
3. Practical Homework: Participate in one volunteering activity for the elderly over the
weekend (e.g., chatting with elderly family members, community activity). Write a short
experience of about 50 words in English.
---
Unit8 Part A 4a-4c Complete Grammar Lesson Plan
I. Textbook Analysis
This lesson is the unit's Grammar Focus content. The core revolves around the usage of
*for* and *since* in the present perfect tense, the topic context of volunteer service
to integrate grammar knowledge with practical language scenarios. Through activities like
contrasting example sentences from dialogues, verb form , discourse , and group
interviews, the textbook progressively lets students master grammar rules. It consolidates
the predicate structure of the present perfect tense while allowing students to
experience the practical use of language in the topic of volunteer service, reflecting the
junior high English characteristic of "grammar for use, topic as the core."
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered the basic
structure of the present perfect tense (have/has + past participle) but easily confuse theusage differences of *for* and *since*. Their ability to flexibly apply verb tenses in
actual contexts is . Students have some life of the volunteer service topic and enjoy
participating in interactive classroom activities. However, when completing tense and oral
expression in complex discourse, they tend to make errors in predicate verb forms and
time adverbial .
III. Instructional Design Philosophy
Using "volunteer service" as the topic , adopt the grammar teaching model of
"Observation — Summarization — Practice — Application":
* First, let students independently discover the usage differences of *for* and *since*
through contrasting example sentences.
* Then, consolidate grammar rules through tiered practice (sentence , discourse ).
* Finally, achieve practical application of grammar knowledge through the oral activity
of group interviews.
Simultaneously, integrate emotional education, allowing students to appreciate the
significance of volunteer service while learning language.
IV. Core Competency Objectives
(1) Language Ability
1. Master the usage distinction of *for* (followed by a period of time) and *since*
(followed by a point in time) in the present perfect tense.
2. Can correctly use the past participle form of verbs to complete sentences and
discourse
3. Can use the present perfect tense to conduct group interviews and oral expression
about volunteer service.
(2) Moral Character
1. Cultivate awareness of volunteer service. Establish values of caring for others and
contributing to society.
2. Enhance cooperative learning ability. Be willing to exchange and share with peers.
(3) Cultural Awareness
Understand common forms of volunteer service in China and abroad. Feel the universal
value of culture.
V. Teaching Objectives
1. Knowledge Objectives: Students can state the usage differences of *for* and *since*.
Correctly write the past participles of irregular verbs.
2. Ability Objectives: Can use the present perfect tense to describe volunteer service
experiences. Complete related grammar.
3. Affective Objectives: Acknowledge the value of volunteer service. Be willing to
participate in public welfare activities.
VI. Teaching Focus1. Usage distinction of *for* and *since* in the present perfect tense.
2. The past participle form of predicate verbs (regular/irregular) in the present perfect
tense.
VII. Teaching Difficulties
1. Accurately choosing *for* or *since* in specific contexts and correctly using verb
tenses.
2. Using the present perfect tense for oral communication about volunteer service.
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Warm-up Lead-in (5 minutes)
1. Teacher shows pictures of volunteer service (nursing home, stadium, museum, etc.).
Asks: "What volunteer work can people do? Have you ever done any volunteer work?"
2. Invites 2-3 students to answer using simple sentences, naturally introducing the
present perfect tense, paving the way for grammar teaching.
Step 2: Grammar Observation (10 minutes)
1. Present the example sentence table from textbook 4a. Have students discuss in
groups: "How are *for* and *since* used differently in the sentences?"
2. Students share discoveries. Teacher summarizes: *for* + period of time (e.g., a long
time); *since* + point in time (e.g., last August). Both are used in the present perfect
tense to express action duration.
3. Supplement common irregular verb past participles (e.g., be—been, make—made,
meet—met) to strengthen vocabulary foundation.
Step 3: Basic Practice (10 minutes)
1. Complete the sentencefor textbook 4b. Students work independently, then check
answers with.
2. Teacher selects (e.g., sentences 3, 4) for explanation. Emphasizes the: *since* is
followed by simple past tense; *for* is followed by a period of time.
Step 4: Advanced Practice (10 minutes)
1. Conduct the discourse activity from textbook 4c. Students complete independently
first, then check within groups.
2. Teacher focuses on explaining the switching logic between simple past tense and
present perfect tense in the discourse (use simple past for describing past specific
events; use present perfect for describing continuous experiences).
Step 5: Oral Application (10 minutes)
1. Organize the group interview activity from textbook 4d. Provide an interview question
template:
* How long have you been a volunteer?
* What volunteer work have you done?* Why did you choose to be a volunteer?
2. Groups of 4 take turns asking questions and recording answers. Teacher circulates to
guide tense usage and expression logic.
Step 6: Presentation (5 minutes)
1. Invite 2-3 groups to share interview results. Teacher comments on students'
expression, correcting tense errors and inappropriate expressions.
2. shared content, guide students to discuss the significance of volunteer service,
permeating emotional education.
Step 7: Summary and Organization (5 minutes)
1. Teacher and students review the lesson's key points together: usage distinction of
*for* and *since*, predicate structure of the present perfect tense.
2. Students summarize their in one sentence (e.g., *"I learned to use 'for' and 'since'
in present perfect tense today."*).
IX. Class Summary
This lesson used volunteer service as the topic. Through observation, practice, and
application, students mastered the usage differences of *for* and *since* in the present
perfect tense. They can correctly complete grammar and conduct simple oral
communication. Simultaneously, they deepened their understanding of volunteer service
through topic discussion, establishing public welfare awareness.
X. Homework
1. Basic Homework: Copy the key example sentences from 4a. Imitate and write 3
present perfect tense sentences about your own experiences (using *for* or *since*).
2. Enhancement Homework: Write a short passage of about 60 words introducing one
of your volunteer service experiences (use at least 3 present perfect tense sentences).
3. Practical Homework: After class, exchange ideas on the topic of volunteer service
with family. Record family members' opinions. Share next class.
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Unit 8 Section B 1a-1e
I. Textbook Analysis
This lesson is a reading lesson from PEP junior high English Unit 8. It revolves around
"Blue Sky Rescue Team volunteer service," using a speech as the core text. It the
stylistic features of narrative and argumentative appeals. Through activity design like
"picture discussion — text reading — question exploration — sentence interpretation,"
the textbook exposes students to grammar knowledge like the past continuous tense and
present perfect tense while guiding them to analyze the structural features of a speech
(hook, call to action). It simultaneously permeates emotional education on volunteer
service and, reflecting the three-dimensional objectives of "language learning + thinking
cultivation + cultural integration."II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered the basic
structure of the past continuous tense and present perfect tense. Possess basic narrative
reading ability and can extract simple text information. However, they lack of the
stylistic features of a speech (opening techniques, call to action). When analyzing
long/complex sentences and interpreting emotions and themes, they have issues of
understanding and incoherent expression. Students have some curiosity about the "rescue
team volunteer service" topic but have insufficient of related background knowledge.
III. Instructional Design Philosophy
Adopt the reading teaching model of "Theme Introduction — Text Interpretation — In-
depth Exploration — Language Application":
* First, activate students' of volunteer service through pictures and questions.
* Then, let students organize text structure and extract key information through tiered
reading (skimming, intensive reading).
* Next, guide students to analyze the stylistic features and author's emotions in the
speech.
* Finally, achieve transfer and application of language knowledge through group
discussion and imitation writing, deepening understanding of "the meaning of helping
others."
IV. Core Competency Objectives
(1) Language Ability
1. Can master the meaning and usage of core vocabulary like hiking, injury, rescue,
teamwork.
2. Can read the speech by the Blue Sky Rescue Team volunteer, extracting key
information like time, events, gains.
3. Can analyze the opening technique (hook) and call to action in the speech and
attempt simple imitation writing.
(2) Moral Character
1. Experience the of volunteers. Establish the value of "helping others helps yourself."
2. Cultivate cooperative exploration ability. Be willing to exchange understanding of "the
meaning of helping others" with peers.
(3) Cultural Awareness
Understand the volunteer service model of China's Blue Sky Rescue Team. Feel the
common value pursuit of公益 organizations in China and abroad.
V. Teaching Objectives
1. Knowledge Objectives: Students can memorize core vocabulary. Understand the
structural features of a speech. Master the application of past continuous tense and
present perfect tense in narration.2. Ability Objectives: Can quickly organize the text . Accurately answer detail questions.
Interpret the of sentences.
3. Affective Objectives: Acknowledge the value of volunteer service. Willing to and
participate in public welfare actions.
VI. Teaching Focus
1. Extracting key information from the speech (volunteer's experience, rescue team's
work, difficulties encountered, etc.).
2. Analyzing the position and function of the speech's opening technique (hook) and
call to action.
VII. Teaching Difficulties
1. Understanding the syntactic structure and meaning of long/complex sentences (e.g.,
*"Back in 2008, I was hiking in the mountains with some friends when one of them fell
and got a bad head injury."*).
2. Interpreting the of sentences like "Help others, help yourself." Discussing
understanding of "the meaning of helping others" the text.
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Warm-up Lead-in (5 minutes)
1. Show pictures of Blue Sky Rescue Team at work. Ask: "What are these volunteers
doing? Do you know what Blue Sky Rescue is?"
2. Invite students to answer freely. Supplement simple background on Blue Sky Rescue
(public welfare rescue organization). Activate topic .
Step 2: Pre-reading Exploration (8 minutes)
1. Present the two questions from textbook 1b. Have students discuss in groups
pictures and prior knowledge to predict text content.
2. Guide students to focus on the title "How does helping others make a difference?"
Ask: "What do you think the speech will talk about?" Prepare for reading.
Step 3: Skimming for Organization (10 minutes)
1. Have students quickly read the speech. Complete the paragraph matching task from
textbook 1c to organize the text .
2. After checking answers, teacher and students summarize the text structure:
Greeting/Thanks → Personal Experience → Rescue Team Work → Volunteer Gains →
Difficulties & Call to Action.
Step 4: Intensive Reading Analysis (12 minutes)
1. Have students read the text intensively again. Complete answering the questions
from textbook 1d. Teacher circulates to guide.
2. Focus on explaining question 1 (time and reason for joining the rescue team) and
question 3 (difficulties volunteers face). Organize time clues and detail information in thetext.
3. Guide students to find the hook (personal story) and call to action (last paragraph's
"Will you join us as a volunteer?") in the speech. Analyze their function.
Step 5: Deep Interpretation (8 minutes)
1. Organize students to discuss the sentences from textbook 1e in groups, e.g., "Help
others, help yourself." "The rose in your hand, the sweet smell in mine."
2. Invite groups to share interpretation results. Teacher supplements , guiding students
to discuss their understanding of "the meaning of helping others" the text.
Step 6: Language Application (7 minutes)
1. Assigned Small Task: Have students the text, summarize the volunteer's experience
and gains in 3 sentences. Teacher selects answers for feedback.
2. Extension Activity: Have students write 1 sentence of their own "insight on helping
others." Share with .
Step 7: Summary and Elevation (5 minutes)
1. Teacher and students review the lesson's key points together: speech structure, core
vocabulary, the meaning of helping others.
2. Teacher summarizes: "Volunteering is not only helping others, but also growing
ourselves." Strengthen emotional education.
IX. Class Summary
This lesson used the Blue Sky Rescue Team speech as the . Through skimming and
intensive reading, students mastered the core information of the text and the stylistic
features of a speech. Simultaneously, during deep interpretation, they experienced the
of volunteer service and the connotation of "helping others helps yourself." Students'
reading extraction ability and critical thinking ability were exercised, and their of public
welfare actions was deepened.
X. Homework
1. Basic Homework: Copy 5 core sentences from the speech. Mark the tenses used and
translate them.
2. Enhancement Homework: Based on the speech structure, write a short speech of
about 80 words on the theme "My Volunteer Experience" (can be fictional).
3. Practical Homework: Research other stories about the Blue Sky Rescue Team. Share
with classmates in 3 sentences next class.
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Unit8 Section B 2a-2c
Junior High English Unit 8 "Vocabulary in Use" Lesson Plan
I. Textbook Analysis
This content is the unit's vocabulary application section. It includes three types ofactivities: crossword puzzle, part-of-speech conversion , and phrase passage . It focuses
on thematic vocabulary like "social titles, public welfare organizations, part-of-speech
discrimination," the context of "volunteer service." Through the form of "game + exercise
+ discourse," the textbook combines vocabulary learning with pragmatic ability,
consolidating unit core vocabulary while strengthening language skills like "part-of-speech
conversion" and "phrase application." This the junior high English teaching logic of
"vocabulary — context — application."
II. Student Analysis
The students are 8th graders (junior high, second year). They have accumulated basic
vocabulary but easily confuse the application of " part-of-speech conversion" (e.g.,
miss/missing, success/successful). They can understand simple phrases but have
insufficient ability to flexibly use phrases in discourse. Students have some of topics like
"public welfare organizations, volunteer service," but their of related English vocabulary
is limited, needing reinforcement through context.
III. Instructional Design Philosophy
Centered on "Vocabulary Application," adopt the process of "Game Perception — Rule
Organization — Pragmatic Practice":
* First, activate vocabulary through a crossword puzzle.
* Then, part-of-speech conversion exercises, summarize usage rules for .
* Finally, through passage , let students apply phrases in discourse, achieving the
progression of "vocabulary memorization — rule understanding — contextual application,"
permeating emotional education on the public welfare theme.
IV. Core Competency Cultivation Objectives
(1) Language Ability
1. Master social title words like sir/madam, public welfare-related vocabulary like
charity/member.
2. Can correctly perform part-of-speech conversion for (e.g., medical/medicine) and apply
target phrases in discourse.
(2) Moral Character
Through discourse on the volunteer service theme, strengthen awareness of caring for
others and participating in public welfare.
(3) Cultural Awareness
Understand the cultural norms for "social titles" in English (e.g., usage scenarios for
sir/madam). Perceive expression differences in public welfare vocabulary between China
and abroad.
V. Teaching Objectives
1. Knowledge Objectives: Students can recognize, read, and apply unit core vocabulary.
Master the rules for part-of-speech conversion of Familiarize with the usage of targetphrases.
2. Ability Objectives: Can complete vocabulary games and part-of-speech . Can complete
discourse using target phrases.
3. Affective Objectives: Through volunteer service discourse, stimulate interest in
participating in public welfare activities.
VI. Teaching Focus
1. Recognition, reading, and application of unit core vocabulary.
2. Rules for part-of-speech conversion .
3. Correct use of target phrases in discourse.
VII. Teaching Difficulties
1. Accurate application of in different contexts.
2. Flexible matching of target phrases in discourse.
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Warm-up Lead-in (5 minutes)
1. Show pictures of "social titles, public welfare organizations." Ask: "How do we call a
polite man/woman in English? What do we call an organization that helps people?"
2. Introduce vocabulary like sir/madam/charity. Teach reading and briefly explain usage
scenarios.
3. Purpose: Activate vocabulary the theme.
Step 2: Crossword Puzzle (8 minutes)
1. Distribute the Task 2a crossword puzzle worksheet. Have students fill it in
independently clues.
2. Check answers in groups. Explain the meanings and usage of words like
primary/active.
3. Purpose: Strengthen vocabulary memory through the game. Familiarize with the
correspondence between word form and meaning.
Step 3: Part-of-Speech Conversion Rule Organization (10 minutes)
1. Present the sentences from 2b. Have students fill in the correct form of the word
in parentheses.
2. Summarize the for part-of-speech conversion of (e.g., noun→ adjective:
success→ successful; adjective→ noun: medical→ medicine). Consolidate 结 合 example
sentences.
3. Purpose: Clarify part-of-speech conversion rules. 提 升 accuracy of vocabulary
application.
Step 4: Phrase (7 minutes)
1. Show the phrases from the 2c box. Teach reading and explain meanings (e.g., sign
up: register; make a difference: make an impact).2. Have students make sentences using the phrases, initially familiarizing with usage.
3. Purpose: Master the basic meanings and of target phrases.
Step 5: Passage (10 minutes)
1. Have students independently complete the passage for 2c. Mark uncertain parts.
2. Check answers collectively. Analyze the matching logic between phrases and context
(e.g., clean up "kitchen").
3. Purpose: Strengthen phrase application in discourse pragmatic ability.
Step 6: Consolidation Practice (5 minutes)
1. Design a "Vocabulary — Part of Speech — Phrase" matching exercise. Have students
complete quickly.
2. Randomly students' answers and explain.
3. Purpose: Instantly consolidate the lesson's core knowledge points.
Step 7: Emotional Extension (5 minutes)
1. Ask: "What can we do to help others? Can you use the words/phrases we learned
today to describe it?"
2. Have students describe a volunteer action using the learned vocabulary/phrases.
3. Purpose: Combine theme to strengthen language application. Permeate emotional
education.
IX. Summary
This lesson, through the stages of "game — rules — discourse," mastered unit core
vocabulary, part-of-speech conversion rules, and target phrases. the volunteer service
theme, strengthened public welfare awareness.
X. Homework
1. Organize the lesson's core vocabulary, part-of-speech conversion rules, and phrases.
Create a set of "Vocabulary Quick-Reference Cards."
2. Use the phrases from 2c to write a short paragraph of about 50 words describing a
volunteer activity you have participated in (or want to participate in).
---
Unit 8 Section B Part 3a-c
I. Textbook Analysis
This content is selected from PEP 8th Grade English Book 2, Unit 8. Centered on the
theme of "Student Volunteer Recruitment," it integrates three major language skills:
reading (volunteer recruitment advertisement), writing (volunteer application email), and
oral expression (discussion on volunteer-related topics). The textbook presents volunteer
duties and required qualities through the advertisement text, then uses questions to
guide students to organize their own strengths, finally email writing. This the language
learning of "input — output" and simultaneously permeates social responsibilityeducation on volunteer service. It is typical material integrating language learning and
moral education.
II. Student Analysis
The students are 8th graders. They have mastered basic grammar like the simple present
tense and infinitives. Possess simple reading and writing abilities. However, they still have
shortcomings in logical analysis of complex discourse, the format and expression of
English emails, and personal views their own experiences. Students have some life of
the "volunteer service" topic, making emotional easy. But they face vocabulary and
sentence pattern obstacles when expressing personal thoughts and strengths deeply in
English.
III. Instructional Design Philosophy
Centered on Task-Based Language Teaching and Situational Teaching Method, follow the
steps of "Perception — Comprehension — Application — Output":
* First, through reading the volunteer recruitment advertisement, organize core
information (duties, qualities, registration method).
* Then, through a chain of questions, guide students to organize material their own .
* Finally, use email writing as the final task, completing the transformation from
language input to output.
Simultaneously, integrate group cooperation and peer feedback to enhance students'
cooperative ability and language application ability.
IV. Core Competency Objectives
(1) Language Ability
1. Can read a volunteer recruitment advertisement, extracting key information like
volunteer duties, required qualities, registration method.
2. Can organize personal strengths based on a question chain. Write a structurally
complete, correct volunteer application email.
3. Can conduct simple oral around the "volunteer service" topic, expressing personal
and strengths.
(2) Moral Character
1. Cultivate awareness of proactively participating in volunteer service. Establish values
of helping others and contributing to society.
2. Enhance team cooperation awareness. Learn to listen and express in communication.
(3) Cultural Awareness
Understand the commonalities in volunteer service between China and abroad. Appreciate
the universal value of "volunteer service" in . Feel the role of traditional Chinese
culture (e.g., calligraphy, dance) in volunteer service.
V. Teaching Objectives
1. Knowledge Objectives: Master core vocabulary like volunteer, quality, sign up,introduce, express. Understand the logical structure of the advertisement text. Master the
basic format of English emails.
2. Ability Objectives: Improve ability to extract key information in reading. Can write a
volunteer application email. Can fluently express personal and strengths for volunteer
service.
3. Affective Objectives: Stimulate enthusiasm for participating in volunteer service.
Cultivate social responsibility.
VI. Teaching Focus
1. Read the volunteer recruitment advertisement, organizing volunteer duties and
required qualities.
2. Master the format of English emails, completing the writing of a volunteer
application email.
VII. Teaching Difficulties
1. personal experience, clearly and advantages and reasons for becoming a volunteer in
English.
2. Ensuring the email content is logically and language expression is accurate and rich.
VIII. Teaching Procedures (Seven Steps)
Step 1: Warm-up Lead-in (5 minutes)
1. Teacher shows pictures of school/community volunteer service (e.g., helping at a
nursing home, campus tours). Asks: "What do you see in the pictures? Have you ever
been a volunteer? What did you do?"
2. Students answer freely. Teacher introduces the : "Today we'll learn about a student
volunteer program and write an application email."
Design Intent: Activate students' prior knowledge through life-like situations. Stimulate
interest in the "volunteer service" topic.
Step 2: Reading Perception (10 minutes)
1. Quick Reading: Have students read the "Student Volunteers Wanted" advertisement.
Complete Task 3a (labeling sections of the ad with themes: A-Required qualities/skills; B-
Program introduction; C-How to sign up; D-Volunteer duties).
Answers: B (Program intro) → D (Duties) → A (Qualities/skills) → C (Sign-up).
2. Intensive Reading for Details: Teacher asks questions, students find answers from the
text:
* "What tasks do volunteers need to do?" (Show international students around
their hometown, teach everyday Chinese expressions, introduce Chinese culture.)
* "What qualities do volunteers need to have?" (Helpful, know about Chinese
arts, good at English, good at expressing themselves.)
Design Intent: Cultivate students' ability to extract information and organize discourse
logic through different levels of reading tasks.Step 3: Material Organization (10 minutes)
1. Teacher shows the question chain from 3b (Beginning/Body/Ending). Guides students
to discuss and record answers in groups :
* Beginning: "What would you like to be/do?" (e.g., I want to be a volunteer to
help international students learn about Chinese culture.)
* Body: "Why do you want to be a volunteer? What skills/talents do you have?
What experience do you have?"
* Ending: "Why are you a good choice? What other thoughts do you have?"
2. Group representatives share answers. Teacher supplements vocabulary and sentence
patterns (e.g., be good at, have experience in, I think I'm suitable because...).
Design Intent: Help students organize writing material through the question chain and
group cooperation, overcoming the of "having nothing to write."
Step 4: Writing Guidance (8 minutes)
1. Teacher explains the basic format of an English email: Salutation (Dear Sir/Madam),
Opening (introduce purpose), Body (explain advantages in points), Closing (express期待),
Signature (Yours sincerely, ×××).
2. Show of an email. Analyze logical structure and (e.g., I'm writing to apply for the
volunteer position. I'm good at English and I can speak it fluently.).
Design Intent: Clarify writing format and expression . Build scaffolds for students' writing.
Step 5: Independent Writing (12 minutes)
Students, based on notes from 3b and teacher's guidance, independently complete the
volunteer application email. Teacher circulates, providing individual guidance to students
having difficulty (e.g., vocabulary， sentence adjustment).
Design Intent: Let students transform organized material into written expression, writing
ability objectives.
Step 6: Peer Review and Revision (7 minutes)
1. Students work in groups. Conduct peer review of emails based on criteria: "Is the
format correct? Is the content complete? Is the language fluent?" Mark errors in red
and suggest revisions.
2. Teacher selects 2-3 typical emails (excellent/with common errors) for whole-class
feedback. Emphasize (e.g., tense, preposition ).
Design Intent: Cultivate students' error-correction ability and critical thinking through peer
review and feedback. Simultaneously deepen understanding of writing .
Step 7: Summary and Elevation (3 minutes)
1. Teacher summarizes the lesson's core content: methods for reading advertisements,
key points for email writing, the significance of volunteer service.
2. Ask: "What can we learn from being a volunteer?" Guide students to 体会 the
volunteer spirit of "dedication, mutual help."
Design Intent: Organize knowledge while deepening students'认知 of volunteer service,落
实 moral character objectives.IX. Class Summary
This lesson, centered on the theme of "student volunteer recruitment," completed the of
"reading ad to extract information → organizing material → email writing → peer
revision." Students not only enhanced language abilities in reading and writing but also
established awareness of participating in volunteer service. The focus was on mastering
the logical structure of volunteer recruitment ads and the writing format of English
emails. The was accurately expressing personal advantages one's own experience.
consolidation through more practice is needed.
X. Homework
1. Revise your volunteer application email based on suggestions from peer review in
class. Neatly copy it into your homework notebook.
2. Describe your ideal volunteer service in 5 sentences. Share orally next class.
3. Research different forms of volunteer service in China and abroad. Organize into a
small English note of about 30 words.
---
Unit 8 Section B 4a - 4c
I. Textbook Analysis
This unit revolves around the theme of "Volunteer Service," belonging to the content of
PEP 8th Grade English Book 2. Through various activities like dialogues, reading, listening,
writing, and project-based learning, the textbook combines language knowledge with
practical life. It covers types of volunteer service, volunteer duties, planning and
organizing volunteer activities, etc. Linguistically, it focuses on strengthening the
application of the present perfect tense (since/for expressing duration). In terms of
ability, it cultivates students' oral communication, written expression, and project
collaboration skills. Emotionally, it permeates values of caring for others and contributing
to society. It is a typical unit integrating language learning and moral education.
II. Student Analysis
The students are 8th graders. They have mastered basic tenses like the simple present
and present continuous. Have a preliminary of the present perfect tense, but still need
reinforcement in using *since/for* to express duration. In life, they have some with
volunteer service (e.g., community service, school volunteering), but their ability to
describe volunteer activities and express volunteer in English is . Students at this age
possess group cooperation awareness and show high interest in practical, project-based
activities, making them suitable for teaching through situational interaction and task-
driven methods.
III. Instructional Design Philosophy
Using "Volunteer Service" as the， adopt Task-Based Language Teaching and Project-Based
Learning methods. Follow the language learning of "Input — Internalization — Output."* First, acquire language material related to volunteer service through listening and
reading.
* Then, consolidate grammar and vocabulary through dialogue practice .
* Finally, achieve application of language knowledge and elevation of emotional
attitude through comprehensive tasks like writing volunteer application emails and
planning volunteer groups.
Simultaneously, integrate group cooperation and presentation, catering to both individual
learning and collective collaboration.
IV. Core Competency Objectives
(1) Language Ability
1. Master vocabulary and phrases related to volunteer service like volunteer, nursing
home, sort waste, guide visitors.
2. Can use the present perfect tense (since/for) to describe the duration of being a
volunteer, e.g., I have been a volunteer since last year.
3. Can read volunteer service advertisements and dialogues. Can write volunteer
application emails. Can orally introduce volunteer group activity plans.
(2) Moral Character
1. Cultivate the volunteer spirit of caring for others .
2. Enhance social responsibility. Establish the of "serving society, starting with me."
(3) Cultural Awareness
Understand common forms of volunteer service in China and abroad. Appreciate the core
of "mutual help, dedication" conveyed by volunteer service in different cultures.
V. Teaching Objectives
1. Knowledge Objectives: Students can recognize, read, and apply the unit's volunteer-
related vocabulary. Master the usage of the present perfect tense expressing duration.
2. Ability Objectives: Can complete information extraction tasks in listening and reading.
Can conduct oral dialogues related to volunteering. Can write simple volunteer
application emails. Can plan volunteer group activities 。
3. Affective Objectives: Stimulate willingness to participate in volunteer service. Cultivate
social responsibility.
VI. Teaching Focus
1. Application of volunteer-related vocabulary and phrases.
2. The sentence structure and practical application of the present perfect tense
(since/for).
3. Comprehensive skills of listening, speaking, reading, and writing related to volunteer
service.
VII. Teaching Difficulties
1. Accurately using *since/for* in the present perfect tense to express time length.2. Completing the comprehensive tasks of volunteer application emails and volunteer
group planning in English real life.
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Warm-up Lead-in (5 minutes)
1. Teacher shows pictures of volunteer service from the textbook (clean up, plant trees,
visit the elderly, etc.). Asks: "What are they doing in the pictures? Do you know what
volunteer work they are doing?"
2. Students answer freely. Teacher supplements and leads reading of core vocabulary
like volunteer, clean up, visit the elderly. Activate students' prior knowledge. Introduce
the "Volunteer Service" theme.
Step 2: Listening Input (10 minutes)
1. Complete Task 1a: matching pictures with phrases. After checking answers, have
students describe pictures using the phrases to strengthen vocabulary memory.
2. Play the listening audio for 1b. Students complete the table (filling in volunteer
organization, service duration). Play audio again to check answers. Focus on explaining
usage of *since/for*, e.g., since last year, for two years.
3. Play the listening for 1c. Students complete sentences. Consolidate in volunteer
activities, e.g., give directions, guide visitors.
Step 3: Oral Interaction (10 minutes)
1. Teacher demonstrates the dialogue from textbook 1d: A: How long have you been a
volunteer? B: I've been a volunteer for/since... A: What do you do there? B: I...
2. Students work in pairs. Practice dialogue their imagined volunteer . Teacher
circulates and corrects grammar and expression errors.
3. Invite 2-3 pairs to present dialogues. Whole class gives feedback, strengthening
accuracy of oral expression.
Step 4: Reading Comprehension (10 minutes)
1. Students read the dialogue from textbook 3a. Answer questions: Where does Teng
Fei volunteer? Who does he help? After checking answers, analyze sentences in the
present perfect tense from the dialogue (I've been a volunteer there since last year.).
2. Complete the table for 3b. Organize Teng Fei's volunteer work and both people's
opinions. Deepen text understanding, simultaneously consolidating vocabulary like lonely,
care for.
Step 5: Language Consolidation (10 minutes)
1. Design focused practice on the present perfect tense (since/for): Give time adverbials
(e.g., 2023, three months). Have students make sentences using *I have...since/for...*.
2. Students content from 3b, retell Teng Fei's volunteer experience. Strengthen
integration of grammar and text.Step 6: Comprehensive Output (15 minutes)
1. Written Output: Complete Task 3c from the textbook. Have students write a
volunteer application email based on notes from 3b. Teacher provides email format
template (opening Dear Sir/Madam,; , personal skills, experience; closing Looking forward
to your reply.).
2. Project-Based Activity: In groups, complete Tasks 4a-4c from the textbook. Group
chooses three goals for a volunteer group (e.g., help elderly people, guide visitors at
museums). Design a volunteer group poster. Discuss and decide on volunteer activity
content, target group, required skills, etc.
3. Each group presents their poster and orally introduces the volunteer group plan.
Whole class votes for the most popular volunteer group.
Step 7: Summary and Elevation (5 minutes)
1. Teacher guides students to review the lesson's core vocabulary, grammar (present
perfect tense since/for), and related expressions.
2. Emotional Elevation: Ask "Why is volunteering important?" Guide students to state
views like "helping others, contributing to society, improving oneself." Strengthen认知 of
the volunteer spirit.
IX. Class Summary
This lesson the theme of "Volunteer Service." Through a series of listening, speaking,
reading, and writing activities, students mastered volunteer-related vocabulary and the
usage of the present perfect tense., through planning volunteer groups, they combined
language knowledge with real life. This not only improved their comprehensive English
application ability but also established an of serving society.
X. Homework
1. Refine the volunteer application email written in class to about 80 words. Submit
next class.
2. Write a short passage titled "My Volunteer Plan," introducing the volunteer activity
you want to participate in, reasons, and specific plan.
3. Discuss your volunteer group plan with family. Collect family suggestions. Improve the
group poster.
