<p>The lesson content revolves around the themes of volunteering and charity, aiming to develop students' reading comprehension skills, vocabulary usage, and specific grammar structures. Here is a detailed analysis of the teaching content, combined with the teaching goals and functions:</p> <ol> <li>Introduction Activity: By asking, "How do you usually thank someone who helps you? Discuss this with a partner," students are guided to discuss how to express gratitude. This activity helps to spark students' interest and sets the stage for subsequent reading and grammar lessons.</li> <li>Reading Comprehension: Students read the thankyou letter Ben Smith wrote to Miss Li and answer the following questions:</li> </ol> <p>&nbsp;&nbsp; &nbsp;Who wrote the letter to Miss Li? Why?</p> <p>&nbsp;&nbsp; &nbsp;What did Miss Li do?</p> <p>&nbsp;&nbsp; These questions help students grasp the main information in the letter, understand its structure and content, and enhance their reading comprehension skills.</p> <ol start="3"> <li>Grammar Explanation and Practice:</li> </ol> <p>&nbsp;&nbsp; &nbsp;Infinitives as Objects, Adverbials, and Object Complements:</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Analyze sentences from the letter, such as "I'd like to thank you for giving money to Animal Helpers," to illustrate the use of infinitives.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Explain the different functions of infinitives in sentences and provide exercises for students to reinforce their understanding.</p> <p>&nbsp;&nbsp; &nbsp;Modal Verb "Could" for Suggestions:</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Explain the use of the modal verb "could" to offer suggestions, as seen in potential sentences like "You could help more people by donating regularly."</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Have students create sentences using "could" to provide suggestions.</p> <p>&nbsp;&nbsp; &nbsp;Phrasal Verbs:</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Explain phrasal verbs that appear in the letter, such as "set up" and "cheer up."</p> <p>&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Use examples and exercises to help students understand and master these phrasal verbs.</p> <ol start="4"> <li>Writing Practice: By imitating the structure of the letter, students can try writing their own thankyou letters, practicing the use of infinitives, modal verbs, and phrasal verbs. For example, students can write a thankyou letter to a volunteer or charity organization.</li> <li>Language Points Explanation: Focus on explaining key words and phrases in the letter, such as "thank you for," "set up," "make a difference," "cheer up," "at once," to help students master these expressions and use them in actual communication.</li> </ol> <p>The lesson content enhances students' reading comprehension and grammar application skills through reading and discussing letters on the themes of volunteering and charity, combined with explanations and practice of infinitive structures, the modal verb "could," and phrasal verbs.</p>

<p>Key point：</p> <p>1. Students can understand the meaning of new words in the text and how to use it.</p> <p>2. Students can apply fast reading and careful reading strategies to grad the information in the text, so as to improve Ss&rsquo; ability of reading.<br />Difficult point:</p> <p>1. Students can&nbsp; focus on how to use part of speech to guess the meaning of words, and use this strategy to better understand the text. 2) In addition, arouse students' awareness of caring for the disabled and animals in the process of reading. 3) Let Ss to take part in volunteer activities willingly.</p>

<p>The basics of the class: There are 48 students in the class and they are organized in 8 big groups in the classroom.</p> <p>The class routine: The classroom is noisy. Students like chatting in class. The teacher impresses the students by repetition and marking keywords red. The students don't understand the teacher when the teacher explains the text. And sometimes the teacher makes Chinese explanation.&nbsp;</p> <p>The classroom interaction: The teacher asks questions to the whole class. Most of the students can not understand them quickly. And only a few students would like to speak actively and most of them be quiet. When no response from the students, the teacher answers the questions by herself.&nbsp;</p> <p>The language proficiency: Most of the students remember the words appeared and grasp the language points in previous teaching . They always say "Thank you". However, they may never express their thanks in other ways, like writing a thank-you letter.</p> <p>The learning strategies: Some students take notes. But they do not know what to write down.&nbsp;</p> <p>The main problem of the class: The students are not good at reading. They do not have opportunity to read the text and ponder independently. They don't know how to express their thanks in other ways. So, they're going to learn ways to express thanks in this period.</p>