初中英语人教新目标 (Go for it) 版八年级下册Unit 2 I’ll help to clean up the city parks.Section B教学设计

Unit 2 I’ll help clean up the city parks

【教学目标】

I．Learning objectives

II. Teaching materials analyzing and rearranging

【教材分析】

本单元以Volunteering 为话题设计了四个部分的内容。

Section A

该部分有四个模块:第一个模块围绕 ways in which you could help people这个话题展开叙述(1a)，听力(1b)，口语(1c)训练；第二个模块围绕 Talk about ways to tell people about the Clean-Up Day 进行听力(2a, 2b)，口语(2c)训练；第三个模块是关于volunteers的一个阅读材料，训练形式为阅读(3a)，填表格(3b)，角色表演(3c)；第四个模块仍以the kinds of work the volunteers do为话题，以表格及对话形式进行小组活动(4)。

Section B

该部分有四个模块：第一模块是词汇的学习(1a)与运用(1b)；第二个模块以听力训练形式强化第一模块中所学词汇(2a, 2b)和口语训练(2c)；第三个模块围绕中心展开阅读(3a) a volunteer’s work 并再次强化了第一模块中的词汇学习(3b)；第四模块仍就the work the volunteers do 这一话题以小组活动形式进行口语训练(4)。

Self-check  

该部分有两个模块：第一模块对所学词汇进行填空训练(1)；第二个模块以某一志愿者的活动为内容进行写作和口语练习(2)。

Reading

该部分共设四项任务:第一项任务以问题讨论的形式激活相关的背景知识(Section 1)；第二项任务要求学生通过快速阅读获取信息，并鼓励学生运用词性的知识阅读并理解短文内容（Section 2）；第三项任务通过提炼阅读材料中的知识点和难点进一步理解文章(Section 3)；第四项任务以写回信的形式对所学知识进行巩固运用(Section 4)。

【课时安排】

5 periods

Period 1:  (Section A: 1a, 1b, 1c, 2a, 2b, 2c)

New function presenting

Period 2:  (Section A: 3a, 3b, 3c, 4)

Practice

Period 3:  (Section B: 1a, 1b, 2a, 2b, 2c, 3a, 3b, 4)

Integrating skills

Period 4:  (Section 1－Section 4) 

Reading

Period 5:  (Self check: 1, 2) 

Self- check

III. Teaching plans for each period

分课时教案

Period 3

Integrating skills

【Teaching aims】

Language goals:

1. Words && expressions

 run out of, take after, fix up, give away, work out

2. Key sentences

What do you do?

I fix up bikes and give them away.

Ability goals:

Enable the Ss to deal with some problems or situations using what they have learnt.

Emotion && attitude goals:

Enable the Ss to face problems bravely and come up with ideas cleverly.

Strategy goals:

Learn by helping others with some problems.

Culture awareness goals:

Learn to do volunteer work.

【Important and difficult points】

Enable the Ss to deal with some problems or situations using what they have learnt.

【Teaching procedures】

Step I Lead-in (1a, 1b)

T: We have learnt many phrasal verbs in the last period. Now please do 1a. Who would like to make sentences with the phrases run out of, take after, fix up and give away?

S1: I gave away my old picture books to the poor children in the remote villages.

S2: Lily and Lucy both take after their father.

S3: The girl spent most of her money on clothes and ran out of her money before her mother came to see her.

S4: Our refrigerator has broken down, so we will have it fixed up.

Step II Listening (2a, 2b)

T: Look at the four pictures in 2a, do you know what the boy is doing?

S5: He is fixing up a bike.

T: Can you guess what he is doing that for?

S6: Maybe he is doing that for helping others.

T: Not a bad answer. Boys and girls, let’s listen to the tape and number the pictures in the right order. Are you ready? Begin!

Play the tape and check the answers. Then play again, let the Ss finish 2b and check the answers.

Step III Pair work (2c)

Let the Ss work in pairs to practice the conversation between Jimmy and the reporter using the model dialogue in the box.

Sample dialogue 1:

S1: What do you do, Jimmy?

S2: I buy old bikes and fix them up to give them away to the children who don’t have bikes.

Sample dialogue 2:

S1: Do you think who Jimmy takes after?

S2: I think Jimmy takes after his mother.

Sample dialogue 3:

S1: Why do you think Jimmy fixes bikes?

S2: He wants to help the children who don’t have bikes.

Step IV Reading and Writing (3a, 3b)

T: Next we’ll read something about a good Bike Boy on Page 64. When you read, please underline all the phrasal verbs in the text.

Five minutes later.

T: Have you finished? What are the phrasal verbs?

Ss: Yes. They are: cheer up, run out of, put up, call up, hand out, set up, come up with, fix up, and give away.

T: Good. You are right. I think you have fully mastered the phrasal verbs in the unit. Now read the text again and try to make a note of the things that Jimmy did to solve his problem. I will give you six minutes to finish the task.

Six minutes later, check the answers.

S7: Let me try. 1. He did a radio interview. 2. He put up some signs. 3. He called up his friends. 4. He handed out advertisements. 5. He told the teachers. 6. He set up a call-in center for parents.

T: You did a good job.

Step V Group work (4)

T: I think we should set Jimmy an example to help others. Now please brainstorm a plan for helping out in your community. Make notes on where you are going to and what you are going to do. Five minutes later, I will ask some of you to announce your notes.

Sample answers:

S8: I will pick up the litter in the park near my home. Then the paths will become clean and beautiful.

S9: I will work in the old people’s house and help wash their clothes and sing for them.

S10: I will stand at the crossing and help hand out papers to remind people of obeying traffic rules.

Step VI Homework

Ask the Ss to preview the Reading.

Period 4

Reading

【Teaching aims】

Language goals:

1. Words && expressions

disabled, organization, pleasure, blind, deaf, unable, shut, carry, specially, fetch, at once, support, appreciate, donation, part of speech, pronoun, adverb, preposition, conjunction, donate

2. Key sentences

I’d like to thank you for sending money to “Animal Helpers”, an organization set up to help disabled people.

It is very important that this organization does not run out of money.

Your donation is greatly appreciated and the money is well used to help disabled people like me.

Ability goals:

Enable the Ss to learn the new words using parts of speech.

Emotion and attitude goals:

Be always ready to help others who are in trouble.

Strategy goals:

Using parts of speech.

Culture awareness goals:

Being a helpful person is happy.

【Important and difficult points】

How to write an English letter.

【Teaching procedures】

Step I Lead-in

T: In this unit, we have learned some work the volunteers do. If you were a volunteer, what would you like to do?

S1: I would like to read to the old.

S2: I would like to plant trees to make our hometown more beautiful.

S3: If I had money, I would like to give away my money to the poor.

T: I agree with you. If I were a volunteer, I would set up an organization to help the deaf, the blind and the disabled. Because they can’t do something by themselves, such as opening and shutting windows, carrying heavy things, etc. Do you agree with me?

Ss: Yes.

T: Today let’s read a letter written by a disabled person to someone who donates some money to help him get a “dog-helper”. Have you heard about “Animal Helpers”?

Ss: Yes. “Animal Helpers” are specially trained animals that can help the deaf, the blind or the disabled do something.

Step II Pre-reading (Section 1)

T: Before reading the letter, I have a question: What different kinds of letters can be written? Volunteers?

Ss: 1. Personal letters.

2. Business letters.

T: Excellent! Personal letters and business letters are the two main forms of letters. Then how is a letter different from an article?

S4: The beginning of a letter is different from that of an article. It includes the address of the writer and the date.

T: Right. It’s named heading.

S5: The end of a letter is also different from that of an article.

T: It includes the complimentary close and signature.

S6: The reader of a letter is a certain person or a certain group. But an article is written for all readers.

T: Excellent.

Step III Reading (3a, 3b)

T: Now let’s begin reading the letter. While you read, you may come across some new words or phrases, how can you deal with them?

S7: Looking them up in a dictionary.

S8: Asking others for help. But sometimes it is troublesome, especially in an examination.

T: I’ll tell you a useful learning strategy: Using parts of speech. Ask yourself what part of speech a word is. It might be a noun, a verb or a preposition. Knowing what part of speech it is can help you understand it and help you use other new English words or phrases correctly. Now read the whole letter, trying to use the new learning strategy and find one example of each part of speech, then complete the chart in 3a.

Sample answers:

T: Good. Now please read the letter again to find three phrasal verbs, using them to make sentences on your own.

Sample answers: fill ... with...

E.g. I fill the bottle with water.

set up

E.g. A new laboratory will be set up near our hospital.

help ... out

E.g. A few days ago, I got into trouble. My close friends helped me out.

T: You did a good job. Do you have any difficult language points?

S9: I can’t understand the sentence: Being blind, deaf, unable to walk, to use your hands easily are something that most people can’t imagine. Can you make some explanation?

T: In this sentence, the subject is: being blind, deaf, and unable to walk, to use your hands easily. “Something” is the predicative which is modified by a sentence. Are you clear?

S9: Thank you.

S10: I don’t understand this sentence: I’d like to thank you for sending money to “Animal Helpers”, an organization set up to help disabled people. What’s the function of “an organization set up to help disabled people”?

T: Your question is good. “An organization” is used to explain the object of the sentence “Animal Helpers” and “set up to help disabled people” is a past participle phrase which modifies “an organization”. Are you clear?

S10: Yes. Can you tell me the differences between “amazing” and “amazed”?

T: OK. The adj. ended with -ing is about something; while the adj. ended with -ed is about persons. Do you understand me?

S: Yes.

T: For example， I’m amazed at the amazing films.

Step IV Post-reading (3c)

T: From the text, what can we learn?

Ss: We have learned that the deaf, the blind and the disabled are people who need help. We shouldn’t discriminate against them. On the contrary, we should try our best to give them as much help as we can.

T: You are all good girls and boys.

Then let the Ss do 3c and check the answers.

Sample answers:

Miss Li donated money to “Animal Helpers”.

Liz Smith is unable to move well.

Lucky can fetch things for disabled people.

“Animal Helpers” trains animals like Lucky.

Step V Writing (Section 4)

T: Now since you have understood the letter, please write a short reply to Liz Smith. You should write the reply according to the instruction in the box.

A sample letter:

Dear Liz,

I’m glad to hear from you. I’m happy for having helped you, it’s my pleasure. I’d like to help you more. Don’t hesitate to tell me when you are in trouble.

Do you know why I’m willing to help? OK, I’ll tell you my story. I’m a college student. I went to Gou Diaoyan with Xu Benyu in 2001. The sight of poor condition there frightened me and I failed to stay there and work for the children. Now I regret not having worked there to the end. I’m working in a middle school in a city now, the situation here is much better than Gou Diaoyan, but I’m not happy at all. I determined to do something to help others, just like Xu Benyu. Now I understand helping others means helping ourselves. Helping others is a happy thing.

I’m good at English, Japanese and French. I also do well in designing. Write to me if there’s anything I can do for you.

Best Wishes,

Miss Li

Step VI Homework

Ask the Ss to list the ways in which different animals are, or could be, trained to help people.

Period 5

Self check

【Teaching aims】

Language goals:

1. Words && expressions

professional, offer, give away, take after, come up with

2. Key sentences

I’ve been trying to cheer him up for twenty minutes.

Ability goals:

Enable the Ss to use some phrasal verbs correctly.

Emotion && attitude goals:

Enable the Ss to do volunteer work.

Culture awareness goals:

Helping others is a traditional virtue.

【Important and difficult points】

Enable the Ss to use some phrasal verbs correctly.

【Teaching procedures】

Step I Revision

T: Now would you like to list some ways in which different animals are, or could be, trained to help people?

Ss: Dog: lead the blind across the road; fetch things for the disabled; protect people...

Horse: carry luggage...

Pigeon: send messages...

Monkey: carry things; make people happy...

Step II Word Study (1)

T: Can you list the phrasal verbs we have learnt in the unit?

S1: come up with.

S2: cheer up.

S3: set up.

S4: give away.

S5: take after.

T: Now please do Exercise 1 using these phrasal verbs.

Sample answers: give out, comes up with, gave away, hang out, and takes after

Step III Practice (2)

T: You did very well. In Exercise 2 there are some notes about a woman volunteer. Use these notes to write a complete article.

A sample version:

Sally Brown is a young woman who wants to be a professional singer. As a volunteer she sings at a local hospital to cheer up sick people and also sings at schools. But after she ran out of her money for singing lessons, she came up with ideas for making money. She put up signs asking for singing jobs and also called up parents offering singing lessons for children. Now she will be able to continue her lessons and become a professional singer.

Step IV Extensive Reading

T: It’s valuable for young people to have the experiences of being a volunteer. It can offer young people a chance to get valuable skills and help them make a better impression when they apply for university or a job. But it’s not an easy thing to be a real volunteer sometimes. Do you know Xu Benyu, a volunteer teacher, who is known to all the Chinese?

Show a picture of Xu Benyu on the screen.

T: Let’s read the story about him and answer the following questions.

Show some questions on the screen.

1. What was Gou Diaoyan like in 2003?

2. Who has great influence on Xu?

3. What happened to the village?

4. What can you learn from the passage?

Then show the reading material on the screen.

Gou Diaoyan village, embraced by the high mountains and excruciating poverty, can be accessed only by a narrow path winding through the mountains. Electricity, telephones and mailmen cannot reach here, until Xu decided to go there two years ago, neither could education.

Xu worked in the school in 2003 and determined to help the children in any way he could. A tall man with a Shandong accent, he was born into a poor family in rural area of Liaocheng City in East China’s Shandong Province. “My mother was always ready to help others and often gave them food and clothing, even though our family was poor,” he said. “My mother often told me to help people in need.”

Horrible conditions

After a month of preparation, Xu and four of his classmates left the big city for the remote village school. They took with them three boxes of clothes, a bag of books and 500 yuan (US $60) in cash.

Xu was shocked when he saw the Yaodong Primary School, since it had the worst conditions of any school in the area. It was built in a cave in the mountains, without electricity or lighting. Natural sunlight that filtered into the cave was the only source of illumination allowing students to see their books and the blackboard. Two earth walls divided the cave into different classrooms. Xu and his old classmates stayed for two weeks teaching the students. When they left, the students walked many miles into town to see them off. Xu received eggs from the students, the most precious gifts they had.

 “When a student stared at me and asked me whether I would come back, I said ‘yes’.” said Xu. He could not resist the plea in the students’ eyes nor turn down their request.

The promise proved very expensive and led to huge changes in his life.

Hard life

On July 2003, Xu returned to the school after giving up his graduate studies, bringing with him more than 3，000 books and seven followers.

But awaiting them were poor conditions and feelings of loneliness rather than the sense of great beauty from the mountains and rivers there.

The villagers lived on cornmeal and preserved vegetables, while struggling with the giant flies that tried to share their meals. Fleas were everywhere during the long, wet nights, making sleep almost impossible.

The hard life drove away all of his helpers after a month. Xu had to run the whole school by himself.

Good results

But Xu also took many surprises to the village.

The school has 250 students now, 50 percent more than when Xu became the village schoolteacher.

“What’s more, the parents have come to attach more importance to education,” said Wu. “Their children used to collect nuts and wild vegetables and went their whole lives without ever hearing of cars. “Xu also struggled to build a two-story building to house the school so the students could move from the dark wet cave, which used to be their classroom.

Sample answers:

1. It is embraced by the high mountains and excruciating poverty, can be accessed only by a narrow path winding through the mountains. Electricity, telephones and mailmen cannot reach here, until Xu decided to go there two years ago, neither could education.

2. His mother.

3. The school has 250 students now, 50 percent more than when Xu became the village schoolteacher.

4. be helpful to others.

Step V Summary and Homework

T: Today we had a revision of this unit and learnt the story of Xu Benyu. After class, review what we have learnt in this unit and preview the next unit.

Teaching Resources

I. 重点、难点、疑点注释

1. run out (=become used up) 主语为时间、食物、金钱等名词。

E.g. His money soon ran out. 他的钱很快就花完了。

run out of 用完, 表示主动含义,主语为人。

E.g. He is always running out of money before pay day.他老是发工资的日子还没到就把钱花完了。

2. work out 算出, 解决，做出, 设计出, 制定出

E.g. Work out the physics problem.

    算出（解出）物理题。

Work out a plan. 制定计划。

II. 德育教育

Volunteering is a popular activity in many western countries and in our country now. Volunteer experience can offer young people a chance to get valuable skills and help them make a better impression when they apply for university or a job.

III. 书信写作

英文书信一般分为私人书信（personal letters）和业务书信(business letters)。一般都包含以下几个要点：

1. 收信人的姓名和地址。

2. 寄信人的姓名及其与收信人的关系。

3. 写信的时间。

4. 写信的内容。

在上述要点中要着重注意写信的内容。应灵活运用所学的词汇、语法和句型来组织语言，进行表达。既然是英文信，格式必须讲究。其格式包含以下五个部分：信头（heading）；称呼（salutation）；正文（body）；结束语和谦称（complimentary close）；签名（signature）。

（写信人地址）Hongshan Middle School  

Hongshan Road, Wuchang   Wuhan, 430072            

Hubei, China               

（写信日期）  May18, 2002                 

Dear Tom,(称呼)

I’m glad to receive your letter……………….………………………………………………

(正文)

Best regards to your parents. (结束语和谦称)

Yours sincerely,

ZhengHong

a. 信头

信头包括两项：写信人的地址和写信日期 (通常写在信笺的右上角）。先写地址，后写日期；地址要先小后大。即先写小单位，小地名，然后写大地名。例如，第一行写门牌号码和街道名称，第二行写区名，第三行写县名，第四行写省名和国名。邮政编码通常写在省（市）名之后，地址的每行末尾可以有逗号，也可没有，但每行内该用逗号的地方，仍须使用。一般说来，门牌号码与街道名称之间不用逗号隔开，但城市名称和国家名称之间有逗号。在西方国家，城市名称之后往往写有字母或数字(如Ottawa 5；London, SW 367, Castle Cove, N.S.W 2071, New York, 1031)，表示城市的邮区号码。

写信日期位于写信人地址之后，通常空开一行。日期的写法有两种顺序：一种是按“月、日、年的”顺序(如Dec. 21, 2002);另一种是按“日、月、年”的顺序(如21st Dec., 2002)。注意在年份之前有一个逗号，而月份通常可用缩写词。

b. 称呼

称呼是指对收信人的称呼，写在信头的下方，相距一行，从信笺的左边开始写。英文书信的称呼通常以Dear或Mr. Dear  开头。给亲属写信时，在 Dear 或Mr. Dear 后面加上表示亲属关系的词。给晚辈或熟悉的人写信时，可在Dear或Mr. Dear  后面直接加上他/她的名字即可。写给不太熟悉的人通常在Mr. , Mrs. 等后加姓即可。

c. 正文

这是英文书信的主体部分。从称呼的下一行写起，可以与称呼齐头写，也可以向内缩五个字母再开始写。正文要求语言准确得体，能表情达意，行文流畅，字迹清楚。

d. 结束语和谦称

英文书信的结束语相当于中文书信末尾的“祝好！”、“敬礼！”之类的客套话。这些结束语写在正文的下方，另起一行。常见的结束语有：

Best  wishes / regards！祝好！

Good luck to you！祝你走运！

英文书信末尾的谦称有如中文书信的“某某敬上”、“某某顿首”等。英文的谦称通常写在结束语的下方，相距一至二行的中间偏右的位置上。谦称有亲疏尊卑之分，要根据写信人与收信人的关系而定。谦称的第一个字母要大写，最后要加逗号。例如：

Sincerely  yours， / Yours  sincerely,

用于熟人之间。

Affectionately  yours， / Yours  affectionately,

用于亲密的友人或家人之间。

Truly  yours， / Yours  truly,

用于不太熟悉而应该客气的人。

Respectfully yours, / Yours respectfully,

用于对上级或长辈。

e. 签名

这里指发信人的签名，通常应是亲笔签名，写在谦称下面一至二行的位置上。除了对熟悉的人或亲密的人以外，签名必须写全姓名。为了使人看得清楚，在亲笔签字的下方还可以用打字机把姓名打出来。