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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教案
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这是一份人教新目标 (Go for it) 版八年级下册Unit 2 I’ll help to clean up the city parks.Section B教案，共16页。教案主要包含了教学目标，教材分析，课时安排等内容，欢迎下载使用。
【教学目标】
I．Learning bjectives
II. Teaching materials analyzing and rearranging
【教材分析】
本单元以Vlunteering 为话题设计了四个部分的内容。
Sectin A
该部分有四个模块:第一个模块围绕 ways in which yu culd help peple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 abut ways t tell peple abut the Clean-Up Day 进行听力(2a, 2b)，口语(2c)训练；第三个模块是关于vlunteers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 f wrk the vlunteers d为话题，以表格及对话形式进行小组活动(4)。
Sectin 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 vlunteer’s wrk 并再次强化了第一模块中的词汇学习(3b)；第四模块仍就the wrk the vlunteers d 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(Sectin 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（Sectin 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(Sectin 3)；第四项任务以写回信的形式对所学知识进行巩固运用(Sectin 4)。
【课时安排】
5 perids
Perid 1: (Sectin A: 1a, 1b, 1c, 2a, 2b, 2c)
New functin presenting
Perid 2: (Sectin A: 3a, 3b, 3c, 4)
Practice
Perid 3: (Sectin B: 1a, 1b, 2a, 2b, 2c, 3a, 3b, 4)
Integrating skills
Perid 4: (Sectin 1－Sectin 4)
Reading
Perid 5: (Self check: 1, 2)
Self- check
III. Teaching plans fr each perid
分课时教案
Perid 3
Integrating skills
【Teaching aims】
Language gals:
1. Wrds && expressins
run ut f, take after, fix up, give away, wrk ut
2. Key sentences
What d yu d?
I fix up bikes and give them away.
Ability gals:
Enable the Ss t deal with sme prblems r situatins using what they have learnt.
Emtin && attitude gals:
Enable the Ss t face prblems bravely and cme up with ideas cleverly.
Strategy gals:
Learn by helping thers with sme prblems.
Culture awareness gals:
Learn t d vlunteer wrk.
【Imprtant and difficult pints】
Enable the Ss t deal with sme prblems r situatins using what they have learnt.
【Teaching prcedures】
Step I Lead-in (1a, 1b)
T: We have learnt many phrasal verbs in the last perid. Nw please d 1a. Wh wuld like t make sentences with the phrases run ut f, take after, fix up and give away?
S1: I gave away my ld picture bks t the pr children in the remte villages.
S2: Lily and Lucy bth take after their father.
S3: The girl spent mst f her mney n clthes and ran ut f her mney befre her mther came t see her.
S4: Our refrigeratr has brken dwn, s we will have it fixed up.
Step II Listening (2a, 2b)
T: Lk at the fur pictures in 2a, d yu knw what the by is ding?
S5: He is fixing up a bike.
T: Can yu guess what he is ding that fr?
S6: Maybe he is ding that fr helping thers.
T: Nt a bad answer. Bys and girls, let’s listen t the tape and number the pictures in the right rder. Are yu ready? Begin!
Play the tape and check the answers. Then play again, let the Ss finish 2b and check the answers.
Step III Pair wrk (2c)
Let the Ss wrk in pairs t practice the cnversatin between Jimmy and the reprter using the mdel dialgue in the bx.
Sample dialgue 1:
S1: What d yu d, Jimmy?
S2: I buy ld bikes and fix them up t give them away t the children wh dn’t have bikes.
Sample dialgue 2:
S1: D yu think wh Jimmy takes after?
S2: I think Jimmy takes after his mther.
Sample dialgue 3:
S1: Why d yu think Jimmy fixes bikes?
S2: He wants t help the children wh dn’t have bikes.
Step IV Reading and Writing (3a, 3b)
T: Next we’ll read smething abut a gd Bike By n Page 64. When yu read, please underline all the phrasal verbs in the text.
Five minutes later.
T: Have yu finished? What are the phrasal verbs?
Ss: Yes. They are: cheer up, run ut f, put up, call up, hand ut, set up, cme up with, fix up, and give away.
T: Gd. Yu are right. I think yu have fully mastered the phrasal verbs in the unit. Nw read the text again and try t make a nte f the things that Jimmy did t slve his prblem. I will give yu six minutes t finish the task.
Six minutes later, check the answers.
S7: Let me try. 1. He did a radi interview. 2. He put up sme signs. 3. He called up his friends. 4. He handed ut advertisements. 5. He tld the teachers. 6. He set up a call-in center fr parents.
T: Yu did a gd jb.
Step V Grup wrk (4)
T: I think we shuld set Jimmy an example t help thers. Nw please brainstrm a plan fr helping ut in yur cmmunity. Make ntes n where yu are ging t and what yu are ging t d. Five minutes later, I will ask sme f yu t annunce yur ntes.
Sample answers:
S8: I will pick up the litter in the park near my hme. Then the paths will becme clean and beautiful.
S9: I will wrk in the ld peple’s huse and help wash their clthes and sing fr them.
S10: I will stand at the crssing and help hand ut papers t remind peple f beying traffic rules.
Step VI Hmewrk
Ask the Ss t preview the Reading.
Perid 4
Reading
【Teaching aims】
Language gals:
1. Wrds && expressins
disabled, rganizatin, pleasure, blind, deaf, unable, shut, carry, specially, fetch, at nce, supprt, appreciate, dnatin, part f speech, prnun, adverb, prepsitin, cnjunctin, dnate
2. Key sentences
I’d like t thank yu fr sending mney t “Animal Helpers”, an rganizatin set up t help disabled peple.
It is very imprtant that this rganizatin des nt run ut f mney.
Yur dnatin is greatly appreciated and the mney is well used t help disabled peple like me.
Ability gals:
Enable the Ss t learn the new wrds using parts f speech.
Emtin and attitude gals:
Be always ready t help thers wh are in truble.
Strategy gals:
Using parts f speech.
Culture awareness gals:
Being a helpful persn is happy.
【Imprtant and difficult pints】
Hw t write an English letter.
【Teaching prcedures】
Step I Lead-in
T: In this unit, we have learned sme wrk the vlunteers d. If yu were a vlunteer, what wuld yu like t d?
S1: I wuld like t read t the ld.
S2: I wuld like t plant trees t make ur hmetwn mre beautiful.
S3: If I had mney, I wuld like t give away my mney t the pr.
T: I agree with yu. If I were a vlunteer, I wuld set up an rganizatin t help the deaf, the blind and the disabled. Because they can’t d smething by themselves, such as pening and shutting windws, carrying heavy things, etc. D yu agree with me?
Ss: Yes.
T: Tday let’s read a letter written by a disabled persn t smene wh dnates sme mney t help him get a “dg-helper”. Have yu heard abut “Animal Helpers”?
Ss: Yes. “Animal Helpers” are specially trained animals that can help the deaf, the blind r the disabled d smething.
Step II Pre-reading (Sectin 1)
T: Befre reading the letter, I have a questin: What different kinds f letters can be written? Vlunteers?
Ss: 1. Persnal letters.
2. Business letters.
T: Excellent! Persnal letters and business letters are the tw main frms f letters. Then hw is a letter different frm an article?
S4: The beginning f a letter is different frm that f an article. It includes the address f the writer and the date.
T: Right. It’s named heading.
S5: The end f a letter is als different frm that f an article.
T: It includes the cmplimentary clse and signature.
S6: The reader f a letter is a certain persn r a certain grup. But an article is written fr all readers.
T: Excellent.
Step III Reading (3a, 3b)
T: Nw let’s begin reading the letter. While yu read, yu may cme acrss sme new wrds r phrases, hw can yu deal with them?
S7: Lking them up in a dictinary.
S8: Asking thers fr help. But smetimes it is trublesme, especially in an examinatin.
T: I’ll tell yu a useful learning strategy: Using parts f speech. Ask yurself what part f speech a wrd is. It might be a nun, a verb r a prepsitin. Knwing what part f speech it is can help yu understand it and help yu use ther new English wrds r phrases crrectly. Nw read the whle letter, trying t use the new learning strategy and find ne example f each part f speech, then cmplete the chart in 3a.
Sample answers:
T: Gd. Nw please read the letter again t find three phrasal verbs, using them t make sentences n yur wn.
Sample answers: fill ... with...
E.g. I fill the bttle with water.
set up
E.g. A new labratry will be set up near ur hspital.
help ... ut
E.g. A few days ag, I gt int truble. My clse friends helped me ut.
T: Yu did a gd jb. D yu have any difficult language pints?
S9: I can’t understand the sentence: Being blind, deaf, unable t walk, t use yur hands easily are smething that mst peple can’t imagine. Can yu make sme explanatin?
T: In this sentence, the subject is: being blind, deaf, and unable t walk, t use yur hands easily. “Smething” is the predicative which is mdified by a sentence. Are yu clear?
S9: Thank yu.
S10: I dn’t understand this sentence: I’d like t thank yu fr sending mney t “Animal Helpers”, an rganizatin set up t help disabled peple. What’s the functin f “an rganizatin set up t help disabled peple”?
T: Yur questin is gd. “An rganizatin” is used t explain the bject f the sentence “Animal Helpers” and “set up t help disabled peple” is a past participle phrase which mdifies “an rganizatin”. Are yu clear?
S10: Yes. Can yu tell me the differences between “amazing” and “amazed”?
T: OK. The adj. ended with -ing is abut smething; while the adj. ended with -ed is abut persns. D yu understand me?
S: Yes.
T: Fr example， I’m amazed at the amazing films.
Step IV Pst-reading (3c)
T: Frm the text, what can we learn?
Ss: We have learned that the deaf, the blind and the disabled are peple wh need help. We shuldn’t discriminate against them. On the cntrary, we shuld try ur best t give them as much help as we can.
T: Yu are all gd girls and bys.
Then let the Ss d 3c and check the answers.
Sample answers:
Miss Li dnated mney t “Animal Helpers”.
Liz Smith is unable t mve well.
Lucky can fetch things fr disabled peple.
“Animal Helpers” trains animals like Lucky.
Step V Writing (Sectin 4)
T: Nw since yu have understd the letter, please write a shrt reply t Liz Smith. Yu shuld write the reply accrding t the instructin in the bx.
A sample letter:
Dear Liz,
I’m glad t hear frm yu. I’m happy fr having helped yu, it’s my pleasure. I’d like t help yu mre. Dn’t hesitate t tell me when yu are in truble.
D yu knw why I’m willing t help? OK, I’ll tell yu my stry. I’m a cllege student. I went t Gu Diayan with Xu Benyu in 2001. The sight f pr cnditin there frightened me and I failed t stay there and wrk fr the children. Nw I regret nt having wrked there t the end. I’m wrking in a middle schl in a city nw, the situatin here is much better than Gu Diayan, but I’m nt happy at all. I determined t d smething t help thers, just like Xu Benyu. Nw I understand helping thers means helping urselves. Helping thers is a happy thing.
I’m gd at English, Japanese and French. I als d well in designing. Write t me if there’s anything I can d fr yu.
Best Wishes,
Miss Li
Step VI Hmewrk
Ask the Ss t list the ways in which different animals are, r culd be, trained t help peple.
Perid 5
Self check
【Teaching aims】
Language gals:
1. Wrds && expressins
prfessinal, ffer, give away, take after, cme up with
2. Key sentences
I’ve been trying t cheer him up fr twenty minutes.
Ability gals:
Enable the Ss t use sme phrasal verbs crrectly.
Emtin && attitude gals:
Enable the Ss t d vlunteer wrk.
Culture awareness gals:
Helping thers is a traditinal virtue.
【Imprtant and difficult pints】
Enable the Ss t use sme phrasal verbs crrectly.
【Teaching prcedures】
Step I Revisin
T: Nw wuld yu like t list sme ways in which different animals are, r culd be, trained t help peple?
Ss: Dg: lead the blind acrss the rad; fetch things fr the disabled; prtect peple...
Hrse: carry luggage...
Pigen: send messages...
Mnkey: carry things; make peple happy...
Step II Wrd Study (1)
T: Can yu list the phrasal verbs we have learnt in the unit?
S1: cme up with.
S2: cheer up.
S3: set up.
S4: give away.
S5: take after.
T: Nw please d Exercise 1 using these phrasal verbs.
Sample answers: give ut, cmes up with, gave away, hang ut, and takes after
Step III Practice (2)
T: Yu did very well. In Exercise 2 there are sme ntes abut a wman vlunteer. Use these ntes t write a cmplete article.
A sample versin:
Sally Brwn is a yung wman wh wants t be a prfessinal singer. As a vlunteer she sings at a lcal hspital t cheer up sick peple and als sings at schls. But after she ran ut f her mney fr singing lessns, she came up with ideas fr making mney. She put up signs asking fr singing jbs and als called up parents ffering singing lessns fr children. Nw she will be able t cntinue her lessns and becme a prfessinal singer.
Step IV Extensive Reading
T: It’s valuable fr yung peple t have the experiences f being a vlunteer. It can ffer yung peple a chance t get valuable skills and help them make a better impressin when they apply fr university r a jb. But it’s nt an easy thing t be a real vlunteer smetimes. D yu knw Xu Benyu, a vlunteer teacher, wh is knwn t all the Chinese?
Shw a picture f Xu Benyu n the screen.
T: Let’s read the stry abut him and answer the fllwing questins.
Shw sme questins n the screen.
1. What was Gu Diayan like in 2003?
2. Wh has great influence n Xu?
3. What happened t the village?
4. What can yu learn frm the passage?
Then shw the reading material n the screen.
Gu Diayan village, embraced by the high muntains and excruciating pverty, can be accessed nly by a narrw path winding thrugh the muntains. Electricity, telephnes and mailmen cannt reach here, until Xu decided t g there tw years ag, neither culd educatin.
Xu wrked in the schl in 2003 and determined t help the children in any way he culd. A tall man with a Shandng accent, he was brn int a pr family in rural area f Liacheng City in East China’s Shandng Prvince. “My mther was always ready t help thers and ften gave them fd and clthing, even thugh ur family was pr,” he said. “My mther ften tld me t help peple in need.”
Hrrible cnditins
After a mnth f preparatin, Xu and fur f his classmates left the big city fr the remte village schl. They tk with them three bxes f clthes, a bag f bks and 500 yuan (US $60) in cash.
Xu was shcked when he saw the Yadng Primary Schl, since it had the wrst cnditins f any schl in the area. It was built in a cave in the muntains, withut electricity r lighting. Natural sunlight that filtered int the cave was the nly surce f illuminatin allwing students t see their bks and the blackbard. Tw earth walls divided the cave int different classrms. Xu and his ld classmates stayed fr tw weeks teaching the students. When they left, the students walked many miles int twn t see them ff. Xu received eggs frm the students, the mst precius gifts they had.
“When a student stared at me and asked me whether I wuld cme back, I said ‘yes’.” said Xu. He culd nt resist the plea in the students’ eyes nr turn dwn their request.
The prmise prved very expensive and led t huge changes in his life.
Hard life
On July 2003, Xu returned t the schl after giving up his graduate studies, bringing with him mre than 3，000 bks and seven fllwers.
But awaiting them were pr cnditins and feelings f lneliness rather than the sense f great beauty frm the muntains and rivers there.
The villagers lived n crnmeal and preserved vegetables, while struggling with the giant flies that tried t share their meals. Fleas were everywhere during the lng, wet nights, making sleep almst impssible.
The hard life drve away all f his helpers after a mnth. Xu had t run the whle schl by himself.
Gd results
But Xu als tk many surprises t the village.
The schl has 250 students nw, 50 percent mre than when Xu became the village schlteacher.
“What’s mre, the parents have cme t attach mre imprtance t educatin,” said Wu. “Their children used t cllect nuts and wild vegetables and went their whle lives withut ever hearing f cars. “Xu als struggled t build a tw-stry building t huse the schl s the students culd mve frm the dark wet cave, which used t be their classrm.
Sample answers:
1. It is embraced by the high muntains and excruciating pverty, can be accessed nly by a narrw path winding thrugh the muntains. Electricity, telephnes and mailmen cannt reach here, until Xu decided t g there tw years ag, neither culd educatin.
2. His mther.
3. The schl has 250 students nw, 50 percent mre than when Xu became the village schlteacher.
4. be helpful t thers.
Step V Summary and Hmewrk
T: Tday we had a revisin f this unit and learnt the stry f Xu Benyu. After class, review what we have learnt in this unit and preview the next unit.
Teaching Resurces
I. 重点、难点、疑点注释
1. run ut (=becme used up) 主语为时间、食物、金钱等名词。
E.g. His mney sn ran ut. 他的钱很快就花完了。
run ut f 用完, 表示主动含义,主语为人。
E.g. He is always running ut f mney befre pay day.他老是发工资的日子还没到就把钱花完了。
2. wrk ut 算出, 解决，做出, 设计出, 制定出
E.g. Wrk ut the physics prblem.
算出（解出）物理题。
Wrk ut a plan. 制定计划。
II. 德育教育
Vlunteering is a ppular activity in many western cuntries and in ur cuntry nw. Vlunteer experience can ffer yung peple a chance t get valuable skills and help them make a better impressin when they apply fr university r a jb.
III. 书信写作
英文书信一般分为私人书信（persnal 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（salutatin）；正文（bdy）；结束语和谦称（cmplimentary clse）；签名（signature）。
（写信人地址）Hngshan Middle Schl
Hngshan Rad, Wuchang Wuhan, 430072
Hubei, China
（写信日期） May18, 2002
Dear Tm,(称呼)
I’m glad t receive yur letter……………….………………………………………………
(正文)
Best regards t yur parents. (结束语和谦称)
Yurs sincerely,
ZhengHng
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；Lndn, SW 367, Castle Cve, N.S.W 2071, New Yrk, 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！
Gd luck t yu！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 yurs， / Yurs sincerely,
用于熟人之间。
Affectinately yurs， / Yurs affectinately,
用于亲密的友人或家人之间。
Truly yurs， / Yurs truly,
用于不太熟悉而应该客气的人。
Respectfully yurs, / Yurs 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。Skill
Fcus
▲ Listen and talk abut ffering help
▲ Talk abut ways t tell peple abut the Clean-Up Day
▲ Listen, describe and talk abut the wrk the vlunteers d
▲ Learn t write a letter
▲ Learn t deal with new prblems r situatins using what yu have learned
Language
Fcus
功能句式
Talk abut ffering help
I’ll help clean up the city parks.
A: I’d like t wrk ...
B: Yu culd help ...
Talk abut ways t tell peple abut the Clean-Up Day
We need t ...
We can’t ...
I’ll ...
Talk abut the wrk the vlunteers d
These three students all vlunteer their time t help ther peple.
Smebdy lves t ... / helps ... / plans t ... / wants t ...
A: What d yu like ding?
B: I like ...
A: What kind f vlunteer wrk d yu think I culd d?
B: Yu culd ...
词汇
1. 重点词汇
advertisement, fix, repair, pleasure, blind, deaf, shut, carry, specially, fetch
2. 认读词汇
hunger, hmeless, cheer, clean-up, sign, establish, majr, cmmitment, elementary, veterinarian, cach, similar, call-in, strategy, disabled, rganizatin, unable, supprt, appreciate, dnatin, part f speech, prnun, adverb, prepsitin, cnjunctin, dnate, Jimmy, Sally
3. 词组
clean up, cheer up, give ut, put ff, set up, think up, take after, fix up, give away, put up, hand ut, wrk ut, at nce
语法
Hw t use phrasal verbs
Strategy
Fcus
1. Matching
2. Persnalizing
3. Using parts f speech
Culture
Fcus
Being a vlunteer is useful and imprtant.
PART OF
SPEECH
EXAMPLE
FROM TEXT
PART OF
SPEECH
EXAMPLE
FROM TEXT
1. A NOUN
pleasure
5. AN ADVERB
well
2. A PRONOUN
wh
6.A PREPOSITION
with
3. A VERB
send
7. A CONJUN-CTION
and
4. AN ADJECTIVE
pssible
【教学目标】
I．Learning bjectives
II. Teaching materials analyzing and rearranging
【教材分析】
本单元以Vlunteering 为话题设计了四个部分的内容。
Sectin A
该部分有四个模块:第一个模块围绕 ways in which yu culd help peple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 abut ways t tell peple abut the Clean-Up Day 进行听力(2a, 2b)，口语(2c)训练；第三个模块是关于vlunteers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 f wrk the vlunteers d为话题，以表格及对话形式进行小组活动(4)。
Sectin 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 vlunteer’s wrk 并再次强化了第一模块中的词汇学习(3b)；第四模块仍就the wrk the vlunteers d 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(Sectin 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（Sectin 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(Sectin 3)；第四项任务以写回信的形式对所学知识进行巩固运用(Sectin 4)。
【课时安排】
5 perids
Perid 1: (Sectin A: 1a, 1b, 1c, 2a, 2b, 2c)
New functin presenting
Perid 2: (Sectin A: 3a, 3b, 3c, 4)
Practice
Perid 3: (Sectin B: 1a, 1b, 2a, 2b, 2c, 3a, 3b, 4)
Integrating skills
Perid 4: (Sectin 1－Sectin 4)
Reading
Perid 5: (Self check: 1, 2)
Self- check
III. Teaching plans fr each perid
分课时教案
Perid 3
Integrating skills
【Teaching aims】
Language gals:
1. Wrds && expressins
run ut f, take after, fix up, give away, wrk ut
2. Key sentences
What d yu d?
I fix up bikes and give them away.
Ability gals:
Enable the Ss t deal with sme prblems r situatins using what they have learnt.
Emtin && attitude gals:
Enable the Ss t face prblems bravely and cme up with ideas cleverly.
Strategy gals:
Learn by helping thers with sme prblems.
Culture awareness gals:
Learn t d vlunteer wrk.
【Imprtant and difficult pints】
Enable the Ss t deal with sme prblems r situatins using what they have learnt.
【Teaching prcedures】
Step I Lead-in (1a, 1b)
T: We have learnt many phrasal verbs in the last perid. Nw please d 1a. Wh wuld like t make sentences with the phrases run ut f, take after, fix up and give away?
S1: I gave away my ld picture bks t the pr children in the remte villages.
S2: Lily and Lucy bth take after their father.
S3: The girl spent mst f her mney n clthes and ran ut f her mney befre her mther came t see her.
S4: Our refrigeratr has brken dwn, s we will have it fixed up.
Step II Listening (2a, 2b)
T: Lk at the fur pictures in 2a, d yu knw what the by is ding?
S5: He is fixing up a bike.
T: Can yu guess what he is ding that fr?
S6: Maybe he is ding that fr helping thers.
T: Nt a bad answer. Bys and girls, let’s listen t the tape and number the pictures in the right rder. Are yu ready? Begin!
Play the tape and check the answers. Then play again, let the Ss finish 2b and check the answers.
Step III Pair wrk (2c)
Let the Ss wrk in pairs t practice the cnversatin between Jimmy and the reprter using the mdel dialgue in the bx.
Sample dialgue 1:
S1: What d yu d, Jimmy?
S2: I buy ld bikes and fix them up t give them away t the children wh dn’t have bikes.
Sample dialgue 2:
S1: D yu think wh Jimmy takes after?
S2: I think Jimmy takes after his mther.
Sample dialgue 3:
S1: Why d yu think Jimmy fixes bikes?
S2: He wants t help the children wh dn’t have bikes.
Step IV Reading and Writing (3a, 3b)
T: Next we’ll read smething abut a gd Bike By n Page 64. When yu read, please underline all the phrasal verbs in the text.
Five minutes later.
T: Have yu finished? What are the phrasal verbs?
Ss: Yes. They are: cheer up, run ut f, put up, call up, hand ut, set up, cme up with, fix up, and give away.
T: Gd. Yu are right. I think yu have fully mastered the phrasal verbs in the unit. Nw read the text again and try t make a nte f the things that Jimmy did t slve his prblem. I will give yu six minutes t finish the task.
Six minutes later, check the answers.
S7: Let me try. 1. He did a radi interview. 2. He put up sme signs. 3. He called up his friends. 4. He handed ut advertisements. 5. He tld the teachers. 6. He set up a call-in center fr parents.
T: Yu did a gd jb.
Step V Grup wrk (4)
T: I think we shuld set Jimmy an example t help thers. Nw please brainstrm a plan fr helping ut in yur cmmunity. Make ntes n where yu are ging t and what yu are ging t d. Five minutes later, I will ask sme f yu t annunce yur ntes.
Sample answers:
S8: I will pick up the litter in the park near my hme. Then the paths will becme clean and beautiful.
S9: I will wrk in the ld peple’s huse and help wash their clthes and sing fr them.
S10: I will stand at the crssing and help hand ut papers t remind peple f beying traffic rules.
Step VI Hmewrk
Ask the Ss t preview the Reading.
Perid 4
Reading
【Teaching aims】
Language gals:
1. Wrds && expressins
disabled, rganizatin, pleasure, blind, deaf, unable, shut, carry, specially, fetch, at nce, supprt, appreciate, dnatin, part f speech, prnun, adverb, prepsitin, cnjunctin, dnate
2. Key sentences
I’d like t thank yu fr sending mney t “Animal Helpers”, an rganizatin set up t help disabled peple.
It is very imprtant that this rganizatin des nt run ut f mney.
Yur dnatin is greatly appreciated and the mney is well used t help disabled peple like me.
Ability gals:
Enable the Ss t learn the new wrds using parts f speech.
Emtin and attitude gals:
Be always ready t help thers wh are in truble.
Strategy gals:
Using parts f speech.
Culture awareness gals:
Being a helpful persn is happy.
【Imprtant and difficult pints】
Hw t write an English letter.
【Teaching prcedures】
Step I Lead-in
T: In this unit, we have learned sme wrk the vlunteers d. If yu were a vlunteer, what wuld yu like t d?
S1: I wuld like t read t the ld.
S2: I wuld like t plant trees t make ur hmetwn mre beautiful.
S3: If I had mney, I wuld like t give away my mney t the pr.
T: I agree with yu. If I were a vlunteer, I wuld set up an rganizatin t help the deaf, the blind and the disabled. Because they can’t d smething by themselves, such as pening and shutting windws, carrying heavy things, etc. D yu agree with me?
Ss: Yes.
T: Tday let’s read a letter written by a disabled persn t smene wh dnates sme mney t help him get a “dg-helper”. Have yu heard abut “Animal Helpers”?
Ss: Yes. “Animal Helpers” are specially trained animals that can help the deaf, the blind r the disabled d smething.
Step II Pre-reading (Sectin 1)
T: Befre reading the letter, I have a questin: What different kinds f letters can be written? Vlunteers?
Ss: 1. Persnal letters.
2. Business letters.
T: Excellent! Persnal letters and business letters are the tw main frms f letters. Then hw is a letter different frm an article?
S4: The beginning f a letter is different frm that f an article. It includes the address f the writer and the date.
T: Right. It’s named heading.
S5: The end f a letter is als different frm that f an article.
T: It includes the cmplimentary clse and signature.
S6: The reader f a letter is a certain persn r a certain grup. But an article is written fr all readers.
T: Excellent.
Step III Reading (3a, 3b)
T: Nw let’s begin reading the letter. While yu read, yu may cme acrss sme new wrds r phrases, hw can yu deal with them?
S7: Lking them up in a dictinary.
S8: Asking thers fr help. But smetimes it is trublesme, especially in an examinatin.
T: I’ll tell yu a useful learning strategy: Using parts f speech. Ask yurself what part f speech a wrd is. It might be a nun, a verb r a prepsitin. Knwing what part f speech it is can help yu understand it and help yu use ther new English wrds r phrases crrectly. Nw read the whle letter, trying t use the new learning strategy and find ne example f each part f speech, then cmplete the chart in 3a.
Sample answers:
T: Gd. Nw please read the letter again t find three phrasal verbs, using them t make sentences n yur wn.
Sample answers: fill ... with...
E.g. I fill the bttle with water.
set up
E.g. A new labratry will be set up near ur hspital.
help ... ut
E.g. A few days ag, I gt int truble. My clse friends helped me ut.
T: Yu did a gd jb. D yu have any difficult language pints?
S9: I can’t understand the sentence: Being blind, deaf, unable t walk, t use yur hands easily are smething that mst peple can’t imagine. Can yu make sme explanatin?
T: In this sentence, the subject is: being blind, deaf, and unable t walk, t use yur hands easily. “Smething” is the predicative which is mdified by a sentence. Are yu clear?
S9: Thank yu.
S10: I dn’t understand this sentence: I’d like t thank yu fr sending mney t “Animal Helpers”, an rganizatin set up t help disabled peple. What’s the functin f “an rganizatin set up t help disabled peple”?
T: Yur questin is gd. “An rganizatin” is used t explain the bject f the sentence “Animal Helpers” and “set up t help disabled peple” is a past participle phrase which mdifies “an rganizatin”. Are yu clear?
S10: Yes. Can yu tell me the differences between “amazing” and “amazed”?
T: OK. The adj. ended with -ing is abut smething; while the adj. ended with -ed is abut persns. D yu understand me?
S: Yes.
T: Fr example， I’m amazed at the amazing films.
Step IV Pst-reading (3c)
T: Frm the text, what can we learn?
Ss: We have learned that the deaf, the blind and the disabled are peple wh need help. We shuldn’t discriminate against them. On the cntrary, we shuld try ur best t give them as much help as we can.
T: Yu are all gd girls and bys.
Then let the Ss d 3c and check the answers.
Sample answers:
Miss Li dnated mney t “Animal Helpers”.
Liz Smith is unable t mve well.
Lucky can fetch things fr disabled peple.
“Animal Helpers” trains animals like Lucky.
Step V Writing (Sectin 4)
T: Nw since yu have understd the letter, please write a shrt reply t Liz Smith. Yu shuld write the reply accrding t the instructin in the bx.
A sample letter:
Dear Liz,
I’m glad t hear frm yu. I’m happy fr having helped yu, it’s my pleasure. I’d like t help yu mre. Dn’t hesitate t tell me when yu are in truble.
D yu knw why I’m willing t help? OK, I’ll tell yu my stry. I’m a cllege student. I went t Gu Diayan with Xu Benyu in 2001. The sight f pr cnditin there frightened me and I failed t stay there and wrk fr the children. Nw I regret nt having wrked there t the end. I’m wrking in a middle schl in a city nw, the situatin here is much better than Gu Diayan, but I’m nt happy at all. I determined t d smething t help thers, just like Xu Benyu. Nw I understand helping thers means helping urselves. Helping thers is a happy thing.
I’m gd at English, Japanese and French. I als d well in designing. Write t me if there’s anything I can d fr yu.
Best Wishes,
Miss Li
Step VI Hmewrk
Ask the Ss t list the ways in which different animals are, r culd be, trained t help peple.
Perid 5
Self check
【Teaching aims】
Language gals:
1. Wrds && expressins
prfessinal, ffer, give away, take after, cme up with
2. Key sentences
I’ve been trying t cheer him up fr twenty minutes.
Ability gals:
Enable the Ss t use sme phrasal verbs crrectly.
Emtin && attitude gals:
Enable the Ss t d vlunteer wrk.
Culture awareness gals:
Helping thers is a traditinal virtue.
【Imprtant and difficult pints】
Enable the Ss t use sme phrasal verbs crrectly.
【Teaching prcedures】
Step I Revisin
T: Nw wuld yu like t list sme ways in which different animals are, r culd be, trained t help peple?
Ss: Dg: lead the blind acrss the rad; fetch things fr the disabled; prtect peple...
Hrse: carry luggage...
Pigen: send messages...
Mnkey: carry things; make peple happy...
Step II Wrd Study (1)
T: Can yu list the phrasal verbs we have learnt in the unit?
S1: cme up with.
S2: cheer up.
S3: set up.
S4: give away.
S5: take after.
T: Nw please d Exercise 1 using these phrasal verbs.
Sample answers: give ut, cmes up with, gave away, hang ut, and takes after
Step III Practice (2)
T: Yu did very well. In Exercise 2 there are sme ntes abut a wman vlunteer. Use these ntes t write a cmplete article.
A sample versin:
Sally Brwn is a yung wman wh wants t be a prfessinal singer. As a vlunteer she sings at a lcal hspital t cheer up sick peple and als sings at schls. But after she ran ut f her mney fr singing lessns, she came up with ideas fr making mney. She put up signs asking fr singing jbs and als called up parents ffering singing lessns fr children. Nw she will be able t cntinue her lessns and becme a prfessinal singer.
Step IV Extensive Reading
T: It’s valuable fr yung peple t have the experiences f being a vlunteer. It can ffer yung peple a chance t get valuable skills and help them make a better impressin when they apply fr university r a jb. But it’s nt an easy thing t be a real vlunteer smetimes. D yu knw Xu Benyu, a vlunteer teacher, wh is knwn t all the Chinese?
Shw a picture f Xu Benyu n the screen.
T: Let’s read the stry abut him and answer the fllwing questins.
Shw sme questins n the screen.
1. What was Gu Diayan like in 2003?
2. Wh has great influence n Xu?
3. What happened t the village?
4. What can yu learn frm the passage?
Then shw the reading material n the screen.
Gu Diayan village, embraced by the high muntains and excruciating pverty, can be accessed nly by a narrw path winding thrugh the muntains. Electricity, telephnes and mailmen cannt reach here, until Xu decided t g there tw years ag, neither culd educatin.
Xu wrked in the schl in 2003 and determined t help the children in any way he culd. A tall man with a Shandng accent, he was brn int a pr family in rural area f Liacheng City in East China’s Shandng Prvince. “My mther was always ready t help thers and ften gave them fd and clthing, even thugh ur family was pr,” he said. “My mther ften tld me t help peple in need.”
Hrrible cnditins
After a mnth f preparatin, Xu and fur f his classmates left the big city fr the remte village schl. They tk with them three bxes f clthes, a bag f bks and 500 yuan (US $60) in cash.
Xu was shcked when he saw the Yadng Primary Schl, since it had the wrst cnditins f any schl in the area. It was built in a cave in the muntains, withut electricity r lighting. Natural sunlight that filtered int the cave was the nly surce f illuminatin allwing students t see their bks and the blackbard. Tw earth walls divided the cave int different classrms. Xu and his ld classmates stayed fr tw weeks teaching the students. When they left, the students walked many miles int twn t see them ff. Xu received eggs frm the students, the mst precius gifts they had.
“When a student stared at me and asked me whether I wuld cme back, I said ‘yes’.” said Xu. He culd nt resist the plea in the students’ eyes nr turn dwn their request.
The prmise prved very expensive and led t huge changes in his life.
Hard life
On July 2003, Xu returned t the schl after giving up his graduate studies, bringing with him mre than 3，000 bks and seven fllwers.
But awaiting them were pr cnditins and feelings f lneliness rather than the sense f great beauty frm the muntains and rivers there.
The villagers lived n crnmeal and preserved vegetables, while struggling with the giant flies that tried t share their meals. Fleas were everywhere during the lng, wet nights, making sleep almst impssible.
The hard life drve away all f his helpers after a mnth. Xu had t run the whle schl by himself.
Gd results
But Xu als tk many surprises t the village.
The schl has 250 students nw, 50 percent mre than when Xu became the village schlteacher.
“What’s mre, the parents have cme t attach mre imprtance t educatin,” said Wu. “Their children used t cllect nuts and wild vegetables and went their whle lives withut ever hearing f cars. “Xu als struggled t build a tw-stry building t huse the schl s the students culd mve frm the dark wet cave, which used t be their classrm.
Sample answers:
1. It is embraced by the high muntains and excruciating pverty, can be accessed nly by a narrw path winding thrugh the muntains. Electricity, telephnes and mailmen cannt reach here, until Xu decided t g there tw years ag, neither culd educatin.
2. His mther.
3. The schl has 250 students nw, 50 percent mre than when Xu became the village schlteacher.
4. be helpful t thers.
Step V Summary and Hmewrk
T: Tday we had a revisin f this unit and learnt the stry f Xu Benyu. After class, review what we have learnt in this unit and preview the next unit.
Teaching Resurces
I. 重点、难点、疑点注释
1. run ut (=becme used up) 主语为时间、食物、金钱等名词。
E.g. His mney sn ran ut. 他的钱很快就花完了。
run ut f 用完, 表示主动含义,主语为人。
E.g. He is always running ut f mney befre pay day.他老是发工资的日子还没到就把钱花完了。
2. wrk ut 算出, 解决，做出, 设计出, 制定出
E.g. Wrk ut the physics prblem.
算出（解出）物理题。
Wrk ut a plan. 制定计划。
II. 德育教育
Vlunteering is a ppular activity in many western cuntries and in ur cuntry nw. Vlunteer experience can ffer yung peple a chance t get valuable skills and help them make a better impressin when they apply fr university r a jb.
III. 书信写作
英文书信一般分为私人书信（persnal 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（salutatin）；正文（bdy）；结束语和谦称（cmplimentary clse）；签名（signature）。
（写信人地址）Hngshan Middle Schl
Hngshan Rad, Wuchang Wuhan, 430072
Hubei, China
（写信日期） May18, 2002
Dear Tm,(称呼)
I’m glad t receive yur letter……………….………………………………………………
(正文)
Best regards t yur parents. (结束语和谦称)
Yurs sincerely,
ZhengHng
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；Lndn, SW 367, Castle Cve, N.S.W 2071, New Yrk, 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！
Gd luck t yu！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 yurs， / Yurs sincerely,
用于熟人之间。
Affectinately yurs， / Yurs affectinately,
用于亲密的友人或家人之间。
Truly yurs， / Yurs truly,
用于不太熟悉而应该客气的人。
Respectfully yurs, / Yurs 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。Skill
Fcus
▲ Listen and talk abut ffering help
▲ Talk abut ways t tell peple abut the Clean-Up Day
▲ Listen, describe and talk abut the wrk the vlunteers d
▲ Learn t write a letter
▲ Learn t deal with new prblems r situatins using what yu have learned
Language
Fcus
功能句式
Talk abut ffering help
I’ll help clean up the city parks.
A: I’d like t wrk ...
B: Yu culd help ...
Talk abut ways t tell peple abut the Clean-Up Day
We need t ...
We can’t ...
I’ll ...
Talk abut the wrk the vlunteers d
These three students all vlunteer their time t help ther peple.
Smebdy lves t ... / helps ... / plans t ... / wants t ...
A: What d yu like ding?
B: I like ...
A: What kind f vlunteer wrk d yu think I culd d?
B: Yu culd ...
词汇
1. 重点词汇
advertisement, fix, repair, pleasure, blind, deaf, shut, carry, specially, fetch
2. 认读词汇
hunger, hmeless, cheer, clean-up, sign, establish, majr, cmmitment, elementary, veterinarian, cach, similar, call-in, strategy, disabled, rganizatin, unable, supprt, appreciate, dnatin, part f speech, prnun, adverb, prepsitin, cnjunctin, dnate, Jimmy, Sally
3. 词组
clean up, cheer up, give ut, put ff, set up, think up, take after, fix up, give away, put up, hand ut, wrk ut, at nce
语法
Hw t use phrasal verbs
Strategy
Fcus
1. Matching
2. Persnalizing
3. Using parts f speech
Culture
Fcus
Being a vlunteer is useful and imprtant.
PART OF
SPEECH
EXAMPLE
FROM TEXT
PART OF
SPEECH
EXAMPLE
FROM TEXT
1. A NOUN
pleasure
5. AN ADVERB
well
2. A PRONOUN
wh
6.A PREPOSITION
with
3. A VERB
send
7. A CONJUN-CTION
and
4. AN ADJECTIVE
pssible
相关教案
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