Unit8 I’ll help clean up the city parks. SectionA (3a-4)学案
初三英语unit8 i’ll help clean up the city parks.知识精讲 人教版(新目标)
初三英语Unit 8 I’ll help clean up the city parks.知识精讲人教版（新目标）【同步教育信息】一. 本周教学内容：Unit 8 I’ll help clean up the city parks.教学目标：1. 学会提供帮助（用I will, I would like等）；2. 学会用I will…做规划；3. 掌握多种动词词组的用法；4. 学会关注社会，关心他人。
重点词汇：1.cheer up 使振奋、高兴2.clean up 打扫干净3.set up 摆放，建立e up with 提出(问题)5.hand out 分发，发放6.put up 建立，发布7.write down 写下，记下8.try to do sth. 尽力做某事9.help out 帮助（某人）摆脱困境10.run out of 耗尽，用光11.take after 与…相像12.fix up 修理13.give away 赠送，分发14.work out 制定出，算出15.give out 发放，消耗尽16.ask for 要求、索要17.not only...but also…不但…而且…18.not... any more 不再…19.be similar to 与…相似20. put … off 延期，推迟21.be proud of 因…而骄傲；自豪22. be similar to 与…相似hunger, sign, repair重点句型：1. I’d like to work outside.2. I’ll help clean up the city parks.3. You could give out food at a food bank.4. I would like to fix up the desks.5. If you see these things, or problems, what will you do?6. What kind of volunteer work would you like to do?7. He looks sad. Let’s cheer him up.8. We’re going to set up a food bank to help hungry people.9. We need to come up with some ideas.重点语法：短语动词1. 现代英语中，动词之后加介词或副词构成短语，表达一种特定的含义，称为短语动词。
《Unit8_I_will_help_clean_up_the_city_parks》课件3_人教新目标版
work do you think I could do?
B: You could sing for the patients in
hospital.
Sample dialogue 2:
A: I like cooking. What kind of volunteer work do you think I could do? B: You could help cook for the old without children in our community.
sing for groups of people at the city
hospital to cheer them up.
The reasons why they like their work:
Not only do they feel good about
helping other people, but they get to
3c.Role Play
Sample conversation 1: A: I’d like to join the school volunteer project, but I’m not sure what I should do. B: What do you like doing? A: I like writing stories. B: Well, you could help teach young children to write.
unit8i’llhelpcleanupthecityparks教案(人教新目标初三)doc初中英语
unit8i’llhelpcleanupthecityparks教案（人教新目标初三）doc初中英语学科：英语教学内容：I’ll help clean up the city parks.教材分析〔教学要求〕重点1 我们能为教室的保洁做些什么我们每天大部分的时刻差不多上在学校度过的,而其中大部分的时刻又是在教室里学习.教室差不多成为我们生活中一个专门重要的场所。
你有没有关注过你生活的那个场所呢？它的卫生状况你明白吗？你情愿用你和你的同学们的力量,把教室……那个我们大伙儿共同的学习生活场所布置得更加洁净整洁吗？任务I.请留意你所在的教室，存在哪些咨询题？1.__________________________________________________.2.__________________________________________________.3.__________________________________________________.4.__________________________________________________.任务II. 针对上述咨询题，你能做些什么呢？1.__________________________________________________.2.__________________________________________________.3.__________________________________________________.4.__________________________________________________.重点2. 一起改善校园环境校园确实是我们的家。
你明白你的校园还有哪些需要得到改善吗？任务I. 请列举你所见到的校园里有哪些急需得到改善的地点.1.__________________________________________________.2.__________________________________________________.3.__________________________________________________.4.__________________________________________________.任务II. 请做一些打算来解决上述存在的咨询题。
Unit 8 I’ll help clean up the city parks
Learning without thought means labor lost Thought without learning is perilousUnit 8 I’ll help clean up the city parks 九年级英语第八单元教学设计作者：高玉玲学校：乌市92中学Hope is lifeUnit 8 I’ll help clean up the city parks九年级英语第八单元Unit8 I’ll help clan up the city park教学设计课题Unit8 I’ll help clan up the city park班级Class Five地点多媒体教室课时第三课时教师Gao yuling教材分析Analysis of the teaching material本单元以Volunteering 为话题设计了四个部分的内容。
Section B 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)。
通过对动词短语和目标句型的学习,提高学生语言交际能力; 通过对文段篇章的学习, 培养学生为他人着想,热爱公益事业,乐于助人的优秀品质. 共计五个课时.今天是第三课时,主要内容是阅读和写作,还有与此有关的任务性活动.学情分析Analysis of the students1.经过二年的新课程理念的熏陶及实践，学生有了初步的自主、合作、探究、实验的能力.但学生对知识点的掌握仍存在差异，因此对于基础差的学生，多鼓励他们说，把指令给他们说的再细一些。
Unit 8： I'll help clean up the city parks
• She trains her dog to fetch things. 她训练她的 狗去取东西。
• 29. at once == right away 立刻 马上 如：
• The strategies that he came up with worked out fine. 他提出的这个策略效果很好。
• ②算出，制订出，消耗完（精力等）
• He never seems to be worked out. 他好像永远不会疲 乏似的。
• He worked out a plan. 他制订了一个计划。
这种结构相当于及物动词，后面跟宾语。 3. 动词+副词+介词 如：come up with 提出，想出 run out of 用完，耗尽
4. 动词+名词(介词) 如：take part in参加 catch hold of 抓住
• 6. come up with 提出 想出 === think up 想出 • catch up with 赶上 追上 • 7. put off doing 推迟做某事 • put on 穿上 (指过程) • put up 张贴 • 8. write down 写下 记下 • 9. call up 打电话 • make a telephone call 打电话 • 10. set up 成立 建立 • The new hospital was set up in 2000. 这座医院是在2000年成立
• ②Not only you but (also) Lily likes cat. 不仅你而且莉莉喜欢猫。
• 常见的就近原则的结构有：
• ①Neither… nor…即不…也不… (两者都不)Neither you nor I like him. 我和你都不喜欢他。
Unit 8 I’ll help clean up the city parks
Shanghai.
A poem
基于爱心的呼唤是最深沉的呼唤 处于自愿的事业是最有生命力的事业
and
...?
and
...?
Volunteers Wanted
We need volunteers to helps us. If you’d like to play sports. You could train the soccer team. If you____, you could _____…… Being a volunteer is great. Welcome to join us!
Important expressions:
1. clean up
打扫干净
2. stop hunger 阻止饥饿
3. sick children 生病的孩子
4. cheer up
使……快乐
5. give out
分发
6. homeless people 无家可归的人
7. food bank
食物银行
8. after-school study program 课后学习活动
4. _C__u_t_u_p____ these potatoes. I’ll cook them. 5. I will _h_e__lp__w__it_h__ some housework after I finish
my work.
6. Please _w_r_i_t_e_d_o__w_n__ what I said just now.
Unit 8 I’ll help clean up the city parks
Unit 8 I’ll help clean up the city parks. 张朋兵First period教学目标1. Knowledge goals2．key vocabularyhanger , homeless, volunteer ，clean upcheer up, give out ,Target languageI would like to work outside.You could give out food at a food bank.I will help clean up the city park.3． Skill goals1) Train the students’ listening skill2) Enable the Ss to express offering help4． Moral goalsEnable the students to form a positive attitude to helpothers. It’s good for both themselves and others.教学重点和难点.1. Teach students how to use new phrasal verbs.2. Teach students how to express offering to help with target language.3. Make communications with target language教学方法1. Giving sample sentences.2. Listening3. Working in pairs教具. A tape recorder some pictures教学过程Step 1 Revision1 words and phrases with the help of flashcards.2.free talk： talk daily English.Step 2 Presentation1) Ask about places students have visited：T： Just now you talked about…….right? (Student A’s name), you have been to….,is that right?(Student B’s name),do you mean you’re going to…?( ask more Ss) Have you ever heard of(seen) any volunteers( volunteer work)?What did they do?2) Elicit ways(or volunteer jobs) they could do to help others：T： Today we will talk about offering helpIf a person offers to help others, what do we call him/her?Yes, a volunteer. A volunteer does volunteer work.( Write volunteer on the blackboard )T： What jobs could a volunteer do?Now please look at three bulletins in 1a and read about ways you could help others.(call individual student’s name)Do you think doing a volunteer job is great? And would you like to offer to help people who need your help.Well, now can you think of some other ways you could do to help others.(collect ways students think of, list them on board below title volunteer and then ask students to copy them down)Step 3 Listening comprehension (1b)1) Get students to listen to recording and complete sentences2) Check answers both orally and written3) Present following questions for students to match with each of statement：What would you like to do?What could you do?Who would you like to help?4) Make class repeat these sentences several times, and then find out suitable answers from statements in 1b. (For each question, there may be more than two answers.)5) Ask some top students to do it as a model, then get whole class to ask and answer questions in pairs)Step 4 Oral practice1) Talk about pictures . by asking Ss following questions：(for picture 1) What can you see in it? What does it read? What are words written on?(for picture 2) What is the girl doing? Is she writing or putting up anything? What is she putting up?(foe picture 3) Is the boy listening to music? What is he doing? (for picture 4) Is that like a book or a magazine? Neither？ What do you think it is？(for picture 5) In this picture we can see two people. One is giving something to the other.What is he giving/handing out?2) Before listening to recording, read instruction to class, make sure what they are going to hear.Step 5 Listening comprehension (2a-b)1) Get students to listen to recording for first time .2) Ask some students to report their answers orally, invite some others to copy their answers on Bb.3) Play recording a second time. Check answers with class.4) Get students to listen once more, and have class follow and imitate it.5) Then raise following questions for class to answer：What day is it going to be?When is Clean-up Day?What are students planning to do?Can they put off making a plan (for it) ?How many ideas have they come up with?What are they? ( now refer back to things in 2a they have checked)Which of them do you think is best? Why?Step6. Explanation ( Verb-phrases )1) help students to understand what a phrasal verb is：2) Call attention to phrasal verbs written on blackboard. Get students to find out any other verbs among sentences in 2b besides phrasal ones (They are making, is, ask and come.) Then ask them to tell differences.3) Encourage them to give a brief explanation to each of phrasal verbs.4) Ask any volunteers to make up a sentence with each of phrasal verbs.。
Unit 8 I’ll help clean up the city parks.
姓名：1．把…打扫干净，收拾整齐2．无家可归的孩子3．赠送给……4．分发，发放广告5．使某人振奋起来6．在食品救济站7．清洁日8．想起，提出一个主意9．推迟，拖延订计划10．张贴，搭建，举起11．打电话12．建立，开办13．重大的奉献14．在当地小学15．不仅…而且…16．训练一支足球队17．（在性格，外貌等方面）与…相像18．与…相似19．修理20．要求，请求21．提供…给某人22．闲逛23．把钱用完24．残疾人25．使我的生活充满了欢乐26．……被……充满27．接电话28．像关门的事29．帮助某人解决困难30．因为你好心的捐赠31．被用来做某事32．立刻把我的书拿来！33．词性、词类34．不能自如移动35．她通过在课后照管中心工作来充分利用这种爱好。
36．作一个志愿者真好！37．再次感谢你对“动物帮手”的支持。
38．他已经被训练得明白不同的指令。
家长督促默写后签字：日期：1．把…打扫干净，收拾整齐clean up 2．无家可归的孩子homeless children 3．赠送给……give away to…4．分发，发放广告give out/ hand out advertisements5．使某人振奋起来cheer sb. up 6．在食品救济站at the food bank 7．清洁日Clean – up Day8．想起，提出一个主意come up with/ think up an idea9．推迟，拖延订计划put off making a plan 10．张贴，搭建，举起put up 11．打电话call up 12．建立，开办set up13．重大的奉献 a major commitment14．在当地小学at the local elementary school15．不仅…而且…not only … but ( also )…16．训练一支足球队coach a soccer team17．（在性格，外貌等方面）与…相像take after …18．与…相似be similar 19．修理fix up20．要求，请求ask for21．提供…给某人offer sb. sth.; offer sth. for sb.; provide sb. with sth.; provide sth. for sb. 22．闲逛hang out 23．把钱用完run out of money 24．残疾人disabled people25．使我的生活充满了欢乐fill my life with pleasure26．……被……充满be filled with; be full of27．接电话answer the telephone28．像关门的事like shutting doors29．帮助某人解决困难help sb. out30．因为你好心的捐赠because of your kind donation31．被用来做某事be used to do sth.32．立刻把我的书拿来！Fetch my book at once!33．词性、词类part of speech34．不能自如移动be unable to move well35．她通过在课后照管中心工作来充分利用这种爱好。
九年级英语Unit8 i'll help clean up the city parks.
4. He handed out advertisements.
5. He told the teachers at school
about his problem.
Phrasal verbs
1.努力做某事 2.使..高兴 try to do sth. cheer up
奉献某人的金钱做某事 volunteer one’s money to do sth.
10.使…充分发挥作用,
好好利用 没有充分利用.., 滥用… 11.相像
put sth. to good use put sth. to bad use
take after
短语动词小结 常见短语动词结构有下面几种： 1.动词+副词 如：give up 放弃 turn off 关掉 stay up 熬夜 这种结构有时相当于及物动词，如果其宾语是代词，就必须 放在动词和副词之间，如果是名词，则既可插在动词和副词 之间，也可放在短语动词后。 2. 动词+介词 如：listen to 听 look at 看 belong to 属于 这种结构相当于及物动词，后面跟宾语。 3. 动词+副词+介词 如：come up with 提出，想出 run out of 用完，耗尽 4. 动词+名词+介词 如：take part in参加 catch hold oean up the city parks.
Section B (3a-4)
Read and answer:
How many bikes does Jimmy have at last?
Unit 8 Ill help clean up the city parks. 精品资料包-12
Unit 8 I’ll help clean up the city parks. 教案【教学内容分析】本单元以“主动提供帮助”的志愿者工作为话题展开教学，要求学生在实际生活中能给他人提供帮助，学生学会在实际生活中能使用英语。
同时，学生可以了解他国异乡的文化、人土风情、自然环境等情况，以扩充学生的知识面。
本单元通过听、说、读、写的全面训练能力，进一步提高学生听、说、读、写的综合素质能力。
【学情分析】本单元语言目标是提供帮助,对于九年级的学生可能已经不像七年级、八年级学生那样热衷于普通的课堂活动,所以设计怎样的课堂活动，采取怎样的评价方式来提高课堂气氛，从而使学生自然地融入整个教学环节显得尤为重要。
所以任务活动设计尽量贴近学生生活、学习经历和社会实际的，努力引起学生共鸣；同时，教师对每一个任务的解决，都让学生有思考和想象的空间，让学生学有所得，才能提高语用能力和思维能力。
学生在初二年已经学过对他人提供帮助的句型,语言知识已有积淀,通过本单元的学习对已有知识进行巩固、提升。
在培养学生听、说、读、写能力的基础上，培养学生爱家乡，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
【单元教学目标】1．知识目标：a. 学习并掌握本单元单词及动词短语的用法如clean up, hunger, homeless, cheer up, give out, volunteer, food, bank 等。
b. 学会提供帮助的基本句型：I’d like to work outside .I’ll hope to clean up the city park.I volunteer to visit the sick children in the hospital.You could give out food at a food bank.2．能力目标：a. 用“would like to ”“hope to do sth”句型谈论给别人提供帮助b．提高学生的综合语言运用能力。
Unit8I’llhelpcleanupthecityparks8
Unit 8 I’ll help clean up the city parks．The 1st periodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key V ocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2） Target LanguageI’d like to work outside．You could give out food at a food bank．2． Ability Objects（1） Train the students to express offering to help with the target language．（2） Train the students’ listening skill．3． Moral ObjectOffer help to the others as much as possible．Ⅱ． Teaching Key Points1． Key V ocabularyclean up, hunger, homeless, cheer up, give up2． Target LanguageHow to express offering to help with target language．Ⅲ． Teaching Difficult Points1． Teach the students how to use the new phrasal verbs．2． Teach the students to express offering to help with target language．Ⅳ． Teaching Methods1． Teaching by giving sample sentences and making up sentences．2． Teaching by showing pictures．Ⅴ． Teaching Aids1． A tape recorder2． Some pictures on volunteer’s offering helpⅥ． Teaching ProceduresStep Ⅰ Revision1． Revise the language points in Unit 7．Ask some questions like this: Where would you like to go on vacation? Why?（Because…）2． Revise the contents in Unit 7．3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．4． Dictate ten words in Unit 7．Step Ⅱ laIn this unit we learn to offer to help．We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．Ask the children to read the title twice．Then go on saying, "clean up means make a place clean and tidy, put things there in order"．Let’s see another example, We should always clean up after a picnic．Who can explain this sentence in your own, words?Ask one student to explain the sentence．He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．Then ask the class． Who can make more sentences with clean up?Ask several students to share their sentences to the class．Do the same with the other phrasal verbs．Read the instructions to the students．Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about? Help students to answer: Volunteer Today!Then continue saying, "Who can tell me the meaning of volunteer?"Ask one student to try to explain it． Then tell them the meaning of it． V olunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． V olunteer is used as a verb in this lesson．Draw the students’ attention to the three posters on the board．We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．For example, for the first poster, a pair might say:It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary．Step Ⅲ 1bCall the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．Make sure that all the students can understand the meanings of the eight items．Then get the children to read the instructions together．Say, we will hear four conversations．Your task is to match the items in the two lists．We can see the blanks in front of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places．Point out the sample answer to the class．Play the recording the first time． Tell the students to only listen．Then play the recording a second time．Tell them to write a letter in front of each numbered sentence this time．Check the answers．Step Ⅳ 1cRead the instructions with the class．Call their attention to the example in the speech bubbles in Activity la．Ask a pair of students to read this conversation to a class． Then let them practice in pairs．Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh．Play the I’d like to statements on the recording to demonstrate this pronunciation．After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first．Then let the whole class practice in pairs．After that, play the recording of activity 1b and let the children read after it twice．Then ask them to practice similar conversations using the information in Activity 1b．Step Ⅴ SummaryStep Ⅵ Homework1． Make up one sentence with each of the following phrasal verbs:clean up, cheer up, give out2． Write out three conversations of activity 1c．Step ⅦThe 2nd PeriodⅠ． Teaching Aims and DemandsKnowledge Objects（1） Key V ocabularyclean-up, sign, put off, set up, establish, come up with（2） Target LanguageI’ll help clean up the city parks．2． Ability Objects（1） Train the students’ listening skill．（2） Train the students’ communicative competence using the target language．（3） Train the students to use the new phrasal verbs: cheer up, set up, come up with, put off/3． Moral ObjectPlan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it．Ⅱ． Teaching Key Points1． Listening practice with target language．2． Make communications with target language．3． How to use the phrasal verbs．Ⅲ． Teaching Difficult Points1． Make communications with target language．2． Use the phrasal verbs．Ⅳ． Teaching Methods1． Listening2． Pairwork3． Role play the conversationⅤ． Teaching AidsA tape recorderⅥ． Teaching ProceduresStep Ⅰ Revision1． Revise the knowledge points on Page 60． Ask several students to tell some ways they could help people with books closed．2． Check homework by asking several pairs to read their conversations which they wrote down．3． Check homework by asking some students to read their sentences with the phrasal verbs． Let them hand in their homework．Step Ⅱ 2aWe can see five pictures in Activity 2a．What can you see in each picture?Ask five different students to describe the pictures．After that, ask a student to read the words on the TV screen, on the sign and in the newspaper．We’ll hear some students at a club meeting．They are talking about how their club can help clean up the city parks．Ask the class to read the instructions together． Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording．Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes．Play the recording the first time．Students only listen．Play the recording again． Ask students to check the things they hear．Check the answers．Step Ⅲ 2bRead the instructions with the class． And let them have a look at the sentences．Read the first sentence to the students．Tell them it is a sample answer．Say, We will hear the same recording again． This time listen carefully to what the students say and fill in the blanks in the sentences．Play the tape again and the students write out the answers．Check the answers．Step Ⅳ 2cAsk students to look at the sample conversation first． Ask a pair to read it to the class．Ask the class to read the instructions together．Say． You’ll work in pairs to role play the conversation in Activity 2b．Each pair will make a conversation like the sample one． You can use the sentences in Activity 2b as a guide．Ask the students to work in pairs． More around the classroom, checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step Ⅴ Grammar FocusSay, Do you remember the meaning of cheer up? Who can tell us?Ask a student to explain the phrasal verb cheer up like this:Cheer up means make someone happy．Then get students to make up some sentences with it．Say, Let’s learn some more phrasal verbs today．Please open your books at page 61．Look at the content in Grammar Focus and try to tell me the meanings of set up and come up with．Ask two children to tell their meanings like this:Set up means establish or start．Come up with means think up．Then get students to read the sample sentences in the grammar box．Write the phrasal verbs and the sentences on the blackboard．Get students to make more sentences with these phrasal verbs to get a further understanding．Step Ⅵ SummarySay, In this class, we’ve done some listening and writing practice with target language．We also did some oral practice in pairs． And we’ve discussed some phrasal verbs as well．Step Ⅶ Homework1． Write two conversations like the sample in Activity 2c．2． Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call up Step ⅧThe 3rd PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key V ocabularymajor, commitment, veterinarian, coach（2） Target LanguageI’d like to join the school volunteer project．You could help coach a football team for little kids．2． Ability ObjectsTrain students’ reading skill．Train students’ speaking skill with target language．Train students’ writing skill with target language．3． Moral ObjectIf there is a student volunteer project in your school, try to join it。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
带岭一中“高效课堂”教学流程导学案设计
任教年级九年级任教学科英语设计教师授课教师
班级学生姓名小组名称学生使用时间
课题名称Unit 8 I will help clean
up the city parks.
课时数第二课时
课堂教学
类型
阅读课
【使用说明和学法指导】
1.认真阅读和领会学习目标。
2. 认真阅读教材62的内容，预习62的单词和短语。
3.灵活运用动词短语，让学生学会表达自己的爱好并志愿帮助他人。
【学习目标】1.重点单词：volunteer; major; elementary; veterinarian; commitment; coach;
重点短语：be home to; volunteer one’s time to do sth; put …to good use; elementary school; an animal school; sing for; plan to do sth; not only…but (also)
2.让学生学会表达自己的爱好并志愿帮助他人
3.通过交流学习，学会充分利用自己的特长，去帮助身边需要帮助的人
【重、难点】1. 掌握向别人提供帮助的一些动词短语
2.。
could向他人提建议, 动词短语的区别
【学习过程】（课堂展示的六环节：预习交流、明确目标、分组合作、展
现提升、穿插巩固、达标测评。
）
第二课时
Task 1 自主预习
1.预习62单词，不会读的请记录并课上小组内互读正音。
2. 预习交流与展示，请翻译下列短语.
1) be home to______ 2)自愿奉献时间做某事_____
3)使得到充分利用______ 4）兽医院______
5）不但…而且______ 6）开始做某事_______
Task2 探究合作
1. Huiping loves to read, and she puts this love to good use by working in the
after-school care center at her local elementary school.
导学1: put …to good use意为“使……得到充分利用”= make the best use of
追踪训练: We should _______ our advantages______ in the new job. (充分利用)
2. You could help coach a football team for little kids.
你可以帮助训练一支少年足球队。
【拓展】（1）coach 作动词用，意为“训练，教导”,例如：Can you coach Jim for the
high jump? 你能训练吉姆跳高吗？
（2）coach 作名词用，意为“教练，私人补习教师”，例如：
I’d like to be a baseball coach in the future. 将来我想成为一名棒球教练。
I’ll hand out advertisements after school. hand v. 交出，传递
【备注】
【拓展】（1）hand out 同义词组：give out意为“分发”,例如：
Please hand out the books. 请把书发下去。
（2） hand in 意为“交上，呈上”, 例如：
You should hand in your homework on time. 你应该按时上交你的作业。
3.Not only Mary but also I ______ from Canada.
A. is
B. are
C. am
D. was
解析：本题采用就近原则，由靠近谓语的部分来决定谓语的形式。
在本题中，I是靠近谓语的主语部分，因此答案应为C。
就近原则即：谓语与靠近的名词、代词（有时不一定是主语）在“人称、数”上一致。
由下列词语连接的并列主语："there be＋句型; or ; either …or；nor; neither…nor；whether…or；not…but; not only…but also" ; 等。
e.g.
①What he does or what he says does not concern me . 他的行为或言谈都与我无关。
②Neither you nor I am wrong . 你和我都没错。
③Not you but your father is to blame . 不是你，而是你父亲该受责备。
④Not only you but(also) he is wrong .不仅你错了，他也错了。
在倒装句中：谓语可与后面第一个主语一致。
e.g.
①In the distance was heard the clapping of hands and the shouts of the people . 在远处，能听见鼓掌声和人们的呼喊声。
②There is (are) a pen and some books on the desk .桌上有一支钢笔和几本书。
Task3 穿插巩固
1.小组合作，自由阅读3a.
2.小组合作，并且相互翻译3a。
3.根据3a，完成3b
4.3c交际对话展示
Task 4 展现提升
Write down three things you like to do .Ask your partner for advice about the kinds of volunteer work you could do .
Task 5 达标检测
一．.所给词适当形式填空
1). I feel good about _______at the old people’s home. (volunteer)
2). Not only you but also he ________ to have a meeting today. (have)
3). You could help the teacher _________ a soccer team. (coach)
4). They volunteer their spare time ________ others.(help)
5).The poor little girl died of __________.(hungry)
布置作业
1.Copy the words and phrases in this lesson and recite them.
2.Preview the nest lesson.
【我的收获】（反思静悟、体验成功）。