unit1-unit10(本册教案)-35

Unit 8 I’ll help clean up the city parks.
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to express what kind of volunteer work they would like to do. And they will know much about the volunteers and volunteer work. And they will learn to choose a volunteer job based on their own skills. Students will understand to do some volunteer work is good for both themselves and the others. All the students will be interested in the volunteers and volunteer work and they will make great progress in English after learning this unit.
(1) The first period mainly provides some new vocabulary to the students, especially some phrasal verbs. Most new vocabulary and phrasal verbs are very useful on helping the children express what they would like to do and what they could do. And the first period gives the children lots of practice in writing, listening and speaking with the target language.
(2)The activities in the second period provide the students much more listening practice and oral practice using the target language. And the students will get chances to practice the phrasal verbs by listening and speaking. All these will help
much in improving the students’ English.
(3) In the third period, students will read an article on volunteers. They will practice getting detailed information from an article. And they will do some writing and oral practice as well. Students can improve their reading skill and know more about the volunteers.
(4) The fourth period provides much practice on understanding and using the new phrasal verbs. It also gives much more listening and speaking practice. Students will enjoy the story of Jimmy and make much progress in listening.
(5) The fifth period will train the students how to make notes based on an article. It also provides some practice on phrasal verbs. Students can do much speaking practice through groupwork as well.
(6)The sixth period is designed to train the students’ writing skill. It also provides some more practice on using the new phrasal verbs.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to express the volunteer work they would like to do and give suggestions to the others. They will also learn some new phrasal verbs.
(2) Ability Objects
To train the students to use the phrasal verbs, and to train the students’ listening, speaking and writing skills using the target language.
(3) Moral Object
Being a volunteer is great!
3. Teaching Key Points
To help students learn and grasp the phrasal verbs and the target language. To let students know something about the volunteer work.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills with the target language.
To train the students to use the phrasal verbs.
5. Studying Way
Get students to be interested in volunteer work and do something really on it. Ⅱ. Language Function
Offer help
Ⅲ. Target Language
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.
Ⅳ. Structure
Phrasal verbs
Ⅴ. Vocabulary
put off, hand out, call up, give away, run out of, clean up, set up, take after, fix up, cheer up, give out hunger, sign, repair.
Ⅵ. Recycling
come up with, put up, think up hospital, park, bank, food, lunch, bike, money, outside, volunteer, advertisement
Ⅶ. Learning Strategies
Sequencing
Deducing
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
(2) Target Language
I’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 Object
Offer help to the others as much as possible.
Ⅱ. Teaching Key Points
1. Key Vocabulary
clean up, hunger, homeless, cheer up, give up
2. Target Language
How to express offering to help with target language.
Ⅲ. Teaching Difficult Points
1. Teach the students how to use the new phrasal verbs.
2. Teach the students to express offering to help with target language.
Ⅳ. Teaching Methods
1. Teaching by giving sample sentences and making up sentences.
2. Teaching by showing pictures.
Ⅴ. Teaching Aids
1. A tape recorder
2. Some pictures on volunteer’s offering help
Ⅵ. Teaching Procedures
Step ⅠRevision
1. Revise the language points in Unit 7.
Ask some questions like this: Where would you like to go on vacation? (I’d like to/I’d love to/l hope to… )Why?
(Because…)
2. Revise the contents in Unit 7. Say to the class like this:
Who can say something about Singapore?
What things do you like there and what things don’t you like about it?
Ask them to give the answers without looking at the books.
3. Check homework by asking some students to read their sentences th ey’ve made with the verbs. Let them hand in their homework.
4. Dictate ten words in Unit 7.
Step Ⅱla
This activity introduces the key vocabulary and provides some writing practice. In 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 o n 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 say to 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.
Some sample sentences
1. clean up—make a place clean and tidy, put things in order
We should always clean up the dirty parts of the sea.
2. cheer up—make someone feel happy
The good news cheers everyone up.
3. give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class.
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. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson.
Draw the students’ a ttention 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.
Some sample answers:
Visit some single elderly people and help them with housework.
Help clean up the neighbourhood.
Cheer up the people who look sad.
Help the teacher give out the papers to the students.
Save money to help the poorer children.
Step Ⅲ1b
This activity gives students practice in understanding the target language in spoken conversation.
Call 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.
Answers
1. c
2. a
3. d
4. b
Tapescript
Conversation 1
Boy 1: I’d like to work outside.
Girl 1:You could help clean up the city parks.
Conversation 2
Boy 2:I’d like to help homeless people.
Girl 1:You could give out food at the food bank.
Conversation 3
Girl 2:I’d like to cheer up sick kids.
Girl 1: You could visit them in the hospital.
Conversation 4
Girl 1:I’d like to help kids with their schoolwork.
Girl 2:You could volunteer in an after-school study program.
Optional activity
Ask the students to choose a volunteer job they might like to do and draw a picture of it. They can draw a picture like the posters in the textbook. They can also add a sentence describing the job. They may do this in several groups. After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class.
Step Ⅳ1c
This activity provides guided oral practice using the target language.
Read 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. They may say like this:
S A: I’d like to cheer up sick kids.
S B: You could visit sick children in the hospital.
S A: I’d like to help homeless people.
S B: You could give out food at a food bank.
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 ⅤSummary
Say, In this class, we’ve learned how to express offering help. And we’ve learned several phrasal verbs. At last, we did some oral practice using target language.
Step ⅥHomework
1. Make up one sentence with each of the following phrasal verbs:
clean up, cheer up, give out
2. Write out three conversations of activity 1c.
Step ⅦBlackboard Design。