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Unit8I’llhelpcleanupthecityparks.
I.Teachingobjectives教学目标
Skill
Focus
▲Listenandtalkaboutofferinghelp
▲TalkaboutwaystotellpeopleabouttheClean-UpDay
▲Listen,describeandtalkabouttheworkthevolunteersdo
▲Learntowritealetter
▲LearntodealwithnewproblemsorsituationsusingwhatyouhavelearnedLanguage
Focus功能句式
Talkaboutofferinghelp(P60)
I’llhelpcleanupthecityparks.
A:I’dliketowork...
B:Youcouldhelp...
TalkaboutwaystotellpeopleabouttheClean-UpDay(P61)
Weneedto...
Wecan’t...
I’ll...
Talkabouttheworkthevolunteersdo(P62)
Thesethreestudentsallvolunteertheirtimetohelpotherpeople.
Somebodylovesto.../helps.../plansto.../wantsto...
A:Whatdoyoulikedoing?
B:Ilike...
A:WhatkindofvolunteerworkdoyouthinkIcoulddo?
B:Youcould...词汇
1.重点词汇
advertisement,fix,repair,pleasure,blind,deaf,shut,carry,specially,fetch
2.认读词汇
hunger,homeless,cheer,clean-up,sign,establish,major,commitment,elementary,veterinarian,coach,similar,call-in,strategy,disabled,organization,unable,support,appreciate,donation,partofspeech,pronoun,adverb,preposition,conjunction,donate,Jimmy,Sally
3.词组
cleanup,cheerup,giveout,putoff,setup,thinkup,takeafter,fixup,giveaway,putup,handout,workout,atonce语法HowtousephrasalverbsStrategy
Focus
1.Matching
2.Personalizing
3.UsingpartsofspeechCulture
FocusBeingavolunteerisusefulandimportant.II.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析
本单元以Volunteering为话题设计了四个部分的内容。
SectionA
该部分有四个模块:第一个模块围绕waysinwhichyoucouldhelppeople这个话题展开叙述(1a),听力(1b),口语(1c)训练;第二个模块围绕TalkaboutwaystotellpeopleabouttheClean-UpDay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thekindsofworkthevolunteersdo为话题,以表格及对话形式进行小组活动(4)。
SectionB
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)avolunteer’swork并再次强化了第一模块中的词汇学习(3b);第四模块仍就theworkthevolunteersdo这一话题以小组活动形式进行口语训练(4)。
Selfcheck
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(Section1);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(Section2);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(Section3);第四项任务以写回信的形式对所学知识进行巩固运用(Section4)。2.教材重组和课时分配
Period1:(SectionA:1a,1b,1c,2a,2b,2c)
Newfunctionpresenting
Period2:(SectionA:3a,3b,3c,4)
Practice
Period3:(SectionB:1a,1b,2a,2b,2c,3a,3b,4)
Integratingskills
Period4:(Section1-Section4)
Reading
Period5:(Selfcheck:1,2)
SelfcheckIII.Teachingplans
StepILead-in
T:Inthelastunit,wehavelearned“wherewouldyouliketovisit”.Ifyouaskedmethisquestion,Iwouldsay:IwouldliketovisitGuilin.ItistheplacewhichIwouldliketovisitmost.Wouldyouliketovisitit?
Ss:Yes.Wewouldalsoliketovisititbecauseofitsbeautifulsceneryandkindpeople.
T:Good.TherearemanytouristattractionsinGuilin,soeveryyearthousandsofpeoplevisitit.Buttherearemanyvisitorswhothrowwastecansandplasticbagshereandthere.Asaresult,manytouristattractionsinGuilinhavebeenpollutedheavily.Andthesamethinghashappenedinotherplacesalloverthecountry.ItisreportedthatanoldwomanfromAmericahelpedcleanuprubbishthrownbyvisitorsontheGreatWallasavolunteer.Andinourcountrytherearemanyvolunteerstodoeverykindofworktohelpothers.Doyouthinkbeingavolunteerisgreat?
Ss:Yes,wehaveheardofmanygooddeedsdonebyvolunteersalloverthecountry.Theyaregreat.Theygivepeoplehelpwithouthopeofreward.
T:Thendoyouhopetobecomevolunteers?
Ss:Yes,wehopetobecomevolunteers,thus,wecanhelpmanypeoplewhoneedhelp.
T:Isuggestyousetupavolunteergrouptotryyourbesttohelppeople.Nowpleaseopenyourbooksandturntopage60.Lookatthepicture.Whatcanyouseeinit?
Ss:Thetwopersonsaretalkingaboutvolunteerwork.
T:Good,pleasereadthethreepostersinit.Whowouldliketoreadthemtous?
S1:Letmetry.Thefirstposter:Helpcleanupthecityparks;Thesecond:Visitsickchildreninthehospital;Thethird:Helpstophunger.
T:Thankyou.Besidesthewaysprovidedintheposterstohelppeople,canyouthinkofmoreotherways?
S2:Helppeoplestopsmoking.
S3:Helppeoplekeepawayfromdrugs.
S4:Visitoldpeopleintheoldpeople’shouse.
...
StepIIListening
T:Nowlet’slistentoamaterialinwhichsomepeopledescribewhattheywanttodoasvolunteers.Thefirsttime,youshouldlistencarefullytogetthemainideaofit.Whenyoulistenagain,pleasecompletethesentencesin1bonPage60.
Playthetapetwiceandthenchecktheanswerswiththewholeclass.StepIIIOralPractice
T:Fromthelistening,wehaveknownsomethingsvolunteerswanttodo.Thenifyouarevolunteers,whatdoyouwanttodotohelppeople?Pleaseworkinpairsandmakeconversationstoexpressyourownopinions.
Sampledialogue1:
S1:Iwouldliketoworkoutside.
S2:Youcouldhelpplanttreesandgrasstobeautifyourhometown.
Sampledialogue2:
S1:I’dliketoworkinthehospital.
S2:Thenyoucouldhelpcheerupthepatient.
Sampledialogue3:
S1:I’dliketoworkatastation.
S2:Youcouldhelpthepassengerswiththeirluggage.StepIVPractice(2a,2b,2c:P61)
T:Let’slistentoanothermaterialinwhichsomestudentsaretalkingaboutwaystotellpeopleaboutACityParksClean-UpDay.Beforelistening,pleaselookatthepicturesin2aonPage61.Listentothetapeandtickthethingsthestudentsaregoingtodo.
Oneminutelater,playthetapeandthenchecktheanswers.
T:Nowlistenagainandcompletethesentencesin2b.
Playthetapeagainandthenchecktheanswers.
T:Inthelistening,wehavelearnedaboutsomewaystotellpeopleabouttheClean-UpDay.Readthemodeldialoguein2candthenworkinpairstotrytomakeyourowndialoguesusingtheinformationinthelistening.
Sampledialogue1:
S1:Weneedtohandoutadvertisementsafterschool.
S2:Let’shavesupperfirst.
S1:No,wecan’tputoffhandingouttheadvertisements.Clean-UpDayisonlytwoweeksfromnow.
Sampledialogue2:
S1:Weneedtoputupthesigns.
S2:Let’sdrinksomewaterfirst,I’mthirsty.
S1:No,wecan’tputoffputtingupthesigns.Clean-UpDayisfivedaysfromnow.
Sampledialogue3:
S1:Weneedtoputupanotice.
S2:Let’shavesupperfirst.
S1:No,wecan’tputoffputtingupthenotice.Clean-UpDayisjusttwodaysfromnow.StepVSummaryandHomework
T:Inthisclass,we’vemainlytalkedaboutofferinghelp.Afterclass,trytomakemoredialoguestopracticeit.Andlearnthephrasalverbscheerup,setupandcomeupwithinGrammarFocus.Ifyoucannotfullyunderstandtheirmeaningsandusage,pleaselookthemupinthedictionary.
Unit8I’llhelpcleanupthecityparks.
The1stperiod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
cleanup,hunger,homeless,cheerup,giveout,volunteer,food,bank
(2)TargetLanguage
I’dliketoworkoutside.
Youcouldgiveoutfoodatafoodbank.
2.AbilityObjects
(1)Trainthestudentstoexpressofferingtohelpwiththetargetlanguage.
(2)Trainthestudents’listeningskill.
3.MoralObject
Offerhelptotheothersasmuchaspossible.
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
cleanup,hunger,homeless,cheerup,giveup
2.TargetLanguage
Howtoexpressofferingtohelpwithtargetlanguage.
Ⅲ.TeachingDifficultPoints
1.Teachthestudentshowtousethenewphrasalverbs.
2.Teachthestudentstoexpressofferingtohelpwithtargetlanguage.
Ⅳ.TeachingMethods
1.Teachingbygivingsamplesentencesandmakingupsentences.
2.Teachingbyshowingpictures.
Ⅴ.TeachingAids
1.Ataperecorder
2.Somepicturesonvolunteer’sofferinghelp
Ⅵ.TeachingProcedures
StepⅠRevision
1.RevisethelanguagepointsinUnit7.
Asksomequestionslikethis:Wherewouldyouliketogoonvacation?Why?(Because…)
2.RevisethecontentsinUnit7.
3.Checkhomeworkbyaskingsomestudentstoreadtheirsentencesthey’vemadewiththeverbs.Letthemhandintheirhomework.
4.DictatetenwordsinUnit7.
StepⅡla
Inthisunitwelearntooffertohelp.
We’llusesomephrasalverbs.Eachphrasalverbshastwoorthreewords,suchascleanup,cheerup,giveout.
Hereisanexampleonhowtousecleanup.LookatthetitleofUnit8.I’llhelpcleanupthecityparks.Repeatittwice,please.
Askthechildrentoreadthetitletwice.
Thengoonsaying,"cleanupmeansmakeaplacecleanandtidy,putthingsthereinorder".Let’sseeanotherexample,Weshouldalwayscleanupafterapicnic.
Whocanexplainthissentenceinyourown,words?
Askonestudenttoexplainthesentence.
Heorshemaysaylikethis.Thissentencesmeansweshouldburnwastepaper,collectlitterandemptybottles,etc.
Thenasktheclass.Whocanmakemoresentenceswithcleanup?
Askseveralstudentstosharetheirsentencestotheclass.
Dothesamewiththeotherphrasalverbs.
Readtheinstructionstothestudents.
Pleaselookatthepicturenow.Wecanseeabulletinboardandtwochildreninit.Whatisthebulletinboardabout?
Helpstudentstoanswer:VolunteerToday!
Thencontinuesaying,"Whocantellmethemeaningofvolunteer?"
Askonestudenttotrytoexplainit.Thentellthemthemeaningofit.Volunteermeansapersonwhoofferstodosomethingunpleasantordangerous.Itmeansapersonwhoofferstohelptheotherssometimes.Volunteerisusedasaverbinthislesson.
Drawthestudents’attentiontothethreepostersontheboard.
Wecanseeonesentenceineachposter.
Andwecanseesomepeopleineachposter,too.Whatarethevolunteersdoingineachposter?Pleaseworkinpairsandtalkabouttheposters.
Givethestudentsafewminutestotalkaboutwhattheywillsay.Letthemtalkaboutallthethreeitems.Movearoundandhelpthepairsasneeded.
Thenreadthesentencesintheposterstotheclass.Askthepairsofstudentstoexplainwhatthesentencemeansintheirownwords.Ortellwhatthevolunteersaredoingintheposters.
Forexample,forthefirstposter,apairmightsay:
Itmeansthereistrashinthepark.Therearepapersontheground.Wecanhelpcleanuptheparkbypickinguppapersandtrash.Wecanmaketheparkclean.
Afterthestudentshavefinishedalltheitems,askthestudentstoaddsomeotherwaystheycanhelppeople.Getthemtowritethewaysdownintheboxbelowthepicture.
Atlast,asksomestudentstosharetheirideaswiththeclass.Writeanynewwordsorphrasesontheboardandexplainthesewordstotheclass,ifnecessary.
StepⅢ1b
Callthestudents’attentiontothetwolistsintheboxinActivitylb.Asksomestudentstoreadtheeightsentencesontheliststotheclass.Explainanynewwordsandphrasesinit.
Makesurethatallthestudentscanunderstandthemeaningsoftheeightitems.
Thengetthechildrentoreadtheinstructionstogether.
Say,wewillhearfourconversations.
Yourtaskistomatchtheitemsinthetwolists.Wecanseetheblanksinfrontofthefirstlineofeachconversation.Listentotheconversationsandwritetheletterinfrontofthefirstlineofeachconversation.Putthelettersofthesecondlineofconversationsinrightplaces.
Pointoutthesampleanswertotheclass.
Playtherecordingthefirsttime.Tellthestudentstoonlylisten.
Thenplaytherecordingasecondtime.
Tellthemtowritealetterinfrontofeachnumberedsentencethistime.
Checktheanswers.
StepⅣ1c
Readtheinstructionswiththeclass.
CalltheirattentiontotheexampleinthespeechbubblesinActivityla.Askapairofstudentstoreadthisconversationtoaclass.Thenletthempracticeinpairs.
Notetheirpronunciationof"liketo"inphrasessuchas,I’dliketohelphungrypeople.TellthemEnglishspeakersusuallypronouncethewords"liketo"asiftheywerespelledlike-tuh.
PlaytheI’dliketostatementsontherecordingtodemonstratethispronunciation.
Afterthey’vefinishedpracticingthesampleconversation,askthemtomakeupsimilarconversationsbasedontheothertwoposters.Gettwopairstodemonstratetwoconversationsfirst.
Thenletthewholeclasspracticeinpairs.
Afterthat,playtherecordingofactivity1bandletthechildrenreadafterittwice.
ThenaskthemtopracticesimilarconversationsusingtheinformationinActivity1b.
StepⅤSummary
StepⅥHomework
1.Makeuponesentencewitheachofthefollowingphrasalverbs:
cleanup,cheerup,giveout
2.Writeoutthreeconversationsofactivity1c.
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks,
SectionA
TheFirstPeriod
Phrasalverbs:
1.cleanup—makeaplacecleanandtidy,putthingsinorder
Weshouldalwayscleanupthedirtypartsofthesea.
2.cheerup—makesomeonefeelhappy
Thegoodnewscheerseveryoneup.
3.giveout—handout,distribute
LinTaohelpedtheteachergiveoutthenewtextbookstotheclass.
The2ndPeriod
Ⅰ.TeachingAimsandDemands
KnowledgeObjects
(1)KeyVocabulary
clean-up,sign,putoff,setup,establish,comeupwith
(2)TargetLanguage
I’llhelpcleanupthecityparks.
2.AbilityObjects
(1)Trainthestudents’listeningskill.
(2)Trainthestudents’communicativecompetenceusingthetargetlanguage.
(3)Trainthestudentstousethenewphrasalverbs:cheerup,setup,comeupwith,putoff/
3.MoralObject
PlanaCityParksClean-upDaywithyourgoodfriendsandcomeupwithsomeideastotellpeopleaboutit.
Ⅱ.TeachingKeyPoints
1.Listeningpracticewithtargetlanguage.
2.Makecommunicationswithtargetlanguage.
3.Howtousethephrasalverbs.
Ⅲ.TeachingDifficultPoints
1.Makecommunicationswithtargetlanguage.
2.Usethephrasalverbs.
Ⅳ.TeachingMethods
1.Listening
2.Pairwork
3.Roleplaytheconversation
Ⅴ.TeachingAids
Ataperecorder
Ⅵ.TeachingProcedures
StepⅠRevision
1.RevisetheknowledgepointsonPage60.Askseveralstudentstotellsomewaystheycouldhelppeoplewithbooksclosed.
2.Checkhomeworkbyaskingseveralpairstoreadtheirconversationswhichtheywrotedown.
3.Checkhomeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs.Letthemhandintheirhomework.
StepⅡ2a
WecanseefivepicturesinActivity2a.
Whatcanyouseeineachpicture?
Askfivedifferentstudentstodescribethepictures.
Afterthat,askastudenttoreadthewordsontheTVscreen,onthesignandinthenewspaper.
We’llhearsomestudentsataclubmeeting.Theyaretalkingabouthowtheirclubcanhelpcleanupthecityparks.
Asktheclasstoreadtheinstructionstogether.Tellthemtonotetheboxofeachpicture,theywillhavetotickintheboxesoftheitemstheyhearontherecording.
Nowlistentotheclubmemberstalkingaboutwhattheycandotocleanupthecityparksandtickintherightsmallboxes.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingagain.Askstudentstocheckthethingstheyhear.
Checktheanswers.
StepⅢ2b
Readtheinstructionswiththeclass.Andletthemhavealookatthesentences.
Readthefirstsentencetothestudents.
Tellthemitisasampleanswer.
Say,Wewillhearthesamerecordingagain.Thistimelistencarefullytowhatthestudentssayandfillintheblanksinthesentences.
Playthetapeagainandthestudentswriteouttheanswers.
Checktheanswers.
StepⅣ2c
Askstudentstolookatthesampleconversationfirst.Askapairtoreadittotheclass.
Asktheclasstoreadtheinstructionstogether.
Say.You’llworkinpairstoroleplaytheconversationinActivity2b.
Eachpairwillmakeaconversationlikethesampleone.YoucanusethesentencesinActivity2basaguide.
Askthestudentstoworkinpairs.Morearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded.
Askoneortwopairstosaytheirconversationstotheclass.
StepⅤGrammarFocus
Say,Doyourememberthemeaningofcheerup?Whocantellus?
Askastudenttoexplainthephrasalverbcheeruplikethis:
Cheerupmeansmakesomeonehappy.
Thengetstudentstomakeupsomesentenceswithit.
Say,Let’slearnsomemorephrasalverbstoday.Pleaseopenyourbooksatpage61.LookatthecontentinGrammarFocusandtrytotellmethemeaningsofsetupandcomeupwith.
Asktwochildrentotelltheirmeaningslikethis:
Setupmeansestablishorstart.
Comeupwithmeansthinkup.
Thengetstudentstoreadthesamplesentencesinthegrammarbox.
Writethephrasalverbsandthesentencesontheblackboard.
Getstudentstomakemoresentenceswiththesephrasalverbstogetafurtherunderstanding.
StepⅥSummary
Say,Inthisclass,we’vedonesomelisteningandwritingpracticewithtargetlanguage.Wealsodidsomeoralpracticeinpairs.Andwe’vediscussedsomephrasalverbsaswell.
StepⅦHomework
1.WritetwoconversationslikethesampleinActivity2c.
2.Makeuponesentencewitheachofthefollowingphrasalverbs:setup,comeupwith,putoff,handout,callup
StepⅧBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionA
TheSecondPeriod
Phrasalverb:
cheerupHelookssad.Let’scheerhimup.
setupWearegoingtosetupafood
banktohelpangrypeople.
comeupwithWeneedtocomeupwithsomeideas.
The3rdPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
major,commitment,veterinarian,coach
(2)TargetLanguage
I’dliketojointheschoolvolunteerproject.
Youcouldhelpcoachafootballteamforlittlekids.
2.AbilityObjects
Trainstudents’readingskill.
Trainstudents’speakingskillwithtargetlanguage.
Trainstudents’writingskillwithtargetlanguage.
3.MoralObject
Ifthereisastudentvolunteerprojectinyourschool,trytojoinit;ifnot,trytosetupone;beingavolunteerisgreat!
Ⅱ.TeachingKeyPoints
1.GuidestudentstoreadthearticleinActivity3a.
2.Helpstudentstousethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.
1.TeachingDifficultPoints
1.Readthearticleforcomprehension.
2.Usethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo.
Ⅳ.TeachingMethods
1.Pairwork
2.Roleplay
Ⅴ.TeachingAids
Somepicturesthatthevolunteersareworking,orsomesignsofthevolunteers’clubs.
Ⅵ.TeachingProcedures
StepⅠRevision
1.Checkthehomeworkbyaskingsomechildrentoreadtheirconversation.
2.Checkthehomeworkbyaskingsomechildrentosharetheirsentenceswiththephrasalverbswiththeclass.
3.Revisethetargetlanguagetheylearnedlastclass.
StepⅡ3a
Havethestudentslookatthepictureofthethreechildren.Askthemwhotheythinkthechildrenare.
Thencallthestudents’attentiontothetitleofthearticleandaskthechildrentoreaditout.Askthemthequestionagain.
Thistimetheymayanswer.Theyarethreevolunteers.
Readtheinstructionstothestudents.
Thisisanarticleaboutvolunteers.Youhavetwotaskstodfirstunderlinethekindsofworkthevolunteersdo;secondcirclethereasonswhytheyliketheirwork.
Continuesaying.ThenamesofthethreevolunteersareLiHuiping,LanPeiandZhuMing.Thearticletellsyouaboutthedifferentthingstheydotohelppeople.
Pleasereadthearticlethefirsttimeandunderlinethethingstheydo.Therearethreequestionsontheblackboardtohelpyou.
Writethethreequestionsontheblackboardandtellthemtoscanthepassagetogettheanswersandunderlinethewords.
Questions
1.WhatdoesLiHuipingdotohelppeopleasavolunteer?
2.WhatdoesLanPeido?
3.WhatdoesZhuMingdo?
Checktheanswersbyaskingthreestudentstoanswerthequestions.
Readthearticletotheclassanddosomeexplanationonanynewwords.TellthestudentstoraisetheirhandswhenIcometoanywordorsentencetheydon’tunderstand.Pauseanddosomeexplanation.
TrytoexplainthenewwordsinEnglishlikethis:majormeansmoreimportant,forexample,amajoroperation,themajorroads;Aveterinarianmeansananimaldoctor,adoctorwhotreatsanimals.
Afterthat,getthestudentstoreadthearticleasecondtimetocirclethereasons.
Checktheanswerswiththeclass.
Thenhavethestudentsreadthearticleloudlytwice.Encouragethemtoaskquestionsiftheystillcan’tunderstandanywordsorsentences.
Movearoundtheclassroomandanswerthestudents’questions.
StepⅢ3b
Readtheinstructionstothestudents.
AndtellthemIloveEnglish.IcouldteachEnglishinanafter-schoolprogram.
Huilovesplayingfootball.WhatcouldHuidoifhewantstojointheschoolvolunteerproject?
Helpthestudentsanswer.Hecouldcoachafcf6tballteamforlittlekids.
Tellthemcoachmeansteachortrain.
ThenaskthestudentstolookatthetableinActivity3b.
Wecanseethreecolumnsinthisform.
Therearefournamesinthefirstcolumn.
Andwecanknowwhateachofthemlovesdoingfromthesecondcolumn,thecolumnofloves.Nowourtaskistofillintheblanksinthethirdcolumn,thecolumnofCould.Getthestudentstodiscussinpairsandfilltheresultsoftheirdiscussionsintheblanks.
MovearoundtheclassroomtomakesurethattheyarediscussinginEnglishandofferthemhelpasnecessary.
Askseveralpairstoreporttheiranswerstotheclass.Answerswillvarybutshouldshowasenseofvolunteeringaswellasarelationshiptotheskill.
Theymaygiveanswersincompletelysentencesorallybutwriteinphrases.
StepⅣ3c
Askapairofthestudentstomodelthesampleconversationfirst.
Writetheconversationontheblackboard.
Modelfortherestoftheclass.
Thenletthewholeclasspracticeinpairs.Remindthemtousethesampleconversation,butreplacethewordslovesandskills.
Movearoundtheclassroomwhiletheyareworking,checkingtheprogressandofferinghelpasnecessary.
Asktwoorthreepairstosharetheirconversationstotheclass.
StepⅤPart4
Readtheinstructionstotheclass.
Callthestudents’attentiontotheclartontheleft.PointoutthetitlesThingsIliketodoandvolunteerworkIcoulddotothestudents.
Atfirst,eachofyouwritesdownthreethingsyouliketodoonthelinesinthecolumnofThingsIliketodo.Youcanwriteineithercompletesentencesorphrases.Forexample,youcanfillintheblankwithIlovedrawingpictures,orDrawingpictures.
Getthestudentstowritedowntheirownanswersindividually.
Asstudentswrite,movearoundtheroomhelpingwithvocabularyifnecessary.
Showsomepicturesofvolunteers’worktoremindthemaswell.Askseveraltoreadtheirthingstheyliketodototheclass.
Thenworkinpairsandgiveeachothersuggestionsaboutwhatvolunteerworkyoucoulddowiththoseinterests.Askapairtomodelthesampleconversationbeforetheybegintopractice.
Getstudentstopracticeinpairs.
Asthestudentspractice,movearoundtheclassroom,correctingsomemistakestheymaymakeandhelpingthemanswerthequestions.
TellthemtofillintheblanksinthecolumnofVolunteerworkIcoulddowiththesuggestionsthattheirpartnershavegiventhem.
Afterallofthemhavefinishedwriting,askoneortwopairstosharetheirconversationstotheclass.
StepⅥSummary
Inthisclass,we’velearnedmoreaboutthevolunteersandtheirwork.Andwe’vedonemuchoralandwrittenpracticeonvolunteerworkwithtargetlanguage.
StepⅦHomework
1.WriteaconversationlikethesampleoninActivity3c.
2.WriteaconversationlikethesampleoneinActivity4.
StepⅧBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionA
TheThirdPeriod
Targetlanguage:
1.I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo.
Whatdoyoulikedoing?
Iloveplayingfootball.
Well,youcouldhelpcoachafootballteamforlittlekids.
2.IliketoreadaboutChinesehistory.
WhatkindofvolunteerworkdoyouthinkIcoulddo?
YoucouldstartaChineseHistoryClub.
The4thPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
runoutof,takeafter,fixup,giveaway,repair,not…anymore,similaradvertisements
(2)TargetLanguage
Whatdoyoudo,Jimmy?
Ifixupbikesandgivethemaway.
2.AbilityObjects
(1)Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage.
(2)Trainthestudentstousethenewphrasalverbs.
3.MoralObject
Comeupwithagoodideatohelpothers.Itwillbringyoumuchenjoyment.
Ⅱ.TeachingKeyPoints
1.Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage.
2.Teachthestudentstousethenewphrasalverbsproperly.
Ⅲ.TeachingDifficultPoint
Teachthenewphrasalverbs.
Ⅳ.TeachingMethods
1.Makingupsentences
2.Listening
3.Pairwork
Ⅴ.TeachingAid
A.taperecorder.
Ⅵ.TeachingProcedures
StepIRevision
1.RevisethecontentsofthearticleinActivity3a.SectionA
2.Checkthehomeworkbyaskingsomestudentstoreadtheconversationstheywrote.Correctanymistakestheymighthavemade.Letthemhandintheirhomework.
StepⅡ1a
Readtheinstructionstothestudents.
Makesurethateachoneknowswhattodo.
Letthestudentslookatthesentencesintheleftcolumnfirst.TrytoexplainthefoursentencesinEnglishforthechildren,especiallythenewphrasalverbsinthesentences.Saytothemlikethis:
Pleaselookatthesentencesontheleftcolumn.Let’sgetthemeaningsofthem.
Let’sseethefirstone.I’verunoutofit
Here,runoutofisaphrasalverb.Itmeansreachanendof,useuporbecomeshortof.I’verunoutofit,meansI’veuseditup,nothingleft.
Explaintheothersentencesinthesameway.
Afterexplainingthesentences,readeachsentenceintheboxandaskthestudentstorepeat.
Thenaskseveralstudentstoexplainthesentenceswithlettersinfrontofthem.
Tellthemtoexplainthemintheirownsentences.Forexample,Sentencea,thestudentmightrespond.Mybicyclewasbroken.Icouldn’trideit.Igotnewtiresandanewseat.Nowitworksfine.
Readtheinstructionsagainandaskthestudentstomatchthesentenceswithsimilarmeanings.
Say,Nowmatchthenumberedsentenceswiththeletteredsentencesinthebox.
Writetheletterofonesentenceinfrontofthenumberofthematchingsentence.
Lookatthefirstsentence.Theanswerhasbeengiven.It’sSentenceb.Findouttheanswerstotheothersentences.
Checktheanswersbyaskingdifferentstudentstoreadtheirmatchedsentences.
StepⅢ1b
Callthestudents’attentiontothephrasalverbsinthebox.Havefourdifferentstudentsexplaineachphrasesintheirownwords.
Makesureeachstudentknowsthephrasalverbs’meanings.
Thenaskthestudentstoreadtheinstructionstogether.
Nowlet’smakesentenceswiththewordsinthebox.Pleaselookatthesamplesentenceinyourbook.Whowouldliketoreaditandexplainitinyourownlanguage?
Askonestudenttoreadthesamplesentenceandexplainit.Heorshemightexplainlikethis:
ThemeaningofthissentenceisIgivemybicycletocharitieswithoutmoney.
Whocanmakeanothersentencewithgiveaway?Pleaseputupyourhands.
Asktwoorthreestudentswhohaveputuptheirhandstosaytheirsentencestotheclass.Correctanymistakestheymaymake.
Thenhavethestudentsworkindividually.Makeonesentencewitheachphrasalverbinthebox.Tellthemtowritedowntheirsentencesonthelinesnexttothebox.
Walkaroundtheclassroomastheywrite.Offersomehelptothemiftheyneed.Trytorememberwhohavemadesomewonderfulsentencesatthesametime.
Afterallofthemhavefinishedwriting,choosesomechildrenwhohavemadesomewonderfulsentencestosharetheirswiththeclass.Choosesomeofthebestsentences.Writethemontheblackboard.
Atlast,askthewholeclasstoworkinpairsandhelpeachother.Letthemcheckeachother’ssentencesverycarefully.
Correctallthemistakesinwritingorsentencestructuresthattheirpartners’mayhavemade.
StepⅥ2a
Callthestudents’attentiontothefourpictures.Tellthemtheboy’snameisJimmy.Readtheinstructionstotheclass.Yourtaskistonumberthepicturesthecorrectorderwhileyouarelisteningtotheconversationonthetape.ButIwanttoaskyoutoguesstheanswerwithoutlisteningnow.
TrytoputthefourpicturesinacertainordertoshowastoryofJimmybyyourselvesnow.I’llseewhoseanswersantcorrectafterwefinishdoingthelisteningpractice.
Thenhavethemgivetheirownorderbyguessing.Afterawhile,askseveralonestotelltheiranswerstothewholeclass.
Collecttwoorthreeanswerswhichmanystudentssupportontheblackboard.
Next,asksomestudentstotelltheirownstoriesonthepicturesaccordingtotheirownorders.
Afterthat,askthestudentstogetreadytolisten.
Say,Wewillheararadioprogram.Amanisinterviewingaboy.Writeanumberineachshortlinenexttoeachpicturewhileyouarelistening.Yournumbersshouldbefrom1through4andshowwhichthingtheytalkaboutfirst,second,thirdandfourth.
Playtherecordingthefirsttime.
Studentsonlylisten.
Thenplaytherecordingagain.Askstudentstonumberthepictures.
Checktheanswers.Remembertosaycongratulationstothechildrenwhoguessedcorrectly.
StepⅤ2b
Readtheinstructionstogetherwiththechildren.Makesurethateveryoneknowswhattodo.
Callthestudents’attentiontothebox.
Askfourstudentstoreadthefoursentencestotheclass.
Pointtothelistofstatementsandtrue/falsechoices.
Wewilllistentothesamerecordingagain.BeforeIplaytherecording,let’sdolikethis.—Ifyoucanrememberthecontentsoftheconversation,pleaseyou’reyouranswers;ifyoucan’trememberthecontents,pleasejustguesstheanswers.Itdoesn’tmatterwhetheryouranswersarerightorwrong.
Afterawhile,havethestudentsgetreadytolisten.
Playtherecordingagain.Askthestudentstocirclethecorrectanswertoeachquestion—TfortrueorFforfalse.
Checktheanswer.Remembertosaycongratulationstothestudentswhohadagoodguessbeforelistening.
StepⅥ2c
First,playtherecordingofthislessonagain,Thestudentsrepeatafterit.Letthestudentsreadafterthetapeatleasttwice.Tellthemtotrytheirbesttocopythepronunciationoftherecording.
Readtheinstructionstotheclass.TellthemtheywillpracticetheconversationbetweenJimmyandthereporter,usingtheinformationintheActivities2aand2b.
Askapairofthestudentstoreadthemodelconversation.
Writetheconversationontheblackboard.
Thenletthempracticetheirownconversationsinpairs.
Asthepairsworktogether,morearoundtheroomofferinghelpasneeded.
Askseveralpairstosharetheirconversationswiththeclass.
StepⅦSummary
Say,Inthisclass,we’velearnedhowtousesomenewphrasalverbsfirst.And
we’vedonemuchlisteningpracticeonthetargetlanguage.Atlast,wedidsomeoralpracticebymakingourownconversations.
StepⅧHomework
1.MakeuponemoresentencewitheachofthephrasalverbsinActivitylb.
2.WriteouttheconversationsthatyoumadebyyourselvesinActivity2c.
StepIXBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionB
TheFourthPeriod
Targetlanguage:
A:Whatdoyoudo,Jimmy?
B:Ifixupbikesandgivethemaway.
The5thPeriod
Ⅰ.TeachingAimsandDemands
KnowledgeObjects
(1)KeyVocabulary
callup,handout,call-in(=phonein),strategy,workout
(2)Thenewandoldphrasalverbs.
(3)Thereadingpassage.
2.AbilityObjects
(1)Trainthestudents’readingskillonhowtomakenotes.
(2)Trainthestudentshowtousethephrasalverbs.
(3)Trainthestudents’writingandspeakingskills.
3.MoralObject
Ifyougetintroubleinyourvolunteerwork,gotothepeoplearoundyoutoaskforhelp.
Ⅱ.TeachingKeyPoints
1.Tohelpthechildrenunderstandthearticle.
2.Toteachthenewphrasalverbs.
3.Todirectthestudentshowtomakenotesbasedonanarticle.
Ⅲ.TeachingDifficultPoints
1.Teachingthenewphrasalverbs.
2.Directingthechildrentomakenotesbasedonanarticle.
Ⅳ.TeachingMethods
1.Givingexamples
2.Askingquestions
3.Makingnotes
4.Brainstorming
Ⅴ.TeachingAids
Somepicturesonvolunteerwork,especiallyapictureonrepairingbikes.
Ⅵ.TeachingProceduresStepIRevision
1.Revisethephrasalverbsthattaughtlastclassbyaskingstudentstomakesentenceswiththemagain.
2.Checkhomeworkbyaskingstudentstoreadtheirsentencesandconversationstotheclass.
3.RevisethestoryaboutJimmy.
StepⅡ3a
WehavelearnedsomethingaboutJimmy.
WeknowheisaBikeboy.Hefixesupoldbikesandgivesthemaway.Butheranoutofhismoneytobuyoldbikeslastweek.Hashecomeupwithanywayofgettingmoney?orWillhehavetostop?
Let’sfindouttheanswerinthearticleinActivity3a.Pleasereadthearticleoncequicklyandtellmetheanswer.
Havethestudentsscanthepassageandcatchthemainideaofit.Afteraroundtwominutes,Askthequestionagain.
StepⅢ3h
WeknewJimmyhadsolvedhisproblem.
Whatthingsdidhedotosolvehisproblem?PleasemakeanoteofthethingsthatJimmydidtosolvehisproblem.
Askastudenttoreadthesamplesentenceinthebook.TellthemtowriteoutthethingsthatJimmydid.Usethesamplesentenceasamodel.Andtheycanrereadthearticletosearchfortheanswers.Letthestudentscompletetheworkontheirown.
Walkaroundtheroomwhiletheyarewriting,checkingprogressandcorrectingthemistakestheymaymakewhilewriting.
Aftertheyallfinishwriting,askafewstudentstogivetheiranswers.Pointoutthemistakestheymayhavemadeinwriting.
Afterthat,writethefollowingwordsandphrasesontheblackboard.
callup,handout,workOut,call-in,strategy
Tellthemtonotethesenewwordsandphrasesinthearticle,askchildrentoreadthearticleagain.Tellthemtoreadincontext,guessingthemeaningsofnewwords
andphrasesfromtheotherwordsaroundthem.
Studentsreadthearticleagainforcomprehensionthistime.Allowthemtoreadalittlelongerthistime.
Afterawhile,pointtothenewwordsandphrasesontheblackboardandletthestudentsguessthemeaningsofthem.Theteacherdoessomeexplanationatthesametime.
Lookattheblackboardnow.Let’sexplainthesenewwordsandphrasesonebyone.
Askthestudentstomakesomesentenceswithitiftimepermits.Letthemdoitashomeworkifthereisnoenoughtimeinclass.
Getthestudentstoreadtheinstructionstogether.
Say,Readthearticleathirdtimenow.
Pleaseunderlineallthephrasalverbswhileyouarereading.
Askstudentstocompletetheworkontheirown.
Getsomestudentstotelltheclasstheiranswers.Checktheanswerswiththewholeclass.
Thenhavethemworkinpairs.Tellthemtocheckeachother’sanswerscarefullyandpointoutthemistakestheirpartnersmayhavemade.Tellthemtohelpeachotherlikethisasoftenaspossible.
Writethecorrectanswersontheblackboardtohelpthem.
Aftercheckingtheanswers,askthestudentstoreadthearticleloudly.Teachthemtoreadthenewwordsoreventhewholetextbeforetheystartreadingifnecessary.
Askthemtoreadforawhile,askoneortwotoreadittotheclass,correctinganypronunciationerrorstheymaymake.
Thenaskthewholeclasstopracticereadinginpairs.Tellthemtoreadthearticleloudlyinturnsinpairs.Theonewhoislisteninghastopointouthisorherpartner’spronunciationerrorsandhelptocorrectthem.Iftheyarenotsureaboutanywords,tellthemtoaskforhelpfromtheteacher.
Afterpracticereadingthearticle,askiftheyhaveanywordsorsentencestheydon’tunderstand.Tellthemtoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand.
Helpsolvetheproblems.
StepⅣPart4
Let’sdoitingroupsoffour.Eachgroupwillhavetobrainstormaplanforhelpingoutinyourcommunity.Talkaboutitandmakenotesonwhereyouwillhelpandwhatyouwilldo.
Eachgrouphastowriteoutyourownlistofpossibleplacesandvolunteeractivitiesfirst.
PointoutthechartinActivity4.TellthemtonotethetwogivenstatementsWhereandWhat.
YourtaskistowritetheplacesafterthewordWhereandthevolunteeractivitiesafterthewordWhat.
Showsomepicturesorsignsonvolunteeractivitiestohelpthechildrencomeupwithsomeideas.
Letthestudentsworkinfours.Brainstormtheirplansandwritetheirownlists,usingtheanswersontheblackboardasamodel.
Walkaroundtheclassroom,offeringhelpasnecessary.
Aftertheyallfinishbrainstormingandwriting,tellthemtopracticetogetherwhattheywillsaytotheclass.
Eachgroupwillhavetoreportyourplantotheclass.Nowpracticetogetherwhatyouwillsay.Youcanselectonetoreportmainlyandtheotherscompleteoryoucansayinturns.Eachonetellsaboutoneplace.Andyoucanalsohaveonewritenotesontheboardifyouwish.
Letthempracticeforawhile.Thenaskeachgrouptomaketheirpresentations.
StepⅤSummary
Say,Inthisclass,we’vereadanarticleaboutJimmy.We’veknownJimmyhasgotsixteenbikestofixupandgiveaway.
Andwe’velearnedtomakereadingnotes.Wehavedonesomereading,writing,listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork.
StepⅥHomework
1.Makeonesentencewitheachofthephrasalverbsbelow,callup,handout,workout,runout,setup,fixup.
2.Trytorememberthenewwordsonpage64.
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
SectionBTheFifthPeriod
NewwordsandphrasesinActivity3a:
callup,handout,workout,call-in,strategy.
AnswertoActivity3a:
cheerup,runout,putup,calledup,handedout,setup,comeupwith,fixup,giveaway.
AnswerstoActivity3b:
1.Hedidaradiointerview.
2.Heputupsigns.
3.Hecalledupfriends.
4.Hehandedoutadvertisements.
5.Hetoldteachers.
SampleanswerstoActivity4:
Where:1.thecityparks2.…
What:1.pickupplasticbagsandpapers
The6thPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)Usingthesephrasalverbscorrectly.
giveaway,takeafter,comeupwith,giveout,hangout
(2)Writinganarticleusingthenotesgiven
2.AbilityObjects
(1)Trainthestudentstousethephrasalverbs.
giveaway,takeafter,comeupwith,giveoutandhangout.
(2)Trainstudents’writingskill.
3.MoralObject
Whatdoyouwanttobeinthefuture?Trytocomeupwithanideatogetmuchvolunteerexperience.Itwillbegoodforbothyouandtheothers.
Ⅱ.TeachingKeyPoints
1.Helpthestudentshaveaselfcheckonthekeywordsandtargetlanguageofthisunit.
2.Practiceusingthephrasalverbsgiveaway,takeaftercomeupwith,giveoutandhangout.
3.Directthestudentstowriteanarticleaccordingtothenotesgiven.
Ⅲ.TeachingDifficultPoints
1.Thestudentsmakesentenceswiththephrasalverbs.
2.Writethearticlewiththenotesgiven.
Ⅳ.TeachingMethods
1.Teachingbyprovidingsamplesentences
2.Teachingbyprovidingsamplearticle
Ⅴ.TeachingAid
Apictureofayoungwomanwhoissinging.
Ⅵ.TeachingProcedures
StepIRevision
1.Checkthehomeworkbyaskingthechildrentoshowtheirsentences.Asksometosharetheirsentenceswiththeclass.
2.Dictatesomenewwordsonpage64.
StepⅡPart1
Thisactivityfocusesorvocabularyintroducedintheunit.Askastudenttoreadtheinstructions.
Wehavetwotasksnow.Firstlet’sfillintheblanks.Lookatthewordsgiveninthebox.Theyareallphrasalverbs.Doyouknowthemeaningofeachphrasalverb?
Whohasanyproblem?Showmebyraisingyourhands.
Helpsolvetheproblems.Dosomeexplanationifnecessary.Forexample,ifsomeoneisnotsureabouthangout,tellhimorher,hangoutmeansspendone’stimelazily.
Letthemdotheworkindividually.Tellthemtochooseacorrectverbforeachblankandnotetousethecorrectformsoftheverbs.
Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortense,subjectorverbagreement.Movearoundtheroomastheywrite,offeringhelpasneeded.Trytorememberthecommonmistakestheymaymake.
Aftertheyarefinished,askfivedifferentstudentstoreadtheiranswerstotheclass.Correctanymistakestheymayhavemade,especiallytheverbforms.Encouragetheotherstudentstopointouttheirmistakesandhelpcorrectthem.Pointoutthecommonmistakestheymayhavemadeatlast.Aftercheckingtheanswerstogether,askthewholeclasstochecktheanswersinpairs,exchangingtheirbooksandhaveacarefulcheck.Pointouttheirpartner’smistakesandhelpcorrectthem.
Letthestudentsreadthefivesentencesloudlyseveraltimesaftermakingsuretheyallhavegotrightanswers.
Thengoonwiththesecondtask.Usethefirstphrase,giveaway,asanexample.
Askseveralstudentstomakesentenceswithitorally.
Suchas,Jimmygivesawayoldbikes.
Thenaskthechildrentomaketheirownsentenceswiththephrasalverbsgiven.
Eachonewritesthesentencesonapieceofpaper.
Movearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelp.
Asksomestudentstosharetheirsentencestotheclassbyreadingtheirsentencestotheclass.Correctanymistakestheymayhavemade.
Askallthechildrentohandintheirpapers.
StepⅢPart2
We’llhavetowriteanarticleusingthenotesinthebox.ThearticlewilltellwhathappenstoSally.Atfirst,let’sseethefirstsamplesentencegiveninthebook.
Askastudenttoreadthesentence.Tellthemtonotehowthewritercombinedthesephrasesintoonesentence.
Thentellthestudentstotrytosayoutthenextsentence.Letthemthinkforawhilefirst.Thenaskseveralchildrentosaytheirsentences.
Thengoonwiththethirdsentence,thenthefourthone.Helpthestudentstothinkoutandsayoutallthesentences.
Aftercombiningthephrasesintosentencesorally,tellthestudentstoputallthesentencestogethertowriteanarticlebythemselves.Tellthemtogoonwritingafterthefirstsamplesentenceontheirbooks.
Movearoundtheclassroom.Notetorememberwhosearticlesareverysuccessfulandwhosehavesomemistakes.
Thenasksomestudentswhohavewrittensuccessfullytoreadtheirs.Atlast,theteacherreadsthesamplearticleintheteacher’sbooktotheclass,showingapictureinwhichayoungwomanissinging.
Tellthemtoexchangetheirarticleswiththeirpartnersandhelpeachother.
Askthestudentstorewritetheirarticlestomakethearticleperfectafterclass.
StepⅣJustforFun!
Callthestudents’attentiontothecartoonpictures.Tellthemtoseewhathappens.
Askthestudentstoreadtheconversationinthefirstpicturetogether.
Thenaskthemwhatisfunnyaboutthiscartoon.Helpthestudentstoanswerlikethis:
Theboyhasbeentryingtomakethepersonstopcryingbecausehethinksthepersonissad,butthepersonisreallycryingbecauseoftheonions.
StepⅤSummary
Say,Inthisclass,we’vepracticedusingsomephrasalverbsandwe’vewrittenanarticlebasedonthenotesgiven.Atlast,weenjoyedafunnycartoon.Allofyouhavedoneverywell.
StepⅥHomework
1.Reviseallthelanguagepointsinthisunit.
2.Finishofftheexercisesonpages32~34oftheworkbook.
3.Makeanothermoresentencewitheachphrasalverbsbelow,giveaway,takeafter,comeupwith,giveout,hangout.
4.Rewritethearticle.
StepⅦBlackboardDesign
Unit8I’llhelpcleanupthecityparks.
Selfcheck
TheSixthPeriod
AnswerstoActivity1:
1.giveout2.cameupwith
3.gaveaway4.hangout
5.takesafter
SomesamplesentencestoActivity1:
1.Jimmygivesawayoldbikestochildrenwhodon’thavebikes.
2.Tomtakesafterhisuncle.
3.Theboyhascomeupwithagoodplantoenjoyhisholiday,
4.Thevolunteersaregivingouttheadvertisementsnow.
5.Ladiesalwayslikehangingoutattheshopsonweekends.
The7thPeriod
Reading:Noproblem!
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
solve,complain,yourconcern,trust,wheelchair,brilliantandsoon.
(2)Text
2.AbilityObjects
Trainstudents’abilityofidentifymainidea.
Trainstudents’abilityofunderstandingwordsincontext.
Trainstudents’abilityofreadingforspecialinformation.
3.MoralObject
Helpyourfamilyandfriendstosolvethelife’sbigorsmallproblemswiththewaysyouhavelearnt.
Ⅱ.TeachingKeyPoints
1.Keyvocabulary.
2.Readthetexttoidentifymainidea.
3.Readthetexttounderstandwordsincontext.
4.Readthetextforspecialinformation.
Ⅲ.TeachingDifficultPoints
1.Trainstudents’readingskill.
2.Trainstudents’writingskill.
Ⅳ.TeachingProcedures
StepⅠPart1
Callthestudents’attentiontothetitleofthearticle.
Tellmethetitleofthearticle,please.
Yes,it’sNoproblem.Whatdoyouthinkthearticleisaboutbasedonthetitle?
Askoneortwototellwhattheythinkofbasedonthetitle.
Thenaskthestudentstolookatthepictureonthispage.Say,Lookatthepicture,please.Whatcanyouseeinit?
Whatishappening?
Askonestudenttoanswerthequestions.
Chooseonestudenttotellhisownanswer.
Thentellthestudentstodiscussthequestionswiththeirpartners.
Tellthemtogivetheirownanswersandnottoreadthearticle.
Astheydiscuss,walkaroundtheroomlookingattheirprogress.Oncemoststudentsarefinished,askseveralpairstoreporttheirresultstotheclass.Letthewholeclasscomparetheiranswers.
StepⅡPart2
Askonestudenttoreadtheinstructionstotheclass.Makesurethatallthechildrenknowwhattodo.
Callthestudents’attentiontothechart.
Havethestudentsreadthefourheadingstogether.ThentellthemtoseetheexampleanswerinthecolumnofExplanation.
Say,Nowpleasereadthearticlequicklyandnotetocatchthemainideaofeachpart.Fillintheformswithcompletesentencesliketheexamplegiven.
Askthestudentstocompletethetaskindividually.Morearoundtheclassroomwhiletheyarereadingandwriting,checkingtheirprogressandtryingtofindoutwhataredifficultforthem.Aftertheyallfinishfillingintheblanks,havesomestudentstoreporttheiranswerstotheclass.
Theanswerscanvary,buttheyhavetoexpressthemainideawithcorrectcompletesentences.
Lettheotherstudentsdecidewhethertheiranswersarerightorwrongandhelpcorrectthemistakestheymaymake.
Offersomehelpincombiningsentencestothechildren.
Thenaskthechildrentoexchangetheirwritingwiththeirpartners.
Helpchecktheanswerscarefully.Pointoutanymistakesandhelpcorrectthem.
StepⅢIPart3
Wecanseesomewordsindicatedinboldinthearticle.
Pleaseguessthemeaningsofthemnow.
Thenasksomechildrentoguessthemeaningsoftheboldwords.Don’tgivethemthecorrectanswers.
Doyouwanttoknowmoreabouthowtodealwiththelife’sproblems?Pleasereadthearticlemorecarefullythistimeandyou’llgetmorewaysaboutit.Notetoreadincontext.Trytoguessthemeaningsofthewordsinboldfromtheotherwordsaroundthem.Youcanalsoguessthemeaningsofanywordsandphrasesyoucan’tunderstandfromtheotherwordsaroundthem.
Askthestudentstoreadthearticleagainforcomprehension.
Afterawhile,asksomestudentstotellthemeaningsofthewordsinbold.Discusstheiranswerswiththewholeclass.
Checktheiranswers
Askstudentstoraisetheirhandsandsaywhichsentencesandwordstheystilldon’tunderstand.Helpthemsolvetheproblems.
Readtheinstructionswiththestudentsandhavethemlookattheexample.
Askthestudentstomatchthewordswiththeirmeanings.Remindthemtoreadthestoryagainforextrahelp.
Checktheanswers.
StepⅣPart4
Readtheinstructionstothestudents.Askthefirstquestionasasampletocheckiftheyknowwhattodo.
Askthestudentstodotheactivityindividually.Tellthemtoreadthearticleagaintogethelp.
Checktheanswersbyaskingdifferentstudentstoanswerthequestions.
Youshouldtrytoremembertheanswersbeforelookingatthereading.
Thenletthestudentsaskandanswerthequestionsinpairsloudly.
StepⅤPart5
Readthetaskstothestudents,andaskthemtohavealookatthesampleanswers.
Askthestudentstodotheactivityingroupsoffive.Encourageeachstudenttocomeupwithaproblemandasolution,andreportthemtotheirowngroup.Thegroupsdiscusstheproblemsandsolutionstogether,explainingtheproblemsandsolutions.
Checktheanswersbyaskingeachgrouptoexplaintheproblemsandsolutions.
Trytoaskformoresolutionsfromothergroupsforeachproblem.
StepⅥSummary
Wehavereadaveryhelpfularticleinthisclass.Andwe’velearnedhowtosolvetheproblems.Wediscussedtheproblemswehadatschoolandthesolutions.Wehavedonemuchpracticeoncomprehension.
StepⅦHomework
ReadthearticleinActivity2againforfurthercomprehension.
Trytosolveyourownproblemsandhelptheothers.
StepⅧBlackboardDesign
Reading
TheSeventhPeriod
AnswerstoActivity3:
solveb;complaina;yourconcernc;truste;wheelchairf;brilliantd
Sampleanswerstoactivity4:
1.Tellyourselftoforget.
2.Heisstillaverysuccessfulwriterandteacher.
3.Angryorunhappypeoplemaydothingstomakeyouangry.
4.Youprobablydon’tneedawheelchairtomoreoracomputertohelpyoutalk.
5.Astudent’smostimportantjobistolearnandshowhowheorshelearnsontests.
九年级英语Unit8
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:giveup放弃turnoff关掉stayup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:listenof听lookat看belongto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:comeupwith提出,想出
runoutof用完,耗尽
4.动词+名词(介词)如:takepartin参加catchholdof抓住
1.cheer(sb.)up使(某人)高兴、振作如:cheermeup使我高兴
cleanup打扫clean-upn.打扫
2.homelessadj.无家可归的ahomelessboy一个无家可归的男孩
homen.家
3.handout分发handoutbananas
giveout分发giveoutsthtosb.分….给某人
giveupdoing放弃…giveupsmoking放弃吸烟
giveaway赠送捐赠giveawaysth.to….giveawaymoneytokids
givesb.sth.给某人某东西givememoney给我钱
givesth.tosb.给某人某东西givemoneytome给我线
4.sickadj.生病的作表语、定语
illadj.生病的作表语,不能作定语
5.volunteertodov.志愿效劳、主动贡献
volunteern.志愿者
6.comeupwith提出想出===thinkup想出
catchupwith赶上追上
7.putoffdoing推迟做某事
puton穿上(指过程)
putup张贴
8.writedown写下记下
9.callup打电话
makeatelephonecall打电话
10.setup成立建立
Thenewhospitalwassetupin2000.这座医院是在2000年成立的。
11.each每个各自的强调第一个人或事物的个别情况常与of连用
every每个每一个的一切的则有“全体”的意思不能与of连用
12.put…touse把…投入使用,利用
Theyputthenewmachinetouse.他们把新机器投入使用
13.helpsb.(to)do帮助某人做某事helphim(to)study
helpsb.withsth.帮助某人做某事helphimwithEnglish
helpdo帮助做某事helpstudy
14.plantodo计划做某事
plan+从句
IplantogotoBeijing.===Iplan(that)IwillgotoBeijing.
我计划去北京。
15.spend…doing花费…做…IspentadayvisitingBeijing.
我花了一天的时间去参观北京。
spend…onsth.花费…在…Ispent3yearsonEnglish.
16.notonly…but(also)…不但…而且…用来连接两个并列的成分
(1)引导以notonly…but(also)…开头的句子往往引起部分倒装。
因此⑴NotonlydoIfeelgoodbut(also)….是倒装句。也是说得要
把前面的句子中的助动词或者是情态动词放在主语的前面。如:
①NotonlycanIdoitbut(also)Icandobest.
我不仅能做到而且做得最好。
⑵Notonly…but(also)…接两主语时,谓语动词随后面的主语人称和数的变化也就是就近原则如:
①NotonlyLilybut(also)youlikecat.不仅莉莉而且你也喜欢猫。
②Notonlyyoubut(also)Lilylikescat.不仅你而且莉莉喜欢猫。
常见的就近原则的结构有:
Neither…nor…即不…也不…(两者都不)
NeitheryounorIlikehim.我和你都不喜欢他。
Either…or…不是…就是…(两者中的一个)
EitherLilyoryouareastudent.
Notonly…but(also)…
Therebe
17.join参加(指参加团体、组织)如:jointheParty入党
takepartin参加(指参加活动)如:
takepartinsportsmeeting参加运动会
18.①runoutof==useup用完用尽
Ihaverunoutofmoney.==Ihaveusedupmoney.我已经用完了钱。
②runaway逃跑Themonkeyhasrunawayfromthezoo.
这只猴子已经从动物园里逃跑了。
③runto+地方跑到某地
19.takeafter(在外貌、性格等方面)与(父母等)相像
besimilarto与..相像
takeafter相像
lookafter照顾
takecareof照顾
20.workout算出结局
Thesituationworkedoutquitewell.情况的结局非常好
Haveyouworkedoutthismathproblem?你已经算出这道数学问题了吗?
21.hangout闲荡闲逛
Iliketohangoutatmallwithmyfriends.
我喜欢和我的朋友一起去购物中心闲荡。
22.beabletodo能会
beunabletodo不能不会
23.thankyoufordoing谢谢做某事如:
thankyouforhelpingme谢谢做帮助我
24.forsure确实如此,毫无疑问
Youdon’thavemoney.That’sforsure.你没有钱,这是毫无疑问的。
25.fill…with…使…充满…用…填充…
Shefilledthebowlwithwater.她用水填满碗。
26.likeprep.像…
27.helpsb.out帮助…做事,解决难题(摆脱困境)
Ican’tworkoutthismathproblem.Pleasehelpmeout.
我不能算出这道数学问题,请你帮我解决。
28.trainn.火车
trainv.训练
trainsb.todo.训练某人做某事
Shetrainsherdogtofetchthings.她训练她的狗去取东西。
29.atonce==rightaway立刻马上如:
Doitatonce.马上去做。
I’llgothereatonce/rightaway.我马上去那里。
30.oneday有一天(指将来/过去)
someday有一天(指将来)如:
OnedayIwenttoBeijing.有一天我去了北京。
SomedayI’llgotoBeijing.有一天我将去北京。
31.speciallyadv.特意地专门地特别地specialadj.特别的
32.donationn.捐赠物donatev.捐赠赠送
33.partofspeech词性词类
34.disabledadj.肢体有残疾的disablev.不能
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