新目標九年級 Unit8 I’ll help clean up the city parks.第一課時教案

I. Teaching Aims and Demands Knowledge goals 1) key vocabulary hanger , homeless, volunteer  cheer up, give out , put off,  set up, come up with 2) Target language I’d like to work outside. You could give out food at a food bank. I’ll help clean up the city park. Skill goals 3) Train the students’ listening skill 4) Enable the Ss to express offering help Moral goals   Enable the Ss to form a positive attitude to help others. It’s good for both themselves and others. II. Important and Difficult Points. Teach the students how to use the new phrasal verbs. Teach the students how to express offering to help with target language. Make communications with the target language III. Teaching Methods Giving sample sentences. Listening Working in pairs IV. Learning Strategies Sequencing and deducing V. Teaching Aids.  A tape recorder , some flashes and pictures VI. Teaching Procedures Step 1 Revision  1)Words revision. Have a competition on the new words and phrases with the help of flashcards.  2) Daily Talk. Invite several pairs of students to perform their conversations in front of the class. Step 2 Presentation 1) Ask about the places the 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 the ways(or volunteer jobs) they could do to help others: T: Today we’ll talk about offering help. If a person offers help to 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 the three bulletins in 1a and read about the 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 the ways students think of, list them on the board below the title volunteer and then ask the students to copy them down) Step 3 Listening comprehension (1b) Get students to listen to the recording and complete the sentences Check the answers both orally and written Present the following questions for students to match with each of the statement: What would you like to do（to help）? What could you do? Who would you like to help? 4) Make the class repeat these sentences several times, and then find out the suitable answers from the 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 the whole class to ask and answer the questions in pairs) Step 4 Oral practice (2a) Talk about the pictures in 2a. by asking Ss the following questions: (for picture a) What can you see in it? What does it read? What are the words written on? (for picture b) What is the girl doing? Is she writing or putting up anything? What is she putting up? (foe picture c) Is the boy listening to music? What is he doing? (for picture d) Is that like a book or a magazine? Neither？ What do you think it is？ (for picture e) 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 the recording, read the instruction to the class, make sure what they are going to hear. Step 5 Listening comprehension (2a-b) Get students to listen to the recording for the first time . Ask some students to report their answers orally, invite some others to copy their answers on the Bb. Play the recording a second time. Check answers with the class. Get students to listen once more, and have the class follow and imitate it. Then raise the following questions for the class to answer: What day is it going to be? When is Clean-up Day? What are the 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 the things in 2a they have checked) Which of them do you think is the best? Why? Step 6. Guided oral practice ( 2c) Have students practice the conversation in pairs or groups. While they are practicing, walk around the class and offer any help they need. Get several pairs or groups to have a role play. Step7. Explanation ( Verb-phrases ) Help students to understand what a phrasal verb is: Call attention to the phrasal verbs written on the blackboard. Get students to find out any other verbs among the sentences in 2b besides the phrasal ones (They are making, is, ask and come.) Then ask them to tell the differences. Encourage them to give a brief explanation to each of the phrasal verbs. Ask any volunteers to make up a sentence with each of the phrasal verbs. Step 8. Writing practice (consolidation) Unscramble some sentences including the verb-phrases taught in this class. Answer some questions using the phrasal verbs. Match each of the phrasal verbs with its meaning( definition) Step 9. Summary   Emphasize what students have learnt in this class and encourage them to try to make more dialogues to practice it after class. Step 10. Assignment  Make up sentences with each of the phrasal verbs. Write a conversation about planning to work outside as volunteers Blackboard design Unit 8  I’ll help clean up the city parks Section A (1a-2c) Target language  Phrasal verbs  definitions What would you like to do? clean up What could you do? put up  (omitted) Who would you like to help?  call up  hand out write down 附“預(yù)習(xí)導(dǎo)綱”及“教材分析和設(shè)想” 預(yù)習(xí)導(dǎo)綱 請找出盡可能多的已學(xué)過的動詞短語，如；look at, turn on 等。 思考：怎么區(qū)分V+prep. 和V+adv.? 并將他們歸類。 V+ prep.___________________________________________________________________ ___________________________________________________________________ V + adv. ___________________________________________________________________ ____________________________________________________________________ 請在下列句子的空白處填上適當(dāng)?shù)慕樵~或副詞，使句子意思完整： You could help clean the _______the city park. We should give ________food at the food bank. I’d like to help kids__________their housework. We need to come up __________a plan. We can’t put ________ making a plan. You should write _________ all the new words. They’ll hand ___________advertisements after school. He looks sad. Let’s cheer him ________. 如果我們班要成立“服務(wù)小分隊”，你能做什么？ 或你準備做什么？ 請嘗試用下列結(jié)構(gòu)表達(可以補充)： I can ___________________________________________. I _________(be) going to ___________________________. I’d _________ to __________________________________. I will ____________________________________________. I want ___________________________________________. _________________________________________________ _________________________________________________ __________________________________________________   教材分析和設(shè)想 一． 教材分析：   1．教材的地位和作用。 外語教學(xué)課堂中的任務(wù)是指學(xué)習(xí)者運用目標語進行交際以達成某一結(jié)果的活動。 UNIT 8以Volunteering為話題，本課時為該單元第一課時，主要為以后幾個課時的進一步不學(xué)習(xí)打下詞匯，交際功能句型的基礎(chǔ)，為最終完成本單元的任務(wù)做好充分的準備。根據(jù)初中生學(xué)習(xí)英語的特征：要有明確的語言學(xué)習(xí)目標，多任務(wù)圍繞一個主題展開，對此，本教案設(shè)計時也充分考慮到讓學(xué)生在一個外語環(huán)境中理解情景、并初步完成一個實實在在的任務(wù)。 2．教學(xué)目標：  1）認知目標： 重點教學(xué) hanger , homeless, volunteer  cheer up, give out , put off,  set up, come up with等基礎(chǔ)詞匯。同時掌握:  I’d like to work outside. You could give out food at a food bank. I’ll help clean up the city parks.等目標語言。 2）能力目標： 1．訓(xùn)練培養(yǎng)學(xué)生通過聽力獲取信息的能力，同時感受英語語音的美感。 2．通過聽力模仿，讓學(xué)生學(xué)會如何表達向他人提供幫助。 3）情感目標： 培養(yǎng)學(xué)生關(guān)注社會，關(guān)心他人，并養(yǎng)成樂于助人的優(yōu)良品質(zhì)。 &nbs

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