Unit 2 I’ll help to clean up the city park. Section A(2a-2d)教学设计 2023-2024学年人教新目标八年级英语下册

Unit 2 I’ll help to clean up the city park. Section A(2a-2d)教学设计 一，学情分析 志愿者活动与学生身边的生活有关，加以视频、图片、声音等多媒体素材形象的配合，学生学习的兴趣浓厚，乐学，好学。八年级学生仍然具有很强的好奇心和表现欲，他们模仿能力强，喜欢表现自己，但是部分学生已经对英语产生了畏难情绪，不敢开口，不敢对话，不敢主动展示，从而不能很好把握知识。因此我选用“合作式”和“任务链”英语情景教学法，教学中，在注重知识点和目标语言呈现的前提下，注重培养学生的口头表达能力、想象力、表演能力，从而培养他们正确的情感、态度、价值观. 二，教学目标： 1.语言知识目标： 1)能掌握以下单词： clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely, 能掌握以下句型： ①You could help to clean up the city parks. ②We should listen to them and care for them. 2)能了解以下语法：情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。如何表达主动提供帮助。 2.情感态度价值观目标： 在授课过程中渗透助人就是助己，助人收获快乐的情感目标，使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。 三，教学思想 英语课程的教育理念中指出“要面向全体学生、关注学生的情感，营造宽松民主和谐的教学氛围，倡导任务型的教学途径。本节课就是根据这些理念进行设计的，以培养兴趣为前提，让学生把所学的知识运用到实践当中，让学生通过感知、体验、实践以及合作探究来实现学习目标。在导入时通过一段志愿者活动的视频，让学生展开Free talk自由讨论，激发学生兴趣，调动学生的积极性，在教学新内容时，力求用精美的图画和真实的声音来创造意境，来处理本节课的新语言现象，用形象生动的视频来展示逼真的场景，采用小组合作探究方式，用科学合理的教学过程设计来形成清晰的教学思路，以收到最佳的教学效果，更重要的是培养学生的合作能力和综合运用英语知识的能力。同时关注了学生的情感，帮助他们建立成就感和自信心。增强了实践能力，展现了学生个性。 四，教学重难点 1.教学重点： 1)掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely, 2)学会提供帮助的基本句型： I’d like to work outside. I’ll help clean the city park. You could give out food at a food bank. 2.教学难点：学会提供帮助的基本句型五，教学过程Step1Warmingup1.播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。引导学生进行free talk。 T: Who are they? S：They’re volunteers. They usually volunteer to help others. T: How could we help people? S1: We could clean up the parks S2: We could help sick people in the hospital. S3: We could help plant trees.......... Step2 New words 通过展示国内外人们做志愿者活动的照片和句子，词不离句，句不离词，以地道的英语句子呈现，引导学生理解新单词的意义和用法， 1.cityn.城市 2.noticen.公告牌；通告；布告 3.signn.标志；信号 4.volunteerv.义务劳动，自愿做volunteer to do sth.义务自愿做某事 5.cleanup打扫；清除 6.giveout分发；散发 7.cheerv.欢呼;喝彩 8.lonelyadj.孤独的；寂寞的 9.used to曾经，过去 Step 3 Discussion 1.1a. Look at the ways you could help others. Then list other ways. 2.Ss discuss with their partners and write the ways one could help others: ①Help plant trees by the river. ②Help clean up the city park. ③Visit the old people in the old people’s home. ④Help young kids to learn English. Step4 Listening 1.T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences. 2.1b.Play the recording for the Ss to listen and number the ways the boy and girl could help others. ___The girl could visit the sick kids in the hospital to cheer them up. ___The boy could give out food at the food bank. ___The girl could volunteer in an after-school study program to teach kids. ___The boy could help to clean up the city parks. (Key:3,2,4,1) Step 5 Pairwork 1.Let Ss read the conversation in the picture. 2.1c. Use the information in the chart of 1b to make other conversations. A: I hope to work outside. B: You could help to clean up the city parks....... 3.Let some pairs act out their conversations. Step6 Listening1.2a: T: A group of students are planning a City Park Clean-up Day. Listen and check(√) the things they are going to do to tell people about it. 1.Look at the pictures in 2a. Discuss the things they are going to do. 2.Play the recording for the Ss to listen and check the pictures. 3.Play the recording again to check the answers. Answers: b, c, e 2.2b: 1.Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do. 2.Play the recording for the Ss to write the correct words in the blanks. 1.We need to ____________a plan to tell people about the city park clean-up. 2.Clean-up Day is only two weeks from now. We can’t ______making a plan. 3.We could ______signs. 4.Let’s make some notices, too. Then I’ll ____them ____after school. 5.We could each_______ 10 students and ask them to come.、3.Play the recording again to check the answers. Answers:、1.come up with 2.put off 3.put up 4.hand, out 5.call up Step7Pair work 1.2c. Tell Ss to make a conversation using the information in 2a and 2b. 2.Let one pair to read out their conversation first. 3.Ss act the conversation in pairs. Ask some pairs to act out their conversations. Step8 Reading and Role-play 1.Read the conversations and answer the two questions: ①Where’s Helen going to work this summer? ②What did Tom do to help the old people? 2.Read the conversation after the teacher. 3.Practice the conversation with their partner. Then let some pairs to act out the conversation. Step 9 Language points & Summary 1.They told me stories about the past and how things used to be. used to do sth.过去常常做某事；表示过去习惯性、经常性的动作或状态，暗指现在已经不存在。used无人称和时态的变化。 2.Yeah, a lot of old people are lonely. lonely adj.孤独的；寂寞的指精神上感觉孤独、寂寞。 3.We need to come up with a plan for the City Park Clean-up Day. need用作实义动词，有“必要”、“必需”之意，有人称、数和时态的变化，可以接名词、代词、动名词或带to的动词不定式作宾语。 4.clean up意为“打扫；清理”。但如果在clean和up间加个连字符号,它就是名词了,意为“扫除”。 Step10 Exercises课堂检测 附：评测练习检测后，展示一些国内外志愿者们帮扶困难人群的照片和成果，让孩子们了解 Roses to others, the flavor in hand（予人玫瑰，手有余香） Step11Homework:分层布置作业 A和B组 1.Write a conversation like this. For example： -------I’d like to help the old. What could I do? -------You could give them medical service. And you could also.... C组2.Write new phrases from 2d，整理并列举出本堂课学到的 volunteer work。 课后反思 英语课程要培养学生核心素养：语言能力、文化意识、思维品质和学习能力等方面。教师应通过课堂设计和课堂实施帮助学生发展语言能力、培育文化意识、提升思维品质、提升学习能力。据此，我对本节课也进行了深刻的反思。 （一）可取之处 1、本堂课的教和学均围绕本堂课的三个目标开展实施。巧设导入，通过一段志愿者活动的视频进行导入，不仅切入所授内容，也恰到好处地调节了学生的情绪，即培养了学生学习英语的兴趣，也营造了一个积极生动的学习氛围。 2、本单元的话题与学生的实际生活密切相关，教学设计也能够创设贴近学生生活的真实情景，让学生在积极、主动的情绪中学习、掌握知识。 3、教学设计以兴趣为支点，以任务为基础，采用任务型教学途径，设计了环环相扣的几个任务，让学生反复运用所学知识去解决实际问题，给学生一种紧迫感，集中精神听讲，不分散注意力。同时，所设计的任务以日常需要为基础，使得学生学会如何分析问题和解决问题，并留给学生更多的解决问题的机会。 4、备课时做到了备学生。如关于志愿者活动的短语对学生来说是难点，而稍后的活动需要学生用这些短语组织对话和学习。所以我在带读单词时，着重对于这三个单词的带读。 （二）不足之处 1、任务设计的前期准备欠妥。在展开听说活动之前，目标语言的输入略显不够，所以有少部分学生迟疑，不敢举手回答。 2、个别小组合作的展示效果差强人意。在要求小组对话时，有的学生不敢或不愿意进行对话，分析是由于畏难情绪。所以针对这一现象，以后教师要多鼓励，也指导小组成员多帮扶，对后进生进行耐心指导。 （三）再教设计本节课主要谈论志愿者活动，可以展示更多的目标语言现象，进行足量的语言输入，帮助学生掌握目标语言，扩大学生的知识范围和语言背景，开阔学生视野。据此，我将在实践中不断学习理论知识，不断调整教学方法，更新教学观念，迎接新的挑战，做更好的教师，成就更加优秀的学生！ 学科网（北京）股份有限公司 $$