Unit2部分教学设计 2024-2025学年人教版八年级英语下册

课 时 教 学 设 计 课题 Unit 2 I'll help to clean up the city parks. Section A (1a-2d) 班级 备课教师 课型 听说课 课时 1 核心素养与思政渗透 本课话题涉及志愿服务。以冬奥会及冬残奥会志愿者为切入点，贴近学生生活，在教师的引导下，发挥主动性，感知向别人提供帮助或者提出如何帮助他人的建议的目标语言。在授课的过程中渗透助人就是助己助人，收获快乐的情感目标。 课标分析 课标要求八年级学生能听懂接近自然语速、熟悉话题的简单语段，获取主要信息，能引出话题并进行几个话论的交谈，并能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历，能参与角色表演等活动，使用正确的语音、语调。 教学目标 语言能力 能够在“志愿者招募”的情境中正确使用动词不定式、用情态动词could表达建议，以听说等方式理解运用语言向别人提供帮助或提出如何帮助他人的建议； 文化品格 能够乐于参加志愿者服务活动，乐于为他人着想、热爱公益事业，乐于助人； 思维品质 能够在听说活动中准确获取并表达有关向别人提供帮助或提出如何帮助他人的建议的信息，提高思维的逻辑性和缜密性； 学习能力 能够通过谈论志愿者服务，激发英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率； 教材内容分析 本课以“志愿服务”为话题。从编排设计上看，1a-1c活动旨在呈现、学习不同援助方式的英语表述，为词汇输入阶段；2a-2d活动通过听、说练习此前所学的词汇表述，并在听说训练过程中体会动词不定式和短语动词的用法。 重点 正确使用有关援助的表述、短语动词； 使用情态动词could表达建议； 运用听力技巧，听懂有关此话题的对话并且可以正确地获取信息。 难点 动词不定式在英语句子中的成分与作用，以及不同短语动词的含义与搭配。 学情分析 对于志愿服务和志愿者，学生了解较少，教师应尽可能多地给学生提供较熟悉的素材，如，冬奥会志愿者，创城志愿者等的相关素材，贴近学生的生活实际，他们就能更好的融入课堂。同时，引导学生探索、讨论关爱及援助的价值和意义，渗透人文关怀和道德概念的培养。 第 页 教 学 流 程 设 计 教 学 过 程 设 计 意 图 学 生 活 动 教 师 导 学 Step 1. Lead in. Enjoy a video. Ss: Volunteers from Beijing 2024 Olympic Winter Games and Paralympic Games. Ss: 志愿者 Ss: Yes! I’m happy and proud to help others. Sa: I could clean up the streets. Sb: I could clean up the parks. Sc: I could clean up put up notices. Sd: I could volunteer to teach kids. Step 2. ListeningⅠ. 1. Pre-listening. View the picture in 1a and write down other ways they could help people. They can discuss with partners while writing. 2. While-listening. For the first time, listen and number the ways the boy and the girl could help others. For the second time, listen, match and then make a sentence 3. Post-listening Underline the sentences(what did they do) and read together. Make a conversation with parnters with the sentence structures: I hope…; I want to…; I’d like to…; I need to…; I decided to…; Let’s do…. Step 4. ListeningⅡ. 1. Pre-listening. Read the expressions below. And then match them with the pictures. Sa: We can put an ad on TV. Sb: We can give out notices. 2. While-listening. Listen and check the things they are going to do to tell people about it in 2b. Listen again and fill in the blanks. 3. Post-listening. Sa:We need to come up with a plan for the City Park Clean-Up Day. Sb:Let’s have lunch first. Sa:No, we need to start now. Clean-Up Day is only two weeks from now. Sb:.. Step 5. Listening Ⅲ (2d). 1.Pre-listening. Talk about the things they can do for old people with the help of pictures and review some phrases. 2.While listening. Listen to the conversation in 2d and answer the questions. 3.Post-listening. Read the conversation and fill in the blanks. Then retell the conversation Step 6. Group work. Discuss in a group of four. Step 7. Conclusion. Enjoy the song together. T: This class we'll know some special people. Please watch a video and answer the question --- What kind of people can you see from the video? T: What is a volunteer? T: Good! A volunteer is a person who uses his/her spare time to participate(参与) in social service without any reward. T: During the Olympic Games, the volunteers could do many things . For example, they could help to clean up the streets, give out things and look after the injured. T: Do you want to be a member of them?Why? T: If you’re a volunteer, What could you do to help other people? (Show some pictures.) Ask Ss to look at the ways they could help people in the picture in 1a. And then guide them to list some other ways that they can do to help people. (Some tips can be provided.) Lead Ss to read the sentences and make sure they can understand all of them. Then play the recording twice. Check the answers in time. And explain some language points. T: A group of students are planning a City Park Clean-Up Day. T: What can we do on City Park Clean-Up Day? After listening, guide Ss to check the answer in groups and translate the key words. Let Ss make a conversation using the information in 2a and 2b. T: Have you ever volunteered in an old people’s home? What can we do there? Provide some questions: 1) Where’s Helen going to work this summer? 2) What is Helen doing ? 3) When did Tom work in an old people's home? 4) Why did Tom and Helen think that they should listen to and care for the old people? T: Do you want to be a volunteer? How are you going to do that? What can you do ? T: Helping others is helping ourselves. Helping others makes us happy Rose given , fragrance in hand. 赠人玫瑰，手有余香 联系生活热点，利用亚运会志愿者的视频，激发学生学习兴趣，对话题产生亲切感，创设真实的情境，弘扬家国情怀。 引导学生联系日常生活，讨论有关帮助他人的英语表达方式，将之前所学融入到新的话题之中，以旧带新,解答学生所存在的语言障碍，为听力做准备。 听中进行听力策略的渗透，如注意听取关键信息（动词短语、地点等）来有效完成句子排序、信息匹配等。 为学生创造更多机会练习表达意愿和建议的句式结构，进行控制性操练。 利用问题引导学生与老师开展简单对话，进一步熟悉词汇，强化记忆。 学生两人结对，开展对话操练，过程中要巡视，给予评价和指导。 将2d活动改编成听力活动，提升听力难度，鼓励学生挑战自我，利用审问题抓关键词，带着关键词听取信息的策略找出答案，并训练学生的听听力做笔记的能力。 通过歌曲欣赏，好句分享，进行情感道德价值观教育，引发学生对社会责任和社会担当的思考。 第 页 学案 Ⅰ.单项选择 ( ) 1. He helps ____ the classroom. A. cleans up B. cleaning up C. clean up ( ) 2. I took her to the concert to ____. A. cheer up her B. cheer her up C. cheer she up ( ) 3. Let’s help ___ food at the food bank. A. to give out B. give up C. giving out ( ) 4. A lot of people are ___ because their children hardly ever come home to visit them. A. careful B. dangerous C. lonely ( ) 5. -Bob, you have to finish your school project today. -Don’t worry, Mom. I won’t ___ today’s work till tomorrow. A. put off B. take off C. turn off Ⅱ. 用括号内所给单词的适当形式填空。 1. We need some ___________ (volunteer) to help with the housework in the old people’s home. 2. Kate is sick in hospital. Let’s visit her ___________ (cheer) her up. 3. I ___________ (notice) there was a sign saying “No Photos” on the wall. 4.You can use road ___________ (sign) to help you find the right place. 5. Linda is making a plan to work in an old ___________ (people) home this summer. 第 页 课 时 教 学 设 计 尾 页 板 书 设 计 作 业 设 计 Level A Tree-Planting Day is coming. Let’s come up with some plans about planting trees in our city as volunteers. Make a poster to let others know what they could do to make our city greener. Level B Write a short passage about Tom’s experience as a volunteer in an old people’s home last summer. 教 学 反 思 第 页 课 时 教 学 设 计 课题 Unit 2 I'll help to clean up the city parks. Section A (3a-3c) 班级 备课教师 课型 阅读课 课时 1 核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。在本课中，通过阅读关于两位参加志愿服务的中学生的文章，可引导学生探索、讨论互相关爱及援助的价值和意义，渗透人文关怀和道德观念的培养。 课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能读懂常见问题的小短文和相应水平的英语报刊文章。能尝试使用不同的教育资源，从口头和书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能积极探索适合自己的学习方法。 教学目标 语言能力 能够在武汉志愿者、联合国自愿者等的情境中正确使用动词不定式和关于志愿服务的表达，通过阅读理解两位中学生的志愿服务工作经历和感受，并能联系自身尝试申请志愿服务工作； 文化品格 能够了解国外的同龄人所参与的志愿服务活动，从而懂得关爱他人、服务社会的价值和意义，热心公益； 思维品质 能够在老师的引导下，通过抓主要信息、梳理文章结构等，提高思维的逻辑性；通过讨论志愿服务的必要性、申请联合国志愿者等，提升思维的批判性和创新性； 学习能力 能够通过阅读有关两位参加志愿服务的中学生的文章，提高英语学习兴趣；通过阅读策略的感悟、体验和学习，提升阅读理解能力，形成良好的学习习惯，提高学习效率； 教材内容分析 该部分为阅读技能训练及语言学习的综合训练，所选课文描写两位中学生参加志愿服务以及各自对志愿服务的观点、看法。文章脉络清晰，首段陈述主题，后两段分写。活动3a-3c通过阅读强化对单元主题内容及语言项目的理解，为后续的语法总结归纳做好铺垫。 重点 正确使用动词不定式表达意愿，初步感知动词不定式在句中的多种角色；掌握文章出现的生词，达到熟练运用的目的； 阅读短文，获得相关有用信息，运用阅读策略，提高阅读能力； 难点 动词不定式在英语句子中的成分与作用。 学情分析 通过第一课时的学习，学生讨论和分享了参与志愿服务工作的方式，巩固了对动副短语用法的理解，深化了对本单元话题（Offering help）的感知。本课时阅读材料脉络清晰，层次分明，生词不多，学生没有很多理解层面的障碍。对于动词不定式，学生之前主要当做词组来记忆，需引导其加强对句子的分析，才能进一步理解动词不定式的作用。 第 页 教 学 流 程 设 计 教 学 过 程 设 计 意 图 学 生 活 动 教 师 导 学 Step 1. Warming up. Then watch a video. Step 2. Pre-reading. Predict what the passage is mainly about by looking at the title and the pictures of the passage. Ss: Although they are students, they volunteer to help. Ss: Students volunteer to help others. Step 3. While-reading. 1. Skimming. Read the article, answer the questions. Sa: Mario Green and Mary Brown. Sb: Riverside High School. Read the article again and answer the questions. Check the answers with the teacher. 2. Scanning. Read the passage again and find out the names, workplaces, times, reasons and ideas or feelings of the two volunteers. With the help of the cards, introduce the two volunteers. Step 4. Discussion. Discuss in groups with four and think of some reasons and advantages of being a volunteer. Sa: We can enrich our after-school classes. Sb: We can experience different lifestyles. Sc: We can have a chance to pick up a hobby. Sd: ... Step 5. Practice. Try to find out some infinitives from the passage. Then use them to complete the sentences below. Step 6. Summary and retelling. Have a structural analysis with the teacher. Retell the passage based on the mind map. Step 7. Writing. Try to complete the “Volunteer Application”chart using the target language. Share it with their classmates. Present pictures to introduce many volunteers. T: Many volunteers from all works of life gathered in Wuhan in 2020. T: Let’s learn more about volunteering. Ask some questions: Q1:What do you learn? Q2:What is the passage mainly about? (Tips:The title can be helpful for you to understand a text.) Q1:What are the names of the“students”? Q2:Where are they from？ Guide Ss to find out the answers in the passage and deal with some language points, like a strong feeling of satisfaction, the look of joy, etc. Ask Ss to finish Mario's and Mary's Volunteer ID cards. T: Is it necessary to volunteer to help others? Why or why not? While Ss are discussing, walk around the classroom to guide them and provide help if necessary. 3 minutes later, invite some Ss to talk about their ideas. T: Can you find some phrases to express their willings？ Ask Ss to fill in the blanks. Guide Ss to analyze the stucture of the passage and make a mind map. T: The UN needs some volunteers to help others in many places. Let’s take actions! 通过视频和图片的形式导入“志愿者”话题，激活学生的生活经验和情感上的触动，为接下来的阅读做好准备。 利用课文标题和插图进行预测，引导学生对阅读课文建立心理期待。 及时进行阅读策略的指导与小结，帮助学生体会和认识读前预测策略运用的重要性。 沿用志愿服务的话题，利用志愿者卡，引导学生再细读，寻找有关两位志愿者的具体信息，并利用填好的卡片介绍人物，给学生提供巩固运用所学语言的机会。 利用问题引导学生进一步思考，发散学生的思维，层层递进，进行深度阅读。 引导学生在语境中关注语言的形式和意义。 总结升华，提炼志愿服务精神和志愿活动的意义，将德育渗透到教学之中，引导学生从身边小事做起，用自己的努力去带动周围的人。 创设适当情境，提供较真实的语言上实践机会，帮助学生提升“用英语做事情”的能力，获得成就感。 第 页 学案 Ⅰ. 用所给词的适当形式填空。 1. My brother wants _____ (be) a pilot. 2. You’ll never learn ______ (ride) a bike if you don’t practice. 3. Mike taught his grandpa how _____ (use) the computer. 4. Mr. Smith helped the young man ______ (find) a job. 5. The students decided _______ (work) out the problem by themselves. 6. He volunteers _______ (work) on the farm. Ⅱ. 用方框中所给短语的适当形式填空。 ( s everal feeling owner journey satisfaction ) 1. I only want to sleep for _______ minutes. 2. The _______ from London to Oxford takes about an hour and a half. 3. The next morning, the _____ of the house prepared the breakfast for us. 4. He looked at his work with a smile of __________. 5. She enjoys the _______ of freedom. 第 页 课 时 教 学 设 计 尾 页 板 书 设 计 Unit2 I’ll help to clean up the city parks. (Section A 3a-3c) 作 业 设 计 Level A Write a self-recommendation letter to the UN according to your “Volunteer Application”chart. Level B Make a volunteer card for yourself. You can write anything you volunteer to do on it . 教 学 反 思 第 页 课 时 教 学 设 计 首 页 课题 Unit 2 I'll help to clean up the city parks. Section A (GF-4c) 班级 备课教师 课型 阅读课 课时 1 核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。通过本节课的学习，让学生重点掌握动词不定式的结构以及不定式做宾语和状语，尤其是用作宾语时和谓语动词的搭配，同时进一步增强了学生关注他人、社会，利用自己的特长为他人、社会做贡献的责任意识。 课标分析 课标要求八年级学生能有明确的学习需要和目标，对英语学习表现出较强的自信心。理解情态动词could不同功能并能在特定语境中使用；了解常用语言形式的基本结构和常用表意功能；理解并运用恰当的语言形式描述具体事件和具体行为的发生、发展过程。 教学目标 语言能力 能够在多个语篇创设的情境中正确使用动词不定式和短语动词，理解和表达他人与自己热心公益和志愿服务的意愿和经历； 文化品格 能够了解国外的同龄人所参与的志愿服务活动，从而懂得关爱他人、服务社会的价值和意义，热心公益； 思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究动词短语和动词不定式的语言规律，提高思维的逻辑性和深刻性，加强语言表达的准确性； 学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。 教材内容分析 本课时是本单元的语法部分，语法结构较为繁杂，教学压力相对较大。因此，将本单元的重点语言结构分散到本单元不同部分进行教学。例如：Section A的1a-1c的教学建议提及了could表示建议的功能，2a-2c活动的教学已囊括了动词短语的初步介绍，而在3a-3c的教学建议里已包含了对动词不定式的学习。在本课，通过不同形式的练习，可帮助学生梳理巩固。 重点 正确使用动词不定式表达意愿，初步感知动词不定式在句中的多种角色；掌握文章出现的生词，达到熟练运用的目的； 阅读短文，获得相关有用信息，运用阅读策略，提高阅读能力； 难点 动词不定式在英语句子中的成分与作用。 学情分析 学生在前两个课时的基础上，对本课时的内容已有了初步了解。但随着语言学习内容的拓展和加深，学生很容易对一些语言现象产生概念混淆或辨析困难的情况。 第 页 教 学 流 程 设 计 教 学 过 程 设 计 意 图 学 生 活 动 教 师 导 学 Step 1. Warming up. One S pick out the verb phrases, and others say the Chinese meaning. Step 2. Reading & helping. Read the “letters” and fill in the blanks with the phrasal verbs in the box. Role-play the volunteers and read the letters aloud in class to check the answers. Sa: I hope to call up at least five primary schools to ask if they need volunteers for their after-school programs. Step 3. Grammar. Ss: To do. Learn about the usages of infinitives. Step 4. Practice. 1. Complete the sentences with the right forms of the verbs. ( 1) My brother wants _____ (be) a pilot. (2) You’ll never learn ______ (ride) a bike if you don’t practice. (3) Mike taught his grandpa how _____ (use) the computer. (4) Mr. Smith helped the young man ______ (find) a job. (5) The students decided _______ (work) out the problem by themselves. 2. Activity 4b. Fill in the blanks with the correct forms of the verbs in the box. 3. Activity 4c. Use infinitives to complete the sentences with their own ideas. Step 5. Summary. Present some “cards” for Ss to choose and review. e.g. come up with give out cheer up T: We received lots of applications. Many students want to be volunteers. But it rained. Some of the applications got wet. Can you help to fill them up? After checking the answers, ask Ss to read and translate the phrasal verbs. Remind Ss of the position of the object. Comment by ALZN: Remind Ss of the position of the object. (名词放两边，代词放中间) (名词放两边，代词放中间) T: What’s the read part of the sentences? Explain the definition of “infinitives”. 1) 充当作主语： It’s very useful to learn foreign languages. 2) 充当作宾语： 主语+谓语V. + to do 3) 充当宾语补足语： ①动词+sb +to do sth ②动词+sb +(to )do sth 4) 充当表语： His aim is to study abroad in the near future． 5) 充当定语： He is the first to come to the classroom. 6) 充当状语： He will go to the station to meet his friends.  Guide Ss to read the passage quickly and circle the words that help them decide. Check the answers then. Ask Ss to write sentences on their own first. Walk around the classroom to provide help. 2 minutes later, call some Ss to share their sentences. 通过PPT设置翻牌游戏的形式，复习巩固前面所学动词短语，温故知新，为接下来的语法学习做好准备。 创设阅读志愿者申请信的情境，引导学生根据上下文语境选择合适的短语动词填空，叨叨巩固运用的目的，并激发学生的阅读兴趣。 引导学生总结归纳和掌握语言规律，形成有效的学习策略，将3a和Grammar Focus中的内容结合，找出文章中不同类型的动词不定式结构，总结语法知识，承上启下。 在学生对动词不定式有了一些理解之后，让他们独立完成练习。在核对答案和点评的环节，继续通过提问巩固学生对语法知识的理解。 第 页 学案 Ⅰ. 用所给词的适当形式填空。 1. The little boy asked me _________ (help) him find his mother. 2. Last Sunday, I went to Beijing __________ (visit) my uncle. 3. My mother wants me _________ (drink) a glass of milk every morning. 4. After thinking for a while, Jenny decided __________ (not go) to John’s birthday party. 5. They plan ___________ (work) in the factory after leaving school. Ⅱ. 用方框中所给短语的适当形式填空。 ( clean up, cheer up, hand out, come up with, put off, hang up, call up, give up, care for, try out for ) 6. My brother wants to __________________ the football team. 7. The room is too dirty. You should _______ it at once. 8. They decided to ________ the meeting to next week because of the coming holiday. 9. The kind woman __________ her seat to an old man. 10. Helen lost her pet dog. We should do something to _______ her . 11. We must __________ an idea to make the machine run faster. 12. Jack! Please help me __________ the papers. 13. The old woman often helps to __________ our children when we are out. 14. Children __________ stockings __________ at the end of their beds before going to bed on Christmas Eve. 15. I __________ him __________ at five o’clock, but he didn’t call back until six. 第 页 课 时 教 学 设 计 尾 页 板 书 设 计 Unit2 I’ll help to clean up the city parks. (Section A GF-4c) 作 业 设 计 Level A Write a passage about your or your friend's experience of being a volunteer. Try to use infinitive and phrasal verbs. Level B Do more exercises about infinitive and phrasal verbs. 教 学 反 思 课 时 教 学 设 计 课题 Unit 2 I'll help to clean up the city parks. Section B (1a-1d) 班级 备课教师 课型 听说课 课时 1 核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。通过相关视频播放、场景创设，使学生认识到帮助别人、快乐自己。以引导学生讨论如何将废旧物品修理、改装，提供给其他需要帮助的人，使得“物尽其用”，保护环境、服务他人。 课标分析 课标要求八年级学生能听懂接近自然语速、熟悉话题的简单语段，获取主要信息，能引出话题并进行几个话论的交谈，并能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历，能参与角色表演等活动，使用正确的语音、语调。 教学目标 语言能力 能够在讲述朋友Jimmy的故事的情境中正确使用短语动词和同义表达词汇，以听说等方式理解和恰当表达Jimmy利用“废物利用”的方法来帮助他人的故事； 文化品格 能够认识到帮助别人、快乐自己，树立物尽其用、保护环境、服务他人的意识； 思维品质 能够在听说活动中准确获取并清晰表达有关关爱援助行动的信息，提高思维的逻辑性和深刻性； 学习能力 能够通过倾听和谈论Jimmy用“废物利用”的方法来帮助他人的故事，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；通过小组合作，提升协作能力。 教材内容分析 Section B侧重同情和关爱。在语言方面，除进一步学习短语动词和不定式结构外，文段中的表述及结构更加丰富；技能方面，通过“听说入手—突出阅读—创写语篇”的过程训练、发展学生的综合语言技能。情感上，引导学生讨论如何将废旧物品修理、改装，提供给其他需要帮助的人，使得“物尽其用”，保护环境、服务他人。 重点 短语动词以及其同义表达的学习； 听说技能的训练； 难点 学会使用动词不定式结构和相关短语动词来表述自己的能力和优势，以及为他人提供帮助和服务的想法。 学情分析 通过前面的学习，学生已经能够运用部分短语动词（如give out，clean up等）来表达多种多样的志愿服务活动，并且对动词不定式在英语句子中所充当的成分和作用也有一定的了解。本课时的生词和短语不多，听力内容故事性强，结合图片信息，可以提高学生的学习兴趣，主要帮助学生利用所学短语动词对听力内容进行加工、准确输出。 第 页 教 学 流 程 设 计 教 学 过 程 设 计 意 图 学 生 活 动 教 师 导 学 Step 1. Lead in. Watch a video about helping others. Sa:Help others to happy themselves . Sb:As long as everyone gives a little love , the world will be better. Talk about different kinds of volunteer work they could do. Sc: I could pick out the rubbish on the street. Sd: ... Step 2. Presentation. Match the sentences with similar meanings in 1a. Write the sentences on their textbooks. Then share their sentences with the whole class. Sa:I ran out of my money last weekend. Sb: I gave away my old clothes to the poor kid. Step 3. Pre-listening. Observe the pictures one by one and try to describe the four pictures in their own words. Sa: No, he doesn’t. Sb: He runs out of money. Sc: It looks old. Sd: He’s fixing up the bike. Se: He finds a bike. Sf: Yes, it does. Sg: Because it was broken. Sh: It looks new. Si: He fixed up the bike. Step 4. While-listening. Listen and number the pictures [1- 4] in the correct order. Report their answers using some sentences with phrasal verbs. Circle T for true and F for false. Try to correct the wrong statements while checking answers. Listen again and fill in the blanks. Listen again and answer the questions. Step 5. Post-listening. 1. Role-play Role-play the conversation between Jimmy and the reporter in pairs. Sa:What do you do, Jimmy? Sb:I fix up bikes …… Sa:Who gave you the idea? Sb:I take after…… Sa:What's your problem now? Sb:…… 2. Oral composition Fill in the blanks and finish the composition. Step 6. Conclusion. After greeting, play a video for Ss. T:What can we learn from the video ? T: Volunteering is a good way to help others. Right? What kind of volunteer work could you do？ Present some pictures to learn some new phrases. Ask Ss to find the similar sentences by themselves. Then check answers. In 1b, ask students to match the phrasal verbs with the nouns and then make sentences with the phrases. Correct their mistakes especially the misuse of the past tense. Encourage students’ creative answers. Guide Ss to make a prediction before listening by looking at the pictures in 1c on page 13. T: Does this boy have any money in his pocket? T: What problems do you think he has? T: Is the bike in the picture new or old? T: What’s the boy doing? T: What does the boy find? T: Does the bike have a broken wheel? T: Why doesn’t the owner want it any longer? T: How does the bike look in the picture? T: What does the boy on the left do with the bike? Play the recording for the first time and ask Ss to find out the order of the pictures based on what they hear. Tell them to pay more attention to listening instead of writing. Ss can complete this type of task even when they do not understand every word they hear. Guide Ss to listen and judge. Play the recording and get Ss to imitate the pronunciation and intonation. Encourage Ss to use the information in 1c to help them. Get several pairs to role-play the conversation in front of the class. T: Suppose you are a reporter from the radio station, please report Jimmy to your listeners. T: Helping others is helping ourselves. We should learn from the wonderful young man Jimmy. T: If everyone give his or her love, the world will become more and more beautiful. 利用一段接力助人的视频，引发学生对帮助别人、快乐自己，人人奉献、社会温暖的感慨，导入话题，激发学生学习兴趣。 利用志愿服务话题，复习巩固 A部分所学相关词汇表达，激活旧知，引入新词。 在学生造句环节，及时赞赏学生短语动词使用恰当、意思表达明确或有新意的好句子，鼓励学生多创造，增强学生的成就感。 利用问答的方式，在听前引导学生读图，理解配图的含义。在问答的同时，教授听力中可能导致障碍的生词（如wheel，broken，proud of等），为顺利开展听力活动铺平道路。 听中进行听力策略的渗透，如听每遍录音时应有所侧重：第一遍利用关键词或词频抓住主题，第二遍提取具体细节等。 核对答案时，注意引导学生用完整的句子汇报答案，不宜简单地通过读字母的方式，否则会因为缺少语句层面的练习而造成语言不足以支持学生完成听后的口语交流。 通过角色表演，既能了解学生对听力材料的掌握情况，又可培养锻炼他们运用英语思维交流与合作的能力。 语言活动要有个循序渐进的过程，此项活动是在前几项活动的基础上培养和锻炼学生的英语语言表达能力及灵活运用能力。 第 页 学案 Ⅰ. 单项选择。 ( ) 1. -Oh, the clock doesn’t work. What’s wrong with it? Is it broken? -Don’t worry, I’ll at once. A. Fix it up B. fix up it C. cheer it up D. cheer up it ( ) 2. -Mike, may I use your bike? Mine is . -Sure. Help yourself, please. A. break B. broke C. broken D. breaking ( ) 3. There are several students interested in reading story-books, Leo and Jenny. A. like B. for example C. because D. for ( ) 4. Jennifer didn’t buy the new skirt because she has her money. A. kept out B. come out C. given out D. run out of ( ) 5. -Something is wrong with my watch. -Why not ask Mr. Smith to it? A. repair B. past C. control D. press Ⅱ. 根据汉语提示完成句子。 1. Fred 像他的父亲，他们都很外向。（take after） Fred__________________ , they are both outgoing. 2. 我父亲现在正忙着修理他的自行车。（fix） My father _____________________________ . 3. Lucy和她的妈妈在某些方面相似。（similar） Lucy is _________________________________ . 4. 我决定把我的自行车捐给儿童之家。（give away） I decided ________________________ the children's home. 5. 如果我们不节约用水，总有一天会耗尽。（run out of） If we don't save water, we will _________________ .   第 页 课 时 教 学 设 计 板 书 设 计 Unit 2 I'll help to clean up the city parks. (Section B 1a-1d) 作 业 设 计 Level A In our daily life, there is always somebody who is happy to help others. Choose one of them, draw several pictures for them and write about their story of helping people. Level B Suppose you are a reporter from the radio station, please report Jimmy to your listeners. Write a report start with “This morning I talked with a very wonderful young man, Jimmy, the Bike Boy.” 教 学 反 思 课 时 教 学 设 计 课题 Unit 2 I'll help to clean up the city parks. Section B (2a-2e) 班级 备课教师 课型 阅读课 课时 2 核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。在本课中，通过阅读“小狗Lucky”的故事，可以引导学生讨论关心、帮助残疾人的不同办法、手段，向社会施以爱心。 课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能读懂常见问题的小短文和相应水平的英语报刊文章。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。 教学目标 语言能力 能够在以“小狗Lucky”为主线的情境中正确使用课文中的新词汇，增加词汇量；通过略读、跳读、利用词性推导词义等阅读策略促进自己的语篇理解能力； 文化品格 能够主动关心、帮助残疾人，向社会奉献爱心，懂得人与动物是朋友的道理，学会保护动物、学会感恩、学会珍惜彼此； 思维品质 能够在老师的帮助下，通过参与思维导图、课堂讨论等活动，提高思维的逻辑性、批判性和创新性； 学习能力 能够通过阅读有关“小狗Lucky”的故事，提高英语学习兴趣；通过阅读策略的感悟、体验和学习，提升阅读理解能力；通过小组合作，提升合作能力和探究能力。 教材内容分析 本课是阅读教学部分。2a为读前热身活动，目的在于激活学生思维，诱发学生的阅读欲望及脑海中的图式；2b要求学生快速浏览文章并回答问题；2c侧重阅读策略及语言细节的挖掘；2d侧重文章的细节理解；2e则是典型的读后活动，要求学生根据课文中引申出的话题，结合已有的背景知识发表自己的观点。教师还应注意突出词性对词义的影响，引导学生尝试利用词性推导词义。 重点 课文中所涉及到的新词汇和表达，如make it+adj.+ for sb. to do sth.,feel lucky to do sth.等； 学习利用略读、跳读、利用词性推导词义等阅读策略促进自己的语篇理解能力； 难点 了解词性对理解句子的重要性，利用词性推导词义，促进语篇理解能力的提高。 学情分析 通过前面的听、看、说、读活动，学生已经掌握了一定的有关志愿服务、关爱援助的词汇和提建议句型，具备了一定的听、看、说、读技能，对本单元所涉及到的语法知识也有所了解。本课的阅读文本是一封书信，学生对于其语篇基本结构有所了解。在平时的学习中，部分学生只注重单词的词义不注重词性的记忆，借本课阅读策略的渗透，可提醒学生注意改进。 第 页 教 学 流 程 设 计 教 学 过 程 设 计 意 图 学 生 活 动 教 师 导 学 Step 1. Lead-in. 1. Learn and remember new words. Then have a “quick mind” game. 2. Watch a video and answer the questions. Sa: A dog helper. Sb:Smart/ clever/ helpful/... Sc:He is blind/ disabled.　 Ss: Be blind. / Be deaf and unable to talk. / Be unable to use hands. / Be unable to walk. Ss: By sending gifts. / By helping others. / By writing letters. Step 2. Pre-reading. Do actions as the teacher tells them to feel how difficult the disabled people’s life is. Ss: It’s easy. Ss: It’s difficult. Sa: I can’t hear anything. Step 3. While-reading. 1.Skimming Read the letter quickly and try to find the answers to these questions. Ss: From Ben Smith to Miss Li. Ss: To thank Miss Li. Sum up the reading strategy with the teacher. Then read the passage quickly and find the structure of it. 2.Scanning. ①Match paragraphs with these statements.Check the answers with the class. ②Read Para.1 and finish the mind map. ③Read para.2-4 and answer questions Step 4. Post-reading. 1. Thinking(discussion). Sa: I think it’s clever. Sb: I think it can understand many words. Sc: They are able to help cross the road. Sd: The ox can help with farming. 2. Part of speech. Find out the words in the letter, circle the part of speech of each word and guess the meaning of each word. Then make their own sentences with these words. Make true sentences by matching the different parts in 2d. 3. Retelling. Retell the passage by filling in the blanks. Step 5. Conclusion. Sa: Protect and love the animals who help us. Sb: Be grateful to the people who help us. Sc: Cherish each other in the world! 　 Step 6. Exercises. T:Feed the dog.Read the words when you see the bone. Ask some questions: Q1:What kind of dog is it? Q2:What do you think of the dog? Q3:What ‘s the matter with the man? Then let Ss speak out what the disabled people are like according to the pictures. T: But there are many people always helping others. T: How to thank someone who helps you? T: Here is a letter. Class, listen and follow me please. Open your book to page 14. Is it easy or difficult for you to do this? T: Now imagine you are a disabled person, you can’t use your hands or arms. Try to open your book to page 14. This time “Is it easy or difficult? ” T: If you were a disabled person, what else is difficult? T: Today we will learn about a person who is disabled. Who is he? What’s wrong with him? T: Now let’s read a letter. T:Who wrote the letter to Miss Li? To whom? T: Why does Ben Smith write the letter? (Tip 1: You can find the writing purpose at the beginning or the end of the letter.) T: How is the letter organized? Guide Ss to find out the topic sentence of the first and last paragraph so the structure can be concluded. (Tip 2: You can find the general idea with the help of topic sentences.) Provide four statements and let Ss match them with the paragraphs. Guide Ss to make sentences with the mind map. T: What do you think of Lucky? Guide Ss to talk about their opinions on Lucky. T: In what other ways do you think dogs are able to help people? T: What other animals can we train to help people? Guide Ss to judge the part of speech in the sentences. (Tip 3: Knowing what part of speech a word is can help you understand the word’s meaning.) Show a short passage to help Ss retell the letter. Let Ss fill in the blanks first. Then check the answers by reading aloud. Introduce a new regulation in Beijing. T: You know, People and animals are friends. Through this letter, what can we learn? T: Remember, the value of life is not what you gain, but what you give. T: We can also learn some writing skills from reading. For example, we can use questions to introduce your story to make it more impressive. 通过游戏的形式帮助学生巩固记忆单词，提升学习兴趣、积极性和注意力。 通过视频，生动呈现了一只导盲犬在生活中是如何帮助主人的事情，丰富学生视野，增加学生背景知识的积累，导入本课话题。 通过图片展示，激活学生脑海图式，体会残疾人的诸多不易，懂得要关爱残疾人的道理。 引导学生通过亲身体验翻书来体会残疾人的不方便之处，加强对课文中的受帮助者感恩之情的理解和认识。 同时通过问题导向，逐步引发学生阅读期待。 通过问题引导学生运用信件的语篇知识来获取文章基本信息，搞清人物关系、写作目的和整体结构，对文章有整体认识。 及时引导学生小结阅读策略，帮助他们积累阅读经验，提升阅读能力。 通过段落与主旨匹配，培养学生扫读关键词的能力。 通过思维导图的引导，帮助学生理顺文章中出现的人、物联系；再利用思维导图进行完整句的输出，达到巩固所学语言的目的。 通过不同类型的问题，引导学生细读课文，获取细节信息，并感知作者的写作策略，同时，在语境中进行生词处理。 在理解文章意思的基础上，进一步思考总结Lucky的特性，以及还有哪些动物可以帮助到人们，尤其是残疾人的哪些方面。对文章内容进行深层次的挖掘。 结合阅读文本进行阅读策略指导，使学生在准确获取文章细节内容的同时，掌握不同的阅读技巧，提高阅读能力。 利用换人称缩写文本的方式再次呈现信件主要内容，考查学生对内容的熟悉度和对语言知识的掌握度，同时帮助他们提升灵活运用知识的能力。 通过增加有关导盲犬的报刊文章的简短阅读，开阔眼界，扩大知识面，并积累更多相关词汇。 总结升华主题，引导学生认识到生命的价值在于给予而不是得到，以及树立其保护动物、感恩帮助、珍惜彼此的意识。 本篇课本的写作技巧同样值得引起学生的关注和学习。 第 页 学案 Ⅰ.根据句意及汉语提示填写单词。 1. Can you __________ （想象） what the future will be like? 2. Scott, can you __________ （打开） the door? The dog wants to go out. 3. His grandfather is __________ （失明的） and he can’t see anything. 4. He is too young to __________ （理解） what you are talking about. 5. Kate is __________ （聪明的） and she can work out the math problem. Ⅱ.用括号内所给单词的适当形式填空。 6. —Does Jimmy often volunteer in his free time? —Yes. He often fixes up __________ （break ） computers for others. 7. I will never forget your __________ （kind）. You gave me a helping hand when I was in trouble. 8. You can’t imagine how many __________ （difficult） we met. 9. We should do something to help the __________ （disable） people such as the blind. 10. After studying in the __________ （train） school, he can speak English very well. Ⅲ. 阅读还原。 From middle school to college, I volunteered in many places. And I really feel happy as a volunteer. 11 For three years, I went to a primary school once a week to help a group of girls and boys with math, and sometimes English. 12 I can still remember the feeling of pride of being called a teacher and the look of joy on the children’s faces when they could work out math problems. Most of all, I was happy that they did very well in the math tests. 13 They liked to tell me their dreams or future plans. 14 Looking back at those days, I learned much more from the three years’ experience than I gave to the children. 15 Because I know it’ll bring me more happiness. 根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。 A. I’m planning to go on volunteering in the future. B. I became not only their after-school teacher but also their best friend. C. Because I understand that true happiness comes from helping others. D. I felt good to be with the children. E. It was unforgettable experience. 11. __________ 12. __________ 13. __________ 14. __________ 15. __________ 第 页 课 时 教 学 设 计 尾 页 板 书 设 计 Unit 2 I'll help to clean up the city parks. (Section B 2a-2e) 作 业 设 计 Level A Imagine you meet Ben Smith in the street and have a talk with him. Make a conversation between you and Mr. Smith. Level B Write a short passage to tell“the change of Ben’s life”. 教 学 反 思 第 页 课 时 教 学 设 计 课题 Unit 2 I'll help to clean up the city parks. Section B (3a-self check) 班级 备课教师 课型 写作课 课时 2 核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。在本课中，通过对本单元的系统学习和在一定情境下的写作应用，可教育学生要团结互助、关心社会，如参加志愿者工作等。 课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能合作起草和修改简短的叙述、说明、指令、规则等。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。 教学目标 语言能力 能够围绕社会公益、志愿服务的话题，通过说、读等活动搜集、理解所需要的语言基础信息；能流畅且有逻辑性地组织句子，合理安排语篇结构； 文化品格 能够进一步了解自身力所能及的事，有积极参与社会实践的意识，增强乐于助人的美好品质； 思维品质 能够通过头脑风暴、思维导图等方式提高思维的逻辑性和发散性；在写作中，注意到语篇的整体性、结构性、逻辑性； 学习能力 能够通过游戏、赏析美文等多种形式的学习和复习，保持英语学习兴趣；通过写作策略的感悟、体验和学习，以及自批与互批作文，提高思辨能力和写作能力。 教材内容分析 3a-3b是本单元的写作部分，要求学生结合自身特点，思考并尝试参与到志愿者行动中，随后完成一篇成为志愿者的自荐信。这两项活动是连贯的写作训练，活动3a旨在激活学生思路，为后续的写作提供更加丰富的线索和思维空间；活动3b则旨在训练学生利用信息构建自己的语篇，发展书面表达的能力。 重点 本单元所学关于关爱与援助话题下的词汇和表达的正确运用； 写作能力的训练，如能流畅且有逻辑性地组织句子，合理安排语篇结构； 难点 内化并正确运用所学语言知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。 学情分析 通过前面的听、说、读活动，学生已经对志愿者工作有了一定的了解，并掌握了相关的英语表达，如clean up, raise money for, volunteer to do等，结合以前学过的短语和句型，如help to do, be able to do, will do, would like to do, be good at, be interested in, be good with等，基本能表达清楚自己能否胜任志愿者工作。但学生对于申请信的格式及篇章结构不熟悉，需要指导。 第 页 教 学 流 程 设 计 教 学 过 程 设 计 意 图 学 生 活 动 教 师 导 学 Step 1. Pre-writing. 1. Brainstorming. Say the phrases according to the Chinese or English meanings. Ss: care for old people/give out some clothes/clean up the park/volunteer to teach kids... 2. Analyzing the writing sample. Focus on the beginning and the end of the letter. Read the letter again and find out the answers to the questions. Sa: A student from No.1 Middle School. Sb:She wants to help the students with their English in Hope School. Sc: Firstly, she is good at English. Secondly, she can get along with kids. What’s more, she is helpful and warmhearted. Sd: She will prepare the course well before every class and play some meaningful games. Step 2. While-writing Read the instruction and try to answer the questions and list the information. Write a letter or e-mail to the place they want to volunteer at. (10 minutes) Step 3. Post-writing. 1. Self-check Read the letter and correct any mistakes if necessary. 2. Peer-check (同伴互改) Read their partner’s letter and correct any mistakes if necessary. 3. Show time Step 4. Conclusion. T: Look! The crow is thirsty. Who can help it? We need to put the stones into the glass. Then introduce some other volunteer jobs based on different pictures, such as helping homeless people and animals, teaching at a night school, etc. T: Here is a letter from a student who wants to be a volunteer in Hope School. Let’s read it. Guide Ss to sum up the format of a letter: Salutation → body → closing signature Ask Ss to skim for the key information. T: Who is Wu Hao? T: What does Wu want to do? T: Why does she want to do that? T: How will she help children well？ Encourage Ss to find out some useful phrases and imitate some beautiful sentences. Present the writing task and help the class to understand it. Some questions are provided. Help Ss to draw an outline of the letter. Let Ss read their own letters to check the format, the structure and the language. Show the evaluation chart to lead Ss to choose good letters. Present one or two “best letter(s)” and let Ss talk about the advantages and disadvantages. T: Please remember: No matter how little the power is, it's still a kind of support! 通过“乌鸦喝水”的场景游戏，趣味性地激活学生背景知识，引入对词汇的复习。 通过图片提示、思维发散，积累更多有关志愿服务的英语表达。 基于范文，引导学生从篇章结构、到主要信息，再到好词好句的记忆、积累等，具体详细地进行阅读策略渗透和写作技巧指导，为后面的写作做准备。 帮助学生审清题意、撰写提纲，理清写作思路，构建写作框架，养成良好的写作习惯。 进行限时写作训练，帮助学生提高写作效率，养成高效自主学习的习惯。 让学生感知他人作品及提升欣赏能力。 总结升华，情感态度价值观教育。 第 页 学案 Ⅰ. 阅读理解。 One day, Tom's teacher, Miss Mak, held a class meeting. “There will be a flag day next Saturday. Does anyone want to join this meaningful event(活动)?” asked Miss Mak. Tom was interested in raising money for homeless children, but he was not brave enough to talk to the strangers, so he kept quiet in his seat. “Tom, you haven't sold flags before,” said Miss Mak suddenly. “Would you like to have a try?” Tom was hesitant(犹豫的), but he finally nodded. On the flag day, Tom and Angela sold flags in a busy street. “Ex-cuse me. Could y-o-u pl-ea-se buy…?” said Angela softly to the first person she met. The man smiled and put a five-dollar coin into Angela's collection bag. Then she said thanks and put a flag under his shoulder. “I did it!” said Angela happily. “It's your turn now.” Feeling nervous, Tom began to shake. Soon, he saw a young lady walking towards him. The lady was smiling and holding a few coins in her hand. She asked, “Are you selling flags for Fund for the Homeless Children?” Tom's face became red and said yes. Then the lady made the donation(捐赠) and Tom gave her a flag. “You made it!” laughed Angela. In the next couple of hours, Angela and Tom sold flags quickly and bravely. At last, their collection bags were so heavy that they had to hold them with both arms. They felt very proud. ( )1. Why did Tom keep quiet in his seat? A.He had other plans. B.He didn't like Miss Mak. C.He was not interested in the activity. D.He was not brave enough to talk to the strangers. ( )2.When Miss Mak asked Tom to have a try, he finally 　　　　.  A.laughed B.agreed C.refused D.cried ( )3.How much did the first man pay Angela for the flag? A.Five dollars. B.Ten dollars. C.Fifteen dollars. D.Twenty dollars. ( )4.How did Tom and Angela feel after they sold the flags? A.Bored. B.Shy. C.Confident. D.Sad. 第 页 课 时 教 学 设 计 板 书 设 计 Unit 2 I'll help to clean up the city parks. (Section B 3a-Self check) 作 业 设 计 Level A 假如你是李华，你们学校组织了一次以“你快乐，我快乐”为主题的慈善义卖活动(acharity sale)来帮助社区有困难的人。请你用英语写一语短文给某英文网站投稿，谈谈你在这次活动中做了什么，帮助了谁，以及你的感受。 提示词语：sell,buy,toy,picture,book,playground,community,proud 提示问题：◎What did you do? ◎Who did you help? ◎How do you feel? At my school,we had a charity sale last week.__________ Level B Rewrite your letter and hand it in. 教 学 反 思 ( 1 )学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$