Unit 2 I'll help to clean up the city parks. Section A 2a-2f 教案 2024-2025学年人教版（2012）八年级英语下册

Unit 2 I'll help to clean up the city parks.-Section A-2a-2f 【教学目标】 Language Ability: Students can master phrases like "clean up", "cheer up", and "give out", and use "could" to offer polite suggestions. They can also correctly use verb - infinitives in sentences such as "I'd like to help...". Cultural Awareness: Through learning about volunteer work, students understand the value of helping others in Western cultures, and how volunteering reflects social responsibility and kindness. Thinking Quality: Analyze different volunteer activities and make reasonable suggestions based on the actual situation, which improves logical thinking. For example, choosing appropriate volunteer work according to personal interests. Learning Ability: Develop the ability to summarize and organize new phrases and sentence patterns, and learn new knowledge by associating with real - life volunteer scenarios. 【教学重难点】 Key Points: Master new phrases related to volunteering and use "could" for suggestions. Understand the usage of verb - infinitives after certain verbs like "want", "hope", etc. Difficult Points: Differentiate the usage of similar verb - phrases (e.g., "give out" and "hand out"). Correctly apply verb - infinitives as objects, complements, or adverbials, such as "decide to do sth." and "use sth. to do sth.". 【教学过程】 Step 1: Greetings T: Hello, class! How are you today? Ss: Fine, thank you. And you? T: I'm great, thank you. Are you ready to have an interesting English class? Ss: Yes! Step 2: Lead - in T: Okay, before we start our new lesson, let's recall what we learned in the last class. Do you remember the topic of Unit 2? S1: Yes, it's about volunteering and how we can help others. T: Exactly! Very good. So, who can tell me some ways we can help others that we talked about last time? S2: We can clean up the city parks. T: Right! What else? S3: We could visit sick children in the hospital and cheer them up. T: Excellent! And another one? S4: We can give out food at the food bank. T: Great job, everyone. Now, look at the screen. Here are some pictures of different volunteer activities. Can you describe what they are doing in each picture? (Show pictures on the screen) S5: In the first picture, some volunteers are planting trees in the park. T: Wonderful. What about the second picture? S6: They are teaching kids in a classroom. T: Correct. And the last one? S7: They are collecting old clothes to donate. T: Very good. As we can see, there are so many ways to help others and be a volunteer. Now, let's move on to today's new content. Step 3: Pre - listening (2a) T: Please open your books to page 10. Look at 2a. Here is a group of students who are planning to clean up a city park. But they need to let more people know about this activity. Can you think of some ways they can do this? Discuss with your partner for one minute. (Students discuss) T: Time's up. Who would like to share your ideas? S8: They can put up posters. T: Good idea. What else? S9: They can make announcements on the radio. T: That's also a great way. Any other suggestions? S10: They can ask their friends and family to help spread the word. T: Wonderful. Now, let's see what ways are listed in 2a. There are five ways here. Let's read them together. (Together with the students) Put an ad in the newspaper. Call up our friends and ask them to come. Hand out notices after school. Put up signs around the school. Talk to teachers and see if they will let us give a talk to the class. T: Now, listen carefully. I will play the recording. While listening, please number the ways you hear in the order they are mentioned. Are you ready? Ss: Yes. Step 4: Listening (2a) (Play the recording for the first time) T: Okay, stop here. Let's check the answers. What's the first way they mentioned? S11: Call up our friends and ask them to come. So it should be number 1. T: Right. What about the second one? S12: Put up signs around the school. Number 2. T: Correct. And the third one? S13: Hand out notices after school. Number 3. T: Good. Now, let's listen again to make sure. Step 5: Second listening (2a) (Play the recording for the second time) T: Now, are you sure about the order? Let's check one more time. The first way is... Ss: Call up our friends and ask them to come. T: And the second? Ss: Put up signs around the school. T: The third? Ss: Hand out notices after school. T: Very good. All of you did a great job. Now, let's move on to 2b. Step 6: Pre - listening (2b) T: In 2b, we need to listen to the conversation again and fill in the blanks. First, look at the blanks quickly and try to predict what kind of words might be needed. For example, in the first blank, "We need to ______ a plan to tell people about the city park clean - up." What kind of verb do you think we need here? Discuss with your partner. (Students discuss) S14: Maybe "make" or "come up with". T: Good thinking. Now, let's listen carefully and fill in the blanks. Step 7: Listening (2b) (Play the recording for the first time) T: Okay, stop. Let's start filling in the blanks. For the first one, what did they say? S15: We need to come up with a plan to tell people about the city park clean - up. T: Right. What about the second blank? S16: Clean - Up Day is only two weeks from now. T: Correct. Let's listen again to check all the answers. Step 8: Second listening (2b) (Play the recording for the second time) T: Now, let's go through all the blanks. Check if your answers are correct. (Together with the students, check all the answers in 2b) We need to come up with a plan to tell people about the city park clean - up. Clean - Up Day is only two weeks from now. We can't put off making a plan. Let's make some notices, too. Then I'll hand them out after school. We could each call up ten people and ask them to come. That's a good idea, but I'm hungry. Let's have lunch first. T: Well done, everyone. You all listened very carefully. Now, let's practice the conversation in 2c. Step 9: Pair work (2c) T: In 2c, you need to work in pairs. First, practice the conversation in 2b with your partner. Then, change the information and make up your own conversations. You can use the ideas we talked about before, like different ways to let people know about a volunteer activity. Here are some sentence patterns that may help you. (Turn on the screen and show the sentence patterns) We need to... Let's... We can't put off... We could... (Two students come to the front of the class to show an example conversation) S17: We need to organize a book - donating activity. S18: Great. Let's put up some posters in the library. S17: We can't put off making the posters. The activity is in one week. S18: Right. We could also ask teachers to help us spread the news. T: Very good. Now, it's your turn. Start practicing with your partner. (Students practice in pairs. The teacher walks around the classroom, listening and giving help if necessary) T: Time's up. Which pair would like to come to the front and show us your conversation? (Invite several pairs of students to come to the front and perform their conversations) Step 10: Reading (2d) T: Now, let's turn to 2d. Here is a conversation between Helen and Tom. Tom worked in an old people's home last summer. Helen is making plans to do the same this summer. Let's read the conversation together. First, I will read Tom's part, and you read Helen's part. (T and Ss read the conversation) T: Now, let's read it again. This time, I want you to pay attention to the language used. For example, when Helen asks what Tom did to help in the old people's home, how does Tom answer? S19: He says "Mm... things like reading the newspaper to the old people, or just talking to them." T: Right. What kind of structure is "things like..."? S20: It's used to list examples. T: Very good. Now, let's find some other useful expressions in the conversation. Who can find one? S21: "care for", as in "We should listen to them and care for them." It means to look after or take care of. T: Excellent. What else? S22: "used to", like "They told me stories about the past and how things used to be." It shows something happened in the past but doesn't happen now. T: Great. Now, let's role - play the conversation. I will divide you into pairs. One will be Helen, and the other will be Tom. Try to act out the conversation as vividly as possible. (Students role - play the conversation. The teacher walks around, observing and giving suggestions) T: Stop. Let's invite some pairs to come to the front and show their role - play. (Invite several pairs of students to perform the role - play in front of the class) T: Well done, everyone. Through this conversation, we can see that there are many ways to help the old people, and it's very meaningful. Step 11: Summary T: Today, we learned a lot about how to plan a volunteer activity and also learned some useful expressions and sentence patterns. Let's summarize them. Who can tell me some of the ways to let people know about a volunteer activity? S23: We can call up friends, put up signs, hand out notices, and put an ad in the newspaper. T: Right. What about some useful expressions we learned? S24: "come up with", "put off", "care for", "used to". T: Great. And what sentence patterns can we use to talk about planning a volunteer activity? S25: "We need to...", "Let's...", "We can't put off...", "We could...". T: Very good. Remember these well. They will be very useful when we talk about volunteering in the future. Step 12: Homework T: For today's homework, first, review what we learned in class. Make sure you can remember all the new words, expressions, and sentence patterns. Second, write a short passage about a volunteer activity you would like to organize. You can use the knowledge we learned today. It should be at least 80 words. Are there any questions? Ss: No. T: Okay. That's all for today's class. See you next time! Ss: See you! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$