Unit 2 I'll help to clean up the city parks. Section B 1a～1e 教案 2024-2025学年人教版八年级英语下册

Unit 2 I'll help to clean up the city parks.-Section B-1a-1e 【教学目标】 Language Competence: Acquire vocabulary (e.g., "hunger", "homeless") and practice listening for specific information about volunteer work. Cultural Awareness: Understand social issues like poverty through global volunteer cases. Thinking Ability: Classify volunteer activities logically and infer speakers' attitudes from audio cues. Practical Communication: Retell volunteer plans coherently using target vocabulary in pair discussions. 【教学重难点】 Topic-specific vocabulary: "volunteer", "community", "give out food", requiring spelling and collocation mastery. Listening skills: Identify key details (e.g., volunteer places, tasks) in dialogues with background noise. Information organization: Sort activities into categories (e.g., helping the old vs. protecting environment). Pronunciation linkage: Recognize reduced forms ("gonna", "wanna") in casual speech and their standard equivalents. 【教学过程】 Teacher: Hello, class! How are you today? I hope you all had a wonderful day so far. Before we start our new lesson, let's have a little chat. Look at these pictures on the screen. (Show pictures of a messy city park with trash everywhere and a clean, beautiful city park.) Can you tell me the differences between these two parks? Raise your hands, please. Student 1: The first park is dirty with a lot of trash, and the second one is clean and nice. Teacher: Exactly! So, which park would you like to go to and play in? Students: The clean one! Teacher: Right! A clean park makes our lives more enjoyable. But how can we keep our parks clean? Well, that's what we are going to talk about in today's lesson. Our topic is about helping to clean up the city parks. Now, let's start with some new words and phrases related to this. Step 2: New Words and Phrases Presentation (10 minutes) Teacher: First, look at the word “repair”. (Write “repair” on the blackboard.) It means to fix something that is broken or damaged. For example, if your bike has a flat tire, you can repair it. Can you think of other things we can repair? Raise your hands. Student 2: We can repair a broken chair. Teacher: Good! Now, the next word is “fix”. (Write “fix” on the blackboard.) “Fix” also means to repair or make something work properly. It's very similar to “repair”. For instance, you can fix a broken toy. And we often use the phrase “fix up”. (Write “fix up” on the blackboard.) “Fix up” means to repair and make something look better. For example, Jimmy fixes up broken bicycle parts. Now, look at the picture in your textbook on page 13. What can you see? Student 3: I can see a boy fixing up a bike. Teacher: Great! Next word, “broken”. (Write “broken” on the blackboard.) It is an adjective, which means something is damaged and not working. Like a broken window or a broken pencil. And “wheel”. (Write “wheel” on the blackboard.) A wheel is a round part of a vehicle, like a bike or a car. The bike has two wheels. Now, let's move on to some important phrases. “Give away” means to donate or give something to someone without asking for money. For example, I gave away my old clothes to the poor. And “take after”. If you take after someone, you are similar to that person in appearance or character. For example, I take after my mother. We both have the same smile. Now, let's practice using these words and phrases. I'll say a sentence, and you repeat it after me. “I want to repair my broken bike.” Students: I want to repair my broken bike. Teacher: “I will fix up this old table.” Students: I will fix up this old table. Teacher: “The broken wheel needs to be replaced.” Students: The broken wheel needs to be replaced. Teacher: “She gives away her toys to the children in the orphanage.” Students: She gives away her toys to the children in the orphanage. Teacher: “He takes after his father in being very kind - hearted.” Students: He takes after his father in being very kind - hearted. Step 3: 1a Activity (5 minutes) Teacher: Now, open your textbooks to page 13, and look at 1a. Here, we have two columns of sentences. The first column has some statements, and the second column has sentences with similar meanings. Your task is to match them. You have 2 minutes to do this. Start! (Students work on matching the sentences.) Teacher: Time's up. Let's check the answers together. For the first sentence “I don't have any more of it.”, which sentence in the second column has a similar meaning? Student 4: “I've run out of it.” Teacher: Correct! How about “I'm similar to my mother.”? Student 5: “I take after my mother.” Teacher: Right! And for “I repaired it.”? Student 6: “I fixed it up.” Teacher: Perfect! And “I didn't sell it.”? Student 7: “I gave it away.” Teacher: Well - done, everyone! Now, let's read these matched sentences together. Step 4: 1b Activity (5 minutes) Teacher: Next, in 1b, we have some phrasal verbs in the box and some nouns on the right. Your job is to match the phrasal verbs with the nouns. For example, if we take “run out of”, we can say “run out of money”. Now, start matching. You have 2 minutes. (Students work on matching the phrasal verbs with the nouns.) Teacher: Let's check the answers. For “run out of”, what nouns can we match it with? Student 8: Run out of money, run out of time. Teacher: Good! For “take after”, who can give an example? Student 9: Take after my father, take after my grandfather. Teacher: Right! For “fix up”? Student 10: Fix up a bike, fix up a house. Teacher: Great! And “give away”? Student 11: Give away clothes, give away books. Teacher: Well - done. Now, choose one of the matched phrases and make a sentence with it. Raise your hands and share your sentences with the class. Student 12: I fixed up my old bike and now it looks like new. Teacher: Excellent! Any other sentences? Student 13: I'm going to give away my old toys to the kids in the neighborhood. Teacher: Wonderful! Keep up the good work. Step 5: Pre - listening (3 minutes) Teacher: Now, let's move on to the listening part. Before we listen, look at the four pictures in 1c. What can you see in these pictures? Student 14: In the first picture, I can see a boy with some tools. In the second picture, there are some bikes. In the third picture, there is a sign of a children's home, and in the fourth picture, there is a boy giving a bike to a girl. Teacher: Very good observation. Now, listen carefully. We will hear a conversation between a man and a boy. Try to get a general idea of what they are talking about. Step 6: 1c and 1d Listening Activities (7 minutes) Teacher: (Play the recording for the first time.) Now, after listening to the conversation for the first time, can you number the pictures in the order you hear them? Start. (Students number the pictures.) Teacher: Let's check the answers. What's the correct order? Student 15: The order is 2, 1, 4, 3. Teacher: Correct! Now, let's listen to the conversation again. This time, look at the statements in 1d. Listen carefully and decide whether they are true or false. (Play the recording for the second time.) Teacher: Time to check the answers. For the first statement “Jimmy fixes up old bikes.”, is it true or false? Students: True. Teacher: Right! How about “Jimmy sells bikes.”? Students: False. Teacher: Correct! And “Jimmy takes after his father.”? Students: True. Teacher: Good! And “Jimmy has run out of money.”? Students: True. Teacher: Well - done. Now, let's listen to the conversation one more time and repeat after it sentence by sentence. This will help you improve your pronunciation and intonation. (Play the recording for the third time, and students repeat after each sentence.) Step 7: Pair Work (5 minutes) Teacher: Now, based on the information in 1a and 1c, let's do a pair work. I want you to make up a new conversation like the one in 1e. One student will be the man, and the other will be Jimmy. Use the words and phrases we have learned today. You have 3 minutes to prepare, and then some pairs will come to the front of the class to act out their conversations. Start! (Students work in pairs to make up and practice their conversations.) Teacher: Time's up. Which pair would like to come to the front and show us your conversation? (Call some pairs to the front to act out their conversations) Teacher: Well - done, everyone! You all did a great job. Step 8: Summary and Homework (5 minutes) Teacher: Now, let's summarize what we have learned today. We learned some new words and phrases, such as “repair”, “fix”, “fix up”, “give away”, “take after”, “broken”, “wheel” and “run out of”. We also learned how to use them in sentences. We did some matching exercises, listened to a conversation and did pair work. For homework, I want you to write a short passage about a volunteer activity you would like to take part in. Use the words and phrases we learned today. You can start like this: “I want to take part in a volunteer activity. I will fix up old books and give them away to the children in the poor area...” Bring your passages to class tomorrow, and we will share them with each other. That's all for today's class. Goodbye, class! Students: Goodbye, teacher! 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 $$