Unit 2 I'll help to clean up the city parks. Section B 3a～Self Check教案 2024-2025学年人教版（2012）英语八年级下册

Unit 2 I'll help to clean up the city parks.-Section B-3a-Self Check 【教学目标】 1.Language Competence: Consolidate target structures (future tense, infinitive phrases) and apply vocabulary (e.g., "volunteer", "support") in writing. 2. Cultural Awareness: Reflect on cross-cultural volunteer values by organizing personal experience narratives. 3. Thinking Ability: Structure writing logically (topic sentence + examples) and self-assess language accuracy. 4. Practical Communication: Draft coherent volunteer plan essays and peer-review for grammatical correctness. 【教学重难点】 Writing organization: Use "first...then...finally" to sequence volunteer actions and "because" to explain motivations. Tense consistency: Maintain future tense ("I'll visit") in plans and present tense for general statements. Infinitive usage: Correct patterns like "decide to do", "hope to help" without preposition errors. Self-check skills: Identify mistakes in verb forms (e.g., "will + v 原形"), article usage ("a homeless person"), and sentence completeness. 【教学过程】 Step 1: Greetings and Revision (5 minutes) Teacher: Good morning/afternoon, class! How are you today? Students: Good morning/afternoon, teacher! Fine, thank you. Teacher: Great! Before we start our new lesson, let's do a quick revision. Who can tell me some of the volunteer work we learned about in the last class? Raise your hands, please. (Call on some students to answer) Student 1: We learned about cleaning up the city parks. Teacher: Very good. What else? Student 2: Volunteering at an animal hospital. Teacher: Right. And? Student 3: Giving out food at the food bank. Teacher: Excellent. You all remember well. Now, let's recall some of the important phrases related to these volunteer activities. For example, “clean up”. What does it mean? Students: It means to make a place clean by removing dirt, rubbish, etc. Teacher: Correct. How about “give out”? Student 4: It means to distribute or hand out things to people. Teacher: Exactly. Now, let's do a little exercise. I'll give you a sentence, and you need to fill in the blank with the correct phrase. “We are going to ______ flyers about environmental protection in the park this weekend.” Which phrase should we use here? (Wait for students to think and answer) Student 5: Give out. Teacher: That's right. We are going to give out flyers. Well done. This review helps us connect with what we'll learn today. Because today, we are going to further explore volunteer work and do some writing about it. Step 2: Lead - in (5 minutes) Teacher: Class, look at the pictures on the screen. (Show pictures of different volunteer activities such as helping the elderly cross the street, teaching kids in a community center, and planting trees.) What are these people doing? Students: They are doing volunteer work. Teacher: Yes, they are. And why do you think people do volunteer work? Talk with your partners for one minute and then share your ideas. (Students discuss in pairs) Teacher: Okay, time's up. Who would like to share? Student 6: Maybe they want to help others who are in need. Teacher: That's a very kind reason. What else? Student 7: They might want to make our community or the world a better place. Teacher: Great point. Making the world a better place is a noble goal. And another student? Student 8: They can also learn new skills and make friends while volunteering. Teacher: Absolutely. Volunteering has so many benefits. Now, let's think about ourselves. If you could do one volunteer job, what would it be? I'll give you some examples like working in an old people's home, helping kids in an after - school program, or being a guide at a museum. But you can also come up with your own ideas. Discuss with your partners again. (Students start a new round of discussion) Step 3: 3a Activity (5minutes) Teacher: Alright, let's stop here. Now, look at Activity 3a in your books. First, let's read the three kinds of volunteer work listed: working in an old people's home, helping kids in an after - school program, and being a guide at a museum. Can you add more types of volunteer work? Turn to your partner and share your ideas. (Students discuss and share) Teacher: Okay, let's share as a class. Who has some new ideas? Student 9: We can volunteer at a local library to help organize books. Teacher: Good one. Libraries always need help with book organization. What else? Student 10: We can help at a hospital, like guiding patients to different departments. Teacher: That's very practical. Hospitals are busy places, and volunteers can really make a difference there. Another student? Student 11: We can do beach clean - up activities. Teacher: Excellent. The beaches also need our care to keep them clean. Now, let's move on to the second part of 3a. If you are a volunteer, what would you like to do? And why do you like to do that? Let's start with the first question. Suppose you are a volunteer, what would you like to do? Student 12: I'd like to help kids in an after - school program. Teacher: That's great. And why do you want to do that? Student 12: Because I like kids, and I'm good at teaching them math. Teacher: Wonderful. Your love for kids and your math skills are perfect for this volunteer work. Who else wants to share? Student 13: I want to be a guide at a museum because I'm very interested in history, and I can tell visitors interesting stories about the exhibits. Teacher: Very good. Your passion for history will surely make the visitors' museum experience more interesting. Now, everyone, think about your own answers to these two questions. I'll give you two minutes to write down a short sentence for each question in your notebooks. (Students write in their notebooks) Step 4: Pre - writing for 3b (5 minutes) Teacher: Now, let's look at Activity 3b. We are going to write a letter or e - mail to the place we want to volunteer at. Before we start writing, let's think about some important points. First, which volunteer job do you want to do? You can refer to the ideas we just discussed in 3a or your own unique idea. Second, what are your interests and hobbies? How can these help you to do the job? Third, why do you want to do the volunteer job? And fourth, when are you free to do the job? Teacher: Let's take an example together. Suppose I want to volunteer at an animal shelter. I'll write: “I'm interested in volunteering at your animal shelter. I love animals, and I often take care of stray cats in my neighborhood. My love for animals and my experience in taking care of them will help me do this job well. I want to volunteer here because I want to help these lovely animals have a better life. I'm free on weekends and some afternoons after school.” Teacher: Now, I want you to start planning your letter. First, answer these four questions in your notebooks. You can write down short phrases or sentences for each point. Take your time and think carefully. (Students start planning their letters in their notebooks. Walk around the classroom to offer help and check on students' progress) Teacher: Okay, I see most of you have finished planning. Now, let's share some of our plans. Who wants to start? Student 14: I want to volunteer at a community garden. My interest is gardening, and I often grow flowers at home. This will help me take care of the plants in the community garden. I want to do this because I want to make our community more beautiful. I'm free on Saturdays and Sundays. Teacher: Great plan. Your love for gardening is a big advantage for this volunteer work. Another student? Student 15: I'd like to volunteer at a local nursing home. I like chatting with the elderly, and I'm good at playing the guitar. I can play music for them to cheer them up. I want to volunteer there to bring some joy to their lives. I'm free in the evenings after school. Teacher: Wonderful. Your musical talent and your kindness will surely bring a lot of happiness to the elderly in the nursing home. Step 5: Writing for 3b (10 minutes) Teacher: Now that you have all planned your letters well, it's time to start writing the actual letter. Remember to use polite language, as you are writing to an organization. Start your letter with “Dear Sir or Madam,” and end it with “Yours truly,” followed by your name. Teacher: When you write, try to make your sentences clear and well - organized. Connect your ideas smoothly. For example, you can use words like “because” to explain your reasons, and “also” to add more information. Teacher: Begin writing your letters now. You can refer to your plans in your notebooks. If you have any questions about grammar or vocabulary, raise your hands, and I'll come to help you. (Students start writing their letters. Walk around the classroom to monitor students' writing process, offer one - on - one help, and encourage students who are having difficulty) Teacher: Time's almost up. Finish up your last sentences. Make sure you have included all the important information we talked about. Step 6: Peer - review and Sharing (5 minutes) Teacher: Alright, everyone. Stop writing for a moment. Now, we are going to do a peer - review. Exchange your letters with the person sitting next to you. Read your partner's letter carefully. Check for grammar mistakes, spelling mistakes, and whether all the necessary information is included. Also, think about if the letter is well - organized and easy to understand. Teacher: Use a pencil to mark any mistakes you find. Then, write a short comment at the end of the letter. You can write something positive, like “Your reasons for volunteering are very sincere,” or give a suggestion, such as “You can add more details about how your hobby will help with the volunteer job.” (Students exchange letters and start peer - reviewing) Teacher: Okay, time's up. Return the letters to their owners. Now, each of you read the comments your partner wrote. If there are any mistakes marked, correct them. And think about how you can improve your letter according to the suggestions. Teacher: Now, who would like to share their letter with the whole class? It's a great chance to show your work and get more feedback. (Call on a few students to read their letters aloud. After each student reads, ask the class for comments and suggestions) Student 16: (Reads the letter) “Dear Sir or Madam, I am writing to express my interest in volunteering at your after - school reading program. I love reading, and I often read stories to my little sister at home. This experience makes me good at reading aloud and explaining difficult words. I want to volunteer here because I believe reading can open up a new world for kids. I am free every Friday afternoon. Yours truly, [Student's Name].” Teacher: Very good letter. What do you all think? Any comments or suggestions? Student 17: I think it's very clear. But maybe you can add some more details about how you will help the kids in the reading program. Teacher: That's a great suggestion. What do you think, [Student 16]? Student 16: I will add that. Thank you. Teacher: Excellent. Let's hear from another student. (Another student reads the letter, and the process of comment and suggestion continues) Step 7: Self - Check (5 minutes) Teacher: Now, let's move on to the Self - Check part. Look at Self - Check 1 in your books. Here, we have a passage with some blanks. First, read the passage carefully to get a general idea. Then, choose the correct words from the box to fill in the blanks. The words in the box are all related to the vocabulary we learned in this unit. Teacher: Start working on it now. You can do it quietly on your own. (Students start working on Self - Check 1. Walk around the classroom to check students' work and offer help if needed) Teacher: Okay, let's check the answers. For the first blank, what word did you choose? (Call on students to answer question by question and check the answers together as a class) Teacher: Now, look at Self - Check 2. Here, we need to make sentences using the given words and phrases. For example, “help out” and “at the food bank”. We can make a sentence like “I often help out at the food bank on weekends.” Now, you make sentences with the other words and phrases. Write them down in your notebooks. (Students write sentences. After a few minutes, call on students to share their sentences and correct any mistakes if there are) Teacher: Great job, everyone. Through this Self - Check, you can see how well you have mastered the vocabulary and grammar in this unit. If you still have some problems, don't worry. You can review them after class. Step 8: Summary and Homework (5 minutes) Teacher: Class, let's summarize what we learned today. First, we talked about different kinds of volunteer work and why people do volunteer work. Then, we planned and wrote letters to places we want to volunteer at. We also did a peer - review to improve our writing. Finally, we completed the Self - Check to review the vocabulary and grammar in this unit. Teacher: For homework, I want you to rewrite your letter based on the comments and suggestions you got in class. Make it more perfect. Also, review the vocabulary and grammar we learned in this unit. You can make flashcards to help you remember the new words better. Teacher: That's all for today's class. Have a great day! 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 $$