人教版2020年八年级下册英语全册教案

1、UnitlPeriOd 1( SeCtiOn A Ia 2d)设计说明引导学生学习“谈论健康问题和事故以及给出建议”的目标语言并运用所学知识进行对话。练习询问健康状况和提出建议，初步具备综合语言运用能力。教学目标1. 知识目标：(1) 学习表示身体部位的单词：foot ,neck, stomach, throat。(2) 学习与健康问题或事故有关的单词：matter，sore, StOmaChache, fever, lie, rest, cough, X-ray, toothache, headache, break, hurt。(3) 学习短语和句型：What' the matte

2、r? have a cold, have a StOmaChache, have a fever, lie dow n, take On e' temperature, take a break (breaks)。2. 能力目标：学会询问身体状况，描述健康问题和事故，并提出简单建议。3情感目标：教育学生注意安全，锻炼身体，保持健康。重点难点1. 重点：(1) 学习单词：foot, neck, stomach, throat，matter，sore, StOmaChache, fever, lie, rest, cough, X-ray, toothache, headache, bre

3、ak, hurt。(2) 学习句型: What' the matter? I have a fever/cold/headache You should/shouldn '2. 难点：用所学的目标语言练习谈论健康问题和事故，并提出建议。教学准备教具：身体部位图片、教学课件。教学过程SteP 1 Warmi ng UP让学生观看一段关于身体的短片，并让学生回答各身体部位的英文表达。SteP 2 PreSe ntati On1. 展示图片，引导学生谈论不同的身体部位。比如：body, eye, ear, leg, mouth,tooth(teeth), foot(feet).提醒学

4、生注意发音。2. 完成1a,用一张人物图片，让学生答出身体部位。此外，也可以通过Bingo游戏拓展学生关于身体部位有什么用处的知识。3. 展示一个医院的场景，在其中可以看到各种不同的健康问题。结合图片练习使用 have a StOmaChaChe/toothache/headache have a sore throat/neck/back, have a fever/cold/cough 等短 语。SteP 3 Talk in g, liste ning and practice.1. 完成1b,听录音，看图片，然后把健康问题写下来。借此巩固关于健康问题的表达。2. 学习询问健康的常用句型：

5、What' S the matter/trouble With you/him/her/.?What' S Wrong with.?3. 通过更换句中的代词，讨论和练习上面的句型。要注意第三人称单数。SteP 4 LiSte ning 2a and 2b1. 在听2a的录音前，给学生几分钟讨论并猜测图中发生了什么，做好听音准备。2. 听2a的录音，让学生在序号旁写下正确的单词，然后再听一遍，核对答案。3. 在听2b的录音前，让学生翻译右栏的建议。然后听录音两遍，完成表格并核对答案。SteP 5 Group work1.利用图片让学生针对健康问题提出建议，反复练习句型 YoU s

6、hould do，可以借鉴2a和2b中的句子。2.给学生几分钟时间练习：What to do When I have a sore throat?和 YoU shouldn ' t do .SteP 6 Role-play the Con VerSati on.1. 听2d的对话，回答三个问题。2. 让学生结对练习对话，并注意发音和语调。3. 请2-3对上讲台表演出来，看看哪一对表演得好，注意身体语言的使用。SteP 7 Do some exercises如果时间允许，可以做一些课堂练习，巩固本课时的重要词语和句型。板书设计Unit 1 What' S the matter?P

7、eriod 1( SeCtiOn A 1a 2d)HeaIth problemsBody PartS-What' S the matter/troublevith sb.?What' S Wrong With sb.?-have a StOmaChache/ headache/ toothachehave a sore throat/ backhave a cough/ fever/cold-YoU should/ ShoUIdn ' t do.教学反思3UnitlPeriOd 2(SeCtiOn A 3a 4c)设计说明弓I导学生复习巩固有关健康问题的句型，并学习新的

8、目标语言“利用情态动词should询问及给出建议”。教学目标1. 知识目标：(1) 学习单词: PaSSenger, off， Onto， trouble，hit，herself。(2) 学习短语: get off，to One ' S SUrPriSeright away， get into。(3) 学习句型： The old man had a heart problem Should I PUt some medici ne On it?You should/shouldn 't2. 能力目标：学会持正确的态度去帮助别人；能够利用情态动词should询问及给出建议。3情感

9、目标：教育学生要有同情心和同理心，学会用正确的态度和方式去帮助别人。重点难点1. 重点：(1) 学习单词和短语:PaSSenge, trouble, hit, get off , to One ' S SUrPriSsight away , get into。(2) 学习句型： The old man had a heart Problem.Should I PUt some medic ine on it?You should/shouldn 't2. 难点：能够利用情态动词should询问及给出建议。教学准备教具：有关病症的图片、教学课件。教学过程SteP 1 Warmi

10、ng UP教师向学生展示四幅有关病症的图片并问学生，然后学生根据图片回答所提问题。T: What' S the matter With him?Ss： He has a sore throat.T: What' S the matter With him? Ss： He has a StOmaChache.T: What' S the matter With her?Ss： She has a sore back.T: What' S the matter With him?Ss： He has a toothache.SteP 2 3a1. 教师先向学生展示

11、3a中的图片，然后让学生相互讨论发生了什么，面对这种情形应 该做什么，最后教师请几名学生来回答。T: What happened in the picture?Ss： A man WaS Iying On the Side Of the road.T: What should We do to help them?Ss： We should call an ambulance.T: Did you think the bus driver would help him?S1： Yes.S2： Yes.S3： No.2. 通过讨论后，快速地浏览一遍3a的文章，核对一下和自己刚刚讨论后的回答是否相

12、 近。并思考3a中的问题：Do you think it comes from a newspaper or a book ? How do you know?3. 教师先请两名学生回答 3a的问题，再订正答案。4. 教师给出以下几大要点： things happened at 9： 00 a. m.yesterday, bus driver' S reaction, PaSSengerS reaction,然后播放 3a的录音，让学生先跟读录音 (注意纠正错误发音)，然后 再让学生细读课文，在要点旁边写出相关的情节。5教师请两名学生说一说自己所写的内容，然后再订正答案。SteP 3

13、3b 3c1 学生先浏览一遍 3b的6个句子，然后再次阅读3a的文章，完成3b的练习。教师先请学生说出自己的答案，最后教师订正答案。2教师让学生和自己的同桌讨论3c中的3个问题，然后请几名学生说一说讨论后所得的结果，分享给其他学生，最后教师给予点评和鼓励。SteP 4 Lear ning PointS(1) At 9 : 00 a. m. yesterday, bus No.26 WaS going along Zhonghua Road When the driver SaW an Old man Iying On the Side of the road.See sb.doing Sth意

14、为"看见某人正在做某事”，强调看到的动作正在进行。例: When I PaSSthe Window I See him drawing a picture.当我经过窗户时，我看见他正在画画。【拓展】See sb.do Sth意为“看见某人做过某事”，强调看到动作发生的全过程。例：I OftenSee him draw a picture.我经常看见他画画。(2) BUt to his SUrPriSe，they all agreed to go With him.to one' S SUrPriSe 意为 “使惊讶的是， 出乎意料”。例：To every one' S

15、 surprise,the plan SUCCeeded使大家大吃一惊的是，这个计划成功了。(3) “It' S Sad that many people don ' t Want to help OtherS because they don ' t Wantany trouble , ” SayS One PaSSenger.当trouble意为"困难；麻烦”时，是不可数名词。例：I'm sorry to give you so much trouble. 我很抱歉给你带来这么多的麻烦。常用搭配：be in trouble意为“有困难；陷入困境”。

16、例：He always asks me for help When he is in trouble.他有困难时总是向我寻求帮助。get o trouble意为"使某人陷入困境”。例：If you come , you may get me into trouble.如果你来了，你会使我陷入困境。sb.have/hastrouble (in) doing sth.意为“某人在做某事方面有困难”。例：I have some trouble (in) reading theletter.我在阅读这封信上有困难。【拓展】当trouble意为“麻烦事；烦心事”时，是可数名词。例：

17、She WaS on the Phonefor an hour, telling me her troubles.她打了一个小时电话诉说她的烦恼。SteP 5 Grammar Focus 4c1. 教师先让学生自己浏览一遍Grammar Focus中的内容，然后请三名学生仿照下面一 段对话进行表演。(doctor用大写D来表示)S1: What' S the matter?S2： I have a StOmaChache.D: You shouldn ' t eat so much next time.2. 学生表演完后，教师进行点评。3. 教师让学生浏览一遍 4a的对话，并将

18、横线空白处的内容补充完整，使每段对话通顺。 教师订正答案。4 .教师邀请几组学生表演4a的对话，看哪一组学生表演得最好，并给予鼓励。5. 让学生独立完成 4b的练习，然后请学生分享自己的答案和相应的建议，最后教师给 予指点并订正答案。6. 小组活动。教师将学生分为四人一组，进行4c的练习，然后邀请一个小组上讲台进 行表演，并由其他同学进行点评，最后教师鼓励学生并给出相应的意见。SteP 6 Lear ning PointS(1)have的用法。作“有”讲。例：I have a bag.我有一个包。作“吃、喝”讲。例：have breakfast吃 早饭。作“患病”讲。例：have a cold

19、感冒。(2)Should I PUt some medici ne On it?含有should的一般疑问句是将 should提至主语前；其简略回答分别为“YeS,主语(人称代词)+ should.” 和 “No ,主语(人称代词)+ shouldn' t.”。例：Should I go to See a dentist? 我应该去看牙医吗？一Yes, you should./No , you shouldn ' t.是的，你应该去。/不，你不应该去。SteP 7 Do some exercises以下内容教师可以根据时长适当选取。1. 用所给词的正确形式填空(1) I SaW

20、 him PIaying (PIay) by the river at that time.(2) I ofte n See him pJayplay) by the river.(3) I SaW him Walk (Walk) across the bridge yesterday.(4) I SaW her WaShing (WaSh) the dishes at this time yesterday.2. 根据汉语意思完成句子(1) 他认为每天吃饭是一件麻烦事。He thinks that eati ng every day is a trouble.(2) 你知道你为什么处于困境吗

21、？Do you knoW Why you are in trouble?(3) 我妹妹在学习英语方面有困难。My SiSter has trouble (in) StUdy ing En glish.3.按要求(1) Should I CUt UP the CarrOtS ?(作否定回答) No, you ShoUldn ' t.(2) My father has a headache.(改为一般疑问句)DoeS your father have a headache?(3) Mrs.Hand ' S daughter has a StomaChaChe.对画线部分提问)S d

22、aughter?What' S the matter/trouble With Mrs.Hand(4) LiSa should ask her Parents for help.(对画线部分提问) What ShoUld LiSa do?板书设计Unit 1 What ' S the matter?PeriOd 2 (SeCtiOn A 3a 4c)PaSSenger, off，Onto， trouble，hit，herself， get off ，to one' S surprise，right away， get intohave的用法Should I PUt so

23、me medicine on it ？教学反思UnitlPeriOd 3（ SeCtiOn B Ia Id）设计说明通过对话练习提引导学生学习“讨论意外事故”的目标语言并学习正确应对意外事故。 升学生的口语表达能力；通过反复听录音提升学生的听力。教学目标1. 知识目标：（1） 学习单词： bandage， press， SiCk， knee， noSebIeed。（2） 学习短语： have a noSebleed, hurt Oneself 。2. 能力目标：让学生学会怎样应对意外事故，并完成听力任务。3. 情感目标：教育学生树立安全意识，正确应对意外事故，并尽力帮助别人。重点难点1.重点：

24、#(1) 学习单词：bandage, press, SiCk, knee, noSebleed。(2) 学习短语：have a noSebleed, hurt Oneself 。2. 难点：让学生学会怎样应对意外事故，并完成听力任务。教学准备教具：教学课件。教学过程SteP 1 Warmi ng UP教师询问学生以下相关问题：T: There are many accidents happening every day. BUt do you know how to deal With these problems? What should you do Whe n you have a no

25、 Sebleed? And What should you do Whe n you CUt yourself? If you don 't know the anSWerS to these questions, PIeaSe don't worry. Today We will learn how to deal With the problems.SteP 2 1a1让学生仔细观察1a中的三幅图片，然后根据图片信息回答问题：What happened tothem?2小组讨论当出现Ia中的意外情况时，我们应该怎么办。然后将 Ia中所给出的句子按 正确的顺序排序，集体核对答

26、案。3. 两人一组利用Ia中的信息编写对话，并邀请几组学生表演对话。例：A : What' S the matter With you?B: I fell down and hurt my back.A : You should go to the hospital to get an X-ray and rest for a few days.SteP 3 1b 1c1学生齐读1b中的句子，为听力练习做好准备。2. 教师播放录音，学生认真听录音，将对话中护士所提的问题标注出来，完成1b，集体核对答案。3学生再认真听一遍录音，将相应的治疗方案的序号写在问题后面，完成1c，集体核对答案。

27、4. 听第三遍录音并跟读，整体感知对话。SteP 4 1d利用1b>1c中的信息，仿照1d的形式两人一组来练习对话，并邀请几组学生表演对话。例: A : Who Came to your OffiCe today?B: FirSt， a boy Came in. He hurt himself in P.E. class.A : What happened?B:.板书设计Unit 1 What ' S the matter? PeriOd 3( SeCtiO n B 1a 1d)ban dage, press, sick, kn ee, no SebIeed.hurt Onese

28、lf， have a noSebIeed教学反思UnitlPeriOd 4(SeCtiOn B 2a 2e)设计说明带领学生学习介绍 Aron RalstOn的短文，掌握生词、短语和句型，并引导学生正确认识 勇于探索和确保安全之间的关系。教学目标1. 知识目标：（1）学习单词： breathe，SUnbUrned，ourselves，CIimber，risk，accident，SitUation，kilo， rock，knife， blood， mean, importance，decision, Control，SPirit，death。(2) 学习短语: be USed to, take

29、risks (take a risk)，run OUt(Of)，CUt off，get out of，be in Control of， give UP。(3) 学习句型:Aron is USed to taking risks.HiS love for mountain climb ing is so great that he kept On climb ing mountains even after this experie nce.2. 能力目标：理解短文，并学会运用所学的语言知识。3. 情感目标：教育学生一方面要勇于探索，另一方面也要学会保护自身安全，合理锻炼身体。重点难点1.重点

30、：(1) 学习单词和短语： breathe，SUnbUrned，ourselves，CIimber，risk，accident，SitUation， kilo， rock， knife， blood，mean，importance， decision，Control，SPirit， death, be USed to, take risks (take a risk), run OUt(Of) , CUt off, get out of, be in control of , give UP。(2) 学习句型：Aron is USed to tak ing risks.HiS love for

31、 mountain climb ing is so great that he kept On climb ing mountains even after this experie nce.2.难点：阅读短文，理解其中的生词、短语和长难句，从而把握文章细节。教学准备教具：教学课件。教学过程SteP 1 Warmi ng UP简单介绍登山爱好者 Aron RalstOn 。T: Hello , every one! HaVe you ever heard of Aron Ralst on? He is an AmeriCa n man who is in terested in mountai

32、n climb ing. He has many experie nces in climb ing mountains. BUt Unl UCkily he lost his right arm Whe n he CIimbed in Utah. Do you Want to know What happe ned to him? Let S read the story together.Ss： OK.SteP 2 2a2b1 学生朗读2a中的短语，教师纠错，两人一组互相提问背诵。2让学生浏览2a的内容。老师引导：在运动的时候可能出现一些意外或是问题，看看 A、B和C所代表的三项运动中经常

33、出现的意外或是问题分别是什么，然后将代表三项运动的字母A、B和C分别写在可能出现的意外或问题前面的横线上。学生完成后小组内互相 交流答案。3. 学生认真阅读2b的短文，在不理解的语言知识点下面画横线，然后查阅词典。4让学生再次阅读短文，回答下列问题以检查学生的理解情况。When did Aron almost IoSe his life?(2) HoW did he SaVe his life?(3) What does“ between a rock and a Ptece ” mean?5教师根据学生阅读理解情况点拨短文中出现的重点和难点。SteP 3 2c2e1认真阅读短文，根据短文内容

34、判断 2c中句子的正误，正确的圈True,错误的圈False, 不知道的圈Don ' t KnoW ,完成后集体核对答案。2再次认真阅读短文，在短文中找出2d中五个问题的答案，完成后请几名学生展示答案，教师核对。3根据短文内容给2e中的句子排列顺序，集体核对答案。4将排好顺序的句子读熟，然后两人一组根据这些句子的提示向各自的搭档讲Aron的故事，可以根据短文内容添加细节。SteP 4 Lear ning PointS(1) Ar On is USed to tak ing risks.be USed to (doing) sth.习惯于(做)某事。例：He is USed to Ioo

35、king after himself.他习惯于自 己照顾自己。(2) HiS love for mountain CIimbing is so great that he kept on CIimbing mountains even after this experie nce.so.that.意为“如此/这么以至于”，引导结果状语从句(其中so是副词，常用 来修饰形容词或副词 )。例：He is so young that he Can' t look after himself.他太小了无法照顾 自己。SteP 5 Do some exercises汉译英(1) 他习惯于早睡。H

36、e is USed to SleeP ing early.(2) 他习惯步行上学。He is USed to Walk ing to SChooL(3) 小明如此聪明，以至于所有老师都喜欢他。Xiao ming is So CleVer that all teachers Iike him.她是如此忙碌，以至于不能帮我。She is so busy that She can' t help me.板书设计Unit 1 What ' S the matter?PeriOd 4( SeCtiOn B 2a 2e)breathe, SUnbUrned, ourselves, CIim

37、ber, risk , accident, SitUatiOn , kilo , rock , knife , blood, mean, importance , decisiOn , Control, SPirit , death , be USed to, take risks , run OUt(Of), get out of , be in Control of, give UPAron is USed to tak ing risks.HiS love for mountain CIimbing is so great that he kept On climb ing mounta

38、ins even after this experie nce.教学反思#PeriOd 5( SeCtiOn B 3a SeIf CheCk )Unitl设计说明引导学生运用所学的词汇和句型针对健康问题或事故提建议，进行对话和写作练习。教学目标1. 知识目标：(1) 学习生词：nurse。(2) 复习句型：YoU should do2. 能力目标：让学生运用所学的词汇和句型写关于给健康问题或事故提建议的文章。3情感目标：让学生了解简单的急救知识，在紧急情况下能够帮助他人。重点难点1. 重点：(1) 学习生词：nurse。(2) 复习句型：YoU should do2. 难点：让学生运用所学的词

39、汇和句型写关于给健康问题或事故提建议的文章。教学准备教具：教学课件。教学过程SteP 1 Warmi ng UP展示一些医生和病人的照片并提问。T: What' S she?Ss： She is a doctor.T: What' S the matter With the boy?Ss： He has a StOmaChache.T: Can you guess What advice the doctor will give him?Ss：.SteP 2 3a、3b1 小组内通过对话的形式来完成3a, 一人扮演医生，其他学生扮演前来就诊的病人,医生就病人的情况给出建议，然后

40、邀请几组学生来表演对话。例：A : What' S the matter?B: I have a sore throat.A: YoU should drink some Water With honey， and you shouldn' t SPeak loudly. What happe ned to you?C: .2认真阅读3b中给出的句型及短语，然后用这些句型及短语和你的搭档编写对话，完成后邀请几组学生表演对话。范文：A : What' S Wrong With you?B: I don ' t feel well. I feel Very hot.

41、A : Did you take your temperature?B: No , I didn ' t.A : OK. PIeaSe take your temperature first.(Five minutes later.)Oh , you have a fever.B: Oh , What should I do?A : It' s nothing serious. Let me give you some medicine. PIeaSe take the medicine three times a day. And take it after meals. Y

42、ou should also have a good rest.B: Thank you.A : I hope you feel better tomorrow.SteP 3 Self CheCk1学生浏览活动1的方框里的单词，掌握单词的含义。2. 教师给学生两分钟的时间完成活动1的练习，然后请学生分享他们的答案并帮助他 们得到正确答案。3. 让学生读活动 2的句子，帮助他们了解所有句子的意思，然后引导学生对这些句子 进行编号，以便进行对话。4教师邀请学生回答。订正完答案后让学生阅读。SteP 4 Con VerSati On让学生分角色进行对话。教师指导学生小组合作，讨论如何就活动3的问题给

43、出相应的 建议(充分利用学生在本单元中所学的知识)。教师可以给出一些示范性的建议， 女口： He Canbandage himself at once or go to See a doctor as Soon as possible. She should lie dow n and rest. They should drink more hot Water at once. He should take an X-ray.板书设计Unit 1 What' S the matter?PeriOd 5(SeCtiO n B 3a Self CheCk)nurseHow to make

44、 first aid in daily life教学反思17Unit2PeriOd 1（SeCtiOn A Ia 2d）设计说明引导学生学习 提供帮助”的目标语言，并运用到日常生活中去，向他人提供力所能及的帮助。教学目标1. 知识目标：（1） 学习单词:cheer， VoIUnteer， Sign， notice， Ionely。（2） 学习短语：clean up, Cheer up, give out，make a plan, come UP With，PUt off，hand out， call UP， USed to， Care for。（3） 学习句型：You could help t

45、o clea n UP the City parks.We need to come UP With a plan for the City Park Clean UP Day.They told me StOrieS about the PaSt and how things USed to be.Yeah， a lot of old people are Ionely.We should listen to them and Care for them.2. 能力目标：能听懂所学的目标语言并用其谈论怎样提供帮助。3情感目标：教育学生要关心他人，关注慈善，乐于助人。重点难点1. 重点：（1）

46、 学习单词和短语:cheer，VolUnteer，Sign，notice，Ionely，clean up，Cheer up，give out， make a plan，come UP With， PUt off， hand out， call UP， USed to， Care for。（2） 学习句型：You could help to clea n UP the City parkS.We need to come UP With a plan for the City Park Clean UP Day.They told me StOrieS about the PaSt and ho

47、w things USed to be.Yeah， a lot of old people are Ionely.We should listen to them and Care for them.2. 难点：能听懂所学的目标语言并用其谈论怎样提供帮助。教学准备教具：教学课件。教学过程SteP 1 Warmi ng UPT: Boys and girls，We should do SOmething for other people When POSSible. What Can you VolUn teer to help?（Let the StUde nts to discuss it.

48、 Then ask some StUde nts to Share their an SWerS.）S1: I Can ViSit the SiCk kids in the hospital to Cheer them up.S2： I ' d like to clean UP the City parks.SteP 2 1a 1c1 让学生观察1a中的图片，并写出自己可以做哪些图中的事情来帮助别人；教师帮助学生核对答案。2. 学生结对讨论其他可以帮助他人的方式。教师邀请两三组同学在课堂上给大家分享， 然后予以点评。3让学生浏览Ib的题干及句子，为听力练习做好准备。4播放录音，学生完成

49、Ib的练习。5. 再次播放录音，学生跟读录音，整体感知，同时核对答案。6让学生朗读Ia图片上的对话，然后以该对话为例，就Ib中的信息进行对话练习。7让学生就自身的实际情况结对进行对话练习，讨论各自希望做的志愿活动。老师挑 选两三组学生当堂表演对话。SteP 3 2a2d1 让学生朗读2a的题干，理解题干大意并观察5张图片，预测听力内容，为听力练习做好准备。2播放录音，完成 2a的练习，教师核对答案。3. 再次播放录音，完成 2b的练习。教师随机邀请两名同学展示自己的答案，再进行核 对。4 让学生两人一组，朗读2c的对话，然后就2a和2b的信息进行对话练习。老师挑选两三组学生当堂表演对话。5让学

50、生朗读2d的对话，掌握其大意，并标记出其中的生词、重点短语及难句，老师 对其进行讲解。6播放录音，让学生听并小声跟读，然后将学生分为两人一组进行练习，分角色表演 对话。教师挑选两三组学生当堂表演对话。SteP 4 Lear ning PointSThey told me StOrieS about the PaSt and how things USed to be.USed to be过去,曾经(样子或状态)。其否定形式有两种，一种是didn ' t USe to ,e另一种是 USed not to be = USedn' t to be 例：He USed to be a

51、 teacher他过去是一位老师。 Hedidn ' t USe to be/usedn ' t to be他过去不是一位老师。(2)Yeah, a lot of old people are Ionely.Ion ely adj.寂寞的；荒凉的。它在句中常作表语或定语。它指人的心理状态时意为寂寞的”；指地点时意为荒凉的，无人居住的”。SteP 5 Do some exercises单项选择(A)(I)I' Il never forget the town in WhiCh therea clean river and many big tall trees.【吉林长春

52、中考】A USed to beB USed to haveC. WaS USed to beingD. WaS USed to having(C)(2)When you feel helpless and, just remember you are not in theworld because your friends are around you.【四川自贡中考】A. alone; aloneB. alone; IonelyC. Ionely ; alone板书设计Unit 2I ' ll help to clean UP the City parks.PeriOd 1 (SeC

53、tiOn A 1a2d)cheer, VolUnteer, Sign, notice, Ionely clea n UPCheer UPgive out make a pla n come UP WithPUt offYou could help to clea n UP the City parks.We n eed to come UP With a pla n for the City Park Clea n UP Day.They told me StOrieS about the PaSt and how things USed to be.Yeah, a lot of old pe

54、ople are Ionely.We should listen to them and Care for them.hand out call UP USed to Care for教学反思Unit2PeriOd 2（SeCtiOn A 3a 4c）设计说明引导学生学会“谈论志愿活动和帮助他人”的目标语言，掌握重点生词和短语，掌握动词不定式的用法。教学目标1. 知识目标：（1）学习单词: several, strong, feeli ng , SatiSfaCt ion ,joy, own er, jo Urn ey, raise, alone 。（2）学习短语: at the age of

55、, decide to do sth., try out, come true。（3）学习句型：LaSt year, She decided to try out for a VolUn teer afterschool read ing program.VolUn teeri ng here is a dream come true for me.You could ask hospitals to let you ViSit the kids and Cheer them up.（4）学习语法：动词不定式、动词短语的构成。2. 能力目标：学会谈论志愿者活动，能向他人提供帮助。3情感目标：教

56、育学生积极参加志愿者活动，培养学生的社会责任感。重点难点1. 重点：（1） 学习单词和短语：several, strong, feeli ng , SatiSfaCti on, joy, own er, jo Urn ey, raise, alone, at the age of, decide to do sth., try out, come true。（2）学习句型：LaSt year, She decided to try out for a VolUn teer afterschool read ing program.VolUn teeri ng here is a dream come true for me.You could ask hospitals to let you ViSit the kids and Cheer them up.（3）学习语法：动词不定式、动词短语的构成。2. 难点：使用目标语言来谈论志愿活动