英语人教版八年级下册unit 2 period1.doc

Unit2 SectionA（1a-2d）名师教案课型1 Listening and Speaking (Section A 1a-2d)1.0 Teaching Analysis教情分析 1.1 Teaching Objectives 教学目标1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: cheer, cheer sb. up, give out, clean up, come up with, two weeks from now, put off, sign, notice, make some notices, hand out, call up, help out with sth., used to be, care for, one day1.1.1.1.2 For comprehending: work outside, volunteer, in an after-school study program, visit sick kids, at the food bank, make a plan1.1.1.2 Sentence Structures1) I hope to work outside. 2) You could help to clean up the city parks. 3) The girl could visit the sick kids in the hospital to cheer them up. 4) We need to come up with a plan for the City Park Clean-Up Day.5) Lets have lunch first. 6) They told me stories about the past and how things used to be.1.1.1.3 Grammar Focus1) The girl could visit the sick kids in the hospital to cheer them up. (情态动词could表示建议 )2) I hope to work outside. （动词不定式做宾语）3) The girl could volunteer in an after-school study program to teach kids. (动词不定式做状语表目的)1.1.2 Ability goals 能力目标1.1.2.1 教会学生使用could提供建议，用“动词不定式”谈论如何帮助他人。1.1.2.2 帮助学生积累丰富与志愿服务相关的话题词汇、语块和句子表达。1.1.2.3 引导学生学习利用非听力因素（如：图片、题干信息等），提高听力效率。1.1.3 Emotional goals 情感目标鼓励学生主动利用课余时间，帮助需要帮助的人，在帮助他人的过程中，学会与人合作，克服困难。1.2 Important and difficult teaching points教学重难点1.2.1 教会学生用could提供建议。1.2.2 教会学生用“动词不定式”谈论如何帮助他人。1.2.3 引导学生提高听力策略。2.0 Student analysis学情分析2.1 Fundamental State基本情况随着全球经济的快速发展，物质生活的显著提高，人们已不再单一地追求物质生活的享受，而更多地关注自身价值的实现。服务他人已成为现代社会的一种主流文化，21世纪的中学生对于志愿服务这一社会现象也并不感到陌生，并且有较强的参与热情。本单元的中心话题为志愿与慈善，因此，教师可以从如何在校园内相互帮助引入，引导学生探讨如何在社会中服务他人，传播正能力，为后续课时话题做好铺垫。与此同时，教师应充分给予学生个性表达，合作交流的机会，从而拓展学生思维，激发学生参与到更多的志愿活动中，并从中收获感动与幸福。2.2 Knowledge Reserve知识储备本单元教学为八年级下册内容。通过一年半的学习和积累，学生积累了一定的词汇量，接触到了常见的话题和功能项目。特别是通过Book 8A Unit 5 Do you want to watch a game show?中话题和功能项目的学习，学生基本知道如何使用动词不定式来谈论意愿，为本课谈论如何帮助他人奠定了知识基础。2.3 Class data本班实际本班学生对参与志愿服务的社会意义有正确的认识且有较强的参与热情，但对于志愿工作的具体方式，如何平衡学习与志愿工作等方面仍有待教师引导。本课时谈论how to offer help, 话题贴近学生真实生活，内容开放，教师应积极创设情境，组织师生互动，生生讨论，引导学生大开脑洞，畅所欲言。必要时，教师可以以自身的志愿者经历为例，给学生进行话题讨论的范式。3.0 Teaching methods教法建议3.1 Situational teaching approach情景教学法3.2 Communicative approach交际法3.3 Discussion method 讨论法4.0 教学辅助 blackboard and chalk, computer or iPad, projector, flashcard, DVD5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动Greet Ss and present some pictures to ask Ss to guess who they are, what they do and why they do that. T may guide the students to focus their attention on “what”and “why”questions. 5.2 New points input 新知输入(贴标签)5.2.1 Language presentationHelping others can bring ourselves happiness. So T can ask questions like “Did you work as a volunteer?” “What do you want to do as a volunteer?” T can give Ss opportunity to increase their vocabulary and to introduce the target language. Next, T can ask other Ss to give some advice by using the sentence structure “You could ” Then T writes the new sentence structure and phrases on the Bd: “You could visit the sick kids/ give out food/ help to”.5.2.2 Activity 1a5.2.2.1 First, the picture in 1a shows a poster which calls on people to volunteer today. Two young people are talking about what kind of work they are going to do. T can get Ss to work in groups and talk about other ways they could help people. Remind the Ss to use the key sentence pattern, “I hope to ”, “You could ”. 5.2.2.2 Invite different groups of Ss to share their ways of helping people with all the classmates. Encourage creative ideas. After sharing, get Ss to open their books and look at 1a on Page 9. Ask Ss to write down the ways in 1a. 5.2.2.3 Read the conversation in 1a and try to help Ss understand its Chinese meanings.5.3 Listening practice 听力训练 5.3.1 Activity 1b-1c5.3.1.1 Pre-listening. Get Ss to read the sentences in 1b and make predictions like how many people are talking in the conversation, what they are talking about. 5.3.1.2 While-listening. Listening for gist. Remind the Ss they are going to hear four conversations. Tell the students they should find out the order. Play the recording for Ss, and have them compare their answers in pairs. 5.3.1.3 The answers to 1b: 3, 2, 4, 15.3.1.4 Post-listening. To help Ss use the target language in natural speech, T presents some pictures and have Ss work in pairs to practice the conversation according to different situations.5.3.2 Activity 2a, 2b, 2c 2a and 2b give Ss listening practice with the target language.5.3.2.1 Pre-listening. T can guide Ss to have a discussion about what they can do for City Park Clean-Up day. T can write down their suggestions on the blackboard. Then call Ss attention to the picture and have the Ss make a prediction about in how many ways they are planning a City Park Clean-Up Day. 5.3.2.2 While-listening. Play the recording for the first time and do activity 2a.The answers to 2a: b, c, e5.3.2.3 Play the recording again and do activity 2b.The answers to 2b: 1,come up with 2, put off 3, put up 4, hand; out 5, call upIf Ss give some incorrect answers, T can play the recording again.5.3.2.4 Post-listening. In the post-listening stage, T can ask Ss to role-play the conversation in 2b. Ss can write down the key information on small flash cards.5.4 Oral Output 口语输出 Activity 2d Talk about the experience of volunteering in an old peoples home. 5.4.1 T can ask several questions to help Ss to understand the whole conversation. Q1: Who plans to work in an old peoples home this summer?Q2: What things did the old people ask Tom to do?Q3: How do a lot of old people feel?Q4: What should we do to help old people?5.4.2 Get Ss to share their answers and check the answers together.5.4.3 T can play the recording for Ss to listen and repeat. Read the conversation in roles between Helen and Tom.5.4.4 Ask Ss to practice several times in different roles and ask pairs to act out their own conversations or role-play the conversation only. T can encourage Ss to personalize the conversations.5.5 Sentence Interpretation 难句理解5.5.1 I hope to work outside. 我希望在室外工作。hope to do sth. “希望做某事”，动词不定式做hope 的宾语。5.5.2 You could help to clean up the city parks. 你可以帮忙清洁城市公园。情态动词could 表示给出建议，此时could并不表示过去，而是表示一种更委婉的语气，意为“可以”。5.5.3 The girl could visit the sick kids in the hospital to cheer them up.这个女孩可以探望医院生病的小朋友 ，使他们振奋起来。动词不定式to cheer them up 做状语，表示目的。5.5.4 They told me stories about the past