英语人教版八年级下册I`ll help clean the city parks.doc

Unit 2 Ill help clean up the city parksThe 1st period Teaching Aims and Demands1 Knowledge Objects （1） Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank （2） Target LanguageId like to work outside You could give out food at a food bank2 Ability Objects（1） Train the students to express offering to help with the target language（2） Train the students listening skill3 Moral Object Offer help to the others as much as possible Teaching Key Points1 Key Vocabulary clean up, hunger, homeless, cheer up, give up 2 Target Language How to express offering to help with target language Teaching Difficult Points1 Teach the students how to use the new phrasal verbs2 Teach the students to express offering to help with target language Teaching Methods1 Teaching by giving sample sentences and making up sentences2 Teaching by showing pictures Teaching Aids1 A tape recorder 2 Some pictures on volunteers offering help Teaching ProceduresStep Revision1 Revise the language points in Unit 7Ask some questions like this: Where would you like to go on vacation? Why?（Because）2 Revise the contents in Unit 7 3 Check homework by asking some students to read their sentences theyve made with the verbs Let them hand in their homework4 Dictate ten words in Unit 7Step laIn this unit we learn to offer to helpWell use some phrasal verbs Each phrasal verbs has two or three words, such as clean up, cheer up, give outHere is an example on how to use clean up Look at the title of Unit 8 Ill help clean up the city parks Repeat it twice, pleaseAsk the children to read the title twiceRead the instructions to the studentsStep 1bCall the students attention to the two lists in the box in Activity lb Ask some students to read the eight sentences on the lists to the class Explain any new words and phrases in itMake sure that all the students can understand the meanings of the eight itemsStep 1cRead the instructions with the classCall their attention to the example in the speech bubbles in Activity la Ask a pair of students to read this conversation to a class Then let them practice in pairsNote their pronunciation of like to in phrases such as, Id like to help hungry people Tell them English speakers usually pronounce the words like to as if they were spelled like-tuhStep Homework1 Make up one sentence with each of the following phrasal verbs:clean up, cheer up, give out2 Write out three conversations of activity 1cStep Blackboard DesignUnit 2 Ill help clean up the city parks,Section A The First PeriodPhrasal verbs:1 clean upmake a place clean and tidy, put things in orderWe should always clean up the dirty parts of the sea2 cheer upmake someone feel happyThe good news cheers everyone up3 give outhand out, distributeLin Tao helped the teacher give out the new textbooks to the classUnit 5 It must belong to Carla第二课时教学设计一 、教材简析：本单元围绕情态动词must ,might ,could,cant,进行推理，通过灵活运用这些情态动词培养学生的逻辑判断能力。本节课在前一节课学习的基础上，让学生进一步明确must ,might ,could,cant在推理时的具体用法。二 教学目标与要求： 1，认知目标： 词汇：band ,hair band , 句型：Whose notebook is this? It must be Mings. It has her name on it. Whose French book is this? It could be Alis.she studies French. Whose guitar is this? It might belong to Alice. She plays the guitar. Whose T-shirt is this? It cant be Jacks. Its much too small for him. 2，能力目标： 培养学生的听说读写及推断能力。 3，情感目标：通过推理培养学生的自信心 4，教学重难点：运用目标语言及情态动词来进行推理。 5，教学方法：（1）练习法 （2）分组讨论法 6，教具准备：（1）录音机（2）照片两张（3）一件校服（4）背包（5）发带和手表三 教学思路：为了提高课堂教学的有效性，充分调动学生学习的积极性，培养他们自主学习和探究合作的能力。本节课围绕目标语言，坚持“以生为本”的教学理念，以个别提问，小组合作，课堂检测等形式来展开教学，使学生在深入理解和灵活运用的基础上掌握本节课的知识点。本节课主要采用“4P”教学模式来进行（受宝鸡市新建路中学赵陶玲老师的“4P”教学模式的启发）分别是（1）Preparation: 我拿了两张自己和儿子以及妹妹的照片，让学生观看并让他们猜照片里的男孩和那个妇女是谁，学生很感兴趣，积极主动的参与到课堂活动中来，在这个基础上我又拿出事先准备好的背包和发带，让他们猜这些物品的主人，在他们猜的过程中，自然而然地进入第二个环节的学习。（2）Presentation ：这是本节课的重点，通过听录音，填空，跟读对话，划出对话中的目标语言，归纳知识点等多种形式，使学生轻松掌握本节课的知识点。（3）Practice 让学生以小组活动的形式展开讨论，完成2c，展示成果。通过这一活动，进一步巩固所学知识，并且提高了学生听说读写的能力。（4）Production：在以上学习的基础上，通过具体的实例，比如学生的法语书，校服，等命题，让学生通过各种迹象来进行推测，以培养学生的推断能力。（利用实物来操练句型，能有效地吸引学生的注意力，激发学习兴趣，让学生自己先寻找规律，将探究式学习运用到英语课堂教学中，通过反复操练，强化对情态动词的理解。）四 教学过程(Teaching procedures): Step 1:Preparation:(Lead-in) 出示自己和家人的照片让学生看，并且让学生猜上面的人是谁，引出情态动词must ,might ,could,cant然后拿出一个书包和发带让学生猜它们的主人，学生不能正确使用must ,might ,could,cant来表达时，告诉他们，Today we are going to learn section A 2a-Gramma .You will understand how to use these modal verbs correctly, ok?Step2:Presentation:教学section A-2a,2b.1,告诉学生Bob和Anna在学校前面拾到一个背包,他们在猜这是谁的背包，播放对话录音，先听一遍，再听第二遍，完成2a, 2b,师生一起检查答案，老师更正。在听的过程中老师可以给学生作以下的听力提示： a school T-shirt must go to schoolbackpack a hair band cant be a bay Tennis balls It must be Lindas2利用右边方框中的提示强调情态动词must ,might ,could,cant的用法，老师归纳总结对某事判断的肯定程度，并板书：must:100% could,might:20%-80%cant 0%在学生掌握的基础上，让学生跟读听力对话，然后在对话中划出情态动词在表示猜测时的用法，作进一步的强调。Step3 Practice:在以上学习的基础上，让学生分组活动来完成2c中的填空，让学生在讨论中进一步体会情态动词在句子中的具体用法。（这个过程可以给学生8-9分钟的时间，让他们有充足的时间去探讨）Step4 Produc