Unit 2 I'll help to clean up the city parks. Section B (1a-1d) 教学设计（表格式）

课题Unit2I'llhelptocleanupthecityparks.SectionB(1a-1d)班级803备课教师李聪课型听说课课时4Attheendoftheclass,thestudentswillbeableto：语言能力：learntolistenforthespecificinformation.文化意识：recognizetheneedtohelpothersandserveothers.思维品质：predictthedevelopmentofthingsbasedonthepictureprompts.学习能力：practicelisteningabouttheofferinghelp.Keyvocabulary:repair,fix,broken,wheel，besimilarto,fixup,giveaway,takeafterKeysentences:I’verunoutofit.I’msimilartoher.Structurea.runoutofb.giveawayc.besimilartoLearntolistentowhatthebikeboydid.CLT设计教学过程设计意图学生活动教师导学Step1.Leadin.Watchavideoabouthelpingothers.Sa:Helpotherstohappythemselves.Sb:Aslongaseveryonegivesalittlelove,theworldwillbebetter.Talkaboutdifferentkindsofvolunteerworktheycoulddo.Sc:Icouldpickouttherubbishonthestreet.Sd:...Step2.Presentation.Matchthesentenceswithsimilarmeaningsin1a.Writethesentencesontheirtextbooks，finish1b.Thensharetheirsentenceswiththewholeclass.Sa:Iranoutofmymoneylastweekend.Sb:Igaveawaymyoldclothestothepoorkid.Step3.Pre-listening.Observethepicturesonebyoneandtrytodescribethefourpicturesintheirownwords.Sa:No,hedoesn’t.Sb:Herunsoutofmoney.Sc:Itlooksold.Sd:He’sfixingupthebike.Se:Hefindsabike.Sf:Yes,itdoes.Sg:Becauseitwasbroken.Sh:Itlooksnew.Si:Hefixedupthebike.Step4.While-listening.Listenandnumberthepictures[1-4]inthecorrectorder.Reporttheiranswersusingsomesentenceswithphrasalverbs.CircleTfortrueandFforfalse.Trytocorrectthewrongstatementswhilecheckinganswers.Listenagainandfillintheblanks.Listenagainandanswerthequestions.Step5.Post-listening.Role-playRole-playtheconversationbetweenJimmyandthereporterinpairs.Sa:Whatdoyoudo,Jimmy?Sb:Ifixupbikes……Sa:Whogaveyoutheidea?Sb:Itakeafter……Sa:What'syourproblemnow?Sb:……OralcompositionFillintheblanksandfinishthecomposition.Step6.Conclusion.Watchavideoandmakeasummary.Aftergreeting,playavideoforSs.T:Whatcanwelearnfromthevideo?T:Volunteeringisagoodwaytohelpothers.Right?Whatkindofvolunteerworkcouldyoudo？Presentsomepicturestolearnsomenewphrases.AskSstofindthesimilarsentencesbythemselves.Thencheckanswers.In1b,askstudentstomatchthephrasalverbswiththenounsandthenmakesentenceswiththephrases.Correcttheirmistakesespeciallythemisuseofthepasttense.Encouragestudents’creativeanswers.GuideSstomakeapredictionbeforelisteningbylookingatthepicturesin1conpage13.T:Doesthisboyhaveanymoneyinhispocket?T:Whatproblemsdoyouthinkhehas?T:Isthebikeinthepictureneworold?T:What’stheboydoing?T:Whatdoestheboyfind?T:Doesthebikehaveabrokenwheel?T:Whydoesn’ttheownerwantitanylonger?T:Howdoesthebikelookinthepicture?T:Whatdoestheboyontheleftdowiththebike?PlaytherecordingforthefirsttimeandaskSstofindouttheorderofthepicturesbasedonwhattheyhear.Tellthemtopaymoreattentiontolisteninginsteadofwriting.Sscancompletethistypeoftaskevenwhentheydonotunderstandeverywordtheyhear.GuideSstolistenandjudge.PlaytherecordingandgetSstoimitatethepronunciationandintonation.EncourageSstousetheinformationin1ctohelpthem.Getseveralpairstorole-playtheconversationinfrontoftheclass.T:Supposeyouareareporterfromtheradiostation,pleasereportJimmytoyourlisteners.T:Helpingothersishelpingourselves.WeshouldlearnfromthewonderfulyoungmanJimmy.T:Ifeveryonegivehisorherlove,theworldwillbecomemoreandmorebeautiful.利用一段接力助人的视频，引发学生对帮助别人、快乐自己，人人奉献、社会温暖的感慨，导入话题，激发学生学习兴趣。利用志愿服务话题，复习巩固A部分所学相关词汇表达，激活旧知，引入新词。通过图片和例句的呈现，引导学生感知短语动词的意思。还可以加入其它同义表达，如callup(makeaphonecalltosb.),cheerup(makeotherpeoplehappy),comeupwith(thinkofanidea,answer,etc.)在学生造句环节，及时赞赏学生短语动词使用恰当、意思表达明确或有新意的好句子，鼓励学生多创造，增强学生的成就感。利用问答的方式，在听前引导学生读图，理解配图的含义。在问答的同时，教授听力中可能导致障碍的生词（如wheel，broken，proudof等），为顺利开展听力活动铺平道路。听中进行听力策略的渗透，如听每遍录音时应有所侧重：第一遍利用关键词或词频抓住主题，第二遍提取具体细节等。核对答案时，注意引导学生用完整的句子汇报答案，不宜简单地通过读字母的方式，否则会因为缺少语句层面的练习而造成语言不足以支持学生完成听后的口语交流。通过角色表演，既能了解学生对听力材料的掌握情况，又可培养锻炼他们运用英语思维交流与合作的能力。语言活动要有个循序渐进的过程，此项活动是在前几项活动的基础上培养和锻炼学生的英语语言表达能力及灵活运用能力。作业设计LevelA：Inourdailylife,thereisalwayssomebodywhoishappytohelpothers.Chooseoneofthem,drawseveralpicturesforthemandwriteabouttheirstoryofhelpingpeople.LevelB:Supposeyouareareporterfromtheradios