2014春八年級英語下冊 Unit 2 I'll help to clean up the city parks Section B 1a--1e教案 （新版）人教新目標(biāo)版

Unit 2 I’ll help to clean up the city parks． Section A 1a---1e Ⅰ． Teaching Aims and Demands 1． Knowledge Objects 〔1〕 Key Vocabulary run out of, take after, fix up, give away, repair, not…any more, similar advertisements 〔2〕Target Language What do you do, Jimmy? I fix up bikes and give them away． 2． Ability Objects 〔1〕 Train the students’ reading, writing, speaking and listening skills with the target language． 〔2〕 Train the students to use the new phrasal verbs． 3． Moral Object Come up with a good idea to help others． It will bring you much enjoyment． Ⅱ． Teaching Key Points 1． Train the students’ reading, writing, speaking and listening skills with the target language． 2． Teach the students to use the new phrasal verbs properly． Ⅲ． Teaching Difficult Point Teach the new phrasal verbs． Ⅳ． Teaching Methods 1． Making up sentences 2． Listening 3． Pairwork Ⅴ． Teaching Aid A tape recorder． Ⅵ． Teaching Procedures Step I Revision Revise the contents of Section A by asking some questions. Step Ⅱ 1a This activity introduces new target language． 1.Read the instructions to the students． Make sure that each one knows what to do． 2.Let the students look at the sentences in the left column first． Try to explain the four sentences in English for the students, especially the new phrasal verbs in the sentences． Say to them like this: Please look at the sentences on the left column． Let’s get the meanings of them． Let’s see the first one． (1).I’ve run out of it Here, run out of is a phrasal verb． It means reach an end of, use up or become short of． I’ve run out of it, means I’ve used it up, nothing left． Explain the other sentences in the same way like this． (2).I take after my mother． take after——be like sb． or be similar to sb． I take after my mother． ——I am like my mother． (3).I fixed it up． fix up——install, fit together and place in position, repair, renew I fixed it up． ——I installed it, or I repair it． (4).I gave it away． give away——make a present of, donate I gave it away．——I donated it． I gave it to someone without money． 3.After explaining the sentences, read each sentence in the box and ask the students to repeat． 4.Then ask several students to explain the sentences with letters in front of them． Tell them to explain them in their own sentences． For example, Sentence a, the student might respond． My bicycle was broken． I couldn’t ride it． I got new tires and a new seat． Now it works fine． 5.Read the instructions again and ask the students to match the sentences with similar meanings． Say, Now match the numbered sentences with the lettered sentences in the box． Write the letter of one sentence in front of the number of the matching sentence． Look at the first sentence． The answer has been given． It’s Sentence b． Find out the answers to the other sentences． 6.Check the answers by asking different students to read their matched sentences． Answers 1． b 2． c 3． a 4． d Step Ⅲ 1b This activity provides writing practice with the new phrasal verbs． Call the students’ attention to the phrasal verbs in the box． Have four different students explain each phrases in their own words． Make sure each student knows the phrasal verbs’ meanings． Then ask the students to read the instructions together． Now let’s make sentences with the words in the box． Please look at the sample sentence in your book． Who would like to read it and explain it in your own language? Ask one student to read the sample sentence and explain it． He or she might explain like this: The meaning of this sentence is I give my bicycle to charities without money． Who can make another sentence with give away? Please put up your hands． Ask two or three students who have put up their hands to say their sentences to the class． Correct any mistakes they may make． Then have the students work individually． Make one sentence with each phrasal verb in the box． Tell them to write down their sentences on the lines next to the box． Walk around the classroom as they write． Offer some help to them if they need． Try to remember who have made some wonderful sentences at the same time． After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class． Choose some of the best sentences． Write them on the blackboard． At last, ask the whole class to work in pairs and help each other． Let them check each other’s sentences very carefully． Correct all the mistakes in writing or sentence structures that their partners’ may have made． Sample answers: run out of: He is always running out of money before payday． take after: He takes after his father in everything but his nose． fix up: The workers: have fixed up the big machine． give away: The writer gave away his books to a library． Step Ⅵ 1c This activity provides listening practice using target language． Call the students’ attention to the four pictures． Tell them the boy’s name is Jimmy． Read the instructions to the class． Your task is to number the pictures the correct order while you are listening to the conversation on the tape． But I want to ask you to guess the answer without listening now． Try to put the four pictures in a certain order to show a story of Jimmy by yourselves now． I’ll see whose answers ant correct after we finish doing the listening practice． Then have them give their own order by guessing． After a while, ask several ones to tell their answers to the whole class． Collect two or three answers which many students support on the blackboard． Next, ask some students to tell their own stories on the pictures according to their own orders． For example, if someone’s answer is a． 4 b． 2 c． 1 d． 3． he or she may tell a story like this: Jimmy got an old bike from someone． He fixed it up by himself． After he repaired it, he wanted to sell it to someone/he gave it away to someone． At last, he emptied both of his pockets． It seemed that he had run out of his money． The stories will vary． Ask them to work in pairs． Each one has to tell a story to the partner． After that, ask the students to get ready to listen． Say, We will hear a radio program． A man is interviewing a boy． Write a number in each short line next to each picture while you are listening． Your numbers should be from 1 through 4 and show which thing they talk about first, second, third and fourth． Play the recording the first time． Students only listen． Then play the recording again． Ask students to number the pictures． Check the answers． Remember to say congratulations to the children who guessed correctly． Answers The pictures should be numbered in the following order: a． 4 b． 2 c． 1 d． 3 Tapescript Man： This morning I’m talking with a very generous young man, Jimmy the Bike boy． Jimmy is the boy who fixes up old bikes and gives them away． Good morning, Jimmy． Boy: Good morning． Man: So, Jimmy, tell our listeners what you do． Boy: Well, as you just said． I find or buy old bikes that nobody wants． Then I fix up the bikes and give them away to kids who don’t have enough money to buy their own bikes． Man: That’s fantastic． What gave you the idea? Boy: I guess I take after my father． He’s always helping people． Man: Wow! Your parents must be proud of you． Boy: I guess so． But now I’ve run out of money to buy old bikes． Man: Oh, that’s too had． Boy: Yeah． I need to come up with some way of getting money, or I’ll have to stop． Step Ⅴ 1d This activity provides listening practice using the target language． Read the instructions together with the children． Make sure that everyone knows what to do． Call the students’ attention to the box． Ask four students to read the four sentences to the class． Point to the list of statements and true/false choices． We will listen to the same recording again． Before I play the recording, let’s do like this． —If you can remember the contents of the conversation, please you’re your answers; if you can’t remember the contents, please just guess the answers． It doesn’t matter whether your answers are right or wrong． After a while, have the students get ready to listen． Play the recording again． Ask the students to circle the correct answer to each question—T for true or F for false． Check the answer． Remember to say congratulations to the students who had a good guess before listening． Answers 1． T 2． F 3． F 4． T Step Ⅵ 1e This activity provides guide oral practice using the target language． First, play the recording of this lesson again， The students repeat after it． Let the students read after the tape at least twice． Tell them to try their best to copy the pronunciation of the recording． Read the instructions to the class． Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 1c and 1d． Ask a pair of the students to read the model conversation． SA：What do you do, Jimmy? SB: I fix up bikes and give them away． Write the conversation on the blackboard． Then let them practice their own conversations in pairs． As the pairs work together, more around the room offering help as needed． Ask several pairs to share their conversations with the class． Step Ⅶ Summary Say, In this class, we’ve learned how to use some new phrasal verbs first. And we’ve done much listening practice on the target language．.At last, we did some oral practice by making our own conversations． Step Ⅷ Homework 1． Make up one more sentence with each of the phrasal verbs in Activity lb． 2． Write out the conversations that you made by yourselves in Activity 1e． Step IX Blackboard Design Unit 8 I’ll help clean up the city parks． Section B1a---1e run out of take after fix up give away be similai to