九年级英语全册 Unit 8 I'll help clean up the city parks The Fifth Period教案 人教新目标版.doc

Unit 8 Ill help cleanup the city parks.The Fifth PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：call up, hand out, call-in(=phone in) , strategy, work out(2) The new and old phrasal verbs.(3) The reading passage.2Ability Objects(1) Train the students reading skill on, how to make notes.(2) Train the students how to use the phrasal verbs.(3) Train the students writing and speaking skills.3Moral ObjectIf you get in trouble in your volunteer work, go to the people around you to ask for help.Teaching Key Points1To help the children understand the article.2To teach the new phrasal verbs.3To direct the students how to make notes based on an article.Teaching Difficult Points1Teaching the new phrasal verbs.2Directing the children to make notes based on an article.Teaching Methods1Giving examples2Asking questions3Making notes4BrainstormingTeaching AidsSome pictures on volunteer work, especially a picture on repairing bikes.Teaching ProceduresStep Revision1Revise the phrasal verbs that were taught last class by asking some students to make sentences with them again.2Check homework by asking several students to read their sentences and conversations to the class. Tell them to hand in their homework.3Revise the story about Jimmy. Ask two or three students to tell the story to the class, showing the picture of repairing bikes to remind them.Step 3aThis activity provides reading and writing practice using the target language.We have learned something about Jimmy. We know he is a Bike boy. He fixes up old bikes and gives them away. But he ran out of his money to buy old bikes last week. Has he come up with any way of getting money? or Will he have to stop? Lets find out the answer in the article in Activity 3a. Please read the article once quickly and tell me the answer.Have the students scan the passage and catch the main idea of it. After around two minutes, Ask the question again.Step 3bThis activity provides reading and writing practice using the target language.Read the instructions to the students.We knew Jimmy had solved his problem. What things did he do to solve his problem? Please make a note of the things that Jimmy did to solve his problem.Ask a student to read the sample sentence in the book. Tell them to write out the things that Jimmy did. Use the sample sentence as a model. And they can reread the article to search for the answers. Let the students complete the work on their own.Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing.After they all finish writing, ask a few students to give their answers. Point out the mistakes they may have made in writing.Who can tell me the main idea of the article now?Ask some students to answer with the main idea. They may answer like this:Jimmy has come up with some ways of getting old bikes, so he will not have to stop fixing up and giving away old bikes. They can answer in their own language. After that, write the following words and phrases on the blackboard.call up, hand out, work out, call-in, strategy Tell them to note these new words and phrases in the article, ask children to read the article again. Tell them to read in context, guessing the meanings of new words and phrases from the other words around them.Students read the article again for comprehension this time. Allow them to read a little longer this time.After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them. The teacher does some explanation at the same time.Look at the blackboard now. Lets explain these new words and phrases one by one. First, lets see call up. Who can tell me the meaning of it by reading?Ask several students to tell the meaning of it by guessing. Some of the children might get the correct meaning. Say congratulations to any children who can tell the right meaning. If no one can tell the correct meaning. Explain it to the class. Tell them call up means make a telephone call.After explaining, provide another example to the children, for example, Call me up tomorrow.Ask the students to make some sentences with it if time permits. Let them do it as homework if there is no enough time in class.Do the same with the other new words and phrases on the blackboard. Explain each one and give at least one example for each new word or phrase.Get the students to read the instructions together.Say, Read the article a third time now. Please underline all the phrasal verbs while you are reading.Ask students to complete the work on their own.Get some students to tell the class their answers. Check the answers with the whole class：cheer up, run output up, called up, handed outset up, come up with, fix up, give away.Then have them work in pairs. Tell them to check each others answers carefully and point out the mistakes their partners may have made. Tell them to help each other like this as often as possible.Write the correct answers on the blackboard to help them.After checking the answers, ask the students to read the article loudly. Teach them to read the new words or even the whole text before they start reading if necessary.Ask them to read for a while, ask one or two to read it to the class , correcting any pronunciation errors they may make.Then ask the whole class to practice reading in pairs. Tell them to read the article loudly in turns in pairs. The one who is listening has to point out his or her partners pronunciation errors and help to correct them. If they are not sure about any words, tell them to ask for help from the teacher.After practice reading the article, ask if they have any words or sentences they dont understand. Tell them to raise their hands and say which words and sentences they dont understand.Help solve the problems.Step Part 4This activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class.Lets do it in groups of four. Each group will have to brainstorm a plan for helping out in your community. Talk about it and make notes on where you will help and what you will do.Each group has to write out your own list of possible places and volunteer activities first.Point out the chart in Activity 4. Tell them to note the two given statements Where and What.Your task is to write the places after the word Where and the volunteer activities after the word What.Show some pictures or signs on volunteer activities to help the children come up with some ideas.Let the students work in fours. Brainstorm their plans and write their own lists, using the answers on the blackboard as a model.Walk around the classroom, offering help as necessary.After they all finish brainstorming and writing, tell them to practice together what they will say to the class.Each group will have to report your plan to the class. Now practice together what you will say. You can select one to report mainly and the others complete or you can say in turns. Each one tells about one place. And you can also have one write notes on the board if you wish.Let them practice for a while. Then ask each group to make their presentations.They may begin like this:We plan to go to the city parks. We will help clean up the city parks by picking up the plastic bags and papers.They can say in their own words.Step SummarySay, In this class, weve read an article about Jimmy. Weve known Jimmy has got sixteen bikes to fix up and give away.And weve learned to make reading notes. We have done some reading, writing, listening and speaking practice using the target language through group work.Step Homework1Make one sentence with each of the phrasal verbs below, call up, hand out, work out, run out, set up, fix up.2Try to remember the new words on page 64.Step Blackboard DesignUnit 8 Ill help cleanup the city parks.Section BThe Fifth PeriodNew words and phrases in Activity 3a:call up, hand out, work out, call-in, strategy.Answer to Activity 3a:cheer up, run out, put up, called up, handed out, set up, come up with, fix up , give away.Answers to Activity 3b:1He did a radio interview.2He put up signs.3He called up friends.4He handed out advertisements.5He told teachers.Sample answers to Activity 4:Where: 1the city parks 2What: 1pick up plastic bags and papers教学反思：（ ）年 月 日 我认为我们应做好下列几点： 1、重示范。在教单词时，要求教师自己示范到位，发音清晰，讲解发音要点。同时培养学生认真听，专心看，积极模仿的好习惯。听清后再跟说。确定学生大都听清，模仿正确后，再出示单词卡片，以免分散学生的注意力。 2、重情景。单词是构成语言的三大要素之一。人类思维活动是借助词汇进行的。人类思想的交流也是通过由词构成的句子来实现的。没有词汇任何语言都是不可想象的。因此单词具有语言的意义，应在特定的语境中引出，这样既便于学生理解，印象也深刻。