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

Unit 8 I'll help clean up the city parks.
The Fourth Period
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
1．Revise the contents of the article in Activity 3a. Section A by asking some questions like these.
Questions
1．What does Li Huiping love to do? And what does she do as a volunteer?
2．What does Lan Pei love and what does he plan to be when he leaves school? Where does he spend every Saturday working?
3．What about Zhu Ming? Say something about Zhu Ming.
4．What do they say about their volunteer work?
5．What do they plan to do?
2．Check the homework by asking some students to read the conversations they wrote. Correct any mistakes they might have made. Let them hand in their homework.
Step Ⅱ 1a
This activity introduces new target language.
Read the instructions to the students. Make sure that each one knows what to do.
Let the students look at the sentences in the left column first. Try to explain the four sentences in English for the children, 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. 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.
After explaining the sentences, read each sentence in the box and ask the students to repeat.
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.
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.
Check the answers by asking different students to read their matched sentences：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.
Step Ⅳ 2a
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 are 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：a.4 b.2 c.1 d.3
Step Ⅴ 2b
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 give 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 2c
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 2a and 2 b.
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 1b.
2．Write out the conversations that you made by yourselves in Activity 2c.
Step Ⅸ Blackboard Design
Unit 8 I'll help clean up the city parks.
Section B
The Fourth Period
Target language:
A: What do you do, Jimmy?
B: I fix up bikes and give them away.
教学反思：（ ）年 月 日
开发课程资源，拓展学用渠道。作为新时代的英语教师，要在有效的40-45分钟时间内，设计灵活新颖的活动来激发学生的学习热情,让学生自然地学会和运用所学知识,并成为课堂教学的主角。我发现自己还有许多地方需要学习，需要改进，在客观的列出自己的优缺点后，我将继续努力，发扬优点，改进缺点，努力提升自己的各方面素质。