九年级英语unit8 教案 人教新目标版.doc

Unit 8 I’ll help clean up the city parks．
The 1st period

Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
（2） Target Language
I’d like to work outside．
You could give out food at a food bank．
2． Ability Objects
 （1） Train the students to express offering to help with the target language．
 （2） Train the students’ listening skill．
3． Moral Object
 Offer help to the others as much as possible．
Ⅱ． Teaching Key Points
1． Key Vocabulary
 clean up, hunger, homeless, cheer up, give up
2． Target Language
 How to express offering to help with target language．
Ⅲ． Teaching Difficult Points
1． Teach the students how to use the new phrasal verbs．
2． Teach the students to express offering help with target language．
Ⅳ． Teaching Methods
1． Teaching by giving sample sentences and making up sentences．
2． Teaching by showing pictures．
Ⅴ． Teaching Aids
1． A tape recorder
2． Some pictures on volunteer’s offering help
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the language points in Unit 7．
Ask 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 they’ve made with the verbs． Let them hand in their homework．
4． Dictate ten words in Unit 7．
Step Ⅱ la
In this unit we learn to offer to help．
We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．
Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．
Ask the children to read the title twice．
Then go on saying, "clean up means make a place clean and tidy put things there in order"． Let’s see another example, We should always clean up after a picnic．
Who can explain this sentence in your own, words?
Ask one student to explain the sentence．
He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．
Then ask the class． Who can make more sentences with clean up?
Ask several students to share their sentences to the class．
Do the same with the other phrasal verbs．
Read the instructions to the students．
Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?
Help students to answer: Volunteer Today!
Then continue saying, "Who can tell me the meaning of volunteer?"
Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson．
Draw the students’ attention to the three posters on the board．
We can see one sentence in each poster．
And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．
Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．
Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．
For example, for the first poster, a pair might say:
It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．
After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．
At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary．
Step Ⅲ 1b
Call 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 it．
Make sure that all the students can understand the meanings of the eight items．
Then get the children to read the instructions together．
Say, we will hear four conversations．
Your task is to match the items in the two lists． We can see the blanks in fro
nt of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places．
Point out the sample answer to the class．
Play the recording the first time． Tell the students to only listen．
Then play the recording a second time．
Tell them to write a letter in front of each numbered sentence this time．
Check the answers．
Step Ⅳ 1c
Read the instructions with the class．
Call 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 pairs．
Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh．
Play the I’d like to statements on the recording to demonstrate this pronunciation．
After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first．
Then let the whole class practice in pairs．
After that, play the recording of activity 1b and let the children read after it twice．
Then ask them to practice similar conversations using the information in Activity 1b．
Step Ⅴ Summary
Step Ⅵ Homework
1． Make up one sentence with each of the following phrasal verbs:
clean up, cheer up, give out
2． Write out three conversations of activity 1c．
Step Ⅶ Blackboard Design
Unit 8 I’ll help clean up the city parks,
Section A
The First Period
Phrasal verbs:
1． clean up—make a place clean and tidy, put things in order
We should always clean up the dirty parts of the sea．
2． cheer up—make someone feel happy
The good news cheers everyone up．
3． give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class．

The 2nd Period

Ⅰ． Teaching Aims and Demands
Knowledge Objects
（1） Key Vocabulary
clean-up, sign, put off, set up, establish, come up with
（2） Target Language
I’ll help clean up the city parks．
2． Ability Objects
（1） Train the students’ listening skill．
（2） Train the students’ communicative competence using the target language．
（3） Train the students to use the new phrasal verbs: cheer up, set up, come up with, put off/
3． Moral Object
Plan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it．
Ⅱ． Teaching Key Points
1． Listening practice with target language．
2． Make communications with target language．
3． How to use the phrasal verbs．
Ⅲ． Teaching Difficult Points
1． Make communications with target language．
2． Use the phrasal verbs．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork
3． Role play the conversation
Ⅴ． Teaching Aids
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the knowledge points on Page 60． Ask several students to tell some ways they could help people with books closed．
2． Check homework by asking several pairs to read their conversations which they wrote down．
3． Check homework by asking some students to read their sentences with the phrasal verbs． Let them hand in their homework．
Step Ⅱ 2a
We can see five pictures in Activity 2a．
What can you see in each picture?
Ask five different students to describe the pictures．
After that, ask a student to read the words on the TV screen, on the sign and in the newspaper．
We’ll hear some students at a club meeting． They are talking about how their club can help clean up the city parks．
Ask the class to read the instructions together． Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording．
Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes．
Play the recording the first time．Students only listen．
Play the recording again． Ask students to check the things they hear．
Check the answers．
Step Ⅲ 2b
Read the instructions with the class． And let them have a look at the sentences．
Read the first sentence to the students．
Tell them it is a sample answer．
Say, We will hear the same recording again． This time listen carefully to what the students say and fill
in the blanks in the sentences．
Play the tape again and the students write out the answers．
Check the answers．
Step Ⅳ 2c
Ask students to look at the sample conversation first． Ask a pair to read it to the class．
Ask the class to read the instructions together．
Say． You’ll work in pairs to role play the conversation in Activity 2b．
Each pair will make a conversation like the sample one． You can use the sentences in Activity 2b as a guide．
Ask the students to work in pairs． More around the classroom, checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step Ⅴ Grammar Focus
Say, Do you remember the meaning of cheer up? Who can tell us?
Ask a student to explain the phrasal verb cheer up like this:
Cheer up means make someone happy．
Then get students to make up some sentences with it．
Say, Let’s learn some more phrasal verbs today． Please open your books at page 61． Look at the content in Grammar Focus and try to tell me the meanings of set up and come up with．
Ask two children to tell their meanings like this:
Set up means establish or start．
Come up with means think up．
Then get students to read the sample sentences in the grammar box．
Write the phrasal verbs and the sentences on the blackboard．
Get students to make more sentences with these phrasal verbs to get a further understanding．
Step Ⅵ Summary
Say, In this class, we’ve done some listening and writing practice with target language． We also did some oral practice in pairs． And we’ve discussed some phrasal verbs as well．
Step Ⅶ Homework
1． Write two conversations like the sample in Activity 2c．
2． Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call up
Step Ⅷ Blackboard Design
Unit 8 I’ll help clean up the city parks．
Section A
The Second Period
Phrasal verb:
cheer up He looks sad． Let’s cheer him up．
set up We are going to set up a food
bank to help angry people．
come up with We need to come up with some ideas．

The 3rd Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
major, commitment, veterinarian, coach
（2） Target Language
I’d like to join the school volunteer project．
You could help coach a football team for little kids．
2． Ability Objects
 Train students’ reading skill．
 Train students’ speaking skill with target language．
 Train students’ writing skill with target language．
3． Moral Object
If there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great!
Ⅱ． Teaching Key Points
1． Guide students to read the article in Activity 3a．
2． Help students to use the target language to express what kinds of volunteer work they could do and what they like to do．
1． Teaching Difficult Points
1． Read the article for comprehension．
2． Use the target language to express what kinds of volunteer work they could do and what they like to do．
Ⅳ． Teaching Methods
1． Pairwork
2． Role play
Ⅴ． Teaching Aids
Some pictures that the volunteers are working, or some signs of the volunteers’ clubs．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
 1． Check the homework by asking some children to read their conversation．
 2． Check the homework by asking some children to share their sentences with the phrasal verbs with the class．
 3． Revise the target language they learned last class．
Step Ⅱ 3a
Have the students look at the picture of the three children． Ask them who they think the children are．
Then call the students’ attention to the title of the article and ask the children to read it out． Ask them the question again．
This time they may answer． They are three volunteers．
Read the instructions to the students．
This is an article about volunteers． You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work．
Continue saying． The names of the three volunteers are Li Huiping, Lan Pei and Zhu Ming． The article tells you about the different things they do to help people．
Please read the article the first time and underline the things they do． There are three questions on the blackboard to help you．
Write the three questions on the blackboard and tell them to scan the passage to get the answers and underlin
e the words．
Questions
 1． What does Li Huiping do to help people as a volunteer?
 2． What does Lan Pei do?
 3． What does Zhu Ming do?
Check the answers by asking three students to answer the questions．
Read the article to the class and do some explanation on any new words． Tell the students to raise their hands when I come to any word or sentence they don’t understand． Pause and do some explanation．
Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals．
After that, get the students to read the article a second time to circle the reasons．
Check the answers with the class．
Then have the students read the article loudly twice． Encourage them to ask questions if they still can’t understand any words or sentences．
Move around the classroom and answer the students’ questions．
Step Ⅲ 3b
Read the instructions to the students．
And tell them I love English． I could teach English in an after-school program．
Hui loves playing football． What could Hui do if he wants to join the school volunteer project?
Help the students answer． He could coach a fcf6tball team for little kids．
Tell them coach means teach or train．
Then ask the students to look at the table in Activity 3b．
We can see three columns in this form．
There are four names in the first column．
And we can know what each of them loves doing from the second column, the column of loves． Now our task is to fill in the blanks in the third column, the column of Could． Get the students to discuss in pairs and fill the results of their discussions in the blanks．
Move around the classroom to make sure that they are discussing in English and offer them help as necessary．
Ask several pairs to report their answers to the class． Answers will vary but should show a sense of