Section A 2d—3c优质课教案设计

人教版八年级下册第二单元《I will help to clean up the city parks》

第三课时Grammar Focus-4c 遵化市东新庄镇中学 杨静

一、整体设计思路：步骤一：播放歌曲《

we are the world》并展示一些志愿者的图片让学生们猜他们正在做什么然后和同伴表演展示出来，通过角色扮演激发学生的学习兴趣并回顾所学重点短语，然后利用头脑风暴法引导学生从校内和校外两个方面总结可以帮助他人的方法从而拓展学生的思维和词汇。步骤二：呈现新知，首先呈现一个对话让学生据此编一个新对话，然后让学生观察两个带有to do 不定式的句子引导学生发现两个句子都有to do

的结构，接着播放微课1引导学生们记录并识记动词不定式用作宾语

(v. + to do )

宾语----动作的接受者，并做相关的练习.然后通过翻译的方法引导学生发现这次所呈现的句子与前面的句子的区别同时播放微课2引导学生们理解并识记(v. + sb. + to do )

宾语补足语--对宾语加以补充说明的文字，同时点明to do 结构的否定形式，并做相关练习。接着展示微课3引导学生们发现to do

结构还可以表示目的做目的状语，并做相关的练习。把复杂的语法结构以微课的形式展示给学生，简化了难度同时也因形式新颖很容易激发学生的学习兴趣。步骤三：完成课本4a 和4b的练习首先和同学们一起解读给出的短语的含义，减轻做题难度，引导学生们通读文章了解文章的主要含义，加大做题的正确率同时也提高的了学生的阅读能力增强了学生的自信。学生们独立完成后小组讨论增强了学生的语言表达能力和合作能力。在这个环节我加入了自己对to do

不定式的解释帮助同学们区分to do 结构的三个用法。步骤四：通过一个任务型阅读，把读写结合起来丰富学生的知识提高学生的综合能力。步骤五：小组合作并汇报，暑假将要来了，组长调查本组内成员愿意做的志愿活动并以采访的形式I’d like to ...,

xx plans to...,

xx expects to...,

xx

hopes to...

等形式做成报告展示给全班同学，然后由教师和学生共同

评选出最优小组，输出环节检测了学生对本课的应用能力，同时极大的提高学生的表现力和学习兴趣。步骤六：总结本课所学，先由学生回顾教师总结补充，加深记忆，并播放歌曲《

we are the world》师生共同演唱，引导学生参与志愿活动力所能及的帮助他人。步骤七：作业布置，学生课下小组合作探究to do结构做主语、表语、定语、结果和原因状语的用法。拓宽学生的知识面，提高学生的自学能力。

二、教学背景分析

教学内容分析：本单元的中心话题是“志愿者工作”本课是本单元的第三课时以援助和关爱为话题，培养学生通过归纳、总结等方法积累动词短语，掌握动词不定式作宾语，宾补及目的状语的基本用法。由于本单元的重点语法结构较为复杂，让学生自己探究总结难度较大我结合学生实际，利用课下时间已经录好了相关句型的解释视频课上直接播放给学生这样既节约了课上解释的时间也比较新颖能很好地激发学生的学习兴趣。

学生情况分析：学生通过之前的学习，已经积累了部分动词短语，但是学生对于动词不定式的用法和基本结构还有些模糊。另外，大部分学生很热心，也乐于助人，但不清楚哪些人需要帮助，自己究竟能做哪些志愿者工作，如何去帮助别人，因此，教师要正确引导。

三、教学目标分析

知识目标：1）进一步复习巩固学习Section A

部分所学的生词和词组。 2）对动词不定式的作宾语，宾补及目的状语的用法进行归纳总结，掌握其规则。 能力目标：提高学生的英语表达能力及合作能力。

情感目标：学生在谈论志愿者怎么帮助他人，及自己想要怎样帮助他人的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着

想，热爱公益事业，乐于助人的优良品质。

四、教学重点、难点分析

教学重点：掌握学过的后面跟不定式做宾语的动词。

教学难点：掌握和运用动词不定式作宾语，宾补及目的状语。

五、教学过程设计

Step1:Lead in

1. Play the song《we are the world》and show some pictures about volunteers then let students act out them.(设计意图：播放背景音乐《we are the world》展示志愿者相关活动的图片让学生与同伴合作表演图片的内容，把所学短语让学生表演出来，在复习已学短语的同时，激发学生的表演欲望，从而调动学生的积极性.) 2.Brainstorm:What can volunteers do? At school:help clean the blackboard, help others with their lessons, help the teacher to give out books... Outside school:help the traffic police,

work in an old people’s home, clean up city parks... (设计意图：头脑风暴引导学生从校内(at school)和校外(outside school)两方面思考可以帮助他人的方式,拓展学生的思维和词汇）

Step 2:Presentation 1.Show a dialogue and lead students make a dialogue like this. A:What do you want to do this weekend? B:I 'd like to help homeless people.What about you? A:I decide to try out for a volunteer after-school reading program .2.Read and try to find out

I’d like to help homeless people. I plan to clean up the city parks.

Students can find that:

I’d like to...I want to...I plan to...they

all have“to do”and

lead students to know the structure of “Infinitive”

then let students watch video 1 and write down their notes:作宾语

(v. + to do ) Jack wants to clean up the city parks. They decide to visit sick people in the hospital. These two sentences in the video also have the structure of“V+ to do”.There are other words also have to do ,such as want, hope,decide, learn, agree, plan, would like and so on.

Exercise:I decide ______ try out for a volunteer after-school reading program. (the answer is “to”)

3.Try to translate 可以请求医院允许你探访儿童并让他们变得更高兴。 You could ___ask__ hospital __to_ let_ you visit the kids and cheer them up.

马里奥相信这会帮助他获得他的梦想工作。 Mario believes it can help him _to_get_his future dream job.

让

Try to find out the differences between the sentences in video 1,and watch video 2 and write down the notes：(v. + sb. + to do ) (宾语补足语--对宾语加以补充说明的文字 ) Jack hopes to teach children to speak English

The teacher wants to ask students not to speak loudly.

In these two sentences the structure of to do is_________宾语/宾语补足语.There are

other words also have the same using such as (ask，tell，teach等) 4. Watch video 3 and write down the notes: 用作目的状语

We go there to cheer up the sick children.

She calls at least five primary schools to ask if they need volunteers.

In these two sentences the structure of to do is_________.(目的状语)

Exercise :她自愿一周去那里一次去帮助孩子们学习读书 She volunteers there once a week to help kids learn to read.

我正在制作一些告示来将它们张贴于学校里。

I’m making some signs to put up around the school.

（设计意图：把grammar focus的句子由传统的跟老师读，改成讲-学-练形式的练习。让学生自己完成，并找语法规律，配以微课详细解释，让学生更加明白动词不定式作宾语，宾语补足语和目的状语的用法，同时也熟悉了课本上的语法句子。） Step 3

Exercises on our books 1. 4a: Fill in the blanks with the phrasal verbs in the box.

(1) Tell Ss to read the sentences in 4a and try to fill in the blanks with the phrasal verbs in the box.

(2) Instructions :First try to read and understand the meaning of each phrases and then read the sentences quickly and then fill in the blanks.

Pay attention to all the“to do”s.

分析4a中部分“to do”的成分 2.

A.Object

宾语

B.Complement Object宾语补足语

C.Adverbial状语 3.

(1)I want to put off my plan to work in an animal hospital until next summer.

(2) She hopes to call up at least five primary schools to ask if they need volunteers.

(3) She asked me to speak more loudly. Keys:

ACACB

4.

Let's practice on 4b

5.

Fill in the blanks with the correct forms of the verbs in the box.

6.

Instructions :First try to read and understand the meaning of each phrases and then read the whole passage quickly and then fill in the blanks. 7.

Check the answers with the Ss.

Most people today are only worried about getting good jobs （1）____ lots of money. In their free time, they think about what （2）

____ for fun. However, few people think about what they can do （3）

_____ others.

There are many people who are less lucky than us. Volunteering our time to help these people is a good way （4）

______ our free time. For example, we can make plans （5）________ sick children in the hospital or raise money for homeless people. Some people even stop doing their jobs for a few months to a year （6）

________ to another country, like one of the countries in Africa, and help people there.

8.

Read the passage again and answer the following questions again. (1)

What do most people do in their free time? (2)

What can we do to help others according to this passage? (3)

What do most people go to Africa to do ? (设计意图：通过练习检测学生对词组及动词不定式的掌握情况在这里我首先让学生们阅读表格中词语，明确每个单词的意思，为进行填词做好准备。然后通读全文，理解短文大意，逐句进行分析推敲，确定空格处的意思，并尝试用空格中的单词填空。

最后，通读一遍短文，进行综合理解，看短文内容是否通顺，合理。交给学生具体的做题策略减轻了难度提高了正确率。通过回答问题加深学生

对文章的理解)

Step 4 Task reading How often do you help others? Here is a story of Luck Cameron. Luck had a good friend called Jack.It was unlucky that Jack died from cancer（癌症）one year ago. After that Luck began to do at least a good thing for people every day . He helped the old man cross the streets,bought gifts for some kids on their birthdays and gave out food to the poor people at MacDnald’s ,and even paid for a stranger’s petrol(汽油）.He said he spend about 4700 dollars on good things last year. “in these days ,we usually think about ourselves and forget to think about others ”In fact we are too selfish (自私）. We should help others and it can make our world more beautiful and warmer. Nothing is better for me than to help others. Luck said to the reports happily. Luck starts a website called thegooddeeddairy.com. He write down every good thing he does on the website. Luck now has over 12,000 followers on his Facebook page. They all want to help others like Lucks. What a warm-hearted man Luck Cameron is. Exercise (1,2完成句子3.回答问题4找出主旨句5英译汉）

1.After his friend-Jack________ one year ago, Luck Cameron began to do good things for people. 2.Luck helped the old men cross the streets and________ food to the poor people. 3.How much did Luck Cameron spend on good things last year ________________________ 4.______________________________________________

5.______________________________________________ （设计意图：在这里加入一个任务型阅读检测学生的阅读能力把听说读写结合起来提高学生的综合能力） Step5 Let's discuss and report

Summer vocation is coming ,what’s your plan?Ask and answer in group “What do you want to do to help others?”

Group leader takes down the notes then gives a report like this: In our group, I’d like to... xx hopes to xx plans to xx expects to xx volunteers to ......

We like to help others because... （设计意图：输出环节注重基础以小组合作采访报道的形式汇报自己愿意怎样帮助他人全班每个人都有发言增强每个人的成就感）

Step 6 Let's summary

1. Review some phrases

2. The using of “to do”

动词不定式作宾语，宾语补足语，目的状语及常见结构。 3. show the sign of volunteer on the blackboard and lead students to think about why we should help others? and how can we help others?And then show the song We are the world,we are the children 天下一家,我们都是上帝的孩子

We are the one to make a brighter day 我们要创造光辉灿烂的明天

So let's start giving所以现在我们就要付出There's a chance we're taking这是我们的选择

We're taking all our lives 我们在付出我们的生命

It's true we make it a brighter day just you and me 要创造一个更美好的世界,要靠你和我. 大家一起歌唱歌曲“we are the world”加深印象。 Step 7 Homework

分小组探究动词不定式的其他功能：

Group1-2：动词不定式作主语 Group3-4：动词不定式作定语

Group5-6：动词不定式作表语 Group7-8：动词不定式作原因/结果状语 板书设计： Unit 2 I’ll help to clean up the city parks. Grammar 4a-4c 动词的基本功能

1.动词不定式用作宾语

(v. + to do )

宾语----动作的接受者 2.动词不定式用作宾语补足语：(v. + sb. + to do )

宾语补足语--对宾语加以补充说明的文字

3.用作目的状语 六、教学评价设计

1. 评价内容：

课程结束后，教师对本节课的内容和目标完成情况进行总结，让学生在评价表中进行自我评价（知识评价和态度评价）以及小组成员之间进行互评，课后教师对学生的学习过程给出评价反馈，并对自己的教学过程进行反思，不断优化自己的教学过程。具体的评价内容如下：

（1）知识掌握情况：掌握了重点短语，并能掌握动词不定式做宾语、宾语补足语和目的状语的用法。

（2）知识应用：能利用所学和同伴进行相关志愿活动的对话。

（3）学习参与情况：积极参加小组活动，并能注意吸收其他同学解答问题的正确方法，找出其他同学解答中的错误，积极参与协作。

（4）表现情况：积极思考，课堂上和小组内发言，表现积极对小组有贡献。

（5）临场机智：学生现场表现出来的灵活性、创造性和对学习场景的适应性。

2.评价方法：

序

分数分数等级

值

25 A(80%-100%) B(60%-80%) C60%及以下

号

评价指标

1 2 3 4 5 6 对重点短语的掌握情况

对动词不定式的的应用的掌握情况

25 学习参与情况

课堂表现情况

临场反应情况

总体评价及改进措施：

20 20 10