Section A 2d—3cPPT专用教学设计内容

Unit 2 I’ll help to clean up the city parks. Section A 1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely,

能掌握以下句型：

① You could help to clean up the city parks.

② We should listen to them and care for them. 2) 能了解以下语法：

情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。如何表达主动提供帮助。

2. 情感态度价值观目标：

在授课过程中渗透助人就是助己，助人收获快乐的情感目标，使学生在谈论如何为别人提供帮助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。

二、教学重难点

1. 教学重点：

1) 掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely

2) 学会提供帮助的基本句型：

I’d like to work outside.

I’ll help clean the city park.

You could give out food at a food bank. 2. 教学难点：

学会提供帮助的基本句型

三、教学过程

Step 1 New words 1. city

n.

城市

e.g. The library is in the north of the city. 图书馆在城市的北部。

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2. notice n. 公告牌；通告；布告

e.g. Please read the list on the notice board. 请读公告板上的名单。

3. sign

n.

标志；信号

e.g. Look around, we could see no sign of life.

环顾四围，我们看不出一点生命的迹象。

4. volunteer v. 义务劳动，自愿做

volunteer to do sth. 义务自愿做某事

e.g. Many people volunteer to work on the farm. 很多人志愿到农场去工作。

5. clean up

打扫；清除

e.g. The students take turns to clean up their campus.

学生们轮流打扫校园。

6. give out

分发；散发

e.g. Please help me give out food. 请帮我将吃的发下去。

7. cheer

v.

欢呼; 喝彩

e.g. Cheer up. The news isn’t too bad. 振作起来，消息还不算太坏。

8. lonely adj.

孤独的；寂寞的

e.g. I don’t feel lonely because I made new friends here.

我不觉得孤独因为我交了新朋友。

9. used to 曾经，

过去

e.g. Jack used to be short, but now he’s tall. 杰克过去很矮，但现在高了。

Step 2 Warming up 1. 根据图片内容填空。

2. 播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。

T: Who are they? S：They’re volunteers. They usually volunteer to help others.

T: How could we help people? S1: We could clean up the parks S2: We could help sick people in the hospital. S3: We could help plant trees.

…

Step 3 Discussion 1. 1a. Look at the ways you could help others. Then list other ways.

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2. Ss discuss with their partners and write the ways one could help others:

① Help to plant trees by the river.

② Help to clean up the city park.

③

Visit the old people in the old people’s home.

④ Help young kids to learn English.

Step 4 Listening

1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.

2. 1b. Play the recording for the Ss to listen and number the ways the boy and girl could help others.

___ The girl could visit the sick kids in the hospital to cheer them up.

___ The boy could give out food at the food bank.

___ The girl could volunteer in an after-school study program to teach kids. ___ The boy could help to clean up the city parks.

(Key: 3, 2, 4, 1) Step 5 Pair work

1. Let Ss read the conversation in the picture.

2. 1c. Use the information in the chart of 1b to make other conversations.

A: I hope to work outside.

B: You could help to clean up the city parks.

……

3. Let some pairs act out their conversations.

Step 6 Listening

1. 2a:

T: A group of students are planning a City Park Clean-up Day. Listen and check (√) the things they are going to do to tell people about it.

1. Look at the pictures in 2a. Discuss the things they are going to do.

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2. Play the recording for the Ss to listen and check the pictures.

3. Play the recording again to check the answers. Answers: b, c, e 2. 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss.

Make sure they know what to do.

2. Play the recording for the Ss to write the correct words in the blanks.

1. We need to _____ ___ ____ a plan to tell people about the city park clean- up.

2. Clean-up Day is only two weeks

from now. We can’t ___ ___ making a plan.

3. We could ___ ___ signs.

4. Let’s make some notices, too. Then I’ll ____ them ____ after school.

5. We could each ____ ___ 10 students and ask them to come.

3. Play the recording again to check the answers.

Answers:

1. come up with 2. put off

3. put up

4. hand, out

5. call up

Step 7 Pair work

1. 2c. Tell Ss to make a conversation using the information in 2a and 2b.

2. Let one pair to read out their conversation first.

e.g.

A: We need to come up with a plan for the City Park Clean-Up Day.

B: Let’s have lunch first.

A: No, we need to start now. Clean-Up Day is only two weeks from now.

B: You’re right. We can’t put off making a plan. As we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

A: Let’s make some notices, too. Then I’ll hand them out after school.

B: And we could each call up ten students and ask them to come.

3. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Step 8 Reading and Role-play

1. Read the conversations and answer the two questions:

①

Where’s Helen going to work this summer?

__________________________________

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② What did Tom do to help the old people?

____________________________________

Answers:She’s going to work in an old people’s home.

Reading the newspaper or just talking to the old people. 2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Step 9 Language points 1. Visit sick children in the hospital.

1) sick和ill两个形容词都有“生病的”意思，在用法上有一些相同的地方，有时可以互换，但仍有许多不同之处。两者最大的区别在于当ill作“生病的”之意解时，多与系动词be, feel, become, fall, get, be taken等搭配，用作表语，较少用在名词前面作定语。

e.g. Dave was so ill that he had to stay in bed for a month at least.

戴夫病的厉害，至少需要卧床一个月。

当用在名词前作定语表达“生病的”意思时，人们更多使用sick。

e.g. Diana spent months looking after her sick mother.

戴安娜花数月照顾她生病的母亲。

2) 此处in the hospital意为

“住院”，是美语用法。在英国，人们则多说in hospital。与之相类似的还有: go to the hospital和go to hospital。

2. They told me stories about the past and how things used to be.

used to 过去……；过去常常……

e.g. I used to live in London. 我曾经住在伦敦。

We’re eating out more often than we used to.

我们最近外出吃饭的次数比以前要高出许多。

used to的否定结构多为didn’t use to。人们也说used not to, 我们也可用never来强调否定used to。

e.g. They never used to ask where I’d been.

他们过去对我去了哪里从不过问。

在问句中，人们习惯用did…use to结构。

e.g. Did you use to study in this building?

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你过去就曾在这栋楼里学习吗？

3. Yeah, a lot of old people are lonely. lonely adj. 孤独的；寂寞的指精神上感觉孤独、寂寞。

e.g. In the new city, the old man feels lonely. 在这个新城市，老人觉得很孤独。

4. We need to come up with a plan for the City Park Clean-up Day.

need 用作实义动词，有“必要”、“必需”之意，有人称、数和时态的变化，可以接名词、代词、动名词或带to的动词不定式作宾语。

e.g. The man needs an English dictionary when he works.

这个人在工作时需要一本英语词典。

Do you need to see him yourself?

你必需亲自见他吗？

clean up意为“打扫；清理”。但如果在clean和up间加个连字符号, 它就是名词了, 意为“扫除”。

e.g. You must give your classroom a good clean-up.你必须对教室进行彻底地打扫。

come up with

提出（观点，看法）。

e.g. He has come up with a great idea.

他想出了一个绝好的办法。

I came up with a better plan to help him. 我提供了一个更换的计划来帮助他。

Step 10 Exercises Ⅰ. 根据语境，从方框中选择恰当的单词填空，有的需要变换形式。

cheer, volunteer, sign, lonely, notice 1. —Hao Lei is a great boy! —Yeah! He always ________ to help others in his free time. 2. Those road ________ tell people how to get to Green Park. 3. He always feels ________ because he has no friends. 4. We are putting up ________ to tell people there will be a book sale next week. 5. —There is a soccer game in Center Sports Club in the afternoon. —Great! Let’s go to ________ for our favorite players.

Ⅱ. 根据语境，从方框中选择恰当的短语填空，有的需要变换形式。

clean up, used to, put off, care for, hand out, call up 1. I don’t know why they are going to ____________ having the meeting.

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2. Lisa, ____________ your grandma, or (否则) she will worry about you. 3. Last Sunday, our teacher organized all the students to ____________ the park. 4. My father ____________ be thin, but now he is fat. 5. —Hey, Jack. Help Ms. Jones to ____________ the papers. —All right. 6. He thanked the nurse for ____________ him when he was ill in hospital. Keys: Ⅰ. 1. volunteers 2. signs 3. lonely 4. notices 5. cheer Ⅱ. 1. put off 2. call up 3. clean up 4. used to

5. hand out 6. caring for Homework:

Write three conversations about your discussions with your classmates.

A: I’d like to help the old.

What could I do?

B: You could give them medical service.

Section A 2 (3a-3c) 一、教学目标：

1. 语言知识目标：

1)

学习掌握下列词汇：several,

feeling,

satisfaction,

joy,

owner,

journey

2）

阅读短文，能按要求找到相应的信息。

3）

通过阅读提高学生们的阅读能力。

4)

了解世界各地的学生们都进行哪些志愿活动。

2. 情感态度价值观目标：

使学生在谈论如何为别人提供帮助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。

二、教学重难点

1. 教学重点：

1) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。

2. 教学难点：

1)

阅读短文，获得相关的信息的能力。

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2)

理解并运用所学的词汇及表达方式。

三、教学过程

Step 1 Revision 1. Write down the phrases. 1. 打扫

________

2. 分发

________ 3. 曾经

_______

4. （使）变得高兴

________ 5. 义务做某事

_________________ 6. 大打扫日

______________ 7. 想出主意（办法）____________ Answers: clean up, give out, used to, cheer up, volunteer to do sth. Clean-Up Day, come up with 2. Role-play A: Hi, Tom. I’m making some plans to work in an old people’s home this summer.

B: Really? I did that last summer!

……

Step 2 New words

1. several

pron. adj. (=some) 几个；数个；一些

2. feeling n.

感触；感觉；感情；

feel (v.) + ing

feeling e.g. He had to lower his voice to control his feeling.

他不得不压低声音来控制自己的感情。

3. satisfaction n.

满足；满意

e.g. Looking at a beautiful painting always gives one satisfaction. 观看一幅美丽的图画总会使人心满意足。

4. joy n.

高兴；愉快

e.g. It’s difficult to describe my joy in words.

难以用语言来描述我的快乐。

5. owner n.

物主；主人

e.g. They decided to give the cat back to the owner.

他们决定将猫归还它的主人。

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6. journey n.

旅行；旅程

e.g. A thousand-li journey begins with the first step.

千里之行始于足下。

Step 3 Warming up 1. Watch a video and answer the questions. 1. Where did they volunteer to work?

2. What did they do there? 3. What do you usually do on your free time? Would you like to volunteer to do anything for others?

Ss try to answer the questions:

1. They volunteered to work at the old people’s home.

2. They made dumplings for the old people. They cleaned up their rooms. They talked with the old people. They sang and danced for the old people. …

Step 4 Reading

1. 3a:

1. Tell Ss to read the article in 3a quickly and try to find the answers to these questions:

1. What does Mario love?

2. What does Mary love?

3. What do Mario and Mary volunteer to do? Ss read the article quickly and try to answer the questions: 2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。

3. 学生们，按老师指导的方法进行阅读，并快速回答这三个问题。

4. 最后，教师让部分学生回答答案，并校对答案。

Answers: 1. He loves animals.

2. She loves reading books. 3. Mario volunteers at animal hospital and Mary helps kids learn to read.

2. 3b: Read the article again and answer the questions.

1. Why does Mario volunteer to help others?

2. Why does Mary volunteer to help others? 3. What does Mario say about volunteering?

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4. What does Mary say about volunteering?

Answers: 1. Because he believes it can help him to get his future dream job.

2. Because she can do what she loves to do and help others.

3. He gets such a strong feeling of satisfaction when he sees the animals get better and the look of joy on their owners’ face.

4. Volunteering is a dream come true for her. 3. Discussion How do they feel about their volunteering? Do they like volunteering?

How do you know it? 4. 3c

1. 告诉学生们本学习活动的要求：用不定式来完成下列句子。

2. 让学生们读3d中的内容，理解每个句子的大体意思。

3. 根据短文的内容，并恰当的不定式来完成每个句子。

4. 如果不能直接填上，可以再去阅读短文，在相关的内容处，再仔细进行阅读，找到相关信息，并完成句子。

1. Mario would like _____ an animal doctor. 2. Mario works for an animal hospital because he wants ________ about how _______ for animals.

3. Mary decided ________ for a job at an after-school reading program last year. She still works there now _______ kids learn to read. 4. Mary has a dream job because she can do what she loves ____________.

5. Check the answers.

( 1. to be

2. to know, to care

3. to try, to help

4. to do）

6. Group work Now we see being a volunteer is great. Would you like to be a volunteer? What are you good at? What kind of volunteer job would you like to do?

Please plan a volunteer schedule in each group. Step 5 Language points 1. Mario Green and Mary Brown from Riverside High School give up several hours each week to help others.

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He volunteers at an animal hospital every Saturday morning.

以上两句中的each和every是一对近义词，但各自的侧重点不同。

1) 从语义上看，两者都可表示

“每个”，

“一切的”。很多时候，两词可以互换使用，但意思略有差别：

each强调个性，着眼于整体中的个体。例如: Each man has his own name.

每个人都有自己的名字。

Each time you practice, you get better at playing tennis.

每一次你进行网球练习，你都会打的更好。

every强调共性，着眼于整体。例如: I get sick every time I eat seafood. 每次我吃海鲜都会生病。

Every one of your must attend the meeting. 你们每个人都必须参加会议。

2) 从语法上看，each可用形容词和代词，而every只用作形容词：

He gave two to each (person).

Each (school) has its own library.

We have every reason to believe that

the operation will be a success.

我们完全有理由相信手术会取得成功。

every和each用于主语时，谓语均要求单数匹配: Each student was asked the same question. 每个学生都被问了同样的问题。

Every child was dressed in a costume.

所有的孩子都穿了演出服。

3) 两种不可使用each的情况：

切勿将each和almost, nearly及not搭配使用，应用every: Almost every cake was sold. 几乎所有的蛋糕都卖完了。

Not every student went on holiday. 并非每个学生都去度假了。

切勿在否定结构中使用each, 应用none: None of the books are mine. 没有一本书是我的。（不说：Each of thee books are not mine.）

2. …but I want to learn more about how to care for animals.

但是我想学习更多关于

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如何照顾动物的事。

how to care for animals是复合不定式结构，作介词about宾语。相当于：特殊疑问词+ to不定式，构成复合不定式结构。(how he could care for animals). e.g. They don’t know where to build the new house.

=They don’t know where they can build the new house.

他们不知道在哪里可以建新房。

3. I get such a strong feeling of satisfaction when I see the animals get better and the look of joy on their owners’ faces. 当我看到动物们渐好，看到它们主人脸上喜悦的表情时，我产生出那么一种极强的满足感来。

此句中get的两次用法意义各不相同。第一个get的意思是“产生；形成”，为及物动词，常与feeling，idea等词搭配使用。例如：

Do you get the feeling that we’re not welcome here? 你有这里不欢迎我们的感觉吗？

第二个get是系动词，后接形容词，表示体质、情绪、天气等方面的改变，通常译作“变得；成为”。例如：

He got angry with me after that. 4. Last year, she decided to try out for a volunteer after-school reading program.

去年，她决定参加一个课外阅读项目的志愿者选拔。

句中try out for是一个短语动词，意为“报名参加选拔；申请参选（某项活动）为其中一员”。例如：

Why did you decide to try out for the Olympics?

你为什么要报名参选奥运会？

另有短语动词try out, 意为“试验；尝试检验（某种方法或仪器设备的实用性或运作是否正常）”。例如：

They’re trying out a new farming method.

他们正在试验一种新的耕作法。

She enjoys trying out new ways of doing things. 她喜欢尝试各种新的办法来做事情。

5. She still works there once a week to help kids learn to read.

她仍旧在那里一周工作一次帮助孩子们阅读。

to help kids learn to read

不定式短语作目的状语

learn to read是help的宾语

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6. Volunteering here is a dream come true for me. 在这里当志愿者对我来说是梦想成真。

此句中a dream come true表示“梦想成为现实；梦想成真”，是一个常见的表达方式。例如：

I got the latest CD player as a birthday present yesterday. It was just a dream come true. 昨天我收到了一份生日礼物，是那种最新的光碟播放机，真是梦想成真了！

7. I can do what I love to do and help others at the same time.

我可以做我所喜欢的事情，同时还可以帮助他人。

从句what I love to do 在句子中作do的宾语。

Step 6 Exercises

Ⅰ. Fill in the blanks using the words in the box. several, feeling, owner, journey, satisfaction

1. I only want to sleep for _______ minutes. 2. The _______ from London to Oxford takes about an hour and a half.

3. The next morning, the _____ of the house prepared the breakfast for us. 4. He looked at his work with a smile of ________________.

5. She enjoys the ________ of freedom.

Ⅱ. Complete the sentences. 1. My brother wants _______ (be) a pilot. 2. You’ll never learn ________ (ride) a bike if you don’t practice.

3. Mike taught his grandpa how________ (use) the computer. 4. Mr. Smith helped the young man _______ (find) a job.

5. The students decided ________ (work) out the problem by themselves.

6. He volunteers ________ (work) on the farm. Answers: Ⅰ.

several

journey

owner

satisfaction

feeling

Ⅱ.

to be,

to ride,

to use,

to find,

to work,

to work

Homework

Make sentences with these phrases.

help (to) do; want to do; learn to do; decide to do; how to do; volunteer to do Section A 3 (Grammar focus-4c) 一、教学目标：

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1. 语言知识目标：

1)

学习掌握下列词汇：sign, sick, raise, alone

2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）对动词不定式的用法进行归纳总结，掌握其规则。

4) 通过不同方式的练习，来熟练运用本单元出现的词组及动词不定式。

2. 情感态度价值观目标：

使学生在谈论如何为别人提供帮助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。

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 掌握和运用动词不定式的用法。

2. 教学难点：

1)

掌握学过的后面跟不定式做宾语的动词。

2)

掌握动词不定式作不同的句子成份。

三、教学过程

Step 1 Revision

Complete the sentences. Mario and Mary ____ ___ several hours each week __ ____ others. Mario wants __ ___ an animal doctor. He _________ at an animal hospital. He wants __ _____ more about ____ __ care for animals.

Mary is a book lover. She could read by herself __ ___ ____ of four. Last year, she decided __ ___ ___ for a volunteer after-school _______ program. Mary still works there once a week __ ____ kids _____ __ read. Volunteering here is a dream come true for her. She can what she _____ ___ ___and helps others at the same time.

Can you tell something about Mary to us?

Answers: give up, to help, to be, volunteers, to learn, how to, at the age, to try out, reading, to help, learn to, loves to do Step 2 Grammar focus

1. 阅读Grammar Focus中的句子，然后做填空练习。

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①

我想去帮助无家可归的人。

I’d ____ ___ ______ homeless people.

②

你可以请求医院允许你探访儿童并让他们变得更高兴。

You could _____ hospital ___ ____ you visit the kids and cheer them up.

③

他自愿一周去那里一次去帮助孩子们学习读书

She ________ there once a week ____ ______ kids learn to read. ④

他决定参加一个志愿者课后阅读节目的选拔。

She _______ ______ try out for a volunteer after-school reading program.

⑤

马里奥相信这会帮助他获得他的梦想工作。

Mario believes it can help him _____ _____ his future dream job.

⑥

我正在制作一些告示，并将它们张贴于学校里。

I’m making some sings _____ _____ _____ around the school. 2. 学生们根据记忆，看大屏幕来完成填空练习。

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

Step 3

动词不定式用法小结：

观察下列不定式在句中的作用。

1. To see is to believe.

主语，表语

2. Tom wants to see an alien.

宾语

3. My brother got up early to watch the final soccer game on TV.

目的状语

4. He was too excited to say a word.

结果状语

5. The sad movie made us cry.

宾语补主语

6. It is important for us to drink enough water.

真正的主语

1. 做动词宾语。常见动词有would like, want, help, learn, hope, decide, volunteer。

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e.g. We don’t want to spend too much money. 我们不想花费太多钱。

2. 作宾语补足语。常见动词有

ask, want, tell, invite, like, hate。

e.g. Mr. Li asked the students to copy the text. 李老师让学生们抄写课文。

3. 作目的状语。

e.g. Jack turned his head around to look at people.

杰克转过头看向人群。

4. 作后置定语。

e.g. Claire missed a great chance to make a lot of money.

克莱尔错过了一个赚大钱的机会。

5. 动词help及一些役使动词后面常省略to。

e.g. My mother wouldn’t let me go to the movie.

妈妈不会让我去看电影的。

6. It做形式主语，真正的主语为后面的不定式。

e.g. It is important for us to protect the environment. 保护环境对我们来说很重要。

Step 4 Exercise:

Ⅰ. Fill in the blanks. 1. He made me __ (tell) him all the things. 2. Please remember ______ (water) the plants while I’m away.

3. Let’s

(watch) a talk show.

4. What can you expect

(learn) from the news?

5. My parents want me _____

(be) a doctor. 6. I’d like _______ (watch) cartoons at home.

Answers: tell, to water, watch, to learn, to be, to watch Ⅱ. Complete the sentences. 1. Who will _______________ (自愿读) these words for us? 2. The girl often _____ her mother ______ the dishes (帮妈妈洗餐具) on weekends.

3. We ______her ________ (邀请来) to our party.

4. The old man had ______________ (无事可做) every day.

Answers: volunteer to read, helps / do, asked / to come, nothing to do Step 5 New words

Look at the big screen and learn the new words and expressions:

1. raise v.

募集；征集

e.g. They sold something to raise money.

他们卖掉一些东西来募集钱。

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2. alone adj.

adv.

独自；单独

e.g. I don’t like to go out alone at night.

我不喜欢晚上独自一人外出。

辨析：lonely 与

alone

lonely 情感上的孤独，寂寞。

alone

独自一人（单不定感觉寂寞）。

e.g. Linda was alone in the house.

琳达独自一人呆在房子里。

She lives alone and often feels lonely.

她孑然一身，常感到寂寞。

Step 6 Practice

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) 方法指导：首先，先阅读所给的词组，明确每个词组的意思。

其次，通读全句，理解大意；然后，根据句意及句子中上下文意的提示来确定空格处的意思。

3) 同学们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词组，在实际的运用中提高自己的阅读能力、分析能力及综合运用能力。

4) 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释，或作出合理的分析。

Answers: put off; call up; come up with; cheer up; put up; hand out; give out 2. 4b: Fill in the blanks with the correct forms of the verbs in the box. 1) 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。

2) 通读全文，理解短文大意。

3) 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。

4) 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。

5) 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.

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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. Answers: 1: to make; 2: to do; 3: to help; 4: to spend; 5: to visit; 6: to move 3. 4c: Complete the sentences with your own ideas. Use infinitives. 1) 让一名学生读每个句子的内容。告诉学生们用自己的真实想法来完成句子。

2) 可以先让学生们看大屏幕的图片提示，来发表自己的打算。

3) 提示学生们运用正确的动词不定式形式。

4) 让学生们自主发挥，造句子。

(最后，让几名学生说自己的句子，并纠正有错误的地方）

1. I’d like to volunteer _____________________________________________

2. At 12: 00 a.m., I called my friend ____________________________________ 3. I’m very busy but I could help __________________________________

4. Summer vacation is coming. and I want __________________________ 5. I want to travel alone. My parents told me (not) ___________________

Answers: 1: to help kids with their homework.

2: to play soccer together in the afternoon.

3: take the trash out after dinner. 4: to go camping with my friends. 5: not to do that. Homework Make sentences with the phrases below. put up, hand out, call up, cheer up, come up with, give out, put off

Section B 1 (1a-2e)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：repair, fix, give away, wheel, letter, miss, set up, make a difference, blind, deaf, imagine, difficulty, open, door, carry, train, excited, training, kindness, clever, understand, change, disabled

2) 能掌握以下句型：

① I’d like to thank you for giving money to Animal Helpers.

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② I’m sure you know that this group was set up to help disabled people like me.

③ You helped to make it possible for me to have Lucky.

④ Lucky makes a difference to my life.

⑤ I’m only able to have a “dog-helper” because your kindness.

2. 情感态度价值观目标：

了解社会上有很多人需要我们的帮助，奉献爱心并不是要有多么伟大的壮举，而是首先自己要真正拥有一颗“爱心”，如此便可从身边的点点滴滴做起。

二、教学重难点

1. 教学重点：

1)

掌握本课时出现的生词及用法。

2)

进行听力训练，提高综合听说能力。

3）

阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程

Step 1 Warming up and revision 1. Daily greeting.

2. 复习动词不定式的用法，并完成相关任务。

3. Check the homework. Let some Ss report “Who’s the … in class?”

Step 2 Presentation

1. Present the new words on the big screen and learn the new words together.

1) repair

v.

修理；修补

2) fix

v.

安装；使固定

3) give away

赠送；捐赠

4) wheel

n.

车轮；轮子

2. Ss read and try to remember the new words.

3. Work on 1a and match the sentences with the similar meaning.

4. Check the answers with the Ss.

Step 3 Matching Work on 1a

1. Ask one student read the phrases and the nouns. Tell Ss to match the phrasal verbs with the nouns. Then make sentences with the phrases.

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1.

I’ve run out of it.

2.

I take after my mother. 3.

I fixed it up. 4.

I gave it away. a.

I repaired it. b.

I don’t have any more of it.

c.

I am similar to her. d.

I didn’t keep it.

2. Let some Ss come to the blackboard and write down their sentences. Then check together.

3. Check their desk mates’ sentences.

e.g.

1. I gave away my bike to a children’s home.

2. I took after my father.

3. I gave away my old clothes to the poor kid.

4. I ran out of my money last weekend.

5. I fix my bike and give it away.

Step 4 Listening

Work on 1c:

1. Tell Ss to look at the pictures in 1c. Tell them the boy in the pictures is Jimmy. He’s a good boy. He likes to help others. What is he doing now? Listen to the tapes and number the pictures.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures.

3. Check the answers:

Work on 1d:

1. Let Ss read the sentences in 1d first. Tell Ss to listen again and judge the sentences True or False. 1. Jimmy fixes up broken bicycle parts, like wheels.

2. Jimmy sells bikes.

3. Jimmy takes after his mother.

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4. Jimmy has run out of money.

2. Play the recording again for the Ss to listen and judge.

3. Ss listen to the recording carefully and try to judge.

3. Check the answers with the class.

Step 5 Role-play

1. Work in pairs. Role-play a conversation between Jimmy and the reporter. Use the information in 1c and 1d.

2. Let two students make a model for the Ss.

3. Ss practice their conversations

4. Teacher can walk around the classroom, and give some help to the Ss.

Step 6 Warming up 1.

T: Show some pictures of disabled people and their lives, for example, a blind man, some deaf girls. Tell Ss their life may be very difficult. They sometimes need our help.

2. Talk about the dog-helper. What can it do?

e.g. A dog-helper can lead a blind man to many places. It can get the things a man wanted.

Step 7 Reading

Fast Reading 1. T: Now let’s work on 2b. First, let’s read the questions and make sure we know the meanings of all the questions. Then read the passage quickly and find the answers to the questions.

1) Who wrote the letter to Miss Li? Why? 2) What did Miss Li do? 2. Ss read the letter quickly and try to find the answers to the two questions.

3. Check the answers with the class.

Careful Reading

1. T: Now let’s read these sentences about the letter. Read the passage again. Judge if the sentences are True or False. Please underline under the main sentences.

1) The writer can’t use his arms or legs well.

2) Lucky was brought to the writer by his friend.

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3) The owner and the dog have been trained at “Animal helpers” for seven months.

4) A dog-helper is for those who are disabled.

5) Lucky can understand different orders.

2. Ss read the letter again and judge the sentences.

3. Check the answers with the class.

Language points 1) I’d like to thank you for giving money to Animal Helpers.

thank you for doing sth.

因做某事而感谢。

for 是介词，后接名词或的动词用动词ing 形式。

【即学即练】

1. Thanks for ________ (help) us. Thanks for your ______. (help) 2. Old Henry is always worried about _______ (live) alone somewhere . 3. We are interested in _______ (play) basketball. 4. Some children were afraid of _______ (pass) by the old strange tree in such a

dark night. 2) I’m sure you know that this group was set up to help disabled people like me. set up 建起；设立

e.g. A fund will be set up for the dead men’s families.

将为死者家属设立一项基金。

disabled adj.

丧失能力的；有残疾的

dis (否定前缀)

able (能够)

disabled

e.g. He was disabled in the accident.

他在事故中残疾了。

3) You helped to make it possible for me to have Lucky. 此句中make it possible for sb, to do sth. 是一种固定结构，表示“使得某人有可能做某事”。在这个句子中，it仅是一个形式上的宾语，真正的宾语是to do sth. e.g. Mr. Green makes it possible for us to learn English easily and in an

interesting way in his class.

格林先生使我们能够在他的课堂上通过有趣的方式轻松地学习英语。

4) Lucky makes a big difference to my life. make a difference

影响；有作用

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e.g. It would make a big difference to my life.

这会对我的生活产生很大影响。

5) Or imagine you can’t walk or use your hands easily.

imagine

v. n.

想象；设想

e.g. You don’t imagine it is true. 你别想象那是真的。

or在否定句中连接并列的成分。

【即学即练】

He doesn’t like red _____ (and/or) green. His favorite color is blue.

6) …but many people have these difficulties.

difficulty

n. 困难；难题

difficult adj. 困难的

difficulty n. e.g. When you’re in difficulty, ask me for help.

当你遇到困难时，向我求助。

have difficulty (in) doing sth. 做某事有困难

e.g. Jane has difficulties in learning math. Let’s help her.

7) She talked to Animal Helpers about getting me a special trained dog. train v. 训练；培训

train v.

training n. 训练；培训

e.g. I’m training myself for a race.

我正在为赛跑作训练。

Very hard training is necessary.

刻苦训练很必要。

8) I love animals and I was excited about the idea of having a dog. excited

adj. 激动的；兴奋的

辨析：exciting与excited exciting意为“另人兴奋的”，常用于修饰事物；

excited意为“激动的”。

e.g. The boy was too excited to go to sleep. 小男孩太兴奋了，以至于不能入睡。I have some exciting news for you. 我告诉你一些令人兴奋的消息。

【即学即练】

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He felt _______ whenever he watches soccer games.

The soccer game is so _______. 相同的用法

：interesting / interested , relaxing / relaxed, surprising / surprised. terrifying / terrified，

9) Lucky is very clever and understands many English words. clever adj.

聪明的

e.g. It was clever of him to find the way here.

他能找到这儿来真是聪明。

understand

v.

理解；领会

(understood) e.g. This grammar is easy to understand.

这本语法书很容易理解。

10) Thank you again for changing my life.

change

v.

n.

变化；改变

e.g. How did it change his life？

它如何改变他的生活？

2. Ss read and try to remember.

Post reading Work on 2c

1. Now look at the list of words below. Circle the part of the speech of each word and make your own sentences with these words.

1) group (adj.

/ n.

)

___________________________________ 2) disabled (adj. / adv.

)

__________________________________ 3) difference (adv.

/ n.

)

___________________________________ 4) imagine (v.

/ n. )

__________________________________ 5) difficulties (n.

/ adj. )

_________________________________ 6) normal (adv. / adj.

)

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__________________________________ 7). training (adv.

/ n. )

__________________________________ 8) kindness (n.

/ v. )

__________________________________ 2. Let some Ss circle the part of speech.

3. Ss try to make sentences with the words. 4. Let some Ss read their sentences and correct their mistakes.

5. Ss check the sentences with their partners.

Work on 2d

1. Tell Ss that they will use information in the letter to make true sentences by matching the different parts.

2. Ss work by themselves.

3. Check the answers together.

Step 8 Discussion 1. T: 1. In what other ways do you think dogs are able to help people?

2. What other animals can we train to help people?

2. Now talk about it with your partner.

3. Ask some Ss say what they answers.

Homework

1. Read the letter again after school. 2. Write a short story about Ben Smith. Ben Smith is a disabled man. He …

Section B 2 (3a-Self check)

一、教学目标：

1. 语言知识目标：

1) 复习动词不定式的不同用法。掌握生词strong, sir, madam。

2) 能够用英语表述常见的志愿活动，并就自己喜欢的志愿活动发表看法。

3) 能用本单元所学的语言简单表达对自己所喜欢的志愿活动的一些看法。

2. 情感态度价值观目标：

了解社会上有很多人需要我们的帮助，奉献爱心并不是要有多么伟大的壮举，

25

而是首先自己要真正拥有一颗“爱心”，如此便可从身边的点点滴滴做起。明确自己所喜欢的志愿活动，并知道自己能为他人做些什么事情。

二、教学重难点

1. 教学重点：

1) 能运用所学的语言知识来简单地表达自己想做什么样的志愿活动。

2) 总结本单元学到的重点词组及句型。

3) 复习总结动词不定式的用法，并能完成相关练习题。

2. 教学难点：

运用所学的语言知识来写一封简短的信，表达自己想做什么样的志愿活动，以及做些活动的原因及自己的一些想法。

三、教学过程

Step 1 Revision Fill in the blanks with the proper words.

Ben Smith is a ___________ man. He has many __________ in his life. He can’t _____ his _____ or legs well. Some normal things like answering the telephone, ________ and closing the doors, or ________ things are difficult for him. But “Lucky”, the dog-helper, makes ________ to his life. Lucky is a fantastic dog. It’s very ______ and __________ many English words. It can understand him when he gives him order.

Check the answers with the Ss.

Step 2

3a. Look at these kinds of volunteer work. Can you add more? What would you like to do? Discuss it with a partner.

e.g.

Working in an old people’s home

Helping kids in an after-school program Being a guide at a museum

Talk with your partner about what kinds of volunteer work you would do. Step 3 Ask and answer

What would you like to do? Why do you like to do that? Step 4 Writing

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Work on 3b:

1. Let one student write his or her answer to the questions.

2. Using these answers as a model, write a short letter as a model for the Ss.

写作指导：



本文为写自己所喜欢的志愿活动，并说明原因。



因此，人称为第一人称；时态应用一般现在时态；



应先开门见山地表明自己所喜欢的志愿活动。



然后，说明自己所擅长的事情，并表明自己想做这些活动的简单原因。

3. Ss try to write down their answers and write a short letter by themselves.

4. Walk around the class and give any help Ss may need.

5. Let some Ss read their letters and correct them. Step 5 Self Check

Work on Self Check 1:

1. Fill in each blank with a possible verb to make a phrasal verb.

2. Fill in the blanks and try to say the meaning of it.

3. Make a new sentence with each phrase.

Work on Self check 2

1. Tell Ss to read the short passage and fill in the blanks with the appropriate phrasal verbs or infinitives.

2. Tell Ss should try to read the short article first and try to know the main meaning. Then read carefully and try to understand the meaning of each blanks.

3. Ss work and by themselves and try to fill in the blanks.

4. Check the answers with the class.

Step 6 Exercises If time is enough, do some more exercises on big screen.

Homework

Finish the letter or e-mail in 3b, using the useful sentences.

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