Section A Grammar focus 3a—3c优质教案设计

Unit 2

The 1st period

Ⅰ．

Teaching Aims and Demands 1. Knowledge aims （1）

Key Vocabulary clean up, hunger, homeless, cheer up, give out, volunteer, food, bank clean-up, sign, put off, set up, establish, come up with （2）

Target Language I’d like to work outside．

You could give out food at a food bank．

I’ll help clean up the city parks．

We need to come up with a plan. 2. Ability aims

（1）Train the students to express offering to help with the target language．

（2）Train the students’ listening skill．

(3 ) Train the students to use the new phrasal verbs 3. Moral aim Offer help to the others as much as possible．Make them know “ Giving is better than receiving”.

Ⅱ．

Teaching Key Points 1. Listening practice with target language．

2. Make communications with target language．

3. How to use the phrasal verbs．

4. 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 to help with target language．

3. Make communications with target language．

Ⅳ．

Teaching Methods

1.Teaching by giving sample sentences and making up sentences.

2. pair-work 3. task-based activity

Ⅴ．

Teaching Aids 1. A tape recorder 2. Ppt. Procedures

Step 1 Lead-in

Do you know the sentence “ Giving is better than receiving” ? Have you heard of Uncle Lei Feng? He always volunteered his time to help other people. He gave out his money he saved to homeless persons, helped to fix up cars and so on. He set a good example for us. Now look at these picture . What should we do for them? 1. They are homeless and hungry.

2. They can’t afford to pay for their education.

Do you want to be a volunteer to solve the problems.

Look at these pictures, there are many ways to help people 1.You could help clean up the city parks 2.You could cheer up the old people. Step 2 1a Group-work

Look at the bulletin board on page 60 and read about ways by which you could help people. Then list other ways you could help people. 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 3 1b listen and complete the sentence. Call the students’ attention to the sentences in the box in Activity lb．

Ask students to read the sentences by themselves. Explain any new words and phrases in it．

Make sure that all the students can understand the meanings of the eight items．

Ask them to listen carefully and fill in the blanks. Listen again and check the answers. Step 4 pair-work 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 using the information in 1b．

Encourage them to make up new drills. Step 5. 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．

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 6 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 7. 2c Role play

Lei Feng Day is two weeks from now. We need to come up with a plan. What would you like to do? Talk with your partner and come up with a plan Ask one or two pairs to say their conversations to the class．

Step 8 Oral practice The Olympics is coming. If you are a volunteer , what will you do?

Step 9 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 10 Homework Write down the essay “I am a volunteer of Olympics”

Blackboard Design Unit 2 I’ll help clean up the city parks

1. vocabulary cheer up I’d like ---- clean up homeless You could --- give out hunger I’ll ---- put off establish set up advertisement think out

The 2nd Period

Ⅰ．

Teaching Aims and Demands 1.owledge 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 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 underline 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．

Step Ⅲ 3b fill the results of their discussions in the blanks．

Ask several pairs to report their answers to the class．

Answers will vary but should show a sense of volunteering as well as a relationship to the skill．

They may give answers in completely sentences orally but write in phrases．

Step Ⅳ 3c Ask a pair of the students to model the sample conversation first．

Write the conversation on the blackboard．

Model for the rest of the class．

Then let the whole class practice in pairs．

Remind them to use the sample conversation, but replace the words loves and skills．

Move around the classroom while they are working, checking the progress and offering help as necessary．

Ask two or three pairs to share their conversations to the class．

Step Ⅴ Part 4 Get the students to write down their own answers individually．

As students write, move around the room helping with vocabulary if necessary．

Show some pictures of volunteers’ work to remind them as well．

Ask several to read their things they like to do to the class．

Then work in pairs and give each other suggestions about what volunteer work you could do with those interests．

Ask a pair to model the sample conversation before they begin to practice．

Get students to practice in pairs．

After all of them have finished writing, ask one or two pairs to share their conversations to the class．

Step Ⅵ Summary In this class, we’ve learned more about the volunteers and their work．

And we’ve done much oral and written practice on volunteer work with target language．

Step Ⅶ Homework

1. Write a conversation like the sample on in Activity 3c．

2. Write a conversation like the sample one in Activity 4．

Step Ⅷ Blackboard Design Unit 2 I’ll help clean up the city parks．

Section A The Second Period Target language: 1. I’d like to join the school volunteer project, but I’m not sure what I should do．

What do you like doing? I love playing football．

Well, you could help coach a football team for little kids．

2. I like to read about Chinese history．

What kind of volunteer work do you think I could do? You could start a Chinese History Club．

The 3rd 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，call up, hand out, call-in（=phone in）, strategy, work out. （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．If you get in trouble in your volunteer work, go to the people around you to ask for help. 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, ppt. Ⅵ. Teaching Procedures Step I Revision Check the homework and important drills and phrases have learned alreasy. Step Ⅱ 1a 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．

Ask students to match the sentences with similar meanings．

Say, Now match the numbered sentences with the lettered sentences in the box．

Step Ⅲ 1b

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．

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 Ⅵ 2a 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 and 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．

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．

Step Ⅴ 2b 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 write 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．

Step Ⅵ 2c pair-work Work in groups and make dialogues use the information from 2a and 2b. Ask a pair of the students to read the model conversation．

Then let them practice their own conversations in pairs．

Ask several pairs to share their conversations with the class．

Step Ⅶ 3a 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? Let’s 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 Ⅷ 3b 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．

After they all finish writing, ask a few students to give their answers.

Part 4 Let’s 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．

Let them practice for a while．

Then ask each group to make their presentations Homework 1. Make one sentence with each of the phrasal verbs below, call up, hand out, work out, run out, set up fix up．

Blackboard design

Unit 2 Section B Vocabulary Target language: fix up My bike is broken. I have it fixed up A : What do you do, Jimmy? give away -------------- B:I fix up bikes and give them awa take after ----------------------

run out of ----------------------

The 4th Period

Ⅰ.Teaching Aims and Demands 1.Knowledge Objects （1）Using these phrasal verbs correctly．

give away, take after, come up with, give out, hang out （2）

Writing an article using the notes given 2.Ability Objects （1）

Train the students to use the phrasal verbs．

give away, take after, come up with, give out and hang out．

（2）Train students’ writing skill．

3. Moral Object What do you want to be in the future? Try to come up with an idea to get much volunteer experience．

It will be good for both you and the others．

Ⅱ.Teaching Key Points 1.Help the students have a self check on the key words and target language of this unit．

2.Practice using the phrasal verbs give away, take after come up with, give out and hang out．

3.Direct the students to write an article according to the notes given．

Ⅲ．

Teaching Difficult Points 1.The students make sentences with the phrasal verbs．

2.Write the article with the notes given．

Ⅳ.Teaching Methods 1. Teaching by providing sample sentences 2. Teaching by providing sample article Ⅴ．

Teaching Aid a picture of a woman Ⅵ．

Teaching Procedures Step I Revision

1.Check the homework by asking the children to show their sentences．

Ask some to share their sentences with the class．

2.Dictate some new words on page 64 Step Ⅱ Part 1

First let’s fill in the blanks．

Look at the words given in the box．

They are all phrasal verbs．

Do you know the meaning of each phrasal verb? Help solve the problems．

Do some explanation if necessary．

Ask each student to make new sentences and write down on exercise book . Move around the room as they write, offering help as needed．

Try to remember the common mistakes they may make．After they are finished, ask five different students to read their answers to the class．

Correct any mistakes they may have made, especially the verb forms．

Encourage the other students to point out their mistakes and help correct them．

Point out the common mistakes they may have made at last．

After checking the answers together, ask the whole class to check the answers in pairs, exchanging their books and have a careful check．

Point out their partner’s mistakes and help correct them

Let the students read the five sentences loudly several times after making sure they all have got right answers．

Ask some students to share their sentences to the class by reading their sentences to the class．

Correct any mistakes they may have made．

Ask all the children to hand in their papers Step III. Part 2

We’ll have to write an article using the notes in the box．

The article will tell what happens to Sally．

At first, let’s see the first sample sentence given in the book．

Ask a student to read the sentence．

Tell them to note how the writer combined these phrases into one sentence．

Then tell the students to try to say out the next sentence．

Let them think for a while first．

Then ask several children to say their sentences．

Then go on with the third sentence, then the fourth one.

After combining the phrases into sentences orally, tell the students to put all the sentences together to write an article by themselves．

Tell them to go on writing after the first sample sentence on their books．

Move around the classroom．

Note to remember whose articles are very successful and whose have some mistakes．

Then ask some students who have written successfully to read theirs．

At last, the teacher reads the sample article in the teacher’s book to the class, showing a picture in which a young woman is singing．

Ask the students to rewrite their articles to make the article perfect after class．

Step Ⅳ Just for Fun!

Look at the pictures and encourage students to make a story . They can continue story

For example,

A: I’ve been trying to cheer him up for twenty minutes. He won’t stop crying. Hi ! Why are crying? What makes you so sad?

B: I’m not sad. I’m crying because of the onions.

A: Next time you’d better cut them in water.

B: Thank you. I’ll have a try next time.

Some days later A: Does it help to cut the onions in water? B: Yes, I don’t cry any more. But I can’t stay for a long time. I can’t breathe.

Step Ⅴ Homework 1．

Revise all the language points in this unit．

2．

Finish off the exercises on pages 32～34 of the workbook．

3．

Make another more sentence with each phrasal verbs below, give away, take after, come up with, give out, hang out．

4．

Rewrite the article．

Blackboard design

Unit 2 I’ll help clean up the city parks．

Self check Answers to Activity 1: 1. give out 2．

came up with 3. gave away 4．

hang out 5. takes after Some sample sentences to Activity 1:

1. Jimmy gives away old bikes to children who don’t have bikes．

2. Tom takes after his uncle．

3. The boy has come up with a good plan to enjoy his holiday,

4..The volunteers are giving out the advertisements now．

5. Ladies always like hanging out at the shops on weekends．

The 5th Period

Reading: I’ll send you a photo of lucky.

Ⅰ．

Teaching Aims and Demands 1．

Knowledge Objects （1）

Key Vocabulary set up , cheer up, run out of , help out, and so on．

（2）

Text 2．

Ability Objects Train students’ ability of identify main idea．

Train students’ ability of understanding words in context．

Train students’ ability of reading for special information．

3.Moral Object Helping the disabled people is necessary and we should support the me or organization. Ⅱ．

Teaching Key Points 1. Key vocabulary．

2. Read the text to identify main idea．

3. Read the text to understand words in context．

4. Read the text for special information．

Ⅲ．

Teaching Difficult Points 1. Train students’ reading skill．

2. Train students’ writing skill．

Ⅳ．

Teaching Procedures Step Ⅰ Part 1 At present there are many ways to communicate to our friends. If you want to tell some to your friends , what way will you use ? Talk about it in groups . Such as sending e-mails, telephoning or sending letters. Ask some groups to show their ways How do we write a letter, pay attention to form. Step 2 Reading. While you read , if you don’t understand a word or phrase in English, ask yourself what part of speech it is. It might be a noun, a verb or a preposition, for example. Read the first time to find out the new words and difficult.

Read again finish the exercise 3a

Read the third time find some phrasal verbs and make up new sentences to finish exercise 3b. Use information in the letter to make true sentences by matching the different parts. Step 3 Writing

Ask the students to read the article again and try to reply the letter in some ways like offering to help her more , saying why you are able to help or say what you could do to help. Ask them to talk about it in groups and the write it down. Homework

1. Reserve the important drills and phrasal verbs

2. preview the new unit