英語(yǔ)人教版八年級(jí)下冊(cè)Unit 2 Section A (1a---2d).doc

Unit2 SectionA（1a-2d） 課型1 Listening and Speaking (Section A 1a-2d)1.0 Teaching Analysis教情分析 1.1 Teaching Objectives 教學(xué)目標(biāo)1.1.1 Language goals 語(yǔ)言目標(biāo)1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: cheer, cheer sb. up, give out, clean up, come up with, two weeks from now, put off, sign, notice, make some notices, hand out, call up, help out with sth., used to be, care for, one day1.1.1.1.2 For comprehending: work outside, volunteer, in an after-school study program, visit sick kids, at the food bank, make a plan1.1.1.2 Sentence Structures1) I hope to work outside. 2) You could help to clean up the city parks. 3) The girl could visit the sick kids in the hospital to cheer them up. 4) We need to come up with a plan for the City Park Clean-Up Day.5) Lets have lunch first. 6) They told me stories about the past and how things used to be.1.1.1.3 Grammar Focus1) The girl could visit the sick kids in the hospital to cheer them up. (情態(tài)動(dòng)詞could表示建議 )2) I hope to work outside. （動(dòng)詞不定式做賓語(yǔ)）3) The girl could volunteer in an after-school study program to teach kids. (動(dòng)詞不定式做狀語(yǔ)表目的)1.1.2 Ability goals 能力目標(biāo)1.1.2.1 教會(huì)學(xué)生使用could提供建議，用“動(dòng)詞不定式”談?wù)撊绾螏椭恕?.1.2.2 幫助學(xué)生積累豐富與志愿服務(wù)相關(guān)的話題詞匯、語(yǔ)塊和句子表達(dá)。1.1.2.3 引導(dǎo)學(xué)生學(xué)習(xí)利用非聽力因素（如：圖片、題干信息等），提高聽力效率。1.1.3 Emotional goals 情感目標(biāo)鼓勵(lì)學(xué)生主動(dòng)利用課余時(shí)間，幫助需要幫助的人，在幫助他人的過(guò)程中，學(xué)會(huì)與人合作，克服困難。1.2 Important and difficult teaching points教學(xué)重難點(diǎn)1.2.1 教會(huì)學(xué)生用could提供建議。1.2.2 教會(huì)學(xué)生用“動(dòng)詞不定式”談?wù)撊绾螏椭恕?.2.3 引導(dǎo)學(xué)生提高聽力策略。2.0 Student analysis學(xué)情分析2.1 Fundamental State基本情況隨著全球經(jīng)濟(jì)的快速發(fā)展，物質(zhì)生活的顯著提高，人們已不再單一地追求物質(zhì)生活的享受，而更多地關(guān)注自身價(jià)值的實(shí)現(xiàn)。服務(wù)他人已成為現(xiàn)代社會(huì)的一種主流文化，21世紀(jì)的中學(xué)生對(duì)于志愿服務(wù)這一社會(huì)現(xiàn)象也并不感到陌生，并且有較強(qiáng)的參與熱情。本單元的中心話題為志愿與慈善，因此，教師可以從如何在校園內(nèi)相互幫助引入，引導(dǎo)學(xué)生探討如何在社會(huì)中服務(wù)他人，傳播正能力，為后續(xù)課時(shí)話題做好鋪墊。與此同時(shí)，教師應(yīng)充分給予學(xué)生個(gè)性表達(dá)，合作交流的機(jī)會(huì)，從而拓展學(xué)生思維，激發(fā)學(xué)生參與到更多的志愿活動(dòng)中，并從中收獲感動(dòng)與幸福。2.2 Knowledge Reserve知識(shí)儲(chǔ)備本單元教學(xué)為八年級(jí)下冊(cè)內(nèi)容。通過(guò)一年半的學(xué)習(xí)和積累，學(xué)生積累了一定的詞匯量，接觸到了常見的話題和功能項(xiàng)目。特別是通過(guò)Book 8A Unit 5 Do you want to watch a game show?中話題和功能項(xiàng)目的學(xué)習(xí)，學(xué)生基本知道如何使用動(dòng)詞不定式來(lái)談?wù)撘庠?，為本課談?wù)撊绾螏椭说於酥R(shí)基礎(chǔ)。2.3 Class data本班實(shí)際本班學(xué)生對(duì)參與志愿服務(wù)的社會(huì)意義有正確的認(rèn)識(shí)且有較強(qiáng)的參與熱情，但對(duì)于志愿工作的具體方式，如何平衡學(xué)習(xí)與志愿工作等方面仍有待教師引導(dǎo)。本課時(shí)談?wù)揾ow to offer help, 話題貼近學(xué)生真實(shí)生活，內(nèi)容開放，教師應(yīng)積極創(chuàng)設(shè)情境，組織師生互動(dòng)，生生討論，引導(dǎo)學(xué)生大開腦洞，暢所欲言。必要時(shí)，教師可以以自身的志愿者經(jīng)歷為例，給學(xué)生進(jìn)行話題討論的范式。3.0 Teaching methods教法建議3.1 Situational teaching approach情景教學(xué)法3.2 Communicative approach交際法3.3 Discussion method 討論法4.0 教學(xué)輔助 blackboard and chalk, computer or iPad, projector, flashcard, DVD5.0 Teaching procedures 教學(xué)進(jìn)程5.1 Leading-in and warming-up 引入與激趣活動(dòng)Greet Ss and present some pictures to ask Ss to guess who they are, what they do and why they do that. T may guide the students to focus their attention on “what”and “why”questions. 5.2 New points input 新知輸入(貼標(biāo)簽)5.2.1 Language presentationHelping others can bring ourselves happiness. So T can ask questions like “Did you work as a volunteer?” “What do you want to do as a volunteer?” T can give Ss opportunity to increase their vocabulary and to introduce the target language. Next, T can ask other Ss to give some advice by using the sentence structure “You could ” Then T writes the new sentence structure and phrases on the Bd: “You could visit the sick kids/ give out food/ help to”.5.2.2 Activity 1a5.2.2.1 First, the picture in 1a shows a poster which calls on people to volunteer today. Two young people are talking about what kind of work they are going to do. T can get Ss to work in groups and talk about other ways they could help people. Remind the Ss to use the key sentence pattern, “I hope to ”, “You could ”. 5.2.2.2 Invite different groups of Ss to share their ways of helping people with all the classmates. Encourage creative ideas. After sharing, get Ss to open their books and look at 1a on Page 9. Ask Ss to write down the ways in 1a. 5.2.2.3 Read the conversation in 1a and try to help Ss understand its Chinese meanings.5.3 Listening practice 聽力訓(xùn)練 5.3.1 Activity 1b-1c5.3.1.1 Pre-listening. Get Ss to read the sentences in 1b and make predictions like how many people are talking in the conversation, what they are talking about. 5.3.1.2 While-listening. Listening for gist. Remind the Ss they are going to hear four conversations. Tell the students they should find out the order. Play the recording for Ss, and have them compare their answers in pairs. 5.3.1.3 The answers to 1b: 3, 2, 4, 15.3.1.4 Post-listening. To help Ss use the target language in natural speech, T presents some pictures and have Ss work in pairs to practice the conversation according to different situations.5.3.2 Activity 2a, 2b, 2c 2a and 2b give Ss listening practice with the target language.5.3.2.1 Pre-listening. T can guide Ss to have a discussion about what they can do for City Park Clean-Up day. T can write down their suggestions on the blackboard. Then call Ss attention to the picture and have the Ss make a prediction about in how many ways they are planning a City Park Clean-Up Day. 5.3.2.2 While-listening. Play the recording for the first time and do activity 2a.The answers to 2a: b, c, e5.3.2.3 Play the recording again and do activity 2b.The answers to 2b: 1,come up with 2, put off 3, put up 4, hand; out 5, call upIf Ss give some incorrect answers, T can play the recording again.5.3.2.4 Post-listening. In the post-listening stage, T can ask Ss to role-play the conversation in 2b. Ss can write down the key information on small flash cards.5.4 Oral Output 口語(yǔ)輸出 Activity 2d Talk about the experience of volunteering in an old peoples home. 5.4.1 T can ask several questions to help Ss to understand the whole conversation. Q1: Who plans to work in an old peoples home this summer?Q2: What things did the old people ask Tom to do?Q3: How do a lot of old people feel?Q4: What should we do to help old people?5.4.2 Get Ss to share their answers and check the answers together.5.4.3 T can play the recording for Ss to listen and repeat. Read the conversation in roles between Helen and Tom.5.4.4 Ask Ss to practice several times in different roles and ask pairs to act out their own conversations or role-play the conversation only. T can encourage Ss to personalize the conversations.5.5 Sentence Interpretation 難句理解5.5.1 I hope to work outside. 我希望在室外工作。hope to do sth. “希望做某事”，動(dòng)詞不定式做hope 的賓語(yǔ)。5.5.2 You could help to clean up the city parks. 你可以幫忙清潔城市公園。情態(tài)動(dòng)詞could 表示給出建議，此時(shí)could并不表示過(guò)去，而是表示一種更委婉的語(yǔ)氣，意為“可以”。5.5.3 The girl could visit the sick kids in the hospital to cheer them up.這個(gè)女孩可以探望醫(yī)院生病的小朋友 ，使他們振奮起來(lái)。動(dòng)詞不定式to cheer them up 做狀語(yǔ)，表示目的。5.5.4 They told me stories about the past