最新人教版八年级英语下册Unit 2 单元教案
Unit 2 I’ll help to clean up the city parks.
The first period:New words and phrases
Teaching and Learning Goals：
一、词汇和常用表达：
1. 能争取使用下列词汇(Curriculum words)
volunteer, sign, notice, lonely, several, strong, feeling, satisfaction, joy, owner, journey, raise, alone, repair, broken, wheel, letter, disabled, blind, deaf, imagine, difficulty, open, door, carry, train, excited, training, kindness, lever, understand, change, interest, sir, madam
2. 能争取使用下列常用短语（Useful expressions）
clean up , cheer up, give out, come up with, put off, hand out, call up, used to, care for, try out, fix up, give away, take after, set up, make a difference,
二、技能目标：
听懂“帮助他人，参加社会公益活动”的相关话题及文章；掌握向别人求助或提供帮助的一些句式;掌握短语动词及动词不定式的一些用法。
三、情感教育：学会关注身边的生活环境，关注他人，社会，利用自己的特长为他人、社会做贡献，投身于社会公益活动，增强社会责任感。
Teaching and learning steps
Step 1:Learn to read the words
1. Ask the students to read the words by themselves using the phonetics and underline the difficult words, such as volunteer, satisfaction, journey, imagine...
2. Encourage the students to read the difficult words with their partners.
3. Get two or three students to read all of the words. Ask some other students to correct the pronunciation as possible as they can. If necessary, the teacher corrects them.
4. Read the words after the tape and imitate the pronunciation.
5. The students read the words aloud themselves while the teacher walks around the class to see if the students have any questions.
[操作说明] 首先由学生自己根据音标识读单词，并标划出识读时有困难的单词。鼓励学生以两人一组为单位解决有困难的单词。接着找两三个同学读单词，如果有发音错误，请其他学生先纠正，必要时，教师再更正。然后让学生跟录音读，模仿发音，最后学生再自由，教师解决学生可能遇到的问题。
【设计意图】该步骤能有效培养学生个人识读单词的学习习惯，这是学习单词的重要一步；能培养学生自主、探究和合作学习的能力。
Step 2 : Remember the words
A.Remember some of the words by looking at the pictures and the sentences .
volunteer
1. She is a volunteer (n.). She volunteers(v.) to help others.
sign
2. Look at the sign. It says: No smoking!
notice
3. I notice (v.) a new notice(n.) on the wall .
journey
4. They are having a long journey.
wheel
5. A bike has two wheels.
letter
6. This is a thank-you letter.
blind deaf
Helen Keller is a blind and deaf woman . But she is very great.
open door
7. She is opening the door.
[操作说明] 运用课件、图画和动作等创设语境，让学生直观地理解单词的意思。
【设计意图】利用语句促进理解，加深记忆，培养学生用英语思维的习惯。
B. Remember some of the words by conversion (转换), derivative（派生）and similar meaning.
1．转换
①I want to be a volunteer. (名词) I volunteer to help the old. (动词)
②I notice (动词) a new notice(名词.) on the wall
③Great changes(名词)have taken place in Zaozhuang.Thanks for changing（动词）my life.
④The beautiful pictures interest(动词)me. My brother has many interests(名词)and
hobbies.
2. 派生
①feeling感觉，感触：feel( 感觉)+ing
②satisfaction 满足，满意：satisfy(使高兴)去y +action
③owner物主，主人：own(自己的)+er
④disabled 残疾的：dis+ able(有能力的) +d
⑤difficulty困难：difficult(困难的) +y
⑥excited 激动的：excite(使激动) +d
⑦kindness 仁慈，善良：kind(和蔼的) +ness
3.近义词或近义短语
①several: a few, some
②joy: happiness
③lonely: alone
④repair: fix up
⑤take after: look like
⑥clever: smart
⑦care for: look after; take care of
⑧call up: telephone
⑨give out: hand out
【设计意图】根据构词法(转换、派生和近义词等方法)记忆单词非常有效。英语的词汇无限，英语的词根有限，很多词是通过附加词缀变化而来，或是转换，或是派生而来的。）
C. Remember the phase by matching Column A with Column B.
A B
1. clean up振奋起来
2. cheer up建立
3. set up打扫干净
4. give away赠送
5. put off 参加…选拔
6.try out 推迟
https://www.360docs.net/doc/d418662571.html,e up with 曾经
https://www.360docs.net/doc/d418662571.html,ed to 影响
9.make a difference想出，提出
【设计意图】语块记忆即关注词的搭配是一种有效的记忆短语的方式。
Step 3: Consolidate the words and phrases
1. Ask the students to read the words and phrases and their Chinese of Unit 1 on Page 116 and Page117. Cover the English words and phrases , look at the Chinese and say the English for them. W rite down the words they haven’t grasped.
2. Ask the students to read the words and phrases and try to remember them. Then have a
[操作说明] 先让学生速记5分钟，然后将学生分成男女组采用英汉互译的方法进行PK。【设计意图】为巩固单词，让学生读记本单元单词。然后将学生分成男女组采用英汉互译的方法进行PK。激发学生兴趣，让学生动起来。
Step 4 :Read and translate
1. Ask the students to read the passage and translate it into Chinese.
Jim is a clever boy with kindness. He takes after his
father. He likes volunteering and caring for others.
He used to help to clean up the city parks and raise
money for the children who were sick or poor. When he saw
those children get better or the look of joy on their faces, he
had a strong feeling of satisfaction.
Now he comes up with a new idea. He gives out
some notices and calls up friends to collect old or broken
bikes for him
He now has sixteen bikes to fix up and gives away to
children who don’t have bikes.
【设计意图】词汇教学应采用词—句—文的教学模式，让学生将单词用到句子和语篇中。在学生记忆本单元单词的基础上，再学习由本单元的生词编成的一篇文章，体现了词不离句、句不离文的教学原则，有助于学生学习理解和使用本单元的词汇。
Step 5: Mind map（思维导图）
1.Get the students to remember the words.
2. Get the students to retell the passage according to the mind map.
[操作说明] 通过思维导图，使学生从逻辑范畴上理解单词的意思，让学生归类记忆词汇。【设计意图】把学生活动和思维导图结合起来，让学生加深对本单元词汇和短语的理解，。进一步把词汇和具体语境的连接起来，巩固对词汇的记忆。
Step 6: Class test (当堂检测)
一、根据句意和首字母完成单词。
1. Tom is a v_____________ in an old people’s home.
2. Yesterday I went to a bookstore and bought s_________ interesting books.
3. Who is the o_______ of that dog? It’s running everywhere.
4. We had a great j__________ last summer.
5. We need to make some n__________ for the Clean-Up Day.
6. Lots of old people are l_______ .We should care for them.
二、根据汉语提示，完成句子。
1. The boy could _________ _____(分发) food at the food bank.
2. You could help to _______ ________(打扫) the city parks.
3. She is very upset. Let’s do something to _____ _______ ______(让她振奋起来)。
4. Look at the signs. Who _______ ________ ________(张贴的它们)？
5. My grandpa often tells me stories about the past and how things ______ _______
_________(曾经是)。
6. I want to ______ ________ (推迟) my plan to travel until next summer because I’m too busy.
7. Can you ________ _______（修理）broken bicycle parts, like wheels?
８．Linda ＿＿＿＿＿＿＿＿＿＿＿（与。。。像）her father very much.
９．My father＿＿＿＿＿＿＿＿＿＿（捐赠）many books to a children’s home yesterday. 1０．I tried to ＿＿＿＿＿＿＿＿＿＿＿＿＿（想出）a good way to help him.
亮点：
运用课件、图画和动作等创设语境，让学生直观地理解单词的意思，利用语句促进理解，加深记忆，培养学生用英语思维的习惯，词不离句，句不离文。对词汇学习以学生为中心，循序渐进，对学生及时给予鼓励和肯定，让学生能感受到学习词汇不再枯燥无味，而是津津有味。同时采用当堂达标原则，利用填空形式达到当堂记忆，当堂学会。
使用建议：
在语境中猜测词汇的意义。有些生词课让学生通过上下文来猜测，采用小组竞争机制，充分调动学生的积极性，培养学生的记忆方法，进行自评，小组互评，确保学生的学习效果。
当堂检测答案：
一、根据句意和首字母完成单词。
1.volunteer
2. several
3.owner
4.journey
5.notices
6.lonely
二、根据汉语提示，完成句子。
1. hand out/give out
2. clean up
3. cheer her up
4. put them up
https://www.360docs.net/doc/d418662571.html,ed to be
6. put off
7. fix up 8. takes after 9.gave away 10. come up with
Unit8 I’ll help clean up the city parks.
Period 2 Section A (1a-2d )
Teaching Goals:
1.Review the main target languages of Unit7.
2.Enable the Ss to express offering help with such patterns as “I’ll…/I’d like to…/You
could…”They should master how to use some phrasal verb like “give out, hand out, set up, clean up, cheer up, call up, put off, come up with and think up”after finishing the listening and speaking tasks. Enable the students to form a positive attitude to help others. Like an old saying: “The fragrance always stays in the hand that gives the rose.”
()
1.Revise what they learnt last class. Fill in the blanks according the picture.
1)The woman _______ (志愿) to take care of the homeless children.
2)Look at the ______ (布告), we’ll have a meeting.
3) A lot of young people go to _______ (城市) to find a good job.
4)Your idea ______ (听起来) pretty good.
5)The old man lives in the mountain himself, but he never feels _____ (寂寞).
2.Preview
I. Do you know something about International Volunteer Day, International Year of
Volunteers and Chinese Volunteer Day? If not, please look at the following passages. 国际志愿人员日
1985年12月17日，第四十届联合国大会通过决议，从1986年起，每年的12月5日为“国际促进经济和社会发展志愿人员日”（International Volunteer Day for Social and Economic Development 简称：国际志愿者日（IVD）/（国际志愿人员日））,中国的港、台和东南亚等地称做“国际义工日”。其目的是敦促各国政府通过庆祝活动唤起更多的人以志愿者的身份从事社会发展和经济建设事业。
联合国志愿人员组织成立于1970年12月，总部设在日内瓦。中国自1981年起同该组织合作。志愿者（即“义工”）是指利用业余时间，不为任何报酬参与社会服务的人。如今已有包括中国在内的100多个国家在这一天集中开展志愿服务活动，国际志愿者日作为国际志愿服务活动的重要标志已经深入人心。目前全世界的志愿者数量已经达到了3至5亿人，工作时间每年累计超过150亿小时。“国际志愿者日”活动的成功开展为国际志愿者年的确定奠定了基础。
国际志愿者年
为向世界人民展示志愿者作出的卓越成就，并在全球范围内倡导志愿精神和推进志愿服务事业，1997年11月20日，第52届联大通过了包括中国在内的123个国家提交的52／17号提案，决定把2001年确定为国际志愿者年（International Year of Volunteers）。这一年发起了帮助实现国际志愿者年的四大目标：充分认识志愿贡献、积极支持志愿活动、建立志愿网络体系和倡导弘扬志愿精神。2001国际志愿者年的揭幕仪式于2000年11月在联合国总部纽约举行。
中国青年志愿者服务日
自1963年3月5日毛泽东等老一辈党和国家领导人号召“向雷锋同志学习”以来，3月5日成为社会各界特别是广大青年传统的学雷锋活动日。就在2000年，共青团中央、中国青年志愿者协会共同决定把每年的3月5日作为“中国青年志愿者服务日”，组织青年集中开展内容丰富、形式多样的志愿服务活动。在3月5日广泛开展多种形式和内容的志愿服务活动，已成为近年来许多地区通行的做法。志愿者(即"义工")，是指利用业余时间，不为任何报酬参与社会服务的人。
“中国青年志愿者（协会）”标识它的整体构图为心的造型，同时也是英文“青年”的第一个字母Y；图案中央既是手，也是鸽子的造型。标识寓意为中国青年志愿者向社会上所有需要帮助的人们奉献一片爱心，伸出友爱之手，以跨世纪的精神风貌，面向世界，走向未来，表现青年志愿者“爱心献社会、真情暖人心”的主题。
如何成为一名青年志愿者？要成为一名青年志愿者，应该履行下列手续:
（1）由本人向所在地的青年志愿者组织提出申请，在所在地青年志愿者组织设立的志愿服务站申请、登记，并填写必要的表格，写明自己的姓名、年龄、特长、职业及可参加活动的内容、时间等基本情况后领取志愿者徽章和服务证；
（2）青年志愿者组织在确认申请人具备青年志愿者的条件后，要提出审核意见并通知本人；
（3）经过本人申请并审核合格的青年志愿者，必须服从志愿者组织或青年志愿者服务
站的安排，并切实履行青年志愿者的义务。
II. Ask the students to translate the following Chinese into English. First ask the
students to put them into English orally, then write them down without looking at the text.（1）清扫____________________（2）分发，发放_______________
（3）使...振作________________（4）课外学习班_______________
（5）提出，想出______________（6）推迟_____________________
（7）写下，记下______________（8）张贴_____________________
（9）打电话__________________（10）建立____________________
III. Ask the students to translate the following sentences.
(1)我想出去工作。____________________________________________________
(2) 你可以去食物救济处分发食物。_______________________________________________
(3) 我们不能再推迟这个计划了。_______________________________________________
(4)我会记下我们所有的有的主意。____________________________________________ （设计意图：通过预习，学生课前对文本中的重点短语和句型有所了解，培养学生自主学习能力。与此同时，还能够帮助学生课上有针对性的听讲，更好的理解文本。
通过检测预习效果，可以以学定教。）
Warming up and lead-in.
T: There is so much money, if you had lots of money, what would you do?
(Ask individual students to show their ideas.)
T: If I had lots of money, I would…
help poor kids
T: International Volunteer Day is coming, what are you going to do on that day?
(Ask individual students to show their ideas.)
S1: I would like to help people stop smoking.
S2: I volunteer to visit the old people in the old people’s house.
…
T: They came up with so many ways of helping other people, can you think of other ways?
Ss: Yes.
T: Please write down your opinions with the structures: I’d like to… /I hope to…/ I could…/ I volunteer to…
【设计意图】: 通过谈论自己帮助别人的方式，巩固目标语言I’d like to…/I hope to…/I could…/I volunteer to…进一步引导学生关心他人，奉
献自己的爱心。
Step2.While-listening
Listening Practice I(1b)
T: Boys and girls, please look at the picture, do you want to know what the two kids are talking about?
Ss: Yes.
T:OK, please listen to the recording and find out the main idea.
1.Listen for the general idea听取大意
Listen and choose the main idea of the conversation.
The main idea of the conversation is to talk about．
A.how to clean up the city parks
B. giving out food at the food bank
C. what the people want to do as volunteers
（【设计意图】:让学生通过听录音整体感知，并找出谈论的主旨大意。听听力之前要对学生进行相关听力策略（在听听力之前先仔细审题，找
出需要听的关键词，即红色部分标注的词）的指导。这样能提高
学生整体理解听力内容的能力，并能提高学生的听力效能。）
2.Listen for the specific ideas听取细节
T: From the listening material we know some boys and girls are describing what they want to do as volunteers. Now please listen again and match the activities
with the actions.
(1)Listen and match.
【设计意图】: 1b听力读的比较快，如果直接让学生完成课本1b内容，有些费劲，所以在此之前，先让学生把志愿者所想要做的事情，以及如何去做，进行
连线匹配。这样也为做1c对话做好铺垫。
(2)Listen and fill in the blanks.
Listen and complete the sentences. Pay attention to the phrasal verbs.
1. A: I’d like to _______ outside.
B: Y ou could help clean _____ the city parks.
2. A: I’d like to ________ homeless people.
B: Y ou could give _____ food at the food bank.
3. A: I’d like to cheer _____ sick kids.
B: Y ou could _____ them in the hospital.
4. A: I’d like to help kids _____ their schoolwork.
B: Y ou could _____________ in an after-school study program.
(3)Check the students’ answers and ask the students to answer with the complete
sentences like:
A: I’d like to work outside.
B: You could help clean up the city parks.
…
（【设计意图】:第三次听并填出空缺的单词，让学生对志愿者们所谈论的内容有更深
入的理解，注重对听力细节的处理。）
3. Listen and repeat.
（【设计意图】:跟读部分是为了正音，让学生模仿录音的语音和语调，对培养学生的语速、语调是很有帮助的。）
Listening Practice 2(2a-2b)
T:Boys and girls, the city parks are so dirty, can you come up with some ways of cleaning it up?
Ss:Yes.(Ask individual students to show their ways with the structures: I’d like to… /I hope to…/ I could…/ I volunteer to…)
（【设计意图】: 通过谈论如何清扫城市公园，让学生想出解决问题的办法，为学生做2a听力做好铺垫，通过这种方式，可以降低听力难度，帮
助学生准确排序。）
1.Listen for the general idea听取大意
T: Boys and girls, please look at these pictures, what are they doing? Please listen to the recording and choose the main idea of the conversation.
Listen and choose the main idea of the conversation.
The main idea of the conversation is to talk about．
A.the ways to tell people about A City Park’s Clean-Up Day
B. handing out advertisements
C. how to put up signs
2.Listen for the specific ideas听取细节
(1)Listen and check (√) the things the students are going to do.（2a）
T: We know some students are talking about the ways to tell people about A City
Park’s Clean-Up Day. What are they going to do? Next, please listen to the
recording and check(√) the things they are going to do.
(2) Listen and match.
T: Please listen to the recording again, and match the phrasal verb with the object.
（【设计意图】:2b听力稍有难度，主要让学生填出一些重要的动词短语，如果学生能够把这些动词短语和其所对应的动作进行匹配，那么再做
听力填空就要容易很多。上课时在两个班级做了不同的实验，即
一个班级没有做这项匹配题，直接做的2b，效果不如先做匹配
题，再做听力填空效果好。同时，此部分的设计也是和reading
的3c部分相吻合。）
(3)Listen and fill in the blanks.
Boy 1: OK. Now we need to a plan to tell people about the city park clean-up.
Girl 1: Yeah, but I’m , Bob. Let’s have first.
Girl 2: No, we can’t a plan. Day is only two weeks from now.
Boy 2: You’re right. Sally, while we talk, I’ll all our ideas. Then we can which ideas are best.
Girl 1: Um…Well …we could signs.
Boy 2: That’s a good idea!
Girl 2: I’11 advertisements after school.
Boy 1: OK. Great! And we could each ten people and them to come.
Boy 2: Hey, we’re a lot of good ideas, we?
(4)Check the students’ answers.
（【设计意图】: 听并填出空缺的单词，注重对听力细节的处理，并加深学生对城市清洁日的一些活动的记忆，为下一步四人一小组做对话做好
铺垫。）
Step3. Post-listening activities.
Task1. Groupwork.
T: In the listening, we have learned about some ways to tell people about the Clean-Up Day. Work in groups of four to try to make your own conversations using the keys words and information in the listening.
Four students in a group, role play the conversation in 2b.
Boy1: …come up with ….to tell…
Girl1: …hungry…have lunch…
Girl2: …put off… two weeks from now…
Boy2: …right…While…,…write down…
decide……
Girl1: …put up…
Boy2: …good idea…
Girl2: …hand out …
Boy1: …call up … ask…to…
Boy2: …come up with …aren’t we
（【设计意图】:给出了部分关键词，程度不好的学生可以根据关键词来做2b的打扫
城市公园的对话；程度好些的学生可以进行适当发挥，比如可以谈
论国际志愿者日、圣诞节、元旦、新年等一些节日计划。学习语言
的目的在于运用语言，通过上课效果来看，大多数同学的对话还是
做得挺不错的，而且比较有新意。）
Task2. Role-play the conversation.
1.Go over the conversation in 2d, and deal with the difficulties in groups.
Go over the conversation in 2d quickly, if you have any trouble, discuss them
in your group. The teacher goes through the classroom and offer help if
necessary.
2. Read aloud the conversations in groups, then in class.
3. Make up their own conversations.
4. Act out their conversations in groups, then in class.
Imagine you are a reporter from Zaozhuang TV , interview some students
about ways they could do to tell others about helping our hometown
Zaozhuang be a cleaner and healthier place to live in and how to help.
Report what you have interviewed to the class.
XXX would like to… He/she could…
【设计意图】:学习语言的目的是为了运用语言，“小记者”采访其他同学，想出更多的家乡变得更干净及健康的生存环境的办法以及
如何去实施。让学生运用所学内容，既巩固了本课所学的语言目标，
又开拓了学生的思维，使学生的语言运用源于书本又高于书本，培
养学生在实际生活中运用本课所学内容，来解决现实生活中的实际
问题的能力，达到新课标提出的培养学生综合运用语言的能力。与
此同时还要培养学生乐于助人的优良品质和保护环境的意
识。
Step4. Inquiry into knowledge by translation.
T: This class we've learned how to offer help and we've also learned some phrasal verbs. Do you know what a phrase verb is and how to use them? Please discuss in groups of four and find out the answers.
动词短语Phrasal Verb
动词短语是指英语中有些动词之后加或构成短语,表达一种特定的含义。
本单元我们主要学习动词短语，识记和运用短语动词是学习短语动词的关键。先来看下面的例句，然后补全结论部分所缺的内容。
【例句】
1. The boy is only six years old. Can you look after him?
2. We need to come up with some ideas.
3. Please take off your coat. = Please take your coat off.
4. He looks sad. Let’s cheer him up.
【结论】
A．短语动词的构成主要有三种形式：1) 动词+介词，如。2) 动词+副词，如。
3) 动词+_____+介词，如come up with。
B．对于“动词+介词”的短语动词，后面可接或。如果后接代词，代词要用_____(主格/宾格)形式。宾语无论是名词还是代词，都只能放在短语动词。例如：
我正在寻找我的手表。_____________________________________________
请仔细听我说。___________________________________________________
C．对于“动词+副词”的短语动词，若宾语是名词，则名词可置于动词和副词_____或______；
若宾语是代词，则只能置于动词和副词______而且还要用其________形式。
例如：
请将你的东西收好。_______________________/________________________
汤姆，请不要将它送给别人。________________________________________
【全真考题】
Smoking is bad for your health. You’d better_____.(2011广东)
A. set it up
B. give it up
C. pick it up
D. look it up
解析：本题考查动词短语辨析。set up 建立；give up放弃；pick up捡起；look up (在字典等中)查找。由前一句句意“吸烟对你的健康有害。”可知后一句要表达
“你最好戒烟。”故选B。
1.-Mom, can I have my homework for tomorrow?(2011 河南)
- I’m afraid not. Don’t ___ what you can do today till tomorrow.
A. put on
B. put down
C. put up
D. put off
2. –What are you doing, Uncle Wang?(2011 湖北黄冈)
- I am sorting out old books and I’ll _____ to kids in West China.
A. give them up
B. give them away
C. give them off
D. give them in
3.Many volunteers ___ food and water to the local people in Japan after the
tsunami.(2011 江苏盐城)
A. gave out
B. cut out
C. put out
D. found out
（【设计意图】:让学生自己通过观察上面的例句，自己感知来尝试归纳语言的规律，然后对于自己没有把握的题，可以小组之间讨论。必要时老师可以给予适当的点拨。）
Step5.Summary.
（【设计意图】:先让学生总结出本节课所学的主要内容，即所学的新单词和动词词组，并让学生再一次用所学动词词组造句，对本课所学重要内容进一步深强化巩固。）
Step6.The end-of- class test