新人教版八年级英语下册Unit2 教学设计2
人教版八年级英语下册unit2教学设计
学法
Some pictures that the volunteers are working, or some signs of the volunteers’ clubs．
教学准备
PPT.
教学过程
设计意图
Step Ⅰ Revision
1．Check the homework by asking some children to read their conversation．
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．
Hui loves playing football．What could Hui do if he wants to join the school volunteer project?
Help the students answer．He could coach a fcf6tball team for little kids．
Train students’ writing skill with target language．
情感、态度与价值观：
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!
人教版八年级英语下册Unit2SectionB2a2e教学设计
作业布置要求：
1.学生需认真完成作业，注意书写规范，保持作业整洁。
2.家长协助监督，确保学生按时完成作业，培养良好的学习习惯。
3.教师将认真批改作业，及时给予反馈，指导学生改进学习方法，提高学习效果。
-采用自评、互评和教师评价等多种评价方式，鼓励学生反思学习过程，提高自我认识。
5.拓展学习：
-利用网络资源、英语角等课外渠道，为学生提供更多语言实践的机会，提高他们的语言运用能力。
-鼓励学生参加英语竞赛、社团活动等，拓宽视野，培养跨文化交际能力。
四、教学内容与过程
（一）导入新课
为了激发学生对本节课的学习兴趣，教师将通过以下方式导入新课：
-口语表达的流利性和准确性：学生需要在口语交流中克服紧张情绪，提高语言的流畅性和表达的准确性。
（二）教学设想
1.创设情境：通过兴趣，使他们能够在真实的语境中运用所学知识。
2.分层次教学：
-对于基础薄弱的学生，设计基础性练习，如词汇填空、简单句型替换练习，巩固基础知识。
2.句型练习：运用本节课学到的句型，如“I think it's important to...”, “I had an opportunity to...”等，编写至少5个句子，描述自己的经历或计划。
3.口语作业：与同学合作，进行角色扮演，模拟实际情境，录制一段关于追求目标、努力和态度的对话，提高口语表达能力。
2.掌握语法：学生能够理解并运用一般现在时、一般过去时和一般将来时，描述个人经历、目标和计划。
3.句型运用：学生能够运用所学句型，如：“I think it's important to...”, “I had an opportunity to...”, “I will try my best to...”等，进行情景对话和写作。
人教版八年级英语下册Unit2教学设计
7.评价机制：采用多元化的评价方式，如自评、互评、教师评价等，关注学生的全面发展。
8.教学反思：在教学过程中，教师应不断反思和调整教学策略，以提高教学效果。
四、教学内容与过程
（一）导入新课
1.教学活动：教师展示一幅描绘成功人士的图片，引导学生观察并思考：“What does this picture remind you of? Can you guess who this person is?”
4.学生对于成功人士的故事有一定的兴趣，但可能对背后的努力和付出认识不足，需要教师引导他们正确看待成功，培养他们努力拼搏的精神。
5.学生在情感态度方面，部分学生对自己缺乏信心，容易受到挫折。教师在教学过程中应关注学生的情感需求，鼓励他们勇敢面对困难，树立自信心。
三、教学重难点和教学设想
（一）教学重难点
3.能够运用所学词汇和语法，进行简单的英文演讲和对话，提高英语口语表达能力。
4.能够阅读并理解关于成功人士的故事，提取关键信息，分析成功的原因。
5.掌握基本的写作技巧，如文章结构、过渡词的运用，能撰写一篇关于自己或他人成功经历的小短文。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法培养英语学习能力：
3.阅读作业：学生需阅读一篇关于成功人士的英文文章，并完成相关的阅读理解练习，如填空、选择、问答等。文章应选自可靠的英文资源，难度适中，以增加学生的阅读量，提高阅读理解能力。
目标：通过阅读拓展知识，增强学生对成功人士及其故事的理解，提高阅读分析能力。
4.小组作业：学生以小组为单位，共同探讨一个成功主题，如“努力与成功的关系”，“如何面对失败”等，并制作成PPT或海报，进行课堂展示。
人教版英语八年级下册Unit2SectionB(2a2e)教学设计
（2）注重个体差异，针对不同学生的需求，给予个性化的指导。
（3）运用多元化的评价方式，关注学生在学习过程中的表现，及时给予反馈。
3.教学步骤：
（1）导入：通过展示不同城市的交通图片，激发学生的兴趣，引出本节课的话题。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法：
1.采用任务型教学法，引导学生通过完成具体的任务，如小组讨论、调查、报告等，来学习和运用英语。
2.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，帮助他们更直观地理解课文内容。
3.创设真实的语境，让学生在情境中学习和运用英语，提高他们的实际运用能力。
4.布置课后作业，要求学生结合本节课所学内容，写一篇关于自己城市交通状况的小短文，进一步巩固所学知识。
五、作业布置
为了巩固本节课所学知识，培养学生的实践能力和创新思维，特布置以下作业：
1.写作任务：结合本节课所学的词汇和语法，以“Transportation in My City”为主题，写一篇不少于80词的小短文。要求描述自己所在城市的交通状况，并提出改进建议。短文需注意以下几点：
3.讲解一般现在时态的用法，结合课文中的句子，让学生理解并掌握其用法。
4.分析课文中的语法结构，如原因和结果的连词"because", "so that"，并举例说明。
（三）学生小组讨论（500字）
1.教师提出问题：“What are the advantages and disadvantages of different transportation in your city? How does it affect the environment?”
人教版八年级英语下册Unit2SectionB(第二课时)教学设计
（此作业旨在提高学生的口语表达能力，同时增进亲子或朋友间的互动交流。）
3.词汇作业：请学生用本节课学习的运动比赛类词汇和短语，编写5个句子，要求句子通顺、意义明确，体现一般过去时态的用法。
3.教师讲解一般过去时态的结构和特点，并让学生进行模仿和练习，巩固所学知识。
4.教师设计一些与运动比赛相关的句子，让学生用一般过去时态进行改写，如：They are playing basketball. → They played basketball yesterday.
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个运动项目，用一般过去时态讨论以下问题：
1.教师呈现本节课的重点词汇和短语，如：baseball, tournament, team, victory, lose, score, encourage等，引导学生学习并理解这些词汇的含义。
2.教师通过示例句子和语境，引导学生学习一般过去时态的用法，如：We played baseball last week. Our team won the game.
2.教学难点突破设想：
（1）通过生动的语境和图片，引导学生感知和运用一般过去时态，降低学习难度。
（2）设计不同难度的听说读写活动，使学生在实践中逐步掌握一般过去时态的用法。
（3）针对学生的个体差异，提供个性化的辅导和反馈，帮助学生克服难点。
（二）教学设想
1.导入：以学生感兴趣的体育比赛为话题，通过图片和视频引入新课，激发学生的学习兴趣。
6.评价反馈：
八年级英语下册(人教版)Unit2单元整体优秀教学案例
（一）导入新课
1.课堂起始，我将以一个有趣的问题引导学生思考：“同学们，你们有自己的爱好吗？能分享一下吗？”让学生自由发言，谈论自己的兴趣爱好。
2.紧接着，我会展示一段关于不同人爱好的视频片段，如收集邮票、打乒乓球、画画等，引导学生关注本节课的主题。
3.然后，我会向学生介绍本节课的学习目标，让他们明确本节课需要掌握的知识和技能。
二、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用本单元核心词汇，如hobby, collect stamps, play table tennis, draw pictures, play the piano等。
2.学生能够理解并运用一般现在时描述个人的爱好，如I like playing football./ She doesn't like reading books.等。
2.合作完成任务：学生分组完成相关任务，如制作关于爱好的海报、编写对话等。
3.小组互评：学生相互评价，给出建议和意见，共同提高。
（四）反思与评价
1.学生自我反思：让学生回顾本节课的学习过程，总结自己的收获和不足。
2.同伴评价：学生相互评价，给出建议和意见，促进共同进步。
3.教师评价：教师对学生的学习过程和成果进行评价，给予鼓励和指导。
（二）讲授新知
1.通过PPT展示本节课的核心词汇，如hobby, collect stamps, play table tennis等，并引导学生跟读，确保他们正确掌握这些词汇。
2.接着，我会运用一般现在时引导学生描述个人爱好，如“I like playing football.”“She doesn't like reading books.”等，并让学生进行模仿练习。
八年级英语下学期Unit 2 教案人教版
人教版英语八年级下学期Unit 2 教案Unit2 What should I do?I．Teaching aims and teaching demands:In this unit students learn to talk about problems and give advice．II．Teaching key and difficult points:A．Vocabularyargue, loud, original ,out of style, tutor, upset, adult,Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone's house, every nightB．Target languageMy brother plays his CD too loud．What should I do ?Why don't you talk to him about it?C．StructuresModals could, shouldWhy don't you …?(formulaic)III．Teaching methods: Audio-lingual methodsIV．Teaching aids: a tape recorderV．This unit is divided into seven periods．Lesson 1 Speak and listenSection A 1a─1cI．Teaching aims and demands:Students learn to talk about problems and give advice．II．Teaching key and difficult points:A．Vocabularykeep out , play, loud, argue, wrong, What's wrong ? out of style , could,should,B．Target languageMy brother plays his CDs too loud．Maybe you should buy some new clothes．III．Teaching methods: Audio-lingual methodsIV．Teaching aids: a tape recorderV．Teaching procedureActivity 1．RevisionTask 1．DictationTask 2．Ask and answer．Questions about future with will．Activity 2．PresentationThis activity introduces some new vocabulary．Task 1 ．Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2 ．Then ask the students to tell you what you could do about it．ProblemI want to buy a new guitar but I don't have enough money．Advice1．Wait until next year．2．Don't buy a guitar．3．Borrow one．4．Buy a used guitar．5．Get a part-time job．Task 2．Then read the problem to the class again．Then write the words could ,should ,and shouldn't on the board next to the chart．Read the problem to the class again and help the class give advice using the words could, should ,and shouldn't．Task 3．Ask the students to finish the task in 1a．Teach : Serious problem is a very bad problem, a very big problem．Out ofstyle means not in fashion．enough money : I don't have enough money to buy a bike．Ask the students to write the problems in the serious or Not serious column．Task 4．Talk about the answers．A sk ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other items．Discuss which problems students thought were the most serious．Activity3．Listen and circle the problems you hear in activity 1a．Task 1．Point to the pictures in activity 1a．Ask different students to say what they see in each picture．Read the instructions to students．Task 2．Play the recording the first time．Students only listen．Task 3．Play the recording a second time．Students circle the problems they hear．Then check the answers．Activity4．PairworkAsk the students to look at the problems in activity 1a and make conversations．Homework1．Make up your own conversations．2．Make ten sentences with could, should and shouldn't．Lesson 2 Listen and speakSection A 2a─Grammar FocusI．Teaching aims and demands :Students learn to talk about problems and give advice．II．Teaching key and difficult points:A．Vocabularycall sb．up, ticket, surprise, on the phone, What's the matter?B．Target languageYou could go to his house．You could give him a ticket to a ball game．What should I /he/they do ?III．Teaching methods: Audio-lingual methods and PPPIV．Teaching aids: a tape recorderV．Teaching procedureActivity 1．RevisionTask1．Check the homework．Ask and answer．Task2．Revise the vocabulary．Activity 2．Listening and circling ．Task1．Read the instructions．Learn the key vocabulary．Read and repeat the phrases．Task2．You will hear a conversation between Nari and a friend．Play the recording twice and students circle the word ,Nari's friend uses to give advice．Then check the answers．Activity 3．ListeningTask 1．Read the instructions．Show students the example match．Task 2．Play the recording again and check the answers．Activity 4．GroupworkTask 1．Read the instructions for the activity．Task 2．Point to the example in the sample dialogue．Ask two students to read the conversation to class．Task 3．Ask students to role play a conversation between Nari and his friend using these two sets of sentences．Then have the students work in pairs．Task 4．Check the answers by calling on different pairs to say a conversation to the class．Activity 5．Grammar FocusReview the grammar box．ask the students to say the questions and the responses．Explain that the word should is always used to ask for advice, butthe words could, should, and shouldn't are used to give advice．Could is a less serious word than should．Pay attention to the questions and answers, ask and answer loudly．Homework1．Review the conversation and the vocabulary．2．Write your own conversations on giving advice．Lesson 3 Reading and writingI．Teaching aims and demands :Students learn to talk about problems and give advice．II．Teaching key and difficult points:A．Vocabularypay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay ideaB．Target languageWhat should I do ?Then I think you should get a part- time job．III．Teaching methods: Audio-lingual methods and Control-reading and writing．IV．Teaching aids: a pictureV．Teaching procedureActivity 1．RevisionTask 1．Revise the vocabulary and the key structures．Task 2．Dictation．Activity 2．Reading and writingTask 1 ．Read the instructions．Write the possible responses on the Bb and ask a student to read the responses to the class．Discuss the three responses and be sure students understand how the responses are used．Task 2．Ask four students to read the conversation to the class．Ask the students to fill in the blank．Then ask and answer in groups．Activity 3．PairworkTask 1．Read the instructions．And then ask two students to read the sample conversationn．Task2．Ask the students to say some ways to get money that aren't in the book．Task 3．ask the students to work with partners as they ask for and give advice．Then ask two or three pairs of the students to say their conversations to the class．Activity 4．PairworkThis activity provides an opportunity for students to use the language of the unit to give advice．Task 1．Read the instructions．Then ask two students to read the dialogue．Task 2．Ask another pair of students to give their advice on another topic．Pick a topic of current interest in the news．Homework1．Review the vocabulary and target language．2．Write your own conversations about problems and advice．Lesson 4 Section BI．Teaching aims and demands :Students practice using the target language．II．Teaching key and difficult points:A．Vocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableB．Target languageI think Erin should tell her friend to get different clothes．Friends shouldn't wear the same clothes．They are the same as my friend's clothes．III．Teaching methods: Audio-lingual methodsIV．Teaching aids: a tape recorderV．Teaching procedureActivity 1．RevisionThis activity introduces the key vocabulary．Task 1．Read the instructions in 1a．Ask a student to read the sentences to the class．Read each sentence again and ask the Ss to repeat it．Then explain in their own words that each sentence means．For example:T: What does original mean?S1: Different from others．Not the same．T: Correct．When something is original, it is not like all the others．Can you give an example?S1:My watch doesn't have numbers on it．It has pictures of faces instead of numbers．My watch is original．T: Correct．It's not like all the others．Task 2．Point out the write-in line in front of each sentence．write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important．Task 3．Talk about the answers with the class．Activity 2．ListeningTask 1．Read the instructions．Point to the three items students will be listening for:Say you will be listening to a radio advice program．People call in for help with a problem and other people call up with advice．They will be talking about one of these problems．Please chech the problem they talk about．Task 2．Play the recording the first time．Students only listen．Task 3．Play the recording a second time．Ask the students to put a check in front of these problems．Then check the answer．Activity 3．Listening and writingA．Listen carefully and fill in the chart with the advice that you hear ．Then check the answers ．B．Listen again and fill in the chart．Then check the answers．Activity 4．PairworkTask 1．Read the instructions．Task 2．Ask two students to read the conversation to the class．Task 3．Work with the partners and say what do you think Erin should do．Ask some pairs of students to say part of their conversation to the class．Homework1．Review the vocabulary ．2．Write your own conversations about advice．Lesson 5 Reading and writingI．Teaching aims and demands :Students practice the target language by reading and writing．II．Teaching key and difficult points:A．Vocabularyexcept, upset, find out, do wrong, what to do, lonely, argueB．Target languageWhat should I do ?You could be more friendly．You should try to be funny．Everyone else in my class was invited except me．I'm very upset and don't know what to do．I just found out that my friends were planning a birthday party for my best friend,…III．Teaching methods: Audio-lingual methods and Control-writing．IV．Teaching aids: a tape recorderV．Teaching procedureStep 1．RevisionTask1．Check the homework．Ask and answer．Task2．Revise the vocabulary．Step 2．Reading and writingTask 1．Teach these words:except: Everyone has a bike except Jim．Everyone has a bike besides Jim．find out: learn, Please find out where they live．I can't think what I did wrong．I don't know what to do．Task 2．Ask the students to read the instructions．Task 3．Ask the students to read the letter and underline the problem on their own．Correct the answers．Step 3．WritingTask 1．Read the instructions．Ask a student to say some of the advice they might give．Write the key words on the board．Task 2．Ask the students to write the letters on their own．Task 3．Ask some students to read their letters to the class．Step 4．Writing on your own．1．read the instructions．2．ask the students to say some problems they might write about．3．ask some students to read their letters．Step 5．Groupwork1．Ask the students to read the instructions．2．Ask two students to read the dialogue．3．Ask another pair of students to give their advice for one of the problems．4．Ask students to complete the work in groups．5．Ask a few students to share the sample conversations．Step 6．Self Check1．Ask the students to do the exercises on their own ．Then check the answers．2．Read the letter and then write some advice．3．Ask a few students to read their letters of advice．4．Just for fun．Ask two students to read the conversation to the class．Homework1．Review the vocabulary ．2．Finish off the writing exercises．Lesson 6 Reading and writingI．Teaching aims and demands :Students learn to master the reading skills．II．Teaching key and difficult points:A．Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B．Target languageWhat should you do to relax?Parents should learn to give their kids a bit more time to themselves．III．Teaching methods: Audio-lingual methods and Control-reading and writing．IV．Teaching aids: a tape-playerV．Teaching procedureActivity 1．RevisionTask 1．Revise the vocabulary and the key structures．Task 2．Dictation．Activity 2．Before You ReadTask 1 ．Read the instructions．1．Encourage the students to think about life outside school hours．List them on the Bb．2．Ask the students to use the list on the Bb to complete the two boxes labeled “I do”, and “I don't do”．They are free to add any ore activities they do, or don't currently．3．Ask a few students to share what they have written．Task 2．Teach the students about using a dictionary．1．Explain that a dictionary can help students learn independently．They can learn new words, how to pronounce them, and how to use them correctly．2．Let the students to look up the words in the box．3．Have a brief memory quiz on all the words．4．Discuss the points made in the Reading Strategy about using a bilingual ,learner's and electronic dictionary．Activity 3．While You ReadingTask 1．Ask the students to read and notice the words they have just looked up in their dictionaries．Read the sentences to the class．Task2．Ask the students to read the passage loudly ．Homework1．Review the vocabulary and target language．2．Write your own conversations about problems and advice．Lesson 7 Reading and writeI．Teaching aims and demands :Students learn to master the reading skills．II．Teaching key and difficult points:A．Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B．Target languageWhat should you do to relax?Parents should learn to give their kids a bit more time to themselves．III．Teaching methods: Audio-lingual methods and Control-reading and writing．IV．Teaching aids: a tape-playerV．Teaching procedureActivity 1．RevisionTask 1．Dictation．Task 2．Read the passage to the class．Activity 2．After You ReadTask 1．Read the statements．Task 2．Discuss with your partners．Task 3．Ask each group to report their ideas to the class．Activity 3．writingAsk the students to write a sentence of their own using the words from the box in Section1b．Activity 4．WritingTask 1．Read the instructions．Task 2．Review language used for advice．Then imagine you are Dr Alice Green．Write a letter to Cathy Taylor．Give advice about what she should do with her children．Activity 5．Go for it !1．Write Pressure on the Bb．Make a survey with two questions:When do you feel under pressure?What should you do to relax?2．If there is someone in your class who has a big problem, make a plan to help them．Homework1．Review the vocabulary ．2．Finish writing the letter．。
新人教版八年级英语下册Unit2 教学设计2
新人教版八年级英语下册Unit2 教学设计2feelings with the language chunks。
which is essential for their XXX.XXX work。
and it may be XXX them to take an active part in XXX.XXX:Step 1: Warm-upAsk students if they have ever done any volunteer work before。
If so。
ask them to share their experiences。
If not。
ask them if they would like to try XXX future.Step 2: Pre-readingXXX words and language chunks to the students。
Use examples and pictures to help them XXX.Step 3: ReadingHave students read the article 3a about a boy named Andy who XXX the new words and language chunks they have learned.Step 4: Post-readingAsk students to discuss the XXX groups:What did Andy do as a XXX?Why did Andy want to be an animal doctor?How did Andy's volunteer work help him to achieve his future dream job?XXX。
Why or why not?Step 5: Language practiceHave students use the new words and language chunks to create their own XXX.Step 6: HomeworkAsk students to write a short XXX they have had or would like to have in the future.In n。
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Unit 2 I’ll help to clean up the city parks.Section A 3a-3c教学设计Teaching aims:Knowledge aims: (1) Students can master the following words and language chunks: several, strong, feeling, satisfaction, joy, owner, journey, try out, give up several hours each week to help others,want to be an animal doctor, help him to get his future dream job, want to learn moreabout, how to care for animals, decide to try out for sth.(2) Students can read the article 3a and offer some help.Ability aims: Students can talk about volunteering and charities from interests, volunteer work, opinions andfeelings with the language chunks.Emotion aims: Students can understand how to offer help and take an active part in volunteering by this period.Don’t put it off, become a volunteer today. If everyone gives a little love, the world willbecome better and better.Teaching importance and difficulties:Importance: Students can talk about volunteering and charities from interests, volunteer work, opinions and feelings with the language chunks.Difficulties: Enable students to master the new words and language chunks, and then understand how to offer help and take an active part in volunteeringTeaching procedures:Step 1 Leading-in1. Sing the English song The song of Youth V olunteers.2. T: I’d like to join the volunteer project. I love to read about Chinese history. I volunteer at a ChineseHistory Club every Saturday afternoon. The kids are sitting around me, I tell stories about Chinesehistory, I’m happy. What about you? Now let’s make conversations in pairs like this.（多媒体展示）A: Would you like to join the volunteer project?B: …A: What do you love?B: I love…A: Where do you volunteer?B: I volunteer …A: What do you think of the work?B: I…3. T: I think your volunteer work must be helpful. Now let’s look at others.Step 2 Talk about the pictures and learn the new words.T: They are volunteers. They give up several hours each week to help others.Step 3 Reading 3aT: Just now we talked about volunteers. According to the pictures and title to predict what you will read in the article. （多媒体展示）What’s the passage mainly about?A. Mario Green wants to be an animal doctor.B. Mary Brown decided to try out for a volunteer after-school reading program.C. The volunteering of Mario Green and Mary Brown.1. Fast readingT: Read 3a and check your prediction.2. Careful reading. (请把下面问题的答案按要求逐次填入下表对应处，搭建表格)Read the whole passage and answer the following questions.①Where are Mario Green and Mary Brown from?②What do they love?③What could Mario and Mary volunteer to do?④What do they say about volunteering?3. Intensive readingRead the article in groups, underline the useful expressions, and then discuss in groups.1）Mario Green and Mary Brown from Riverside High School give up several hours each week to help others.give up several hours （汉语意思）2）I get such a strong feeling of satisfaction when I see the animals get better and the look of joy on their owners’ faces.a strong feeling of satisfaction（汉语意思）the look of（汉语意思）3）Last year, she decided to try out for a volunteer after-school reading program.try out for a volunteer（汉语意思）What does Mario Green love? (Animals)Where does he volunteer? (An animal hospital)What does he think of the work? (He gets a strong feeling of satisfaction when he sees the animals get better and the look of joy on their owner’s faces.) What does Mary Brown love? (Reading)Where does she volunteer? (Try out for a volunteer after-school reading program.)What does she think of the work? (She is going on a different journey with each new book.)4）Y ou can see in their eyes that they’re going on a different journey with each new book.going on a different journey（汉语意思）5）I can do what I love to do and help others at the same time.what I love to do作动词do的宾语。
at the same time（汉语意思）6）Underline the infinitives.作状语：Mario Green and Mary Brown from Riverside High School give up several hours each week tohelp others.She still works there once a week to help (状语) kids learn to read. (宾语)作宾语：Mario loves animals and wants to be an animal doctor.I want to learn more about how to care for animalsShe decided to try out for a volunteer after-school reading program.I can do what I love to do and help others at the same time.作宾补：Mario believes it can help them to get his future dream job.T: Look at the red words, can you find some rules? (动词不定式作宾语、宾补、状语)练习(一)：见《自主学习与探究》P16 Ex.Ⅲ.练习(二)：Read the sentences with the infinitives above, then fill in the following blanks.T: Do you understand the phrases given?4. Listen to the tape, pay attention to your pronunciation and intonation. Then read aloud.5. According to the chart above. Try to retell.Step 4 Summary.How to talk about volunteering? Step 5 Writing1. T: Just now we talked about the volunteer work. Now I’ll show you others’ volunteer work. Pleaseenjoy and guess : What kinds of volunteer work could we do? (多媒体播放后，打开学生思维，让学生尽情表达。