初三英语unit教案

初三英语u n i t教案 LELE was finally revised on the morning of December 16, 2020Unit 8 I’ll help clean up the city parks.Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to express what kind of volunteer work they would like to do. And they will know much about the volunteers and volunteer work. And they will learn to choose a volunteer job based on their own skills. Students will understand to do some volunteer work is good for both themselves and the others. All the students will be interested in the volunteers and volunteer work and they will make great progress in English after learning this unit.(1) The first period mainly provides some new vocabulary to the students, especially some phrasal verbs. Most new vocabulary and phrasal verbs are very useful on helping the children express what they would like to do and what they could do. And the first period gives the children lots of practice in writing, listening and speaking with the target language.(2)The activities in the second period provide the students much more listening practice and oral practice using the target language. And the students will get chances to practice the phrasal verbs by listening and speaking. All these will helpmuch in improving the students’ English.(3) In the third period, students will read an article on volunteers. They will practice getting detailed information from an article. And they will do some writing and oral practice as well. Students can improve their reading skill and know more about the volunteers.(4) The fourth period provides much practice on understanding and using the new phrasal verbs. It also gives much more listening and speaking practice. Students will enjoy the story of Jimmy and make much progress in listening.(5) The fifth period will train the students how to make notes based on an article. It also provides some practice on phrasal verbs. Students can do much speaking practice through groupwork as well.(6)The sixth period is designed to train the students’ writing skill. It also provides some more practice on using the new phrasal verbs.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to express the volunteer work they would like to do and give suggestions to the others. They will also learn some new phrasal verbs.(2) Ability ObjectsTo train the students to use the phrasal verbs, and to train the students’ listening, speaking and writing skills using the targ et language.(3) Moral ObjectBeing a volunteer is great!3. Teaching Key PointsTo help students learn and grasp the phrasal verbs and the target language.To let students know something about the volunteer work.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills with the target language.To train the students to use the phrasal verbs.5. Studying WayGet students to be interested in volunteer work and do something really on it.Ⅱ. Language FunctionOffer helpⅢ. Target Language1. I’d like to work outside.2. I’ll help clean up the city parks.3. You could give out food at a food bank.Ⅳ. StructurePhrasal verbsⅤ. Vocabularyput off, hand out, call up, give away, run out of, clean up, set up, take after, fix up, cheer up, give out hunger, sign, repair. Ⅵ. Recyclingcome up with, put up, think up hospital, park, bank, food, lunch, bike, money, outside, volunteer, advertisementⅦ. Learning StrategiesSequencingDeducingⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank(2) Target LanguageI’d like to work outside.You could give out food at a food bank.2. Ability Objects(1) Train the students to express offering to help with the target language.(2) Train the students’ listening skill.3. Moral ObjectOffer help to the others as much as possible.Ⅱ. Teaching Key Points1. Key Vocabularyclean up, hunger, homeless, cheer up, give up2. Target LanguageHow to express offering to help with target language.Ⅲ. Teaching Difficult Points1. Teach the students how to use the new phrasal verbs.2. Teach the students to express offering to help with target language.Ⅳ. Teaching Methods1. Teaching by giving sample sentences and making up sentences.2. Teaching by showing pictures.Ⅴ. Teaching Aids1. A tape recorder2. Some pictures on volunteer’s offering helpⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the language points in Unit 7.Ask some questions like this: Where would you like to go on vacation (I’d like to/I’d love to/l hope to… )Why(Becau se…)2. Revise the contents in Unit 7. Say to the class like this:What things Who can say something about Singapore?do you like there and what things don’t you like about it?Ask them to give the answers without looking at the books.3. Check homework b y asking some students to read their sentences they’ve made with the verbs. Let them hand in their homework.4. Dictate ten words in Unit 7.Step Ⅱ laThis activity introduces the key vocabulary and provides some writing practice.In this unit we learn to offer to help.We’ll use some phrasal verbs. Each phrasal verbs has two or three words, such as clean up, cheer up, give out.Here is an example on how to use clean up. Look at the title of Unit 8. I’ll help clean up the city parks. Repeat it twice, p lease. Ask the children to read the title twice.Then go on saying, "clean up means make a place clean and tidy, put things there in order". Let’s see another example, We should always clean up after a picnic.Who can explain this sentence in your own, words?Ask one student to explain the sentence.He or she may say like this. This sentences means we should burn wastepaper, collect litter and empty bottles, etc.Then say to the class. Who can make more sentences with clean up?Ask several students to share their sentences to the class.Do the same with the other phrasal verbs.Some sample sentences1. clean up—make a place clean and tidy, put things in orderWe should always clean up the dirty parts of the sea.2. cheer up—make someone feel happyThe good news cheers everyone up.3. give out—hand out, distributeLin Tao helped the teacher give out the new textbooks to the class.Read the instructions to the students.Please look at the picture now. We can see a bulletin board and two children in it. What is the bulletin board aboutHelp students to answer: Volunteer T oday!Then continue saying, "Who can tell me the meaning of volunteer"Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson.Draw the students’ attention to the three posters on the board.We can see one sentence in each poster.And we can see some people in each poster, too. What are the volunteers doing in each poster Please work in pairs and talk about the posters.Give the students a few minutes to talk about what they will say. Let them talk about all the three items. Move around and help the pairs as needed.Then read the sentences in the posters to the class. Ask the pairs of students to explain what the sentence means in theirown words. Or tell what the volunteers are doing in the posters.For example, for the first poster, a pair might say:It means there is trash in the park. There are papers on the ground. We can help clean up the park by picking up papers and trash. We can make the park clean.After the students have finished all the items, ask the students to add some other ways they can help people. Get them to write the ways down in the box below the picture.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.Some sample answers:Visit some single elderly people and help them with housework.Help clean up the neighbourhood.Cheer up the people who look sad.Help the teacher give out the papers to the students.Save money to help the poorer children.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Call the students’ attention to the two lists in the box in Activity lb. Ask some students to read the eight sentences on the lists to the class. Explain any new words and phrases in it.Make sure that all the students can understand the meanings of the eight items.Then get the children to read the instructions together.Say, we will hear four conversations.Your task is to match the items in the two lists. We can see the blanks in front of the first line of each conversation. Listen to the conversations and write the letter in front of the first line of each conversation. Put the letters of the second line of conversations in right places.Point out the sample answer to the class.Play the recording the first time. Tell the students to only listen.Then play the recording a second time.Tell them to write a letter in front of each numbered sentence this time.Check the answers.Answers1. c2. a3. d4. bTapescriptConversation 1Boy 1: I’d like to work outside.Girl 1:You could help clean up the city parks.Conversation 2Boy 2:I’d like to help homeless people.Girl 1:You could give out food at the food bank.Conversation 3Girl 2:I’d like to cheer up sick kids.Girl 1: You could visit them in the hospital.Conversation 4Girl 1:I’d like to help kids with their schoolwork.Girl 2:You could volunteer in an after-school study program.Ask the students to choose a volunteer job they might like to do and draw a picture of it. They can draw a picture like the posters in the textbook. They can also add a sentence describing the job. They may do this in several groups. After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class.Step Ⅳ 1cThis activity provides guided oral practice using the target language.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.Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people. Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh.Play the I’d like to statements on the r ecording to demonstrate this pronunciation.After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters. Get two pairs to demonstrate two conversations first. They may say like this:S A: I’d like to cheer up sick kids.S B: You could visit sick children in the hospital.S A: I’d like to help homeless people.S B: You could give out food at a food bank.Then let the whole class practice in pairs.After that, play the recording of activity 1b and let the children read after it twice.Then ask them to practice similar conversations using the information in Activity 1b.Step Ⅴ SummarySay, In this class, we’ve learned how to express offering help. And we’ve learned several phrasal verbs. At las t, we did some oral practice using target language.Step Ⅵ Homework1. Make up one sentence with each of the following phrasal verbs:clean up, cheer up, give out2. Write out three conversations of activity 1c.Step Ⅶ Blackboard DesignThe Second PeriodⅠ. Teaching Aims and DemandsKnowledge Objects(1) Key Vocabularyclean-up, sign, put off, set up, establish, come up with(2) Target LanguageI’ll help clean up the city parks.(1) Train the students’ listening skill.(2) Train the students’ communicative competence using the target language.(3) Train the students to use the new phrasal verbs: cheer up, set up, come up with, put off/3. Moral ObjectPlan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it.Ⅱ. Teaching Key Points1. Listening practice with target language.2. Make communications with target language.3. How to use the phrasal verbs.Ⅲ. Teaching Difficult Points1. Make communications with target language.2. Use the phrasal verbs.Ⅳ. Teaching Methods1. Listening2. Pairwork3. Role play the conversationⅤ. Teaching AidsA tape recorderⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the knowledge points on Page 60. Ask several students to tell some ways they could help people with books closed.2. Check homework by asking several pairs to read their conversations which they wrote down.3. Check homework by asking some students to read their sentences with the phrasal verbs. Let them hand in their homework.Step Ⅱ 2aThis activity provides listening practice using the target language.We can see five pictures in Activity 2a.What can you see in each picture?Ask five different students to describe the pictures. They may say like this:Picture 1: We can see a TV screen in Picture 1.Picture 2: There is a girt putting a sign on the board.Picture 3: A boy is making a call.Picture 4: We can see a copy of newspaper with the advertisement.Picture 5: A boy is giving out advertisements to people.After that, ask a student to read the words on the TV screen, on the sign and in the newspaper.We’ll hear some students at a club meeting. They are talking about how their c lub can help clean up the city parks.Ask the class to read the instructions together. Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording.Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes. Play the recording the first time.Students only listen.Play the recording again. Ask students to check the things they hear.Check the answers.AnswersThe following pictures should be checked: b c cTapescriptBoy 1: OK. Now we need to come up with a plan to tell people about the city park clean-up.Girl 1: Yeah, but I’m hungry, Bob. let’s have lunch first.Girl 2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now.Boy 2: You’re right. Sally, while we talk, I’ll write down all our ideas. Then we can decide which ideas are best.Girl 1: Um… Well … we could put up signs.Boy 2: That’s a good idea!Girl 2: I’11 hand out advertisements after school.Boy 1: OK. Great! And we could each call up ten people and ask them to come.Boy 2: Hey, we’ve coming up with a lot of good ideas, aren’t we?Step Ⅲ 2bThis activity provides listening and writing practice using the target language.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.Answers1. come up with2. put off3. write down4. put up5. hand out6. call upStep Ⅳ 2cThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation first. Ask a pair to read it to the class.Ask the class to read the instructions together.Say. You’ll work in pairs to role play the conversation in Activity 2b.Each pair will make a conversation like the sample one. You can use the sentences in Activity 2b as a guide.Ask the students to work in pairs. More around the classroom, checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class.Step Ⅴ Grammar FocusThis activity introduces several phrasal verbs.Say, Do you remember the meaning of cheer up Who can tell usAsk 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 Ⅵ SummarySay, In this class, we’ve done some listening and writing practice with target language. We also did some oral practice in pairs. And we’ve discussed some phrasal verbs as well.Step Ⅶ Homework1. Write two conversations like the sample in Activity 2c.2. Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call upStep Ⅷ Blackboard DesignThe Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularymajor, commitment, veterinarian, coach(2) Target LanguageI’d like to join the school volunteer project.You could help coach a football team for little kids.2. Ability ObjectsTrain students’ reading skill.Train students’ speaking skill with target language.Trai n students’ writing skill with target language.3. Moral ObjectIf 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 Points1. 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 Points1. 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 Methods1. Pairwork2. Role playⅤ. Teaching AidsSome pictures that the volunteers are working, or some signs of the volunteers’ clubs.Ⅵ. Teaching ProceduresStep Ⅰ Revision1. 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. Ask several pairs to talk about the ways they could help people, using the conversation in the speech bubbles in activity la as a sample.Step Ⅱ 3aThis activity provides reading practice using the target language.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 agai n.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. Questions1. 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 word s or sentences.Move around the classroom and answer the students’ questions.AnswersUnderlined words: She helps young ch ildren learn to read after school. …volunteers every Saturday morning at an animal hospital… sings for groups of people at the City Hospital.Circled words: You can do the things you love to do…he has learned a lot about animals …he has met some wonderful people at the hospital.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Read the instructions to the students.And tell them I love English. I could teach English in an after-school program.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.Tell them coach means teach or train.Then ask the students to look at the table in Activity 3b.We can see three columns in this form.There are four names in the first column.And we can know what each of them loves doing from the second column, the column of loves. Now our task is to fill in the blanks in the third column, the column of Could. Get the students to discuss in pairs and fill the results of their discussions in the blanks.Move around the classroom to make sure that they are discussing in English and offer them help as necessary.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.Sample answersStep Ⅳ 3cThis activity provides listening and speaking practise using the target language.Ask a pair of the students to model the sample conversation first.S A: I’d like to join the school volunteer project, but I’m not sure what I should do.S B: What do you like doing?S A: I love playing football.S B: Well, you could help coach a football team for little kids.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 4This activity provides written and oral practice using the target language.Read the instructions to the class.Call the stude nts’ attention to the clart on the left. Point out the titles Things I like to do and volunteer work I could do to the students.At first, each of you writes down three things you like to do on the lines in the column of Things I like to do. You can write in either complete sentences or phrases. For example, you can fill in the blank with I love drawing pictures, or Drawing pictures. 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.S A:I like to read about Chinese history.What kind of volunteer work do you think I could do?S B: You could start a Chinese History Club.Write the conversation on the blackboard.Get students to practice in pairs.As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions.Tell them to fill in the blanks in the column of Volunteer work I could do with the suggestions that their partners have given them.After all of them have finished writing, ask one or two pairs to share their conversations to the class.Sample answersStep Ⅵ SummaryIn 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 Homework1. Write a conversation like the sample on in Activity 3c.2. Write a conversation like the sample one in Activity 4.Step Ⅷ Blackboard DesignThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrun out of, take after, fix up, give away, repair, not…any more, similar advertisements(2)Target LanguageWhat 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 ObjectCome up with a good idea to help others. It will bring you much enjoyment.Ⅱ. Teaching Key Points1. 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 PointTeach the new phrasal verbs.Ⅳ. Teaching Methods1. Making up sentences2. Listening3. PairworkⅤ. Teaching AidA. tape recorder.Ⅵ. Teaching ProceduresStep I Revision1. Revise the contents of the article in Activity 3a. Section A by asking some questions like these.Questions1. What does Li Huiping love to do?And what does she do as a volunteer?2. What does Lan Pei love and what does he plan to be when he leaves school Where does he spend every Saturday working3. What about Zhu Ming Say something about Zhu Ming.4. What do they say about their volunteer work?5. What do they plan to do?2. Check the homework by asking some students to read the conversations they wrote. Correct any mistakes they might have made. Let them hand in their homework.Step Ⅱ 1aThis activity introduces new target language.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 th em.Let’s see the first one. I’ve run out of itHere, 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 like this.2. I take after my mother.take after——be like sb. or be similar to sb.I take after my mother. ——I am like my mother.。