九年级英语全册《Unit8Iwillhelpcleanupthecityparks(第5课时)》导学案(无答案)人教新目标版
初中英语九年级课件《Unit 8 I'll help clean up the city park
Grammar
Practice using verb phrases, adjectives, and passive voice to describe activities and actions in the city park.
Speaking
Engage in conversations and role-play activities to improve speaking skills.
交流学习目标
1
展示个人观点
学会表达个人看法和主张，与同学进行有关环保主题的交流。
2
团队合作
通过合作清理城市公园，提高团队合作能力。
3
听力理解
通过听取他人的观点和意见，提高理解能力。
活动设计
种树活动
组织学生合作种树，提高对环境 保护的参与感。
回收站游戏
通过游戏方式教育学生回收利用 废物。
城市公园清理
初中英语九年级课件 《Unit 8 I'll help clean up the city park》
本课将帮助学生提高对保护环境的认识。教学重点是学习如何清理城市公园 以及保护自然资源的重要性。
本课的目标
1 了解城市公园的重要性和保护环境
的必要性。
2 学会描述和交流清理城市公园的经
历和计划。
教学重点
学会使用一些关于环境保护和公园的常用词汇。 掌握动词短语用来描述清理公园的活动。 了解并使用正确的语法结构来描述自己的计划和经历。
教学难点
1 正确使用动词短语和形容词来描述清理城市公园时的活动和环境。 2 掌握使用被动语态来描述清理公园时的行动。
教学内容
Unit 8 Vocabulary
九年级英语全册 Unit 8 I’ll help clean up the city parks(第
Unit 8 I’ll help clean up the city parks.第六课时Reading(阅读课)Ⅰ. 单词1. 肢体有残疾的2. 组织，机构3. 装满4. 快乐，高兴5. 盲的6. 聋的7. 不能的，不会的 8. 不能 modal v.9. 想像 10. 关上11. 搬运 12. 专门地13. 拿来 14. 支持15. 感激 16. 捐赠物17. 代词 18. 副词19. 介词 20. 连词21. 捐赠，赠送Ⅱ. 词组1. 帮助某人解决困难2. 立刻，马上3. 词性4. 为做某事向某人表示感谢5. 挽救动物组织6. 残疾人7. 装满，填满 8. 让某人做某事9. 面对挑战 10. 正常的事11. 接电话 12. 关门13. 搬东西 14. 对某人来说是困难的15. 我的一个朋友 16. 一只经过特别训练的狗17. 感到幸运 18. 训练去做某事19. 不同的指令 20. 送给某人某物21. 立刻 22. 被用来做某事Ⅲ. 阅读文章, 判断正误(正确T，错误F)( ) 1. Animal Helpers is an organization that helps disabled people.( ) 2. I can’t use my hands well, normal things like answering the telephone or carrying things have always been difficult for me.( ) 3. Liz Smith got a dog at “Animal Helpers” after half a month.( ) 4. Lucky can understand different instructions.( ) 5. Lucky is a cute and naughty dog.Ⅳ. 完成下列句子1. 我想感谢你寄钱给“挽救动物组织”—一个为帮助残疾人而建立的机构。
九年级英语全册 Unit 8 I’ll help clean up the city parks Reading课件 人教新目标版
Use information in the letter to make true sentences by matching the different parts.
Subject
Miss Li Liz Smith Lucky “Animal Helpers”
Verb
can fetch trains donated is
19.这些钱很好的用于帮助像我这样的残疾人.
The money is well used to help disabled people like me.
20. 给某人最好的祝愿 best wishes to sb. 给…节最好的祝愿 best wishes for sth. 21. 不能做某事 be unable to do sth。
7. 推迟、拖延 put off sth 8. 推迟做某事 put off doing sth 9. 张贴 put up 10. 建立，创立，开办 set up =start / establish 11. 用完，花光，耗尽 run out of 12. 修理，修补 fix up =mend / repair
Object/predicate
unable to move well. money to “Animal Helpers” animals like lucky. things for disable people.
Example answer
Dear Liz, I was so happy to receive your letter. Thank you very much for writing to tell me about Lucky. I would really love to come and visit you one day. I’d also like to help you some more because I have some extra time at the moment. Perhaps I could help you at home,or do some work for “Animal Helpers”. I’d enjoy watching them train the animals too. I’ll call them one day soon.
九年级英语全册 Unit 8 I’ll help clean up the city parks(第
Unit 8 I’ll help clean up the city parks.第一课时Section A 1a-2c (听说课)Ⅰ. 单词1. 饿, 饥饿2. 无家可归的3. 打扫, 清洁4. 招牌5. 广告6. 摆放7. 建立Ⅱ. 词组1. 把…打扫干净2. 使高兴起来3. 分发，发放4. 推迟5. 建立，创办6. 想出, 提出(两个)7. 想要做某事 8. 帮助做某事(两个)9. 无家可归的人 10. 食物站11. 生病的小孩子们 12. 课后的学习活动13. 清洁日 14. 要求某人做某事15. 制定计划 16. 推迟做某事17. 写下, 记下 18. 张贴，搭建19. 分发, 发放 20. 打电话给某人21. 一群孩子 22. 从现在起Ⅲ. 翻译下列句子1. 我想外出工作。
2. 你可以帮助清扫城市公园。
3. 我想让生病的小孩子们高兴起来。
4. 我想帮助小孩子们做学校的功课。
5. 我们需要想出一个计划。
6. 我们不能推迟制定计划。
7. 我们可以张贴标语。
8. 放学后我将要分发广告。
Ⅳ. 听录音，补全句子Section A 2a, 2bB1: Ok. Now we need to _______________a plan to tell people about the city park __________.G1: Yeah, but I am __________, Bob. Let’s ________________first.G2: No, we can’t ____________marking a plan .Clean-up Day is only _____________from now.B2: You’re right, Sally. While we talk, I’ll _____________all our ideas. Then we can decide which ideas are _________.G1: Um…well…we could ___________signs.B2: That’s a good idea.G2: I’ll ________________ advertisements after school.B1: Ok. Great! And we could each ____________ten people and ask them ____________. B2: Hey, we are coming up with a lot of good ideas, aren’t we?。
九年级英语全册 Unit 8 I'll help clean up the city parks(第
Unit 8 I'll help clean up the city parks【教学目标】1.知识目标：掌握以下词汇： major , coach, take after, similar, fix up, repair, think up2) 掌握并会运用下列重要短语和句子：cheer up , set up , not only…but also…, be home to sb., volunteer sth. to do sth.These three students all volunteer their time to help other people.Not only do I feel good about helping other people,but I get to spend time doingwhat I love to do.2.能力目标1) 培养学生阅读理解能力和归纳信息的能力，讨论作为一名志愿者应该做什么。
.2) 要求学生结合所学内容，发挥想象补充表格然后利用该信息进行操练对话。
3.情感目标通过学习，学会关注社会，关注他人。
【重点难点】重点：Phrasal verbs about offering help 难点：Something about doing volunteering work【教学过程】I. Warm up1. 复习上节课所学内容：教师活动：让学生复习上节课所学的句型，I’d like to….. I could…表达自己应该怎样帮助他人，教师说汉语学生说英语。
让几个学生朗读自己编写的对话，教师即时正音。
听写单词：先让2个同学上黑板听写，完成后让另外的2名同学来批改，其他的同学与同桌互批。
检查完单词后，教师要多鼓励学生，并结合学生出现的错误适当的讲解一些有规律性的单词记忆法。
学生活动：积极参与制作对话，踊跃发言，学会用英语表达自己的思想。
【知识学习】Unit 8 I will help clean up the city parks教案
Unit 8 I will help clean up the cityparks教案Unit8Iwillhelpcleanupthecityparks教案教学目标:、能运用以下句型进行交际。
I’dliketoworkoutside.youcouldgiveoutfoodatafoodbank.2、能从所听到的对话中获取信息。
3、掌握词汇及短语volunteer,workoutside,cheerup,helpsbwithsth,giveout,cleanup,inthehospital,comeupwith,putoff,writedown, handout,callup.教学重、难点:)wouldliketodosth.=wouldlovetodosth.I’dliketogosomewhererelaxing=I’dlovetogosomewhererelaxing.2)willdosth.表示说话者意志和意愿或者必然要发生的事，通常用“will“。
3)begoingtodosth.表示说话者打算计划要做某事、或者将要发生某事。
教学过程：（一）预习导学及自测：分发在某方面帮助某人想出推迟写下在医院打扫（二）情境导入：展示几张需要帮助的人或事的图片（如：sickpeople,homelesschildren,dirtypark,hunger）T:Doyoulikethesepicture.S:No,theymakemesad.T:whatcanyouseeinthepicture?S:Therearesomepeoplewhoneedhelp.T:canyoutellmesomethingaboutthepicture?S:Thechildrenareverypoor,theydon’thavemoneytogotoschool…（三）自主探究:教学whatcanyoudotohelpsickpeople?Icouldvisitthemintheho spital.I’dliketobuythemsomeflowers.Ihopetocheerthemup.PresentationandpracticeT:whatcanyoudotohelpthepeoplewhoneedyourhelp?Forexa mple:whatcanyoudotohelpsickpeople?S：Icouldvisittheminthehospital.S:I’dliketobuythemsomeflowers.S:Ihopetocheerthemup.S:Ivolunteerto……（让学生给出不同的回答，强调I’dliketo,hopeto,volunteerto,could和其它动词的搭配。
九年级英语全册 Unit 8 I’ll help clean up the city parks教案
Unit 8 I’ll help clean up the city parksThe 1st periodⅠ． Teaching Aims and Demands1. Knowledge aims（1） Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank clean-up, sign, put off, set up, establish, come up with（2） Target LanguageI’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 st udents’ listening skill．(3 ) Train the students to use the new phrasal verbs3. Moral aimOffer help to the others as much as possible．Make them know “ Giving is better than receiving”.Ⅱ． Teaching Key Points1. 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 Points1. 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 Methods1.Teaching by giving sample sentences and making up sentences.2. pair-work3. task-based activityⅤ． Teaching Aids1. A tape recorder2. Ppt.ProceduresStep 1 Lead-inDo 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 people1.You could help clean up the city parks2.You could cheer up the old people.Step 2 1a Group-workLook 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-workRead 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. 2aWe 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 2bRead 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 playLei 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 planAsk one or two pairs to say their conversations to the class．Step 8 Oral practiceThe Olympics is coming. If you are a volunteer , what will you do?Step 9 Grammar FocusSay, 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 HomeworkWrite down the essay “I am a volunteer of Olympics”Blackboard DesignUnit 8 I’ll help clean up the city parks1. vocabulary cheer up I’d like ----clean up homeless You could ---give out hunger I’ll ----put off establishset up advertisementthink outThe 2nd PeriodⅠ． Teaching Aims and Demands1.owledge 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’ spe aking skill with target language．Train 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．e the target language to express what kinds of volunteer work they could do and what they like to do．Ⅳ． Teaching Methods1.Pairwork2.Role playⅥ． 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．Step Ⅱ 3aHave 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．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 words or sentences．Step Ⅲ 3bfill 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 3cAsk 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 4Get the students to write down their own answers individually．As students write, move around the room helping with vocabulary if necessary．Sh ow 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 SummaryIn this class, we’ve learned more about the vo lunteers 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 Blac kboard DesignThe 3rd PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects（1）Key Vocabularyrun 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 LanguageWhat do you do, Jimmy?I fix up bikes and give them away．2.Ability Objects（1）Train t he 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．If you get in trouble in your volunteer work, go to the people around you to ask for help.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, ppt.Ⅵ. Teaching ProceduresStep I RevisionCheck the homework and important drills and phrases have learned alreasy.Step Ⅱ 1aRead 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 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．Ask students to match the sentences with similar meanings．Say, Now match the numbered sentences with the lettered sentences in the box．Step Ⅲ 1bCall t he 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 partner s’ may have made．Step Ⅵ 2aCall 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 2bAsk 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-workWork 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 3aWe 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 i n 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 3bAsk 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 4Let’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 presentationsHomework1. Make one sentence with each of the phrasal verbs below, call up, hand out, work out, run out, set up fix up．Blackboard designUnit 8 Section BVocabularyTarget language:fix up My bike is broken. I have it fixed up A : What do you do, Jimmy? giveaway -------------- B :I fix up bikes and give them awatake after ----------------------run out of ----------------------The 4th PeriodⅠ.Teaching Aims and Demands1.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 given2.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 ObjectWhat 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 Points1.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 Points1.The students make sentences with the phrasal verbs．2.Write the article with the notes given．Ⅳ.Teaching Methods1. Teaching by providing sample sentences2. Teaching by providing sample articleⅤ． Teaching Aida picture of a womanⅥ． Teaching ProceduresStep I Revision1.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 64Step Ⅱ Part 1First 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 themLet 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 papersStep III. Part 2We’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 storyFor 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 c rying 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 laterA: 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 breath e. Step Ⅴ Homework1． 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 designUnit 8 I’ll help clean up the city parks．Self checkAnswers to Activity 1:1. give out 2． came up with3. gave away 4． hang out5. takes afterSome 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 PeriodReading: I’ll send you a photo of lucky.Ⅰ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyset up , cheer up, run out of , help out, and so on．（2） Text2． Ability ObjectsTrain students’ ability of ide ntify main idea．Train students’ ability of understanding words in context．Train students’ ability of reading for special information．3.Moral ObjectHelping the disabled people is necessary and we should support the me or organization.Ⅱ． Teaching Key Points1. 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 Points1. Train students’ reading skill．2. Train students’ writing skill．Ⅳ． Teaching ProceduresStep Ⅰ Part 1At 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 waysHow 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 3aRead 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 WritingAsk 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.Homework1. Reserve the important drills and phrasal verbs2. preview the new unit。
九年级英语全册《Unit 8 I’ll help clean up the city parks(第
Unit 8 I’ll help clean up the city parks学习目标掌握重点单词和短语hunger homeless aadvertisement establish elementary coach cheer up give out.put off set up think up掌握重点句型(1)I’d like to work outside.’s cheer him up.(3)You should help cleanup the city parks.(4)We are going to set up a food bank to help hungry people.(5)We need to e up with some ideas.3.语法:短语动词第二课时(3a～4)一.预习:一)根据句意及首字母提示完成单词1.Li lei studies in a middle school after finishing e_________school.2.It’s a major c_________to help the homeless kinds.3.Lin Pei plans to be a v________in order to help the sick animals.4.I c________people for English examin ations.5.The Olympic Games will be hold in Beijing.Beijing a v_________to help others is great.二)把下列汉语译成英语.…………二.重点点拔:知识点 1.Notonly do I feel good about helping other people,but I get to spend time doing what I love to do.我不仅感到帮助别人是一种快乐,而且我开始花时间做我喜欢做的事。
实验中学初三英语优质课件精选Iwillhelpcleanupthecity
谢谢观看
请指导
Liz Smith
2. What does “ Lucky” mean in the title?
It’s the name of a dog.
3. What’s “Animal Helpers”? It’s an organization to help disabled people.
4. What kind of person is the writer?
is
things for disabled
people
Find out the new words in the letter.
Dear Miss Li, I’d like to thank you for sending
money to “Animal Helpers”, an organization set up to help disabled people. For sure, you have helped make it possible for me to have “Lucky”, who has filled my life with pleasure. Let me tell you my story.
Best wishes, Liz Smith
Write a short reply to Liz Smith.
1.Offer to help her more. 2.Say why you are able to help. 3.Say what you could do to help.
Dear Liz, I was so happy to receive your letter.
九年级英语全册《Unit 8 I’ll help clean up the city parks》Section A课件
call up
to raise something2c. Pairwork
A: Now we need to come up with a plan to tell people about the Clean-Up Day. B: But I am hungry, Bob. Let’s have lunch first. A: No, we can’t put off making a plan. CleanUp Day is only two weeks from now.
九年级人教新目标
Unit 8 I’ll help clean up the city parks.
Section A
Warm up
• Do you want to be a volunteer ? • How could we help people?
Look at the pictures. What are they doing?
2. I’d like to _____ help homeless people. You could give out food at the food bank. ______
up sick kids. You could 3. I’d like to cheer _____ visit them in the hospital. ______ with their schoolwork. You 4. I’d like to help kids _____ volunteer in an after-school study program. could _________
2a. A group of students are planing a City Parks Clean-Up Day. They are talking about ways to tell people about the Clean-Up day. Listen and check the things the students are going to do.
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《Unit 8 I will help clean up the city parks（第5课时）》学习目标
知识目标
重点单词：website, fill, please, blind, deaf, disable
重点短语：test paper, make monkey, set up, fill…with…, be late to
重点句型：①Sally Brown is a young woman who wants to be a professional singer.
② I’d like to thank you for sending money to“Animal Helpers”, an organization set up to help disabled people.
③You see, you have helped make it possible for me to have “Lucky”, who has filled
my life with please.
④ Being blind,deaf, unable to walk or use your hands easily is something that most
people cannot imagine.
Step 2 自主研学，理解新知
一．写出下列各词的适当形式。
anize(v.)→_______________(n.)
2.support(v.) →___________(n.)
3.please (v.) →________(n.) →__________(人adj.) →___________(物adj.)
4.donate(v.) →_________(n.)
5.shut(v.) →_________(现在分词) →______(过去分词)
6.able(adj.) →__________(反义词)（肢体有残疾的）
二．英汉互译。
7.发试卷____________________ 8. make a pen pal website ___________________
9.give away some clthes to charity _________________________________
10.hang put ________ 11.answer the phone __________
12.使……充满 _____________ 13.帮助某人解决困难____________________ 14.立即、马上______________ 15.be unable to _______________
三．句型展示台
16.你瞧，你的帮助已经使我拥有“Lucky”成为可能，它让我的生活充满了快乐。
You see, you have helped_________ it __________ for me to have “Lucky”, who has ______ my life ________ please.
17.作为盲人、聋子，不能行走，或者不能自如使用双手是大多数人难以想象的事情。
_______ blind, deaf, unable to walk ______ use your hands easily is something that most
people cannot ___________.
18.这些钱会很好地用来帮助我这样的残疾人。
The money ________________________________ help disabled people like me.
Step 3 Part 1 and check the students’ answers.
导学 1 test papers 考试试卷 paper作“纸”讲为不可数名词，但当特殊用途的纸时为可数名词。
导学 2 make money 挣钱
Step 4 Part 2 (1) Students write an article using the notes in the box. Tell what happenes to Sally.
(2) Let students show the article in the class.
(3) Let students correct their articles according the model.
_______________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ___________________________________________________________________________ 教/学后记：。