九年级英语全册Unit8I'llhelpcleanupthecityparks综合试题(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。
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 1’II help clean up the city parks S
九年级英语全册 Unit 8 1’II help clean up the city parks SectionB(1a-2c)导学案（无答案）预习导学I．近义短语连线．1．run out of a．repair2．take after h give to other people freely3．fix up c use up4．give away d be similar to sb.Ⅱ．根据句意及汉语提示．完扈句子5 I (捐赠)my bicycle to they．6．Jimmy (长得像)his father．7．My sweater (与……相似)yours．8．He has (用完)his money.合作研讨一、重点单词与短语1．repair n修理；修补【拓展]have sth．repaired意为“修理了……”【跟踪训练】1．我的手表坏了，我我得修理一下。
My watch doesn’ t work. I’ll it .【辨析]repair／mend／fix这三个单词都有“修理；修补”的意思。
它们的区别为：repair和fix：都表示使受到损坏的或失灵的东西恢复其性能或机能，其对象范围很广。
如：repair／fix a watch／road修手表／道路；mend表示修复破损的东西，一般指较小的物品。
如：mend the shoes／windows修鞋子／窗户。
2．give away赠送；捐献【拓展】give away为“动词+副词”短语，若人称代词作宾语，须置于give和away 之间。
give常见的短语有：give away sth．to sb．把某物赠送给某人；give up放弃；give in屈服；give back归还；give out分发。
【跟踪训练】2. 如果我有一百万元，我会把它捐给慈善机构。
If I had one million yuan ,I would charity二、重点句型I take after my mother．我长得像我妈妈。
九年级英语全册 Unit 8 1’II help clean up the city parks S
Unit8 1’II help clean up the city parks．第1课时Section A(1a Grammar Focus)预习导学I.．预习单词及Grammar Focus。
把意思相近的短语连起线来1．cheer up a．ring up2．think up b．establish；start3．call up c．come up、with4．set up d．make someone happierⅡ．根据旬意及汉语提示。
完成句子5．I'd like to help (无家可归的)people．6．You could help (打扫)the city parks．7．You could help stop (饥饿)．8．I’11 give out (广告)after school9．I'd like to cheer up (生病的孩子们)．10．We can t (推迟制定)a plan11．We could (张贴)signs-合作研讨一、重点单词与短语1．Hunger n．饿；饥饿【拓展]hungry adj．be／get hungry饥饿的【跟踪训练】1. Thousands of people in Africa are dying from (hungry )every day2. homeless adj. 无家可归的【拓展]home n．&adv．家；go home回家；get home到家；hometown家乡；故乡。
在某些单词后加后缀一less，意为“没有··········的”例如：careless粗心的；hopeless没有希望的useless无用的；endless无止境的。
“the十形容词”构成的短语可以表示一类人，如：the homeless无家可归的人。
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。
九年级英语全册 Unit 8 I’ll help clean up the city parks课件 人教新目标版
B:You could give _o_u_t food at the food bank. 3. A:I’d like to cheer _分_u发_p_;发s放ick kids.
B:You could _v_is_i_t them in the hospital.
4. A: I’d like to help kids _w_i_th_ their schoolwork.
1. We need to _c_o_m_e__u_p__w_i_th_ a plan.
2. We can’t _p_u_t_o_f_f_ making a plan. Clean-Up D推a迟y;拖is延only two weeks from
now.
3. I’ll _w_r_i_te__d_o_w_n_ all our ideas.
food at the food bank
They are hungry and homeless(无家可归的).
You could help stop hunger(饥饿).
学科网
A:What would you like to do to help others? B:I’d like to … A:You could …
B: You could _v_o_lu__n_te_e_r_ in an after-school
study program.
practice
A: I’d like to work outside. B: You could help clean up the city parks
A: I’d like to help homeless people. B: You could give out food at the food bank.
九年级英语全册 8 I ll help clean up the city pa
轧东卡州北占业市传业学校Unit 8 I’ll help clean up the city parks.第三课时Section B 1a-2c (听说课)Ⅰ. 单词1. 修理, 修补2. 修补, 修理3. 相似的Ⅱ. 词组1. 修理, 修补2. 相像3. 用完，用光4. 分发，捐赠5. 不再6. 和…相似Ⅲ. 翻译以下句子1. 我已经把它用完了。
2. 我长得像我妈妈。
3. 我不再有它了。
4. 我与她相似。
5. 我把自行车赠送给了慈善机构。
6. 吉米修理自行车。
Ⅳ. 听录音，补全句子: S ection B 2a,2bMan: This morning I’m talking with a very generous young man, Jimmy the Bike Boy. Jimmy is the boy who____________old bikes and________them________. Good morning, Jimmy. Jimmy: Good morning.Man: So, Jimmy, tell our _____________ what you do.Jimmy: Well, like you said, I find or_______old bikes that nobody_______. Then I __________the bikes and give them away ____kids who don’t have__________money to buy their own bikes. Man: That’s fantastic. What ________you the idea?Jimmy: I guess I ______________my father. He’s always___________people.Man: Wow! Your parents must be______________you.Jimmy: I guess so. But now I’ve ___________________money to buy old bikes.Man: Oh, that’s too bad.Jimmy: Yeah. I need to____________________some way of________money or I’ll have to stop.。
人教pep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 parks》教案（1）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 st udents to use the phrasal verbs, and to train the students’ listening, speaking and writing skills using the target 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 periodsSection A Period 1Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyclean 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 ne w 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?(Because…)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 by askin g 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, please.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 about?Help students to answer: V olunteer Today!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. V olunteer 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 their own 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 t he 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 canhelp 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 i n 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. bTapescriptConversa tion 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.Optional activityAsk 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 last, 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 DesignSection A Period 2Ⅰ. Teaching Aims and DemandsKnowledge Objects(1) Key V ocabularyclean-up, sign, put off, set up, establish, come up with(2) Target LanguageI’ll help clean up the city parks.2. Ability Objects(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 th eir club 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 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 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 DesignSection A Period 3Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularymajor, 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 lang uage.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.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 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. Wha t 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.Move around the classroom and answer the students’ questions.AnswersUnderlined words: She he lps young children 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.Cal l the students’ 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 V olunteer 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 DesignSection B Period 1Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyrun 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 ta rget 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 wi th 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 working?3. 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 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 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.3. I fixed it up.fix up——install, fit together and place in position, repair, renewI fixed it up. ——I installed it, or I repair it.4. I gave it away.give away——make a present of, donateI gave it away.——I donated it. I gave it to someone without money.After explaining the sentences, read each sentence in the box and ask the students to repeat.Then ask several students to explain the sentences with letters in front of them.Tell them to explain them in their own sentences. For example, Sentence a, the student might respond. My bicycle was broken. I couldn’t ride it. I got new t ires and a new seat. Now it works fine.Read the instructions again and ask the students to match the sentences with similar meanings.。
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Unit 8 I'll help clean up the city parks综合试题I、试试你的判断力，选择正确答案。
：( ) 1. He looks sad. Let’s cheer him ____ .A. upB. inC. outD. at( ) 2. I _______ some clothes to charity because they are too small for me. A. give up B. give in C. give away D. put off( ) 3. we need to ____ up with a plan on Clean-up Day.A. comeB. goC. workD. study( ) 4. I’m thirsty. I’d like _____ a glass of water.A. drinkB. to drinkC. drinkingD. drank( ) 5. It’s twelve now. Let’s have _____ lunch together.A. aB. anC. theD. x( ) 6. The boss in the factory often makes the workers _____ nine hours a day.A. workB. to workC. workingD. worked( ) 7 Not only I but also Tom and Jack _____ interested in English because it is useful.A. isB. areC. amD. was( ) 8. Not only Mary but also I _______ from Canada.A. isB. areC. amD. was( ) 9. Not only _____help him with his math, buy you should help him with his English.A. you shouldB. should youC. you willD. will you( ) 10. I can’t go _____ because I have to go home at once.A. else anywhereB. anywhere elseC. else nowhereD. somewhere else( ) 11. We have to put off ______ the meeting because both the teachers couldn’t come back on time.A. haveB. havingC. to haveD. had( ) 12. Jack planned ________ a bridge in the town few years ago.A. buildB. buildingC. to buildD. built( ) 13. He ________ his parents. He is especially like his mother.A. takes afterB. looks afterC. runs afterD. takes off( ) 14. We can’t go ahead any more, we have ________ the gas.A. run afterB. run backC. run out ofD. run out( ) 15.Every day we spend much time __________ our homework.A. didB. to doC. doD. doing( ) 16. Thank you for ________me to your home this weekend.A. inviteB. invitingC. will inviteD. to invite( ) 17. Mark Twain was once played a joke by a friend of _________.A. hisB. heC. himD. himself( ) 18. They plan ____________ across the Pacific Ocean next summer.A. sailB. to sailC. sailingD. will sail( ) 19. Jimmy fixed up the old bikes and __________ to the poor.A. gave them upB. gave them outC. gave out themD. gave up them( ) 20. The strategies ______he came up with worked out very fine.A. thatB. whoC. whomD. where( ) 21. This kind of animal is very similar ______ pig in appearance.A. withB. toC. atD. onI、完型填空：Paul is a worker. One of his feet is bigger than 1 . He can’t 2 the right shoes 3 his feet. His friend, Dick, says to him, “ 4 don’t you go to a shoemaker?A good shoemaker can 5 you the right shoes.” 6 Paul goes to the shoemaker near Dick’s home. Very soon the shoemaker makes him a pair of shoes. Paul 7 the shoes and is not happy. He 8 the shoemaker, “You aren’t 9 good shoemaker!I want you to make me one bigger than the other, 10 you make me one shoe smaller than the other.”( ) 1.A. other B. the other C. another D. that one( ) 2.A. see B. look for C. find D. search( ) 3.A. for B. on C. with D. about( ) 4.A. How B. What C. Where D. Why( ) 5.A. take B. give C. make D. mend( ) 6.A. So B. Then C. But D. Or( ) 7.A. looks B. looks at C. see D. see at( ) 8.A. say B. says C. saying D. says to( ) 9.A. the B. that C. one D. a( ) 10.A. then B. or C. and D. butIII、阅读理解During the Second World War,Winston Churchill was the British Prima Minister.One day he had to go to the British Broadcasting Corporation (the BBC) to make an important speech to the nation.An hour before the time of this speech,he stopped a taxi in the street and asked the driver to take him to the BBC,but the taxi-driver, who did not recognize him,said he could not take him anywhere just then,because he wanted to go back to his home at the other end of London to hear Churchill make a speech on the radio.Churchill was so pleased when he heard this.Churchill answered that he gave the man a pound,which was worth quite a lot in those days.“All right,get in,”said the driver happily,opening the door of the taxi.“I'll take you, and to hell with(让......见鬼去)Churchill and his speech!”( )1.During the second World War,Winston Churchill was the _______.A.British Prime MinisterB.American Prime MinisterC.Chinese Prime MinisterD.French Prime Minister()2.An hour before the time of this speech,he stopped a _______in the street and asked the driverto take him to the _______.A.bus, VOAB.taxi, BBCC.taxi, VOAD.bus, BBC( )3.The taxi-driver wanted to go back to his home ________of London to hear Churchill make a speech_ ________.A.at the other end;on the radioB.in the other end;in the radioC.on the other end;to the radioD.at the other end;in the radio( )4.What do you think of the driver?A.He cared for Churchill more than for his speech.B.He cared for Churchill's speech more than for Churchill himself.C.He cared for Churchill and his speech more than for money.D.He cared for money most.( )5.Can you imagine Churchill's expression after he heard the driver's last world?A.happyB.dumbfounded(目瞪口呆的)C.surprisedD.worriedB( )6. In the passage, ________ is the youngest player.A. PeleB. Yao MingC. Steffi GrafD.Martina Navratilova( )7. ________ comes from South America.A. PeleB. Yao MingC. Steffi GrafD. No one( )8. Which is the following is TRUE?A. Yao Ming is a table tennis player.B. Yao Ming is on the Houston Rockets now.C. Yao Ming’s parents are not basketball play ers.D. Yao Ming is playing for the Chinese Football Team( )9. Which is the following is NOT TRUE?A. Pele was born in a poor family.B. Pele was a great football player.C. Pele played football in the street all his life.D. Pele became famous soon after he was picked to play for Santos.( )10. From the passage, we know that ________.。