Unit 2 I’ll help to clean up the city parks
第一课时Section A(1a－2d)
【学习目标】
1．学生能掌握以下重点单词和短语：clean up，city，cheer，cheer up，give out，volunteer，notice，used to，lonely
2．能学会情态动词 could，should的用法；用should提出建议并对别人的建议作出评价。
【学习重点】
掌握重点短语clean up，cheer u p，give out等的用法。
【学习难点】
提供帮助的基本句型。
情境导入
播放学生志愿者进行义务帮助别人的活动视频，通过询问学生以下问题，来引导他们了解社会上一些志愿者们进行的活动。
T：Who are they?
S：They're volunteers.They usually volunteer to help others.
T：How could we help people?
S1：We could clean up the parks.
S2：We could help sick people in the hospital.
自学
Task 1
【组内小展示】
先由各小组组长带领组内成员认读单词和词组，再在整个小组内进行齐读后对词汇的用法进行归纳，并标记出发音和理解困难的单词，可及时向老师求助。最后，板书展示内容。
【班级大展示】
1．I can read.(我会读)①带读——齐读，注意单词的发音；②通过游戏形式，如单词游戏来巩固单词的学习。
2．I can write.(我会写)①以answer quickly(抢答)的方式对词组进行中英互译；②带读——齐读；③抽测：可以用造句的方式巩固词组的用法。
3．I can summarize.(我会总结)①结合I can write中的单词，总结动副短语的用法；②抽测：用【小试牛刀】中的练习对其用法进行巩固，并以抢答的方式对答案进行核对，并进行讲解。情景导入生成问题1．(T)Question：Who are they？What do they do?
(S)Answer：They're__volunteers.They__usually__volunteer__to__help__others…
2．(T)Question：How could we help others？What are the other ways you could help people?
(S)Answer：We__could__clean__up__the__parks…
自学互研生成能力
Task 1Let's read the new words and phrases.
1．I can read.(我会读)
cheer，volunteer，notice，lonely，used to，sign
2．I can write.(我会写)
(1)cheer 欢呼；喝彩(2)volunteer 自愿做；志愿者
(3)notice 公告牌；通告 (4)lonely 孤独的；寂寞的
(5)clean up 打扫干净 (6)cheer up 使……开心
(7)give out 分发 (8)used to do sth.过去常做某事
(9)come up with 想出 (10)put off 推迟
(11)hand out 分发 (12)call up 打电话
(13)care for 关心 (14)the food bank 食物救济站
(15)put up 张贴(16)after-school study program 课后辅导中心
(17)make some notices 制作一些广告
(18)help out 帮助走出困境
3．I can summarize.(我会总结)
(1)clean up 是由“动词＋副词”构成的动词短语。名词作其宾语时，可放在副词前，也可放在副词后；代词作其宾语时，只能放在动词和副词之间。如：He often helps to clean up the street.他经常帮忙打扫街道。
(2)give out相当于hand out，是由“动词＋副词”构成的动词短语。但give out还有赠送的意思。这样的短语还有put up，cheer up，put off等。
小试牛刀
①Can you give out the food？你能分发这些食物吗？
②He cheered up at once when I agreed to help him.我同意帮他时，他马上高兴起来。
③Don't put off finishing this work.别延迟完成这项工作。
Task 2Let's listen to the tape and finish 1b，2a，2b.
1．听第一遍录音，完成1b，2a的听力任务，然后个别检查，统一核对答案。
2．听第二遍录音，完成2b，统一核对答案。
3．利用2a，2b的信息分角色进行对话练习，然后邀请2～3对同学当堂演示，看哪一对的表现最佳，完成2c。
Task 3Let's make conver sations and interview.
1．I can practice.(我会练)
A：What's your plan in summer vacation?
B：I'm going to work__outside.
A：What can you do?
B：I can help to clean__up__the__city.
Task 3
【组内小展示】
小组内先讨论并核对Task 2的相关答案，再在组内讨论设置情境表演对话，并对同学进行采访编对话。最后，在黑板上板书展示内容。
【班级大展示】
1．I can practice.(我会练)①以抽签的形式，抽选同学翻译Task 3 中的对话；②带读——齐读。
2．I can make conversations.(我会编对话)①根据任务要求编写对话；②设置情境表演对话；③根据对话内容，对同学进行随机提问。
3．I can act the conversation and understand it.(我会表演和理解对话)①朗读对话并理解对话，回答
问题；②用Role-play的形式表演对话。
【备注】
2．I can make conversations.(我会编对话)
Role-play a conversation to help others.结合课文内容编写“主动提供帮助”的对话。运用句型：What could I do？What are the other ways you could help people?
A：We need to come up with a plan for the City Park Clean-Up Day.
B：Let's have lunch first.
A：No，we need to start no w.Clean-Up Day is only two wee ks from now.
B：What could I do?
A：You could make some notices.
3．I can act the conversation and understand it.(我会表演和理解对话)
(1)Read the conversation and answer the two questions.
①Where's Helen going to work this summer?
She's__going__to__work__in__an__old__people's__home.
②What did Tom do to help the old people?
Reading__t he__newspaper__or__just__talking__to__the__old__people.
(2)Practice the conversation with the partner.Then let some pairs act out the conversation.
交流展示生成新知
Show in groups.(Time：six minutes)
Task 1
First the students read the words and phrases in groups.Then，read together and sum up the usage of the words in groups，mark the difficult points(they can ask the teacher for help)．
Task 3
First the students discus s and check the answers in Task 3，then discuss and set scenes to perform the dialogues.At last write the show contents on the blackboard.
展示提升
Class show.(Time：sixteen minutes)
Task 1
1．I can read.①Read together, pay attention to the pronunciation of “volunteer”；②Sum up and explain the usage of “lonely”；③Consolidate the word lear ning by word game.
2．I can write.①Students translate the phrases into Chinese by answering quickly；②Read together；③Spot test：Consolidate the usage of phrases by making sentences.
3．I can summarize.①Students sum up the usage of “lonely”and discriminate “used to”and “get used to ”；②Students consolidate the usage of “help”by exercises.And check the answers and explain.
Task 3
1．I can practice.①Ask students to translate the key sentences in Task 3；②Read together；
③Explain the usage of “lonely/alone”．
2．I can write.①Students make dialogues according to the task；②Set scenes to perform the dialogues；③Spot test：Interview in class and design exercises according to the interview.
3．I can summarize.①Students sum up the usage of “lonely/alone”；②Sum up the structure of w hat-exclamatory sentence；③Spot test：Consolidate them by exercises and check the answers and explain.
课后反思查漏补缺
收获：________________________________________________________________________
存在困惑：________________________________________________________________________