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Unit 8It must belong to Carla.Section A (1a－2d)1．重点单词：whose，truck，rabbit，attend，valuable，pink，picnic，anybody2．重点短语：belong to，at the picnic，pick up3．重点句式：—Whose volleyball is this?—It must be Carla's.She loves volleyball.The hair band might belong to Linda.It can't be stolen.It could be Mei's hair band.1．重点短语和句型2．must，might，could和can't 表示推测的用法must，might，could和can't 表示推测的用法一、预习课本P57－58新单词并背诵，完成下面的汉译英。
1．谁的________ 2.卡车________3．野兔________ 4.出席________5．贵重的________ 6.粉红色________7．野餐________ 8.任何人________二、认真预习1a－2d找出下列短语和句型。
1．属于________________________________________________________ ________________2．参加野餐________________________________________________________ ________________3．捡起________________________________________________________ ________________4．—这是谁的排球？—它一定是卡拉的。
她喜欢排球。
_______________________________________________________ ________________________________________________________________________ _________________5．这个发带可能是琳达的。
Unit 8 It must belong to Carla.一、单元教材分析：本单元以“A picnic”为话题，共设计了四大部分的内容。
以“It must belong to Carla”为主线，围绕着谈论XX东西属于某人等语言功能展开一系列的任务活动，要求学会如何进行推测，并了解、学会基本句型的应用。
教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。
Section A内容上侧重情态动词的用法，学生要学习、训练相关的语言内容和技能。
学生要重点掌握并能熟练、正确地运用情态动词来表推测的方法。
Section B在Section A谈论推测的基础上，在话题上，反复演练不同情态动词的用法；在语言上，巩固和丰富了话题词汇；在技能上，将听、说能力综合，突出阅读训练，由读促写；在策略上，引导学生关注优秀学生的学习方式，并借鉴运用；在情感上，鼓励学生不信谣，不传谣，积极探索事实真相，不断追求真理，还原真相。
二、单元教学目标：三、单元教学过程与方法在课堂上引导学生掌握知识点的细节，为学生标记重点知识，并对学生之前学到的相关的知识点进行回顾和强调。
四、情感态度与价值观了解国外的文化背景，培养阅读的兴趣爱好，掌握严密的英语逻辑思维。
五、单元重点和难点：1、学会运用情态动词来表推测。
2、学会描述表示物品所属提问和回答3、阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
六、单元考试重点及知识拓展：（一）、辨析join/take part in/attendjoin指加入某个党派, 团体组织等, 成为其中一员, 意为“ 参军, 入党, 入团”。
e.g. join the Army/the Party/the Leaguejoin sb. in (doing) sth. 和某人一道做某事e.g. Will you join us in the picnic? 你参加我们的野炊吗？join in多指参加小规模的活动如“游戏, 比赛”, 口语中常用。
Teaching Plan for9 Unit8 Section B ReadingStonehenge-Can Anyone Explain Why It is There?Designed by Cao ChunxiaFrom Ping Yao No. 1 Middle SchoolLearning Objectives:1.To understand some new words by listening, free talking, guessing and finishing tasks.2.To understand the passage’s main idea, the structure and the different opinions by using somereading strategies, such as skimming, scanning, identifying the linking words or phrases etc.3. To get moral education: Learn to question and hold the spirit of exploring the mysteries. Important Points: 1. must, might, could and can’t for making inferences2. Identifying the conjunctions or phrases that link ideas togetherDifficult Points: The suitable usage of the linking words or phrasesTeaching Aids:Multi-mediaTeaching Procedure:Stages Teacher’s Activities Students’ Activities PurposesStage 1 Pre-reading Make self-introduction. It’s an interactive design tomake the relationshipbetween the teacher and Ssclose.Show a picture of The MayaPyramids and present somenew key words and phrases:receive, mystery, period,victory, enemy, honor,ancestor, burial, position,purpose, energy, preventlearn some new key wordsand phrases.To teach the key new wordsand phrases related to thepassage.Match each linking wordor phrases with itspurpose.To enrich the students’knowledge.Fill in the blanks. Consolidate the linkingwords.Stage 2 While-reading Watch a video and guess themain idea of the passage.Watch a video and Sspredict what the passage isabout .To know what the passage ismainly about bypredicting.Get Ss to match paragraphs with main ideas. Read the story quickly andmatch.To read for the main idea.Get Ss read for the linking words. Read the story quickly andfind the linking words.To read for the linkingwords.Get Ss read carefully from Para1 to Para4 and finish some different tasks: Read carefully from Para1to Para4 and finish somedifferent tasks.To read for details.Stage 3 Post-reading Ask the Ss to fill in the blanks.Finish the task. To consolidate the linkingwords.Get Ss to discuss themysterious in the world..Ss discuss. To understand the passagebetter.Assignments Get Ss to write about themysterious.Write a passage. To consolidate the passage.The Great Wall Ancient Egyptian PyramidsMysteriesLinking words or phrases Making inferences Including contentsorsoas, becausewhen, whilebut, however, though not only…, but alsoand…can’tbemight bemust bemust have been…Who?How?Why?…。
自主学习方案1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
（见学案中预习检测的内容）3.读记后完成预习检测作业。
课堂导学方案Step 1情景导入Question:Teacher:Whose (pencil) is this?Students:1.Anna’s.2.No,it isn’t.环节说明：通过课前的一个师生问答互动游戏，调动了课堂气氛，同时使学生对表示推测的情态动词用法有了基本认识。
Step 2完成教材1a~1c的任务1.要求学生翻开课本P57，迅速浏览所给的图片，然后把图片中所给的物品填入到所给的栏目中。
2.检查答案，要求2~3名学生使用“Whose volleyball is this?”句型，给出各自的答案，并把收集的答案列举在黑板上。
参考案例:Teacher:Whose volleyball is this?Students:It must/can’t be Carla’s.（1）She loves volleyball.（2）She doesn’t play volleyball at all.3.要求学生听第一遍录音，并完成1b的听力任务。
4.要求学生听第二遍录音，并逐句进行跟读。
5.完成教材1c的任务，要求学生根据上面所给的图片使用1b表格中的信息编写对话进行练习，然后要求2~3对学生上台表演。
环节说明：通过学习锻炼了学生的判断力、听力以及口头表达能力，同时巩固了对情态动词must表推测的认识。
Step 3 小结训练1.这一定是王斌的，上面有他的名字。
It Wang B in’s.It has his name on it.2.这个卡车玩具属于鲍勃。
The toy Bob.3.这是谁的自行车？is this?答案：1.must be 2.truck belongs to 3.Whose bikeStep 4 完成教材2a~2d的任务1.要求学生迅速完成2a任务，播放录音一遍，完成2b的听力任务。
导学案教师: 学生: 年级：日期: 星期: 时段:课题第Unit8 It must belong to Carla考点分析：unit8核心语法之情态动词表示推测的用法学习目标与考点分析情态动词表推测的用法；表达某人的想法与观点学习重点学习方法学习内容与过程课文解读Section BStonehenge ---- Can Anyone Explain Why It Is There?Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. Every year it receives more than 750,000 visitors. People like to go to this place especially in June as they want to see the sun rising on the longest day of the year.For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods. However, historian Paul Stoker thinks this can’t be true because Stonehenge was built so many centuries ago. “The leaders arrived in England much later,” he points out.Another popular idea is that Stonehenge might be a kind of calendar. The large stones were put together in a certain way. On midsummer’s morning, the sun shines directly into the center of the stones. Other people believe the stones have a medical purpose. They think the stones can prevent illness and keep people healthy. “As you walk there, you can feel the energy from your feet moving up your body,” said one visitor. No one is sure what Stonehenge was used for, but most agree that the position of the stones must be for a special purpose. Some think it might be a burial place, or a place to honor ancestors. Others think it was built to celebrate a victory over an enemy.Stonehenge was built slowly over a long period of time. Most historians believe it must be almost 5,000 years old. One of the greatest mysteries is how it was built because the stones are so big and heavy. In2001, a group of English volunteers tried to build another Stonehenge, but th ey couldn’t. “We don’t really know who built Stonehenge,” says Paul Stoker. “And perhaps we might never know, but we do know they must have been hardworking ---- and great planners!”要点详解1.Why do you think the man is running?本句由“疑问词+do you think+其他”构成的特殊疑问句。
Unit8 It must belong to CarlaSection A (1a— 2d)教学目标知识与技能1.Master the key words and sentences:Key words:Whose, truck, rabbit, attend, valuable, pink, picnic, anybodySentences:Whose volleyball is this?It must be Carla’s.She loves volleyball .2.Be able to guess and analyze a kind of state and give the reasons.3.Be able to use modal verbs correctly ..4.Train students’ listening skill and communicativecompetence . 过程与方法1.Learn the new words through word cards and conversations .2.Learn the structure “must/might/could/can’t/belong to/be”through listeningand speaking practice .3.Autonomous and cooperative approach .情感、态度与价值观Use your mind, and then make inferences correctly.重点难点重点1.Master the new words and target language.2.Master the structure “must/might/could/can’t/belong to/be”through listeningand speaking practice .3.Improve students’listening and speaking skills.How to improve students’ability to listen and speak by learning modal verbs. 教学策略让学生进行模仿操练，采取情景介绍或演示对比的方式进行教学，通过在具体情境操练，理解含义并学会运用；采取visual trigger, guessing game, pair 问答work式的口语交际活动等小组活动互相操练；采取图文配对和对话选择的方式训练听的能力。
新目标九年级英语Unit8 It must belong to Carla教学设计（SectionA1a----2c）科目：英语设计者：郑富平学校：新郑市龙湖镇第二初级中学授课班级：九三学生人数： 62课题： It must belong to Carla.课型：听说课授课日期：2015.11.24一、教材分析本单元中心话题是“神秘事件”，能根据相关信息对事物做推断，主要语法是情态动词might could must can’t表示推测的用法。
情态动词是一种重要的词法，只有掌握好它，才能更好地进行交际和阅读。
本节是本单元的第一节，本节的重点是使学生能运用情态动词might could must can’t对物品所属进行推测，通过学习用相关信息对物主的推测来提高学生的逻辑思维能力和推断能力。
难点是区分belong to 和名词所有格表所属关系的运用。
利用反复操练的形式来突难教学难点。
二、单元目标1. 能正确使用本单元的词汇和常用表达：truck, picnic, rabbit, noise, policeman, wolf …run after, at the same time, belong to, thousands of2. 能正确运用must, might/could, can’t 进行推断3. 能根据相关信息预测，推断或续写故事4. 能有效获取阅读信息，归纳主题5. 能通过相关的连接词理解句子间的逻辑关系三、学情分析本班学生总体英语基础水平薄弱，学习方法欠佳，学困生较多，中等生为少数。
学习兴趣的激发和树立学习信心是很重要的。
因此，教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到活动中来，创造更多的机会让他们说英语，通过小组合作学习降低学习难度，使他们体验成功的喜悦。
我主要采用任务型教学法结合情景教学、交际教学、视听说的教学法。
四、学习目标1、知识目标a .识记词汇truck picnic rabbit whose belong to hair bandb.掌握目标语言Whose volleyball is this? It must be Carla’s. She loves volleyball.Whose hair band is this? It could be Mei’s hair band. Or it might belong to Linda.They both have long hair.2、能力目标a.学生能用情态动词并根据相关信息对物品所属进行推测。
人教版英语九年级unit8单元教学设计一、教学内容及分析本单元的主题是谈论如何向他人提供帮助和参加公益活动。
通过听、说、读、写技能训练，熟练掌握“I will…”,“I would like...”等句型以及一些动词短语，向别人提供帮助，使学生学会关注社会，关心他人；要求学生制定计划，积极参加志愿者活动，培养学生乐于助人的优良品质。
根据新课标要求、教材内容和学生的接受能力，我引导学生从基本语言知识学习入手，逐步递进到语言综合运用能力培养，听、说、读、写依次展开，引导学生思考、学习和运用语言，为学生的终生学习打下基础。
基于这些要求与特点，我对教材进行了适当的整合，确定把Section A部分的1a/1b/1c和2a/2b/2c 作为第一课时，主要以听、说为主。
让学生用I’d like to do sth.来表达自己的想法以及如何向他人提出自己的建议。
突出相关的本单元的教学重点I’d like to do sth. 动词短语和提建议的句型。
把3a/3b／3c作为第二课时，而本课主要以谈论志愿者工作的意义为话题主线，让学生从听、说、读、写四个方面进一步掌握目标语言，为接下来的Section B 的扩展学习做进一步的铺垫。
课堂上通过让学生自由调查同学希望从事哪方面的志愿工作和具体可以做什么，再通过小组汇报，让学生更能自信地表达出自己对志愿工作的想法和看法。
课后通过书面表达的形式让学生巩固课堂所调查的结果。
把Section B中的1a/1b/2a/2b/2c和Self Check1作为第三课时，在有了一定的听、说之后，让学生展开讨论如何进行力所能及且行之有效的慈善志愿活动。
把3a/3b/3c作为第四课时，主要通过读写练习来达到本单元的语言目标。
二、学习者特征分析1. 九年级Unit8 I’ll help clean up the city parks.语言目标是提供帮助,通过运用动词词组围绕“volunteer”展开话题，前半部分围绕“ways of offering people”,后半部分围绕“ways of telling people about the Clean-Up Day ”。
人教版九年级英语第八单元教案and Speaking1.Play the recording for the students to listen and repeat the words.2.Play the recording again and let the students fill in XXX.3.Play the recording for the third time and let the students check their answers.4.Pair work: Let the students ask and answerXXX "Whose_________ is this?" and "It must be/belong to_________." using the new words they have learned. Ⅳ。
Reading1.Ask the students to read the passage in 2a andXXX the words they don't know.2.Explain the new words to the students.3.Ask the students to read the passage again and XXX.Ⅴ。
Writing1.Ask the students to write a short paragraphdescribing a lost item and who it might belong to.2.Let some students share their paragraphs withthe class.教学反思本节课主要通过听说读写的方式，让学生掌握了本单元的单词和句型，同时也让学生学会了用情态动词进行推测。
在教学过程中，通过小组合作研究和讲练结合的教学方法，让学生更好地理解和掌握了知识。
Unit 8 I’ll help clean up the city parks．The 1st periodⅠ．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．Y ou 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 V ocabularyclean up, hunger, homeless, cheer up, give up2．Target LanguageHow to express offering to help with target language．Ⅲ．Teaching Difficult Points1．Teach the students how to use the new phrasal verbs．2．Teach the students to express offering to help with target language．Ⅳ．Teaching Methods1．Teaching by giving sample sentences and making up sentences．2．Teaching by showing pictures．Ⅴ．Teaching Aids1．A tape recorder2．Some pictures on volunteer’s offering helpⅥ．Teaching ProceduresStep ⅠRevision1．Revise the language points in Unit 7．Ask some questions like this: Where would you like to go on vacation? Why?（Because…）2．Revise the contents in Unit 7．3．Check homework by asking some students to read their sentences they’ve made with the verbs．Let them hand in their homework．4．Dictate ten words in Unit 7．Step ⅡlaIn 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 ask 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．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．V olunteer 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 the park by picking up papers and trash．We can make the park clean．After the students have finished all the items, ask the students to add some other ways they can help people．Get them to write the ways down in the box below the picture．At last, ask some students to share their ideas with the class．Write any new words or phrases on the board and explain these words to the class, if necessary．Step Ⅲ1bCall the students’ attention to the two lists in the box in Activity lb．Ask some students to read the eight sentences on the lists to the class．Explain any new words and phrases in it．Make sure that all the students can understand the meanings of the eight items．Then get the children to read the instructions together．Say, we will hear four conversations．Y our 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．Step Ⅳ1cRead 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 recording 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．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 ⅤSummaryStep ⅥHomework1．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 ⅦBlackboard DesignUnit 8 I’ll help clean up the city parks,Section AThe First PeriodPhrasal verbs:1．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．The 2nd PeriodⅠ．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 ⅠRevision1．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 Ⅱ2aWe 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．We’ll hear some students at a club meeting．They are talking about how their 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．Step Ⅲ2bRead 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 Ⅳ2cAsk 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．Y ou’ll work in pairs to role play the conversation in Activity 2b．Each pair will make a conversation like the sample one．Y ou 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 ⅤGrammar 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 ⅥSummarySay, 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 ⅦHomework1．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 ⅧBlackboard DesignUnit 8 I’ll help clean up the city parks．Section AThe Second PeriodPhrasal verb:cheer up He looks sad．Let’s cheer him up．set up We are going to set up a foodbank to help angry people．come up with We need to come up with some ideas．The 3rd PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularymajor, commitment, veterinarian, coach（2）Target LanguageI’d like to join the school volunteer project．Y ou could help coach a football team for little kids．2．Ability ObjectsTrain students’ reading skill．Train students’ speaking 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．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 ⅠRevision1．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 Ⅱ3aHave 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．Y ou 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 onthe 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．Move around the classroom and answer the students’ questions．Step Ⅲ3bRead 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．Step Ⅳ3cAsk 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 ⅤPart 4Read the instructions to the class．Call 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．Y ou 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．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．Step ⅥSummaryIn 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 ⅦHomework1．Write a conversation like the sample on in Activity 3c．2．Write a conversation like the sample one in Activity 4．Step ⅧBlackboard DesignUnit 8 I’ll help clean up the city parks．Section AThe Third PeriodTarget language:1．I’d like to join the school volunteer project, but I’m not sure what Ishould do．What do you like doing?I love playing football．Well, you could help coach a football team for little kids．2．I like to read about Chinese history．What kind of volunteer work do you think I could do?Y ou could start a Chinese History Club．The 4th PeriodⅠ．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 target language．（2）Train the students to use the new phrasal verbs．3．Moral ObjectCome up with a good idea to help others．It will bring you much enjoyment．Ⅱ．Teaching Key Points1．Train the students’ reading, writing, speaking and listening skills with the target language．2．Teach the students to use the new phrasal verbs properly．Ⅲ．Teaching Difficult PointTeach the new phrasal verbs．Ⅳ．Teaching Methods1．Making up sentences2．Listening3．PairworkⅤ．Teaching AidA．tape recorder．Ⅵ．Teaching ProceduresStep I Revision1．Revise the contents of the article in Activity 3a．Section A2．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 Ⅱ1aRead 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．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 tires and a new seat．Now it works fine．Read the instructions again and ask the students to match the sentences with similar meanings．Say, Now match the numbered sentences with the lettered sentences in the box．Write the letter of one sentence in front of the number of the matching sentence．Look at the first sentence．The answer has been given．It’s Sentence b．Find out the answers to the other sentences．Check the answers by asking different students to read their matched sentences．Step Ⅲ1bCall the 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．Then ask the students to read the instructions together．Now let’s make sentences with the words in the box．Please look at the sample sentence in your book．Who would like to read it and explain it in your own language?Ask one student to read the sample sentence and explain it．He or she might explain like this: The meaning of this sentence is I give my bicycle to charities without money．Who can make another sentence with give away? Please put up your hands．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 partners’ may have made．Step Ⅵ2aCall the students’ attention to the four pictures．Tell them the boy’s name is Jimmy．Read the instructions to the class．Y our 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 ant 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．Y our 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 Ⅴ2bRead the instructions together with the children．Make sure that everyone knows what to do．Call the students’ attention to the box．Ask 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 you’re 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 Ⅵ2cFirst, play the recording of this lesson again，The students repeat after it．Let the students read after the tape at least twice．Tell them to try their best to copy the pronunciation of the recording．Read the instructions to the class．Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b．Ask a pair of the students to read the model conversation．Write the conversation on the blackboard．Then let them practice their own conversations in pairs．As the pairs work together, more around the room offering help as needed．Ask several pairs to share their conversations with the class．Step ⅦSummarySay, In this class, we’ve learned how to use some new phrasal verbs first．Andwe’ve done much listening practice on the target language．At last, we did some oral practice by making our own conversations．Step ⅧHomework1．Make up one more sentence with each of the phrasal verbs in Activity lb．2．Write out the conversations that you made by yourselves in Activity 2c．Step IX Blackboard DesignUnit 8 I’ll help clean up the city parks．Section BThe Fourth PeriodTarget language:A: What do you do, Jimmy?B:I fix up bikes and give them away．The 5th PeriodⅠ．Teaching Aims and DemandsKnowledge Objects（1）Key V ocabularycall up, hand out, call-in（=phone in）, strategy, work out（2）The new and old phrasal verbs．（3）The reading passage．2．Ability Objects（1）Train the students’ reading skill on how to make notes．（2）Train the students how to use the phrasal verbs．（3）Train the students’ writing and speaking skills．3．Moral ObjectIf you get in trouble in your volunteer work, go to the people around you to ask for help．Ⅱ．Teaching Key Points1．To help the children understand the article．2．To teach the new phrasal verbs．3．To direct the students how to make notes based on an article．Ⅲ．Teaching Difficult Points1．Teaching the new phrasal verbs．2．Directing the children to make notes based on an article．Ⅳ．Teaching Methods1．Giving examples2．Asking questions3．Making notes4．BrainstormingⅤ．Teaching AidsSome pictures on volunteer work, especially a picture on repairing bikes．Ⅵ．Teaching Procedures Step I Revision1．Revise the phrasal verbs that taught last class by asking students to make sentences with them again．2．Check homework by asking students to read their sentences and conversations to the class．3．Revise the story about Jimmy．Step Ⅱ3aWe 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 in 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 Ⅲ3hWe knew Jimmy had solved his problem．What things did he do to solve his problem? Please make a note of the things that Jimmy did to solve his problem．Ask 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 forthe answers．Let the students complete the work on their own．Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing．After they all finish writing, ask a few students to give their answers．Point out the mistakes they may have made in writing．After that, write the following words and phrases on the blackboard．call up, hand out, work Out, call-in, strategyTell them to note these new words and phrases in the article, ask children to read the article again．Tell them to read in context, guessing the meanings of new wordsand phrases from the other words around them．Students read the article again for comprehension this time．Allow them to read a little longer this time．After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them．The teacher does some explanation at the same time．Look at the blackboard now．Let’s explain these new words and phrases one by one．Ask the students to make some sentences with it if time permits．Let them do it as homework if there is no enough time in class．Get the students to read the instructions together．Say, Read the article a third time now．Please underline all the phrasal verbs while you are reading．Ask students to complete the work on their own．Get some students to tell the class their answers．Check the answers with the whole class．Then have them work in pairs．Tell them to check each other’s answers carefully and point out the mistakes their partners may have made．Tell them to help each other like this as often as possible．Write the correct answers on the blackboard to help them．After checking the answers, ask the students to read the article loudly．Teach them to read the new words or even the whole text before they start reading if necessary．Ask them to read for a while, ask one or two to read it to the class, correcting any pronunciation errors they may make．Then ask the whole class to practice reading in pairs．Tell them to read the article loudly in turns in pairs．The one who is listening has to point out his or her partner’s pronunciation errors and help to correct them．If they are not sure about any words, tell them to ask for help from the teacher．After practice reading the article, ask if they have any words or sentences they don’t understand．Tell them to raise their hands and say which words and sentences they don’t understand．Help solve the problems．Step ⅣPart 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．Y our task is to write the places after the word Where and the volunteer activities after the word。
