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第 1 页 （共4 页） 第 2 页 （共4 页）学校 姓名 班级 考场 考号---------------------------------○密------------------ -------------------○封----------------------------- -- --○线----------------------------※※※※※※※※※※※※※※※答※※※※※※※※※※※※※※※※※※题※※※※※※※※※※※※※※※※线※※※※※※※※※※※※※九年级英语Unit8 I ’ll help clean up the city parks.讲解及练习短语总结： （1）动词+介词agree with 同意，赞成 ask for 要求，寻求 arrive in / at 到达 begin with 以……开始 come from 来自 get to 到达 laugh at 嘲笑 look after 照顾 listen to 听 wait for 等待（2）动词+副词（3）动词+名词+介词have a look at 看一看 make friends with 交朋友make room for 为……腾出空间 pay attention to 将注意力集中在……take care of 照顾；照看 （4）动词+形容词+介词be angry with 生……的气 be busy with 忙于…… be good / bad for 对……有好处（坏处） be different from 与……不同 be interested in 对……感兴趣 be famous for 因……而出名 课文讲解1.No ，we can‟t put off making a plan … 不行，我们不能推迟制定计划 put off doing 意为“推迟做某事”2.Not only do I feel good about helping other people ,but I get to spend time doing what I love to do .帮助别人，不但我能感到快乐，而且我开始花时间做我喜欢做的事了（1）这是一个倒装句。
Unit 8 I’ll help clean up the city parks.一、完形填空阅读短文，掌握其大意，然后从短文后各题所给的四个选项中选择最佳答案。
（A）Last week everyone was trying to cheer up Jimmy the Bike boy. But this week Jimmy is happy again. On Monday 1 told a radio interviewer that he had run out of 2 to buy old bikes. He also put up some signs asking for old 3 and called up all his friends and told them 4 the problem. He even handed out advertisements at a local supermarket. Then he told the 5 at school about his problem 6 they set up a call - in center for parents. The strategies that he came up with worked out fine. He now has sixteen bikes to 7 and give away to children who don't have bikes.（）1．A．she B．he C．I D．you（）2．A．money B．water C．food D．oil（）3．A．books B．cars C．maps D．bikes（）4．A．in B．about C．at D．with（）5．A．teachers B．workers C．doctors D．drivers（）6．A．but B．if C．and D．yet（）7．A．get up B．look up C．set up D．fix up（B）In many people' s eyes, going by air would be the best choice when 1 , however, in recent years, the increasingly high frequency of plane crashes make people hesitant（犹豫）to take the plane. Naturally, 2 my parents told me that we would go to Wuhan 3 , I had a feeling of happiness as well as 4 .After a long queue for check-in, we were finally on board the plane.Everything was so fascinating, 5 it was my first time to travel by air, my sense of 6 didn't last long due to the help of air hosts and hostess.With 7 patient explanation, I got familiar with the handy facilities（设备）very soon. Things went smoothly, I 8 became at ease, thinking that traveling by air was nothing different from any other 9 tools except that it was much efficient（快捷）. Suddenly, we were told to fasten our seat belt for the coming air flow（气流）. I became scared at the news, 10 it turned to be a very small incident during the whole journey. The plane soon became very steady（稳）and two hours later, we 11 on the airport.After this unforgettable trip, I don' t think I would be worried about the thought of plane 12 in the future.（）1．A．watching B．traveling C．thinking D．walking （）2．A．when B．since C．before D．because （）3．A．by train B．on business C．for pleasure D．by air（）4．A．surprise B．sadness C．worry D．fun（）5．A．where B．why C．though D．while（）6．A．happiness B．nervousness C．illness D．carefulness （）7．A．his B．your C．its D．their（）8．A．much B．too C．soon D．also（）9．A．traffic B．new C．fast D．communicate （）10．A．and B．but C．then D．so（）11．A．took B．landed C．flew D．jumped（）12．A．accident B．time C．story D．speed二、阅读理解（A）（）1．You can read ________ to find the new movies.A．P. 28 B．P. 12 C．P. 15 D．P. 26（）2．From P. 16 you can get something on________.A．news B．sports C．people D．weather （）3．Where can you read the index?A．On TV. B．In a magazine.C．In a theater.D．In a restaurant.（B）Jane' s school day starts at eight - thirty. It begins with a group discussion of the Children' s News - round of the night before. After that, the children usually have a math or an English lesson. At ten -thirty there is a fifteen -minute break. Then the children play outside. After the break they have geography, history, or biology. In most Canadian schools the children are divided into groups that stay together all day. Each group has its own teacher, who teaches almost every subject.At twelve- fifteen the children eat their sandwiches at home or school. After that, they play all kinds of games, like marbles, skipping, ball, and tag.Jane' s school day goes on, and she starts up at one o' clock. In the afternoon, the children study French or math, or they have a music class, physical education, or swimming lessons. Sometimes they put on plays. There are two computers in the classroom. The children take turns using them. Today it is Jane' s turn to use the computer and she will work on math.School finishes at half past three. Jane goes home by bike directly.（）1．Children have math after________.A．discussion B．break C．breakfast D．lunch（）2．When do children have geography?A．At 8: 30．B．At 12: 15．C．In the afternoon.D．After the break.（）3．After lunch, children________.A．have swimming lessons B．play all kinds of gamesC．have physical education D．play computer games（）4．Children take turns ________ in the classroom.A．having lunch B．using computersC．putting on a play D．taking a break（）5．We can learn from the text that children ________.A．have little chance of playing games B．study only one subjectC．learn, play and have fun at school D．all go home by bus（C）One night Matt saw his grandmother was holding a flashlight. “Are you searching for something, Grandma?” he asked. “I'm going to search for sea turtle nests（巢穴）. Come with me,” replied his grandma.Matt's teacher had said there were few sea turtles left in the world, so people were helping to save them. Matt could hardly wait to search for sea turtle nests.On the way to the beach, Matt carried some wooden sticks（小棍）and a roll of wide yellow tape. While walking, Grandma described how mother sea turtles scoop a hole in the sand. Then they lay their eggs and finally cover them up with sand. In this way the sea turtle mothers make sure their eggs stay warm and safe until they hatch（孵化）.“Why do you want to find the nests?” Matt asked.“We mark the nests with yellow tape to make people notice where the nests are. Without the tape to signal where the nests are, people might walk or drive on them and pack down the sand. This could hurt the eggs or cause the baby sea turtles not to be able to dig their way out after they hatch.”“After they hatch, the baby go out to the sea, following the light that shines off the ocean,”Grandma said.“People who live along the beach turn off outside lights at night during the hatching season. They want to help make sure the baby turtles go toward the light shining on the ocean.”At the beach Matt and his grandmother began searching for signs of sea turtles. Soon Matt found a wavy path near the water. Together Matt and Grandma marked the nest. They hammered tall sticks into the sand and tied the yellow tape around them.Two months later, Matt was anxious to check on the nest that he had helped mark. So that night he and his grandmother walked down to the beach under a beautiful full moon. The moonlight formed a silvery pathway from the shore out to sea. As Matt and his grandmother got to the nest, the sand began to move. From under the sand baby sea turtles came out, fighting their way to the surface（表面）. As they struggled toward the water, a gentle wave picked them up and took them out to their new home.1．When Grandma asked him to search for sea turtle nests, Matt was________.A．bothered because he had to waitB．proud of his grandmother' s behaviorC．excited for he could help the creaturesD．nervous for he was not sure what to do2．Sea turtle nests were marked with the yellow tape so that________.A．visitors could easily find the turtle eggsB．the eggs would not be hurt by accidentC．the mother sea turtle could find her kidsD．Matt and his grandmother could find them3．In which order did things happen？a．The wave picked up the sea turtles to the sea.b．Sea turtles scooped a hole in the sand.c．People living along the beach turned off the lights.d．Sea turtles covered their eggs to keep them safe.e．People marked the nest with the yellow tape.A．b, a, d, e, c B．d, b, c, a, eC．b, d, e, c, a D．d, a, c, e, d4．The main idea of the text is that Matt and his grandmother________.A．helped the sea turtles hatch the eggs in the sand at nightB．saved the sea turtles and helped them find their way homeC．spent some meaningful time with the sea turtles on the beachD．took care of the sea turtle eggs and watched the babies go home三、写作训练（A）9班的同学很愿意当志愿者，他们根据自己的特长帮助别人做一些力所能及的事。
I’ll help clean up the city parks教案unit 8 i’ll help clean up the city parks.第1课时（1a—2c）时间：学习目标1．掌握p60-61页单词： cheer up , clean up, homeless, hunger, give out, put off, set up2．学会用英语提供帮助学习流程task1: 小组自学单词并背诵平行训练根据句意和首字母完成单词1. the kind man always helps the h_______ children.2. we often see the s_________ of “no smoking” in public places.3. the city library was e________ three months ago.4. around fifty people die of h_______ every day in the camp.5. if you wait to sell your old sofa, why not put an a_______ in the local paper?task2: 小组讨论用什么方法帮助别人task3: 听录音，完成课本1b, 2a, 2b 听力任务task4: 大声朗科听力材料task5: 学生分角色表演3b.平行训练1． will you help ___________ (clean) up the classroom?2． tom could put off ______ (make) that plan.3． clean-up _________ (day) is only two weeks from now.4． we need ___________ (come) up with some ________ (idea).5． they plan ___________ (buy) a big house.6． _________(sing)aloud so that everyone can hear clearly.达标测评一．单项选择1.the class room is so dirty, i decided ____________.a.clean it upb. to clean it upc. clean up it2. you should visit the sick kids to __________.a. cheer up themb. laugh at themc. cheer them upd. take after them3. we have to _______ our sports meeting till next week because of the heavy rain.a. put upb. put offc. put upd. put down4. we have to put off ______ plans for the vacation.a. makeb. to makec. makingd. made5. the teacher is giving ______ the new books to the student.a. tob. outc. ind. offunit 8 i’ll help clean up the city parks.第2课时编写: 郝玉平时间：学习目标1．掌握p62-63 单词： major , coach, take after, similar, fix up, repair, think up2．讨论作为一名志愿者应该做什么流程学习task1: 小组自学单词平行训练1． the students plan _____ (buy) some flowers for miss wang.2． the old man is an expert. he can r________ kinds of machines.3．my clothes seem s_______ to bob’s because we like the same design.4． the radio should be f________.task2: 1.快速阅读3a掌握大意2. 朗读短文，小组讨论遇到的问题3．认真阅读短文，把志愿者做的工作及喜欢做的原因用不同的标记标出来task3: 合作探究分析下列句子1． not only do i feel good about helping other people , but i get to spend time doing what i love to do.。
Unit 8 I’ll help clean up the city parks．The 1st periodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target LanguageI’d like to work outside．You could give out food at a food bank．2．Ability Objects（1）Train the students to express offering to help with the target language．（2）Train the students’ listening skill．3．Moral ObjectOffer help to the others as much as possible．Ⅱ．Teaching Key Points1．Key Vocabularyclean up, hunger, homeless, cheer up, give up2．Target LanguageHow to express offering to help with target language．Ⅲ．Teaching Difficult Points1．Teach the students how to use the new phrasal verbs．2．Teach the students to express offering to help with target language．Ⅳ．Teaching Methods1．Teaching by giving sample sentences and making up sentences．2．Teaching by showing pictures．Ⅴ．Teaching Aids1．A tape recorder2．Some pictures on volunteer’s offering helpⅥ．Teaching ProceduresStep 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．Volunteer is used as a verb in this lesson．Draw the students’ attention to the three posters on the board．We can see one sentence in each poster．And we can see some people in each poster, too．What are the volunteers doing in each poster? Please work in pairs and talk about the posters．Give the students a few minutes to talk about what they will say．Let them talk about all the three items．Move around and help the pairs as needed．Then read the sentences in the posters to the class．Ask the pairs of students to explain what the sentence means in 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．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．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 ⅦThe 2nd PeriodⅠ．Teaching Aims and DemandsKnowledge Objects（1）Key Vocabularyclean-up, sign, put off, set up, establish, come up with（2）Target LanguageI’ll help clean up the city parks．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．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 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 ⅧThe 3rd PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymajor, commitment, veterinarian, coach（2）Target LanguageI’d like to join the school volunteer project．You could help coach a football team for little kids．2．Ability ObjectsTrain students’ reading skill．Train students’ speaking skill with target language．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．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．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．You can write in either complete sentences or phrases．For example, you can fill inthe 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 ⅧThe 4th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyrun out of, take after, fix up, give away, repair, not…any more, similar advertisements（2）Target LanguageWhat do you do, Jimmy?I fix up bikes and give them away．2．Ability Objects（1）Train the students’ reading, writing, speaking and listening skills with the target language．（2）Train the students to use the new phrasal verbs．3．Moral ObjectCome up with a good idea to help others．It will bring you much enjoyment．Ⅱ．Teaching Key Points1．Train the students’ reading, writing, speaking and listening skills with the target language．2．Teach the students to use the new phrasal verbs properly．Ⅲ．Teaching Difficult PointTeach the new phrasal verbs．Ⅳ．Teaching Methods1．Making up sentences2．Listening3．PairworkⅤ．Teaching AidA．tape recorder．Ⅵ．Teaching ProceduresStep I Revision1．Revise the contents of the article in Activity 3a．Section A2．Check the homework by asking some students to read the conversations they wrote．Correctany 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．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 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．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 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．The 5th PeriodⅠ．Teaching Aims and DemandsKnowledge Objects（1）Key Vocabularycall 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 for the 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．Tell them 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 4。
ĦĦĦĦIĦŻll help clean up the city parkĦĦĦĦunit 8 iĦŻll help clean up the city parks.ĦĦĦĦtry your best to answer these questions.ĦĦĦĦif you see a piece of waste paper on the floor£Ĵwhat will you do ?ĦĦĦĦ(i will pick it up and throw it into a paper basket. )ĦĦĦĦif the blackboard is dirty, what will you do ?ĦĦĦĦ(i will clean it at once. )ĦĦĦĦif the desk is broken , what will you do?ĦĦĦĦ(i will repair it or call the repairer. i will help change a new one.)ĦĦĦĦif your classmateĦŻs bike is broken, and he canĦŻt go home, what will you do ?ĦĦĦĦ(i will repair the bike for him. i will lend my bike to him.)ĦĦĦĦcomplete the sentences by using the phrases we have learnt in this unit .ĦĦĦĦ1.we are going to _______ a food bank to help hungry people.ĦĦĦĦ2.you could _________food at the food bank.ĦĦĦĦ3.i didnĦŻt sell it, i ____it _____.ĦĦĦĦ4.-i hate doing homework.ĦĦĦĦ- well, ________! itĦŻs part of your job.ĦĦĦĦ5. the city park is not clean. we need to ____________a plan.ĦĦĦĦ6. the city park is not cle an. we need to help ____ it ____.ĦĦĦĦ7.-do we have to do it right away? -yes, we canĦŻt _____it _____.ĦĦĦĦ8.please borrow me a pen, i need to _________your telephone number.ĦĦĦĦ9.i donĦŻt have any more of it. iĦŻve ____________it.ĦĦĦĦ10.i repaired my radio. i __ it___.ĦĦĦĦ11.if the ufo came, i would _____the police.ĦĦĦĦ12. we canĦŻt _______reviewing plan because the final exam is only three weeks.ĦĦĦĦ13.we could _________some movie posters on the wall of our cinema.ĦĦĦĦ14. i get a part-time job----- to______ advertisements after school.ĦĦĦĦ15.i am similar to my mother. i _________her.ĦĦĦĦ16. my sister is too young. i have to _________her in summer vacation.ĦĦĦĦput the sentences in the right order.ĦĦĦĦ( ) i could do that! but what could my sister do? she wants to volunteer, but she doesnĦŻt like to work outside.ĦĦĦĦ( ) she could collect some clothes and put them in boxes. orĦ. she could give out food at the food bank. what do you think she would like to do?ĦĦĦĦ( ) iĦŻm ready to do some volunteer work for our city. iĦŻd like to work outside.ĦĦĦĦ( ) does she want to volunteer today?ĦĦĦĦ( ) thatĦŻs a great idea! now, how about my mom? what can she do?ĦĦĦĦ( ) yes, she told me sheĦŻd like to help homeless people.ĦĦĦĦ( ) you coul d help pick up thrash beside the streets.ĦĦĦĦ(4 ) what does she like to do?ĦĦĦĦ( ) i think sheĦŻd like to give out food at the food bank.ĦĦĦĦ( ) she could visit sick children at the hospital. she could play games with them.ĦĦĦĦ( ) she likes to p lay with children.ĦĦĦĦreading:ĦĦĦĦworld hungerĦĦĦĦmost of us donĦŻt think too much about world hunger. when we are hungry, we can always find something to eat- usually something delicious. but in many parts of the world ¨Ceven in some rich countries ¨C adults and children go to bed hungry every day. according to the world hunger program in newport, rhode island, 780 million people in the world donĦŻt get enough to eat. one out of every six babies in the world is born underweight and even worse, one out of every three children is underweight at age five.。
