unit 8 i will help clean up the city parks课时练2(新人教九年级)

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.
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.
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.
课题Unit 8 I’ll help clean up the city parks.Period 2
教
学
目标Biblioteka 1.Knowledge Objects
(1) Key Vocabulary：clean-up, sign, put off, set up, establish, come up with
(2) Target Language

Unit 8 I'll help clean up the city parksReading : No problemThe Seventh PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularysolve, complain, your concern, trust, wheelchair, brilliant and so on.(2) Text: No problem!2．Ability ObjectsTrain students' ability of identify main idea.Train students' ability of understanding words in context.Train students' ability of reading for special information.3．Moral ObjectHelp your family and friends to solve the life's big or small problems with the ways you have learnt.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 Methods1．Up-down reading methods2．Pairwork3．GroupworkⅤ．Teaching AidA ProjectorⅥ．Teaching ProceduresStep Ⅰ Part 1This activity allows students to activate their background knowledge before attempting the reading.Call the students' attention to the title of the article.Tell me the title of the article, please.Yes, it's No problem. What do you think the article is about based on the title?Ask one or two to tell what they think of based on the title.Then ask the students to look at the picture on this page. Say, Look at the picture, please. What can you see in it?What is happening?Ask one student to answer the questions.He or she my say:I can see two women quarrelling in the picture.Then ask the whole class. Which student in your class do you think has the least problems? What does he or she do differently?Choose one student to tell his own answer. He or she may say like this:I think Li Hua has the least problems in our class. She seldom complains about the homework and she has never quarrelled with any other student in our class.Then tell the students to discuss the questions with their partners.Tell them to give their own answers and not to read the article.As they discuss, walk around the room looking at their progress. Once most students are finished, ask several pairs to report their results to the class. Let the whole class compare their answers.Step Ⅱ Part 2This activity encourages students to read quickly for the main idea and then support the main idea with one detail. Ask one student to read the instructions to the class. Make sure that all the children know what to do.Call the students' attention to the chart. Have the students read the four headings together. Then tell them to see the example answer in the column of Explanation. Say, Now please read the article quickly and note to catch the main idea of each part. Fill in the forms with complete sentences like the example given.Ask the students to complete the task individually. More around the classroom while they are reading and writing, checking their progress and trying to find out what are difficult for them After they all finish filling in the blanks, have some students to report their answers to the class.The answers can vary, but they have to express the main idea with correct complete sentences.Let the other students decide whether their answers are right or wrong and help correct the mistakes they may make.Offer some help in combining sentences to the children.Then ask the children to exchange their writing with their partners.Help check the answers carefully. Point out any mistakes and help correct them.Sample answersSee it from another person's eyes Think of why other people do things that make you mad.Think of something worse If you compare yourself to people who are not so fortunate, you still feel better.Step Ⅲ Part 3This activity encourages students to use the strategy of reading in context.We can see some words indicated in bold in the article.Please guess the meanings of them now.Then ask some children to guess the meanings of the bold words. Don't give them the correct answers.Do you want to know more about how to deal with the life's problems? Please read the article more carefully this time and you'll get more ways about it. Note to read in context. Try to guess the meanings of the words in bold from the other words around them. You can also guess the meanings of any words and phrases you can't understand from the other words around them.Ask the students to read the article again for comprehension.After a while, ask some students to tell the meanings of the words in bold. Discuss their answers with the whole class. Check their answers by showing these bold words and other new words in the article on a screen by a projector.deal v.处理；应付deal with 安排；处理in fact 事实上solve v.解决；解释complain v.抱怨；发牢骚concern n.关切；感兴趣的事trust v.相信；信任disease n.疾病wheelchair n.轮椅brilliant adj.卓越的；杰出的believe in 信任；信赖Ask students to raise their hands and say which sentences and words they still don't understand. Help them solve the problems.Read the instructions with the students and have them look at the example.Ask the students to match the words with their meanings. Remind them to read the story again for extra help.Check the answers.Answerssolve b: complain a; your concern c; trust e; wheelchair f; brilliant d.Step Ⅳ Part 4This activity helps students read for specific information. Read the instructions to the students. Ask the first question as a sample to check if they know what to do. Ask the students to do the activity individually. Tell them to read the article again to get help.Check the answers by asking different students to answer the questions.Answers may very slightly.You should try to remember the answers before looking at the reading.Then let the students ask and answer the questions in pairs loudly.Sample answers1．Tell yourself to forget.2．He is still a very successful writer and teacher.3．Angry or unhappy people may do things to make you angry.4．You probably don't need a wheelchair to move or a computer to help you talk.5．A student's most important job is to learn and show how he or she learns on tests.Step Ⅴ Part 5This activity helps students work in a group and think critically about what they have read.Read the tasks to the students, and ask them to have a look at the sample answers.Ask the students to do the activity in groups of five, Encourage each student to come up with a problem and a solution, and report them to their own group. The groups discuss the problems and solutions together, explaining the problems and solutions.Check the answers by asking each group to explain the problems and solutions.Try to ask for more solutions from other groups for each problem.Sample answersStep Ⅵ SummaryWe have read a very helpful article in this class. And we've learned how to solve the problems. We discussed the problems we had at school and the solutions. We have done much practice on comprehension.Step Ⅶ HomeworkRead the article in Activity 2 again for further comprehension.Try to solve your own problems and help the others.Step Ⅷ Blackboard DesignReading: No ProblemThe Seventh PeriodAnswers to Activity 3:solve b; complain a; your concern c;trust e; wheelchair f; brilliant dSample answers to activity 4:1．Tell yourself to forget.2．He is still a very successful writer and teacher.3．Angry or unhappy people may do things to make you angry.4．You probably don't need a wheelchair to more or a computer to help you talk.5．A student's most important job is to learn and show how he or she learns on tests.。

Unit 8 教案2Ⅰ． 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 Ⅰ Revision1． 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 Ⅱ laIn 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 alwa ys 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: Volunteer 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． 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 Ⅲ 1bCall 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 Ⅳ 1cRead 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 Ⅴ SummaryStep 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 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．。

人教版英语九年级全册《Unit 8 I’ll help clean up the city parks》同步练习3带答案Ⅰ.辞汇万花筒。

（15分）A.依照句意和首字母，填写所缺单词。

（5分）is a v_______, and he often treats some animals.2. His father is able. He can s_____ this problem by himself.3. His grandfather can’t walk and has to sit in a w______.4. I love dogs because they never c______ and they’re grateful.5. He is my best friend. We all t_____ in him.B.阅读下面短文，并借助上下文和插图补充所缺信息。

每一个空只能填写一个形式正确、意义相符的单词。

（10分）One day my uncle was (1) anewspaper and learned that (2)were our friends . We should get (3)well with them . He looked at his nice bird inthe cage , and decided (4) let it flyback home—nature . He took the cage withthe bird in it and went to a little hill near hishouse by (5) . He (6) thedoor of the cage, and the bird (7)away quickly . Seeing this , my uncle felt veryhappy . He went home with the empty (8) . When he got back , he sat in a chair and (9) a rest . A moment later , to his (10) , he found the bird back in the cage .Ⅱ.语法竞技场。