(共29张PPT)
Unit2 I'll help to
clean up the city parks.
SectionB(2a--2e)
Objectives
Learn to use the new words and phrases.
Learn to use the expression: would like to do..
Learn to make Mind Map.
What can we do to help others
What volunteer work do you want to do
Lead in
What kind of dog is it
What do you think of the dog
A dog helper
clever/smart helpful
What can a dog help us to do
show the way
open and close the doors
carry things
answer the phone
answer the phone
take out the rubbish
A special trained dog can help the police.
They are especially important to _______ people.
help the blind
help people with physical difficulties
They are their eyes, arms and legs.
They make a big difference to them.
产生重大影响
disabled
Where is a dog helper from
A dog helper is trained by a special group ---______________.
Animal Helpers
动物帮手协会
letter n. 信；函
Miss n. 女士；小姐
set up 建起；建立
disabled adj. 丧失能力的；有残疾的
make a difference 影响；有作用
blind adj. 瞎的；失明的
deaf adj. 聋的
imagine v. 想象；设想
difficulty n.困难；难题
door n. 门
carry v. 拿；提；扛
train v. 训练；培训
excited adj. 激动的；兴奋的
training n. 训练；培训
kindness n. 仁慈；善良
clever adj. 聪明的；聪颖的
understand v. 理解；领会
understood
change v./n. 变化；改变
open v. 开；打开
Read the passage quickly and choose the right answer.
1. What kind of letter is it
A thank-you note.
A good-bye note.
An invitation.
2. Who wrote the letter
Miss Li
Ben Smith
Lucky
A
Fast-reading
B
Para. 1
Para. 2
Para. 3
Para. 4
Read the letter again and get the main idea of each paragraph.
Ben’s trained dog.
Ben’s difficulties.
Ben thanked Miss Li again.
Ben thanked Miss Li for giving a dog.
Read the article carefully and finish the task for each paragraph.
Careful reading
Para.1
Para.2
Para.3&4
Read the Para.1 and answer the following questions.
Para.1
Why did Ben write the letter to Miss Li
How did Miss Li help Ben
Because he wanted to thank her.
She gave money to Animal Helpers and made it possible for Ben to have Lucky.
Dear Miss Li,
I'd like to thank you for giving money to Animal Helpers. I’m sure you know that this group was set up to help disabled people like me. You helped to make it possible for me to have lucky. Lucky makes a big difference to my life. Let me tell you my story.
Why was Animal Helpers set up
Does Lucky make a difference to Ben’s life
It was set up to help disabled people.
Yes, it does.
Read the Para.2 and answer the following questions.
Para.2
What’s matter with Ben
What kind of things are difficult for Ben
He can’t walk or use his arms easily.
Some normal things like answering the telephone, opening and closing the doors or carrying things.
What would it be like to be blind or deaf Or imagine you can’t walk or use your hands easily. Most people would never think about this, but many people have these difficulties. I can’t use my arms or legs well, so normal things like answering the telephone, opening and closing doors, or carrying things are difficult for me. Then one day last year, a friend of mine helped me out. She talked to Animal Helpers about getting me a special trained dog. She also thought a dog might cheer me up. I love animals and I was excited about the idea of having a dog.
How did Ben’s friend help him out
How did Ben feel about the idea
She talked to Animal Helper about getting him a special trained dog.
He felt excited.
Para.3
Read the Para.3&4 and fill in Lucky’s information.
1.What's the name of the dog
2.Why is it called like that
3.How long did they train
4. What is the dog like
5.What language can Lucky understand
The dog’s name is Lucky.
Because Mr. Smith feels very lucky to have it.
Six months of training.
Lucky is very clever and helpful.
English.
After six months of training with a dog at Animal Helpers, I was able to bring him home. My dog's name is Lucky — a good After six months of training with a dog at Animal Helpers, I was able to bring him home. My dog's name is Lucky — a good name for him because I feel very lucky to have him. You see, I’m only able to have a “dog helper” because of your kindness! Lucky is very clever and understands many English words. He can understand me when I give him orders. For example, I say, “Lucky! Get my book,” and he does it at once. se of your kindness! Lucky is very clever and understands many English words. He can understand me when I give him orders. For example, I say, “Lucky! Get my book,” and he does it at once.
Para.4
Lucky is a fantastic dog. I'll send you a photo of him if you like, and I could show you how he helps me. Thank you again for changing my life.
1.Why does Ben want to thank Miss Li again
Because Miss Li helped Ben get the dog Lucky, and Lucky
changed his life.
2.What else will Ben do to thank Miss Li
Ben will send a photo of Lucky to Miss Li. And he could also show Miss Li how lucky helps him.
3. What do you think of Lucky？
It is clever,helpful and fantastic....
Post-reading
Try to retell the story:
Animal Helpers was _________ to help ________ people. They ________ animals like Lucky for them. Miss Li was a _____ woman, she ___________ some money to Animal Helpers. So she __________ _________for Ben to have Lucky.
Lucky ______________________ Ben’s life. You can’t ________ how excited he was! So Ben wanted to thank Miss Li by ______ her a photo of Lucky and_______ how Lucky helped him. He thanked Miss Li because of her _________.
set up
disabled
trained
kind
gave away
made it
possible
made a big difference to
imagine
sending
showing
kindness
Let’s read the article.
Look at the mind map and fill in the blanks with the right form of the given words.
thanks
gave money
trained
helps
thank
train
help
give money
Retell the article according to the following clues.
Retell
Group
work
If you meet Ben Smith in the street, have a talk with him. Work in groups and make a conversation like this.
Ss: Hello, Mr. Smith. Nice to meet you.
Ben: Nice to meet you too.
S1:Your dog is very lovely. What’s his name
Ben: Lucky.
S2: Why do you call it Lucky
Ben: Because he helps me out and cheers me up.
S3: Why do you say so
Ben: Well, you know…
If you meet disabled people, will you help him
What will you do
summary
Conclude what you have learnt according to the mind map.
Miss Li is a kind person. She_______ money to Animal Helpers, which is a group_________ to help disabled people. Animal Helpers _________ the dog Lucky for Ben. Ben is a ________ people. There are many ___________ in his life. Lucky __________Ben _________ cheer him up. Ben _______ a letter to Miss Li to thank for her____________.
Read the article fluently.
Do volunteer jobs.
Homework
谢谢
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Unit 2 I’ll help to clean up the city parks 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会 ”范畴，话题为“社会服务与人际沟通”主题是帮助他人，回馈社会；意义是了解志愿服务及慈善活动的内容，表达帮助他人的意愿和建议，初步形成关爱他人和社会的意识。
单元教学目标 通过本单元的学习，学生能够： 目标a：了解各类志愿服务工作并表达自己的观点建议；结合自身实际情况选择适合自己的志愿服务，树立服务他人，回馈社会的意识。 目标b: 认识并描述生活中的慈善活动；表达志愿服务及慈善活动的意义；学会如何表达及回馈生活中的善意。 目标c:思考并设计自己如何开展志愿服务及慈善活动。 与核心素养的关系： 本单元通过生词情境理解和拼读，能不断提高拼读能力和自学能力；通过话题学习活动，能激发好奇心，培养探索精神；通过循序渐进的学习，能体会学习过程，养成良好的习惯；通过阅读技巧，优化学习，提高学习效果。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级下册的第二单元。教材内容通过介绍不同学生所做的志愿者工作和他们的感受以及其他社会慈善活动，让学生对志愿者及慈善活动的内容有了大致的了解，并学会如何表达帮助他人的意愿和建议，初步形成关爱他人和服务社会的意识。 2.纵向知识关联： 功能： Offer help 话题： Volunteering and charity 语言知识： 主要扩大学生词汇量，引导学生掌握动词短语的构成。 增强对短语的辨析能力，并且掌握动词不定式的用法，了解英语新建的书写格式。 主要使学生学会利用词性知识掌握单词的方法来进行阅读，从而提高阅读能力和书面表达能力。 3.横向知识关联： （1 ）复习八年级上相关词汇； （2 ）本单元反复出现情态动词should用法，为九年级的学习打下基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 能够列出日常生活中常见的志愿者工作；2. 在听力部分获得正确的目标信息，了解志愿者可以做哪些工作以及它们如何做。 3谈谈根据我们的能力和爱好，我们可以做什么志愿工作。 通过Pair-work的形式对健康问题谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-3c 阅读课 第二课时 1.复述马里奥和玛丽志愿做什么，以及他们为什么这么做；2.描述我们自己的志愿服务经历和感受；3谈论志愿服务的意义与价值。 通过读课文找出描述建康状况的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section A Grammar Focus -4c 语法课 第三课时 1.正确使用我们在本单元学习的短语动词；2判断不定式的不同词性及用法；3.指导如何正确使用不定式为句子中不同的功能成分。 通过语法讲解，注重把词汇理解跟词汇功能有机结合，实现了知识到能力的转变。
Section B 1a-1f 听说课 第四课时 1.从听力中获得有关自行车男孩吉米的关键详细信息；2 用适当的动词短语和不定式复述吉米做的事情；3.思考你可以做些什么来为社区提供帮助。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第五课时 1.弄清楚本史密斯为什么给李小姐写信；2.理解文中目标单词词性，分析句子成分；3.阐述我们自己被帮助或提供帮助的经历。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第六课时 给自己想去做志愿者的地方写一封信。 通过书面表达的形式，评价学生写作的能力。
第5课时 教学设计
课题
课型 听说课口 语法课口 阅读课√ 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节阅读课。 【why】 这一部分侧重对阅读的理解，在语言上，除了进一步综合训练并巩固Section A 所学的重点语言知识外，词汇及表达更加丰富，有意突出对步骤顺序的表达。 【how】 Section B的阅读文本为一封书信，学生在之前的学习中已经接触过书信，对书信的温行结构和内容设置已有比较准确的认识。
学情分析： 自然情况 八年级的学生对英语学习具有浓厚的兴趣，求知欲强烈，对英语有了一定的了解，具备又一定的语言功底，听说读写的能力也日渐提高。 （二）已有基础 这一部分是进一步对所学知识进行相应的巩固，学生会比较容易接受。
（三）存在问题
对个别学生来说，阅读理解上比较难 （四）解决措施 教师应对给学生展现的机会，激发学习英语的兴趣。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） 重点单词及短语：disable,blind ,deaf ,imagine ,difficulty ,open door , carry , train , excited , training , kindness ,clever , understand/understood ,change 目标语言：would like to do , set up , make a difference ..was set up to help disabled people You helped to make it possible for me to have Lucky What would it be like to be blind or deaf I feel very lucky to have him. 指导学生建构mind map ,增强学生的注意力，记忆力，启迪学生思维，培养学生的联想力和创造力。 。 （应用实践） 通过由整体到细节多层次的阅读，培养学生热爱社会公益事业，扶危济困，乐于助人的优秀品质。 （迁移创新）
教学重难点 重点：指导学生建构mind map ,增强学生的注意力，记忆力，启迪学生思维，培养学生的联想力和创造力。。 难点：学会使用不定式结构及相关动词短语来表达自己的能力和优势，以及为他人提供帮助和服务的想法。了解阅读材料中关于美国感恩节历史文化的相关内容。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Review T：We can do many things to help others . What can we do to help people Ss:... T:What volunteer work do you want to do Ss:.. Let the students watch a short video from a movie called Dog Helper -little Q. T: The disabled people have so many difficulties . We should help them . Do you know a kind of dog can also help them Let’s watch a short video about this kind of dog . After that , guide the students to say something about the dog . T:Is it a normal dog S:No, it isn’t . T:It’s a special trained dog . It can understand some orders. 学生活动1 Free talk Watch a video Discuss 活动意图说明： 播放一段关于导盲犬的视频，让学生充分感知导盲犬的作用，并通过对短片中一些图片的谈论进一步呈现一些新单词，进而引出 “狗助手”这一话题，为下步的阅读做铺垫。 环节二：Activity 2 教师活动2 Pre-reading Show the Picture in this passage and choose several students to say their ideas . T:Next let’s read an article of another dog .His name is Lucky . Here is his photo . Can you guess what the article is about S1: It’s about the dog . S2: It’s about the man . S3: It’s about the woman . T:You have different ideas . Let’s read the article and check which answer is right . 学生活动2 Discuss 活动意图说明： 通过课本上的图片引发学生猜测文章内容，当学生带着这种期待去阅读文章时，就会努力为他们的猜想寻找证据，从而把注意力更加集中在文章的内容上，这就为阅读的顺利开展做好准备。 环节三：Activity 3 教的活动3 Pre-reading Read through the whole passage and get to know the letter. 学的活动3 Ask and answer . 活动意图说明： 整体浏览，根据称呼和署名，判断信的文体，通过图片中的任务走进本文的学习。 环节四：Activity 4 教的活动4 While reading Fast reading Read the passage quickly and choose the right answer . Read the letter again and get the main idea of each paragraph . 学的活动4 Ask and answer . 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明 让学生迅速浏览全文，确定文章的书信文本；感谢信以及写信的人，以及段落大意的匹配，在此过程中不仅要关注语言知识的获取，还要让学生了解书信的格式。 环节五：Activity 5 教的活动：Careful reading Read Para.1 carefully and answer the following questions : Why did Ben write the letter to Miss Li How did Miss Li help Ben Why was Animal Helpers set up Does Lucky make a difference to Ben’s life 学到活动： Finish the task 活动意图说明： 让学生根据文体完成第一段的阅读，并生成思维导图，理清四个角色之间的关系。 环节六：Activity 6 教的活动： Read Para.2 carefully and answer the following questions : What’s the matter with Ben What kinds of things are difficult for Ben How did Ben’s friend help him out How did Ben fell about the idea 学的活动： Finish task 2 活动意图说明： 根据文体的提示，细读文章的第二段，并生成思维导图，为下面Lucky的出现作铺垫。在中间留一分钟的时间让学生带上口罩，塞上耳朵，体验残疾人的感觉，唤醒它们的感恩和大爱情怀。 环节七：教的活动： Task 3 Read Para. 3 and answer the questions, 学的活动： Answer and question 活动意图说明： 根据设计，完成文体，总结Lucky的能力和影响，从中看出导盲犬的特殊功能。最终完成问题建构。 环节八：教的活动： Summary Ask the students to summarize the letter. Ask the students to read the letter again to finish the match task . 学的活动： Finish the task 活动意图说明： 针对每一段的内容设计出不同类型的题目带来帮助学生实施有效的分段阅读，同时进行恰当的阅读策略指导，使学生在准确获取文章细节内容的同时，掌握不同的阅读技巧，提高它们的阅读能力。 环节九：教的活动： Post-reading Play the tape and ask the students to listen and read with the player . Then let them read the article freely and loudly . Show the students the mind map and ask them to fill in the blanks with the right form of the given words . Find out the relationships between people and things . Present the students two ways of retelling the article . Let the students choose one of them to retell the article . 学的活动： Summarize and retell . Have a discussion 活动意图说明： 利用思维导图帮助学生理清课文的思路，让学生掌握全文的轮廓，高清人物关系，为效益不复述作准备；通过总结复述，使学生在阅读之后对文章的框架更加清晰，巩固了语篇所学的内容，同时锻炼了学生的语言表达的能力。 环节十：教的活动： Interview If you meet Ben Smith in the street have a talk to him . One of you is Mr. Smith . Work in groups to have a conversation like this : Ss :Hello , Mr. Smith . Nice to meet you . Ben :Nice to meet you too . S1: Your dog is very lovely . What’s his name S2:Why do you call it Lucky Ben :Because he helps me out and cheers me up . S3: Why do you say so Ben :Well , you know .... After they finish , choose two groups of students to share their conversations with the whole class. 学的活动： Make a interview . 活动意图说明： 结合本课话题，创设一定的语境，引导学生进行自由交流，完成语言输出。
板书设计 Unit 2 I’ll help to clean up the city parks . Section B 2a-2e would like to do .. was set up to help disabled people You helped to make it possible for me to have Lucky . What would it like to be blind or deaf I feel very lucky to have him .
分层作业设计 基础巩固： Read the article fluently . 设计意图：熟记本课重点单词和短语。 能力提升： Do volunteer jobs . 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 本课引入环节，利用图片，设置语境，呈现生词及短语，既复习了上节课所学内容，又引入了本节课内容的学习，有利于学生准确地理解和记忆。在本课阅读训练中，先让学生找出文章大意，然后让学生带着问题略读文章，渗透了阅读策略的指导，培养了学生独立阅读的能力，整节课时刻注意激发学生的学习兴趣，培养学生美好道德情操，时间分配上有点前松后紧，合作探究环节处理得比较仓促。
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