(共23张PPT)
Unit 2 I’ll help to
clean up the city parks.
Section A
Grammar focus~4c
Objectives
To learn the usage of infinitives
To learn new words: raise, alone
Mario and Mary ____ ___ several hours each week __ ____ others. Mario wants __ ___ an animal doctor. He _________ at an animal hospital. He wants __ _____ more about how to ______ ____animals.
Fill in the blanks according to the article in 3a.
care for
to help
give up
to be
to learn
volunteers
Revision
Mary is a book lover. She could read by herself
__ ___ ____ of four. Last year, she decided
__ ___ ___ for a volunteer after-school _______ program. Mary still works there once a week ______ kids ________read . ___________ here is a dream ______ ______for her. She can what she _____ ___ ___and helps others ____ ____ _____ _____.
to try out
at the age
loves to do
reading
come true
Volunteering
to help how to
at the
same time
Would you like to be a volunteer
What can you do if you are a volunteer
When can you help others in week
I’d like to help homeless people.
2. She decided to try out for a volunteer after-school reading program.
3. You could ask hospitals to let you visit the kids and cheer them up.
4. Mario believes it can help him to get his future dream job.
5. She volunteers there once a week to help kids learn to read.
6. I’m making some signs to put up around the school.
Grammar Focus
What should you do to help others
Discus
Read the sentences in Grammar Focus for three time.
Circle the infinitives and phrasal verbs.
Summary
Grammar Focus 中的不定式结构 Grammar Focus 中的动词短语
I’d like to do… ask sb. to do.. let sb. do volunteer to help sb. to do learn/decide to do.. help sb. to do.. make some signs to do.. try out
put up
cheer.. up
探究
4a
Fill in the blanks with the phrasal verbs in the box.
1. I want to ____________ my plan to work in an animal hospital until next summer. I’m too busy with my studies this year.
2. She hopes to _______ at least five primary schools to ask if they need to volunteers for their after-school programs.
put up
hand out
call up
cheer up
come up with
give out
put off
put off
call up
put up
hand out
call up
cheer up
come up with
give out
put off
3. Our class is trying to
____________ some ideas to ________ sick children because they are often sad.
4. We decided to ________ signs around the school and ________ notices to tell students about the book sale. We will ________ the money from the sale to homeless people.
come up with
cheep up
put up
hand out
give out
4b
Fill in the blanks with the correct forms of the verbs in the box.
help move do make visit spend
Most people today are only worried about getting good jobs _______ lots of money. In their free time, they think about what _______ for fun. However, few people think about what they can do _________ others.
to make
to do
to help
There are many people who are less lucky than us. Volunteering our time to help these people is a good way ________ our free time. For example, we can make plans __________ sick children in the hospital or raise money for homeless people. Some people even stop doing their jobs for a few months or a year _________ to another place, like one of the countries in Africa, and help people there.
to spend
to visit
to move
4c
Complete the sentences with your own ideas. Use infinitives. Talk about them in groups.
to help kids with homework
to play soccer together
to take
the trash out after dinner
1. I’d like to volunteer _________________
____________________________________.
2. At 12:00 a.m., I called my friend ______
____________________________________.
3. I’m very busy but I could help ________
____________________________________.
4. Summer vacation is coming, and I want ____________________________________.
5. I want to travel alone. My parents told me ________________.
to go camping with my friends
not to do that
辨析：sick 与 ill
sick 可作定语修饰名词，而ill只能做表语。
e.g. The mother cared for the sick girl day and night. 妈妈日夜照料着生病的女孩。
e.g. Jane was ill yesterday, she didn’t go to school. 昨天简生病了，她没去上学。
alone adv.
独自；单独
e.g. I don’t like to go out alone at night. 我不喜欢晚上独自一人外出。
辨析：lonely 与 alone
lonely 情感上的孤独，寂寞。
alone 独自一人（但不定感觉寂寞）。
e.g. Linda was alone in the house. 琳达独自一人待在房子里。
e.g. She lives alone and often feels lonely. 她孑然一身，常感到寂寞。
summary
重点词汇raise homeless alone
重点短语cheer up, put up, come up with, help out, give out, put off, care for
重点语法：非谓语动词 （动词不定式做宾语、宾语补足语、目的状语）的用法
Remember the new words.
Make sentences with the phrases below.
put up/hand out/call up/cheer up/come up with/ give out/put off
3. Preview the new words in 1a-1e.
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3课时 教学设计
课题
课型 听说课口 语法课√ 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节语法课。 【why】 此部分是对本单元语言点的总结、训练和巩固。 【how】 本课时是本单元的语法部分，语法结构较为繁杂，教学压力相对较大。因此，本单元的重点语言结构分散到本单元不同部分进行教学。
学情分析： 自然情况 学生在前两个课时的基础上，对本课时的内容已有了初步了解。 （二）已有基础 本课时话题比较贴近学生生活，学生容易理解。
（三）存在问题
个别学生基础知识薄弱，学生很容易对一些语言现象产生概念混淆或辨析困难的情况。 （四）解决措施 在语言输出方面需要大量练习方能掌握。
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：raise , alone 目标语言：(1) I’d like to help homeless people She decided to try out for a volunteer after-school reading program . You could ask hospitals to let you visit the kids and cheer them up Mario believes it can help him to get his future dream job. She volunteers three once a week to help kids learn to read. I’m making some signs to put up around the school . 进一步巩固学习Section A部分所学的生词和词组；通过练习熟练运用本单元出现的词组及动词不定式。（应用实践） 培养学生为他人着想，热爱公益事业，乐于助人的优良品质。 （迁移创新）
教学重难点 重点：1.复习巩固Section A部分所学的生词和词组，到达熟练运用的目的。 难点：对动词不定式的用法进行归纳总结，掌握其规则。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Revision and lead-in Get the students to fill in the blanks according to the article of 3a . Mario and Mary ____several hours each week _____ others . Mario wants ___an animal doctor . He _____At an animal hospital . He wants _____ more about ____ care for animals . .... Let the students answer the following questions . 学生活动1 Free talk 活动意图说明： 通过带着问题去学习短文，达到导入新课的目的，同时也可以使学生积极思考如果自己作为志愿者应该做些什么，使学生体会到奉献的意义，教育学生要心存善念，乐于助人，无私奉献。环节二：Activity 2 教师活动2 Grammar Focus Read the sentences about in Grammar Focus . And then let the Ss discuss what they should do to help others . Finally , ask some Ss to share their ideas . 学生活动2 Read aloud and summary 活动意图说明： 把“语法聚焦”中的句子先进行分类，然后根据提示指导学生对出现的内容进行归类，这样的设计条理清晰，学生看了一目了然；学生通过提示自己总结句式结构于一般的表达方式，可以锻炼学生的自主学习能力，突出学生的主体地位。 环节三：Activity 3 教的活动3 Learn and discuss Read the sentences three times. Circle the infinitives and the phrasal verbs. Summary Grammar Focus 中的不定式结构Grammar Focus 中的动词短语........
探究 动词不定式用法小结 动词短语学的活动3 Ask and answer . Discuss Finish 4b 活动意图说明： 引导学生总结归纳和掌握语言规律，形成有效的学习策略，将3a和Grammar Focus 中的内容结合，找出文章不同类型的动词不定式结构，总结语法知识，承上启下。 环节四：Activity 4 教的活动4 Practice Fill in the blanks with the phrasal verbs in the box . Fill in blanks with the correct forms of the verbs in the plete the sentences with your own ideas . Use infinitives . Talk about them in groups . 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： 利用教材所提供的材料，引导学生进行小组合作练习，使用“语法聚焦”上出现的语言结构，完成语言输出。
板书设计 Unit 2 I’ll help to clean up the city parks Section A Grammar Focus -4c 动词不定式结构：I’d like to do /ask sb to do /let sb do /volunteer..to help sb (to )do .. /learn to do /decdie to do /help sb to do / make some signs to do 动词短语：cheer ...up /try out / put up / hand out /call up / come up with /give out /put off
分层作业设计 基础巩固： (1)Remember the new words. (2)Make sentences with the phrases below. put up/hand out/call up/cheer up/come up with/ give out/put off 设计意图：熟记本课重点单词和短语。 能力提升： Preview the new words in 1a-1e. 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 通过本节课的学习，让学生重点掌握动词不定式的结构以及不定式作宾语和状语，尤其是用作宾语时和谓语动词的搭配，同时进一步增强了学生关注他人，社会、利用自己的特长为他人、社会作贡献的责任意识。
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