Unit 2 I'll help to clean up the city parks. Section B (1a-1d) 教学设计（表格式）

课题 Unit 2 I'll help to clean up the city parks. Section B (1a-1d) 班级 803 备课教师 李聪
课型 听说课 课时 4
教学目标 At the end of the class, the students will be able to： 语言能力：learn to listen for the specific information. 文化意识：recognize the need to help others and serve others. 思维品质：predict the development of things based on the picture prompts. 学习能力：practice listening about the offering help.
教学重点 Key vocabulary: repair, fix,broken, wheel，be similar to, fix up, give away,take after Key sentences: I’ve run out of it. I’m similar to her. Structure a. run out of b.give away c. be similar to
教学难点 Learn to listen to what the bike boy did.
教学方法 CLT
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead in. Watch a video about helping others. Sa:Help others to happy themselves . Sb:As long as everyone gives a little love , the world will be better. Talk about different kinds of volunteer work they could do. Sc: I could pick out the rubbish on the street. Sd: ... Step 2. Presentation. Match the sentences with similar meanings in 1a. Write the sentences on their textbooks，finish 1b. Then share their sentences with the whole class. Sa:I ran out of my money last weekend. Sb: I gave away my old clothes to the poor kid. Step 3. Pre-listening. Observe the pictures one by one and try to describe the four pictures in their own words. Sa: No, he doesn’t. Sb: He runs out of money. Sc: It looks old. Sd: He’s fixing up the bike. Se: He finds a bike. Sf: Yes, it does. Sg: Because it was broken. Sh: It looks new. Si: He fixed up the bike. Step 4. While-listening. Listen and number the pictures [1- 4] in the correct order. Report their answers using some sentences with phrasal verbs. Circle T for true and F for false. Try to correct the wrong statements while checking answers. Listen again and fill in the blanks. Listen again and answer the questions. Step 5. Post-listening. Role-play Role-play the conversation between Jimmy and the reporter in pairs. Sa:What do you do, Jimmy Sb:I fix up bikes …… Sa:Who gave you the idea Sb:I take after…… Sa:What's your problem now Sb:…… Oral composition Fill in the blanks and finish the composition. Step 6. Conclusion. Watch a video and make a summary. After greeting, play a video for Ss. T:What can we learn from the video T: Volunteering is a good way to help others. Right What kind of volunteer work could you do？ Present some pictures to learn some new phrases. Ask Ss to find the similar sentences by themselves. Then check answers. In 1b, ask students to match the phrasal verbs with the nouns and then make sentences with the phrases. Correct their mistakes especially the misuse of the past tense. Encourage students’ creative answers. Guide Ss to make a prediction before listening by looking at the pictures in 1c on page 13. T: Does this boy have any money in his pocket T: What problems do you think he has T: Is the bike in the picture new or old T: What’s the boy doing T: What does the boy find T: Does the bike have a broken wheel T: Why doesn’t the owner want it any longer T: How does the bike look in the picture T: What does the boy on the left do with the bike Play the recording for the first time and ask Ss to find out the order of the pictures based on what they hear. Tell them to pay more attention to listening instead of writing. Ss can complete this type of task even when they do not understand every word they hear. Guide Ss to listen and judge. Play the recording and get Ss to imitate the pronunciation and intonation. Encourage Ss to use the information in 1c to help them. Get several pairs to role-play the conversation in front of the class. T: Suppose you are a reporter from the radio station, please report Jimmy to your listeners. T: Helping others is helping ourselves. We should learn from the wonderful young man Jimmy. T: If everyone give his or her love, the world will become more and more beautiful. 利用一段接力助人的视频，引发学生对帮助别人、快乐自己，人人奉献、社会温暖的感慨，导入话题，激发学生学习兴趣。 利用志愿服务话题，复习巩固 A部分所学相关词汇表达，激活旧知，引入新词。 通过图片和例句的呈现，引导学生感知短语动词的意思。 还可以加入其它同义表达，如call up (make a phone call to sb.), cheer up (make other people happy), come up with (think of an idea, answer, etc.) 在学生造句环节，及时赞赏学生短语动词使用恰当、意思表达明确或有新意的好句子，鼓励学生多创造，增强学生的成就感。 利用问答的方式，在听前引导学生读图，理解配图的含义。在问答的同时，教授听力中可能导致障碍的生词（如wheel，broken，proud of等），为顺利开展听力活动铺平道路。 听中进行听力策略的渗透，如听每遍录音时应有所侧重：第一遍利用关键词或词频抓住主题，第二遍提取具体细节等。 核对答案时，注意引导学生用完整的句子汇报答案，不宜简单地通过读字母的方式，否则会因为缺少语句层面的练习而造成语言不足以支持学生完成听后的口语交流。 通过角色表演，既能了解学生对听力材料的掌握情况，又可培养锻炼他们运用英语思维交流与合作的能力。 语言活动要有个循序渐进的过程，此项活动是在前几项活动的基础上培养和锻炼学生的英语语言表达能力及灵活运用能力。
作业设计
Level A：In our daily life, there is always somebody who is happy to help others. Choose one of them, draw several pictures for them and write about their story of helping people.
Level B:Suppose you are a reporter from the radio station, please report Jimmy to your listeners. Write a report start with “This morning I talked with a very wonderful young man, Jimmy, the Bike Boy.”
板 书 设 计
Unit 2 I'll help to clean up the city parks. (Section B 1a-1d)
教 学 反 思