Unit 8 I’ll help clean up the city parks.
The 3rd Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary
major, commitment, veterinarian, coach
(2)Target Language
I’d like to join the school volunteer project.
You could help coach a football team for little kids.
2.Ability Objects
Train students’ reading skill.
Train students’ speaking skill with target language.
Train students’ writing skill with target language.
3.Moral Object
If 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 Points
1.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 Points
1.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 Methods
1.Pairwork
2.Role play
Ⅴ.Teaching Aids
Some pictures that the volunteers are working, or some signs of the volunteers’ clubs.
Ⅵ.Teaching Procedures
Step ⅠRevision
1.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.Ask several pairs to talk about the ways they could help people, using the conversation in the speech bubbles in activity la as a sample.
Step Ⅱ3a
This activity provides reading practice using the target language.
Have 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.
Questions
1.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.
Answers
Underlined words: She helps young children learn to read after school.…volunteers every Saturday morning at an animal hospital…sings for groups of people at the City Hospital.
Circled words: You can do the things you love to do…he has learned a lot about animals …he has met some wonderful people at the hospital.
Step Ⅲ3b
This activity provides reading and writing practice using the target language.
Read 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.
Sample answers
Name |
Loves |
Could |
Hui |
Football |
coach a football team for kids |
Xiao Tang |
writing stories |
give a talk on how to write stories |
Joy |
movies |
help give out posters for a cinema |
Wei |
music |
play music to cheer up the sad people |
Step Ⅳ3c
This activity provides listening and speaking practise using the target language.
Ask a pair of the students to model the sample conversation first.
SA: I’d like to join the school volunteer project, but I’m not sure what I should do.
SB: What do you like doing?
SA: I love playing football.
SB: Well, you could help coach a football team for little kids.
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 4
This activity provides written and oral practice using the target language.
Read 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 in the 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.
SA:I like to read about Chinese history.
What kind of volunteer work do you think I could do?
SB: You could start a Chinese History Club.
Write the conversation on the blackboard.
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 Volunteer 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.
Sample answers
Things I like to do |
Volunteer work I could do |
1.I love drawing pictures. 2.I like to travel. 3.I like visiting museum. |
I could design a wall newspaper for our class. I could guide the tourists in our city. I could help look after the things on display. |
Step ⅥSummary
In 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 ⅦHomework
1.Write a conversation like the sample on in Activity 3c.
2.Write a conversation like the sample one in Activity 4.
Step ⅧBlackboard Design
Unit 8 I’ll help clean up the city parks. Section A The Third Period Target language: 1.I’d like to join the school volunteer project, but I’m not sure what I should do. What do you like doing? I love playing football. Well, you could help coach a football team for little kids. 2.I like to read about Chinese history. What kind of volunteer work do you think I could do? You could start a Chinese History Club |
Unit 8 I’ll help clean up the city parks.
The 4th Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary
run out of, take after, fix up, give away, repair, not…any more, similar advertisements
(2)Target Language
What 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 Object
Come up with a good idea to help others.It will bring you much enjoyment.
Ⅱ.Teaching Key Points
1.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 Point
Teach the new phrasal verbs.
Ⅳ.Teaching Methods
1.Making up sentences
2.Listening
3.Pairwork
Ⅴ.Teaching Aid
A.tape recorder.
Ⅵ.Teaching Procedures
Step I Revision
1.Revise the contents of the article in Activity 3a.Section A by asking some questions like these.
Questions
1.What does Li Huiping love to do?
And what does she do as a volunteer?
2.What does Lan Pei love and what does he plan to be when he leaves school? Where does he spend every Saturday working?
3.What about Zhu Ming? Say something about Zhu Ming.
4.What do they say about their volunteer work?
5.What do they plan to do?
2.Check the homework by asking some students to read the conversations they wrote.Correct any mistakes they might have made.Let them hand in their homework.
Step Ⅱ1a
This activity introduces new target language.
Read 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 it
Here, 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 like this.
2.I take after my mother.
take after——be like sb.or be similar to sb.
I take after my mother.——I am like my mother.
3.I fixed it up.
fix up——install, fit together and place in position, repair, renew
I fixed it up.——I installed it, or I repair it.
4.I gave it away.
give away——make a present of, donate
I gave it away.——I donated it.I gave it to someone without money.
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.
Answers
1.b 2.c 3.a 4.d
Step Ⅲ1b
This activity provides writing practice with the new phrasal verbs.
Call 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.
Sample answers:
run out of: He is always running out of money before payday.
take after: He takes after his father in everything but his nose.
fix up: The workers: have fixed up the big machine.
give away: The writer gave away his books to a library.
Step Ⅵ2a
This activity provides listening practice using target language.Call 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.For example, if someone’s answer is a.4 b.2 c.1 d.3.he or she
may tell a story like this:
Jimmy got an old bike from someone.He fixed it up by himself.After he repaired it, he wanted to sell it to someone/he gave it away to someone.At last, he emptied both of his pockets.
It seemed that he had run out of his money.
The stories will vary.Ask them to work in pairs.Each one has to tell a story to the partner.
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.
Answers
The pictures should be numbered in the following order:
a.4 b.2 c.1 d.3
Tapescript
Man:This morning I’m talking with a very generous young man, Jimmy the Bike boy.Jimmy is the boy who fixes up old bikes and gives them away.Good morning, Jimmy.
Boy: Good morning.
Man: So, Jimmy, tell our listeners what you do.
Boy: Well, as you just said.I find or buy old bikes that nobody wants.Then I fix up the bikes and give them away to kids who don’t have enough money to buy their own bikes.
Man: That’s fantastic.What gave you the idea?
Boy: I guess I take after my father.He’s always helping people.
Man: Wow! Your parents must be proud of you.
Boy: I guess so.But now I’ve run out of money to buy old bikes.
Man: Oh, that’s too had.
Boy: Yeah.I need to come up with some way of getting money, or I’ll have to stop.
Step Ⅴ2b
This activity provides listening practice using the target language.
Read 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.
Answers
1.T 2.F 3.F 4.T
Step Ⅵ2c
This activity provides guide oral practice using the target language.
First, 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.
SA:What do you do, Jimmy?
SB: I fix up bikes and give them away.
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 ⅦSummary
Say, In this class, we’ve learned how to use some new phrasal verbs first.And
we’ve done much listening practice on the target language.At last, we did some oral practice by making our own conversations.
Step ⅧHomework
1.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.
Step IX Blackboard Design
Unit 8 I’ll help clean up the city parks. Section B The Fourth Period Target language: A: What do you do, Jimmy? B:I fix up bikes and give them away. |