新目标初中九年级下册英语全册教案下载DOC

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新目标初中九年级下册英语全册教案下载DOC
Unit 8 I’ll help clean up the city parks．
The 1st period

Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
（2） Target Language
I’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 Object
Offer help to the others as much as possible．
Ⅱ． Teaching Key Points
1． Key Vocabulary
clean up, hunger, homeless, cheer up, give up
2． Target Language
How to express offering to help with target language．
Ⅲ． Teaching Difficult Points
1． Teach the students how to use the new phrasal verbs．
2． Teach the students to express offering to help with target language．
Ⅳ． Teaching Methods
1． Teaching by giving sample sentences and making up sentences．
2． Teaching by showing pictures．
Ⅴ． Teaching Aids
1． A tape recorder
2． Some pictures on volunteer’s offering help
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the language points in Unit 7．
Ask some questions like this: Where would you like to go on vacation? （I’d like to/I’d love to/l hope to… ）Why?
（Because…）
2． Revise the contents in Unit 7． Say to the class like this:
Who can say something about Singapore?
What things do you like there and what things don’t you like about it?
Ask them to give the answers without looking at the books．
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 la
This activity introduces the key vocabulary and provides some writing practice．
In 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 always 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．
Some sample sentences
1． clean up—make a place clean and tidy, put things in order
We should always clean up the dirty parts of the sea．
2． cheer up—make someone feel happy
The good news cheers everyone up．
3． give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class．
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

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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．
Some sample answers:
Visit some single elderly people and help them with housework．
Help clean up the neighbourhood．
Cheer up the people who look sad．
Help the teacher give out the papers to the students．
Save money to help the poorer children．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Call 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．
Answers
1． c 2． a 3． d 4． b
Tapescript
Conversation 1
Boy 1: I’d like to work outside．
Girl 1:You could help clean up the city parks．
Conversation 2
Boy 2:I’d like to help homeless people．
Girl 1:You could give out food at the food bank．
Conversation 3
Girl 2:I’d like to cheer up sick kids．
Girl 1: You could visit them in the hospital．
Conversation 4
Girl 1:I’d like to help kids with their schoolwork．
Girl 2:You could volunteer in an after-school study program．
Optional activity
Ask the students to choose a volunteer job they might like to do and draw a picture of it． They can draw a picture like the posters in the textbook． They can also add a sentence describing the job． They may do this in several groups． After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class．
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Read 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． They may say like this:
SA: I’d like to cheer up sick kids．
SB: You could visit sick children in the hospital．
SA: I’d like to help homeless people．
SB: You could give out food at a food bank．
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 Summary
Say, In this class, we’ve learned how to express offering help． And we’ve learned several phrasal verbs． At last, we did some oral practice using target language．
Step Ⅵ Homework
1． Make up one sentence

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with each of the following phrasal verbs:
clean up, cheer up, give out
2． Write out three conversations of activity 1c．
Step Ⅶ Blackboard Design
Unit 8 I’ll help clean up the city parks,
Section A
The First Period
Phrasal verbs:
1． clean up—make a place clean and tidy, put things in order
We should always clean up the dirty parts of the sea．
2． cheer up—make someone feel happy
The good news cheers everyone up．
3． give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class．

Unit 8 I’ll help clean up the city parks．
The 2nd Period

Ⅰ． Teaching Aims and Demands
Knowledge Objects
（1） Key Vocabulary
clean-up, sign, put off, set up, establish, come up with
（2） Target Language
I’ll help clean up the city parks．
2． Ability Objects
（1） Train the students’ listening skill．
（2） Train the students’ communicative competence using the target language．
（3） Train the students to use the new phrasal verbs: cheer up, set up, come up with, put off/
3． Moral Object
Plan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it．
Ⅱ． Teaching Key Points
1． Listening practice with target language．
2． Make communications with target language．
3． How to use the phrasal verbs．
Ⅲ． Teaching Difficult Points
1． Make communications with target language．
2． Use the phrasal verbs．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork
3． Role play the conversation
Ⅴ． Teaching Aids
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the knowledge points on Page 60． Ask several students to tell some ways they could help people with books closed．
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．
Step Ⅱ 2a
This activity provides listening practice using the target language．
We can see five pictures in Activity 2a．
What can you see in each picture?
Ask five different students to describe the pictures． They may say like this:
Picture 1: We can see a TV screen in Picture 1．
Picture 2: There is a girt putting a sign on the board．
Picture 3: A boy is making a call．
Picture 4: We can see a copy of newspaper with the advertisement．
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．
We’ll hear some students at a club meeting． They are talking about how their club can help clean up the city parks．
Ask the class to read the instructions together． Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording．
Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes．
Play the recording the first time．
Students only listen．
Play the recording again． Ask students to check the things they hear．
Check the answers．
Answers
The following pictures should be checked: b c c
Tapescript
Boy 1: OK． Now we need to come up with a plan to tell people about the city park clean-up．
Girl 1: Yeah, but I’m hungry, Bob． let’s have lunch first．
Girl 2: No, we can’t put off making a plan． Clean-up Day is only two weeks from now．
Boy 2: You’re right． Sally, while we talk, I’ll write down all our ideas． Then we can decide which ideas are best．
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．
Boy 2: Hey, we’ve coming up with a lot of good ideas, aren’t we?
Step Ⅲ 2b
This activity provides listening and writing practice using the target language．
Read the instructions with the class． And let them have a look at the sentences．
Read the first sentence to the students．
Tell them it is a sample answer．
Say, We will hear the same recording again． This time listen

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carefully to what the students say and fill in the blanks in the sentences．
Play the tape again and the students write out the answers．
Check the answers．
Answers
1． come up with
2． put off
3． write down
4． put up
5． hand out
6． call up
Step Ⅳ 2c
This activity provides guided oral practice using the target language．
Ask students to look at the sample conversation first． Ask a pair to read it to the class．
Ask the class to read the instructions together．
Say． You’ll work in pairs to role play the conversation in Activity 2b．
Each pair will make a conversation like the sample one． You can use the sentences in Activity 2b as a guide．
Ask the students to work in pairs． More around the classroom, checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step Ⅴ Grammar Focus
This activity introduces several phrasal verbs．
Say, Do you remember the meaning of cheer up? Who can tell us?
Ask a student to explain the phrasal verb cheer up like this:
Cheer up means make someone happy．
Then get students to make up some sentences with it．
Say, Let’s learn some more phrasal verbs today． Please open your books at page 61． Look at the content in Grammar Focus and try to tell me the meanings of set up and come up with．
Ask two children to tell their meanings like this:
Set up means establish or start．
Come up with means think up．
Then get students to read the sample sentences in the grammar box．
Write the phrasal verbs and the sentences on the blackboard．
Get students to make more sentences with these phrasal verbs to get a further understanding．
Step Ⅵ Summary
Say, In this class, we’ve done some listening and writing practice with target language． We also did some oral practice in pairs． And we’ve discussed some phrasal verbs as well．
Step Ⅶ Homework
1． Write two conversations like the sample in Activity 2c．
2． Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call up
Step Ⅷ Blackboard Design
Unit 8 I’ll help clean up the city parks．
Section A
The Second Period
Phrasal verb:
cheer up He looks sad． Let’s cheer him up．
set up We are going to set up a food
bank to help angry people．
come up with We need to come up with some ideas．


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 Ⅰ Revision
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 Ⅱ 3a
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

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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 Ⅲ 3b
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 Ⅳ 3c
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

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they are working, checking the progress and offering help as necessary．
Ask two or three pairs to share their conversations to the class．
Step Ⅴ Part 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 Ⅵ Summary
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 Ⅶ Homework
1． Write a conversation like the sample on in Activity 3c．
2． Write a conversation like the sample one in Activity 4．
Step Ⅷ Blackboard 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

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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 Ⅱ 1a
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 Ⅲ 1b
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:更多免费教案下载绿色圃中小学教育网www.lspjy.com 分站www.fydaxue.com
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