发布时间 : 星期二 文章最新人教版新目标英语初二下册Unit 2 单元教案更新完毕开始阅读
一、You helped to make it possible for me to have Lucky.
翻译：________________________________________________________。 make it possible 意为“_________”，其中it为______________, 真正宾语为_____________。
二、Or imagine you can’t walk or use your hands easily.
翻译：_________________________________________________________。 imagine 意为“_____________” 后面可以跟 that引导的__________. 我猜想你累了。
_______________________________________________________.
(设计意图：在阅读任务的完成过程中学生已经基本掌握了大部分知识点以及用法，此处是查漏补缺的环节。)
The keys: 一、你帮助使我成功地用于了Lucky。 使可能 形式宾语 to have Lucky
二、不然想象一下你不能轻松走路或使用你的手。
想象，预料，设想 宾语从句 I imagine (that) you are very tired.
Step IX Summary
Guide the students to conclude what they have learned in this period according to the mind- map.
Miss Li is a kind person. She ______ money to Animal Helper, which is a group __________ to help disabled people. Animal Helper_____ the dog Lucky for Ben. Ben is a _______ people. There are many ________ in his life. Lucky _____ Ben ____ and cheers him up. Ben ______ a letter to Miss Li to thank for her_________ .LuckyBenMiss LiAnimal Helpers Step X Test- in –class. 一、用所给词的适当形式填空。
1. I_______(send) a letter to him yesterday.
2. Zhang Haidi is a ________(able) person, but she is famous. 3. The changes made a ___________ (different) to my life. 4. Are you good at__________(train) dogs?
5. He improved his study because of his teacher’s _________(kind). 二、翻译下列句子。
1. 我不能很好地使用我的胳膊和腿。
2. 如果你喜欢，我将送给你一张我的照片。 3. Lucky帮我解决了困难。 Step XI Homework You must:
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1. Memorize the new words and useful expressions. 2. Read the article again and again. If you can:
Write a short reply to Ben Smith. 教学反思：
本课寓英语教学于实际生活中，让学生用感恩的心去回馈社会，进而引发对不同人群所能提供的爱心帮助方式的思考；从课本中Lucky的照片入手激发学生探究的兴趣，这篇课文是关于什么的？帮助学生顺利地进入本课的话题，不突兀；具体的阅读任务部分以多样的活动抓紧学生的注意力，概括性强的题目帮助学生理解课文内容，框架性强的题目帮助学生更好地构筑自己的思维树。 亮点：
1.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，又引入了对本节课的学习，有利于学生准确地理解和记忆。
2. 在本课的阅读训练中，先让学生找出文章的大意; 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。
3. 整节课时刻注意激发学生的学习兴趣，培养学生的美好道德情操。
4. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。 不足之处：时间分配上有点前松后紧，合作探究环节处理的仓促。 使用建议：
1．预习内容一定要提前将学案下发给学生，便于学生更有目的性地去预习，提高课堂效率。
2.小组活动环节可以适当地拓展到小组外。
The keys: Step I Preview
1 (1)make a difference (2) answer the phone （3）open and close doors (4) a special trained dog(5)be lucky to do sth. (6) after six months of training (7 ) send sth. to sb. /send sb. sth. 2.(1) You have helped make it possible for me to have “Lucky”. (2)What would it be like to be blind or deaf? (3)I was excited about the idea of having a dog. (4) I’m only to have a “dog helper”because of your kindness. (5) Thank you again for changing my life. Step IV While reading
Fast-reading: Task 1: B
Task 2: 1. Ben, He wants to thank Miss Li. 2. She gave money to Animal Helper. Careful reading: Task 1: (1) “Animal Helpers” is a group set up to help 42
disabled people. (2) Lucky makes a big difference to his life. Task 2: (1) walk, use his hands (2) answering the telephone, opening and closing doors, carrying things (3) talks to, was excited about Task3: (1) The dog’s name is Lucky because Liz feels lucky to have it. (2) Lucky can understand many English words. He can understand Ben when Ben gives him orders. (3)A photo of Lucky Task4:
Subject Verb Object
Miss Li can get unable to move well. Ben Smith trains money to “Animal Helpers”.
Lucky sent animals like Lucky. “Animal Helpers” is things for disabled people.
Step V Post-reading
2. (1) sent (2) trained (3) helps (4) thanks Step X Test- in –class.
一、1. sent 2. disabled 3. difference 4. training 5. kindness 二、1. I can’t use my arms and hands easily.
2. I’ll send you a photo of Lucky if you like 3. Lucky helped me out.
Unit 2 I’ll help to clean up the city parks.
听说课 Section B 1a-1e 第四课时
Teaching and learning goals:
一、功能:能正确听懂某一志愿活动的顺序及细节并运用部分短语动词叙述某一志愿活动。 二、词汇和常用表达:能正确使用repair, fix, fix up , give away, take after, broken,
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wheel
三、学习策略：能通过听说活动掌握按事情发展顺序描述志愿活动。
四、文化知识: Learn from the wonderful Bike Boy Jimmy. He’s always helping people. Step1. Pre-listening activities: I.Preview
Task1 Do you know the following phrasal verbs? Look at p13, put them into English orally, then write them down without looking at your books.
1.用尽；耗尽 __________________ 2. (外貌或行为)像 __________________ 3.修理 __________________ 4. 与?相似 __________________ 5.赠送 __________________ 6.儿童之家 __________________ 7.破损自行车零件__________________ 8.像车轮 __________________ 9.单车男孩 __________________ 10.自愿帮助人们 __________________ Task2 Can you make sentences with the phrases above? Let’s have a try, put the following sentences into English orally, then try writing them down without looking at your books.
1.我已经用完它了。 _______________________________ 2.吉米已经花光了钱。 _______________________________ 3. 我像我妈妈。 _______________________________ 4. 吉米像他爸爸。 _______________________________ 5. 我和她相似。 _______________________________ 6. 我把我的自行车捐给了儿童之家。 _______________________________ 7. 我把它修好了。 _______________________________ 8.单车男孩自愿修理破损的自行车零件，像车轮。 _______________________________ 【设计意图】预习体现了以学生为中心的思想，便于教师以学定教。通过预习展示和学习短语动词，不仅检查了学生的预习情况，更明确了本单元的语法重点；在掌握短语的基础上设计一些翻译练习，既能展示学生的预习质量，又能提高他们的翻译能力,同时也为下步听力做了知识基础。.
II. Warming up and leading in Task1 Fill in the blanks.
T: Boys and girls, look at the following pictures , please. Can you complete the sentences according to the pictures with phrasal verbs? Ss: Yeah!
I’ve ________ ________ ________ it. The girl __________ ________ her mother.
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