Unit2 SectionB(2a-2e)教案 课型4 Reading and learning( Section b2a2e) 10 Teaching analysis教情分析 1 I Teaching objectives教学目标 Language targets语言目标 Key words and Chunks For apply ing: letter, Miss, set up, disabled, make a difference to, blind, deaf, imagine, difficulty, open, door, carry, train, excited, training, kindness, clever, understand, change 1. 1.1.1.1 For comprehending 1.1.1.2 Sentence Structures 1)Id like to thank you for giving money to Animal Helpers 2)You helped to make it possible for me to have Lucky 3)What would it be like to be blind or deaf? 4)Or imagine you cant walk or use your hands easily 5)She talked to Animal Helpers about getting me a special trained dog 6)She also thought a dog might cheer me u 7)I love animals and I was excited about the idea of having a dog 8)In what other ways do you think dogs are able to help people 1. 1. 1. 3 Grammar Focus 1)I'll send you a photo of him if you like, and I could show you how he helps. me.( if you like是条件状语从句,意为“如果你喜欢”; how he helps me 是宾语从句,意为“他如何帮助我”) 2)Im sure you know that this group was set up to help disabled people like me.( was set up是一般过去式的被动语态,一般过去时的被动语态的结 构为“ was/were+动词过去分词”) 1.12 Ability goals能力目标 1.1.2.1帮助学生通过单词的词性来帮助理解单词在句中的含义 1.1.22教会学生感谢信的写作并在信件中清晰地描述自己的经历。 113 Emotional goals情感目标 1.1.3.1引导学生对别人的帮助表达真挚的感谢。 1.1.32启发学生和他们分享自己的快乐。 12 Important and difficult teaching points教学重难点 1.2.1分析文中出现的重难点单词词性
Unit2 SectionB（2a-2e）教案 课型 4 Reading and Learning (Section B 2a-2e ) 1.0 Teaching Analysis 教情分析 1.1 Teaching objectives 教学目标 Language targets 语言目标 [QQ180#~^5986%@694] Key Words and Chunks [Q~Q180598^694%@#] For applying: letter, Miss, set up, disabled, make a difference to, blind, deaf, imagine, difficulty, open, door, carry, train, excited, training, kindness, clever, understand, change [Q180*%^5#98694@] 1.1.1.1.1 For comprehending: 1.1.1.2Sentence Structures 1) I’d like to thank you for giving money to Animal Helpers. 2) You helped to make it possible for me to have Lucky. [Q18*@0598%6#&694] 3) What would it be like to be blind or deaf? 4) Or imagine you can’t walk or use your hands easily. 5) She talked to Animal Helpers about getting me a special trained dog. 6) She also thought a dog might cheer me up. 7) I love animals and I was excited about the idea of having a dog. [Q%Q1^8~05#9869&4] 8) In what other ways do you think dogs are able to help people？ [Q@&Q180#*598669%4] 1.1.1.3Grammar Focus 1) I’ll send you a photo of him if you like, and I could show you how he helps me. (if you like 是条件状语从句，意为“如果你喜欢”；how he helps me 是宾语从句，意为“他如何帮助我”) 2) I’m sure you know that this group was set up to help disabled people like me. （wasset up 是一般过去式的被动语态，一般过去时的被动语态的结 构为“was/were+动词过去分词”） 1.1.2 Ability goals 能力目标 1.1.2.1帮助学生通过单词的词性来帮助理解单词在句中的含义。 1.1.2.2教会学生感谢信的写作并在信件中清晰地描述自己的经历。 1.1.3 Emotional goals 情感目标 1.1.3.1引导学生对别人的帮助表达真挚的感谢。 1.1.3.2启发学生和他们分享自己的快乐。 1.2 Important and difficult teaching points 教学重难点 1.2.1 分析文中出现的重难点单词词性
1.2.2引导学生掌握分析文章大意和框架结构的方法。 12.3让学生学会表达和话题讨论:如何表达自己的感谢和讲述自己的经历。 Student analysis学情分析 13 Fundamental State基本情况 通过本单元前三个课型的学习,学生能够从施助者的角度谈论如何躬身实践,助 人为乐。同时,学生能够体会到志愿工作能够给他人和自身带来的幸福感,对于本课文本 的阅读与理解有了充足的情感准备。2b为一封受助者写给施助者的感谢信,文本内容充 溢着对他人慷慨援助的感激之情。学生的角色由 Section a中的施助者转换为 Section b中 的受助者,通过对本课文本的理解与研读,学生能够对本课话题( volunteering and charity) 形成更加全面的认识 14 Knowledge reserve知识储备 本单元前面三个课型,围绕话题 Volunteering and charity,分别谈论了志愿工作的 多种方式( Section a la2c),志愿者工作的重要意义 Section a3a-4c,以及参与志愿者工作 可能遇到的问题( Sectionb la-lc),以听读的方式为学生做好了充足的知识储备。本课型 的阅读文本为一篇书信,学生在之前的学习中已经接触过书信,如Book7BUnt7Itis raining section b2b的阅读文本,对书信的文章结构和内容设置已有比较准确的认识 15 Class data本班实际 本班学生属于中等水平,通过 Section a3a的学习,学生快速查找文章结构的 能力已经得到明显提高,教师可以进一步引导学生利用文本每一段的首末句,快 速获取文章的主旨大意。同时,本班学生对于单词词性的理解还不够深入,教师 可以开展小组讨论,引导学生准确判定2b中重点词的词性,如 disabled, Imagine, training, kindness等,以帮助学生更好地理解文本 Teaching methods教法建议 16 Thematic teaching method主题教学法 17 Question and answer method问答法 Discussion method讨论法 20教学辅助 blackboard and chalk, computer, projector Teaching procedures教学进程 2 I Leading-in and warming-up引入与激趣活动 2.1.1 Watch a video To lead in the topic of this passage, let Ss watch a video clip of the dance show, Thousand-handed Goddess. Then ask Ss questions like 1. What do you think of the show? 2. The dancers are either deaf or dumb, what difficulties may they have in their daily life? 2. 1.2 Discussion T presents more pictures about disabled people and Ss have a discussion about
1.2.2 引导学生掌握分析文章大意和框架结构的方法。 1.2.3 让学生学会表达和话题讨论：如何表达自己的感谢和讲述自己的经历。 Student analysis 学情分析 [Q*~#1&80598^694] 1.3 Fundamental State 基本情况 通过本单元前三个课型的学习，学生能够从施助者的角度谈论如何躬身实践，助 人为乐。同时，学生能够体会到志愿工作能够给他人和自身带来的幸福感，对于本课文本 的阅读与理解有了充足的情感准备。2b 为一封受助者写给施助者的感谢信，文本内容充 溢着对他人慷慨援助的感激之情。学生的角色由 Section A 中的施助者转换为 Section B 中 的受助者，通过对本课文本的理解与研读，学生能够对本课话题（Volunteering and charity） 形成更加全面的认识。 [Q1805#%98694&@*] 1.4 Knowledge Reserve 知识储备 本单元前面三个课型，围绕话题 Volunteering and charity，分别谈论了志愿工作的 多种方式(Section A 1a-2c)，志愿者工作的重要意义(Section A 3a-4c)，以及参与志愿者工作 可能遇到的问题（Section B 1a-1c）,以听读的方式为学生做好了充足的知识储备。本课型 的阅读文本为一篇书信，学生在之前的学习中已经接触过书信，如 Book 7B Unit 7 It is raining Section B 2b 的阅读文本，对书信的文章结构和内容设置已有比较准确的认识。 [Q~180&*5%9869@4] 1.5 Class Data 本班实际 本班学生属于中等水平，通过 Section A 3a 的学习，学生快速查找文章结构的 能力已经得到明显提高，教师可以进一步引导学生利用文本每一段的首末句，快 速获取文章的主旨大意。同时，本班学生对于单词词性的理解还不够深入，教师 可以开展小组讨论，引导学生准确判定 2b 中重点词的词性，如 disabled, imagine, training, kindness 等，以帮助学生更好地理解文本。 Teaching methods 教法建议 [QQ&180%#@5^98694] 1.6 Thematic teaching method 主题教学法 1.7 Question and answer method 问答法 Discussion method 讨论法 [Q%Q#180@598^~6694] 2.0 教学辅助 blackboard and chalk, computer, projector [Q*1#8~059&86@94] Teaching procedures 教学进程 [Q&180~@59*86^94] 2.1 Leading-in and warming-up 引入与激趣活动 2.1.1 Watch a video To lead in the topic of this passage, let Ss watch a video clip of the dance show, Thousand-handed Goddess. Then ask Ss questions like: 1. What do you think of the show? 2. The dancers are either deaf or dumb, what difficulties may they have in their daily life? [Q&180%~59#8694^] 2.1.2 Discussion T presents more pictures about disabled people and Ss have a discussion about
the ways of helping the disabled 22 Reading practice阅读训练 221 Pre-read ing读前导入 T asks Ss to look at the picture and give Ss some key expressions like: disabled cant use, normal things, a friend of mine, help me out, a dog to cheer me up, training, clever, change my life. Ask Ss to work in groups and make up a story according to the given information 222 While-reading读中理解 2.2.2.1 Skimming Ask Ss to skim the passage quickly and ask students to find out the main ideas of different Possible answers Part 1 Ben Smith thanks Miss Li for giving money to Animal Helper Part 2 Ben's friend talked to Animal helpers to get a dog to help Ben Part3 Ben trained with lucky at Animal helpers Part 4 Ben thanks Miss Li again for changing his life 2.2.2. 2 Scanning Activity 2d Encourage Ss to scan the passage and use the information in the letter to answer the questions in answers to 2d Miss Li sent money to Animal Helpers Ben Smith is unable to move well Lucky can get things for disabled people Animal Helpers train animals like Lucky 2.2.2.3 Activity 2c 2.2.2.3. 1 T helps Ss to review parts of speech. And then ask Ss to read the text carefully and finish 2c 2.2.2 3.2 T encourages ss to share their own sentences with the whole class 223 Post-read ing Activity2e读后提升 2.2.3. 1 T can organize a group discussion and get Ss to discuss: 1. In what other ways are dogs able to help people? 2. What other animals can we train to help
the ways of helping the disabled. 2.2 Reading Practice 阅读训练 2.2.1 Pre-reading 读前导入 T asks Ss to look at the picture and give Ss some key expressions like: disabled, can’t use, normal things, a friend of mine, help me out, a dog to cheer me up, training, clever, change my life. Ask Ss to work in groups and make up a story according to the given information. 2.2.2 While-reading 读中理解 2.2.2.1 Skimming Ask Ss to skim the passage quickly and ask students to find out the main ideas of different parts of the text. Possible answers: Part 1 Ben Smith thanks Miss Li for giving money to Animal Helpers. Part 2 Ben’s friend talked to Animal helpers to get a dog to help Ben. Part 3 Ben trained with Lucky at Animal Helpers. Part 4 Ben thanks Miss Li again for changing his life. 2.2.2.2Scanning Activity 2d Encourage Ss to scan the passage and use the information in the letter to answer the questions in 2d. [Q@%18^0&59#8694] Answers to 2d: [Q18059@8*%66&9^4] Miss Li sent money to Animal Helpers. [Q%180@5986*69^&4] Ben Smith is unable to move well. Lucky can get things for disabled people. Animal Helpers train animals like Lucky. 2.2.2.3Activity 2c 2.2.2.3.1 T helps Ss to review parts of speech. And then ask Ss to read the text carefully and finish 2c. 2.2.2.3.2 T encourages Ss to share their own sentences with the whole class. 2.2.3 Post-reading Activity 2e 读后提升 2.2.3.1T can organize a group discussion and get Ss to discuss: 1. In what other ways are dogs able to help people? 2. What other animals can we train to help people?
2.2.3.2 Encourage Ss to share their ideas with the class 23 New points interpretation新知感悟(贴标签) 23.1 Discovering chunks语块发现 Get Ss to read the text once again and this time. Ss underline all the useful chunks in it I'd like to thank you for giving money to Animal Helpers u helped I'm sure you know that this group was set up to help disabled people like me make it possible for me to have Lucky Lucky makes a big difference to my life What would it be like to be blind or deaf? Or imagine you can't walk or use your hands easily She talked to Animal Helpers about getting me a special trained dog She also thought a dog might cheer me ul I love animals and i was excited about the idea of having a dog I' m only able to have" dog helper""because of your kindness For example, I say, Lucky Get my book, and he does it at once I'll send you a photo of him if you like, and I could show you how he helps me Thank you again for changing my life Analyzing chunks语块分析 231, I I'd like to thank you for giving money to Animal Helpers.我想要感谢你向动 物帮手(组织名)捐钱 would like动词短语,“想要” 常见搭配 would like to do sth.想要做某事 I would like to introduce one of my best friends to you.我想要介绍我最要好 的朋友之一给你认识。 My grandmother would like to make a sweater for me by herself.我奶奶想要 亲手给我织一件毛衣。 I'm sure you know that this group was set up to help disabled people like me 辨析: disabled adj.残疾的 unable adj无能力的,不会的 My mother is unable to look after my little brother because of her illness The factory provides jobs for disabled people to help them live better. 23.1.2 Lucky makes a big difference to my life. Lucky对我的生活产生了很大的影 句中 make a difference是固定搭配,意为“影响;有作用
2.2.3.2Encourage Ss to share their ideas with the class. 2.3 New points interpretation 新知感悟（贴标签） 2.3.1 Discovering chunks 语块发现 Get Ss to read the text once again, and this time, Ss underline all the useful chunks in it. I’d like to thank you for giving money to Animal Helpers. I’m sure you know that this group was set up to help disabled people like me. You helped to make it possible for me to have Lucky. [QQ@~1&%80598*694] Lucky makes a big difference to my life. What would it be like to be blind or deaf? Or imagine you can’t walk or use your hands easily. She talked to Animal Helpers about getting me a special trained dog. [Q%#@1&80598694^] She also thought a dog might cheer me up. [Q^1805&9~86@#694] I love animals and I was excited about the idea of having a dog. [Q18%0#*5@98~694] I’m only able to have “dog helper” because of your kindness. [Q~%^Q#18059@8694] For example, I say, “Lucky! Get my book, ” and he does it at once. I’ll send you a photo of him if you like, and I could show you how he helps me. [Q%Q18*059^8@&6694] Thank you again for changing my life. Analyzing chunks 语块分析 [Q180#59%8@669&^4] 2.3.1.1 I’d like to thank you for giving money to Animal Helpers. 我想要感谢你向动 物帮手（组织名）捐钱。 would like 动词短语，“想要” [Q1805&9@86^#94*] 常见搭配 would like to do sth. 想要做某事 I would like to introduce one of my best friends to you. 我想要介绍我最要好 的朋友之一给你认识。 My grandmother would like to make a sweater for me by herself. 我奶奶想要 亲手给我织一件毛衣。 I’m sure you know that this group was set up to help disabled people like me. [Q%18^0598@~694&] 辨析：disabled adj. 残疾的 unable adj. 无能力的，不会的 [Q1&8*0598669@4~%] My mother is unable to look after my little brother because of her illness. The factory provides jobs for disabled people to help them live better. 2.3.1.2Lucky makes a big difference to my life. Lucky 对我的生活产生了很大的影 响。 句中 make a difference 是固定搭配，意为“影响；有作用
Her speech makes a great difference to my study.她的演讲对我的学习产生 了极大的影响。 You helped to make it possible for me to have lucky.有了您的帮助,我才有可能拥有“幸运 儿”(狗名)。 make it possible for sb. to do sth.是一个固定结构,此处t是形式宾语, 真正的宾语是后面的动词不定式 to have Lucky Read ing makes it possible for me to know more about the outside world 阅读让我更多的了解世界成为了可能 Internet makes it possible for people to buy anything at home 互联网使人们足不出户就能买到任何想要的东西成为了可能 232 Using chunks语块运用 Help Ss to make their new sentences using the new chunks in this passage I'm sure you know that this group was set up to help disabled people like me. (P14) 【原句翻译】 【仿写造句】 I'msure you know that 2.3.2. 1 What would it be like to be blind or deaf?(P14) 【原句翻译】 【仿写造句】 What would it be like to 2.3.2.2Im only able to have a" dog helper" because of your kindness. ( P14) 【原句翻译】 【仿写造句】 only able to. because of 24 Practice and Consolidation练习与巩固 1. Doctor Green makes a bi ( different) to my life 2. The students are so (excite)about the coming new year's party 3. Robots make it possible for people (work)less 4. The boy gets badly hurt in a car accident and is to use his arms and legs (able) 5. Thanks for your (kind) 2.5 Summary 2.5.1 Help Ss to make a summary of the read ing passage by filling in the blank Ben Smith is a man who cant use his arms or legs well. One day
Her speech makes a great difference to my study. 她的演讲对我的学习产生 了极大的影响。 You helped to make it possible for me to have Lucky. 有了您的帮助，我才有可能拥有“幸运 儿”（狗名）。 [Q@180&59~#%8694] make it possible for sb. to do sth. 是一个固定结构， 此处 it 是形式宾语， 真正的宾语是后面的动词不定式 to have Lucky。 Reading makes it possible for me to know more about the outside world. 阅读让我更多的了解世界成为了可能。 [Q~@Q180598^%6&94] Internet makes it possible for people to buy anything at home. [Q^18~05@98ʶ] 互联网使人们足不出户就能买到任何想要的东西成为了可能。 2.3.2 Using chunks 语块运用 Help Ss to make their new sentences using the new chunks in this passage. I’m sure you know that this group was set up to help disabled people like me. (P14) [Q~^Q18&0%5986*94] 【原句翻译】_____________________________________________ 【仿写造句】I’m sure you know that… _______________________________________________ [Q&@#Q^180%5986694] 2.3.2.1What would it be like to be blind or deaf? (P14) 【原句翻译】_______________________________________________ 【仿写造句】What would it be like to… _______________________________________________ 2.3.2.2 I’m only able to have a “dog helper” because of your kindness. (P14) 【原句翻译】__________________________________________________ [Q#Q%1^80&59@86694] 【仿写造句】…only able to …because of… [Q@Q180598%6~*69#4] __________________________________________________ 2.4 Practice and Consolidation 练习与巩固 1. Doctor Green makes a big _____________(different) to my life. 2. The students are so ___________ (excite) about the coming new year’s party. 3. Robots make it possible for people _____________ (work) less. 4. The boy gets badly hurt in a car accident and is _________ to use his arms and legs. (able). 5. Thanks for your __________(kind). 2.5 Summary 2.5.1 Help Ss to make a summary of the reading passage by filling in the blanks: Ben Smith is a __________ man who can’t use his arms or legs well. One day
Miss Li talked to Animal Helpers about getting him a special dog. After six months of with the dog, Ben brought him home. He named the dog lucky Lucky can many English words. He makes a big to Ben's life. So Ben wants to say to miss Li for his life 2.5.2 Get the Group leader(Gl) to make a report about their summary Homework课后作业 Students are asked to make a summary of how to write a thank-you letter. They may talk about the following questions 1. What is the basic structure of a letter? 2. How many parts should there be in a letter? What kinds of elements should be involved?
Miss Li talked to Animal Helpers about getting him a special _______ dog. After six months of _______ with the dog, Ben brought him home. He named the dog Lucky. Lucky can ________ many English words. He makes a big ________ to Ben’s life. So Ben wants to say ________ to Miss Li for ______ his life. 2.5.2 Get the Group leader (GL) to make a report about their summary. Homework 课后作业 [QQ180%5@98*6^694~] Students are asked to make a summary of how to write a thank-you letter. They may talk about the following questions: 1. What is the basic structure of a letter? 2. How many parts should there be in a letter? What kinds of elements should be involved? [Q@180%59~86#9&4]