Unit 2: I’ll help to clean up the city parks.
Section B(2a-2b)教案
Teaching aims（教学目标）
1. Talk about volunteer work
2. Offer help
Language points（语言点）
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.
3. A friend of mine helped me out.
4. I was able to bring him home.
Difficult points:
How to be a good volunteer.
Teaching steps（教学步骤）
1. Review（复习）
Ask, “What did we learn yesterday?” Have Ss fill in blanks using previously learned phrases.
T: Yesterday we learned a lot phrasal verbs. Now let’s challenge ourselves to translate some sentences.
教学设计说明：这环节的复习是为后面的阅读作热身。
2. Discussion
T: (present some questions）
Can you open or shut the door?
Can you carry things?
Can you answer the phone?
Can you use your hands, arms or legs?
(老师可以鼓励学生多说，提高学生的口语)
T: Yes, all of you can do these things easily. But some disabled people are not so lucky. Their lives are difficult and challenging. What could we do to help disabled
people?
Would you like to be a volunteer?
教学设计说明：通过讨论，让学生明白健康的重要性并启发他们去思考志愿者工作的伟大与重要性。为下一环节的阅读做铺垫。
3. Listening
T: Now, let’s listen and guess: Who or what is Lucky?
教学设计说明：以听引读，先让学生在听觉上感知一下文章并了解其大意。
4. Reading
T: Yes, Lucky is a clever dog, and he helps disabled people. Do you want to know more? Let’s read the letter.
Skim the letter and answer the questions. (P14 2b)
1. Who wrote the letter to Miss Li? Why?
2. What did Miss Li do?
Read in detail.
Paragraph 1
1. What is “Animal Helpers”?
2. Does Lucky make a big difference in the writer’s life?
Paragraph 2
1. What’s the Chinese meaning of the word “normal” in the passage?
2. Can you give me some examples of normal things, according to the passage?
3. Is it easy for the writer to do normal things? Why or why not?
Paragraph 3
A specially trained dog (特训狗)
1. How long had Lucky been trained?
2. What has he been trained to do?
Paragraph 4
Lucky is an amazing dog.
1. What does the writer think of Lucky?
2. What is the writer going to do to show his thanks?
教学设计说明：在阅读环节，让学生带着问题，从略读到详读，在回答相关问题的同时，对文章有了深入的了解，并对文章中的Lucky产生兴趣从而内化为对志愿者的敬佩和对志愿者工作的向往。
5. Read aloud. Then complete the passage.
Ben Smith is a _________ man. He has many __________ in his life. He can’t _____ his _____ or legs well. Some normal things like answering the telephone, ________ and closing the doors, or ________ things are difficult for him. But “Lucky”, the dog-helper, makes __________ to his life. Lucky is a fantastic dog. It is very ______ and ___________ many English words. It can understand him when he gives him order.
教学设计说明：这项任务是对阅读能力的挖深与提高，旨在让学生整体理解文章并学会灵活运用各种词汇
6. Retelling
T (telling Ss): After reading this passage, we now know something about Lucky and Ben Smith. Can you retell this passage? Let’s have a try!
(教师可以叫三到五个学生来复述本文章)
Ben Smith thanks Miss Li for ______ (give) money to Animal Helpers, a group that helps people like Ben. Ben can’t do many ____ (normal) things like answering the telephone, opening and closing doors, or ______ (carry) things. Lucky is a well-______ (train) dog. He can _____ (help) many ______ (disable) people like Ben to live more_______ (happy). Lucky is smart and can understand many _____ (England) words. He is helping to change Ben’s life for the better.
教学设计说明：通过听力来检测学生对文章大意的了解以及语言概括能力。
7. Exercises
8. Homework
1. Read the letter again after school.
2. Write a short story about Ben Smith.
Ben Smith is disabled man. He …
教学设计说明：学会表达个人想法，巩固记忆。
教学反思：本节课的教学内容贴近学生生活，通过各个环节的阅读任务，提高了他们的阅读能力和判断能力，激发了他们对英语学习的兴趣和热情，学生都能够积极参与，敢于开口，语言表达能力得到了很大的提高，也学会了在生活中要助人为乐。
