【導(dǎo)讀】cleanup,hunger,homeless,cheerup,giveup2．TargetLanguage. Why?（Because…". eachposter?doingintheposters．Forexample,forthefirstposter,apairmightsay:

　　

【正文】 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． Step Ⅵ 2c 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． 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 Ⅶ Summary 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 Ⅷ Homework[ 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 Unit7 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． The 5th Period Ⅰ． Teaching Aims and Demands Knowledge Objects （ 1） Key Vocabulary call up, hand out, callin（ =phone in） , strategy, work out （ 2） The new and old phrasal verbs． （ 3） The reading passage． 2． Ability Objects （ 1） Train the students’ reading skill on how to make notes． （ 2） Train the students how to use the phrasal verbs． （ 3） Train the students’ writing and speaking skills． 3． Moral Object If you get in trouble in your volunteer work, go to the people around you to ask for help． Ⅱ． Teaching Key Points 1． To help the children understand the article． 2． To teach the new phrasal verbs． 3． To direct the students how to make notes based on an article． Ⅲ． Teaching Difficult Points 1． Teaching the new phrasal verbs． 2． Directing the children to make notes based on an article． Ⅳ． Teaching Methods 1． Giving examples 2． Asking questions 3． Making notes 4． Brainstorming Ⅴ． Teaching Aids Some pictures on volunteer work, especially a picture on repairing bikes． Ⅵ． Teaching Procedures Step I Revision 1． Revise the phrasal verbs that taught last class by asking students to make sentences with them again． 2． Check homework by asking students to read their sentences and conversations to the class． 3． Revise the story about Jimmy． Step Ⅱ 3a We have learned something about Jimmy． We know he is a Bike boy． He fixes up old bikes and gives them away． But he ran out of his money to buy old bikes last week． Has he e up with any way of getting money? or Will he have to stop? Let’s find out the answer in the article in Activity 3a． Please read the article once quickly and tell me the answer． Have the students scan the passage and catch the main idea of it． After around two minutes, Ask the question again． Step Ⅲ 3h We knew Jimmy had solved his problem． What things did he do to solve his problem? Please make a note of the things that Jimmy did to solve his problem． Ask a student to read the sample sentence in the book． Tell them to write out the things that Jimmy did． Use the sample sentence as a model． And they can reread the article to search for the answers． Let the students plete the work on their own． Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing． After they all finish writing, ask a few students to give their answers． Point out the mistakes they may have made in writing． After that, write the following words and phrases on the blackboard． call up, hand out, work Out, callin, strategy[] Tell them to note these new words and phrases in the article, ask children to read the article again． Tell them to read in context, guessing the meanings of new words and phrases from the other words around them Students read the article again for prehension this time． Allow them to read a little longer this time． After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them． The teacher does some explanation at the same time． Look at the blackboard now． Let’s explain these new words and phrases one by one． Ask the students to make some sentences with it if time permits． Let them do it as homework if there is no enough time in class． Get the students to read the instructions together． Say, Read the article a third time now． Please underline all the phrasal verbs while you are reading． Ask students to plete the work on their own． Get some students to tell the class their answers． Check the answers with the whole class． Then have them work in pairs． Tell them to check each other’s answers carefully and point out the mistakes their partners may have made． Tell them to help each other like this as often as possible． Write the correct answers on the blackboa