资源简介

课 时 教 学 设 计 首 页
授课时间：2022年2月 日
课题 Unit 2 I'll help to clean up the city parks. Section B (1a-1d) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。通过相关视频播放、场景创设，使学生认识到帮助别人、快乐自己。以引导学生讨论如何将废旧物品修理、改装，提供给其他需要帮助的人，使得“物尽其用”，保护环境、服务他人。
课标分析 课标要求八年级学生能听懂接近自然语速、熟悉话题的简单语段，获取主要信息，能引出话题并进行几个话论的交谈，并能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历，能参与角色表演等活动，使用正确的语音、语调。
教学目标 语言能力 能够在讲述朋友Jimmy的故事的情境中正确使用短语动词和同义表达词汇，以听说等方式理解和恰当表达Jimmy利用“废物利用”的方法来帮助他人的故事；
文化品格 能够认识到帮助别人、快乐自己，树立物尽其用、保护环境、服务他人的意识；
思维品质 能够在听说活动中准确获取并清晰表达有关关爱援助行动的信息，提高思维的逻辑性和深刻性；
学习能力 能够通过倾听和谈论Jimmy用“废物利用”的方法来帮助他人的故事，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；通过小组合作，提升协作能力。
教材内容分析 Section B侧重同情和关爱。在语言方面，除进一步学习短语动词和不定式结构外，文段中的表述及结构更加丰富；技能方面，通过“听说入手—突出阅读—创写语篇”的过程训练、发展学生的综合语言技能。情感上，引导学生讨论如何将废旧物品修理、改装，提供给其他需要帮助的人，使得“物尽其用”，保护环境、服务他人。
重点 短语动词以及其同义表达的学习； 听说技能的训练；
难点 学会使用动词不定式结构和相关短语动词来表述自己的能力和优势，以及为他人提供帮助和服务的想法。
学情分析 通过前面的学习，学生已经能够运用部分短语动词（如give out，clean up等）来表达多种多样的志愿服务活动，并且对动词不定式在英语句子中所充当的成分和作用也有一定的了解。本课时的生词和短语不多，听力内容故事性强，结合图片信息，可以提高学生的学习兴趣，主要帮助学生利用所学短语动词对听力内容进行加工、准确输出。
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Step 1. Lead in. Watch a video about helping others. Sa:Help others to happy themselves . Sb:As long as everyone gives a little love , the world will be better. Talk about different kinds of volunteer work they could do. Sc: I could pick out the rubbish on the street. Sd: ... Step 2. Presentation. Match the sentences with similar meanings in 1a. Write the sentences on their textbooks. Then share their sentences with the whole class. Sa:I ran out of my money last weekend. Sb: I gave away my old clothes to the poor kid. Step 3. Pre-listening. Observe the pictures one by one and try to describe the four pictures in their own words. Sa: No, he doesn’t. Sb: He runs out of money. Sc: It looks old. Sd: He’s fixing up the bike. Se: He finds a bike. Sf: Yes, it does. Sg: Because it was broken. Sh: It looks new. Si: He fixed up the bike. Step 4. While-listening. Listen and number the pictures [1- 4] in the correct order. Report their answers using some sentences with phrasal verbs. Circle T for true and F for false. Try to correct the wrong statements while checking answers. Listen again and fill in the blanks. Listen again and answer the questions. Step 5. Post-listening. Role-play Role-play the conversation between Jimmy and the reporter in pairs. Sa:What do you do, Jimmy Sb:I fix up bikes …… Sa:Who gave you the idea Sb:I take after…… Sa:What's your problem now Sb:…… Oral composition Fill in the blanks and finish the composition. Step 6. Conclusion. After greeting, play a video for Ss. T:What can we learn from the video T: Volunteering is a good way to help others. Right What kind of volunteer work could you do？ Present some pictures to learn some new phrases. Ask Ss to find the similar sentences by themselves. Then check answers. In 1b, ask students to match the phrasal verbs with the nouns and then make sentences with the phrases. Correct their mistakes especially the misuse of the past tense. Encourage students’ creative answers. Guide Ss to make a prediction before listening by looking at the pictures in 1c on page 13. T: Does this boy have any money in his pocket T: What problems do you think he has T: Is the bike in the picture new or old T: What’s the boy doing T: What does the boy find T: Does the bike have a broken wheel T: Why doesn’t the owner want it any longer T: How does the bike look in the picture T: What does the boy on the left do with the bike Play the recording for the first time and ask Ss to find out the order of the pictures based on what they hear. Tell them to pay more attention to listening instead of writing. Ss can complete this type of task even when they do not understand every word they hear. Guide Ss to listen and judge. Play the recording and get Ss to imitate the pronunciation and intonation. Encourage Ss to use the information in 1c to help them. Get several pairs to role-play the conversation in front of the class. T: Suppose you are a reporter from the radio station, please report Jimmy to your listeners. T: Helping others is helping ourselves. We should learn from the wonderful young man Jimmy. T: If everyone give his or her love, the world will become more and more beautiful. 利用一段接力助人的视频，引发学生对帮助别人、快乐自己，人人奉献、社会温暖的感慨，导入话题，激发学生学习兴趣。 利用志愿服务话题，复习巩固 A部分所学相关词汇表达，激活旧知，引入新词。 通过图片和例句的呈现，引导学生感知短语动词的意思。 还可以加入其它同义表达，如call up (make a phone call to sb.), cheer up (make other people happy), come up with (think of an idea, answer, etc.) 在学生造句环节，及时赞赏学生短语动词使用恰当、意思表达明确或有新意的好句子，鼓励学生多创造，增强学生的成就感。 利用问答的方式，在听前引导学生读图，理解配图的含义。在问答的同时，教授听力中可能导致障碍的生词（如wheel，broken，proud of等），为顺利开展听力活动铺平道路。 听中进行听力策略的渗透，如听每遍录音时应有所侧重：第一遍利用关键词或词频抓住主题，第二遍提取具体细节等。 核对答案时，注意引导学生用完整的句子汇报答案，不宜简单地通过读字母的方式，否则会因为缺少语句层面的练习而造成语言不足以支持学生完成听后的口语交流。 通过角色表演，既能了解学生对听力材料的掌握情况，又可培养锻炼他们运用英语思维交流与合作的能力。 语言活动要有个循序渐进的过程，此项活动是在前几项活动的基础上培养和锻炼学生的英语语言表达能力及灵活运用能力。
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Ⅰ. 单项选择。 ( ) 1. -Oh, the clock doesn’t work. What’s wrong with it Is it broken -Don’t worry, I’ll at once. Fix it up B. fix up it C. cheer it up D. cheer up it ( ) 2. -Mike, may I use your bike Mine is . -Sure. Help yourself, please. break B. broke C. broken D. breaking ( ) 3. There are several students interested in reading story-books, Leo and Jenny. like B. for example C. because D. for ( ) 4. Jennifer didn’t buy the new skirt because she has her money. kept out B. come out C. given out D. run out of ( ) 5. -Something is wrong with my watch. -Why not ask Mr. Smith to it repair B. past C. control D. press Ⅱ. 根据汉语提示完成句子。 1. Fred 像他的父亲，他们都很外向。（take after） Fred__________________ , they are both outgoing. 2. 我父亲现在正忙着修理他的自行车。（fix） My father _____________________________ . 3. Lucy和她的妈妈在某些方面相似。（similar） Lucy is _________________________________ . 4. 我决定把我的自行车捐给儿童之家。（give away） I decided ________________________ the children's home. 5. 如果我们不节约用水，总有一天会耗尽。（run out of） If we don't save water, we will _________________ .
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Unit 2 I'll help to clean up the city parks. (Section B 1a-1d)
作 业 设 计
Level A In our daily life, there is always somebody who is happy to help others. Choose one of them, draw several pictures for them and write about their story of helping people.
Level B Suppose you are a reporter from the radio station, please report Jimmy to your listeners. Write a report start with “This morning I talked with a very wonderful young man, Jimmy, the Bike Boy.”
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2022年2月 日
课题 Unit 2 I'll help to clean up the city parks. Section B (2a-2e) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。在本课中，通过阅读“小狗Lucky”的故事，可以引导学生讨论关心、帮助残疾人的不同办法、手段，向社会施以爱心。
课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能读懂常见问题的小短文和相应水平的英语报刊文章。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。
教学目标 语言能力 能够在以“小狗Lucky”为主线的情境中正确使用课文中的新词汇，增加词汇量；通过略读、跳读、利用词性推导词义等阅读策略促进自己的语篇理解能力；
文化品格 能够主动关心、帮助残疾人，向社会奉献爱心，懂得人与动物是朋友的道理，学会保护动物、学会感恩、学会珍惜彼此；
思维品质 能够在老师的帮助下，通过参与思维导图、课堂讨论等活动，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关“小狗Lucky”的故事，提高英语学习兴趣；通过阅读策略的感悟、体验和学习，提升阅读理解能力；通过小组合作，提升合作能力和探究能力。
教材内容分析 本课是阅读教学部分。2a为读前热身活动，目的在于激活学生思维，诱发学生的阅读欲望及脑海中的图式；2b要求学生快速浏览文章并回答问题；2c侧重阅读策略及语言细节的挖掘；2d侧重文章的细节理解；2e则是典型的读后活动，要求学生根据课文中引申出的话题，结合已有的背景知识发表自己的观点。教师还应注意突出词性对词义的影响，引导学生尝试利用词性推导词义。
重点 课文中所涉及到的新词汇和表达，如make it+adj.+ for sb. to do sth.,feel lucky to do sth.等； 学习利用略读、跳读、利用词性推导词义等阅读策略促进自己的语篇理解能力；
难点 了解词性对理解句子的重要性，利用词性推导词义，促进语篇理解能力的提高。
学情分析 通过前面的听、看、说、读活动，学生已经掌握了一定的有关志愿服务、关爱援助的词汇和提建议句型，具备了一定的听、看、说、读技能，对本单元所涉及到的语法知识也有所了解。本课的阅读文本是一封书信，学生对于其语篇基本结构有所了解。在平时的学习中，部分学生只注重单词的词义不注重词性的记忆，借本课阅读策略的渗透，可提醒学生注意改进。
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Step 1. Lead-in. Learn and remember new words. Then have a “quick mind” game. Watch a video and answer the questions. Sa: A dog helper. Sb:Smart/ clever/ helpful/... Sc:He is blind/ disabled.　 Ss: Be blind. / Be deaf and unable to talk. / Be unable to use hands. / Be unable to walk. Ss: By sending gifts. / By helping others. / By writing letters. Step 2. Pre-reading. Do actions as the teacher tells them to feel how difficult the disabled people’s life is. Ss: It’s easy. Ss: It’s difficult. Sa: I can’t hear anything. Step 3. While-reading. 1.Skimming Read the letter quickly and try to find the answers to these questions. Ss: From Ben Smith to Miss Li. Ss: To thank Miss Li. Sum up the reading strategy with the teacher. Then read the passage quickly and find the structure of it. 2.Scanning. ①Match paragraphs with these statements.Check the answers with the class. ②Read Para.1 and finish the mind map. ③Read para.2-4 and answer questions Step 4. Post-reading. Thinking(discussion). Sa: I think it’s clever. Sb: I think it can understand many words. Sc: They are able to help cross the road. Sd: The ox can help with farming. Part of speech. Find out the words in the letter, circle the part of speech of each word and guess the meaning of each word. Then make their own sentences with these words. Make true sentences by matching the different parts in 2d. Retelling. Retell the passage by filling in the blanks. Step 5. Conclusion. Sa: Protect and love the animals who help us. Sb: Be grateful to the people who help us. Sc: Cherish each other in the world! 　 Step 6. Exercises. T:Feed the dog.Read the words when you see the bone. Ask some questions: Q1:What kind of dog is it Q2:What do you think of the dog Q3:What ‘s the matter with the man Then let Ss speak out what the disabled people are like according to the pictures. T: But there are many people always helping others. T: How to thank someone who helps you T: Here is a letter. Class, listen and follow me please. Open your book to page 14. Is it easy or difficult for you to do this T: Now imagine you are a disabled person, you can’t use your hands or arms. Try to open your book to page 14. This time “Is it easy or difficult ” T: If you were a disabled person, what else is difficult T: Today we will learn about a person who is disabled. Who is he What’s wrong with him T: Now let’s read a letter. T:Who wrote the letter to Miss Li To whom T: Why does Ben Smith write the letter (Tip 1: You can find the writing purpose at the beginning or the end of the letter.) T: How is the letter organized Guide Ss to find out the topic sentence of the first and last paragraph so the structure can be concluded. (Tip 2: You can find the general idea with the help of topic sentences.) Provide four statements and let Ss match them with the paragraphs. Guide Ss to make sentences with the mind map. T: What do you think of Lucky Guide Ss to talk about their opinions on Lucky. T: In what other ways do you think dogs are able to help people T: What other animals can we train to help people Guide Ss to judge the part of speech in the sentences. (Tip 3: Knowing what part of speech a word is can help you understand the word’s meaning.) Show a short passage to help Ss retell the letter. Let Ss fill in the blanks first. Then check the answers by reading aloud. Introduce a new regulation in Beijing. T: You know, People and animals are friends. Through this letter, what can we learn T: Remember, the value of life is not what you gain, but what you give. T: We can also learn some writing skills from reading. For example, we can use questions to introduce your story to make it more impressive. 通过游戏的形式帮助学生巩固记忆单词，提升学习兴趣、积极性和注意力。 通过视频，生动呈现了一只导盲犬在生活中是如何帮助主人的事情，丰富学生视野，增加学生背景知识的积累，导入本课话题。 通过图片展示，激活学生脑海图式，体会残疾人的诸多不易，懂得要关爱残疾人的道理。 引导学生通过亲身体验翻书来体会残疾人的不方便之处，加强对课文中的受帮助者感恩之情的理解和认识。 同时通过问题导向，逐步引发学生阅读期待。 通过问题引导学生运用信件的语篇知识来获取文章基本信息，搞清人物关系、写作目的和整体结构，对文章有整体认识。 及时引导学生小结阅读策略，帮助他们积累阅读经验，提升阅读能力。 通过段落与主旨匹配，培养学生扫读关键词的能力。 通过思维导图的引导，帮助学生理顺文章中出现的人、物联系；再利用思维导图进行完整句的输出，达到巩固所学语言的目的。 通过不同类型的问题，引导学生细读课文，获取细节信息，并感知作者的写作策略，同时，在语境中进行生词处理。 在理解文章意思的基础上，进一步思考总结Lucky的特性，以及还有哪些动物可以帮助到人们，尤其是残疾人的哪些方面。对文章内容进行深层次的挖掘。 结合阅读文本进行阅读策略指导，使学生在准确获取文章细节内容的同时，掌握不同的阅读技巧，提高阅读能力。 利用换人称缩写文本的方式再次呈现信件主要内容，考查学生对内容的熟悉度和对语言知识的掌握度，同时帮助他们提升灵活运用知识的能力。 通过增加有关导盲犬的报刊文章的简短阅读，开阔眼界，扩大知识面，并积累更多相关词汇。 总结升华主题，引导学生认识到生命的价值在于给予而不是得到，以及树立其保护动物、感恩帮助、珍惜彼此的意识。 本篇课本的写作技巧同样值得引起学生的关注和学习。
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Ⅰ.根据句意及汉语提示填写单词。 1. Can you __________ （想象） what the future will be like 2. Scott, can you __________ （打开） the door The dog wants to go out. 3. His grandfather is __________ （失明的） and he can’t see anything. 4. He is too young to __________ （理解） what you are talking about. 5. Kate is __________ （聪明的） and she can work out the math problem. Ⅱ.用括号内所给单词的适当形式填空。 6. —Does Jimmy often volunteer in his free time —Yes. He often fixes up __________ （break ） computers for others. 7. I will never forget your __________ （kind）. You gave me a helping hand when I was in trouble. 8. You can’t imagine how many __________ （difficult） we met. 9. We should do something to help the __________ （disable） people such as the blind. 10. After studying in the __________ （train） school, he can speak English very well. Ⅲ. 阅读还原。 From middle school to college, I volunteered in many places. And I really feel happy as a volunteer. 11 For three years, I went to a primary school once a week to help a group of girls and boys with math, and sometimes English. 12 I can still remember the feeling of pride of being called a teacher and the look of joy on the children’s faces when they could work out math problems. Most of all, I was happy that they did very well in the math tests. 13 They liked to tell me their dreams or future plans. 14 Looking back at those days, I learned much more from the three years’ experience than I gave to the children. 15 Because I know it’ll bring me more happiness. 根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。 A. I’m planning to go on volunteering in the future. B. I became not only their after-school teacher but also their best friend. C. Because I understand that true happiness comes from helping others. D. I felt good to be with the children. E. It was unforgettable experience. 11. __________ 12. __________ 13. __________ 14. __________ 15. __________
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Unit 2 I'll help to clean up the city parks. (Section B 2a-2e)
作 业 设 计
Level A Imagine you meet Ben Smith in the street and have a talk with him. Make a conversation between you and Mr. Smith.
Level B Write a short passage to tell“the change of Ben’s life”.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2022年2月 日
课题 Unit 2 I'll help to clean up the city parks. Section B (3a-self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课主要学习有关志愿服务的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，要求学生能够热心公益和志愿服务。在本课中，通过对本单元的系统学习和在一定情境下的写作应用，可教育学生要团结互助、关心社会，如参加志愿者工作等。
课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能合作起草和修改简短的叙述、说明、指令、规则等。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。
教学目标 语言能力 能够围绕社会公益、志愿服务的话题，通过说、读等活动搜集、理解所需要的语言基础信息；能流畅且有逻辑性地组织句子，合理安排语篇结构；
文化品格 能够进一步了解自身力所能及的事，有积极参与社会实践的意识，增强乐于助人的美好品质；
思维品质 能够通过头脑风暴、思维导图等方式提高思维的逻辑性和发散性；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过游戏、赏析美文等多种形式的学习和复习，保持英语学习兴趣；通过写作策略的感悟、体验和学习，以及自批与互批作文，提高思辨能力和写作能力。
教材内容分析 3a-3b是本单元的写作部分，要求学生结合自身特点，思考并尝试参与到志愿者行动中，随后完成一篇成为志愿者的自荐信。这两项活动是连贯的写作训练，活动3a旨在激活学生思路，为后续的写作提供更加丰富的线索和思维空间；活动3b则旨在训练学生利用信息构建自己的语篇，发展书面表达的能力。
重点 本单元所学关于关爱与援助话题下的词汇和表达的正确运用； 写作能力的训练，如能流畅且有逻辑性地组织句子，合理安排语篇结构；
难点 内化并正确运用所学语言知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。
学情分析 通过前面的听、说、读活动，学生已经对志愿者工作有了一定的了解，并掌握了相关的英语表达，如clean up, raise money for, volunteer to do等，结合以前学过的短语和句型，如help to do, be able to do, will do, would like to do, be good at, be interested in, be good with等，基本能表达清楚自己能否胜任志愿者工作。但学生对于申请信的格式及篇章结构不熟悉，需要指导。
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Step 1. Pre-writing. Brainstorming. Say the phrases according to the Chinese or English meanings. Ss: care for old people/give out some clothes/clean up the park/volunteer to teach kids... Analyzing the writing sample. Focus on the beginning and the end of the letter. Read the letter again and find out the answers to the questions. Sa: A student from No.1 Middle School. Sb:She wants to help the students with their English in Hope School. Sc: Firstly, she is good at English. Secondly, she can get along with kids. What’s more, she is helpful and warmhearted. Sd: She will prepare the course well before every class and play some meaningful games. Step 2. While-writing Read the instruction and try to answer the questions and list the information. Write a letter or e-mail to the place they want to volunteer at. (10 minutes) Step 3. Post-writing. Self-check Read the letter and correct any mistakes if necessary. Peer-check (同伴互改) Read their partner’s letter and correct any mistakes if necessary. Show time Step 4. Conclusion. T: Look! The crow is thirsty. Who can help it We need to put the stones into the glass. Then introduce some other volunteer jobs based on different pictures, such as helping homeless people and animals, teaching at a night school, etc. T: Here is a letter from a student who wants to be a volunteer in Hope School. Let’s read it. Guide Ss to sum up the format of a letter: Salutation → body → closing signature Ask Ss to skim for the key information. T: Who is Wu Hao T: What does Wu want to do T: Why does she want to do that T: How will she help children well？ Encourage Ss to find out some useful phrases and imitate some beautiful sentences. Present the writing task and help the class to understand it. Some questions are provided. Help Ss to draw an outline of the letter. Let Ss read their own letters to check the format, the structure and the language. Show the evaluation chart to lead Ss to choose good letters. Present one or two “best letter(s)” and let Ss talk about the advantages and disadvantages. T: Please remember: No matter how little the power is, it's still a kind of support! 通过“乌鸦喝水”的场景游戏，趣味性地激活学生背景知识，引入对词汇的复习。 通过图片提示、思维发散，积累更多有关志愿服务的英语表达。 基于范文，引导学生从篇章结构、到主要信息，再到好词好句的记忆、积累等，具体详细地进行阅读策略渗透和写作技巧指导，为后面的写作做准备。 帮助学生审清题意、撰写提纲，理清写作思路，构建写作框架，养成良好的写作习惯。 进行限时写作训练，帮助学生提高写作效率，养成高效自主学习的习惯。 完成习作后，要求学生朗读自己的习作，自我欣赏，并依据几个自查的问题进行自我检查与修改。之后，学生交换习作，相互欣赏与评价。 之后若有时间可进行当堂二次重写。 让学生感知他人作品及提升欣赏能力。 总结升华，情感态度价值观教育。
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Ⅰ. 阅读理解。 One day, Tom's teacher, Miss Mak, held a class meeting. “There will be a flag day next Saturday. Does anyone want to join this meaningful event(活动) ” asked Miss Mak. Tom was interested in raising money for homeless children, but he was not brave enough to talk to the strangers, so he kept quiet in his seat. “Tom, you haven't sold flags before,” said Miss Mak suddenly. “Would you like to have a try ” Tom was hesitant(犹豫的), but he finally nodded. On the flag day, Tom and Angela sold flags in a busy street. “Ex-cuse me. Could y-o-u pl-ea-se buy… ” said Angela softly to the first person she met. The man smiled and put a five-dollar coin into Angela's collection bag. Then she said thanks and put a flag under his shoulder. “I did it!” said Angela happily. “It's your turn now.” Feeling nervous, Tom began to shake. Soon, he saw a young lady walking towards him. The lady was smiling and holding a few coins in her hand. She asked, “Are you selling flags for Fund for the Homeless Children ” Tom's face became red and said yes. Then the lady made the donation(捐赠) and Tom gave her a flag. “You made it!” laughed Angela. In the next couple of hours, Angela and Tom sold flags quickly and bravely. At last, their collection bags were so heavy that they had to hold them with both arms. They felt very proud. ( )1. Why did Tom keep quiet in his seat A.He had other plans. B.He didn't like Miss Mak. C.He was not interested in the activity. D.He was not brave enough to talk to the strangers. ( )2.When Miss Mak asked Tom to have a try, he finally 　　　　. A.laughed B.agreed C.refused D.cried ( )3.How much did the first man pay Angela for the flag A.Five dollars. B.Ten dollars. C.Fifteen dollars. D.Twenty dollars. ( )4.How did Tom and Angela feel after they sold the flags A.Bored. B.Shy. C.Confident. D.Sad.
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Unit 2 I'll help to clean up the city parks. (Section B 3a-Self check)
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Level A 假如你是李华，你们学校组织了一次以“你快乐，我快乐”为主题的慈善义卖活动(acharity sale)来帮助社区有困难的人。请你用英语写一语短文给某英文网站投稿，谈谈你在这次活动中做了什么，帮助了谁，以及你的感受。 提示词语：sell,buy,toy,picture,book,playground,community,proud 提示问题：◎What did you do ◎Who did you help ◎How do you feel At my school,we had a charity sale last week.__________
Level B Rewrite your letter and hand it in.
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