Unit2
课题
Unit2 Section A ( 1a-1c)
授课类型
听说
课标依据
通过英语学习形成初步的综合语言运用能力。综合语言运用能力的形成建立在语言技能（听说读写）、语言知识、情感态度、学习策略和文化意识等方整体发展的基础之上。
教学目标
知识与
技能
1.重点词汇用法及短语动词用法。volunteer ，hunger,?clean up, cheer up, give out clean-up, sign, put off, set up, come up with
2.学会应用“I could?”、“I hope to?”等句型,向别人提供帮助。
3． Target Language
I’d like to work outside．
You could give out food at a food bank．
过程与
方法
通过内容浅显听力输入，学生经历听力练习感知本单元目标语言，包括词汇和结构；主要以听力输入和口语输出为主要教学形式，通过听说法、小组交流法、教师引导法及点拨法。主要采用任务性教学，通过任务驱动，促成语言教学目标有效达成。
情感态度与价值观
教育、培养学生对他人表示同情及关爱。教学该部分时，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。
教学重点难点
教学
重点
（1）重点词汇用法及短语动词用法。Volunteer ，clean up, cheer up, give out
（2）Teach the students how to use the new phrasal verbs． Teach the students to express offering to help with target language．
教学
难点
Make communications with target language
教学媒体选择分析表
知识点
学习目标
媒体类型
教学 作用
使用
方式
所得结论
占用 时间
媒体来源
介绍
知识目标
图片
A
G
拓展知识
2分钟
下载
新句型
知识目标
音频
D
A
使用句型
10分钟
下载
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.设疑_播放_概括.I讨论_交流_总结J.其他
教学过程设计
师生活动
设计意图
Step Ⅰ Revision
1． Revise the language points in Unit 1．
Step Ⅱ la
This activity introduces the key vocabulary and provides some writing practice．
In this unit we learn to offer help．
We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．
Ask the students to read the title twice．
Then go on saying, "clean up means make a place clean and tidy, put things there in order"．
Ask several students to share their sentences to the class．
Do the same with the other phrasal verbs．
Some sample sentences
1． clean up—make a place clean and tidy, put things in order
We should always clean up the dirty parts of the sea．
2． cheer up—make someone feel happy
The good news cheers everyone up．
3． give out—hand out, distribute
Read the instructions to the students．
Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?
Help students to answer: Volunteer Today!
Then continue saying, "Who can tell me the meaning of volunteer?"
Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the
others sometimes． Volunteer is used as a verb in this lesson．
Draw the students’ attention to the three posters on the board．
We can see one sentence in each poster．
And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．
Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．
Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．
For example, for the first poster, a pair might say:
It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．
After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．
At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary．
Some sample answers:
Visit some single elderly people and help them with housework．
Help clean up the neighborhood．
Cheer up the people who look sad．
Help the teacher give out the papers to the students．
Save money to help the poorer children．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Call the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．
Make sure that all the students can understand the meanings of the eight items．
Then get the children to read the instructions together．
Say, we will hear four conversations．
Your task is to match the items in the two lists． We can see the blanks in front of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places．
Point out the sample answer to the class．
Play the recording the first time． Tell the students to only listen．
Then play the recording a second time．
Tell them to write a letter in front of each numbered sentence this time．
Check the answers．
Answers
1． c 2． a 3． d 4． b
Ask the students to choose a volunteer job they might like to do and draw a picture of it． They can draw a picture like the posters in the textbook． They can also add a sentence describing the job． They may do this in several groups． After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class．
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Read the instructions with the class．
Call their attention to the example in the speech bubbles in Activity la． Ask a pair of students to read this conversation to a class． Then let them practice in pairs．
Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh．
Play the I’d like to statements on the recording to demonstrate this pronunciation．
After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first． They may say like this:
SA: I’d like to cheer up sick kids．
SB: You could visit sick children in the hospital．
SA: I’d like to help homeless people．
SB: You could give out food at a food bank．
Then let the whole class practice in pairs．
After that, play the recording of activity 1b and let the children read after it twice．
Then ask them to practice similar conversations using the information in Activity 1b．
Step Ⅴ Summary
In this class, we’ve learned how to express offering help． And we’ve learned several phrasal verbs． At last, we did some oral practice using target language．
Homework :
AB档完成学案绩优闯关
CD档抄写本节课所学重点知识
图片教学法是呈现新知识最简单有效的方法之一，学生通过图片复习身体部位
通过1a的练习，目的在于引导模仿学会使用新句型，同时复习表达个性特点的句子，为下面的目标句子做铺垫。
让学生在听对话的过程中抓住关键词汇，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心.
口语操练，达到目标语言输出
Unit 2
课题
Unit 2 Section A (2a-2d)
授课类型
听说
课标依据
通过英语学习形成初步的综合语言运用能力。综合语言运用能力的形成建立在语言技能（听说读写）、语言知识、情感态度、学习策略和文化意识等方整体发展的基础之上。
教学目标
知识与
技能
1. Train the students to express offering help with the target language．
2. Train the students’ listening skill．
3. Offer help to the others as much as possible．Plan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it．
过程与
方法
主要以听力输入和口语输出为主要教学形式，通过听说法、小组交流法、教师引导法及点拨法，利用多媒体PPT、DVD辅助教学。主要采用任务性教学.采取任务性教学方法，通过任务驱动，经历呈现任务-分析任务-完成任务-落实任务-总结评价的过程，促成语言教学目标有效达成。
情感态度与价值观
教育、培养学生对他人表示同情及关爱。教学该部分时，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。
教学重点难点
教学
重点
1.学习常用动词词组，以及不同短语动词的含义与搭配。
2..学习情态动词的用法。
3.正确使用有关援助的表述
教学
难点
不同短语动词的含义与搭配。
教学媒体选择分析表
知识点
学习目标
媒体类型
教学 作用
使用
方式
所得结论
占用 时间
媒体来源
介绍
知识目标
图片
A
G
拓展知识
2分钟
下载
句型
知识目标
音频
D
A
运用句型
10分钟
下载
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.设疑_播放_概括.I讨论_交流_总结J.其他
教学过程设计
师生活动
设计意图
Step I?warm-up and lead-in
Step 2.?2a
This activity provides listening practice using the target language．
We can see five pictures in Activity 2a．
What can you see in each picture?
Ask five different students to describe the pictures． They may say like this:
Picture 1: We can see a TV screen in Picture 1．
Picture 2: There is a girt putting a sign on the board．
Picture 3: A boy is making a call．
Picture 4: We can see a copy of newspaper with the advertisement．
Picture 5: A boy is giving out advertisements to people．
After that, ask a student to read the words on the TV screen, on the sign and in the newspaper．
We’ll hear some students at a club meeting． They are talking about how their club can help clean up the city parks．
Ask the class to read the instructions together． Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording．
Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes．
Play the recording the first time．
Students only listen．
Play the recording again． Ask students to check the things they hear．
Check the answers．
Step 3 ?2b
This activity provides listening and writing practice using the target language．
Read the instructions with the class． And let them have a look at the sentences．
Read the first sentence to the students．
Tell them it is a sample answer．
Say, We will hear the same recording again． This time listen carefully to what the students say and fill in the blanks in the sentences．
Play the tape again and the students write out the answers．
Check the answers．
Answers
1． come up with
2． put off
3． write down
4． put up
5． hand out
6． call up
Step 4 2c
This activity provides guided oral practice using the target language．
Ask students to look at the sample conversation first． Ask a pair to read it to the class．
Ask the class to read the instructions together．
Say． You’ll work in pairs to role play the conversation in Activity 2b．
Each pair will make a conversation like the sample one． You can use the sentences in Activity 2b as a guide．
Ask the students to work in pairs． More around the classroom, checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step 5 2d
This activity provides guide oral practice using the target language．
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 conversation to the class． Tell them they will practice the conversation between Helen and Tom, using the information to make a conversation . Ask a pair of the students to model the sample conversation first．
SA: I’d like to join the school volunteer project, but I’m not sure what I should do．
SB: What do you like doing?
SA: I love playing football．
SB: Well, you could help coach a football team for little kids．
Write the conversation on the blackboard．
Model for the rest of the class．
Then let the whole class practice in pairs． Remind them to use the sample conversation, but replace the words loves and skills．
Move around the classroom while they are working, checking the progress and offering help as necessary．
Ask two or three pairs to share their conversations to the class．
Step Ⅵ Summary
Say, In this class, we’ve done some listening and speaking practice with target language． We also did some oral practice in pairs． And we’ve discussed some phrasal verbs as well．
Step 6 Homework
1.Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call up (AB 档); copy the phrases (CD 档)
2 熟记短语和句型。
3. 背诵2d. (a b档必做 其他选做)
引入本节课的重点短语
进一步了解本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。完成听力任务
学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。
通过不同作业熟悉本单元目标语
Unit 2
课题
Unit 2 Section A (3a-3c)
授课类型
阅读课
课标依据
1.能连贯，流畅的朗读课文。
2.能读懂简易读物只能怪的事件发生顺序和人物行为。
3.能从简单的文章中找出有关信息，理解大意。
教学目标
知识与
技能
1) 学习掌握下列词汇：
several, feeling, satisfaction, joy, owner, journey
2）阅读短文，能按要求找到相应的信息。通过阅读提高学生们的阅读能力。
过程与
方法
读前通过图片和标题，引发学生的思考和预测，同时学习重点词汇，帮助学生顺利理解短文。读中通过任务驱动，促成目标语言有效达成。
情感态度与价值观
If there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great!
教学重点难点
教学
重点
掌握本部分出现的生词和词组，达到熟练运用的目标。
理解并运用所学的词汇及表达方式。
教学
难点
通过完成阅读任务 3a-3c，提高学生的阅读技能。
教学媒体选择分析表
知识点
学习目标
媒体类型
教学 作用
使用
方式
所得结论
占用 时间
媒体来源
介绍
知识目标
图片
A
G
拓展知识
2分钟
下载
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.设疑_播放_概括.I讨论_交流_总结J.其他
教学
过程
设计
师生活动
设计意图
Step Ⅰ Revision
1． Check the homework by asking some children to read their conversation．
2． Check the homework by asking some children to share their sentences with the phrasal verbs with the class．
3． Revise the target language they learned last class． Ask several pairs to talk about the ways they could help people, using the conversation in the speech bubbles in activity 2d as a sample．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Have the students look at the picture of the children． Ask them who they think the children are．
Then call the students’ attention to the title of the article and ask the children to read it out． Ask them the question again．
This time they may answer． They are two volunteers．
Read the instructions to the students．
This is an article about volunteers． You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work．
Continue saying． The names of the volunteers are Mario and Mary． The article tells you about the different things they do to help people．
Please read the article the first time and underline the things they do． There are three questions to help you．
(1)What do Mario and Mary volunteer to do?
(2)Why do Mario and Mary volunteer to help others?
(3)What do they say about volunteering?
Write the three questions on the blackboard and tell them to scan the passage to get the answers and underline the words．
Check the answers by asking students to answer the questions．
Read the article to the class and do some explanation on any new words． Tell the students to raise their hands when they come to any word or sentence they don’t understand． Pause and do some explanation．
Try to explain the new words in English After that, get the students to read the article a second time to circle the reasons．
Check the answers with the class．
Then have the students read the article loudly twice． Encourage them to ask questions if they still can’t understand any words or sentences．
Move around the classroom and answer the students’ questions．
Step Ⅲ 3c
This activity provides reading practice using the target language．
Read the instructions to the students．
Now our task is to fill in the blanks． Get the students to discuss in pairs and fill the results of their discussions in the blanks．
Move around the classroom to make sure that they are discussing in English and offer them help as necessary．
Ask several pairs to report their answers to the class． Answers will vary but should show a sense of volunteering as well as a relationship to the skill．
They may give answers in completely sentences orally but write in phrases．
Step Ⅳ Summary
In this class, we’ve learned more about the volunteers and their work． And we’ve done much oral and written practice on volunteer work with target language．
Step 5. Homework :
1 Discuss the questions with a partner.
2 学案SectionA 3a-3c习题（AB档）
抄写短语（CD档）
学习重点词汇，解决阅读障碍.
技能训练：获取主旨大意，获取细节信息
在阅读中学新短语
巩固词汇的运用
Unit 2
课题
Unit 2 Section A (Grammar focus -4c)
授课类型
语法课
课标依据
理解附录“语法项目表”中所列语法项目并能在特定语境合作使用;了解常用语言形式的基本结构和常用表意功能;在实际运用中体会和领悟语言形式的表意功能。
教学目标
知识与
技能
1) 进行一步复习巩固学习Section A 部分所学的生词和词组。
2）对动词不定式的用法进行归纳总结，掌握其规则。
过程与
方法
通过朗读和理解本课小对话，抓住关键语法点，总结并运用语法规则。
情感态度与价值观
使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生热爱公益事业，乐于助人的优良品质。通过小组活动，学会谈论、分享课余活动并能合理安排课余活动；分享能促进英语学习的有效方法；促进合作交流，主动探究意识，感受成功的喜悦、树立自信心。
教学重点难点
教学
重点
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 学习、运用动词不定式的用法。
教学
难点
学习、运用动词不定式的用法
教学媒体选择分析表
知识点
学习目标
媒体类型
教学 作用
使用
方式
所得结论
占用 时间
媒体来源
介绍
知识目标
图片
A
G
拓展知识
2分钟
下载
讲解
过程与方法
图片
A
E
熟练运用句型
5分钟
下载
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.设疑_播放_概括.I讨论_交流_总结J.其他
教学过程设计
师生活动
设计意图
Step I Revision
Revise the contents of the article in Activity 3a Section A by asking some questions
Step 2. Grammar Focus
This activity introduces several phrasal verbs．
Say, Do you remember the meaning of cheer up? Who can tell us?
Ask a student to explain the phrasal verb cheer up like this:
Cheer up means make someone happy．
Then get students to make up some sentences with it．
Say, Let’s learn some more phrasal verbs today． Please open your books at page 12． Look at the content in Grammar Focus and try to tell me the meanings of set up and come up with．
Ask two children to tell their meanings like this:
Set up means establish or start．
Come up with means think up．
Then get students to read the sample sentences in the grammar box．
Write the phrasal verbs and the sentences on the blackboard．
Get students to make more sentences with these phrasal verbs to get a further understanding．
Step 3. do exercise 4a to 4c And check them .
Step4. Homework
1语法背诵 （必做）
2 Section A第四课时学案（AB档必做）
通过复习句型熟悉本单元句型
让学生小组讨论总结语法规律和现象。
4a是为了帮助学生分辨和正确使用语法中的结构。
4b通过完成表格然后做对话继续熟悉提建议的句子
Unit 2
课题
Unit 2.
授课类型
听说
课标依据
通过英语学习形成初步的综合语言运用能力。综合语言运用能力的形成建立在语言技能（听说读写）、语言知识、情感态度、学习策略和文化意识等方整体发展的基础之上。
教学目标
知识与
技能
1．学习事故的表述，和知道简单的处理方式。
2. 能听出事故和处理的方式。
3. 能口头交流新学到的事故表达和处理方式。
过程与
方法
通过活动1a把单元的话题引入事故伤害与简单的急救措施上，作听力任务前词汇铺垫。通过看图理解语境，在经验与常识的帮助下完成任务并表达到学习语言的目的。通过1b和1c任务链的听力活动提高综合听力能力。1c以角色表演的方式将所听到的对话信息进行复述。
情感态度与价值观
了解社会上有很多人需要我们的帮助，奉献爱心并不是要有多么伟大的壮举，而是首先自己要真正拥有一颗“爱心”，如此便可从身边的点点滴滴做起。
教学重点难点
教学
重点
1．学习新的短语并在语境中听说：
fix up, take after, give away, broken, repair, wheel
2. 能听懂对话，完成1c，1d 的听力任务。
3. 能模仿对话，.情景表演。
教学
难点
能听懂对话，完成1c，1d 的听力任务。
教学媒体选择分析表
知识点
学习目标
媒体类型
教学 作用
使用
方式
所得结论
占用 时间
媒体来源
介绍
知识目标
图片
A
G
拓展知识
2分钟
下载
句型
知识目标
音频
D
A
运用句型
8分钟
下载
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.设疑_播放_概括.I讨论_交流_总结J.其他
教学
过
设计
师生活动
设计意图
Step1 Revision
1． Revise the contents of the Grammar focus of this Unit． Questions
2． Check the homework by asking some students to read the conversations they wrote． Correct any mistakes they might have made． Let them hand in their homework．
Step 2 1a
This activity introduces new target language．
Read the instructions to the students．
Make sure that each one knows what to do．
Let the students look at the sentences in the left column first． Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences． Say to them like this:
Please look at the sentences on the left column． Let’s get the meanings of them．
Let’s see the first one． I’ve run out of it
Here, run out of is a phrasal verb． It means reach an end of, use up or become short of． I’ve run out of it, means I’ve used it up, nothing left．
Explain the other sentences in the same way like this．
Write the letter of one sentence in front of the number of the matching sentence．
Look at the first sentence． The answer has been given． It’s Sentence b． Find out the answers to the other sentences．
Check the answers by asking different students to read their matched sentences．
Answers
1． b 2． c 3． a 4． d
Step 3 1b
This activity provides writing practice with the new phrasal verbs．
Call the students’ attention to the phrasal verbs in the box． Have four different students explain each phrases in their own words．
Make sure each student knows the phrasal verbs’ meanings．
Then ask the students to read the instructions together．
Now let’s make sentences with the words in the box．
Step 4?1c
This activity provides listening practice using target language． Call the students’ attention to the four pictures． Tell them the boy’s name is Jimmy． Read the instructions to the class． Your task is to number the pictures the correct order while you are listening to the conversation on the tape．
After that, ask the students to get ready to listen．
Say, We will hear a radio program． A man is interviewing a boy． Write a number in each short line next to each picture while you are listening． Your numbers should be from 1 through 4 and show which thing they talk about first, second, third and fourth．
Play the recording the first time．
Students only listen．
Then play the recording again． Ask students to number the pictures．
Check the answers． Remember to say congratulations to the children who guessed correctly．
Answers
The pictures should be numbered in the following order:
a． 4 b． 2 c． 1 d． 3
Step 5 1d
This activity provides listening practice using the target language．
Read the instructions together with the children． Make sure that everyone knows what to do．
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．
Answers
1． T 2． F 3． F 4． T
Step 6 1e
This activity provides guide oral practice using the target language．
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．
SA：What do you do, Jimmy?
SB: I fix up bikes and give them away．
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 7 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．
Homework
完成绩优学案P 7
基础题 （必做）
能力关 （选做）
通过复习不定时的用法，让学生在听对话的过程中抓住关键词汇，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心.
让不同学生有收获
Unit 2
课题
Unit 2 Section B (2a-2d )
授课类型
Reading
课标依据
能读懂相应水平的常见体裁的读物；能根据上下文和构词法推断、理解生词的含义；能根据不同的阅读目的运用简单的阅读策略获取信息；能利用词典等工具进行阅读。
教学目标
知识与
技能
1) 掌握本课时出现的生词及表达方式。
2）阅读短文，获得相关信息，提高学生们的综合阅读能力。
过程与
方法
通过教师点拨、阅读策略指导、小组交流等活动，完成相关的阅读任务。
情感态度与价值观
教育学生树立顽强的意志品质和果敢独立的精神，学习课文中主人热爱生活的品质及永不放弃的精神.
教学重点难点
教学
重点
1．学习阅读中的新词汇，短语。
2. 通过规定时间内完成阅读任务，锻炼学生的阅读策略，找读，利用作者对时间的先后顺序促进语篇的理解。
3. 训练学生的语言学习习惯。边读边划出生词。
教学
难点
通过规定时间内完成阅读任务，锻炼学生的阅读策略，找读，利用作者对时间的先后顺序促进语篇的理解。
教学媒体选择分析表
知识点
学习目标
媒体类型
教学 作 用
使用
方式
所得结论
占用 时间
媒体来源
介绍
知识目标
图片
A
G
拓展知识
2分钟
下载
单词句型
知识目标
文本
D
C
熟练运用
5分钟
下载
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.设疑_播放_概括.I讨论_交流_总结J.其他
教学过程设计
师生活动
设计意图
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． Tell them to hand in their homework．
3． Revise the story about Jimmy． Ask two or three students to tell the story to the class, showing the picture of repairing bikes to remind them．
Step Ⅱ 2a
This activity provides before reading to practice using the target language．
Activity 2b． 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 2c-2e
This activity provides ?reading and writing practice using the target language．
Read the instructions to the students．
Ask a student to read the sample sentence in the book． Tell them to write out． Use the sample sentence as a model． And they can reread the article to search for the answers． Let the students complete 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．
They can answer in their own language．
After that, write the following words and phrases on the blackboard．
Tell them to note these new words and phrases in the article, ask students 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 comprehension 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 several students to tell the meaning of it by guessing． Some of the children might get the correct meaning． Say congratulations to any students who can tell the right meaning． If no one can tell the correct meaning． Explain it to the class．
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．
Do the same with the other new words and phrases on the blackboard． Explain each one and give at least one example for each new word or phrase．
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 complete 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 blackboard to help them．
After checking the answers, ask the students to read the article loudly． Teach them to read the new words or even the whole text before they start reading if necessary．
Ask them to read for a while, ask one or two to read it to the class, correcting any pronunciation errors they may make．
Then ask the whole class to practice reading in pairs． Tell them to read the article loudly in turns in pairs． The one who is listening has to point out his or her partner’s pronunciation errors and help to correct them． If they are not sure about any words, tell them to ask for help from the teacher．
After practice reading the article, ask if they have any words or sentences they don’t understand． Tell them to raise their hands and say which words and sentences they don’t understand．
Help solve the problems．
Step Ⅳ Summary
Say, In this class, we’ve read an article ． We have done some reading, writing, listening and speaking practice using the target language through groupwork．
Step V.Homework.
绩优学案 P 8 .9 基础题 （必做）
能力题 （选做）
复习上节课的内容，有助于对阅读2b做好铺垫。阅读短文、获得相关信息、完成阅读各项任务，提高综合阅读能力。
主要细节推断题或者是据常识回答问题，训练学生根据上下句推断出答案。
复述课文熟悉不定时表达方式
Unit 2
课题
Unit 2 Section B 3a-3c Self Check
授课类型
Writing
课标依据
1.能正确使用标点符号。
2.能用词组或简单句为图片写出说明。
3.能写出简短的文段。
4.能在教师的帮助下或者以小组讨论的方式起草和修改作文。
教学目标
知识与
技能
1. 正确使用本节单词和有用词语。
2. 在写作中巩固和运用本单元语言目标。
3. 能利用3a创设的场景和列出相关的要点和语言内容。完成3b编写对话。
过程与
方法
通过完成3a活动任务，帮助学生创设场景，列出相关的要点和语言内容，为3b活动做好准备。通过3b语言提示鼓励、训练学生编写对话。采用任务型教学法，采取任务驱动促成目标有效达成。
情感态度与价值观
1. 激发学生学习英语的兴趣，调动学习英语的积极性，增强自信心引发学生学习英语的动机。
2. 了解事故伤害，应对急救事件，并能给出适当的建议。
教学重点难点
教学
重点
1. 在写作中巩固和运用本单元语言目标。
2. 利用3a创设的场景和列出相关的要点和语言内容。完成3b编写对话。
教学
难点
利用3a创设的场景和列出相关的要点和语言内容。完成3b编写对话。
教学媒体选择分析表
知识点
学习目标
媒体类型
教学 作用
使用
方式
所得结论
占用 时间
媒体来源
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.其它。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.设疑_播放_概括.I讨论_交流_总结J.其他
教学
设计
师生活动
设计意图
Step I Revision
1． Check the homework by asking the children to show their sentences． Ask some to share their sentences with the class．
2． Dictate some new words on page 14．
Step Ⅱ 3a
This activity focuses on the topic in the unit．
Let them do the work in groups．
Move around the classroom while they are talking, checking progress and offering help．
Ask some students to share their ideas .
Step Ⅲ 3b
This activity provides writing practice using the target language．
Read the instructions to the students．
We’ll have to write an article using the notes in the box．
After combining the phrases into sentences orally, tell the students to put all the sentences together to write an article by themselves． Tell them to go on writing after the first sample sentence on their books．
Move around the classroom． Note to remember whose articles are very successful and whose have some mistakes． Offer help as much as possible:
After they all finish writing, ask some students whose articles have some mistakes to read theirs to the class． Let the rest of the class help correct the mistakes．
Then ask some students who have written successfully to read theirs． At last, the teacher reads the sample article in the teacher’s book to the class．
Tell them to exchange their articles with their partners and help each other．
Ask the students to rewrite their articles to make the article perfect after class．
Step Ⅳ self check
This activity provides revision . To check them .
Step Ⅴ Summary
Say, In this class, we’ve practiced using some phrasal verbs and we’ve written an article based on the notes given． All of you have done very well．
Step6.Homework.
1 熟记重点句型 (必做）
2 完成绩优学案 P 12 13 （选作）
通过复述课文，让学生继续熟悉重点短语和句型。
通过完成3a的选词填空，熟悉本单元的写作：谈论自己的朋友。
通过3b的小组合作来完成简单的写作任务。
通过不同作业来对本单元的重点短语和句型进一步熟悉和掌握
