Starter Unit 2 单元教案
Starter Unit 2 Keep Tidy(大单元教学设计)【大单元教学】 (人教版2024)
互评、师评
3.完成一份汇报，内容包括自己拥有的物品及其位置，并思考保持房间整洁的重要性，交流提高个人管理能力的计划。
4.项目
Guess what it is
(1课时)
六、单元学习评价
评价目标
评价标准
评价方式
评价主体
1.创编一段对话，与同伴角色扮演，谈论所拥有的物品、位置及其他特点，阐述能够整理个人物品的重要意义。
1.能够在小组活中互相帮助，能够对物品的位置、颜色、辨认信息进行互问互答；
2.能够准确发音，语调自然，词汇、语法结构、句型使用正确，语义表达到位；
本单元的核心语言主要围绕物品的特点、位置以及自我管理展开，涉及物品的名称，如一些名词（bottle、eraser、key、thing）、如询问物品的相关信息的特殊疑问句，如（What do you have in your schoolbag?、What color is/are...?、Where is/are...?、Is it a ruler?）等、如回应感谢（You’re welcome)等。两种不同的语篇涉及不同的语篇知识：对话语篇以问答的形式为线索组织信息；颂歌语篇以事件发展的时间顺序组织语篇。
学习条件支持
视频资料、音频资料、多媒体教学设备、图片资料、听说设备
二、课标分析
课标分析
（一）教学内容分析：
1.感知字母在单词中的发音。
2.根据读音规则和音标拼读单词。
3.理解和领悟词汇的基本含义，以及在特定语境和语篇中的意义、词性和功能。
4.在语境中运用所学语法知识进行描述、叙述和说明等。
5.在社会情境中，使用得体的语言和非语言形式进行正常生活交流。
6.识别口语语篇的主题、答疑和要点。
教案Starter Unit 2
Starter Unit 2 What’s this in English?Period One (la-lc)学习目标1.掌握15个新单词及两个完全形式和缩写形式：what , is , this , in , English , it , aan , map , orange , jacket , key , quilt , pen , ruler, what’s = what is , it’s=it is2.掌握下列句型：(1) -what’s this in English?-It’s an orange.(2) -What’s this in English?-It’s a map.3.掌握不定冠词a和an的用法。
快乐自学1. I can read.（我会读）我能在1a中找到学习目标1中的新单词，跟着磁带大声的读并记忆，完成1a的任务。
2.I can write.（我会写）在1b的图片中我找出了下列短语（1）用英语（2）一幅地图（3）一个橙子在1b的图片中我知道了：what is= it’s=3.I can conclude.（我会总结）通过练习下列习题，我能总结a和an的用法之别，并能用a和an填空了。
（1）There is（有）“h”in the word（单词）“how”.（2）I have （有）apple（苹果）. （3）There is “g”in the word “good”. （4）It is pen.4.I can act.（我会表演）通过学习1b中的对话，我能和同伴一起操练句型并表演。
-What’s this in English?-It’s an orange.-What’s this in English？-It’s a map.5.我是小作家.通过操练上述对话的内容，我能用身边的学习用品及其它物件编写新对话。
(1) --(2) --合作探究小组讨论：1.小组讨论不定冠词a和an的用法之别。
Starter Unit 2 Keep tidy. 单元教案【人教新目标(2024)版七上英语】
1. Teaching focus
Master the pronunciation, spelling, and usage of words such as tidy, but, our, everywhere, and always.
Understand and apply the sentence pattern: My room is tidy But his room isn't tidy.
2. Teaching difficulties
Accurately use the verb 'be' to describe the cleanliness of a room.
（6）Reading exercise (10 minutes)
1. Let students read the dialogue of 2e independently and understand the main idea of the dialogue.
2. Explain the key phrases and sentence patterns in the conversation, such as: come on, I'm tidy
2. Emphasize the importance of maintaining cleanliness.
（8）Homework assignment (5 minutes)
1. Write a short article about the cleanliness of your room using the words and sentence patterns you have learned.
七年级英语上册StarterModule2Unit2What’syournumber教案外研版
Unit 2 What's your number?Ⅰ.Teaching modelListening and writingⅡ.Teaching aims1．To learn English numbers from 1 to 102．To understand how to ask others' class and telephone number.Ⅲ.Teaching aidsTape recorder，PPTⅣ.Teaching stepsStep 1：Warming upAsk students to do as teacher says and review the expressions in Unit 1.Step 2：Listening and reading 11．Vocabulary study：Play the tape and have students point out the words and phrases in Activity 1.2．Play the tape again and have them read after the tape.3．Have the students read the dialogue and try to understand it.And then explain the points(Are you…？I am…Class 3)．4．Learn the numbers in Activity 2.Play the tape and have them read after the tape.And then have them read and write the numbers.Step 3：Practice1．Let the students read the chant in Activity 3.2．Play the tape and have them listen and chant.3．Come to Part 5：Listen and point.Help the students if necessary.Ask some students to read them out.4．Ask students to think about the numbers used in daily life：bus number，room number，student number…Step 4：Listening and reading 21．Teach the new words in Activity 4.2．Ask students to read the conversation and try to understand it.And then explain the points(What's your telephone number? My telephon e number…)．3．Play the tape and have them read after the tape.4．Let them read it aloud.5．Have them practice it in groups of four，then act it out in class.Step 5：Listening and writing1．Play the tape and have them write the numbers in Activity 6.2．Practice：(1)Play the tape and ask the students to listen and write the numbers in Activity 7.If necessary，help the students.(2)And then ask some students to write them on the blackboard.(3)Finish Activity 8 as Activity 7.(4)Work in pairs.Ask and answer the conversation in Activity 9.Step 6：Homework1．Practice writing the number.2．Learn the new words by heart.3．Finish off the workbook exercises.Blackboard DesignUnit 2What's your number?1．one，two，three，four，five，six，seven，eight，nine，ten 2．—Are you a new student here?—Yes，I am.3．—What class are you in?—I'm in Class 3.。
外研版初中英语七年级上册 Starter Module 2 Unit 2教案
Starter Module 2 My teacher and my friendsUnit 2 What’s your number?教学目标【知识与技能】1. 掌握本课单词和短语：new, student, here, in, one, two, three2. 掌握本课句型：1) What’s your telephone number?2) Are you a new student here?3) What class are you in?【情感、态度与价值观】Cultivate Ss' abilities of creation.教学重难点【教学重点】1. Master the new words and expressions.2. Be skilled in oral expression of greetings.【教学难点】1. How to use what they have learnt to ask and answer each other.2. How to write the key sentences regularly.教学过程Step 1 Warming up:1.Revise the words in Unit 1 by doing some exercises.2.Ask some questions in Unit 1 freely.Step 2 Introduction1.Learn the numbers 1--10 and read them, especially pay attention to their pronunciation.2.Have a quick test, give them some help and ask some of them to read them in class.3.Learn some other new words and read them together, encouragement should be given.Step 3 Listen and chant.1.Listen to the tape in Part3 at first, then listen again to learn to chant.2.Chant each other, ask some of them to act it in class.Step 4 Listen and read1.Listen to the tape in Part 1, repeat.2.Read Part 1 with the help of their teacher freely.3.Read the dialogue in pairs.4.Like this, a sk and answer Lala’s information., then ask their classmates.Step 5 Listen and read1.Read Part 4 by themselves, find the telephone numbers and fill in the blanks.2.Read the answers together to check them.3.Listen to the tape in Part 4 and read after it, read it for some more times with the help of the teacher freely.4.Read it in groups ,then in pairs in class.Step 6 Listen and pointListen to the tape carefully, check the answers one by one.Step 7 Listen and write.1. Listen to the tape and write their answers in their books to finish Part 6.2. Show the answers to check their answers, give more encouragement.3. Listen to the tape in Part 7, write the numbers. Check answers and read them together.Step 8 Work in pairs.1. Work in pairs : what’s your telephone/QQ number?2. Ask some of them freely in class.Step 9 Listen and write1. Listen to the tape in Part 8, fill in the table on their own, check answers.2. Ask them to ask and answer in pairs according to the table in Part 8.3. Ask and answer freely to finish Part 9.Step 10 Complete and findA: ________ you a new student here?B: Yes, I _______.A: What class are you in?B: I’m in Class Five , Mr Liu’s class.A: What class ________Li Minghao in?B: He is in Class Six, Miss Liang’s class.Step 11 ExercisesDo some exercises in class to consolidate what they have learnt in this lesson. Encouragement should be given.Homework1. Make a survey and write their friends’ telephone number.2. Read Unit 2 smoothly, including the new words, try to have a dictation.3. Continue to learn the 48 phonetic symbols.教学反思。
Starter Unit 2 教案
Starter Unit 2 What’s this in English?一．说教材Starter Unit 2是Go for it! 三个预备单元中的第二个单元。
预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。
它的主要内容为26个英文字母和最基本的英语日常用语。
本单元的教学内容为：Ii —Rr10个字母。
ruler、map、quilt、jacket、key等7个单词。
辨认物品What is this in English? 及其回答。
二．教学设计思路Go For It! 是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。
每个单元的教学内容都围绕一个相对集中的主题，学习语言的过程，就是学生完成各项任务的过程。
Go For It! 的每一个单元只有一个总体的教学内容安排，没有具体的分课时教学内容安排。
教师必须首先根据所任教学生的实际水平出发，合理安排每单元的课时数，设计好每课时的教学内容。
第一课时：完成Section A –2a，2b，2c, 2d，3，Section B 4。
分课时目标: a) 复习巩固字母Aa—Hhb) 复习打招呼的用语、朋友见面的问候语和应答c) 学习字母Ii – Rr，了解一些英语缩略词的意思d）学习元音字母a, e, i, o在开音节和闭音节中的发音规则第二课时：完成Section A－1a, 1b，1c，4a，4b，4c，5，Section B 1a, 1b, 2a。
分课时目标：a) 巩固字母Ii – Rr及7个单词。
b) 学习key，pen, map, ruler, orange, quilt, jacket7个词汇c) 学习辨认物体(Identify things):What’s this in English? It’s ... .d) 学习a / an的初步用法: a key an orangee) 学习拼写单词和相关句型:Spell it, please. K-E-Y, key.第三课时：完成Section B – 2b, 3a, 3b, Self check分课时目标：a）巩固句型：What’s this in English?It’s a (an) ... .Spell it, please.R-U-L-E-R, ruler.b) 复习巩固字母Ii---Rr及元音字母a, e, i, o在开音节和闭音节中的发音规则。
Starter Unit 2 教案
Starter Unit 2What's this in English?Period 1 (1a－2e)Teaching important points【教学重点】1.Key words & phrases：what，is，this，in，English，in English，map，cup，ruler，pen，orange，jacket，key，quilt，it，a，that，NBA，P，kg2.Key sentences：What's this in English?It's an orange.What's that in English?It's a jacket.Teaching difficult points【教学难点】Grasp the letters Ii—Rr and learn to identify things.Teaching aids【教具】a computer and some cardsTeaching procedures and ways【教学过程及方法】★Step Ⅰ Revision and lead－in复习导入The teacher greets the students and picks up some of their stationery like pen，ruler，and ask them：What's this in English？Lead the students to answer the question in English.★Step Ⅱ Self－studying and guiding自学指导Self－study guide 1：Self－study the new words：what，is，this，in，English，in English，map，cup，ruler，pen，orange，jacket，key，quilt，it，a，that，NBA，P，kgLearn to pronounce them according to the phonetic symbols. And you can listen to tapes to help you pronounce them correctly or ask others for help.Self－study guide 2：Try reading the sentences in 1a and try to understand the conversations.Self－study 2c and learn to write the ten letters Ii—Rr.Questions for thinking：Do you know how to write the ten letters Ii，Jj，Kk，Ll，Mm，Nn，Oo，Pp，Qq，Rr?The teacher walks around the classroom to watch and help the students study while the students are self－studying.Time for questions：Discuss the writing of the ten letters.★Step Ⅲ Check up检查核对Check up 1：Words teaching：(1)Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.(2)Ask and answerShow students some pictures of things on the screen and ask them to answer questions.Sample conversation：T：What's this in English?Ss：It's a cup.T：What's this in English?Ss：It's an orange.T：What's that in English?Ss：It's a key.…Check up 2：Ask some students to make a conversation with their partner and see if they can respondcorrectly.Check up 3：Write the big letters for these small letters：n____o____p____q____r____m____l____i____j____k____ ★Step Ⅳ Cooperative inquiry合作探究1．Listening (1b)Play the recording of 1a，students listen and repeat.2．Pair workPractice the conversations in the picture and then ask students to make their own conversations.(1c)Sample：A：What's this in English?B：It's a pen.A：What's that in English?B：It's a ruler.…3．Act outAsk some pairs of students to act out their dialogues in front of the class.4．Finish 2a and 2b.5．Discussion (2e)Talk about what these letters P，NBA，kg mean.★Step Ⅴ Practice练习Write the missing big letter or small letter for each pair.(2d)★Step Ⅵ Test测试Look at the picture and make your own conversation.Blackboard writing【板书设计】Period 2 (3a－4d)Teaching important points【教学重点】1.Key words & phrases：spell，please2.Key sentences：What's that in English?It's an orange.Spell it，please.O－R－A－N－G－E.Teaching difficult points【教学难点】Learn to identify things and spell words.Teaching aids【教具】a computerTeaching procedures and ways【教学过程及方法】★Step Ⅰ Revision and lead－in复习导入Revise the words by asking and answering questions.(Showing the students some pictures on the screen)Sample：T：What's this?Ss：It's a key.T：What's that?Ss：It's a map.…★Step Ⅱ Self－studying and guiding自学指导Self－study guide 1：Self－study the new words：spell，please. Learn to pronounce them according to the phonetic symbols. And you can listen to tapes to help you pronounce them correctly or ask others for help.Self－study guide 2：Self－study 3a & 3e and solve three problems：1．Can you read the sentences?2．Do you understand them?3．Can you make similar conversations with your partner?Questions for thinking：What will you say if you don't know the spelling of some words？/What does Spell it，please mean?The teacher walks around the classroom to watch and help the students study while the students are self－studying.Self－study guide 3：Self－study 4c and try to find out the pronunciation rules of A，E，I，O.Time for questions：Discuss the different ways of asking for the spelling of words.eg：Can you spell it，please?How do you spell it?Spell it，please.★Step Ⅲ Check up检查核对Check up 1：Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.Check up 2：(1)Ask a few pairs of students to role－read 3c and 3e.(2)Ask some students to make their own conversations with their partners.Check up 3：Check the pronunciations of the letters and words in 4c.(1)First ask students to read the letters and words.(2)Then let them listen to the tape and repeat.(3)Go on with 4d.★Step Ⅳ Cooperative inquiry合作探究1．Listening (3a，3b，3c)(1)Listen and number the pictures(1－8)．(2)Listen and complete the words under the pictures in 3a.(3)Check the answers with students by asking and answering questions like this：T：Look at Picture 1.What is it in English?Ss：It's a key.T：Spell it，please.Ss：K－E－Y.…(4)Listen to 3c and repeat.2．Pair workMake some conversations with your partner using the pictures in 3a and 3e.3．Act outAsk some pairs of students to act out their dialogues in front of the class.★Step Ⅴ Practice练习1．Finish 3d.(1)Listen to 3d and repeat.(2)Listen to the conversations and number the words you hear(1－4)．2．Finish 4a and 4b.(1)Students do 3a by themselves first and then check the answers.(2)Students read the words and number them in alphabetical order (1－15)．★Step Ⅵ Test测试Have a dictation of the new words in Starter unit 2.Blackboard writing【板书设计】。
StarterUnit2(3a4d)教案人教版英语七年级上册
Starter Unit 2 What’s this in English?（3a-4d ）一、教学内容1．重点单词：spell，please2．重点句式：—How do you spell it?—ORANGE.二、教学目标1.知识目标：掌握不定冠词a/an的用法。
2.能力目标：能听懂辨认物品、拼写单词对话，并能正确表达对话，会拼写辨认出来的物品，编写一些简单的日常用品的对话，掌握字母I至R的发音，顺序及书写规范。
3.情感目标：提高对身边事物的感知能力，激发求知欲望，培养对未来事物的探究兴趣。
三、重难点1．字母Ii和Oo在开音节和闭音节中的发音2．询问如何拼写单词四、教学准备课件，多媒体五、教学过程Step 1Lead-inTeacher：What's this in English?Student1：It's a pen.Teacher：What's that in English?Student2：It's a ruler.Teacher：What's this in English?Student3：It's a jacket.Teacher：What's that in English?Teacher：How do you spell it？Do you know how to answer my question？I think some of you can answer the question，but some students can't answer it.Don't worry.Today we will learn it. Step 2Presentation1.完成教材3a—3e的任务1）认真听录音，按听到的物品的顺序为图片编号，核对答案。
starter Unit 2 keep tidy …说课稿 人教版2024英语七年级上册
人教版2024 七年级上册starter Unit 2 keep tidy Section B project 2a-2dGuess what it is 教案年级七年级课时第四课时尊敬的各位评委、老师们：大家好！今天我说课的内容是新版人教版七年级上册 starter Unit 2 “keep tid y Section B project Guess what it is 2a-2d”。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析本单元的主题是“keep tidy”，围绕着物品的整理和描述展开教学。
而本节课是 Section B 的 project 部分，通过一个猜物品的游戏活动，旨在培养学生的语言运用能力和思维能力。
2a 要求学生从教室中选择一件物品并将其名称写在纸上；2b 让学生到教室前面，其他学生提问来猜测物品；2c 规定在三个问题后其他学生猜测答案，并轮流进行游戏。
这个活动不仅能够巩固本单元所学的词汇和句型，还能提高学生的口语表达和交流能力，增强学习英语的兴趣和自信心。
二、学情分析七年级的学生刚刚进入初中，对英语学习有着较高的热情和好奇心，但他们的英语基础还比较薄弱，词汇量和语法知识有限。
在这个阶段，教师需要通过生动有趣的教学活动来激发学生的学习兴趣，培养他们良好的学习习惯和方法。
同时，这个年龄段的学生活泼好动，喜欢参与游戏和竞赛，因此在教学中可以充分利用这一特点，设计多样化的活动，让学生在轻松愉快的氛围中学习英语。
三、教学目标1. 语言知识目标学生能够掌握本单元的重点词汇，如 pen, pencil, book, eraser 等。
学生能够运用句型“Is it a/an...?”“Yes, it is. / No, it isn't.”进行问答。
2. 语言技能目标学生能够听懂关于物品猜测的对话，并能根据提示做出正确的回答。
外研版七年级英语上册教案 Starter Module 2Unit 2
Unit2 What’syournumber?◇目标导航◇预习指导一、方法指导1.学生自主预习教材PS10~S11中的新单词(见词汇表P88),掌握单词读音及汉语意思。
2.预习课文中的对话,能自主朗读对话并翻译对话。
二、预习检测Ⅰ.汉译英1.一one2.二two3.三three4.四four5.五five6.六six7.七seven 8.八eight9.九nine 10.十ten11.学生student 12.新的newⅡ.根据汉语意思完成句子,每空一词1.你是这儿新来的学生吗?Are you a new student here?2.你在几班?What class are you in?3.我在三班。
I’m in Class 3 .4.——你的电话号码是多少?——是726 815。
—What’s your telephone number ?—It’s seven two six,eight one five.课堂教学Step1 情景导入老师带领学生复习学过的日常交际用语。
Step2 听对话并跟读,完成教材任务1,2和31.听录音,跟读,完成教材任务1。
(1)播放录音,训练学生听力,熟悉本课问句及答语。
(2)再次播放录音,让学生跟读,同时理解对话内容。
(3)老师重点难点,帮学生理解下列句子及用法: —Are you a new student here?—Yes,I am.—What class are you in?—I’m in Class 3.2.听录音并跟读,完成教材任务2。
(1)播放录音并跟读,学习数字1—10。
(2)学生先自主读数字,之后老师提问,先按顺序说,然后随机抽取数字说,以巩固这些英语单词。
3.听录音,完成教材任务3。
播放录音,学生跟着录音唱,老师解释下面句子的汉语意思。
Once I caught a fish alive.一旦我抓到了一条活的鱼。
Then I let it go again.那么我就让它再回到水里去。
牛津初中英语Starter U2全英文精品教案
牛津初中英语Starter U2全英文精品教案чnit 2The First Lesson[Teaching content]Unit 2 welcome and listening[Teaching aims and demands]Knowledge aims: 1. Learn the new words2. Identify different family members and make introduction to classmatesAbility aims:1. Communicative ability, teach students to greet suitably and to introduce one鈥檚friends or family members.2. Cooperative ability, direct students to do lots of oral practice of greeting and introduction.[Teaching difficulties and importance]1. The spelling of some words, such as, twin, grandmother, mother, photo, aunt, uncle, cousin, policeman, and job.2. The concept of personal pronoun 鈥渟he, he, it鈥?and possessive pronoun 鈥渕y鈥?are the most difficult in this period for Ss to understand.3. How to explain the names of some family members, such as grandfather, grandmother, father, mother, uncle, cousin, aunt, in English and in their own words.[Teaching tools] Projector and Students鈥?book[Teaching procedure]Pre-teaching1.Teach the new wordsAsk the students to read all of the new words by themselves before teaching, so that the teacher can correct their mistakes in phonetics.2. Ask all students to read all of the new words before learning the text.3. As for the spelling of the new words, there are some in which students always have difficulty, such as, twin, grandmother, mother, photo, uncle, cousin, policeman, and job, , especially cousin, about which even after a few units鈥?learning, some Ss will forget all. It is both hard in pronouncing and spelling. So the dictation of 鈥渃ousin鈥?is needed for several times, and the teacher has to use 鈥渃ousin鈥?often as well, so that Ss can remember it through use.Step 1 Presentation1. Have a casual chat with students, including these questions:Do you have a family? Is your family a big family or a small one?How many people are there in your family ? Who are they?So that the teacher can lead to the subject of this unit.2. Teach students t the similar word: my family = my family membersStep 2 Welcome to the unit1. Have a small talk with Ss, with common and easy greetings ways which they learned in Unit2. Ask them to read the dialogues on P12 twice to grasp the meaning of it.3. Ask some question about the dialogue, for example, Who is Peter ? Who is Lily? Who is Nick? Who is Sally? Who is Mimi? Who is Spotty?Whose pet is Mimi? Whose pet is Spotty?4. Guide students to replace all of the names in the dialogues with those of their classmates and use some similar words and similar sentences to make another dialogue of their own.For example, Good morning = Morning, She is my cat = It is my cat.5. Pair work and give students chances to show their own dialogues.Step 3 Listening1. Pre-listening.Ask students to read the four words of Part A by themselves just once. And then make them explain 鈥済randfather, grandmother, father, mother, uncle, aunt, cousin鈥?in English and in their own words. For example,Grandfather is the father of my mum or my dad.There is a man, I鈥檓his son. Who is he?Explain grandmother and mother in the same way.2. Make Ss recall the similar words of the four words.For example, grandfather = grandpa, grandmother = grandma, father = daddy, dad, mother = mummy, mum, grandfather and grandmother = grandparents, momSo that they can understand the words well and at the same time learn how to use English.2. Do the exercises of Part B.3. Post- listening. Direct students to make sentences with the four words in Part A as they like, one word two sentences.Step 4 Do workbook.Step 5 HomeworkThe Second Lesson[Teaching content]Unit 2 Speaking, The alphabet and Reading[Teaching aims and demands]Knowledge aims: 1. Review the new words.2. Identify different family members and make introductionAbility aims:1. Communicative ability, teach students to greet suitably and to introduce one鈥檚friends or family members.2. Cooperative ability, direct students to do lots of oral practice of greeting and introduction.[Teaching difficulties and importance]1. The spelling of some words, such as, photo, aunt, uncle, cousin, policeman, and job.2. The spelling and meaning of some phrases like a photo of my family.3. The greatest difficulty is the difference between the two sentences: 鈥渨ho is he/ she?鈥?and 鈥淲hat is he/she?鈥?[Teaching tools] Photos of students鈥?families, Projector, Workbook and Students 鈥?book[Teaching Procedure]Step 1. Revision1. Do some revision work. Review new words of both spelling and their sounds.Step 2 Speaking1. Ask the students read the dialogues in this part, and correct their mistakes in phonetics.2. Direct them to play the role in order to be familiar with the structure of the dialogue.3. Guide students to replace all of the names in the dialogues with the names of their classmates and use some similar words and similar sentences to make another dialogue of their own.For example, a photo of my family= my family鈥檚photo,4. Guide students to add two more sentences to the small dialogue so as to make it longer and better: after 鈥淲ho is she鈥? add鈥?What is her name?鈥?and after 鈥?Who is he鈥? add 鈥?What is his name?鈥?5. Pair work and give students chances to show their dialogues.Direct Ss to ask each other about their family photos, using sentences structures like 鈥淚s this鈥??鈥?鈥淵es/ No鈥?鈥淲ho is she/ he?鈥?鈥淪he/He is my...鈥濃€淲hat is her / his name?鈥?鈥淲hat is she/he?鈥?and 鈥淪he/He is a鈥︹€?, etc. And Ss take the opportunity to introduce their family members, such as grangfather, grandmother, father, mother, sister, brother, etc.6. Post- speaking work. There are four pictures at the bottom of this page. Instruct students to make a sentence of each picture, according to the what is shown in the pictures, of which the four subjects have already been given. This exercise can review the present progressive tense.Step 3 Reading1. Pre- reading work. There are already four jobs in this part: a doctor, a teacher, a policeman, and a nurse. Ask students to find more jobs, and write their names on this page, like: cook, engineer, scientist, businessman, driver, cleaner, worker, farmer,etc.2. Ask students to read the dialogue in this part by themselves twice.3. Guide students to use some similar words, similar sentences and names of other jobs to replace the dialogue, making another dialogue of their own.For example, Who is this man= Who is this? What鈥檚he= What does he do? What鈥檚she= What is her job? Who is that woman= Who is that?5. Pair work and a show time, so that they can use the sentence structures 鈥渨ho is he/ she?What is he/she?鈥?freely and correctly.Step 4 The alphabet1. Teach students the sounds of Letters O -- Z, the correct order of them, and their writing methods.2. According to the pictures, direct students to learn some words beginning with these letters and learn their phonetic symbols ( From 鈥淥鈥?to 鈥淶鈥?.3. Guide students to know the meanings of the abbreviations. Tell them to pay attention to whether capital letters are needed.For example, VIP, CCTV, ABC, IQ, PRC, RMB4. Guide students to find more abbreviations, and ask some students to show them on the blackboard.Step 5 Task1. Ask students to read the dialogue in this part by themselves twice.2. Guide students to use some similar words, similar sentences and names of other jobs to replace the dialogue, making another dialogue of their own. Furthermore, the similar sentences include 鈥?She is a nurse. = She works as a nurse.鈥?and 鈥淪he is a teacher= She does a teacher鈥檚job.鈥?3. Rewrite the dialogue of Task, using some similar words, similar sentences and names of other jobs, so students can get another chance to use the sentence structures 鈥渨ho is he/ she? What is he/she?鈥?Step 6 Summary, and do workbook.Step 7 HomeworkRewrite the dialogue of Reading part, using some similar words, similar sentences and names of other jobs, so that students can use the sentence structures 鈥渨ho is he/ she? What is he/she?鈥?freely and correctly.。
七年级上册Starter-units2教案
Starter unit2单元教材分析一．教材分析本单元为初中英语阶段的基本入门课程，单元内容仍以26个英语字母的认读与书写作为本单元教学重点，随着字母学习的深入，本单元还将学习辨认物品，拼写单词，以及一些简单音标的认读，同时并贯穿了大写字母的应用旨在引导学生学习英语的兴趣。
二．单元教学目标根据本单元教学内容和学生知识结构及认知特点，本单元的教学目标确定为：1.知识目标①单词：What ,is ,in ,English , map, cup, ruler, pen ,orange, jacket, key,quilt, it, a, that, spell, please, NBA, p, kg. 字母I—R.②基本句型：What’s this /that in English? It’s an orange.Spell it, please. M-A-P.③语音目标：认识音标及简单字母在不同单词中的读音。
④学会a 和an.2.能力目标训练学生询问及辨认物品的能力，熟练掌握字母I-R.3.情感目标培养学生学习英语逇兴趣。
三. 教学重难点：重点：I-R的书写与认读，询问及辨认物品。
难点：简单音标的认读及字母在不同单词中的不同读音。
四. 教学方法：1.任务教学法2.情景教学法五．教学用具录音机，课本六．课时：3课时Starter unit2单元知识点梳理一. 单词：⑤What , is ,in ,English , map, cup, ruler, pen ,orange, jacket, key, quilt,it, a, that, spell, please, NBA, p, kg. 字母I—R.二. 句型：What’s this in English? It’s a map.Spell it, please. M-A-P.What’s that in English? It’s a cup.Spell it, please. C-U-P.注意：this is 不可缩写，that is 可缩写为that’s.三. 语法：1.掌握字母I-R的正确认读与规范书写。
StarterUnit21a-2e教案人教版英语七年级上册
Starter Unit 2 1a2e教学目标1、掌握以下单词和短语：what, is, what’s, this, in, English, in English, that, map, cup, ruler, pen, orange, jacket, key, quilt, it, a(n)2、能掌握以下句型：①— What’s this in English? — It’s an orange.②— What’s that in English? — It’s a map.3、能运用所学的句型询问确认周围的事物，并学会事物的英语名称。
. 能掌握以下词汇：字母Ii ~ Rr, 缩略词P, NBA, kg。
4. 能掌握字母Ii ~ Rr的字母顺序，读音及书写。
教学重点1. Grasp the important words: orange，a，an，this, that, it, what.2、Grasp the important sentences:What’s this /that in English?It’s a/an....教学难点1. a与an的区别；2. What提问的疑问句汉英的区别。
教学过程Step 1 Guessing game快速说出你看到的字母（PPT展示）Look for the small letters in the picture for these big letters. Check (√) the ones you found.What can you see in the picture?Step 2 Presentation1. Show a picture of a map on the screen. Ask:What’s this in English?Help Ss answer: It’s a map.Read and then get students to repeat.2. First explain the use of the sentence with what.T：Now, everyone, look at me, I will show you somethi ng.(show a cup on the screen) What’s this in English?S：It’s a cup.T：Very good. It’s a cup.Students repeat the new word.3. Teach the other new words by using the same way: ruler, pen, orange, jacket, key, quiltStep 3 Pair work看图问答What’s this/that in English?It’s a/an ....Step 4 Explainationthis 是指示代词，意为“这；这个”，指近处或距说话人近的人或事物；that 意为“那；那个”，指远处或距说话人远的人或事物。
StarterUnit2教案
Starter Unit 2What's this in English?一、单元教材分析本单元要求学生掌握英文字母Ii—Rr，能认读其印刷体和手写体字母的大小写等四种形式。
书写(大写和小写，笔顺，笔画)基本合乎要求。
注意总结元音字母 a 、e、i和o的发音规则。
本单元围绕“认物”这一话题开展听、说、读、的学习活动，学习一些简单的事物的英文词汇，并能用所学的句型去熟悉周围的一些事物的名称。
让学生们学会在生活中如何确认事物。
通过辨认事物，学生们学习一些词汇，并巩固所学的句型。
二、单元学情分析本单元围绕“认物”这一话题开展听、说、读、写的学习活动。
通过所学的句型—What's this in English? —It's a…—What's that in English? —It's a…”去熟悉周围的一些事物的名称。
此外，通过学习让学生们明白this和that均指代单数的事物，this 指代离说话者较近的事物，that指代离说话者较远的事物，it指代上文出现的事物，也可指代上文出现的this或that。
用英语确认周围常见事物比较适合初学者的实际情况，难度不大，易调动学生们的学习兴趣。
三、单元教案建议在本单元的教案中可采用的学习策略有：兴趣活动教案策略，多采用做游戏和猜谜等形式；任务型教案策略，在教案中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教案，使课堂形式多样化，充分发挥学生的主动性。
采用自主学习、小组合作学习、Role playing、 pair work等方法开展听、说、读、写的学习活动。
四、单元课时分配本单元可用2课时完成教案任务：(1a-2e) 用1课时(3a-4d) 用1课时(1a-2d)一、教案目标：1. 语言知识目标：1 / 11。
Starter Unit 2 第1课时 (1a-2e) 教案
Start Unit 2 What’s this in English?单元Starter Unit 2课时第1课时教学目标语言知识：1.能够听说读写八个物品新单词2.能够使用目标句型对物品进行询问并回答3.能够掌握指示代词和不定冠词的使用4.能够掌握英文字母的书写(注意其大小写、笔顺及笔画)I-R5.能够了解缩略字母P, NBA, kg的含义。
学习能力：1．通过观察图片和范例，能够正确分辨并准确读出八个物品词。
2．通过对话练习和小组合作，能够进行角色扮演并创编对话文化意识：通过目标句型的学习和交际练习，能够了解某一物品用英文如何表达，体验不同的文化带来的魅力。
思维品质：通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识，提升适应新环境的能力，在日常生活中能观察生活中的细节并学习。
教学重难点1.通过情境体验，能够运用目标语言对物品进行询问并回答，提升口语交际能力。
2.通过语音跟读和视频学习，能够掌握字母I-R的准确读音和正确写法。
教学工具IWB, PPT教学方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1 Lead-in 1.Greeting.2.T plays a video to ask studentswatch and answer the questions:What can you see?3.T shows the tips to lead studentsto answer the questions easily and观看视频并从视频中找出问题的答案。
根据老师提示的图片回答问题。
通过课本内视频动画导入，激发学生的兴趣，并设置问题，提升学生观看视频的目的性，之后用图片提示的方式引导know about the target language. 4.T shows some pictures and asks students to think about what these are.思考剪影图片是什么。
人教新目标英语七年级上册Starter Unit-2全单元教案(无答案)
人教新目标英语七年级上册Starter Unit 2 What’s this in English?The first period一、Teaching goalsTarget language1: Words＆phrasesWhat; is; this; in; English; it; it’s=it is; a/an; map; orange;jacket; key; quilt; pen; ruler2: Key sentences1. What’s this in English?2. It’s a/an ….Ability goalsEnable students to listen to and identify things．Learning ability goalsHelp students learn how to identify things．二、Teaching important/difficult pointsHow to identify things and learn some letters.．三、Teaching aidsA tape recorder，some cards．四、Teaching procedures and waysStep l：IntroductionReview greetings.Review the letters learn in the last unit．Get the students to introduce themselves in English．Step 2：Lead—inHave ready a quilt，a map，a jacket，a key，a ruler，a pen，an orange．Hold the key up and say What’s this in English? It’s a key．Repeat and then get students to repeat．Do the same with a key，a pen，a ruler．If possible，use flashcards to teach the spelling of the words．Put a flashcard beneath a drawing of each object.Step 3：PracticeListen．Play the tape twice．Have the students circle the things they hear．Get the students to act out the conversations in the picture of 1a．Make sure the students understand what they should do．Students can work in pairs then ask them to act out the conversations they made．Do 2a，2b，2c and 2d one after another．2b：after the students do 2a, show them how to write the letters on the blackboards，both of “Big” and “small"．Make sure all the students know how to write them．Use the flashcards to practise saying the names of the letters and to learn their order．Before doing 2c，ask the students to give the letters containing the／i：／and /e/ sounds．Repeat with the /☜☺/ and／a✋／sounds．List them out on the blackboard．Then get them to listen to the tape and read the letters and words after the tape．Step4：Games timePlay the letter game with the students like the following instructions．Sometimesthe teacher can explain the rules of the game in Chinese．Who did fastest?这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一组学生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。
七年级英语上册《Starter Unit 2 What’s this in English》全单元教案 (新版)人教新目标版
Starter Unit 2 What’s this in English?I. Teaching Contents: What’s this in English?II: Analysis of the Teaching Material1.Status and FunctionIn this unit students learn to ask how to say and spell words in English and the letters Ii-Rr. The topic of this unit is about things around people, and the students can learn how to identify things.Teaching Aims and Demandsa)Knowledge Objects(1) To master the letters I-R;(2) To master how to identify things and spell words;(3) To learn “what” question.b)Ability ObjectsTo improve students’ ability of listening, speaking and writing.2.Teaching Difficult Points(1) To master the key vocabulary and the target language presented in thisunit;(2) Pronunciation of letters A, E, I, O;(3) Listening and speaking practice.3.Teaching focuses（1）To learn how to read and write the letters Ii-Rr;（2）To learn “what” question;（3）To learn to ask how to say and spell words.III. Language FunctionTalk about how to identify things and spell wordsIV. Target LanguageWhat’s this in English?It’s a key.Spell it, please.K-E-Y.V. VocabularyIi, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rrjacket, key, map, orange, pen, quilt, ruler, spellVI. Teaching TimeFive periodsThe First PeriodI .Teaching Aims and Demands1.Knowledge objects(1)To learn the letters I-R;(2) Key structures: What’s this in English?It’s a key/an orange.(3)Listening and speaking practice2. Ability objectsII. Teaching Focuses1. To learn the letters I-R;2. To learn “what” questionIII. Teaching DifficultiesKey structure & Pair workIV Teaching ProceduresStep 1.GreetingsLet the students greet each other and introduce themselves in English．Step 2. PresentationPresent a conversation and practice it with the help of a map.What’s this in English?It’s a map/an orange.Step 3. Listening practiceSB page7 Activity1a Listen to the conversation. Then let the students act out the conversations in pairs. Make sure the students understand what they should do．Step 4. PresentationShow some objects or pictures to teach some new words:jacket, key, map, orange, pen, quilt, rulerStep 5. Pair workLet students make their own conversations with these new words in pairs, then ask them to act out.Step 5. Presentation(1) Review the letters A-H;(2) Learn the letters I-R. Pay attention to the pronunciation and writing.Step 6. PracticeConsolidate the pronunciation and writing of letters through exercises:SB page8 Activity 2a&2bStep4：Games time看谁快这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的两分，后站起来的得一分，没站起来的得零分，得分多的组获胜。
Starter_Unit2_Period2(3a-4d)全英版教案
Starter Unit2 Period2（3a-4d）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Students learn to write letter R regularly.(2)Key V ocabulary：spell, please(3)Target Language：—What’s this in English?—It’s a map.—Spell it, please.—M-A-P.2. Ability Objects：Identify things；Spell words3. Moral Objects：Speak English actively, don’t be shy.Teaching Key PointsLetters, words and sentences of this unit.Teaching Difficult PointsIdentify things properly.Teaching MethodsListening and speaking methods；Group workTeaching AidsA tape recorder；Some color cardsTeaching ProceduresStep 1 Warming up (About 2 minutes)Practice identifying things.Letters line up.Step 2 Practice 3a and 3b (About 10 minutes)Have ready a map, an orange, a ruler, a pen, a key, a quilt. Use these to ask students：What’s this in English?Get them to answer the question one by one. Then ask them to listen and number the words they hear.After they finish 3a, make sure they read the words correctly. And ask students to writethe words down in small letters.Step 3 Listening practice (3c) (About 5 minutes)Listen to the conversations, then practice the dialogue：—What’s this in English?—It’s a map.—Spell it, please.—M-A-P.Ss work with partners or in groups.Step 4 Practice (3d, 3e) (About 8 minutes)Listen to the conversations and number the words in the box in 3d.Talk about the things in the picture in 3e.Step 5 Learn the alphabetical order (4a, 4b) (About 5 minutes)Get a student to recite the learned letters in the alphabetical order.Fill in the missing letters in 4a.Number the words in the alphabetical order.Step 6 4c and 4d (About 10 minutes)1. Get the students to listen to the tape, then repeat after the tape one by one.2. Listen and repeat (4d).T：We have learnt four vowel letters. They’re A, E, I, O. Look at the chart and read after the tape.T：We know letter A pronounced /ei/ and /ae/, letter E pronounced /e/ and /u/ in different situations. What about letter “I”? Look at the chart on the blackboard.Let Ss try to read the words that next to “fine”, and find more words like these in the “Words and Expressions in Each Unit”.Step 7 Summary (About 3 minutes)Let the students show what they have learnt in this class.。
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Unit 1 My name’s Gina.
I．教学设计分析
Starter Unit 2是Go for it! 三个预备单元中的第二个单元。
预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。
它的主要内容为26个英文字母和最基本的英语日常用语。
本单元的教学内容为：Ii — Rr10个字母。
ruler、map、quilt、jacket、key等7个单词。
辨认物品What is this in English? 及其回答。
II. Key points:
1.能听、说、读、写Ii — Rr10个字母。
2.能听、说本单元所学的日常交际用语，重点学会如何询问物品用英语的表达，并做到语音准确、语调正确。
Difficult points:
能熟练地运用辨认物品What is this in English? 及其回答。
II. 教学学时分配
Teaching periods:
Period 1: Section A 1a -2e
Period 2: Section A 3a -4d。