Unit2全单元分课时教案设计

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人教版八下英语Unit2全单元教案

Step4.Group work
1.This weekend the Association of Susong Volunteer is going to have a volunteering activity. Here are the four activities.And each group of you will take part in one of the activities. But what could
学情分析
班里还是有相当一部分学生，对英语缺乏学习兴趣，学习动力。通过开学两周对第一单元的学习，我曾试着有意提高这部分学生的课堂注意力及英语学习兴趣，成效不显著，本单元我会继续努力，在把握教学大纲的同时，也会把注意力更多地放在这部分学生身上，努力让他们能够把英语成绩赶上来，把对英语学习热情找回来。
教
学
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语言知识目标：能熟练掌握并运用下列词汇和短语：volunteer, cheer, cheer up, clean up, give out.能运用下列句型谈论向他人提供帮助及提出如何帮助他人的建议：I hope to…I want to… I’d like to …You could …语言技能目标：能听懂谈论提供帮助和提出如何帮助他人的建议；能看图预测听力内容；听时记录关键词语。能谈论如何帮助他人并向别人提出如何帮助他人的建议。学习策略目标：能通过与人合作，运用语言，习得语言。情感态度目标：培养学生乐于助人的志愿精神。
Greet the teacher.
Get ready for the new lesson
ห้องสมุดไป่ตู้教学
环节
教学活动
设计
意图
To arouse Ss’ imagination and help them love their hometown better.

【人教版】八年级英语上册 Unit 2 全单元英文教案

Unit 2How often do you exercise?本单元的教学内容围绕“多久做一次运动”这一话题展开。

Section A是基本语言内容的收集和学习，这一部分引导学生通过本课的语言素材进行看图说话、句型演练、实际描述，通过对话表演等使学生能够正确地使用表示做什么活动的词组，多久做一次的句型，从而熟练地谈论多久做一次活动。

Section B是知识的扩展和语言的综合运用，是在Section A的基础上，锻炼学生能够自如地谈论自己的生活习惯。

这些内容都是与学生日常生活紧密相关的，学生很熟悉，也乐于去说，因此在这一课题的教学过程中，应紧密联系学生生活实际，采用多种方式，以说为主，配合听的练习，最终以对话为途径，解决本课题的中心语句。

这易于引发学生学会运用简单的英语进行交际和交流，也对提高学生的综合能力，特别是说的能力很有帮助。

学生通过对本单元的学习，可以引导他们养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。

第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：housework，hardly，ever，once，twice，Internet，program，full，swingKey phrases：how often，on weekends，go to the movies，help with housework，hardly ever，go shopping，once/twice a week/a month，swing danceKey sentences：1.What do you usually do on weekends？I often go to the movies.2.How often do you watch TV？I watch TV every day.Teaching Key Points【教学重点】The vocabulary：housework，hardly，ever，once，twice，how often，on weekends，go to the movies，go shopping，help with housework，once/twice/three times a week/a month Target language：What do you usually do on weekends？I often go to the movies. Does he go shopping？No，he never goes shopping. How often do you have piano lessons？Twice a week，on Wednesday and Friday.Teaching Difficult Points【教学难点】1.The adverbs of frequency：always，usually，often，sometimes，hardly ever，never2．Target language above.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings：Talk about something the students did on summer vacation.2．Check the homework.★Step 2Pre－taskPage 9，1a.1．Look at the picture.2．Name each activity.T：What are they doing?S：They are shopping/reading/exercising/watching TV/helping with housework.(Help the students to answer.)3．Write the activities on the line.4．Check the answers on the board.5．Practice reading.Page 9，1c.1．Focus on the conversation in the box.2．Practice reading.3．Pair-work：What do you do on weekends？I...4．Group-work：Divide the class into groups of four or five. Make conversations. First S1 to S2：S1：What do you do on weekends?S2：I...S1：What does she/he do on weekends?S2：She/He...5．Act out their own dialogues.★Step 3While－taskPage 9，1b.1．Look at each picture above 1a.Tell what the person does on weekends. Check the Ss orally.2．Make sure what they will hear and do.3．Read these adverbs and explain.4．Play the tape twice. Write the letters on the line.Page 10，2a & 2b.1．Read the activities and the answers of “how often” first.2．Practice reading.3．In 2a we should know the activities you hear. In 2b we should know the answers of how often he does the activities.4．Play the tape for the first time. Ss only listen.5．Play the tape a second time. Ss do 2a.6．Play the tape a third time. Check the answers.7．Play the tape. Ss do 2b.8．Check the answers.In this part，we should pay attention to “how often”cause of special questions and answers.★Step 4Post－taskPage 10，2c & 2d.1．Focus on the conversation in 2c first.2．Practice reading.3．Read the activities in the left box.4．Fill in the chart.5．Pair-work：Make conversations.6．Make students scan the conversation in 2d.7．Teach and then make Ss role－play the conversation in pairs. In this part，student A will be Jack. Student B will be Claire. As they talk，move around to monitortheir work. Offer language or pronunciation support as needed.8．Have a group of students present their conversation to the class.★Step 5Homework1．Practice the conversation in 2d.2．Do the exercises on Page 8 in students' book.Board Design板书设计Unit 2How often do you exercise?The first period Section A(1a－2d)1．Key vocabulary：housework，once，twice，full，how often，on weekends，go to the movies，help with housework，hardly ever，once a week，three times a month 2．表示动作的频率由高到低依次是always(100%)，usually(80%)，often(30%～50%)，sometimes(20%)，hardly ever(5%)，never(0%)。

新目标英语九年级Unit 2全模块教案

新目标英语九年级 Unit 2 全模块教案一、教学目标•了解并掌握本单元的词汇、短语和语法知识。

•能够熟练运用所学知识进行听、说、读、写的综合训练。

•能够理解相关的听力材料，并提高自己的听力技巧。

•培养学生的英语口语表达能力，增强他们的交际能力。

•提高学生的阅读理解能力，并培养他们的阅读习惯。

•培养学生的写作能力，能够用英语进行简单的写作。

二、教学内容1. 词汇与短语•Unit 2 单词：average, customer, delicious, dessert, diary, instead, junk, paste, screen, secret, slice, specialty•Unit 2 短语：a cup of, be made from, be sick, a piece of, at the age of, be tired of, buy…for…, look forward to, talk to, take…seriously2. 语音知识•单词重音：在单词中找出发音音节，判断音节重音所在。

3. 语法知识3.1 名词性从句•引导名词性从句的连接词：that, whether, what, who, whom, whose, which, why, when, where, how等。

•名词性从句作主语、宾语、表语和同位语的句子结构。

•运用名词性从句的句型进行语言表达。

3.2 定义从句•引导限制性定语从句的连接词：that, which, who, whom, whose•并列使用连接词that的定义从句。

•运用定义从句进行描述和补充说明。

3.3 定语从句•引导非限制性定语从句的连接词：that, which, who, whom, whose•根据先行词在定语从句中的不同成分，选择适当的关系代词和关系副词，并完成句子结构。

•运用定语从句对先行词进行修饰。

3.4 名词性从句与定语从句的比较•名词性从句与定语从句的区别和联系。

新版PEP英语六年级上册Unit 2教案(全单元)

Unit 2 Ways to go to school第一课时A Let’s learn & Write and say一、教学目标与要求:1．能够听、说、读、写短语：on foot，by taxi，by bus，by train,by plane，by ship，by subway。

2. 能够正确使用上述单词和词组谈论交通方式。

如句型：How do we get there? …能完成本页将出发地、目的地和交通方式进行匹配的活动。

二、教学重点、难点分析:本课时的教学重点和难点是掌握四会短语和A Let's learn部分中运用某种交通具去某地的表达法。

三、教学准备：多媒体课件。

单词图片四、教学步骤和建议:Step1．Preparation(1)复习频度副词：always，usually，often，sometimes，never的读音与词义。

(2)Let's chant教师放多媒体Let's chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。

教师再放录音，带着学生一起边唱边做动作.Step 2.Presentation1单词呈现Let's learn(1)教师拿出一辆玩具公交车，自问自答：“How do I go to school?I go to school by bike．”并在黑板上写下：by bus。

教师再重复刚才的句子并问某一学生：What about you?How do you go to school?'’学生如果回答：“Me too!”教师就继续问下一名学生，直到有不同答案，教师帮助学生说出完整的句子：“I go。

to school by…”并将相应的短语写在黑板上。

教师示范朗读，学生跟读.同法教授on foot，by taxi，by train,by plane，by ship，by subway。

(2)看短语贴卡片游戏教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的“by'’短语旁边，教师领读短语和句子“How do we get there?”“ by…”.(3)整合读五个新单词和句型。

教师备课——英语七年级下UNIT2教案2

教师备课——英语七年级下UNIT2教案2。

1.教材分析我们需要对UNIT2的教材进行一次深入分析。

在这个单元里，主要涉及到动词的使用。

我们要帮助学生握be动词、have和do的用法，从而能够正确使用这些动词构造句子。

此外，该单元还涉及到人称代词，并引导学生熟悉人称代词的用法。

单元课程也引入了一些形容词，帮助学生学会如何用形容词描述物品或事物。

通过深入分析，我们可以清晰地了解到本单元的教学重点内容和核心难点。

2.教学目标基于上述对教材的分析，我们可以明确具体的教学目标。

在此单元中，我们主要要求学生能够：（1）了解be动词、have和do的用法，熟练运用这些动词构造句子；（2）掌握人称代词的用法，运用人称代词替换名词；（3）学会使用形容词描述事物或物品，能够在交流中使用形容词。

3.教学设计基于教材分析和教学目标，我们需要进行详细的教学设计。

我们可以通过提供一些生动的语言材料，向学生展示be动词、have和do 的用法。

在这个过程中，可以帮助学生发现一些常见的语言规律和用法，如肯定句、否定句和疑问句等。

同时，也可以通过练习帮助学生熟悉这些动词的使用方法。

我们可以引导学生熟悉人称代词的使用。

通过对语言材料的分析和练习，学生可以逐渐理解代词在句子中的作用和用法，并掌握有效地使用人称代词进行交际的技能。

我们可以引入形容词，让学生重点了解形容词与名词搭配方法，并且在生活实践中加强彼此搭配的印象。

在此过程中，教师要注意语言的生动性和趣味性，让学生更好地理解用法，同时，鼓励他们在交流中积极运用词汇。

4.教学评估在教学过程中，我们需要对学生的掌握情况进行评估。

在这个过程中，我们可以使用各种形式的评估方法，如听力、口语、阅读和写作等，以帮助学生全面地巩固并使用教材中的词汇和语法。

5.课后回顾最后要注意的是，教师在教学结束后，应该对教学过程进行总结和回顾，以保证学生可以更好地理解和掌握所学的内容。

在回顾过程中，可以和学生讨论一些重点难点，从而加深对其的印象，巩固所学的知识。

人教版新目标九年级英语Unit2第二单元全单元教案教学设计

人教版新目标九年级英语Unit2单元教案Unit 2 I think that mooncakes are delicious!Section A (1a－2d)学习目标1．重点单词：mooncake，lantern，stranger，relative，pound 2．重点短语：put on3．重点句式：Bill wonders whether they'll have zongzi again next year. —What do you like best about the Dragon Boat Festival?—I love the races，I think that they're fun to watch.I've put on five pounds!I wonder if it's similar to the Water Festival of the Dai people in Yunnan Province.People go on the streets to throw water at each other.You will have good luck in the new year.学习重点1．重点短语和句型2．that，if 和whether 引导的宾语从句学习难点that, if 和whether 引导的宾语从句自主学习一、预习课本P9－10新单词并背诵，完成下面的汉译英。

1．月饼________ 2.灯笼________3．陌生人________ 4.亲戚________5．磅________二、认真预习1a－2d内容找出下列短语和句型。

1．增加__________________________________________________________ ______________2．Bill 想知道明年他们是否还能吃粽子。

人教版八年级英语上册教材Unit2 教案

人教版八年级英语上册教材Unit2 教案
教学目标
- 通过本课的研究，学生能够掌握有关物品地点的表达方式，
如商店、电影院等。

- 学会使用“where”的疑问句和回答句来询问和描述物品的地点。

- 能够熟练运用所学知识与同伴进行交流，并进行情景对话。

教学重点
- 学会使用“where”的疑问句和回答句来询问和描述物品的地点。

- 熟练掌握单词和短语的拼写和发音。

教学准备
- 教材：人教版八年级英语上册教材Unit2
- 幻灯片或黑板
- 学生小组卡片
教学步骤
1. 导入：用幻灯片或黑板上展示一些物品图片，引导学生用英
语描述物品的地点。

2. 研究新知：通过教材Unit2的相关内容，教授目标词汇和短语，让学生理解并记忆。

3. 练活动：进行对话练，学生分组，每个小组选择一个物品进行情景对话，询问和回答物品的地点。

4. 拓展活动：让学生运用所学知识，创造自己的对话，交流物品的地点。

5. 归纳总结：让学生回顾所学知识，进行总结归纳。

6. 作业布置：布置课后作业，要求学生练复述本课内容，并使用疑问句和回答句描述物品地点。

教学评价
- 通过学生的课堂表现、练活动和讨论活动来进行评价，检查学生是否能够正确运用所学语言进行物品地点的描述。

- 提供及时的反馈，鼓励学生用英语进行交流。

注意事项
- 确保课堂秩序，引导学生积极参与。

- 注重学生的口语能力培养，鼓励他们进行对话练。

- 提供足够的练机会，让学生熟练掌握所学知识。

以上为人教版八年级英语上册教材Unit2的教案，根据课堂实际情况适当调整教学步骤。

人教新目标九年级英语Unit 2 全单元教案

义务教育基础课程初中教学资料Unit 2 I think that mooncakes are delicious! 教案【教学目标】1语言目标：掌握本单元词汇，听懂、掌握谈论中外不同国家文化的语言材料。

2 技能目标：能听懂语言材料，掌握听的技巧；能读懂介绍中外不同文化的文章。

3 情感目标：通过开展角色表演等活动，培养学生阅读兴趣。

通过本单元的阅读，培养学生的文化意识，陶冶思想情操。

【教学重点】(1) 短语:Section A 1the Water Festival, the Dragon Boat Festival, Spring Festival, the Lantern Festival, watch the races, a little crowded, like best, go…for one’s vacation, enjoy doing sth., eat out, five meals a day, put on, in two weeks, sound like, from…to…, be similar to, throw water at each other, wash away, have good luck, in the new yearSection A 2celebrate Middle-Autumn Festival, the shape of, carry …to…, shoot down, plan to do sth., try to do sth., refuse to do sth., fly up, so…that…,call out, lay out, start the tradition ofSection A 3one…, the other…, give…to…,take out, more and more popularSection B 1dress up, care about, make money, used to, end up, warn sb. to do sth., expect sb. to do sth., wake up, find out, decide to do sth., promise to do sth., in need,Section B 2introduce sb., make sb. do sth., give birth to life, not only…but also…(2) 句子:Section A 1Bill thinks that the races were not that interesting to watch.Bill wonders whether they’ll have the sweet rice dumplings again next year.What do you like best about the Dragon Boat Festival?What did you do on your vacation?But I believe that April is the hottest month of the year there.I wonder if it’s similar to the water festival of Dai people in Yunnan Province.Section A 2Chinese people have been celebrating Middle-Autumn Festival and enjoying mooncakes for centuries.They carry people’s wishes to the families they love and miss.However, most people think that the story of Chang’e is the most touching.Whoever drank this could live forever.Hou Yi was so sad that he called out her name to the moon every night.How he wished that Chang’e could come back!Section A 3Do you know that there are two special days for parents in America?I believe that there are many ways to show our love.It is also a good idea to help parents to do something instead.Section B 1Many would agree that when we think of Christmas, we probably think of gifts, Christmas trees and Santa Claus.A Christmas Carol is a famous novel written by Charles Dickens.He just cares about whether he can make more money.Marley used to be just like Scrooge, so he was punished after he died.He now treats everyone with kindness and warmth, spreading love and joy everywhere he goes.Section B 2Not only do people spread them around in different hiding places for an egg hunt, but they also give out these treats as gifts.【教学难点】1. 学会运用宾语从句来表达句子。

人教版新目标八年级英语第2单元Unit2教案

人教版新目标八年级英语第2单元Unit2教案教学目标- 能够听懂并会使用有关学校活动的词汇和句型。

- 能够用英语描述学校活动和课程。

- 能够交流自己对学校活动的看法和喜好。

教学步骤第一课时1. 导入新课- 利用图片和实物引入学校活动的话题。

- 引导学生根据图片和实物描述他们在学校常见的活动。

2. 新课讲解- 呈现并教授与学校活动相关的词汇，如"music festival"、"art exhibition"、"sports day"等。

- 通过示范与学生一起熟悉并掌握这些词汇的正确发音和用法。

- 操练这些词汇，并与学生一起编制句子来描述学校活动。

3. 听力训练- 播放关于学校活动的对话，要求学生仔细听并选择正确的图片。

- 学生互相对话，讨论听到的对话内容。

4. 对话练- 分组或两人一组，让学生模仿对话，表演关于学校活动的场景。

- 鼓励学生用英语进行自由对话，并互相分享自己参与过的学校活动。

5. 作业布置- 课堂分发作业卷，要求学生写一篇短文，介绍自己最喜欢的学校活动，并陈述原因。

第二课时1. 短文分享- 学生轮流与同桌分享自己写的短文。

- 鼓励其他学生提出问题或表达对短文的意见和建议。

2. 阅读训练- 学生阅读一篇关于学校活动的短文，并回答相关问题。

- 教师引导学生理解短文的内容，帮助他们解决阅读中遇到的问题。

3. 语法讲解- 教授句子结构"What do you think of + 学校活动?"和相应的答语。

- 帮助学生理解并掌握这种句子结构的用法。

4. 语法练- 学生分组或两人一组，互相提问"What do you think of + 学校活动?"并回答对方。

- 引导学生用所学词汇和句型互相交流和讨论自己对学校活动的看法和喜好。

5. 总结课堂内容- 教师带领学生回顾本节课所学的词汇、句型和语法。

人教PEP版六年级英语上册《Unit 2》全单元教案教学设计小学优秀公开课

人教PEP 版六年级英语上册教学设计Unit 2 Ways to go to school单元整体分析本单元是人教版英语六年级上册的第二单元，单元的话题是“Ways to go to school”。

本单元通过呈现不同的场景，提供了关于表达交通方式、交通规则的句型。

教学中分三个版块：A 部分，B 部分和C 部分。

A 部分包括四会短语和情景对话，共两个课时。

第一课时呈现了Mrs Smith 和学生们谈论下周三如何去自然公园的场景，引出四会词组和交通方式的句型How do we get there? By bus.第二课时呈现Mike, Amy 和Mrs Smith 早晨到校后谈话的情景，重点掌握句型How do you come to school? I usually/sometimes/often come on foot? B 部分包括四会单词和词组、情景对话和读和写，共三个课时。

第一课时呈现了Mrs Smith 和学生来到公园前，准备过马路的情景, 学习四会单词和三条交通规则。

第二课时呈现了吴一凡在学校门口向Mr Jones 打听怎么去医院的对话情景，学会表达遵守交通规则的句型Don’t...,I/You must ...A、B 部分重点掌握四会单词、词组和表达交通方式、交通规则的句型。

C 部分包括听力测试、语法小结和故事，共一课时。

重点是复习本单元所学重点词汇和句型。

在课堂教学中，首先要整体把握本单元的教学内容，教学重难点，然后围绕本单元的主题设计教学。

本单元的教学内容和学生的生活息息相关，要充分利用课件、教材、网络资源等方式，引导学生思考、交流，并且为学生创设真实的情境表达和运用所学句型。

本单元所需要掌握的单词的音、形、义非常简单，贴近学生的生活，学生们非常喜欢学，也容易掌握。

本单元涉及到的句型中I usually/often/sometime...在五年级上册的教材中已经学过，这个句型的学习对本单元的教学有一定的帮助。

人教版九年级全册Unit 2I think that mooncakes are...教学设计

（三）Practice （15 分钟）
1. 听力练习：播放一段关于节日的简单对话，让学生回答问题，如：What does the speaker think of the festival? 。
2. 小组活动：让学生分组，用 I think that... ；I believe that... 句型互相交流自己对不同节日的看法。
• 邀请几组学生进行展示，教师给予及时的反馈和纠正。
5. 阅读文本
• 提供一篇关于中秋节的简短文章，让学生阅读并找出文中使用 “I think that...” 句型的句子，加深对目标语言的理解。
• 引导学生分析文章的结构和主要内容，培养阅读技巧。
6. 总结归纳
• 与学生一起回顾本节课所学的重点句型和关于中秋节的相关表达。
学生准备
textbook
教学过程
课时划分
第二课时
教学活动
二次备课
第二课时SectΒιβλιοθήκη on A（3a-4c）（一）Warming-up （5 分钟）
1. 播放一首与节日相关的英文歌曲，如“Jingle Bells”，营造轻松愉快的学习氛围。
2. 提问学生：“What festivals do you know?” 引导学生回顾已学的节日名称。
• 通过展示与中秋节相关的场景图片，引入本节课的重点句型 “I think that...” ，例如：“I think that mooncakes are delicious!” ，让学生直观地感受其用法。
• 讲解句型的结构和意义，通过更多的例句帮助学生理解如何用这个句型来表达个人观点。
3. 听力训练
• 学生能够阅读并理解有关节日的文章，提高阅读技巧。
• 学生能够根据所学内容，写一篇关于某个节日的短文。

unit 2 How often do you exercise 全单元教案 (5课时)

Unit 2 How often do you exercise?Period 1 (1a-2c)学习内容：1a 复习动词短语并学习help with housework，1b-1c 复习频率副词，学习hardly ever, 2a-2b学习“How often do you…?”及其答语。

Learning aims:Words and phrases:housework; hardly ever; once; twice; Internet; program.Target language:what do you usually do on weekends? I usually go to the movies.What does she /he do usually on weekends ? She often goes to the movies .How often do you does he /she go to the movies? Twice a week.Ability aims：1. Can read the new words and phrases; can use the target language to talk about the things.2. To improve students’ writing skill, listening skill and communicative competence. Learning important and difficult points:Words and phrases:Target language:Moral ObjectLearn to express their daily activities, and love the life.Teaching procedures:Step 1 . Lead in:1. Listen to a song.2. Talk about your last weekend’s activities.Step 2 Presentation.1. T：“What do you usually do on weekends ? ”S: I usually …… on week ends.2. Show the frequency words and read.always (100%) usually(80%) often (30-50%)sometimes (20%) hardly ever(5%) never (0%)3. Pair work: -- What do you do on weekends?--I …(Use the frequency words.)--What does she/he do on weekends?-- She/He ___________ _________________.Show some verb phrases: watch TV，read books，exercise，swim, play football、go shopping4. Learn the new language.A: How often does he do sports?B: He always…in the morning.He often… , but sometimes he … And he hardly ever … He never ...Step 3 . Work on 1a.1. Look at the picture. Discuss with your partners. Make a list of the weekend activities.2. Let some Ss read out their activities. Let other Ss add more activities.Step 4 . Work on 1b.1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words.2. Tell Ss to listen and write the letters from the picture above on the line below.3. Play the tape for the first time. Ss listen and fill in the blanks.4. Play the tape for the second time for the Ss to check the answers.Step 5. Pair work.1. Act out the conversation with a student.2. Let Ss talk about the pictures in 1a in pairs.3. Let some Ss act out their conversations.Step 6 Learn the new language.Show the pictures and ask and answer: How often do you exercise?--Twice a week.Step 7. Work on 2a:1. Let Ss read the phrases in the chart.2. Tell Ss that Cheng Tao is taking about how often he does these activities. Play the recording for the first time. Ss listen and number the activities [1-5].3. Play the recording for the second time for the Ss to check the answers.Step 8.Work on 2b:1. Tell Ss they will hear the recording again. This time, listen and match the activities in 2a with how often Cheng Tao does them.2. Ss listen and math the activities with the phrases.3. Check the answers.Step 9. Pair work.1. Ask one student how often he/she watch TV as a model.T: Hi, S1. How often do you watch TV? S1: I watch TV every day.T: What’s your f avorite program? S1: Animal world.T: How often do you watch it? S1: Twice a week.2. Let one student read the activities in the chart. Tell them these new words:favorite website (最喜欢的网站)；favorite sport (最喜欢的运动)3. Ss work with their partners. Then ask some pairs to act out their conversations.Step 10. Writing.According to the conversation, write about how often your partner do the activities.Example: ×× is a Middle School student. He reads English twice a week. He watches TV every day. He goes to the movies once a month, and he exercises three times a week. But he hardly ever uses the Internet.Step 11 Summarize. Unit 2 How often do you exercise? What do you usually do on weekends? I usually go to the movies. What does she /he do usually on weekends ? She often goes to the movies . How often do you does he /she go to the movies? Twice a week.always 100% usually 80% often 30-50% sometimes 20% hardly ever 5% never 0%Period 2 (2d-3c)Learning aims:Words and phrases:full, swing, swing dance, maybe, least, at leastTarget language:—How often do you /does he(she)….? —He usually…The use of the frequency words: always; usually ; often ; sometimes; hardly ever; never Ability aims：1. Can read the new words and phrases; can use the target language to talk about the things.2. To improve students’ writing skill, listening skill and communicative competence. Learning important and difficult points:Words and phrases and target language:Moral ObjectLearn to express their daily activities, and love the life.Teaching procedures:Step 1 Review:1.Show a subject schedule, ask and answer:How often do you have _________ class? --We have _________class ____________.Step 2 Work on 2d.1. Lead in: Show some pictures and practice:A: What does she usually do? --B: She usually has piano lessons.A: How often does she have piano lessons? --B: She has piano lessons twice a week.2. show a video, and ask : What dance? –swing dance.Claire are having dance and piano lessons. Let’s listen to her and Jack’s conversation, listen and answer:3. Read the conversation and match the activity with the right time.4. Follow the tape and then Role-play the conversation.Step 3 Grammar focus:1. Practice: show the pictures and the pie charts, ask and answer:T: How often does he play soccer ? The other Ss: He plays soccer twice a week2. read grammar focus and give some explanations.Step 4 Work on 3a.Complete the questions with do or does. Then match the questions and answers.Step 5 Work on 3b.1. Tell Ss to make questions.2. Then try to ask and answer questions about the questions.3. Ask some Ss to ask and answer with their partners in front of the class.Step 6 Work on 3c.1. Let Ss work in groups of six or e ight.2. Tell Ss discuss what activities they do to improve their English. Then write the activities inthe chart.3. Ask their group mates the questions and fill in the chart.4. Try to make a report about their partners.Period 3 Section B (1a-1e)Learning aims:Words and phrases:Learn to use “junk, junk food, coffee, health, drink coffee, be good for”Target language:what do you usually do on weekends?I usually go to the movies.What does she /he do usually on weekends ?She often goes to the movies .How often do you does he /she go to the movies?Twice a week.Ability aims：1. Can read the new words and phrases;2. can use the target language to talk about how often you do things.3. ask people about their healthy habits and express themselves4. To improve students’ writing skill, listening skill and communicative competence. Learning important and difficult points:Words and phrases and target language.Moral ObjectLearn how to arrange the life, to develop good habits.Teaching procedures:Step 1 .Warming up and leading in:1. T: Hello, everyone! Do you like music? Now let’s listen to Do You Like….If you can sing the song, you can sing it together. Listen carefully, then who can say thenames of the food or drink ?Play the video.2. Some foods are healthy foods, some are not. Write “healthy food ; unhealthy food(junkfood)” Say the healthy food and junk food.3. Students draw the pictures of the food that they like. Then students say“I like… becauseit/they”“I I like… although it/they…”Step 2 Pair work.1. Let’s ask about how often you eat food.example: A: How often do you drink milk?B: I drink milk every day.A: Do you like it?B: No. But my mother wants me to drink it. She says it’s good for my health.2. Students work.Step 3 Work on 1a.T：Now open your books and turn to page 12. Look at 1a, match the words with the pictures.( Students match them.)Step 4 .Work on 1c.1. T: Eating healthy food can help us to keep healthy. It’s a good habit. What are the goodhabits for your health. Exercise; sleep2. Listen for the general idea of 1c.T: Next we’ll listen to a conversation between Tina and Bill.First let’s listen for the general idea.Students listen and give their answers.3. Listen for the specific ideas of 1c .T: Listen carefully again and Circle the answer to each question.4. Check the Ss’ answers.Step 5. Work on 1d.1. T: Now look at the questions in 1d . Fill in the blanks in the survey.2. Play the first time, you can just listen.Play the tape for the second time ,you can listen and find the answers.3. Check the answers.4. Listen and repeat. T: I’ll play the recording again. You’ll repeat it after the tape.Step 6. Pair work.Role play. Student A is the reporter. Student B is Tina or Bill. Try to act the conversationout .They can use their own words.Example: A: How often do you exercise?B: I exercise every day.A: And how often do you …?Step 7. Take the health quiz.(p16)Step 8. Summarize.T: And you know: Healthy lifestyle can help us get good grades. Good food and exercise help us to study better. Look at saying.Period 4 section B (2a-2e)Step 1 . Warming- up and revision1. Daily greeting.2. Let some Ss report what he/she does on weekends.Step 2 Work on 2a.1. Let Ss discuss the activities with their classmates and rank these activities according to howoften you think your classmates do them.2. Let some Ss tell their answers.S tep 3 . Work on 2b.1. T: Here are the results of what the students in No. 5 High School do in their free time. Readthe passage quickly and find the answers to the two questions:1) How many kinds of free time activities are mentioned in the passage?2) What is the best way to relax? _________________________________2. Read the passage carefully and complete the pie chart below.Ss read the passage and try to fill in the pie chart. Then check the answers together.Step 4 Work on 2c.1. T: Now let’s read through the five questions. Make sure the Ss know the meaning of thequestions. Then le t Ss read the passage again and try to find the answers to the questions.2. Ss read carefully and try to find the answers to the questions.3. Check the answers with th e class.Step 5 Work on 2d.1. T: Now let’s make some sentences with the percentages using al ways, usually orsometimes.2. Ss read the passage again and try to make some new sentences. Check the answers witheach others.Step 6 Work on 2e.1. Let Ss read through the activities in the chart first. Select one activity from them. Then asktheir classmates how often they do this activity and make a pie chart.2. Ss work in groups. Ask and answer questions then fill in the chart.3. Make a pie chart like those in 2b.4. The n try to make a short report like the report in 2b.Step 7. HomeworkPeriod 5 Section B (3a-self check)Step 1 . Warming- up and revision.1. Have a dictation of the new words and expressions.2. Let some Ss read the passage in 2b.3. Check the homework.Step 2 . Presentation.1. Show some pictures of your daily activities. Tell Ss your good activities and badactivities.2. Let some Ss tell about how often they do some activities and judge they are good habits andbad habits.Step 3. Practice –work on 3a.1. Look at the information in the chart and complete the report.2. Ss read the passage then fill in the blanks with the words in the box.3. . Check the answers.Step 4. Writing--work on 3b.1. Complete the chart with your own information. Then in the last column, use expressionslike always, every day, twice a week and never.2. Then let some Ss show their chart to the class.Step 5 Work on 3c.1. Let Ss write a report about their good habits and bad habits. Say how often they do thingsusing the report in 3a as an example.2. Students write.3. Check the compositions and let some Ss read their compositions.Step 6 Self Check 1 and 2.1. Students discuss.2. Let some Ss read aloud their chart. Then try to write five sentences using the informationabove.3. Make sure they use the correct forms of the verbs.Step 7 Self check 3.1. Tell Ss that they should read the conversation and then fill in the blanks with the rightforms.2. Ss read the conversations and try to fill in the blanks.3. Check the answers:usually, How often, Hardly, How often, once a; never4. Let Ss practice the conversation with their partner.Step 8. Homework.1. Review Section B.2. Write a short passage your father or m other’s good habits or bad habits.教师的职务是‘千教万教，教人求真’;学生的职务是‘千学万学，学做真人’。

Unit 2 I used to be afraid the dark.全单元教案(6课时)

新目标九年级教案Unit 2 I used to be afraid of the dark.第二单元集体讨论内容Ⅰ. Analysis of the Teaching Material（单元内容分析）1. Status and Function（中心话题）本单元是初中英语新教材第三册第2单元，本单元的核心话题为“talk about what they used to be like”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌\性格\爱好，以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识2. 分课时内容任务及教学方法Period 1 Section A 1a-2c掌握本单元的单词；初步通过听说法掌握used to 的用法Period 2 Section A 3a- 4掌握并能运用used to 的用法，用听、说、写学会谈论过去；巩固新知，完成Section A学习任务。

Period 3 Section B 1a-2c用听、写、说能够谈论自己或他人过去的外貌、性格、爱好等，提高交际能力。

Period 4 Section B 3a- 4b阅读理解，写出2b的描述。

用听、读、写法完成Section B，提高写作能力。

Period 5 Selfcheck1-2采取听、说、写作的方法查漏补缺，复习巩固，拓展新知Period 6 Reading运用速读、细读的方法理解阅读材料，掌握其大意，学会分析各知识点的用法并在练习中熟练运用。

3. Teaching Aims a nd Demands（教学目标和要求）(1) Knowledge Objects（知识目标）In this unit, students learn to talk about how they have changed.To make students learn and grasp the structure used to, including statements and yes/no questions and short answers.(2) Ability Objects（能力目标）To train students’ listening, speaking, reading and writing skills.To train students’ integrating skills.(3) Moral Object（情感目标）To enable students to know that everyone surely changes. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.3. Teaching Key Points（教学重点）To learn the key vocabulary and the target language.To learn the usage of the structure used to.4. Teaching Difficult Points（教学难点）To improve students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of the structure used to.5. Studying WayTeach students how to use the structure used to to compare the past with now. Ⅱ. Language Function（语言功能）Talk about what you used to be like.Ⅲ. Target Language（重点句型）1. Mario used to be short. Yes, he did. Now he’s tall.2. I used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.Ⅳ. Stru cture s（语法结构）1. Used to2. Conjunction butⅤ. Vocabulary（新授单词）used to, dark, spider, insectⅥ. Recycling（复习词汇）alone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hairUnit 2 I used to be afraid of the dark.The Fifth Period Self checkSample answers to activity 1:1. She is afraid of falling behind the others.2. You don’t have to worry about me.3. I have such poor sight that I have to wear glasses.4. My father works in another city. I miss him very much.up.教材分析1. Teaching Key PointsKey vocabularyRead the text to identify main idea.Read the text to understand words in context.2. Teaching Difficult PointsTrain students’ reading skill.Train students’ writing skill.3.Teaching methods。

新目标人教版八年级英语下Unit2全单元教案

Unit 2 I’ll help to clean up the city park.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely,能掌握以下句型：① You could help to clean up the city parks.② We should listen to them and care for them.2) 能了解以下语法：情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。

如何表达主动提供帮助。

2. 情感态度价值观目标：在授课过程中渗透助人就是助己，助人收获快乐的情感目标，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，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。

二、教学重难点1. 教学重点：1) 掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, give out, volunteer, notice,used to, lonely2) 学会提供帮助的基本句型：I’d like to work outside.I’ll help clean the city park.You could give out food at a food bank.2. 教学难点：学会提供帮助的基本句型三、教学过程Step 1 Warming up1. 播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。

T: Who are they?S：They’re volunteers. They usually volunteer to help others.T: How could we help people?S1: We could clean up the parksS2: We could help sick people in the hospital.S3: We could help plant trees.…Step 2 New words1. city n.城市e.g. The library is in the north of the city. 图书馆在城市的北部。

人教版(2023)英语必修第二册 Unit 2 Wildlife Protection 全单元教案

人教版（2023）英语必修第二册Unit 2 Wildlife Protection 全单元教案Unit 2 Wildlife ProtectionDiscovering Useful Structure【教材分析】The activity topic of this section is “report an ongoing event”, and the structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway.“Being” and “suffering” are the meanings of the present progressive passive voice.The usage of present progressive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context.【教学目标】1. Motivate students to deepen the understanding of the usage of present progressive passive voice in a fixed context.2. Enable students to master the usage of present progressive passive voice and use it flexibly in a context.3. Lead students to construct sentences or appreciate sentences used master it and use it flexibly in a context.【教学重难点】1. Help students to appreciate the function of the usage of present progressive passive voice in a sentence.2. Instruct students to write essays using the proper usage of present progressive passive voice.【教学过程】[课前诊断]Look at the picture and tell me what workers are doing. What is the house being doneThe workers are building a house.A house is being built by the workers.We’re being killed for the wool beneath our stomachs. And our fur is being used to make sweaters for people like you.We are being hunted for our ivories.Step 1: Read the sentences and sum up the meanings of the Present Continuous Passive Voice.1. Do you know any other endangered wildlife in China that is not being protected2. We’re being killed for the wool beneath our stomachs.3. Is their fur being used to make sweaters for people like you4. What good things are being done here to save local wildlife肯定式：be being doneShe is being treated in China now.否定式：be not being doneMy computer is being repaired now.我的电脑正在修理中。

人教PEP五年级上册英语教学设计Unit2Myweek单元概述与课时安排

人教PEP五年级上册英语教学设计 Unit 2 My week 单元概述与课时安排一. 教材分析人教PEP五年级上册英语Unit 2 My week主要围绕学生们的一周生活展开，通过学习这个单元，学生能够掌握关于日常活动的一些词汇，如：weekend, morning, afternoon, evening等；能够运用一般现在时谈论自己的日常活动。

本单元包括两个部分，第一部分是课文学习，第二部分是词汇练习。

二. 学情分析五年级的学生已经掌握了一定的英语基础知识，能够听、说、读、写一些简单的英语单词和句子。

他们对学习英语有浓厚的兴趣，但部分学生可能在口语表达上还存在一定的困难。

在学习本单元时，学生需要结合自己的生活实际，灵活运用所学知识。

三. 教学目标1.知识目标：学生能够掌握关于日常活动的词汇，如：weekend,morning, afternoon, evening等；能够用一般现在时谈论自己的日常活动。

2.能力目标：学生能够听、说、读、写本单元的生词和句子，提高口语表达能力。

3.情感目标：培养学生热爱生活，积极参与日常活动的态度。

四. 教学重难点1.重点：学生能够掌握本单元的生词和句子，运用一般现在时谈论自己的日常活动。

2.难点：学生能够灵活运用所学知识，结合自己的生活实际进行表达。

五. 教学方法1.情境教学法：通过设定各种情境，让学生在实际语境中学习、运用英语。

2.交际教学法：鼓励学生进行互动交流，提高口语表达能力。

3.游戏教学法：通过趣味游戏，激发学生的学习兴趣，巩固所学知识。

六. 教学准备1.教学课件：制作与本单元主题相关的课件，引导学生进行学习。

2.生词卡片：准备本单元的生词卡片，方便学生进行认读和复习。

3.课堂活动用品：如图片、实物等，用于辅助教学。

七. 教学过程1.导入（5分钟）利用课件展示一些日常活动的图片，如：play basketball, watch TV等，引导学生进行复习。