Unit2_SectionA(1a-2c)全英版教案
人教版八年级英语上册Unit2第1课时(SectionA1a-2c)教学设计
基于课程标准的“教-学-评”一致性课堂教学设计科目英语授课教材人教版八年级上册授课题目Unit 2 How often do you exercise？课时第1课时主题情境谈论课余活动授课教师内容分析本课内容是义务教育教科书人教版英语八年级上册第二单元第一课时听说课。
1a-1c部分侧重课外活动及常见频率副词的学习与训练；2a-2d进一步学习how often…？询问句及用单位时间内次数的表达方式应答。
学情分析八年级的学生已经有了较强的模仿能力，熟知多种英语听力策略，具备一定的词汇基础。
本课时的话题是与学生日常生活息息相关的课外活动，学生有话可说。
曾经学习过个别的频率副词，在本课应进行相应的复习与拓展，系统归纳总结其用法。
课标要求Ÿ 能准确识别并提取，整理，概括关键信息，。
Ÿ 能围绕相关话题，运用所学语言结构，与他人进行日常交流，语音，语调，用词基本正确。
Ÿ 能对英语学习有持续的兴趣和较为明确的学习目标与需求。
教学目标1.语言能力：学习课余活动的表达，频度副词以及how often引导的特殊疑问句和描述从事周末活动，课余活动的频率，提升听说能力。
2.文化意识：能够了解国外中学生常见业余活动，树立丰富自己的课余生活意识；同时立志做一个有毅力，做事能持之以恒的人。
3.思维品质：通过听力活动练习，了解关于课余生活及频率的关键信息，并在此基础上联系自身实际，发表个人观点，实现知识与思维能力的迁移。
4.学习能力：通过谈论课余生活，提高学习兴趣，提升听力策略。
教学重难点重点：部分课外活动的表达法，频率副词的准确掌握以及单位时间内活动次数的表达方式难点：掌握常见副词在表达级别上的细微差别，以及句子中的位置关系。
学习目标1.通过情景体验学习，能够明白频率副词的含义2.通过听力训练，能够使用恰当的策略获取听力中的信息3.通过合作互动，能够正确使用频率副词就课余活动进行对话教学工具PPT，教材教学策略情景体验式教学、启发式教学预设问题学生在运用频率副词时会出现位置错误的现象解决方案通过提供例句观察学习并总结频率副词的正确位置。
英语教材解读人教七年级上册Section A (1a~2c )
Section A (1a~2c )
Unit2 This is my sister.
Do you have a photo of your family? Can you introduce your family members to your classmates?
Section A (1a~2c )
who's是who is 的缩写
Who’sWho’s he?
He’s her father.
Section A (1a~2c )
Unit2 This is my sister.
She's... Who's she? He's... Who's he? They are... Who are they?
Section A (1a~2c )
Unit2 This is my sister.
重点句型
1.That’s my family .那是我的家人。 2.Who’s she?她是谁? 3.These are my brothers .这些是我的兄弟们。 4.Those are my parents .那些是我的父母亲。
A.This; these
B.These; this
C.These are; this is
D.these’re;This’s
(B )2.—_____ is he?
— _____ her father.
A.What，His
B.Who, He's
C.What, He's
D.Who, His
Section A (1a~2c )
Homework
Unit2 This is my sister.
人教版七年级英语上册Unit2Thisismysister.SectionA1a2c教学设计
（2）鼓励学生利用网络资源，了解不同文化背景下的家庭结构和成员关系，以拓宽视野。
4.拓展作业：
（1）推荐学生观看英语动画片或电影，关注其中家庭成员的介绍和交流，学习并模仿其中的表达方式。
（2）组织学生参加课外英语角活动，与同伴一起用英语谈论家庭生活，提高口语表达能力。
3.操作步骤：
（1）教师呈现本节课的词汇表，引导学生跟读并模仿。
（2）教师讲解一般现在时态的用法，并举例说明。
（3）教师示范如何用所学的词汇和句型介绍家庭成员，让学生进行模仿练习。
（三）学生小组讨论
1.教学活动：学生分成小组，根据教师提供的家庭成员信息，讨论并完成介绍家庭成员的海报。
2.设计意图：培养学生的合作精神，提高他们的口语表达能力，巩固所学知识。
（2）结合终结性评价，全面评估学生的学习成果，为后续教学提供参考。
四、教学内容与过程
（一）导入新课
1.教学活动：教师向学生展示一幅家庭照片，引导学生观察并猜测照片中的人物关系。
2.设计意图：通过生活中的真实场景，激发学生的学习兴趣，调动他们的积极性，为新课的学习做好铺垫。
3.操作步骤：
（1）教师展示家庭照片，并提出问题：“Can you guess who they are?”
（3）创设情境，引导学生进行互动交流，培养他们运用一般现在时态进行描述的能力。
2.针对学生的个体差异，采取以下措施：
（1）分层教学：根据学生的学习水平，设计不同难度的任务，使每个学生都能在原有基础上得到提高。
（2）个性化指导：关注每个学生的学习需求，给予针对性的指导和鼓励，帮助他们克服学习困难，提高自信心。
人教版七年级英语上册说课稿《UNIT2Period1(SectionA1a-2c)》
人教版七年级英语上册说课稿《UNIT 2 Period 1（Section A 1a-2c）》一. 教材分析《人教版七年级英语上册》第二单元的第一课时（Section A 1a-2c）主要围绕着“家庭成员”展开。
通过本节课的学习，学生能够掌握关于家庭成员的词汇，如mother, father, sister, brother等，同时能够运用这些词汇进行简单的口语交流。
此外，本节课还介绍了如何用英语介绍自己的家庭成员。
教材内容贴近学生的生活，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于学习新的词汇和句型有一定的接受能力。
但部分学生在口语表达方面还存在一定的困难，因此在教学过程中需要给予他们更多的鼓励和指导。
此外，学生对于如何用英语介绍家庭成员可能还存在一定的陌生感，需要在教学中进行针对性的训练。
三. 说教学目标1.知识目标：学生能够掌握关于家庭成员的词汇，如mother, father,sister, brother等，并能够运用这些词汇进行简单的口语交流。
2.能力目标：学生能够用英语介绍自己的家庭成员，提高他们的口语表达能力。
3.情感目标：通过本节课的学习，学生能够增强对英语学习的兴趣，培养良好的学习习惯。
四. 说教学重难点1.重点：家庭成员的词汇和用英语介绍家庭成员的句型。
2.难点：如何运用所学词汇和句型进行流畅的口语交流。
五. 说教学方法与手段1.交际法：通过情景设定，让学生在实际语境中运用所学知识，提高口语表达能力。
2.任务型教学法：通过完成各种任务，让学生在实践中学习，提高学习效果。
3.多媒体辅助教学：利用课件、图片等教学资源，丰富教学手段，提高学生的学习兴趣。
六. 说教学过程1.导入：通过提问方式引导学生谈论自己的家庭成员，激发学生的学习兴趣。
2.新课呈现：展示图片，引导学生学习家庭成员的词汇，如mother,father, sister, brother等。
人教版英语九年级全册-Unit 2 Section A (1a-2d)教案
Unit 2 I think that mooncakes aredeliciousSection A (1a-2d)一、教学目标1.熟练掌握下列词汇和短语：stranger, relative, pound,the Water Festival, the Dragon Boat Festival,the Chinese Spring Festival,the Lantern Festival, eat out, put on2. 掌握并运用下列句型：What a great day!How fantastic the dragon boat teams were!What do you like best about the Dragon Boat Festival?I think that they’re fun to watch.Bill wonders whether they’ll have zongzi again next year.Bill and Mary believe that they’ll be back next year to watch the races.What did you do on your vacation?I wonder if it’s similar to the Water Festival of Dai people in Yunnan Province.3. 能使用what和how句式表达对某事物的感叹，培养学生用正确而科学的方法表达情感的能力、初步了解that, if/whether引导的宾语从句。
4. 指导学生仔细聆听有关描述节日活动的对话，并使其学会运用所学内容谈论节日活动。
5. 能表达自己的态度或做出回应。
6. 引导学生通过小组合作来学习节日，主要了解我国传统节日及风俗习惯，增长见识。
7. 学会运用宾语从句来表达自己对节日的看法和观点。
Starter_Unit2_Period1(1a-2e)全英版教案
Starter Unit2 Period1（1a-2e）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Students learn to write letters I — R regularly(2)Key V ocabulary：what, is, this, in, English, map, pen, ruler, orange, jacket, key, quilt, it, a, that(3)Target Language：①Wha t’s this in English? ②Spell it, please.2. Ability Objects：Identify things；Spell words3. Moral Objects：Speak English actively, don’t be shy.Teaching Key PointsTo read and write I—R correctly and regularly.Teaching Difficult PointsTo write I—R correctly and regularly.Teaching MethodsListening and speaking methods; Group workTeaching AidsA tape recorder; Some color cardsTeaching ProceduresStep 1 Revision (About 5 minutes)Review the letters that students have learned in the last unit. Look for the small letters in the picture on page S5 1a for these big letters on the left. Check the ones you find.Step 2 Lead-in (About 5 minutes)Prepare a quilt, a map, a jacket, a key, a ruler, a pen, an orange. Hold the key up and ask “What’s this in English?”“It’s a key.” Students can give answers.Repeat the same questions and then get students to answer. If possible, use flashcards to teach the spelling of the words. Put a flashcard beneath a drawing of each object.Let Ss pay attention to “a”and “an”, learn how to use them.Step 3 Listening (1b) (About 5 minutes)Listen for the first time. Ask Ss to pay attention to the intonation and the sentence stress. Make some marks like “/”, “.”and“’”.What’s this in English?It’s an orange.What’s that in English?It’s at jacket.Listen for the second time. Repeat the sentences.Step 4 Pair work (lc) (About 5 minutes)Let Ss make conversations in pairs by the things in la. Then act out in front of the class.Step 5 Letters learning (2a 2b 2c 2d) (About 13 minutes)1. Listen and repeat.Let Ss read one by one, pay attention to the differences between I and R. Teacher should encourage them.2. Listen and number the letters.3. Look and copy.Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise books. Let the students know the differences between the big letters and the small letters.Step 6 Extension (About 5 minutes)Ask the students to say out where we can findEnglish words or English names around us and what they are. What’s the meaning of it?Maybe the students can list a lot. If they couldn’t, give them some notes such as WC’NBA,Exit and so on. Let the students try their best to search as many abbreviations as possible.Step 7 Summary (About 5 minutes)Let the students show what they have learnt m this class.Step 8 Homework (About 2 minutes)Write the letters I—R on the exercise books,Practice the target language “What’s this/that in English?”Black board DesignStarter Unit 2 What’s this in English?The First Period (la—2e) Letters：Ii Jj Kk LI Mm Nn Oo Pp Qq Rr Sentences：—What’s this in English?—It’s an orange.—What’s that in English?—It’s a jacket.。
【人教版】八年级英语上册 Unit 2 全英文公开课教案
Unit 2 How often do you exercise?Language Goal 【语言目标】Talk about how often you do things：in this unit，students learn to talk about what things they do and how often they do these things.Knowledge Goals 【知识目标】Key Wordshousework，hardly，ever，once twice，full，maybe，least，junk，coffee，health，percent，online，although，through，mind，body，such，together，die，writer，dentist，magazine，however，than，almost，less，pointKey Phraseshow often，on weekends，go to the movies，hardlyever，twice a week，three times a week，be goodfor，at least，such as，less than，more than Key Sentences1. How often do you exercise?2．What do you usually do on weekends？Key Grammar1. The use of adverbs of frequency.2．“How often” cause of special questions andanswers.Ability Goals 【能力目标】1. Through the learning to gain the ability to talk about how often people do things.2．Write a report about how often people do things.Moral Goals 【情感目标】1. Keep a diary every day.2．Do more exercise and develop good habits to keep healthy.Teaching Time 【课时】Five periodsPeriod 1 Section A(1a－2d)Period 2 Section A(Grammar Focus－3c)Period 3 Section B(1a－1e)Period 4 Section B (2a－2e)Period 5 Section B (3a－Self Check)本单元的教学内容围绕“多久做一次运动”这一话题展开。
Unit 2 I used to be afraid of the dark学习型教学案
Unit 2 I used to be afraid of the dark学案Unit2Iusedtobeafraidofthedark学案SectionA（1a-2c）学习目标.掌握描写人物的技巧和词汇。
2.掌握下列知识点：■重点词汇：sure,used■重点短语：①usedto②waitaminute③playthepiano ④beinterestedin⑤ontheswimteam■重点句型：①mario，youusedtobeshort,didn'tyou?②Don'tyourememberme?■语法：usedto句式的用法预习导学Ⅰ.英汉短语互译。
.过去经常 2.ontheswimteam3.弹钢琴4.waitaminute5.对……感兴趣Ⅱ.预习SectionA（1a-2c）部分，完成下列句子。
6.I （过去）beshort，butnowIamtall.7.mysisterusedto （害怕）thedark.8.Heusedtobequiet，（是吗）?合作研讨一、重点单词与短语.sureadv.的确【拓展】（1）besure一定要；务必（2）makesure弄清楚；确保【跟踪训练】（1）人的确在变化。
People change.2.playthepiano弹钢琴【精解】play与乐器类名词连用时，名词前要加定冠词the,而与球类名词连用时，名词前不要加定冠词the。
例如：playtheviolin拉小提琴；playsoccer踢足球【跟踪训练】她在四岁时学习弹钢琴。
Shelearnedto attheageoffour.3.beinterestedin对……感兴趣，后跟名词、代词、动名词或从句。
【拓展】其同义短语为takeaninterestin【跟踪训练】（3）我对他说的话感兴趣。
I whathesaid.二、重点句型与语法■句型mario，youusedtobeshort，didn'tyou?玛利奥，你过去个子矮，是不是?【精解】usedto意为“过去经常；以前常常”，后跟动词原形，“usedtodosth.”这一结构表示“过去常常做某事”，暗指现在不再做了。
Unit_2_I_used_to_be_afraid_of_the_dark教案[1][1]
![Unit_2_I_used_to_be_afraid_of_the_dark教案[1][1]](https://img.taocdn.com/s3/m/fb01f8513c1ec5da50e27017.png)
U n i t2I u s e d t o b e a f r a i d o f t h e d a r k.单元整体备课单元教材分析1．本单元主要内容是学会used to结构。
Used to +动词原形表示过去经常、以前常常，只用于过去式中，用来表示现在已不存在的习惯或状态。
例如：They used to play football together．他们过去常在一起蹋足球。
（现在不在一起踢了)2．used to的疑问形式和否定形式为Did you use to…?和I didn’t use to…也可以用Used you to…?和I used not to…但现在多使用前者。
例如：Did you use to swim in the river? 你过去常在河里游泳吗?I didn’t use to play the piano．我以前并不经常弹钢琴。
单元整体目标1．学会陈述自己过去常做的事情。
2．学会陈述自己过去的爱好等。
3．能够表达自己现在和过去在外表、性格、娱乐等方面的变化。
4．能够表达朋友、家人等现在和过去的变化。
教学重点学生能运用used to结构，谈论学生自己怎样与过去不同，能准确地描述自己的外貌、性格的变化，灵活运用used to 结构处理和传递信息。
情感目标培养学生积极健康的心态，学会谈论事物的发展和变化，明白事物是不断发展、变化的道理。
教学难点今昔对比教法情境教学法，任务型教学学法指导小组合作，自主学习教具多媒体课件课时安排5课时第一课时：SectionAla，1b, 1c, 2a, 2b, 2c第二课时：SectionA 3a, 3b, 4第三课时：SectionB la，1b, 2a, 2b, 2c第四课时：SectionB 3a，3b, 4a, Self Check第五课时：Reading第一课时Unit2 Section A(1a—2c)教材分析一、Section A该部分有4个内容模块：1．第一块围绕What did he use to look like?为话题展开思维（ 1a）、听力（1b）口语（ 1c）训练；2．第二模块围绕What did you use to do? 为话题进行听力（ 2a-2b）、口语训练（ 2c）；；4．第四模块拓展思维，让学生随意谈论自己的过去与现在，并简单陈述一下发生变化的原因。
Unit2 教案2021-2022 学年人教版八年级下册英语
课时教案2022 年 2 月24 日星期四课题Unit 2 I'll help to clean up the city parks. （Section A 1a-2c）第 1 课时教学目标Teaching aims（教学目标）1.学会怎样主动提供帮助和做志愿活动2.能够熟练的运用本节课出现的动词短语Language points（语言点）要求掌握以下句式：I’d like to work outside.I hope to clean up the city parks.I volunteer to visit the sick children in the hospital.You could give out food at a food bank.要求掌握以下动词词组：cheer up come up with give out put off doing sthput up signs make plans help out with care for old peoplehand out call up sb write down教学重难点1.掌握“Would like to”“You could”句型。
2.掌握一定量的动词短语的用法。
教学过程1. Lead in（课堂导入）T: Look at the picture .What does the picture symbolize?Ss: Volunteering! / Volunteers!(如果学生回答有难度，老师可以多给一些提示，如There are people who offer their time to help others who are in need or in trouble. What do we call them?)(学生回答完之后，教师把“volunteer” 板书在黑板上，并解析“志愿者”)T: As a volunte er , what could you do to help others ? Now let’s open your books and turn to page 9. Let’s see what we could do to help people.教学设计说明：以图片和问题导入，激发学生的好奇心和兴趣，以此引入今天的话题。
人教版七年级上册英语Unit2_SectionB(1a2c)全英版教案
Unit2 SectionB（1a-2c）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Introduce people, identify people.(2)Key vocabulary：daughter, son, cousin, grandpa, grandma, aunt, uncle.(3)Target Language：—Who’s she?—She’s my sister.This/That is my friend Lin Fang.These/Those are my parents.(4)Structure：who questions；demonstrative pronouns：this, these, that, those; subject pronouns；I, he, she; plural nouns2. Ability Objects：How to draw and introduce your family tree.3. Moral Objects：Students should respect and help their parents.Teaching Key Points and Teaching Difficult Points1. Have the students grasp the usage of who questions.2. Have the students read all the words and sentences correctly.3. Arise students’ interest to learn English.Teaching MethodsIn-class activity method；Ask and answer method；Step based methodTeaching MethodsCAITeaching ProceduresStep 1 Ask a student to make a report about his/ her family. (About 3 minutes)Others should write down the family members. Then try to draw a family tree for him. (Teach the students to draw a family tree.)Step 2 Jim has a bigger family. Look at his family tree. (About 10 minutes)Who is Jeff Green?He is Jim’s_____.Ask and answer questions like this,using the following words：grandmother,father, mother, sister, brother, uncle, aunt.Cindy is Jim’s cousin. She is Bob’s daughter.Jim is Paul’s son.Read the new words.Look. Bob is Kate’s uncle. And Kate is his niece, and Jim is Bob’s nephew.Read after me and then do chain work.e. g.：A. I am my uncle’s niece.B. She is her uncle’s niece. I am my uncle’s nephew.C. He is his uncle’s nephew. I am my aunt s nephew.Step 3 Practice (About 10 minutes)1. Now, Let’s add the missing words in the box to the family tree on page 10, la first. Then check the answers.2. Well, play the recording. Let students listen to the tape, and check the words they hear in lb.3. Jiang Tao and Tom are talking about a picture, listen to the recording again, find out which picture are Jiang Tao and Tom talking about? Picture 1 or Picture 2 on page 10?Step 4 Read and write (About 10 minutes)1. Write a passage about your family tree and draw a picture, and then tell your partners about your pictures.Find the male and female first names in this unit and write them in the male and female boxes on page 11,2a.3. Read about Jenny’s family on page 11,2b and circle the names.Read it again and complete the sentences in 2c.Step 5 Extension (About 10 minutes)1. Write your mother’s, father’s, or some other family members, names or your friend’s English name on the blackboard.Let the other students guess who the person is.e. g.：Is she/he your…?2. Group work. Bring some family photos or some photos of film stars and singers to class.Put them together in your group.Take turns to ask and answer questions about the photos.You can use-Excuse me, is she /he...?Who is this? What is his/her name?And then ask one student to report.Step 6 Homework (About 2 minutes)Draw your family tree.Black board DesignUnit 2 This is my sisterThe First Period (Section A la-2c)1. New words t aunt, uncle, son, daughter, cousin, grandpa, grandma2.。
赛教课件Unit 2 What's the matter sectionA(1a-2c)
A: What’s the matter? B: I have a … A: Maybe you should … but you shouldn’t … B: That’s a good idea.
Group work.
Discuss and fill in the blanks in the conversation. Role play the conversation
A: What’s the matter? B: I’m not feeling well. I have a _________. A: When did it start? B: About _________ ago. A: Oh, that’s too bad. You should _______. B: Yes, I think so. A: I hope you feel better soon.
学习目标
语言目标：
单词: 单词 back, arm, ear, eye, foot (feet), hand, head, leg, mouth, neck, nose, tooth (teeth), throat, stomach, matter, have, cold, fever, headache, stomachache, toothache, sore, rest, honey, dentist, should, shouldn’t, 短语： 短语：have a cold， have a fever, have a cough, have a sore throat/back, ， have a headache, have a stomachache, have a toothache, 重点句型： 重点句型： What’s the matter? I have a sore throat. You should go to bed. You shouldn’t eat anything. 学习重点： 学习重点： 本节课应掌握的生词和短语. ①本节课应掌握的生词和短语 情态动词should, shouldn’t。 ②情态动词 。 熟练掌握和运用学习目标中谈论健康话题的和给合理建议的重点句型。 ③熟练掌握和运用学习目标中谈论健康话题的和给合理建议的重点句型。 能力目标：培养学生运用所学重点词汇学会谈论健康并给出合理建议。 能力目标：培养学生运用所学重点词汇学会谈论健康并给出合理建议。 情感目标：培养学生在谈论健康话题的语言交流中学会关注他人的健康。 情感目标：培养学生在谈论健康话题的语言交流中学会关注他人的健康。
七年级上册英语Unit 2(教案全)
七年级英语（上）Unit 2 This is my sister 教学稿The First Period (Section A 1a – 2c)Learning aims （学习目标）1. 学会表述家人的称谓。
2. 能听懂有关介绍家庭成员的对话。
2. 学会介绍家人。
3. 学会用特殊疑问句来询问家人的称谓。
Language points (语言点)1. 词汇：1)名词n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family2)代词pron. those, who, these3)感叹词interj. oh2. 句型：This/That is …These/Those are …Who’s she? She’s …Difficulties （教学难点）1. 表示人物称谓的名词的读音及拼写。
2. 名词复数的正确使用。
【课前预习】Ⅰ.短语翻译：1.我的姐姐2.他的父亲3.你的母亲4.她的爷爷5.我的父母6.他的朋友7．你的哥哥8.她的祖父母Ⅱ. 补全句子：1. 这是我的弟弟。
_____ ______my ________.2. 那是他的妹妹。
_____ _______ his ________.3. 那些是她的朋友。
________ ________ her ___________.4. 这些是我的外祖父母。
_____ ________ my _________________.5. 这是你的妈妈吗？_________ __________ your ________?6. 那是她的爸爸吗？_________ ___________ her _____________?学习过程1. Warming-up and revision（课堂热身和复习）（1）Daily greetings to the students(2) RevisionT: Is he Eric? （指着班上的学生进行问答。
Starterunit21a-2c教案-
（4）听力理解：学生在听力练习中，可能对快速、自然的口语表达感到困难。
举例：教师可以提前准备听力材料，用稍慢的语速朗读，逐步提高学生的听力理解能力。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Starter Unit 2 1a-2c》这一章节。在开始之前，我想先问大家一个问题：“你们在学习过程中是否经常使用铅笔、尺子等学习用品？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索这些日常用品的英文表达。
教学内容与七年级学生的知识深度相符，注重实践性和实用性，旨在提高学生的英语口语表达能力。
二、核心素养目标
《Starter Unit 2 1a-2c》核心素养目标-
1.语言能力：通过学习词汇和句型，培养学生准确描述物品的能力，提高口语表达水平，激发英语学习兴趣。
2.文化意识：通过了解和学习日常学习用品的英文表达，增进学生对中外文化差异的认识，培养国际视野。
五、教学反思
在今天的教学过程中，我发现学生们对词汇的学习和句型的运用表现出较高的积极性。他们能够较快地掌握新词汇，并在小组活动中尝试ห้องสมุดไป่ตู้用所学知识进行交流。以下是我对今天教学的几点反思：
1.导入新课环节，通过提问的方式引发学生们的兴趣和好奇心，这一做法取得了较好的效果。在今后的教学中，我将继续关注学生的兴趣点，设计更具吸引力的导入环节。
3.思维品质：在听力、口语练习中，锻炼学生观察、思考、分析问题的能力，提高逻辑思维和判断能力。
4.学习能力：培养学生自主、合作、探究的学习方法，激发学习动力，形成持久的学习兴趣和良好的学习习惯。
人教版九年级英语全册Unit2 SectionA(1a-2d)+课件
Listen and find out Wu Ming’s and Harry’s opinions.
Let’s listen
Wu Ming believes that Hong Kong is a good place for shopping.
Wu Ming thinks
that he ate at least five meals a day.
2.
w__i_n_d__o_w_. s
Little kids and
even
parents
_d_r_e_s_s__u_ pas
ghosts
or
black
the Spring Festival, the Water Festival, the Lantern Festival, the Drogan Boat Festival, the Mid-autumn Festival
2.learn some new words and phrases.
relative, stranger, lantern, put on , throw..at..,wash away
ห้องสมุดไป่ตู้
泼向/洒向…
throw water at each other
I wonder
the Water Festival
if(是否)
you
love
water.
--I love the water.I think that it is exciting to throw water at each other.
A. the Water Festival B . the races C. the dragon boat teams
2021秋七年级英语上册人教版 Unit 2 Section A 1a-2d 教案
This is my sister.Section A 单词sister n. 姐;妹mother n. 母亲；妈妈father n. 父亲；爸爸parent n. 父（母）亲brother n. 兄；弟grandmother n. （外）祖母；奶奶;外婆；姥姥grandfather n. （外）祖父;爷爷;外公；姥爷grandparent n. 祖父（母）；外祖父（母）family n. 家;家庭those pron. 那些who pron. 谁；什么人these pron. 这些they pron. 他（她、它）们well interj. 嗯；好吧have v. 经受；经历day n. 一天;一日；白天bye interj. （=goodbye）再见短语my family我的家庭have a good day过得愉快句型1. —Who’s she? 她是谁？—She’s my sister. 她是我的姐姐（妹妹）。
2. This is my friend Jane. 这是我的朋友，简。
3. That’s my family. 那是我的家人们。
4. Have a good day!（表示祝愿）过得愉快！5. —Are those your parents? 那些是你的父母吗？—Yes, they are. 是的，他们是。
Section B 单词son n. 儿子grandpa n. （外）祖父；爷爷；外公；姥爷dad n. 爸爸mom n. （=mum）妈妈picture n. 照片；图画aunt n. 姑母；姨母；伯母；婶母；舅母girl n. 女孩grandma n. （外）祖母;奶奶；外婆;姥姥dog n. 狗uncle n. 舅父；叔父；伯父；姑父；姨父daughter n. 女儿photo n. 照片next adj. & n. 下一个（的）;接下来（的）cousin n. 堂兄（弟、姊、妹）；表兄（弟、姊、妹）here adv. （用以介绍某人或某物）这就是；在这里of prep. 属于（某人或某物）；关于（某人或某物）短语in my family在我的家庭里family photo家庭照片family tree家谱图 a picture/photo of…一张……的照片in the first photo在第一张照片里the name of………的名字句型1. —Who is this girl? 这个女孩是谁？—She is my cousin. 她是我的堂妹（姐）。
Starter+Unit+2+Section++A1a-2d+课件+
Colours can help us identify things.
Then how many colours do we know?
2a. Listen to the colour words and match them with the pictures. brown black yellow orange
What does Doraemon have?
What does Doraemon have?
Da Xiong asks me to go to his school with him. I prepared a lot of things for my first school day.
I have a ruler. /ˈruːlə/
1b. Talk about what you have in your schoolbag. How about you, my friends?
A: What do you have in your schoolbag? B: I have…
Hi, Dorami. I have a blue bottle in my schoolbag. How about you?
Must do: 1. Name the things you have; 2. Distinguish different forms of countable nouns.
Try to do: Name all the things you have and tell their colours.
B: I have
.
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Unit2 SectionA（la-2c）全英版教案
Teaching Aims
1. Knowledge Objects
(1)Function：Introduce people, identify people.
(2)Key V ocabulary：sister, brother, father, mother, these, those, they, family, grandmother, have
(3)Target Language：—Who’s she?
—She’s my sister.
This/That is my friend Jane.
These/Those are my brothers.
(4)Structure：who questions; demonstrative pronouns：this, these, that, those; subject pronouns：I, he she; plural nouns
2. Ability Objects：
Use interrogative sentences to confirm families and answer questions.
3. Moral Objects：
Like to learn English.
Teaching Key Points and Teaching Difficult Points
(1)Have the students grasp the usage of who questions.
(2)Have the students read all the words and sentences correctly.
(3)Arise students’ interest to lear n English.
Teaching Methods
In-class activity method;
Ask and answer methods
Step based method
Teaching Methods
CAI; Some pictures
Teaching Procedures
Step 1 Greeting (About 5 minutes)
T：Good morning, boys and girls! I am your new teacher. Do you want to know more about me? Today, I’ll introduce my family to you. There are four people in my
family—my father, mother, sister and I.
Step 2 Lead-in (About 5 minutes)
T：I like listening songs very much. Do you like? OK, let’s enjoy a song—family song. (Listen to it twice, the first time, just listen；the second time, sing.) Step 3 Presentation (About 10 minutes)
1. Present the new words：father, mother, brother, sister, parents, grandfather, grandmother, grandparents, friend. Show a family photo, and then give students 2 minutes to finish la, at last check the answers.
2. Present the language points.
Present the sentence pattern：This is…/That is.../These are... /Those are…by showing some pictures of Xiao Wanzi.
Step 4 Practice (About 10 minutes)
1. Pair work：Show a family photo of Dave by PPT.
T: Now you are Dave, please introduce your family using the sentences：
This is my…
These are my …
That is my …
Those are my …
After a few minutes, let some students act out their dialogues with their desk mates.
2. Group work：Show a family photo of Mary by PPT.
Let students work in group of four to introduce Mary’s family.
This is my…
These are my…
That is my…
Those are my…
Give students 5 minutes to do it, and then select some groups to show their conversations.
Listening practice, finish lb, 2a and 2b. Then check the answers.
Let the students ask and answer questions about the photo in 2b in pairs.
Step 5 Have a guessing game (About 8 minutes)
1. Present the sentences by reviewing Xia o Wanzi’s family：
Is this/that …?
Yes it is. /No it isn’t.
Are these/those…?
Yes they are. /No they ar en’t.
2. Play a guessing game by showing a photo of a famous family. Step 6 Sum up (About 5 minutes)
This your mother.
That his father.
These my parents.
Those her grandparents.
—Is this your mother?
—Yes,
—Is that his father?
—No,
—these your parents?
—Yes
—those her grandparents?
—No,
Step 7 Homework (About 2 minutes)
Remember the names of family members.
Write a short passage to introduce your family.
Black board Design
Unit 2 This is my sister
The First Period (Section A la-2c)
1. New words：father, mother, parents, brother, sister
2. Drills：This is .../That is...
These are... /Thos e are…。