Starter Unit2教案

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新人教版七年级英语上册starter Unit 2教案

新人教版七年级英语上册starter Unit2教案本教案旨在为学生构建一个自主、体验、探究、合作、交往的研究平台，采用以合作小组为课堂活动的基本单位，自始至终采用任务型教学模式，围绕着研究“What’s this in English?”某物用英语怎么说这个特定话题，设计出可操作性强的活动。

通过多媒体展示与同学们日常生活用品相关的图片，并举行猜单词竞赛，激发学生的研究冲动和参与热情，提供给学生亲身体验的机会，引发他们对研究英语的浓浓兴趣。

本单元的重点句型是“What’s this in English?”，前三课时的教学重点是掌握字母Ii—Rr和日常用品map。

orange。

jacket。

key。

quilt。

pen。

ruler。

在教学实际中应考虑学生对“新目标”教材的不适应，让他们充分体会到其优越性。

教学活动和任务设计力求满足不同层次的学生以不同方式参与课堂的需求，按照过程教学法理论：前一个任务为后一个做铺垫，一步一步引导学生完成终极任务，形成性评价。

在合作中研究，在竞赛中体验成功的快乐，并与合作伙伴一同完成任务，课堂活动在活泼、有趣、开放有序、有效的氛围中进行，学生在教师的指导下活跃思维、拓展视野、展现个性、交流合作，获得了成就感和自信心。

用品的英文名称。

任务5:练句型“What’s this in English?”并掌握常用回答语。

在本单元教学中，采用了任务型教学法和过程教学法。

通过任务的设置，让学生在完成过程中逐步掌握所学内容。

在任务1中，教师完成字母教学Ii—Rr，并通过确认物体的形式让学生巩固所学内容。

在任务2中，通过猜物品游戏和小组活动，学生能够更好地认识日常用品的英文名称。

任务3和任务4分别让学生熟悉字母拼写的规律和注意事项，并通过拼写单词进一步巩固所学内容。

在任务5中，学生练句型“What’s this in English?”并掌握常用回答语。

通过这些任务，学生能够逐步掌握本单元的重点内容。

七年级上册英语Starter Unit 2 教案

新人教版七年级上册英语导学案学生学案教师导案Starter Unit 2 What’s this in English?第一课时（section A1a—1c）一．学习目标:（1）知识与技能: 1.复习巩固字母Aa—Hh 。

2.复习打招呼的用语、朋友见面的问候语和应答。

3.七个表示物体的单词的熟练掌握。

4.确认物体的句型：What is this in English?（2）过程与方法:通过听、读、说等活动培养良好的听和口头表达的能力；通过独学、对学、小组合作，学会正确读写本课新学表示物体的单词及目标句型。

（3）情感态度价值观:培养乐于助人的精神。

二、学习重点、难点1.七个表示物体的单词map、ruler、pen、orange、key、jacket、quilt的熟练掌握。

2.确认物体的句型：What is this in English?It's/ a /an/ map/ orange/ jacket/ key/ pen /ruler /quilt.3. 区分a和an的用法。

三．学法指导：预习中自主学习的方法，课堂上积极参与小组讨论、合作、探究的方法。

四．学具准备：录音机、磁带、课本，导学案五．学习过程：回顾反馈预习提纲1.按照字母顺序正确默写上单元学过的八个字母的大小写。

2.小组合作用英语完成对话。

熟识朋友见面的问候语和应答。

——Hello, Frank!——Hi, Cindy! How are you?——I'm fine/OK, thanks.明确目标学生自读目标完成预习部分自主学习合作探究一天见面打招呼的用语。

---Good morning, Helen! --- , Bob!---Good , Eric! ---Good afternoon, Grace!---Good evening, Helen! ---- , Dale!---Hi, Alice! ---Hi, Cindy!---Hello, Fra nk! ---Hello, Dale!展示提炼拓展延伸1.看图认一认1a中认识的字母，并把它写下来。

Starter Unit 2 教案

S t a r t e r U n i t 2What'sthisinEnglish?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'sthisinEnglish?—It'sa…—What'sthatinEnglish?—It'sa…”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、单元教学建议在本单元的教学中可采用的学习策略有：兴趣活动教学策略，多采用做游戏和猜谜等形式；任务型教学策略，在教学中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教学，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、Roleplaying、pairwork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课时完成教学任务：(1a-2e)用1课时(3a-4d)用1课时(1a-2d)一、教学目标：1.语言知识目标：1)能掌握以下词汇：字母Ii~Rr,what,is,what's,this,in,English,inEnglish,that,map,cup,ruler,pen,ora nge,jacket,key,quilt,it,a(n)2)能掌握以下句型：①—What'sthisinEnglish?—It'sanorange.②—What'sthatinEnglish?—It'samap?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。

初中英语七年级 Starter Unit 2 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。

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。

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课时完成教学任务：(1a-2e) 用1课时(3a-4d) 用1课时(1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下词汇：字母Ii ~ Rr, 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。

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.。

Starter_Unit2_Period2(2a-2e)名师教案

【教材内容拆分分析】2a-2e部分是字母教学。2a-2b通过听力训练教会学生认读字母I—R,掌握字母的发音和先后顺序,2c-2d让学生关注字母的规范书写,以及大小写字母的匹配。2e部分活动通过向学生呈现生活中常见的缩略词,激发学生学习字母以及学习英语的兴趣,让他们认识到字母在生活中的重要性。
【通过本单元的学习学生需掌握哪些综合技能】学会正确书写字母I—R。知道顺序,熟悉大小写,了解I、O在重读开、闭音节中的读音。学会身边常见物品的英文单词。能够运用本单元的句型向别人询问和回答物品的英文名称,求助单词的拼写。
教学目标
1.语言知识目标：
1)能掌握以下词汇：字母Ii ~ Rr,缩略词P, NBA, kg
2)能掌握字母Ii ~ Rr的字母顺序，读音及书写。
2.情感态度价值观目标：
让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。
教学重难点
1.教学重点：
能掌握字母Ii ~ Rr的字母顺序，读音及书写。
2. Let Ss try to write down the missing letters. Check the answers with your partner.
3. Let some Ss come the Bb and write missing letters on the Bb.
Read and talk
1. Let Ss look at the pictures in 2e. Let some Ss read the letters below each picture.
2. Let some Ss talk about the meaning of each picture.
1.通过观察比较书写体与印刷体的不同,教会学生按正确的笔划顺序书写,为后面的单词书写做准备。

七年级英语上册Starter Unit 2教案人教新目标版

精品基础教育教学资料，请参考使用，祝你取得好成绩！Starter Unit 2 What’s this in English？单元教材分析本单元是《英语（新目标）》七年级上册预备篇的第二单元。

本单元话题为日常生活中的物品。

单元中的学习内容基本上是围绕该话题展开的，目标语有：—What’s this in English?—It’s a key.—Spell it, please.—K-E-Y.本单元涉及到英语不定冠词的用法和what引导的疑问句，还学习了英文字母Ii到Rr。

Section A部分的活动设计侧重本单元基本目标语的学习和操练。

1a和1b的活动设计是让学生通过看图和听对话引出询问和回答身边物品英文名称的目标语。

2a、2b、2c 和2d部分的设计是帮助学生认识字母I到R的大小写形式及其顺序并进行字母书写练习。

Activity 3的活动设计为通过生活中的实例来帮助学生巩固字母的发音。

4a、4b活动的设计是通过听力练习学习本单元的重点词汇及不定冠词的基本运用；4c 活动的设计是通过对话练习进一步巩固本单元的目标语和不定冠词的基本运用。

Activity 5的设计是通过听录音复习、巩固所学字母A到R。

Section B部分的活动设计侧重本单元目标语的进一步学习与运用。

1a的设计是让学生通过看图读图的听说练习，在巩固Section A学过的目标语的基础上，引出新句型的学习；1b活动的设计是通过听对话巩固新句型，学习重点词汇。

2a活动的设计通过看图学习本单元的重点词汇，为下一步对话操练做好准备；2b的活动设计是通过对话进一步操练本单元的目标语。

3a和3b活动的设计是通过听和写的练习，让学生熟练掌握已学过的字母，巩固字母A 到R的发音及大小写。

Activity 4的设计是让学生通过听和跟读归纳字母的发音规律。

Self Check中的Activity 1、Activity 2和Activity 3的活动设计是通过读写练习，巩固本单元学习的重点词汇和字母。

初一Starter Unit 2教案

此部分目标：★学习字母Ii——Rr
★学习拼写单词
★了解一些英语缩略词的意思。
第三部分：完成Section A——4a，4b，4c，5；
Section B——3a，3b，4；Biblioteka elf Check 1，2，3，4。
此部分目标：★学习将相同元音音素的字母和单词归类
★巩固本单元的字母、单词和句型
★培养自我检测的能力以及学习卡片的建立。
whether they’re right or wrong.感性认识，体现听说领先的原则/
Step 3 Presentation
Show the picture of a girl and her room,从猜谜游戏到新知识呈现，学生在悬而
then present the new words and the未决的心理状态下学习新知识，因注
四、学生对于本次课的评价：
○特别满意○满意○一般○差
学生签字：
五、教师评定：
1、学生上次作业评价：○好○较好○一般○差
2、学生本次上课情况评价：○好○较好○一般○差
教师签字：
家长签字：__ _________
学习管理师签字：
to answer the questions like this“I母，又丰富学生的想象力。“What’s this?
think it’s A/B.”Then show the wholeIt’s…”是本单元的重点句型。通过这个
of the letter to let the students check游戏，让学生在听说中首先建立一定的
3、教学目标
A、语言知识目标
1、词汇：Letters Ii——Rr
map，ruler，pen，orange，key，jacket，quilt

Starter Unit 2教案

Starter Unit 2课程目标一、知识和能力目标本单元的核心教学内容是“认物”。

用英语确认周围的常见事物比较符合英语初学者的实际情况。

通过本单元教学，使学生运用所学句型，去熟悉周围事物的名称；教学生学会在实际生活中如何确认事物。

通过辨认物体，学生学到一些生词，并巩固所学句型。

二、过程和方法目标教师要尽量使学生对课文中出现的句型能够熟练上口，这样，学生才能顺利开展比较灵活的对话。

教师可以用手势，表情，动作等示意，帮助学生听懂课堂教学内容，但在实际操作中应尽量避免“明知故问”的倾向，应该采用应用性原则；如：遮盖物品、显露局部、辨认物体、完形识别、图形辨认等方法。

三、情感态度和价值观目标目标在学生学习过程中的作用至关重要，教师要帮助他们建立起一个切合自己实际的目标，通过渐进的学习以及一点一滴的进步，使他们逐步建立起成功感。

成功越多，自信心就越强。

学情分析代词this，that和it的用法。

this和that均指单数的事物。

this指处于说话者近处的事物；that指处于说话者远处的事物。

而it则指代上文出现的单数的事物，也可指代上文出现的this或that。

例如：A：What’s this?这是什么?B：It’s a pen．这是支钢笔。

c：And what’s that over there? 那边的是什么?B：It’s a ruler．那是把尺子。

教学准备Tape-recorder，multi-medium课时参考四课时Period 1Step 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 themto 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．Sometimes the teacher can explain the rules of the game in Chinese．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。

初中英语七年级上册Starter Unit 2 (1a-2e)教案

Starter Unit2 What’s this in English? 教学设计Period 1 1a- 2e【教学目标】Ⅰ. Teaching Aims and Demands1. Guide the students to learn the letters Ii-Rr.2．Learn to ask the name of something, and ask the partner to spell the word. Ⅱ. Teaching Key Points1. How to read and write the letters Ii- Rr.2.Important sentence patterns：What’s this / that in English? It’s a /an…. Ⅲ. Teaching Difficult PointsPay attention to how to use a/an before the nouns.【教学过程】Step 1.Review1.Let students enjoy the “ABC” song together to review the letters Aa ___Hh what they have learnt in Start Unit1.2.Let students enjoy greeting English song to review the greeting sentences what they have learnt in Start Unit1.3.Ask students to fill in the blanks on the Bb, then make up dialog with your partner.Step 2. Lead inEnjoy an English “What's this”to learn in the new lesson.Step 3.Presentation1. 1a(1). Show some pictures to students and ask then to look at the pictures and learn the new words.(2). Let students do “Brain storm”to remember the new words.(3). Finish 1a and then check the answers.(4). Ask and answer the questions using the new words and the key sentences.(师生互动)A: What’s this in English?B: It’s a / an ... .(5). Pair workAsk students to use the sentences and pictures on the Bb to ask and answer.(生生互动)(6). Ask and answer the questions using the new words and the key sentences.(师生互动)A: What’s that in English?B: It’s a / an ... .(7).Pair workAsk students to use the sentences and pictures on the Bb to ask and answer.(生生互动)(8).Ask students to use a or an to fill in the blanks on the Bb. The teacher can ask again:Do you know when to use the “a” and when to use the “an”? (9).小结a和 an的用法。

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.Step 8 Homework (About 2 minutes)Copy the letters and practice the conversation.Find more special letters like NBA and their meanings. Blackboard DesignStarter Unit 2 What’s this in English?The Second Period (Section 3a—4d) Letters：Ii/ai/, / i/ Oo/au/, / o/ Sentences：—What’s this in English?—It’s a map.—Spell it, please.—M-A-P.。

人教版七年级英语上册Starter-Unit-2-教案设计

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StarterUnit2(1a2e)教案人教版英语七年级上册

Starter Unit 2 What’s this in English?（1a-2e）一、教学内容1．字母：Ii—Rr的读音、笔顺和笔画2．重点单词：map，ruler，pen，orange，key，jacket，quilt3．重点句式：—What is this/that in English?—It is a/an...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。

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．掌握字母Ii—Rr的读音及书写2．能够辨认物品，拼写单词四、教学准备课件，多媒体五、教学过程Step 1Lead-inTeacher：Now please open the books and turn to Page S5. Please look at the things in the picture of 1a.We all know how to say them in Chinese，but do you know how to say them in English？Today we will learn them.Please read after me.Step 2Presentation1.完成教材2a—2e的任务1）领读单词，学生跟读，然后两人一组互相读出单词，并背诵提问。

2）听2a录音，学生跟读对话，熟读对话。

邀请多位学生读出对话，随时纠正读音。

3）仿照1a对话形式，利用1a中的物品，两人一组来练习对话，邀请几组学生来表演对话。

2. 完成教材2a—2e的任务1）学生默写Aa—Hh字母，请几位学生到黑板上板演，结束后纠正书写过程中出现的错误。

2）听2a录音，学生跟读，然后两人一组互相读2a中的字母。

邀请多位学生读出字母，随时纠正读音错误。

3）再听一边录音，根据所听到的顺序为字母编号。

Starterunit21a-2c教案-

举例：教师可以设计专门的练习，让学生反复练习否定回答的构成和用法。
（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。

人教新目标英语七上《StarterUnit2》教案

人教新目标英语七上《StarterUnit2》教案一．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。

它的要紧内容为26个英文字母和最差不多的英语日常用语。

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，确实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。

教师必须第一依照所任教学生的实际水平动身，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。

七年级上册英语Starter units2教案

七年级上册英语Starter units2教案一．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。

StarterUnit2KeepTidySectionA2a2e教案人教版(级英语上册

学生能够正确使用名词的单复数形式。
2.能力目标（Ability Objectives）
培养学生的口语表达能力和听力理解能力。
提高学生的语言运用能力和交际能力。
增强学生的合作学习能力和团队意识。
3.情感目标（Emotional Objectives）
激发学生学习英语的兴趣和积极性。
培养学生的整洁意识和良好的生活习惯。
整理自己的书包或书桌，保持整洁。
五、教学反思
通过本节课的教学，学生掌握了询问物品的句型和一些表示物品的词汇，同时也提高了口语表达能力和听力理解能力。在教学过程中，创设了真实的情境，让学生在实际生活中运用英语，增强了学生的学习兴趣和积极性。游戏活动的设计也激发了学生的参与热情，提高了教学效果。但是，在教学中也发现了一些问题，如部分学生对名词单复数形式的掌握还不够熟练，需要在今后的教学中进一步加强练习。此外，还可以设计更多的拓展活动，让学生更好地运用所学知识进行交流和表达。
熟练运用句型进行对话交流。
三、教学方法
1.情景教学法（Situational Teaching Method）：创设整洁的教室场景，让学生在实际情境中学习和运用英语。
2.游戏教学法（Game Teaching Method）：通过游戏活动激发学生的学习兴趣，巩固所学知识。
3.合作学习法（Cooperative Learning Method）：组织学生进行小组合作学习，培养学生的合作能力和团队精神。
邀请几组学生进行展示，教师给予评价和反馈。
6.游戏活动（Game Activity）
进行“Guessing Game”游戏。教师拿出一个装有学习用品的袋子，让学生猜里面有什么。学生用句型“Do you have a...?”进行猜测，教师用“Yes, I do.”或“No, I don't.”回答。猜对的学生可以得到小奖品。