StarterUnit2教案
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。
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.
Starter-Unit2-What’s-this-in-English-教案
Starter Unit 2 What’s this in English?教材(jiàocái)解读Starter Unit 2是Go for it! 三个预备(yùbèi)单元中的第二个单元(dānyuán)。
它生动有趣，为下一步的教学(jiāo xué)做了很好的铺垫，它的主要(zhǔyào)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-Rr 10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，并且注意培养学生的听说能力。
单元目标一、知识与技能1. 掌握Ii-Rr英语字母的发音及书写。
2. 熟练掌握this、that和it的疑问形式及答语形式。
3. 学习确认事物及表示感谢的日常交际用语。
4. 学会在实际生活中确认事物、培养会话、熟练运用本单元所列日常用语进行口头、笔头交际的能力。
5. 分角色表演对话的能力。
6. 提高听说能力。
1二、过程与方法采用任务型语言教学，实施情景教学法、交际法、情感激励法等教学方法。
三、情感态度与价值观培养学生养成干净、整洁、合理摆放物品的好习惯。
教法导航采用直观教学法，遵循以学生为主体,充分调动学生的积极性的原则。
学法导航培养学生的交际能力和认知能力。
课时支配第1课时：1a-2e第2课时：3a-4d课时(kèshí)教案第1课时(kèshí)1a-2e教学(jiāo xué)目标一、知识(zhī shi)与技能1. 掌握Ii-Rr英语(yīnɡ yǔ)字母的发音及书写。
2.Improve the listening skill.3. 新单词：what、is、map、cup、ruler、pen、orange、jacket、key。
二、过程与方法2采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。
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。
教案4：Starter Unit 2 第一课时
What’s this in English?(1a – 2e)Learning aims1. 学会正确朗读和书写Ii --- Rr十个字母.2. 学习身边的物品名称：map, ruler, cup, pen, orange, jacket, key, quilt3. 了解缩略字母P, NBA, kg的含义。
4. 学习辨认物品的用语：--What’s this in English?--It’s …5. 学习代词this，that和it的用法6. 学习a / an的初步用法: a key; an orangeLanguage points1. 词汇：map, ruler, cup, pen, orange, jacket, key, quilt等。
2. 句型：--What’s this in English?--It’s …Difficulties1. 七个物品名称的掌握；2. 学习a / an的初步用法3. 字母J和G的区分，L和Q的正确发音Teaching stepsStep1 Warming up and leading in1, A Guessing gameTeachers show a part of a letter and ask,“What’s this?”Get the students to answer the questions like this“I think it’s A/B.” Then show the whole of the letter to let the students check whether they’re right or wrong.（本环节主要是对字母进行复习巩固，并连带练习What’s this ?句型。
用猜谜的形式容易引起学生的兴趣。
通过上课，效果很好。
）2,Identify things.Put up a picture of a room .Point to the things in the room and ask “What’s this in English ?”Ask students to answer and learn the new words .( ruler map quilt jacket cup pen orange key ).3,Pair-workLook at 1a,one student say a word ,the other students find in the picture and check it .（通过图形暗示，学习认读事物的名称。
StarterUnit2KeepTidySectionA2a2e教案人教版(级英语上册
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。
StarterUnit2(1a2e)教案人教版(级英语上册
9．—What colour do you like, Tina?
—I like ________（蓝色）.
10．My sister likes pears and I like ________ (橙子).
5.Summarize the sentence patterns of how to ask and answer the color of different things
Step 3 Listening
Play the record of 2c and 2d for two time.
Show the text of conversation.
教
学
后
记
课时教学设计首页
授课时间:2024年月日 星 期
课
题
StarterUnit2 SectionA(1a2e)
课
型
Listening&speaking第几课时Βιβλιοθήκη 1st课时
三
维
教
学
目
标
Knowledge object:Master new words and expressions.
Ability object:Learn to use relevant vocabularies to express various school things.
教学流程
教师行为
学生行为
课题变化
及效果处理
Step 1Lead in&warm up
Introduce the topic of “Keep Tidy”
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。
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.。
人教版七年级上册英语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、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。
StarterUnit2What’sthisinEnglish？教案
今天的学习，我们了解了日常用品的英文表达、重点句型以及一般疑问句的构成。通过实践活动和小组讨论，我们加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学过程中，我发现学生们对于新词汇的学习兴趣很高，他们能够积极参与到课堂活动中来。通过实物展示和情境模拟，学生们在掌握新词汇和句型方面取得了较好的效果。然而，我也注意到一些问题，需要在今后的教学中加以改进。
本节课的核心素养目标紧密围绕新教材要求，旨在提高学生的英语综合运用能力，培养具备国际视野的公民素养。
三、教学难点与重点
1.教学重点
（1）新词汇：pencil, ruler, eraser, pen, book, bag, school
本节课的核心内容是学习关于日常学习用品的英文词汇。这些词汇是英语学习的基础，教师需在教学过程中重点讲解、反复强调，确保学生熟练掌握。
1.讨论主题：学生将围绕“日常用品英文表达在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。
1.语言能力：通过学习新词汇和句型，使学生能够熟练运用英语描述日常生活中常见的物品，提高英语口语表达能力。
2.文化意识：培养学生对英语国家的文化兴趣，了解和尊重文化差异，增强跨文化交际意识。
3.思维品质：通过问题导入和小组讨论，激发学生的思维活力，培养其逻辑思维和批判性思维。
Starter_Unit2_Period2(2a-2e)名师教案
【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。
七年级上StarterUnit2教案
分析教材（单元）的重点和难点。
本单元的重难点在于掌握指示代词this、that的用法。不定冠词a,an的用法对学生也是一个挑战，应该在今后的学习中不断巩固，培养语感。另外，元音字母的发音也是教学的难点，教师可以补充更多的发音规律，通过分组呈现，引导学生发现规律。并进一步强化训练
课时划分
课时一：1a—2e
Task 5 Fill in the missing letters.Ask the Ss to fill in the small letters. At the same time, ask the Ss to pay attention to the writing ways.Then work 4b.
Starter Unit 2 What’s this in English?教案
单元
标题
Starter Unit 2 What’s this in English?
学校
_______中学
年级
初一
主备教师
复备教师
备课项目
分值
设计区域
备课标与教材单元
5分
课标与教材（单元）的联系。
本单元在上单元的基础上继续学习字母I至R,并围绕生活中的常见物品这一话题引入了8个英文单词，介绍了向他人确认物品英文名称的句型A：What’sthis/that in English? B:It’s…以及Spell it, please.其中第一页和第三页侧重本单元语言功能的学习，第二页和第四页侧重字母IR的学习。本单元还结合新学的更多字母进一步巩固了按首字母顺序给单词排序的方法，并把元音字母发音规律的总结扩展到AEIO.
Task 8 Homework
Copy the new letters.
新人教版七年级上英语教案 Starter Unit2
Starter Unit 2 What’s this in English?一、教材分析本单元的教学内容为：1. 学习字母I —R2. 学习八个表事物的名词：map, cup, ruler, pen, orange, jacket, key, quilt3. 学习辨认物品的句型：What’s this/that in English? It’s a/an …4. 学习单词拼写，使用句型：Spell it, please.二、教学重点1. 字母Ii —Rr 的教学。
2. 词汇map, cup, ruler, pen, orange, jacket, key, quilt等的教学3. 元音字母a，e，i，o在开音节和闭音节中的读音规则。
三、教学难点教材中单词的拼写和语音归类。
四、课时安排第一课时：完成1a – 1c第二课时：完成2a – 2e第三课时：完成3a– 3d第四课时：完成4a – 4d五、教学步骤The First Period (1a – 1c)Teaching aims （教学目标）1. 学习map, cup, ruler, pen, orange, jacket, key, quilt八个表事物的名词。
2. 学会辨认物体：What’s this/that in English? It’s … Spell it, please.3. 学习a/an的初步用法：a jacket, an orangeLanguage points （语言要点）1. 词汇：1）名词n.English, map, cup, ruler, pen, orange, jacket, key, quilt2）代词pron.what, this, that, it3) 动词v.is4）冠词art.a, an2. 句型：What’s this/that in English? It’s …Spell it, please.Difficulties （难点）：1. 物体的辨认2. 冠词a, an的基本用法Teaching steps （教学步骤）1. Warming-up and revision（课堂热身和复习）（1）GreetingsGood morning / afternoon / evening.How are you? I’m fine, thank. / I’m OK.（2）Revise letters A – HT: Can you say the letters from A to H?S: Yes. A, B, C, D, E, F, G.（3）Play a guessing gameT: (Shows a part of a letter ) What’s this?S: I think it’s A / B.T: (Shows the whole of the letter to let the students check they’re right or wrong.) Are you right?【教学设计说明】引导学生在真实的交际中运用Starter Unit 1中所学到的日常用语，让学生体会学英语的乐趣和成功的喜悦；通过做猜测游戏让学生复习字母，既有趣又能丰富学生的想象力。
人教版七年级英语上册Starter-Unit-2-教案设计
you?
答语.
B: It's a map. an orange. A:Spell it ,please. A:Spell it ,please. B:M-A-P. B:O-R-A-N-G-E .
B: It's
A: What's this in English ? A: What's that in English?
Then , let the students read them .
Last , let the students write them . Step 3.Learn the conversations.
练习书写，加 二.写出下 列字母相邻
深印象。
的字母.
学习字母时， M i q r
融合字母音 JL p
1.通过教师介 做 一 做 , 小
First, the teacher introuduces herself .
T: Boys and girls! Good morning.
S :Good morning. T: My name … Step 2.Presentation
Show the letters to the students with screen.
Part2.who can speak more and better?
First, the teacher shows letters and points out some of the letters ,then let the students read
了他们的好奇 心和表现欲。 同时，有些同 学会有意想不 到的回答，给 其他同学以启
们巩固新学习 的单词和句 型，为下面的 学习打下基 础。 5.游戏可以提 高学生学习英
新人教版七年级上册英语 starter Unit2 第2课时 教案(教学设计)
S tarter unit2 What’s this in English(3a-4d)词汇spell, please对话—What’s this in English?—It’s a map.—Spell it, please.—M-A-P.1.掌握向他人提问某个单词拼写方式的句型2.掌握字母I和O在单词中的发音掌握字母I和O在单词中的发音Step 1复习1.让学生用身边的实物与同伴进行对话，练习上堂课的重要句型；并邀请几对学生上讲台展示。
2.让学生接龙说出字母A至R。
3.请几个同学在黑板上比赛写出字母A至R。
复习上节课所学知识，夯实基础。
Step 2听力和口语练习1.完成3a：①教师在PPT上展示3a中的物品，用“What’s this/that in English?”的句型提问学生，让学生回答。
②听录音，为图片编号。
【答案：Top row (left to right)；5, 2, 7,1; Bottom row (left to right): 4, 6, 3, 8】2.完成3b：①听录音，补全3a中的单词。
②让学生先读单词，再拼单词，在读的过程中记忆单词。
③教师用PPT呈现图片，检查学生对单词的掌握程度。
【答案：Top row (left to right)：a ruler, a map, a jacket, a key; Bottom row (left to right): a quilt, an orange, a pen, a cup】3.完成3c：①听对话，模仿录音中的语音语调；强调新句型，并补充相似句型：—Can you spell it, please?—Yes, M-A-P.②与同伴练习对话。
4.完成3d：听对话，根据所听到的顺序为单词编号。
【答案：1,4,2,3】5.完成3e：与同伴谈论图中、PPT上及教室里的物品。
Step 3字母练习1.完成4a：①补全课本上所缺字母；请两名学生上讲台分别写出字母A至R的大写和小写。
新目标七年级上册Starter_Unit2教案
新目标Starter Unit 2 What’s this in Eng lish？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 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．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。
人教版七年级英语上册 Starter Unit 2 (1a-2b)教案
Starter Unit 2 What’s this inEnglish?(1a-2b)一、教学目标1．掌握英文字母Ii—Rr的发音、顺序。
2. 能够正确使用下列词汇what, is, what’s, this, in, English, in English, that, map, cup, ruler, pen, orange, jacket, key, quilt, it, a(n)3. 能够熟练使用以下句型，向他人确认物品的英文名称：(1) —What’s this in English? —It’s an orange.(2) —What’s that in English? —It’s a jacket.4. 感知指示代词this和that的用法。
5. 感知人称代词it的用法。
6. 感知不定冠词a和an的用法。
7. 感知be动词is的用法。
8. 能够运用what引导的特殊疑问句向他人确认物品的英文名称并作回答。
二、教学重难点重点：1.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。
2.能掌握字母Ii ~ Rr的字母顺序，读音。
难点：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。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task I (1a-1c)Step 1. Warming-upGuess the letter.(1) Show a part of a letter and asks, “What’s this?”(2) Ss answer the questions.(3) Then T shows the whole of the letter to the class.Keys: B and E【设计意图】通过游戏的形式复习字母的音和形。
Step 2. Presentation1.Show some real things to the class, such as ruler, pen, key, orange, map, then ask some questions to let Ss master the words in this period.T: What’s this in English?S: It’s a cup.(The same with the words: pen, key, orange and map)Pay attention to “an orange”.【设计意图】通过功能句和实物学习本单元所学的物品名词。
人教版七年级上册Starter Unit 2 Keep Tidy!(第一课时Section A 教案
Starter Unit 2 Keep Tidy!Period 1 Section A (1a–2e)【教学内容】1.学习日常物品名称和颜色词汇。
2.谈论拥有的物品。
【核心素养】1.学生能够认识并正确使用表示物品的词汇: ruler, cap, pencils, bottle, eraser, keys。
2.学生能够运用句型“ What do you have in your schoolbag?”及回答,介绍自己书包里的物品。
3.学生能够识别并使用颜色词汇描述物品的颜色。
4.培养学生整理和保持个人物品整洁的好习惯。
【重点难点】重点：物品名称的英文表达与运用，以及如何询问和描述物品的颜色。
难点：准确使用英文描述物品及其颜色，特别是颜色的形容词。
【教学过程】Step 1 Lead - in1. Greet students and ask about their weekend activities to create a relaxed atmosphere.2. Display a few pictures of schoolbags on the screen and ask students to talk about what they usu ally carry in their schoolbags. Encourage them to use English as much as possible.Step 2 Work on la1. Show la pictures on the screen and introduce the new vocabulary items one by one: a ruler, a ca p, pencils, a bottle, an eraser, keys. Point to each item and ask students to repeat after you.2. Ask students to turn to their partners and practise saying the names of the items. Monitor their p rogress and provide help if needed.3. Explain the task in la: Match the things with the names. Ask students to work in pairs and match the items with their corresponding names. Encourage them to use the new vocabulary.Step 3 Work on 1b1. Ask them to turn to their partners and use the model conversation to talk about what they have i n their schoolbags.eg:—— What do you have in your schoolbag?——I have a cap.—— What do you have in your schoolbag?——I have a bottle.Monitor their practise and provide feedback.2. Ask several students to act out their conversations in class.Step 4 Work on 2aTransition to the colour description by saying,“ Now let's talk about the colours of these things.” Show 2a pictures on the screen and introduce the colour words: brown, black, yellow, or- ange, green, blue, white, red. Then listen to the colour words and match them with the pictures. Step 5 Work on 2 b1. Explain the difference between singular and plural forms when describing colours. eg:“ What c olour is the cap?” for singular items and“ What colour are the trousers?” for plural items. Ask students to repeat the questions and answers.2. Have students work in pairs again and use the model conversation to talk about the colours of t he items in 2b. Encourage them to use the correct singular or plural form of the colour description.3. Ask several students to act out their conversations in class.Step 6 Work on 2c & 2d1. Explain the task in 2c:“ Now we' re going to listen to a recording and colour the things accord-ing to what we hear.” Play the recording for the students and ask them to colour the items in their t extbooks.2. After the first listening, play the recording again for 2d and ask students to complete the sent-ences about the colours of the items mentioned in the conversation. Monitor their progress and provi-de assistance if needed.3. Check the answers with the whole class, pointing out any common mistakes and emphasizing the correct usage of singular and plural forms of colour description. The answers are:(1) Teng Fei’s schoolbag is blue.(2) Yaming's bicycle is black and orange.(3) Peter's shoes are red.Step 7 Work on 2e1. Transition to the production stage by saying,“ Now it's your time to talk about something new you have. Let's share with our partners.” Ask students to bring out a new thing they have with them a nd prepare to talk about it.2. Model a conversation using the target language, such as: “I have a new pencil case. What c olour is it? It's blue.”3. Ask students to repeat the conversation and then practise in pairs. Encourage them to use the c orrect form of colour description and describe their items in detail.4. Monitor their conversations and provide feedback on their language use and pronunciation. E ncourage them to use the new vocabulary and sentence structures they have learned.5. Ask several students to act out their conversations in class.Step 8 Summary and HomeworkSummarize the key points of the lesson, emphasizing the new vocabulary, sentence structures, and colour description. Encourage students to use the language they have learned in their daily lives.Assign homework: Ask students to draw a picture of their schoolbag or another item they h ave and label the items with their names and colours using the target language. This will help them c onsolidate their learning and prepare for the next lesson.【随堂作业】根据汉语提示或用括号中所给单词的适当形式填空。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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、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。
4）能掌握字母Ii ~ Rr的字母顺序，读音及书写。
5）总结元音字母a、e、i、o在单词中的读音规则。
2. 情感态度价值观目标：在认识事物的学习活动中培养学生的想象力和创造力；激发学生学习英语的兴趣，发挥学生学习英语的主动性；通过小组活动、组间竞赛，培养学生的合作意识和团队精神。
二、教学重难点1. 教学重点：1) 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。
2) 能掌握字母Ii ~ Rr的字母顺序，读音及书写。
3) 总结元音字母a、e、i、o在单词中的读音规则。
2. 教学难点：1) 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。
2) 能掌握字母Ii ~ Rr的字母顺序，读音及书写。
三、教学过程Ⅰ. Warming-up and revision1. Greet the Ss.—Good morning/afternoon/evening, class!—Good morning/afternoon/evening, Mr./ Ms. …T: How are you?Ss: I'm fine. How are you?T: I'm OK.(Let Ss greet each other in pairs.)2. Review the letters Aa ~ Hh.Let Ss recite the letters Aa ~ Hh.Ⅱ. Game (a guessing game)Teachers show a part of a letter and ask, “What’s this?”Get the students to answer the questions like this:T: What’s this?Ss: I think it’s A/B/C …Then show the whole of the letter to the class.T: You're wrong. It’s "I".(Let the students check whether they’re right or wrong. Then guess the letter "J, K, L, M, N…")Ⅲ. PresentationShow some real things to the class, such as ruler, pen, key, orange, map…T: What's this in English?Ss: (Help Ss answer) It's a ruler.(The same with the words, pen, key, orange and map)Put the things in a desk a little far way.T: (Point to the things) What's that in English?Ss: It's a ruler.(The same with the words, pen, key, orange and map)提示：让学生说一下this与that的区别。
Ⅳ. Listening1. Tell Ss to look at the picture in 1a. Read the words and sentences carefully and look for the small letters for these big letters. Check (√)the ones you found.2. Ss read the words and sentences and look for the small letters. Then check the answers.e.g.3. OK. Now let's listen to the recording first. Then repeat after the recording.(教师播放录音三次，第一次学生们仅听，第二次和第三次学生们跟读。
注意可运用暂停键来让学生们有足够的时间读完。
)4. Ss listen and repeat after the recording.Ⅴ. Pair work1.（让学生们看1a图画中的人物的对话，告诉学生图画中男孩与女孩就周围的事物进行问答对话。
同学们应注意问较近的事物应用this，而指较远的事物则应用that。
）T: You are the boy, your partner is the girl and practice the conversations in pairs.(Ss practice the conversations in pairs.)T: Exchange the roles. And practice the conversations again.(Ss exchange the roles and practice the conversations again.)2. 运用刚学的句型，对图画中男孩和女孩周围的事物进行问答S1: What's this in English?S2: It's a pen. What's that in English?S1: It's a map. What's this in English?S4: It's a ruler.…3. Write the names of the things on the Bb. Ss read again and try to remember them. (orange, ruler, pen, key, jacket, map, cup, quilt)Ⅵ. Listening1. Let Ss recite Aa ~ Hh twice.2. (告诉学生们下面接着学习字母Ii ~ Rr。
其中I、J、K、L、M、N、O、P、Q、R是大写字母；i、j、k、l、m、n、o、p、q、r是小写字母。
)T: First, let's listen to the letters.(教师播放录音三次，第一次学生们仅听，第二次和第三次学生们跟读。
注意可运用暂停键来让学生们有足够的时间读完。
)3. Let some Ss read out the letters Ii ~ Rr. (注意纠正学生们不准确的读音)4. Let Ss try to remember the letters Ii ~ Rr.5. Now let's work on 2b. Listen and number the letters you hear [1-10].(教师播放录音三次，第一次学生们仅听，第二次听录音填编号、第三次听录音校对答案。
)6. Show the words "orange, ruler, pen, key, jacket, map, cup, quilt" to the Ss. Ask Ss to number the words in alphabetical order.Ss work with his or her partner and number the words in alphabetical order.7. Let some Ss read their words to check the answers.Ⅶ. Writing1. T: Now let's learn how to write these letters. First look at the picture carefully in 2c. Then tell us how to write these English letters.2. Ss read and find out the writing rules of the letters Ii ~ Rr.S1: 大字字母都是占上两格。