unit2教案示例

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人教版英语八年级上册Unit2Howoftendoyouexercise大单元优秀教学案例

本教学案例的最大亮点之一是紧密结合学生的生活实际，创设丰富多样的情境。通过将运动频率这一话题融入日常生活场景，让学生在轻松愉快的氛围中学习英语，提高他们运用语言解决实际问题的能力。这种生活化的情境创设，有助于激发学生的学习兴趣，提高他们的学习积极性。
2.问题导向的探究式学习
本案例以问题导向为核心，引导学生主动探究、思考。通过设计一系列具有挑战性和趣味性的问题，激发学生的好奇心，培养他们的思维能力。在这种探究式学习过程中，学生不仅掌握了英语知识，还学会了如何用英语进行思考和表达，提高了他们的英语素养。
（二）问题导向
问题导向是本章节教学的重要策略。我将围绕单元主题，设计一系列有趣且具有挑战性的问题，引导学生进行思考、讨论和探究。例如：“How often do you exercise? Why is it importantto exercise regularly? What are the benefits of exercising?”等问题，激发学生的好奇心，培养他们主动探究问题的能力。
（三）学生小组讨论
在学生小组讨论环节，我会将学生分成若干小组，每组根据教师提供的问题或任务进行讨论。例如，我可能会给出以下问题：“What sports do you like to play? How often do you exercise? Can you talk about the benefits of exercising?”等。学生可以结合自己的实际经历和观察，用英语进行讨论。在此过程中，我会在各组之间巡回指导，关注学生的语言运用，并及时提供帮助。
在评价过程中，关注学生的全面发展，不仅关注他们的英语知识掌握程度，还要关注其情感态度、合作精神、创新意识等方面。通过鼓励性、指导性的评价，帮助学生建立自信，激发他们进一步学习英语的积极性。

【精选】人教版七年级上册英语Unit2第二单元优秀教案

【精选】⼈教版七年级上册英语Unit2第⼆单元优秀教案Unit 2 This is my sister.第⼀课时Section A(1a-1c)【学习⽬标】1．重点单词：sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these 2．重点短语：my parents，my brothers3．重点句式：That's my family.Those are my parents.—Who's she?—She is my sister.【学习重点】1．学会说家庭成员的称谓2．学会谈论家庭成员3．能听懂有关介绍家庭成员的谈话4．学会指⽰代词this，that，these，those的⽤法【学习难点】1．名词复数的正确使⽤2．学会介绍家⼈【⾃主学习】⼀、预习课本P7新单词并背诵，完成下⾯的汉译英。

1．姐妹__________ 2.妈妈__________3．爸爸__________ 4.⽗亲或母亲__________5．兄弟__________ 6.奶奶或姥姥__________7．爷爷或姥爷__________8．祖⽗或祖母__________9．家庭____________ 10.那些____________11．这些____________ 12.谁____________⼆、认真预习1a，1b，1c，找出下列短语和句型。

1．我的⽗母亲________________2．我的兄弟们________________3．那是我的家庭。

________________4．这些是我的⽗母亲。

________________5．—她是谁？—她是我妹妹。

_________________________________________________________________ 【课堂导学】Step 1情景导⼊Teacher：This is my family photo，and these are my family members.This is my father，and that is my mother.These are my grandparents.Can you introduce your family members to us？If you can't，don't worry.We will learn it this lesson.环节说明：由家庭照⽚引出本节课的重点——介绍家庭成员，激起了学⽣的学习兴趣，新课导⼊简单明了，过渡⾃然。

人教版英语九年级全册Unit2单元教学设计

6.提高写作：学生能够运用所学词汇和句型，撰写关于环保的短文，表达自己的观点和建议。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组合作、讨论、调查等方式，探究环保问题，提高解决问题的能力。
2.利用多媒体课堂参与度。
3.设计丰富多样的课堂活动，如角色扮演、小组辩论、头脑风暴等，培养学生的创新思维和批判性思维。
-口语交流中，如何流畅使用所学句型和词汇，进行有深度的对话。
（二）教学设想
1.教学策略：
-采用情景教学法，通过图片、视频等直观教具，让学生在真实语境中感知和学习环保词汇和句型。
-利用任务驱动法，设计小组合作任务，让学生在完成具体任务的过程中，自然习得语言知识。
-实施差异化教学，针对不同学生的学习需求和能力水平，提供个性化的学习材料和指导。
3.强调环保的重要性，激发学生课后参与环保活动的热情。
4.布置课后作业，要求学生运用所学知识完成相关练习，为下一节课的学习做好准备。
五、作业布置
为了巩固本单元的学习成果，培养学生的自主学习能力，特布置以下作业：
1.词汇练习：要求学生复习本单元所学的环保主题词汇，并运用这些词汇完成课后练习册的相关练习。此外，鼓励学生通过查阅词典、网络资源等，自主扩展更多环保词汇，为课堂讨论和写作积累素材。
-组织学生进行环保主题的研究性学习，提高学生的探究能力和批判性思维能力。
四、教学内容与过程
（一）导入新课
在导入环节，我将采用以下方法激发学生的兴趣和好奇心，为学习新课做好准备：
1.展示地球生态环境的图片，让学生观察并思考：“What do you see in these pictures? How do you feel about them?”通过这种方式，让学生意识到环保问题的紧迫性。

人教新目标英语七年级上册Unit2SectionA(2d3c)优秀教学案例

四、教学内容与过程
（一）导入新课
在导入新课时，我会设计一个轻松有趣的小游戏，让学生们自由地谈论自己喜欢的运动。例如，我可以让学生们轮流站在讲台前，用英语介绍自己喜欢的运动，并简要说明原因。这样不仅可以激发学生的兴趣，还能活跃课堂氛围，为接下来的新课学习做好铺垫。
（二）讲授新知
在讲授新知环节，我会利用多媒体教学手段，展示相关的运动图片和视频，让学生在真实语境中感知和理解新词汇和句型。我会逐一介绍本节课的重点词汇，如swimming, basketball, running等，并解释它们的含义和用法。同时，我会示范并引导学生跟读，确保他们正确掌握发音和用法。
此外，我会重点讲解情态动词can的用法。通过举例和练习，让学生理解并掌握“Can he/she...? Yes, he/she can. No, he/she can't.”的句型结构。在此基础上，我会设计一些练习题，让学生进行听力训练，提高他们的理解能力和应答能力。
（三）学生小组讨论
在学生小组讨论环节，我会将学生们分成若干小组，让他们在小组内部用英语讨论自己喜欢的运动及规则。我会提供一些引导性的问题，如“What do you like?”, “Can he/she do it?”等，帮助他们展开讨论。通过小组合作，学生们可以相互交流、分享，提高口语表达能力和团队协作能力。
4.学生能够通过小组活动，提高团队合作能力和口语交际能力。
（二）过程与方法
1.通过多媒体教学手段，让学生在真实语境中感知和理解新词汇和句型。
2.通过小组讨论和展示，培养学生的团队合作精神和口语表达能力。
3.通过听力练习，提高学生的英语听力水平和口语应答能力。
4.通过课堂总结和课后作业，帮助学生巩固所学知识，提高自学能力。

《Unit2KeepingHealthy》全单元教案

《Unit2KeepingHealthy》全单元教案Unit 2 Keeping HealthyTopic 1 How are you feeling today?Section ATeaching aims and demands:1Understand the dialog about seeing a doctor.2Learn how to express feelings and pains.3Learn how to give advice to others.Teaching procedure:Step 1 ReviewGreeting to each other. The teacher and students ask each other some questions. (chain questions)For example:Teacher: How are you?Student 1: Fine, thank you, and you?(to Student 2)Student 2: I’m fine, too. (to Student 3:) How about you?Student 3: I’m fine, thanks, and you?(to Student 4)Student 4: I’m very well. (to Student 5:) How do you feel today?Student 5: I feel very well.Teacher: Why?St udent 5: Because it’s a fine day today.Step 2 Presentation1.After the questions. The teacher summarizes the feelings:We re all very well today.We feel very happy.But how does Betty feel, do you know?Then the teacher shows a picture of Betty, and helps students answer.Play the recorder, and let students find the answers according to the listening:(1a) 2.Show some more pictures,or reading passage 2, then ask and answer: Whats the matter with him？At last, the teacher writes the key words on the blackboard and explain the new words Step 3 ConsolidationThe teacher acts as if he has a headache. Let students guess: What’s the matter with me?You have a headache.Ask the students for some advice:If I have a ..., what should I do?Then finish the exercises in 3a.Step 4 Practice1. Make a conversation in pairs.Finish 1b and 3b.For example:One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs.2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the readingStep 5 ProjectThe teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.Section BTeaching aims and demands:1Go on talking about seeing a doctor.2Understand the dialogs about seeing a doctor.3Review how to give advice.Teaching procedure:Step 1 ReviewShow the pictures in last period. Let students give a quick answer. (chain questions)Teacher: What s the matter with him?Student 1:He has a toothache.Teacher: What should he do?Student 2:He should see a dentist.Change to another picture and go on with the question.Step 2 Presentation1. After showing the pictures in las t period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. (or let the students have a look at 1.) Ask these questions: How does Bruce look?How does Bruce feel?Help students answer:Bruce looks pale!He doesn t feel very well!2. Play the tape recorder. Let students complete the dialog according to the listening:Mr.Lee: Hey, Bruce. You pale. What’s ?Bruce: Well. I have a and a .Mr.Lee: I’m to hear that. you have the .Bruce: DW〗Oh, I’m terrible.Mr.Lee:You’d better go to see a . Shall I you the ?Bruce: No, thank you! I’ll some medicine and see how it .Then let the students open their books, read the dialog in 1 and check th eir answers.The teacher explain the new words and language points:pale, maybe, terrible, medicineYou look pale!Shall I ...... see how it goes.Step 3 ConsolidationLet students finish 2. Make a competition. Let’s see who is the first to finish the dialog, then listen and check the answer.Make sure that the students can read the dialog correctly. Then act it out. Step 4 Practice1. Do 3. First Match the sentences. Then make up a dialog in pairs.2. Do 4.Listen and fill in the blanks. Then listen again and check the answers.Step 5 ProjectSuppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to Mr.Wang at Mr.Wang’soffice. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.Section CTeaching aims and demands:1Learn to Listen to some materials and get information.2Learn to use what we learned.3Learn to ask for and give advice.Teaching procedure:Step 1 ReviewGreeting each other. Play the guessing game. The teacher act out different illness es. Let students guess what it is. Ask andanswer: What’s wrong with me? You have a headache/a stomachache.What should I do?You should ...You’d better ...Step 2 PresentationThe teacher act as if his leg hurts. Then tell students: My leg hurts.Explain the new word “hurt” and ask:What happened to me? Guess!Then lead into:I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story.Play the tape recorder，then finish 1a and 1b.After listening to the story. Let students describe the pictures according to the tape.Play again, and let students answer the questions 1b. Then check their answers.Explain the use of “hurt”Step 3 Consolidation1. The teacher asks: What should Michael do?Let the students answer first. Then listen to the dialog 2a. And finish 2b.take some medicine.Michael should stay in bed.eat a lot of fruit and drink plenty of water.Michael shouldn t move his leg too much.2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F 2. F3. FStep 4 Pra ctice1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out.2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.For example:Teacher: Yesterday Xiao Ming played basketball with his friends.Student A: Suddenly he fell down and hurt his left arm.Student B:...Step 5 ProjectHave a competition: Divide the class into groups. Each group begins a storyfrom the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.Section DTeaching aims and demands:1Sum up the sentence patterns and useful expressions in Topic 1.2Improve listening and speaking skills to writing skills.3Lead up suggestion voice to other topic.Teaching procedure:Step 1 ReviewAsk some questions about what they learned in the last perio d.Who had an accident?What was wrong with him?Who went to call a taxi?What was Dr.Jiang s advice to Michael?Who came to visit Michael in hospital?Let students retell the story of Michael according to thesequestions. Step 2 Presentation1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter.Let students finish 1a then read the passage loudly.Notes: 1) not... until...2) worry about ...2. The teacher asks some questions about the passage:1) Why can t Peter read the books?2) What was wrong with Peter?3) How did Peter get sick?4) How was Peter’s sister?While students are answering these questions, the teacher writes some key words on the blackboard.couldn t —until —had —weekend —a sore throat —a toothache — Friday —football — flu — sister — sick — coughed Then let the students retell the story according to the above words.Step 3 ConsolidationDo 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers. Step 4 Practice1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.2. Divide the class into two groups. Think of some probl ems about health. Ask each other for help. Give some advice to solve the problem. The group which can t solve the problem will lose.Step 5 ProjectWork in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last,share with each other.Topic 2 Is it good for your health?Section ATeaching aims and demands:1.Learn to talk about the topic of the healthy living habits.2.Learn to use the gerund as the subject.3.Go on practicing how to give advice.Teaching procedure:Step 1 ReviewShow some pictures of Topic 1.Section 1, ask and answer:Teacher:What s wrong with him?Student:He has a headache.Teacher:I think he should/shouldn t...Teacher:What s the trouble with her?Student:She has a cold.Teacher:She had better(not)...Review like this.Step 2 Presentation1Teacher:Kangkang is also feeling terrible today. What s the trouble with him?Play the tape. Let students answer the questions according to listening.2Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a) 3Do 1b. Students practice and act it out.Step 3 Consolidation1 Play the tape. Let students do 2.2Play again, let students follow and imitate the reading.Check the answer to “How did Wang Jun get a headache?”Step 4 Practice1Do 3: Pair work.Teacher:If I have a headache, what should I do?Student:You should/shouldn t.../You d better(not)...Then students ask and answer questions like this. (chain questions)2Teacher:Bad habits can cause headache or other illness. So we should have good hadits.Explain “habit”, then write down “habit” and “good/bad”. Students do 4a. 3Teacher:What other habits do you have?Student:I like getting up late.Teacher:Is getting up late good or bad for your health?Students:...Students work in pairs like this, finish 4b:A: Is ... good or bad for your health?B: It s good/bad....Step 5 Project1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)—Is going to bed early good or bad for your health?—It’s good.Then choose one student to write down the result. And choose a speaker to give a report to the whole class.For example: We think that going to bed early is good for our health.So we should go to bed early every day.Playing sports after meals is bad for our health.So we shouldn t play sports after meals.Section BTeaching aims and demands:1Go on learning good habits to keep healthy.2Improve from “listen, read” skills to “speak, write” skills step by step.3Master “must” and “must not”.Teaching procedure:Step 1 ReviewGo on with the report on healthy habits. The teacher point out the language points:Doing sth is good/bad for ...You should do ...Step 2 Presentation1. The teacher write some habits on the blackboard.For example: eat breakfastgo out for a walkgo to bed early and get up earlydrink plenty of waterThen the teacher summarize: These are all healthy habits.But do you know why they can help us keep healthy?2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard:eat breakfast——gives ... energy ...go out for a walk —— good exercise ... necessary...drink plenty of water ——...good...health.go to bed early and get up early ——... keep...active... daytime.The teacher points out the new words. Make sure that thestudents can read and understand them exactly.Step 3 Consolidation1. Let students retell the passage according to the key words on the blackboard.2. Do 1b, write the vocabularies to finish the sentences.Step 4 Practice1. Do 2a. Let students speak the sentences orally:Ｙou must wash hands before meals. You must not read in strong sunlight.2. Then let students write more sentences by using “You must ...” and “You must not ...”.Step 5 Project1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class.2. The students who has no chance to report should practice more after class and get ready to report in the next period.Section CTeaching aims and demands:1 Improve students’ablities from listen ing, speaking to reading.2Learn to get information from the passage by skimming.3Learn to summerize by scanning.Teaching procedure:Step 1 Review1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences:You must .../You must not...2. Let the students think about the causes of the headache. And try to give some answers.Step 2 Presentation1. Play the tape recorder 1a. Let students tell “True” or “False” a bout these sentences:1)A headache is a disease.2)A headache may show that something in your body is wrong.3)We may have more than one headache each week.4)Headaches can often make you worried.5)You needn t go to see the doctor when you have a headache.The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape.2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them.3. Scanning. Read the passage more carefully. Then finish the questions in 1a. Step 3 ConsolidationThe teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words.1)not a disease —— show —— wrong2)a fever —— other illnesses3)may get a headache whenwork —— hardcan t —— enough sleep exercise —— emptyStep 4 PracticeLet the students discuss: How does a body become sick?Then do 2a. Let students tell the ways of becoming sick:1)through the nose2)through the mouth3)through the skinStep 5 Project1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should .../should not...” and “We must.../must not...”.2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.Section DTeaching aims an demands:1Go on learn ing what are healthy habits.2Improve the students listening, speaking, reading and writing skills.3Summerize the grammar focus and useful expressions in the topic.Teaching procedure:Step 1 Review1. Let some students report the project in last period. The teacher point outthe language points.2. The teacher asks the students something about healthy habits.For example:—What are healthy habits?—Going to bed early is good for our health.—Doing morning exercises is a healthy habit.Step 2 Presentation1. After talking about healthy habits. The teacher asks something about healthy foods.Show some pictures and put them on the blackboard, and write the names of the foods. Make sure the students can readall of them.2. Let the students divide these foods into groups. finish 1b.3. Let students tell which are healthy foods and which are unhealthy foods.Step 3 Consolidation1. Play the tape recorder 1a. Complete the passage according to the listening.As we know, gives us energy. We must have to keep us . Of course,we must also have the of . We should eat more and andless . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can makeus .2. Play again. Let the students follow and imitate the reading.Step 4 PracticeLet the students do 3 by themselves. Then give a report to the whole class.Step 5 Project1. Let students go over all the pattern sentences in this topic 2a, 2b. Finishthe writing project 3 by using the sentences they have learned in Topic 2. Each student writes at least 5 sentences.2. Write a short passage which contains 6080 words.Title: How to Keep HealthyInstruction: Try to use the sentences you have learned in Topic 2 as many as possible.Topic 3 We should do our best to fight SARS.Section ATeaching aims and demands:1Talk about how to fight SARS.2Learn how to interview others.3Master the words “should” and “shouldn t”.Teaching procedure:Step 1 ReviewLet the students tell good habits and bad habits. Use these sentences:We should do ...We shouldn t do ...We must do ...We must not do ...We don t have to ...Step 2 Presentation1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?”Ask the students to talk about “SARS”.2. Introduce Kangkang s father to the students. Then the students listen to the dialog and answer the questions: —What do you know about SARS according to the listening?—It spreads easily among people.Play again, ask more questions:—What should we do to stop it?—We’d better have a balanced diet and take more exercise.—We must not go to the crowded places.Step 3 Consolidation1. Play the tape recorder, and let students follow the tape and imitate.2. Do 1b, and finish the questions in pairs.Step 4 Practice1. Let students think of more good ideas to stop SARS away from us.2. Do 2, then make up dialogs in pairs.Step 5 Project1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer.2. Every student writes at least three sentences about how to fight SARS.Section BTeaching aims and demands:1Learn how to make a tel ephone call.2Make sure you can take a message of a telephone call.3Make sure you can read the telephone message.Teaching procedure:Step 1 Review1. Let student retell at least three sentences about how to fight SARS.2. Ask and answer about Kankang’s father:What’s Kangkang’s father?Where is he now?Why can t he go home?Step 2 Presentation1. The teacher lead into: Kangkang misses his father very much. What should he do?The students may answer: He should call his father.2. Listen to the dialog 1a and answer questions:1)Can Kangkang’s father answ er the phone? Wh y or why not?2)What is he doing now?3)What does Kangkang tell his father?4)What will Miss Hu do?3. Play the tape again, and finish 1b.Step 3 ConsolidationLet students read 2. Put the sentences in the right order, and make up a new similar dialog.Step 4 Practice1. Read the telephone messages 1b. Complete the dialog according to the information from the messages.2. Listen to the tape. Follow and imitate.Step 5 ProjectSuppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶30 tomorrow morning.Let students make up a dialog in pairs, then act it out.Section CTeaching aims and demands:1Learn how to do the skimming and get information.2Master the simple past tense.Teaching procedure:Step 1 Review1. Ask some questions about SARS:What do you know about SARS?What should we do to stop SARS away from us?2. Let some s tudents introduce something about Kangkang’s father.What do you know about Kangkang’s father?Step 2 Presentation1. Read the passage 1a, let students tell“True” or “False”.1)Kangkang’s father was a patient in Xiaotangshan Hospital.2)Kangkang’s fat her could talk with his family on the phone.3)SARS is a kind of serious disease.2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard: doctor — SARS — serious — hospital — couldn t — home — talk — phone —missed — duty — saveStep 3 Consolidation1. Using the key words on the blackboard, retell the story in 1a.2. Rewrite the story with your own words,and finish 1b.Step 4 Practice1. Listening practice: Listen to the dia log and finish the chart below:Names How did they spend their time at home? How did they think about it? Kangkang on the Internet.Michael had to and .Jane her mother at home.Maria a lot of stories at home.2. Finish 3b, 3c.Step 5 Project1. Work in groups. Four in one group. Each of the students acts one character: Kangkang, Michael, Jane and Maria. Act out the dialog according to the information in the chart.2.Work in groups. Make a survey and complete the chart below:Names How did you spend your time last Sunday? How did you think about it? 1234Choose one speaker to give a report.3.Finish 3c.Let students make up a passage ab out Kangkang’s father.Section DTeaching aims and remands:1Summerize the grammer focus and useful expressions in topic 3.2Improve the listening, speaking, reading and writing skills.3Go on talking about health.Teaching procedure:Step 1 Review1. Chain questions. Ask the students to answer the following questions quickly: Did you have breakfast this morning?What did you have for breakfast?Where do you usually have lunch?What do you have for lunch?When do you usually have supper?What do you have for supper?What is your favorite food?Which foods are good for your health?2. Ask and answer in pairs3. Then retell the answers to the class.Step 2 Presentation1. Look at the pictures 1. Describe the differences between these two pictures.2. Play the tape recorder. Choose the correct picture.3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard.Step 3 Consoli dation1. Retell the passage according to the key words.2. Let the students go over the language points in Topic3. Do 2a, 2b.Step 4 PracticeMake a survey to each other. ( Four in one group)Complete the chart below:Names What good habits do you have? What bad habits do you have?1234Choose one speaker to give a report. Give him some advice on how to change his bad habits.Step 5 Project1Discover the information about an illness in 5. If the students can t finish it in class, give them enough time to study and find more information after class.2Using the information in T opic 3, ask the students to write a short passage on how to fight the flu.3Enjoy this song “Auld Lang Syne”。

牛津译林版英语九年级上册Unit2教案优秀教学案例

3.引导学生运用观察、分析、归纳等学习方法，发现过去进行时的构成和用法，提高他们的自主学习能力。
（三）情感态度与价值观
1.通过本节课的学习，使学生对英语学习产生更浓厚的兴趣，增强自信心，提高学习动力。
2.培养学生积极向上的学习态度，使他们认识到学习英语的重要性，树立正确的学习观念。
3.教育学生要珍惜时间，善于抓住过去的机会，努力提高自己的综合素养，为未来的发展打下坚实基础。
（四）反思与评价
1.引导学生对学习过程进行反思，总结过去进行时的构成、用法和规律，提高他们的自主学习能力和自我改进能力。
2.设计具有针对性和全面性的评价指标体系，对学生在学习过程中的表现进行评价，及时发现并解决他们的学习问题。
3.鼓励学生积极参与评价，让他们在评价中认识自己的优点和不足，提高他们的自我认知和自我改进能力。
2.对学生的作业进行及时批改和反馈，指出他们的优点和不足，提供改进的建议。
3.鼓励学生在课后进行自主学习，复习和巩固过去进行时的知识，为后续的学习打下坚实基础。
五、案例亮点
1.情景创设：通过呈现机场接机的图片和模拟场景，引导学生身临其境地运用过去进行时进行交流，增强了学生的感官体验和语言实践能力。这种情境创设的方式不仅激发了学生的学习兴趣，还提高了他们对过去进行时的理解和运用。
1.组织学生进行课堂总结，让他们回顾和归纳过去进行时的构成、用法和规律。
2.通过提问、讨论等方式，引导学生发现过去进行时与其他时态的区别和联系，加深他们对语法知识的理解。
3.强调过去进行时在实际交流中的应用和重要性，激发学生进一步学习和实践的兴趣。
（五）作业小结
1.布置具有针对性和实际意义的作业，如让学生撰写一篇关于过去经历的故事，并运用过去进行时进行叙述。

仁爱英语(新)八年级上unit2topic2sectionb优秀教学案例

（一）导入新课
本环节通过展示一段关于学生们日常活动的视频，激发学生的学习兴趣，引导学生思考和讨论他们自己的日常活动。教师通过提问方式引导学生回顾上一节课的内容，为新课的学习做好铺垫。
（二）讲授新知
本环节主要讲解一般现在时的用法和动词短语的描述日常活动。教师通过生动的语言和示例，让学生理解一般现在时的概念和用法，并通过互动方式，让学生积极参与，巩固所学知识。同时，教师引导学生运用动词短语描述自己的日常活动，提高他们的语言运用能力。
仁爱英语（新）八年级上unit2topic2sectionb优秀教学案例
一、案例背景
本案例背景以“仁爱英语（新）八年级上Unit2 Topic2 Section B”为主题，旨在通过深入挖掘课本内容，结合学科特点，设计出一堂既实用又有趣的教学课堂。本节课主要围绕“询问时间和谈论日常活动”的话题展开，通过学习本节课，学生能够掌握一般现在时的运用，灵活运用动词短语描述日常活动，并能够询问他人的日常安排。在教学过程中，教师需要充分考虑学生的认知水平和生活经验，通过创设真实的生活情境，激发学生的学习兴趣，提高他们的语言运用能力。同时，教师还需注重培养学生的合作意识，让他们在小组活动中相互交流、共同进步。
4.反思与评价：教师引导学生对课堂教学进行反思，总结学习收获，提高了学生的自我评价能力。同时，学生之间的互评和教师的评价，使得学生能够更好地了解自己的不足，提高了学生的综合素养。
5.教学方法多样：本节课采用了情境教学法、任务型教学法、交际式教学法等多种教学方法，丰富了教学手段，激发了学生的学习兴趣。教师注重个体差异，因材施教，使得每个学生都能在课堂上得到充分的锻炼。
（五）作业小结
本环节教师布置作业，让学生运用所学知识，完成相关的练习题。作业包括填写时间表格、用动词短语描述日常活动等，让学生在课后巩固所学知识，提高他们的实践能力。同时，教师鼓励学生在课后主动与同学交流，分享学习心得，培养他们的合作意识。

八年级英语上册-人教版-Unit 2 教学设计

八年级英语上册-人教版-Unit 2 教学设计一. 教材分析人教版八年级英语上册Unit 2主要介绍了日常生活中的一般疑问句，包括问候、介绍、询问时间、询问地点等场景。

通过本单元的学习，学生能够掌握一般疑问句的构成和用法，提高日常英语交流能力。

教材内容丰富，实用性较强，有利于激发学生学习兴趣。

二. 学情分析八年级的学生已经具备了一定的英语基础，对日常生活中的基本词汇和句型有所了解。

但部分学生对英语学习的兴趣不足，学习积极性有待提高。

此外，学生的英语水平参差不齐，教学过程中需关注不同层次学生的需求。

三. 教学目标1.知识目标：学生能够掌握一般疑问句的构成和用法，正确运用所学知识进行日常交流。

2.能力目标：提高学生的听、说、读、写能力，使其在实际情境中运用英语进行沟通。

3.情感目标：激发学生学习英语的兴趣，培养积极向上的学习态度。

四. 教学重难点1.重点：一般疑问句的构成和用法。

2.难点：一般疑问句在实际情境中的运用。

五. 教学方法1.情境教学法：通过设定各种日常生活中的情境，让学生在实际语境中学习、运用英语。

2.交际法：鼓励学生积极参与课堂互动，提高实际英语交流能力。

3.任务型教学法：通过完成各种任务，激发学生学习兴趣，巩固所学知识。

六. 教学准备1.教学素材：准备相关的图片、视频、音频等教学素材。

2.教学设备：投影仪、计算机、音响等教学设备。

3.作业布置：提前布置相关预习任务，让学生预习本节课的内容。

七. 教学过程1.导入（5分钟）利用图片、视频等素材，引入本节课的主题，激发学生学习兴趣。

同时，检查学生对上一节课内容的掌握情况。

2.呈现（10分钟）通过展示图片、实物等，呈现本节课的主要内容，引导学生观察、思考。

同时，用英语介绍一般疑问句的构成和用法。

3.操练（15分钟）将学生分成小组，进行角色扮演，模拟日常生活中的场景，运用一般疑问句进行交流。

教师巡回指导，纠正发音和语法错误。

4.巩固（10分钟）设计一些练习题，让学生填写或回答，巩固对一般疑问句的理解和运用。

八年级英语下册(人教版)Unit2单元整体优秀教学案例

四、教学内容与过程
（一）导入新课
1.课堂起始，我将以一个有趣的问题引导学生思考：“同学们，你们有自己的爱好吗？能分享一下吗？”让学生自由发言，谈论自己的兴趣爱好。
2.紧接着，我会展示一段关于不同人爱好的视频片段，如收集邮票、打乒乓球、画画等，引导学生关注本节课的主题。
3.然后，我会向学生介绍本节课的学习目标，让他们明确本节课需要掌握的知识和技能。
二、教学目标
（一）知识与技能
1.学生能够掌握并熟练运用本单元核心词汇，如hobby, collect stamps, play table tennis, draw pictures, play the piano等。
2.学生能够理解并运用一般现在时描述个人的爱好，如I like playing football./ She doesn't like reading books.等。
2.合作完成任务：学生分组完成相关任务，如制作关于爱好的海报、编写对话等。
3.小组互评：学生相互评价，给出建议和意见，共同提高。
（四）反思与评价
1.学生自我反思：让学生回顾本节课的学习过程，总结自己的收获和不足。
2.同伴评价：学生相互评价，给出建议和意见，促进共同进步。
3.教师评价：教师对学生的学习过程和成果进行评价，给予鼓励和指导。
（二）讲授新知
1.通过PPT展示本节课的核心词汇，如hobby, collect stamps, play table tennis等，并引导学生跟读，确保他们正确掌握这些词汇。
2.接着，我会运用一般现在时引导学生描述个人爱好，如“I like playing football.”“She doesn't like reading books.”等，并让学生进行模仿练习。

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。

Unit2单元听力教案

本文将向您介绍听力教学中的Unit2单元听力教案，教案主要涉及到口语练习、听力技能和阅读能力。

希望通过本文的介绍，能够帮助大家更好地了解如何提升听力技能。

第一部分：教学目标本单元是针对初中二年级的学生，主要目的是帮助学生提高听力能力，通过口语练习和阅读能力的提升，打下牢固的听力基础。

在听力教学中，我们还将注重培养学生的听力技能，教会学生如何通过不同的语调和语音来理解对话和口语表达。

第二部分：教学内容本单元主要分为三个部分：口语练习、听力技能、阅读能力。

口语练习：我们将通过课堂练习和小组活动的形式，帮助学生练习英语口语，提高他们的交际能力。

在练习过程中，我们还将注重锻炼学生的听力技能，通过不同的口语表达来训练学生对不同语调的理解能力。

听力技能：在教学过程中，我们将注重教授理解英语口语的技能。

通过实际的听力练习和教师的指导，学生将学会如何理解英语口语中的语音、语调和语速，从而更好地理解对话和表达。

阅读能力：我们将通过课程的阅读活动，提高学生的阅读能力。

阅读将帮助学生理解口语表达的意思和语调，使他们更加自然地理解对话。

第三部分：教学方法我们将采取多种教学方法，包括课堂讨论、小组活动、听力测试和阅读练习等。

通过不同的教学方法，我们将让学生更好地参与到学习中，并且确保每个学生都能够受益。

第四部分：考核方式本课程的考核方式主要包括听力测试和阅读测试。

通过课程的考核，我们将评估学生的听力和阅读能力，并帮助他们更好地提升相关技能。

第五部分：总结通过本单元的学习，学生将更好地理解英语口语，掌握英语语调和语音的技能。

同时，我们还将通过阅读能力的提升，帮助学生更好地理解口语表达的意思和语调。

因此，在接下来的学习中，学生将能够更好地应对英语口语的挑战，从而更加自信地参与到英语学习中去。

2024三年级上册英语Unit2 Lesson2 教案

1、语言能力
2、思维品质
3、学习能力
4、文化意识
对方介绍学习用品时做出礼貌回应，树立爱惜文具，与同伴友好沟通的意识，主动备齐文具，乐于共享文具。
教学重点
掌握核心词汇和句型；在缺少学习用品时运用“Can I use your...?”礼貌地找他人借取，并能在他人向自己借用物品时根据实情运用。
教学难点
对方介绍学习用品时做出礼貌回应，树立爱惜文具，备齐文具，同伴互助，要有学会分享的意识。
小学英语学科教案
执教人：时间：2024年9月
课题名称
人教精通版英语三年级上册Unit2 School things Lesson2
教学目标
1、在听、看、说的活动中，获取Lisa如何向他人借用学习用品及Xin xin如何回应；
2、在歌曲、图片和功能句创造的语境中，学习四个新词汇，并在会演唱歌曲的基础上创编新歌曲；
教学具准备
多媒体课件、单词卡片
教
学
过
程
Step1:Warm up
Enjoy a video about the school things.
提问：Q1：Do you like this things?
Q2:What’s the sing about?
Step2:Presentation
一、Presentation1(创设情景)
3、借助语言支架进行小组合作，向他人借用文具的情境中熟练运用以下核心句式“Can I use your ...、I can’t find my ...、Sure,here you are.”通过观察Lisa的行为，了解自己收拾书包，带齐学习用品的重要性；
4、用所学语言介绍自己的文具及借用他人的学习文具，爱惜自己的文具并有序整理收纳，要有积极向上的态度，在他人有需要时乐云提供帮助；

中职英语教案：Unit2 Community Life(全6课时)

Sslisten to the tape andunderline the sentences.
Ss read the text
together and
understand some
useful
expressions.
教
学
内
容
教
学
内
容
sentences .
A: Excuse me, madam. Could you tell me the way to the coffee shop?
Q:What facilities does the community have？
Ask the Ss to look at the pictures and predictthe listening content before listening. Then listen to the tape and choose the pictures that are most relevant to the conversation.
编号：
备课组别
英语
课程名称
英语模块3
所在
年级
二年级
主备
教师
授课教师
授课系部
授课班级
授课
日期
课题
Unit2 Community LifeListening and Speaking
教学
目标
1.To master the important words &phrases.
2.Be able to introduce the community to different clients according to
supermarket

牛津译林版英语七年级上册Unit2教案教学设计

a.组织定期的听力训练，提高学生的听力技巧，同时引导学生关注语音语调的变化。
b.创设多样化的口语交流情境，鼓励学生大胆开口，提高口语表达能力。
c.设计不同难度的阅读材料和写作任务，满足不同学生的学习需求，逐步提高他们的阅读理解和写作能力。
3.在小组合作学习中，我将注重以下方面：
a.合理分组，确保每个小组成员都能在活动中发挥自己的优势。
（三）学生小组讨论
1.教学活动设计：教师将学生分成小组，每组选择一个家庭成员，讨论并记录该家庭成员的职业、爱好及日常活动。
2.小组任务：各小组根据讨论内容，编写一段对话，展示家庭成员的特点。
3.小组分享：每个小组展示自己的成果，其他小组进行评价，教师给予鼓励和指导。
（四）课堂练习
1.教学内容：课堂练习主要包括听力、口语、阅读和写作练习。
4.词汇练习：请学生用一般现在时，完成课后练习册中的词汇填空题。此作业有助于巩固学生对词汇和时态的掌握，提高语法运用能力。
5.家庭作业：布置一项家庭作业，要求学生与家长一起完成。学生需采访家长关于家庭成员的职业、爱好等信息，并用英文进行介绍。此作业旨在培养学生的跨文化交际意识，增进亲子关系。
6.预习作业：预习下一课的内容，提前了解关于日常活动的词汇和句型，为课堂学习做好准备。
b.明确小组任务，指导学生如何分工合作，提高团队效率。
c.引导学生学会倾听他人意见，培养良好的沟通和协作能力。
四、教学内容与过程
（一）导入新课
1.教学活动设计：教师以图片展示不同家庭成员的职业，如doctor, teacher, engineer等，引导学生猜测并说出对应的英文单词。通过这种方式，自然导入新课的主题——家庭成员及职业。
5.培养学生的团队精神，让学生在合作学习的过程中，学会相互支持、相互帮助，共同进步。

人教新目标英语八年级上册Unit2全单元教学设计

7.评价与反馈：
-采用多元化评价方式，包括自评、互评和教师评价，全面评估学生的学习效果。
-及时给予学生正面反馈，鼓励学生继续努力，同时指出需要改进的地方。
8.课后延伸：
-布置与课堂内容相关的家庭作业，巩固所学知识。
-鼓励学生在课后进行英语实践活动，如制作关于学校生活的海报、编写小对话等。
四、教学内容与过程
人教新目标英语八年级上册Unit2全单元教学设计
一、教学目标
（一）知识与技能
在本单元的教学中，学生将通过学习人教新目标英语八年级上册Unit 2的内容，掌握以下知识与技能：
1.词汇：学生能够掌握并运用与学校生活、课程及活动相关的词汇，如subject, math, science, history, gym, music, art, favorite, difficult, fun, test, grade等。
2.知识储备：学生对学校生活、课程及活动有一定了解，但关于一般现在时态的运用尚不够熟练，需要进一步巩固。
3.学习兴趣：学生对与自身生活密切相关的话题感兴趣，本单元主题与学生的实际生活紧密相关，有利于激发学生的学习兴趣。
4.学习方法：学生在学习过程中，需要教师的引导和启发，逐步培养自主学习、合作学习和探究学习的能力。
2.导入新课：通过歌曲、视频或简短的游戏等活动，激发学生的学习兴趣，自然引入新课主题。
-例如，播放一首关于学校的歌曲，引导学生谈论歌曲中提到的学科和活动。
3.词汇教学：
-利用图片、实物等直观教具，帮助学生记忆和理解新词汇。
-采用分组竞赛、接龙游戏等形式，让学生在互动中巩固词汇。
4.语法教学：
-通过情景剧、角色扮演等方式，让学生在实际语境中感知和运用一般现在时态。

八年级英语下册Unit2教案（精选4篇）

八年级英语下册Unit2教案（精选4篇）八年级英语下册Unit2 篇1unit 8 topic 11. 1）so …that …如此…以至于….，that 引导的是结果状语从句，其结构是so +形容词或副词+that 从句。

2）so…that …可以换成such +（a/an）+形容词+名词。

2. would like 作为一个固定结构后接名词，代词，不定式作宾语，也可以用不定式作宾补，表示想要的意思。

1）would like sth. 想要某物；i would like some rice and pork 。

我想要一些米饭和猪肉。

2）would like to do sth. 想要做某事。

3）would like sb. to do sth. 想要某人做某事。

would like = want 想要1. be 为助动词，made 是及物动词make 的过去分词，of 后接宾语，be made of 的主语通常为成品。

be made from 后的原材料则看不出，be made in 主语是成品，介词in 后为产地，be made into 主语为原材料，介词into 后接成品。

the table is made of wood 。

这桌子是由木头制成的。

（可以看出原材料）paper is made from wood 。

纸是由木材制成的。

（看不出原材料）the comb is made in hong kong 。

这把梳子是香港制造的。

iron is made into knives 。

铁可以制成小刀。

2. afford 常接在can ，could ，be able to 之后，意为担负的起（…的费用，损失，后果等）；抽的出（时间）。

afford 还有提供，给予，出产的意思。

3. on sale 上市；折价出售，减价出售。

for sale 待售，供出售。

7. （1）though 是从属连词，引导让步状语从句，和连词but 不能连用，但翻译时需译为但是。

七年级英语上册(人教版)Unit2单元整体教学设计

1.词汇方面：虽然学生已具备一定词汇量，但关于家庭的词汇还需加强，且对词汇的运用和拓展能力有待提高。
2.语法方面：学生对一般现在时的理解尚不深入，需要通过大量练习来巩固和运用。
3.口语表达方面：学生的口语表达能力参差不齐，部分学生可能存在发音不准确、语调不自然等问题。
4.文化认知方面：学生对不同文化背景下的家庭观念了解有限，需要引导他们拓宽视野，培养跨文化交际意识。
1.展示图片：向学生展示一组描绘不同家庭活动的图片，如家人共进晚餐、一起旅行等，引导学生观察并思考这些图片的共同主题。
2.提出问题：询问学生：“Can you guess what these pictures are about?”，鼓励学生发表自己的看法。
3.小组讨论：让学生分组讨论，分享他们对家庭的定义，以及他们认为家庭的重要性。
2.语法讲解：以一般现在时为例，讲解其构成和用法，结合家庭成员的活动进行实例分析，让学生在实际语境中感知语法的应用。
3.对话示范：呈现一段关于家庭成员的对话，引导学生观察并总结对话中的一般现在时的运用，然后进行角色扮演，让学生模仿并练习。
4.文化渗透：介绍不同文化背景下的家庭结构和生活方式，拓宽学生的视野，培养他们的跨文化交际意识。
（三）学生小组讨论（500字）
在小组讨论环节，我将安排以下活动：
1.分组讨论：让学生分组讨论，分享各自家庭成员的信息，并使用一般现在时描述他们的日常活动。
2.话题拓展：给出几个与家庭相关的话题，如“family traditions, family rules, family activities”等，引导学生展开讨论，促进组内成员的交流与合作。
-完成一篇关于家庭成员的短文，要求使用一般现在时描述每位家庭成员的外貌、性格和日常活动，不少于100词。

人教版英语九年级全册Unit2教学设计

2.短片结束后，教师提出问题：“What do you want to be in the future?”让学生进行头脑风暴，思考并分享自己的未来职业理想。
3.学生分享完毕后，教师总结并引入本节课的主题——Unit 2 “My future”。
（二）讲授新知（500字）
1.教师呈现本节课的核心词汇和句型，如：destiny, ambition, career, achievement等，以及一般将来时的表达方式。
2.重点：词汇的积累与运用，特别是与职业、理想相关的词汇。
难点：帮助学生记忆并正确使用这些词汇，提高语言表达的准确性和丰富性。
3.重点：培养学生的阅读理解能力，使其能够从文章中获取关键信息。
难点：指导学生掌握阅读策略，提高阅读效率，形成良好的阅读习惯。
（二）教学设想
1.针对一般将来时的教学，设想如下：
4.针对情感态度与价值观的培养，设想如下：
-创设开放、包容的课堂氛围，鼓励学生表达自己的观点，培养自信心。
-引导学生从文章中汲取正能量，树立正确的价值观。
-组织课堂分享活动，让学生一）导入新课（500字）
1.教师通过播放一段关于未来职业的短片，引导学生关注与职业规划相关的话题，激发学生的学习兴趣。
4.与同学组成小组，讨论并制定一份关于未来职业规划的调查问卷。问卷需包含至少5个问题，并于下节课分享问卷及调查结果。
5.搜集有关职业规划的名言或故事，下节课与同学分享，激发大家对未来规划的思考。
6.观看一部与职业、梦想相关的英文电影或纪录片，记录下感受最深的片段和原因，下节课进行课堂分享。
作业布置要求：
2.小组成员用一般将来时分享自己的职业规划，并提出实现目标的途径。
3.各小组选代表汇报讨论成果，教师进行点评和指导。

Unit 2 公开课教案

Unit 2 I’ll help to clean up the city parks.Teaching aims1.Knowledge Objects1)Master new words and main sentences.2)Know how to use could, should.3)Know how to offer help.4)Practice listening.2.Ability Objects1)Be able to master new words and main sentences.2)Be able to know how to use could, should.3)Be able to offer help3.Emotion attitudes and valuesLet students be happy to help others through study.Teaching keys1) words and phrases：clean up, city, give out, volunteer, , used to,2) Learn how to offer help：I’d like to work outside.I’ll help clean the city park.You could give out food at a food bank.Teaching difficultTO learn how to offer helpTeaching methodListening and speaking in small groupsStep one: Warming upStep two: Talk about some picturesStep three: How could we help people. Look at the ways you could help people in the picture. Then make your list .Step four: Listening1bListen and number the ways the boy and girl could help others.Step five:Read the conversation and answer the questions.Step six :Listening2a and 2bA group of students are planning a City Park Clean-Up Day. Listen and check (√) the things they are going to do to tell people about it.Step seven :Listening2bStep eight :PairworkStep nine: Homework。