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unit 1 topic 2 sectionA 教学设计
Unit 1 Playing Sports Topic 2 I’ll kick you the ball again Section AYehe school Chen Zongchu Material analysis本节课为单元第一课的第一课时。
主要活动为Section A 的1a。
通过Kangkang对Michael的邀请，引出对话的主题：合作参加足球比赛。
对话呈现了本课所要学的语法重点：subject + vt + indirect object + direct object。
结合本单元的话题We should learn teamwork.呈现了重点短语：kick the ball to you, pass me the ball, practice doing sth, give me a hand等, 同时在对话中呈现了交际功能用语：Could you help me …? Would you mind (not) doing sth ? 要求学生在学会课本语言知识的同时，培养他们的团队合作精神。
督促学生结合学过的句型用be going to do 进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。
Teaching aimsKnowledge aims：1.Learn new words and phrases: ill, mind, kick, pass, certainly fall ill, give sb a hand, do well in.2 .learn new sentences: Would you mind (not) doing sth?subject+vt+indirect object+direct object.Skill aims：1.Ss can read,listen and say something about teamwork2.Ss can use the new sentences to express the request .3.Ss can make a similar dialog.Emotional aims：a friend in need is a friend indeed.The key points and difficult pointsKey points：Would you mind (not) doing sth?Difficult points：1. 双宾语：subject + vt + indirect object + direct object.2.1c活动中近义句的转换。
仁爱版七年级英语上册Unit1Topic2SectionA课件共26张PPT
from? Jane: I am from Canada. Are you from
Canada，too? Sally: No, I'm not. I am from America.
Work in groups
Read 1a again and make a conversation in your groups. And then show us.
from? Jane: I am from Canada. Are you from
Canada，too? Sally: No, I'm not. I am from America.
President Xi China
Obama America
Putin Russia
Suppose you are a reporter. Do an interview about President Xi and Obama, then make a name card and report.
1a Can you read the text now?
Pay attention to the intonation.
Sally: Excuse me, are you Jane? Jane: Yes, I am. What's your name? Sally: My name is Sally. Where are you
What's your name? My name is … Where are you from? I am from …
You can begin like this: This is President Xi. He is from…
Name:
Canada，too? Sally: No, I'm not. I am from America.
Work in groups
Read 1a again and make a conversation in your groups. And then show us.
from? Jane: I am from Canada. Are you from
Canada，too? Sally: No, I'm not. I am from America.
President Xi China
Obama America
Putin Russia
Suppose you are a reporter. Do an interview about President Xi and Obama, then make a name card and report.
1a Can you read the text now?
Pay attention to the intonation.
Sally: Excuse me, are you Jane? Jane: Yes, I am. What's your name? Sally: My name is Sally. Where are you
What's your name? My name is … Where are you from? I am from …
You can begin like this: This is President Xi. He is from…
Name:
仁爱版英语八年级上册Unit1_Topic2_SectionA优质课教案
Unit1 Topic2 SectionA优质课教案【学习目标】重难点：1a【学习导航】I. Pre—task: 预习检测1. (忆一忆)Review some new words（1）有病的不健康的______________________________. （2）介意/关心______________________________.（3）踢/端______________________________.（4）及格/传球______________________________.（5）当然/确定______________________________.（6）在某处______________________________.（7）扔，投______________________________.（8）患病/病倒______________________________.（9）帮某人一个忙______________________________. （10）在某方面做得好______________________________.2.（说一说）Free Talk(自由对话）.Ⅱ. While—task：（学一学）呈现、巩固和练习1.（听一听）Listen to 1a and answer（1）Which class are they going to play against?（2）What’s wrong with Kangkang’s teammate?（3）Would Kangkang mind teaching him?2.（读一读）Read la and complete the sentences.（1）Kangkang and his team are going to have a soccer game against on Saturday. （2）Kangkang asks Michael to join them because a teammate.（3）Michael is not good at but he likes to have a try.（4）Michael and Kangkang are going to for the game.3.(比一比）Work in groups and find out the key points.4.（试一试）：(1)Make sentences with the key points(2)Read 1a in roles.ⅢPost—task（说一说）Summary（分享收获）【自我检测】（练一练）（10分）1. Listen to the conversations and number the pictures. (4分）（）（）（）（）2. Choose the best answers. (6分）( ) 1.—I’d like to read the book over there. Could you pass ______, please?—Certainly. Here you are.A. me itB. it to meC. me for itD. it for me。
仁爱版英语八年级上册Unit1Topic2SectionA优秀教学案例
仁爱版英语八年级上册Unit1Topic2SectionA优秀教学案例
一、案例背景
本案例背景以仁爱版英语八年级上册Unit1Topic2SectionA为主题，主要围绕“询问时间和日期”展开。本节课的主要内容是让学生掌握询问时间和日期的表达方式，如“What time is it? What day is it today? What date is it today?”等，并能够运用这些表达方式进行实际交流。通过本节课的学习，学生能够提高自己的英语听说能力，增强对时间日期表达方式的掌握，为日常生活交流打下基础。
3.鼓励学生进行自主学习，如查阅相关资料、观看英语视频等，提高他们的学习兴趣和能力。
4.教师对学生的作业进行批改，及时给予反馈和指导，帮助学生提高。
五、案例亮点
1.真实情境的创设：通过模拟不同场景下的时间日期交流，让学生身临其境地感受和学习英语，提高他们的语言运用能力和情境交际意识。
2.问题导向与小组合作：设计具有挑战性和思考性的问题，引导学生进行探究式学习，激发学生的思维潜能和团队合作精神。
3.多元化的教学评价：关注学生的全面发展，既注重知识的掌握，也重视能力的培养和个性源自发展，体现了“以人为本”的教育理念。
4.学生为主体的教学模式：充分调动学生的积极性，让他们在自主学习、合作交流中，提高自己的英语水平，培养了他们的独立思考能力和自我管理能力。
5.跨文化交际的培养：在教学过程中，注重让学生了解和感受不同文化背景下的时间日期表达方式，提高他们的跨文化交际意识和能力。
3.设计角色扮演活动，让学生分别扮演不同角色，如酒店前台、火车售票员等，进行realistic conversations，提高他们的口语表达能力。
（二）问题导向
1.设计一系列问题，引导学生思考和探讨时间日期的表达方式及其在实际生活中的重要性，如：“为什么我们需要询问和表达时间日期？”“在不同的场合，我们如何运用时间日期表达方式？”等。
一、案例背景
本案例背景以仁爱版英语八年级上册Unit1Topic2SectionA为主题，主要围绕“询问时间和日期”展开。本节课的主要内容是让学生掌握询问时间和日期的表达方式，如“What time is it? What day is it today? What date is it today?”等，并能够运用这些表达方式进行实际交流。通过本节课的学习，学生能够提高自己的英语听说能力，增强对时间日期表达方式的掌握，为日常生活交流打下基础。
3.鼓励学生进行自主学习，如查阅相关资料、观看英语视频等，提高他们的学习兴趣和能力。
4.教师对学生的作业进行批改，及时给予反馈和指导，帮助学生提高。
五、案例亮点
1.真实情境的创设：通过模拟不同场景下的时间日期交流，让学生身临其境地感受和学习英语，提高他们的语言运用能力和情境交际意识。
2.问题导向与小组合作：设计具有挑战性和思考性的问题，引导学生进行探究式学习，激发学生的思维潜能和团队合作精神。
3.多元化的教学评价：关注学生的全面发展，既注重知识的掌握，也重视能力的培养和个性源自发展，体现了“以人为本”的教育理念。
4.学生为主体的教学模式：充分调动学生的积极性，让他们在自主学习、合作交流中，提高自己的英语水平，培养了他们的独立思考能力和自我管理能力。
5.跨文化交际的培养：在教学过程中，注重让学生了解和感受不同文化背景下的时间日期表达方式，提高他们的跨文化交际意识和能力。
3.设计角色扮演活动，让学生分别扮演不同角色，如酒店前台、火车售票员等，进行realistic conversations，提高他们的口语表达能力。
（二）问题导向
1.设计一系列问题，引导学生思考和探讨时间日期的表达方式及其在实际生活中的重要性，如：“为什么我们需要询问和表达时间日期？”“在不同的场合，我们如何运用时间日期表达方式？”等。
Unit 1 Topic 2 sectionA 教案仁爱版九年级英语上册
九年级上册Unit 1 Topic 2 The population in developing countries is growing faster.Section A【教学构思】一、教材分析：本课属于课标话题人与社会——“世界与环境（The world and the environment）”中人口（Population）项目，涉及课标功能意念表“态度（Attitude）”中同意（Agreement）项目，主要通过Maria和Michael电话对话讨论关于购物中心拥挤状况。
主要教学活动为1a和2，通过Maria和Michael的电话对话，讨论关于购物中心拥挤状况，学习与ever，never，just，yet，already连用的现在完成时以及So do I句式表达同意别人观点的用法。
在2听力活动中，进一步训练与ever，never等词连用的现在完成时的用法。
教师通过听说活动，训练学生的听和说的能力，设计语言实践活动让学生能在“用中学”。
二、设计说明：根据学情和本课的语法及话题，本节课的教学设计将听与说相结合，以1a为载体，立足话题，聚焦语法，通过听说练习内化知识；在语言生成阶段，循序渐进，帮助学生学以致用，并通过同伴合作完成学习任务。
本课在重、难点突破的方法上有所创新，教师通过听说活动在“学中用”，接着通过小组活动“用中学”，激发学生学习兴趣，引导学生表达自己的观点和看法，积极参与课堂，发展学生思维品质和团队协作意识。
【教学目标】1. 通过听力活动和朗读对话，掌握对话大意和细节，培养“听”与“读”的语言能力；2. 在对话和语篇中学习与ever，never，just，yet，already连用的现在完成时，准确理解ever，never，just，yet，already的意义并用于表达；3. 通过paraphrase的形式练习，初步进行语言输出，提高综合运用语言的能力；4. 通过小组活动，发展思维品质、自主学习能力和团队协作意识。
仁爱版九年级上Unit1 Topic2 Section A课件(共29张PPT)
back
影片
seem + adj. seem seem to do
e.g. He seems ill.
e.g. He seems to be ill.
It seems that... e.g. It seems that he is ill.
But great changes have taken place in China in recent years.
No, he hasn’t found Michael yet. • 4.Does Maria like going shopping? No, she doesn’t.
Focus
•He has probably gone home. = Maybe he has gone home. •Let’s call him up. call sb. up
Michael and Kangkang have just ______ been to a
never been shopping center. Kangkang has ______
there before. In the shopping center, there were
people They got ______ lost and couldn’t too many ______.
1. Write five sentences. Use the words just, before, already, yet, ever, never. 2. 完成同步练习册Section A。
• The present perfect tense with just, already, yet, ever and never • yet 与 already 用法区别
影片
seem + adj. seem seem to do
e.g. He seems ill.
e.g. He seems to be ill.
It seems that... e.g. It seems that he is ill.
But great changes have taken place in China in recent years.
No, he hasn’t found Michael yet. • 4.Does Maria like going shopping? No, she doesn’t.
Focus
•He has probably gone home. = Maybe he has gone home. •Let’s call him up. call sb. up
Michael and Kangkang have just ______ been to a
never been shopping center. Kangkang has ______
there before. In the shopping center, there were
people They got ______ lost and couldn’t too many ______.
1. Write five sentences. Use the words just, before, already, yet, ever, never. 2. 完成同步练习册Section A。
• The present perfect tense with just, already, yet, ever and never • yet 与 already 用法区别
原创新仁爱英语九上Unit1Topic2SectionA教案
九年级上英语Unit1Topic2SectionAⅠ. Material analysis本课是九年级第一单元第二话题的第一课时，主活动为1a。
1a的对话不长但语言点丰富。
通过“Michael去购物中心”这件事，引出了话题和语法：人口问题和常见的现在完成时的标志性副词。
1a通过学习标志词“just, already, yet, ever 和never”，继续学习现在完成时。
学生通过朗读课文，培养语感。
1b要求学生先预测，再通过听材料来核对。
2进一步体会现在完成时标志性副词的用法，提高学生的听力水平。
1c和3，通过短文改错和同义句转换的活动形式，巩固学生的基本功，培养学生的综合语言运用能力。
Ⅱ.Teaching aimsaims：掌握本课的重点词汇和短语，继续学习现在完成时。
aims:强化训练学生听的能力。
运用不同的方式，培养学生的综合语言运用能力。
在实际运用中，体会和领悟语法项目的表意功能。
aims: (optional)引导学生关注社会现象，关注人口问题。
4. Culture awareness: ( optional)Ⅲ. The key points and difficult points1. Key points:Words and phrases: yet, probably, cinema, department, nearbyget lost, hate doing sth., not…any more, such…that…/ so…that…Sentences: So do I.Grammar: Present Perfect (just, already, yet, ever和never的用法)2. Difficult points：能通过听、说和读的方式感知并正确使用just, already, yet, ever and never的用法。
能自如运用不同语言点表达相同信息。
仁爱版七年级英语上册Unit1Topic2SectionA教案
Unit 1 Making New FriendsTopic 2 Where are you from?Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标1. Learn some personal pronouns and possessive pronouns:me, your, she, he, we2. Learn some country names:Canada, Japan, England3. Learn other new words and phrases:excuse, excuse me, what, name, where, from, be from, the4. Talk about people’s names and where they are from:(1)—Excuse me, are you Jane?—Yes, I am.(2)—What’s your name?—My name is Sally.(3)—Where are you from?—I’m from Canada.(4)—Are you from Canada, too?—No, I’m not.(5)—Is he/she …?—Yes, he/she is./No, he/she isn’t.(6)—Where is he/she from?—He/She is from …Ⅱ. Teaching aids 教具卡片/教学挂图/录音机Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过对话，复习Topic 1的见面问候语，并导入本课新单词和新句型。
1. (师生问候，复习前一话题所学知识，为此课学习作铺垫。
仁爱版英语八年级上册Unit1 Topic2 SectionAPPT学习教案
A: Would you mind if I try it again? B: _C__e_rt_a_i_n_ly__n_o_t___. Please do.
A: _D_o__y_o_u_m__in__d_n_o_t_ putting your bike here? B: Sorry. I'll put it somewhere else.
第23页/共42页
Retell the dialog with the useful expressions:
Could you help me? have a soccer game against … One of my teammates fell ill Will you …? be glad to Would you mind …? Let's go and practice.
try.
4. Michael and Kangkang are going to
_p_r_a_c_ti_c___ for the game.
e
第13页/共42页
1c
Read and understand the first sentence. Then complete the second one with the correct form of
(Kangkang and Michael are practicing in the playground. Kangkang : Michael, I kick the ball to you. And you pass me the ball like this. Michael : Sorry, I missed it. Kangkang: Never mind. Keep trying. I' ll kick you the ball again. Michael : Ok.
A: _D_o__y_o_u_m__in__d_n_o_t_ putting your bike here? B: Sorry. I'll put it somewhere else.
第23页/共42页
Retell the dialog with the useful expressions:
Could you help me? have a soccer game against … One of my teammates fell ill Will you …? be glad to Would you mind …? Let's go and practice.
try.
4. Michael and Kangkang are going to
_p_r_a_c_ti_c___ for the game.
e
第13页/共42页
1c
Read and understand the first sentence. Then complete the second one with the correct form of
(Kangkang and Michael are practicing in the playground. Kangkang : Michael, I kick the ball to you. And you pass me the ball like this. Michael : Sorry, I missed it. Kangkang: Never mind. Keep trying. I' ll kick you the ball again. Michael : Ok.
仁爱英语教材七年级上册Unit1 Topic2 SectionA教案
3.Are you from Canada, too?America/p/ /b/ /t/ /d/ /k/ /G /
4. —Excuse me, are you…? England
—Yes, I am./ No, I’m not.
5.—Who are they?
—They are Maria and Jane.
Step6Production
1.Let students use the sentences “What’s your name? Where are you from? Are you…? Who are they? They’re … Where are they from? They are from …” to make up a short conversation in groups (1min) and choose two groups toshow their conversations;
2.Show the pictures of 1b and explain the cultural background of these pictures;
Play the tape again and choose one student to check the answers;
Then show the listeningmaterial and play the tape.
教学用具
幻灯片;词卡
教学重点
正确使用表示询问姓名、国籍等的表达方式；
正确使用人称代词：you, they,形容词性物主代词：my, your；
正确使用Be动词am, is, are的一般现在时在不同情况下形式上的不同变化；
掌握缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；
4. —Excuse me, are you…? England
—Yes, I am./ No, I’m not.
5.—Who are they?
—They are Maria and Jane.
Step6Production
1.Let students use the sentences “What’s your name? Where are you from? Are you…? Who are they? They’re … Where are they from? They are from …” to make up a short conversation in groups (1min) and choose two groups toshow their conversations;
2.Show the pictures of 1b and explain the cultural background of these pictures;
Play the tape again and choose one student to check the answers;
Then show the listeningmaterial and play the tape.
教学用具
幻灯片;词卡
教学重点
正确使用表示询问姓名、国籍等的表达方式；
正确使用人称代词：you, they,形容词性物主代词：my, your；
正确使用Be动词am, is, are的一般现在时在不同情况下形式上的不同变化；
掌握缩写形式I’m = I am, they’re = they are, what’s = what is, aren’t = are not, isn’t = is not；
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八年级上册英语导学学案Unit 1 Topic 2 Would you mind passing me some water?Section A一、学习目标Aims and demands1、掌握新词汇: mind, favor, ill, practice, pass, somewhere, throw, manage;2、学习新的表达形式: do sb a favor, fall ill, throw bottles around, make one’s bed;3、继续学习一般将来时----- will+动词原形二、学法指导How to study1、预习Unit 1 Topic2 Section A，并对语言点、难点做出标记；2、学习学案，并完成学案上的练习题。
三、自主预习Ⅰ.英汉互译下列单词并标上词性。
1.思想、头脑__________( )2. 好心，帮助___________( )3. ill __________( )4. 练习___________( )5. 通过__________( )6.somewhere ___________( )7. 扔、抛__________( )8. 设法___________( ) II．在课本中找出下列短语划在书上并翻译1、do me a favor _________________2、fall ill _____________________3、be glad to _________________4、right away __________________5、throw bottles around ________________6、make one’s bed ______________ Ⅲ. 翻译并熟记下列句子.1.迈克，你能帮我个忙吗? _________________________________2. 但是我的一个队友生病了。
_________________________________3. –你愿意教我吗？____________________--当然可以______________4. 让我们一起去练习吧。
. _________________________________5. --让我再试一次你介意吗？_________________________________--当然不介意_____________________________________6. --请不要把你的自行车放在这儿好吗？_________________________________ --对不起，我马上把它放到别处去。
___________________________________7. --请你不要把瓶子乱扔好吗？_________________________________--对不起，我以后不这样做了。
_______________________________8. 你真是太好了，不过我自己能设法做好。
_______________________________【课文原句】____________________________________________【分析点拨】(1) Could you please…? = Would you please…?都表示客气、委婉地提出请求，“请……好吗”，此处could不表示过去式。
如：Could you please help me study English?翻译：__________________________Could you please clean the classroom with me?翻译：__________________________(2) do sb a favor = give sb a hand = help sb 帮某人的忙如：Maria:Linda. Could you do me a favor?Linda:Yes?Maria:We would like to have a party this weekend. Could you please help us prepare the food and drinks?Linda:It’s my pleasure. (请试着口头翻译以上对话)2.【课文原句】But one of my teammates fell ill.译文____________________________________________.(1) one of + 可数名词复数，意为“……中之一”，当它作主语时，谓语动词用______数形式如：One of my friends is a boy. One of his sisters is a doctor.(2) fall ill 生病，得病fall在此为系动词，fell是fall的过去式，如：My mother fell ill yesterday, so I have to look after her at home today.翻译：_________________________________________________________ She is very weak. She often falls ill. 翻译：______________________________ 【知识链接】be ill, fall ill, feel illbe ill 有病的，得病的，强调的是一种状态；fall ill 生病，得病，强调的是动作，由没病到生病的过程，如：He is ill now. （强调________）翻译：_____________________Don't be tired, or you will fall ill. （强调________）翻译：_____________________feel ill 感觉不舒服，重在一种身体感受，如：Are you feeling ill now? 翻译：___________________________________I feel ill these days. 翻译：___________________________________3.【课文原句】Will you join us? ----- I'd be glad to.译文__________________________________________________________.(1) will 在这表示“劳烦别人做事或请求别人做事”，不表示将来时态。
(2) I'd be glad to.是I would be glad to. 的缩写，答语中to 后的动词可以省略，但to不能省略。
be glad to…乐意做……，如：I'm glad to see you again.我很乐意帮助你。
翻译：___________________________________4、【课文原句】Will you join us? ----- I'd be glad to.译文__________________________________________________________. (1)Would you mind…? 意为“你介意……吗”？这是英语中委婉请求的表达方式，语气委婉、客气、礼貌，易于被对方接受，其结构是：Would you mind + 动名词+ 其他？同义句是Could you please do sth? 该句的否定形式为Would you mind not doing sth? 意为“别做……好吗”？如：Would you mind opening the window ? _____________________Would you mind doing me a little favor?________ _______________________ Would you mind mailing this letter for me? __________________________Would you mind passing the dictionary to him ? ________________________ Would you mind not smoking? ______________________________________(2)常用用法还有:①Would you mind + 名词宾格/形容词性物主代词+ doing sth?如：Would you mind me/my smoking here? 翻译：__________________________ Would you mind me/my opening the window? 翻译：________________________注意：动名词前可加一个逻辑主语，一般用形容词性物主代词或名词所有格，用与不用意义不同。
如：Do you mind smoking here? 你介意在这儿抽支烟吗？（你抽烟）Do you mind my smoking here? 你介意我在这儿抽支烟吗？（我抽烟）②Would you mind + if 从句。
如：Would you mind if I smoke?翻译：_______________________________________(3) Would you mind 句型一般用在面对陌生人时或者非常正式的场合，用来表达委婉、客气的意愿，不用在朋友之间，或者普通、随便的场合。
注意：Would you mind 后面不能加不定式，would you mind 用来表示要求许可或者请求别人做事，后面常接doing 或if从句。
回答时，如果要拒绝对方的提议时，常用I'm sorry…或I'm afraid you'd better not.等表示委婉的拒绝，如果听从对方的提议，常用Certainly not. / Of course not. / No, not at all. 等表示赞同和接受，不能用yes。
【拓展】和mind有关的常用短语有：never mind 没关系，一点也不介意make up one's mind 下决心keep…in mind 记住……change one's mind 改变主意5.【课文原句】But I can manage it myself.译文_____________________________________.(1) manage ( v.) 管理，设法对付，通过努力完成某事，在口语中常和can, could, be able to连用，如：Can you manage another piece of cake? 你还能再吃块蛋糕吗？(2) myself 在本句中做主语的同位语，如：I cooked the meal myself. 翻译：________________________________I cleaned the house myself. 翻译：________________________________四、课堂导学与风采展示1. 重点回顾根据自主预习的内容，组内核对并相互提问重点短语，句子以及用法2. 风采展示1). 分角色朗读1a, 完成1b。