UNIT 2 THIS IS MY SISTER
(the 1st period Section A 1a-1c, 2b-2d)
Teaching aims: (教学目标)
1.学会表述家人的称谓, 区分家人的称谓..
2.学会介绍家人.
Language points: (语言点)
1.要求掌握以下句式: (1) ------This/that is my …
------ These/those are my …
------ This is his / her …
------ These/those are his / her …
2.要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother,
grandmother, grandfather, friend, grandparent
(2) 代词: this that these those
3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.
Difficulties (难点)：本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。
1.Warming-up and revision (课堂热身和复习)
(1)Daily greetings to the students1(日常问候)
T: Hello, what is your name?
S: My name is ….
T: Nice to meet you!
S: Nice to meet you, too!
(2)Revision (复习)2
T: What’s his / her name?
S: He / She is….
T: Are you Li Ming?
S: Yes, I am. / No, I’m not. I’m ….
T: What’s your telephone number?
S: It’s 029-….
2.Presentation (呈现新知识):
T: This is a picture of my family.3 T: Can you see the woman? This is my mother. Read after me, mother. S: Mother. T: Do you know which one is my father? This is my father. Do you think he is handsome? Please read after me, father.4 S: Father. T: If we want to call our father and mother together, we can call them parents .5 T: Father is my parent, Mother is my parent, too. They are my parents. 6 T: Now look at these two old people. They are my Grandparents . One is my grandfather , the other one is my grandmother . They are old but they are healthy. T: I ’m the only child in my family, so I don ’t have any brother or sister . But I have an uncle and an aunt . They are my father ’s brother and sister. Look, they are here. 2. Work on 1a: (完成P7—1a) T: Now, please open your books, and turn to page 7. look at part 1a. You can see a picture of a family and some words we have learned just now. Please match the words with the people in the picture.… Check the answer.7 3. Drill (练习)：8 T: Now, please cover the answer of 1a by using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in the family. For example, I say “c ”. You should say “This is my mother ”. Understand? T: OK, let ’s begin. The first one is XX, your letter is “d ”.
3．拿出准备好的照
片，来引入接下来
family 的话题。
4． 分别指向相应的
人物，来介绍。可在
课前在黑板上写好相
应的词汇，在自己介
绍完之后，可要求学
生跟着自己念，并及
时纠正学生可能存在
的发音错误。
5． 拿出另外一张父
亲单独的照片，来询
问学生，并适时让他
们分清楚parent 单复
数的区别。
6． 之后一些家庭成
员词汇的教授，都要
求学生大声地重复，
以确保他们发音的正
确。
7． 这里需要适当解
释和示范什么是
match 。在学生做练习
的时候可以在教室中
走动，来回指导一下。
8． 让学生扮演1a 图
中人物的角色，让他
们用第一人称来介绍
家庭成员。目的在于
让学生能进一步熟悉
新词汇。
S: These are my grandparents.
T: Good job. Next one ---
S: ---
4.Work on 1b (完成P7—1b)9
T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle
the people the boy talks about in the picture.
T: Do you get the answer? Who does the boy talk about?
S: His brothers and sister.
T: You are so amazing.
5.Work on 1c (完成P7—1c) 10
T: I think everyone has known the family
showed in 1a.
Two students a group, please introduce
the family to each other. Please use
“ This is his---.”“These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
6.Work on 2b (完成P8-2b)11
T: Today, I would like to introduce an
American festival to you, it is called
“Family Day”11. On this day, the whole
family get together, have meals and play
games. Now look at the picture in 2b.
They are having their “Family Day”.
Look, they are so happy.But I don’t
know who are they exactly. Can you tell
me?
I will play the recording once more.
And please match the name with the
people in the picture.
T: Can you give me your answer?
S: --- 9．此环节着重于听力的练习，当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。此环节已经开始使用第三人称了。
10．接着上面的环节，让学生试着用第三人称介绍。教师可以进行适当的讲解，也可以将句型写在黑板上。
11．这里加入了美国家庭日这个概念, 这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。教师除了介绍资料之外还可以问一下学生对此节日的想法。
7.Work on 2c (完成P8-2c)12
T: Two students a group. Ask and answer by using your own pictures Please use these sentences: “Who is he/she?” “Who are they?” S1: Hi, XXX. Who is he? S2: He is my grandfather. S1: Who are they? S2: They are my uncle and aunt. Work on 2d (完成P8-2d) 8.Follow up (进一步扩展)13 T: We are students now, but one day we will grow up. We will have our own family. Can you imagine what is your family like 30 years later? Please draw the future family on a piece of paper about your family on a “Family Day ”. Then show the drawing to your group mate. Ask each other about the family members.I will choose the best pairs to make a presentation for us. 7. Homework
Write down your introduction about your
own family and your friend ’s family as
detailed as possible.
Unit 2 THIS IS MY SISITER
(The 2nd period Section A 2a, 2d,3a---3c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓
（继续学习含有be 的动词的基本句型的陈述句和一般疑问句。）
2. 学会向别人询问、介绍家庭成员
Language points （语言点）
1． 要求学会以下句式：(1) This is …/ These are …
(2) Who ’s … /Who ’re they?
12． 仍然是利用书上
的图片，将本课新的
句型进行呈现并提醒
学生注意区分单复数
的用法。
13． 本环节还是在巩
固所学知识。在此可
鼓励学生尽可能地自
由发挥，除运用当天
所学之外，还可以有
自己的东西。比如说
询问未来子女的名
字，未来家人的工作，
年龄等等。并可对出
色的同学进行适当的
奖励。
2．要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述缩写应在第一课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。) Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。Teaching steps（教学步骤）Array
1.Warming-up and revision
T: What’s your name, please?
S: I am (My name is) …
T: (to the whole class) So that’s (1)
(1)Revision（复习）
Work on 2a (完成P8-2a)
T: Now, please open your books, and turn
to page 8. Look at 2a. I will play a
recording. Listen carefully and circle
the words you hear. I will play it twice.
The first time you just need listen. You
can finish this part at the second time. 2
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2. Work on 2d and 3a.3
3. Work on 3b(完成P9 3b)4
T: Oh look, there are many people there,
old and young . Can you make a dialogue
like 3a? Then answer the questions with the
words in the three boxes.
5．Presentation
T: I have a friend. His name is Mike.
Do you have a friend?
S: Yes.
T: What ’s his/her name?
S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy.
(to another student)
T: Who is your friend?
S: … … 6．Work on 3c (完成P9 3c) T: Please take out your family photos. Put them in your group. Take turns to ask and answer questions about the photos. 5 S 1: Is she your grandmother? S 2: Is he your father? S 3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）
8．Homework
Oral work:
(1) Listen to 1a, read and recite it.
(2) Go on making up your dialogue with your group
members and polish it.
5. 课前要求学生带来
照片，并分好活动小组，选出组长。活动前先有
S 和S 进行活动。T 对
个小组的活动进行指
导，防止学生看到照片
后有嬉笑、用中文交流
等行为。T 和Ss 做示范对话，再由S 和S 进行
活动。
Written work:
(1)Copy the sentences in 3a.
(2)Write about the pictures on P9 using the sentence structures
in 3a.
Unit 2 THIS IS MY SISITER
(The 3rd period Section B 1a---1d ) Teaching aims(教学目标)
1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈
述句）
2. 学会谈论家庭成员
Language points（语言点）
3．要求熟练运用以下句式：(1) These are…
(2) This/ That is… …
(3) He/She is…
4．要求掌握以下词汇：son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单
复数运用。
Teaching steps（教学步骤）
1.Warming-up and revision（课堂热身和复习）
a)Daily greetings to the students（日常问候）
T: Good morning/afternoon.
S1: I am.
T: Is everyone here today?
S1: Yes, Everyone is here./No, … is not here.
T: Thank you/Well done.. 1
b)Revision（复习）
T: Here are some pictures from Lily.
Can you tell me whom they are?
S1: (2)
2.Presentation
T: Here is a photo. Do you know who he is?
S: He is 布什（Bush）.
T: Yes, he is the president of America.
Who is his father? 3
S: …(学生可能会有不同的回答，
对能正确回答或接近正确答案的
学生进行表扬和鼓励。)
T: Here are also many people in his
family.4
Can you tell me whom they are?
S1: He is Bush’s father’s father?
T: You are so wonderful. He is Bush’s
grandfather.
S2: He is Bush’s brother?
S3:…
T: Thanks. You are so clever.
3. Work on 1a (完成P10 1a)5 T: In my family my grandfather is the oldest one. Who is the oldest man in your family?6 S: My grandfather, too. T: Every family has a family tree, can you finish the family tree S: Yes!7
4. Work on 1b (完成P10 1b) T: Well done! Now let’s play a game. Please look at 1b. Let’s see who is the best in your group.8 (播放录音，让学生勾出所听到的 家庭成员，如果播放录音一遍后， 部分学生不能完成这一听力任务， 可再播放一遍录音。） 5．Presentation and work on 1c 9 T: I have another two pictures. One is Dave’s, One is Lin Hai’s. Can you guess which is Dave’s and which is Lin Hai’s? S: Yes. T: Who can say something about Picture 1?
S 1: There are eight people in the picture.
5.建议T 用夸张语调读”son, uncle,
grandfather,
daughter, aunt” ，并将它们板书成
一排，让学生跟读，也为
part1的活动的完成提供
文字材料。
6.此句较长，要求T 放慢
语速，对口语中的新单词
oldest ，建议老师板书，通过对自己家庭情况的
表述，帮助学生理解，必
要时可用中文解释。在表
述grandfather 的同时画
出family tree 的图形。
7.个人完成此活动,在有
困难的情况下也可寻求
同学的帮助。 活动结束
后，老师核对答案,T 及
时评价。
8.听力开始前，建议学生
看一 下选择范围。听力
结束后，核对答案后，对
正确回答或有进步的学
生及时表扬。
9. 在听力之前，让学生
简单谈论两张图片的不
同点，为接下来的听力和
谈论家庭成员这两个活
动的顺利开展做铺垫。听
力结束后，核对答案后，
对正确回答或有进步的
学生及时表扬。
S 2:This is Dave’s grandfather.
S 3: I think this is Dave’s uncle.
… ….
(播放录音，让学生勾出所听到的家庭成员称谓，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
6．Work on 1d --- group work (完成P16 2c)
T: I am very happy. All of you do a good job.
Now I want to know your family. Now draw
a picture of your family and friends.
Tell your partner about your picture.
（小组活动后，请几个小组进行表演, 老师及时鼓励。）
7．Homework
Oral work:
(3) Listen to 1b,1c, read and recite it.
(2). Draw a family tree about your family
(模仿1a 中family tree ，画一个自己家庭
的family tree ，完善对自己家庭的介绍。)
Written work:
(3) Copy the words in 1b.
(4) Find the person you are interested in, and
write a passage about his/her family.10
Unit2 THIS IS MY SISTER
(The 4th period Section B 2a —2c)
10.鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他/她的家庭，学生也可加入自己了解的课外的句子。
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
要求熟练运用以下句式: This/That is …… Who is …?
Who are they?
These are … She/he is … They are …
(在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
1. 要求掌握以下句式: Thanks for …
2. 要求掌握以下词汇: thanks for, dear, great, photo, here
3. 要求掌握简单的书信格式
Difficulties (难点): 本课难点是学会简单地写信
Teaching steps (教学步骤)
1.Revision (复习)
T: Please show me the photo of your family.1 (Let me look at the photo of your family. May I have a look at your family photo?) Who is he/she … Who are they …? S: He/She is … They are … 2.Work on 2a T: Write the male and female first names in this unit Let see who is the winner?2 1. Work on 2b
T: Now, Here is a picture of Jenny ’s family. 3 Who are they? Please Look at the photo and read your article to your partners. 4 T: Find the names in the article. Then tell each other “who is he/she/it? / Who are they?”in pairs 5 2. Work on 4a T: Now please write a letter to Emma to introduce your family photo.
3. Work on 2c
Ask students to complete 2c individually. Then
教学设计说明
1.课前要求学生准备好
自己家庭成员的照片.
此句是为了引出本课
的重要词汇photo,
板书该词.
2.这个题是为了复习
Unit 1中first name 和
last name. 3.引出新词here,并板
书.
4.通过这种形式的合作
学习,可以让学生互相
交流信息,相互纠正发
音错误。
5.这个任务可以让学生
复习本单元的对话、句
型,同时有助于对2c 中
题目的作答。
check the answers with the whole class.
4. Follow up 5 T: Now it ’s your turn to give a report. Introduce your favorite teacher/friend /sports player/ film star/…to us. 6 Hello, everyone. Now it ’s my turn to report. This is my …
5. Homework Oral work: (1) Read and recite 3a. (2) Read and recite the new words in Unit 3.
Written work:
Write a letter to your English teacher to introduce your
favorite person.(You must put the person ’s photo on the letter.)
Unit2 THIS IS MY SISTER
(The 5th period Self--check)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式:
This/That is …… Who is …? Who are they?
These are … She/he is … They are …
(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
2. 要求熟练掌握并运用本单元的单词
Teaching steps (教学步骤) :
(1) Revision (复习) 1
T: Please show me the photo of your family. (Let me look at the photo of your family. May I have a look at your family photo?) T: Can you tell me who is /are your father /parents …? S: Yes. This is my father …/These are my parents.
5.此任务可以设计成小组竞赛形式,激发学生
的学习兴趣和参与热
情.
6.根据课堂时间安排的
情况机动运用.可以给
出报告的开头部分,以降低难度.该任务要求
学生能熟练运用本单元的句式,同时为完成
回家作业打下基础.
教学设计说明
1.课堂复习部分是
为了帮助学生回忆
巩固本单元所学的
词汇和句式。
2. Self check (自我检测)
(1) V ocabulary-work on 1.
1. Ask the students to group the words for family members in 1.
2. Spot dictation
(2)Complete the conversation in 2.
1.T: Ask students to complete the dialogue in
2.
Then Ask some students to act out
the dialogue.2
(3) Follow-- up Activities
Role--play A birthday party 3
Actors: Jim (Today is his birthday)
Kate(Jim’s sister)
Mr. and Mrs. Green (Jim’s parents)
Lucy and Lily(Jim’s friends,
twins )
Jim invites Lucy and Lily to his family to
take part in his birthday party. He introduces
them to his family members. Homework:
Oral work:
Review the new words in P76.
Written work
Write down the dialogue “A birthday party”.
2.该任务是检测学
生对本单元的重点
句式的掌握情况.
3.该任务是一个综合性的活动.检查学生对本单元所有内容及前面所学的知识的掌握情况.通过这个情景剧的表演能很好地培养学生的语言运用能力.通过参加生日晚会这个学生熟悉的活动,不仅能让学生在完成活动的过程中运用所学的知识,而且让他们在真实的语言环境中感受异国的文化风俗,真正体现了任务型教学的真实性,交际性.为了让不同层次的学生都能参与,教师可以给出一些句型,以降低难度.
How do you study for a test?单元分析 内容提示 本单元主要内容是学会利用verb十by/with gerund 表示方式方法来讨论学习英语的策略,认识自己在学习方面的长处和不足。初步了解现在完成时的结构和用法。现在完成时由助动词have/has+动词的过去分词构成,主要表示过 去发生的某一动作对现在仍有影响或造成的后果,常与already,yet,just,ever,never等副词连用。 教学目标 一、学习目标(Language Goal) 1. Talk about how to study . 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 二、语言结构(Language Structures) 1. Verb + by with gerund by+动名词短语表示“通过…途径,方法” 2. How questions have引导的特殊疑问句 三、目标语言(Target Language) 1. How do you study for tests ? 你是怎样准备考试的? Well , I study by working with my classmates.
哦,我和同学们一起学习。 2. Have you ever studied with a group ? 你曾经参加过学习小组吗? Yes , I have . I’ve learned a lot that way . 是的,参加过。通过这种方式我学了许多。 3. I don’t have a partner to practice English with . 我没有同伴可以练习英语。 Maybe you should join an English club. 或许,你应该参加一个英语俱乐部。 4. What about reading aloud to practice pronunciation ? 大声朗读来练习发音怎么样? Why don’t you join an English language club ? 你为什么不参加一个英语俱乐部呢? 四、重点词汇(Key words and phrases) 1. flashcard n. 抽认卡 2. frustrating a. 令人沮丧的 3. memorize v. 记忆,背诵 4. aloud adv. 出声地、高声地 5. comma n. 逗号 6. pronunciation n. 发音 7. solution n. 解决办法 8. not at all 根本(不) 全然(不)
Unit 2How often do you exercise?
话题。学生都能做简单的对 话，但对频度副词不是太会 用。本单元学生正式学习频 度副词，课堂上要多呈现有 关“学生课外活动频率”的 内容，让他们理解并能熟练 的应用频度副词。 第一课时Section A (1a～1c) 类别课时要点 重点单词1. housework(n.) 家务 2. hardly(adv.)几乎不；几乎 没有 3． ever(adv.)在任何时候；从来；曾经 重点词组 4. hardly ever几乎从不 5. help with帮助 重点句式6.—What do you do on weekends？周末你干什么？ —I usually watch TV. 我通常看电视。 7．—Do you go shopping? 你购物吗？ —No, I never go shopping. 不，我从不购物。 §自主学习案 写出下列单词。 总是always有时候sometimes 通常usually从不never 经常often §课堂导学案 Step 1Preparation （揭示课题，明确目标） Good morning! Today we shall take up the second unit in this new term: Unit 2 How often do you exercise? Please open your books at page 9. T: Look at picture a．What is she doing? S1: She is going shopping. T: Do you usually go shopping? S2: No, I don't. T: What do you do on weekends? S3：I often play football. T：What do you do on weekends? S4：I sometimes go shopping. Step 2Presentation （自学文本，精讲解疑） Open your book at page 9. Let's look at 1a.Each thought bubble shows something
Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时： 第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:
Unit 2 教案 一、单元教材分析 本单元主要是以侦探故事作为主线来展开听，说，读，写训练，通过课文的故事使学生知道合理的逻辑推理水平和理解水平。对于这些课文内容，教学中能够引导学生对信息实行理解和接收，指导学生注重课文材料的语言特征，培养学生的语言微技能。 语法方面：本单元语法重点是结合之前已经出现的动词形式来进一步学习和理解巩固：动词不定式和动词-ing。 二、教学对象分析 1.学生对“侦探与犯罪”这个主题会比较感兴趣，而名侦探柯南更是他们所熟悉的人物，容易唤起他们学习的兴趣，对身边的犯罪行为他们也有话可说，有利于展开本单元的各项听说读写任务。 2．初二的学生通过一年的学习，已具备一定的阅读理解水平，掌握一定的阅读理解的策略与技能，借助本单元的课文阅读进一步巩固，使用已学的策略与技巧，提升学生的阅读理解水平。 3．学生对动词不定式和动名词并不陌生，仅仅还没对他们的用法实行归纳，教师能够系统地协助学生温故而知新，引导学生在一定的语境和例子中熟练使用动词不定式和动名词。 三、单元教学目标 1.认知目标
2.思想情感目标： 通过谈论“侦探故事”的相关话题，协助学生了解侦探的工作，并学习侦探如何通过蛛丝吗迹找到真相，培养自己的观察水平和思维水平。 3.水平发展目标： 1）能够在听、说、读、写等语言综合实践活动中使用本单元的重点词汇、句型与语法。 2）在学习中提升交流和传递信息的水平，在写作中准确使用动词不定式和动名词。 3）通过指导学生在模拟交际中使用所学的知识，培养学生探究学习、合作学习、自主学习的水平。 四、单元教学重点 1.学生熟练掌握重点词汇38个，短语23个
Unit 2 Colours 第一课时（总第7课时） 授课时间：2014.10 学习内容：A Let’s talk Draw and say 一、学习目标 (1)知识和能力：要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 (2)过程和方法：合作法,讨论法,让学生在情景中学. (3)情感、态度和价值观：学会问候他人，向他人介绍朋友。 二.学习重点:要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。 三.学习难点: 向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 四.突破重难点的策略和方法:通过课堂设计的活动，加深对新知识的理解，培 养学生在生活中运用语言的能力以及分析问题和解决问题的能力。 五.教学手段: 教师准备录音机和本课时录音带、Let’s learn单词卡片，教师准备本课时的单词卡片和人物头饰。 六.课时安排:1课时 七.教学流程：
1 热身、复习(Warm-up/Revision) （1）师生共同唱歌曲Sing an English together，并集中学生注意力，调动学生学习兴趣。 （2）游戏Do a game. “SIMON SAYS” 指令可以是一二单元Let’s do (A/B) 的内容。 （3）师生同唱歌曲“Hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。 （4）教师用头饰介绍人物。例如：教师举起Mr. Black的头饰说：This is Mr. Black. 然后戴上Mr. Black的头饰说：Good morning, boys and girls. I’m Mr. Black. Nice to meet you . 让学生回答：Nice to meet you ,too. 用同样的方法介绍Miss White, Miss Green ，并要求学生和这些人物打招呼。 （5）请三个学生扮演Mr. Black, Miss White, Miss Green ，用唱歌的形式互相问候。“Hello” 2 呈现新课(Presentation) （1）教师演示Let’s talk/A 的内容，使学生进一步理解对话。方法为：教师左手举起Miss White 的头饰，右手举起Miss Green 的头时，用不同声调引出对话内容。在此次演示活动中，教师强调Nice to meet you . Nice to meet you, too. 两句话。
Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:
9A Unit 1 Know yourself Period 1 Comic stri p﹠Welcome to the unit Teaching aims: By the end of the lesson: Students can talk about personalities. Students can master some useful expressions. Teaching difficult and important points: How to talk about personalities effectively Teaching steps: Step 1 Leading-in Encourage students talk about their personalities. What are your like? Step 2 Practice Do exercise A on page 7. Then check answers. Ask students talk about their friends’ personalities. Step 3 Listening Listen to the tape and answer the following questions. What are they like? Students play different roles and act the story out. Step 4 Listening Listen to the tape and answer some questions. What is Eddie like? What does it can help us? Step5 Performance Work in pairs and perform the dialogue. Step6 Explanation The teacher explains some difficult expressions to students. Step7 Homework Recite two dialogues.
石家庄科技职业学院教案首页 章节课题: Unit 2 Emails 课时：6书写时间：授课时间：教师：左军 本章节在教学过程中的地位作用及前后关系： By studying this lesson, students can know how to write and send emails. They also get to know surfing online for information. Try to write emails. 知识、技能传授目标要求： 1. Learn email information on the Internet. 2. Know more ways to communicate with each other . 教学重点与难点及解决方法： 1. The key point: The comprehension of the passage. 2. The difficult point: The mastery of the language points 3. Solution: Have more and interesting practices and exercises 教学手段实施设计： Students-based Approach/ listening and Communicative approach 作业辅导计划： Put in Use The exercises about new words and expressions Read and Translate
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Unit 1How can we become good learners? 1 2 单元话题 Talk about how to study, in this unit, students learn to talk 3 about how to study for a test and give advice to those who have difficulties 4 in studying. 5 单元语法By ＋ sth./doing sth. 6 教学目标 7 1.语言目标：理解重点句子，掌握学习英语的方法。介词by引导的方式状语8 的合理运用。 9 2.技能目标：正确运用动名词谈论学习中的问题。 10 3.情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅11 读，培养学生的文化意识，陶冶思想情操，让学生树立终身学习的道德素养。 12 13 14 第一课时Section A(1a～2d) 15 自主学习案 16 翻译下列词组。 17 1．通过制作生词卡 ________________________________ 18 2．通过听录音带___________________________________ 19 3．向某人寻求帮助__________________________________ 20 4 大声读来练习发音___________________________________ 21
5．小组合作学习___________________________________ 22 6．和朋友练习对话___________________________________ 23 7．逐个单词___________________________________ 24 8．作报告___________________________________ 25 9．意群___________________________________ 26 10．慢慢来___________________________________ 27 11．口语技能___________________________________ 28 12 英语口语___________________________________ 29 §课堂导学案 30 Step 1 准备与热身(Preparation) 31 Lead-in with a free talk(自由对话导入新课)(2分钟) 32 Greeting with the students：Hello, everyone.Welcome back to school.I'm 33 very happy to see you again.Most of you got good grades last term ! Of 34 course, don't lose your heart if you didn't get good grades. 35 OK.Today, let's talk about how to study for a test and how to learn 36 English well. 37 T: How do you study English? Do you study English by the following ways? 38 (Show some pictures and present the important phrases.) 39 T: How do you study English? 40 S: I study English by ________. 41
课时教学设计 课题：Unit 2（第一课时）备课人：上课人： 教学目标： 1. 学习单词weekend, drank, show, anything, else. 2. 全体学生能使用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV. 3. 掌握动词过去式的句子。 4. 能朗读课文，并能实行角色表演。 在小组的讨论交流中，培养学生英语的综合使用水平。 教学重点： 重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。教学难点： 全体学生能掌握重点单词及句型。 教具学具课件准备 录音机、磁带、图片第几课时： 1 探索流程个性添加（教学反思） Step 1：greeting T：hello boys and girls. S：hello MS Wang. T：good morning/good afternoon class. S：good morning/good afternoon MS Wang. T：nice to see you again. S：nice to see you, too. Step 2：warmer Review some words we have studied in last class. Dialogue practice. 播放Let’s try的录音 Step 3 presentation （1）生阅读let’s talk的短文并圈出不理解的单词：was drank （2）师讲解：drink—drank am. is---was are----were （3）教师播放Let’s talk 的课件，并要求学生回答问题：what did mike’s grandpa do last weekend? （4）教师再次播放Let’s talk 的课件，学生跟读并思考问题： How was your weekend? What did you do last weekend? What are you going to do next weekend? Step 4 practice （1）role-play 两人一组练习对话，并请三组上台表演 （2）make a report
Book3 Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元分五课时： 第一课时：Warming up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language 第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook) 第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：
三年级英语Unit2教案 1、听懂、会说问候语Good morning、以及介绍别人用语This is 、、、 2 、在实际情景中能区分并运用以上各问候语、介绍别人用语和建议去上学的表述句子。 3 、进一步培养学生学习英语的兴趣和敢于开口、勇于运用的习惯。教学重点：学生学习早上（上午）问候语 Good morning、及介绍人物用语This is …。教学难点：接绍人物用语This is …一句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。教具准备： 1、Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom 的头饰。 2、为Let’s play 准备所需要的 Kitty, Mickey 等卡通人物的手偶或头饰。 3、教材相配套的教学课件 [Unit2 Let’s talk/A] 4、教材相配套的教学录音带教学过程： 1、热身、复习 (Warm-up/Revision)1)、教师播放第一单元的歌曲 Hello ，师生共唱。教师边唱边用体态语示范和学生问候，并鼓励学生边唱边和戴有歌曲中人物头饰的同学打招呼。
2)、用所学打招呼用语，师生互相问候。Hello/Hi, what’s your name?Hello/Hi, I’m…3)、让学生用自己的英语名字，自由下座位同别人打招呼并询问姓名。此时，学生可将制作的英文名卡戴在胸前。（还可戴上其它一些头饰，扮演不同人物，练习打招呼和自我介绍。） 2、呈现新课 (Presentation)1)、教师告诉学生英语的打招呼用语有很多，除Hello/Hi 以外，在早上或上午可用 Good morning、来进行。同时教师出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和 Good morning、一句。（在图案旁边板书Good morning、）然后教师用学生的英文名字，以不同的身份和学生打招呼。 用Hello/Hi, A、和Good morning, A、两种方法同时进行（A代表人名）。 （使学生了解到，这两种方法都是在打招呼，但不同点在于Good morning、可用于上午或早上，Hello/Hi 可用于所有时间段。） 3、师生共同观看本部分的教学课件。 [Unit2 Let’s talk/A] 4、再次观看本部分课件，教师指导学生进一步理解课件内容，并用中、英文提问，引导学生用学过的句子练习回答This is … 。
Unit 2 My family 第一课时教学设计 河北省卢龙县第一实验小学王保红 【教学重点】 1．句型：Who's that man(boy)? He's my ...Who's that woman(girl)? She's my ... 2．词汇：father, mother, mom, woman, man 【教学难点】 he和she的意义区分及发音。 【教具准备】 1．教师及学生的家庭照片。 2．教材相配套的教学课件。 3．教材相配套的教学录音带。 【教学过程】 （一）热身／复习（Warm-up/Revision） 1．播放Unit 1 B Let's talk动画，让学生模仿表演。 2．学生3人一组做对话表演。 （二）呈现新课（Presentation） 1．教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：What's your name? 引导这个女生回答：My name's (Diana). 教师对其他学生说：She's (Diana). 并示意学生跟着重复这句话。 2．教师指着离自己稍远的女生问：Who's that girl? 引导学生回答：She's ... 3．用同样的步骤问一个男生，用he 代替she。 4．教师指着离自己稍远的男生问：Who's that boy? 让学生回答：He's ... 5．让学生指着班里的同学做问答：Who's that girl? She's ... Who's that boy? He's ... 6．教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Who's that man? Who's that woman? 引导学生回答：He's Mr. ... She's Miss/Mrs. ... 7. 教师可向学生出示几张明星的照片或图片，让学生做Who's that man? Who's that woman? 的问答练习。 8．教师出示自己的家庭照片说：This is my family. Do you know who they are? 鼓励
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
Unit 1 My name’s Gina 一、教学内容、目标与要求 二、教学内容分析
本单元重点话题是自我介绍，也包括询问他人姓名和介绍他人及询问他人的电话号码。通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词：my, your, her , 和his。 三、教学过程建议 本单元从其内容而言，也类似一个过渡单元。自我介绍可能已不再有新鲜感，可以通过给学生取英语名字来激发兴趣，把课本上的名字都反映出来，以减小词汇中姓名教学的难度，同时也允许学生给自己取他们自己喜欢的英文名字。尽量多采用小组和班级活动的方式表现词汇和句式。如姓名、数字游戏、制作名片、名人档案等，让基础较好的学生发挥示范作用，让所有的学生都参与。在教授物主代词your ,his和her时，可以通过距离和性别来反映，让学生在观察中领悟。 Period One 课型： Watching, Listening and Writing 方法： Interactive approach 主要内容： Key vocabulary：my, name, clock, nice, meet Key structures：What’s your name? Nice to meet to you! 目标： To learn to greet others and make simple introduction involving his or her name. To review some of the old words such as book, fish, fall, clock, etc. 教学步骤： Step 1 Warming-up 操作： ·教师以问候形式开始第一节课，教师可以说:Nice to meet you, everybody!如果学生不能正确反应，帮他们作答。 ·教师接着作一个自我介绍，说：My name is…, I’m…years old. 引导出目标语言并写在黑板上。 ?教师与单个学生对话，说：My name is….? What’s your name, can you tell us? 必要时帮助学生回答：My name is…. Step 2 Compete to say the words (1a)
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 —R 2. 学习八个表事物的名词：map, cup, ruler, pen, orange, jacket, key, quilt 3. 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 第五课时：Self Check 第六课时：达标练习 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 orange Language points （语言要点） 1. 词汇：1）名词n.English, map, cup, ruler, pen, orange, jacket, key, quilt 2）代词pron.what, this, that, it
人教版pep小学四年级下册Unit2第一课时教案 Unit2 What time is it? Period One教案 教学目标： 知识目标：1.能够听懂、会说与学习生活相关的单词：breakfast, lunch, dinner, music class, P.E.class, English class. 2.能够听懂会说日常交际用语.并能熟练回答：What time is it? It’s …o’clock. It’s time for… 技能目标：1.学会表达时间的句子, 能在现实生活中运用. 2.能够听懂并发出一些指令.如：Time for breakfast．Drink some milk． 情感目标：1.激发学生的英语学习兴趣,培养良好的英语学习习惯. 2.培养时间观念.养成守时、珍惜时间的好习惯. 教学重点： 1．句型：What time is it? It’s … o’clock. It’s time for… 2．词汇：breakfast, lunch, dinner, music class, P.E.class, English class. 教学难点： 1. breakfast的发音 2.运用所学词汇及句型It’s …o’clock. It’s time for… 教学准备： 1.教师准备与本课时相关图片及课件. 2.教师给学生准备作为奖励的小礼物. 教学设计： Step 1:warm-up 1.唱英语歌《Ten Little Candles Dance 》 2.师生日常问候 [设计意图：通过歌曲让学生进入学习英语的良好状态.同时对数字进行了复习.为新授知识“时间的表达”作了铺垫.] Step 2:Presentation 1.Lead-in