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英语知识点牛津上海版二上《Unit2That’smyfamily》word教案-总结Module 2 Unit 2 That’s my familyTeaching Process:I. Pre-task preparation1. Daily Talk: My friendT: Who’s duty today?（秦晴做duty）T: Qinqing’s friend is Hu Junyang. Please guess who is my friend? You can ask some questions to know my friend.S: Is she a girl? Is she tall? …2. Introduce the teacher’s friendT: Look! This is my friend. She is short and lovely. She is …S: Momoko.T: Yes, Momoko is my friend. She is so cute. I love her very much. Listen! What does she say?Listen: Hello, I’m Momoko. I’m a pupil. I’m nine years old. I’m a lovely girl.I can sing and dance. I like ice cream. I have a warm family.I love my family.II. While-task proceduceT: Look! This is Momoko’s big family. (show the photo of Momoko’s family) 1. T: Who is he?S: He’s Momoko’s father.T: How is he?S: He is tall and thin.T: Momoko’s father is big and tall. (板书: big and tall)2. T: How about that man?S: He’s Momoko’s grandfather.T: How is he?S: He is short and thin.T: Yes, and he is old. （板书: old）Teach: old1) read and spell ( cold hold fold )2) Ask & answer: Who is old in your family? My ______ is old in my family.3. T: Who is she?S: She is Momoko’s gr andmother.T: How is she?S: She is old and short.T: Is she old?S: No.T: She is Momoko’s sister. She isn’t old. She is young. (板书：young)Teach: young 1) read and spell2) Make a new rhyme:Young, young , I am yong; Young, young, my mother is young; Young, young, my father is young. Young, young, we are all young.T: Her sister is thin and nice. She is young. (板书：thin and nice)4. Try to say: Young or old 1) Grandfather is old. Sister is young2) The doctor is old. The worker is young.3) Lan Yangyang is young. Man Yangyang is old.5. Play a game: Say opposite wordsT: Now let’s play a game. I say:old. You say: young. OK?(Review the opposite words: tall – short fat – thin young –old big –small good – bad )6. Try to say: My grandfather is old but I am young.My mother is short but my father is tall.…7. T: Look! This is Momoko’s mother. How is she?S: She is short and young.T: She is very kind and dear. (板书：kind and dear)Teach: kind 1) Read and spell2) Ask and answer:T: Who is kind in your class? ______ is kind in my class. T each: dear 1) Read and spell2) Read the phrase: kind and dear8. Rhyme:T: Look! It’s a rhyme. Who can read it?Mummy, mummy, kind and dear;Mummy, mummy, I love you.Daddy, daddy, big and tall;Daddy, daddy, I love you.8. T: Here’s Momoko. How is she? (板书：sweet and small)9. T: Momoko is happy in the warm family. Listen! Here’s a rhyme! (听录音)1) Listen to the tape.(She’s my mummy, Kind and dear. He’s my daddy, Big and tall. She’s my sister, Thin and nice. He’s my brother, Swe et and small.)2) Ask and answerT: How is Mummy? How is brother?3) Read after the tape4) Read the rhyme together.III. Post-task activities1. T: Momoko’s have a warm family. And every body has different family. Let’senjoy their smiles. (播放照片)2. Talk about the teacher’s family photoT: What do you want to know about my family? You can ask some quesitons. S: Who is he? ….Is he …?3. Introduce family membersT: Now let me introduce my family.Hello, I’m Jessie. This is my family. It’s small and warm. This is my baby. He is a boy. He is young and short. He is lovely. He can ride a bicycle. But he can’t skip the rope. He likes noodles. I love my baby.4. T: Now take out your family photos, choose one family member to introduce. Hello, I’m … This is my family. It’s … and … This is my … He/ She is … He/She is … He/She can … but he/ she can’t … He/ She likes … I love my …5. T: Here’s a poem for you.Father, father, Big and tall,Raise me up like a trunk;Mother, mother, Thin and nice,Care me a lot like the leaves;Baby, baby, Small and cute,Smile so sweet like a flower. T: Love your family! Be kind to your family members!。
1.Happy（PPT56）(5min)T:Today I’m very happy, because I met you guys again! Are you happy?Ss: Yes.T:If you are happy,please clap your handsSs:（clap hands）T:Good. Now let’s follow the song, and do the action.(播放完后可以教师可以加指令“Stomp your feet.”)T:If you are happy, please say “happy”.T:What does this man feel? Is he happy?S:No.2.Sad(PPT78)(4min)T: No, he’s sad.T:Look at the monsters. He is___. She is____.T:Good. Now l et’s listen to a song, and tell me what will the monster do when he feels happy or sad?3.Ugly and beautiful(PPT910)(4min)T: I believe you are happy, but this duck is not. Why?Ss: Because He is ugly.T: Look,how about this swan?Ss: She is beautiful.4.Old and young(PPT11)(4min)T:How about them?(出示照片，让学生比较)Ss:年轻和老的。
（教授young和old）设计意图：两两比较突出强调人物的某种特征，使形象更加鲜明，加强学生对形容词的理解。
Step3 Practice(10min)1.I say,you do(PPT12)(3min)T:Now I say, you imitate and do.(边说形容词边做动作。
剑桥国际少儿英语二级单元教案Unit 1: My School DayAims:- To introduce daily activities vocabulary- To practice using present simple tense- To develop speaking and writing skillsLanguage Focus:- Vocabulary: wake up, get dressed, have breakfast, go to school, have classes, do homework, have dinner, go to bed - Grammar: present simple tenseMaterials:- Flashcards of daily activities- Pictures of school-related activities- Whiteboard and markers- Handout of daily routine sentencesProcedures:1. Warm-up (10 minutes):- Greet the students and ask how they are doing.- Play a quick game of Simon Says using actions related to the daily activities vocabulary (e.g. Simon says "wake up," Simon says "get dressed," etc.)2. Presentation of Vocabulary (15 minutes):- Show flashcards of the daily activities vocabulary and elicit the words from the students.- Drill the vocabulary pronunciation and have the students repeat after you.- Use the flashcards to create simple sentences and ask students to match the sentences with the corresponding pictures.3. Practice of Vocabulary (20 minutes):- Divide the class into pairs or small groups and give each group a set of pictures of school-related activities.- In turns, students should describe a picture to their partner/group using the daily activities vocabulary.- The partner/group should guess the activity being described.4. Introduction of Present Simple Tense (10 minutes):- Write examples of daily routine sentences on the whiteboard using the present simple tense (e.g. I wake up at 7:00 am, I go to school at 8:00 am, etc.).- Explain that we use the present simple to talk about routine actions that happen regularly.- Drill the sentences and have the students practice saying them out loud.5. Controlled Practice of Present Simple Tense (25 minutes):- Hand out the daily routine sentences worksheet to each student.- Monitor the students' progress and provide assistance as needed.6. Production Activity (15 minutes):- Divide the class into small groups and ask them to create a dialogue about their daily routines using the vocabulary and present simple tense.- Encourage the use of questions and answers in their dialogues.- Choose a few groups to perform their dialogues in front of the class.7. Wrap-up (5 minutes):- Review the vocabulary and present simple tense by asking students questions about their daily routines.- Thank the students for their participation and summarize the key points covered in the lesson.Note: This lesson plan is designed for a 60-minute class. It can be modified to suit different class durations and teaching styles.。
剑桥二级标准教案09.10.14Unit1 I’ve got many new friendsTeaching Aims ：1.会用英语做简单的自我介绍2.更深的理解like 的用法3.会用句型I have got (会用单三人称及复数人称替换)Main Contents ：1. like + ①to do/②doing2. I've go t…/He's got .../She's got...新知识教授流程Greeting: Good morning. Glad to meet you.(My name is ... I am your new teacher .)New term is coming .I hope we have a good beginning. And I believe you can become better and better. All of us have a good time. (如果是新接的班，可以加入自己的自我介绍，也可让每个孩子做一个简单的自我介绍)Warm up： Never give up ! 永不言弃 !(可以用引导的方式，让孩子慢慢地猜出这句话的意思。
)Review：Like 的用法：(用TPR 教学)I like going shopping. (作出购物的动作)I like to sing. (做出唱歌的动作)可以用 "I do you say " 操练New Knowledge :1. Pt 1Today we have got some new friends. Here is their self-introduction. Open your book and turn to page 1 .Look at Part 1 .There are six children. I want someone to pretend them. Who wants to try?(找人扮演这些角色，读，并且翻译)然后让学生自己做自己的口头自我介绍。
Unit 1 Lesson 2《My Family》教案教学目标一、知识与技能1．能用He\She is…介绍有关家庭成员:mom, dad, grandma, grandpa, sister, brother, family.2．能在一定情景下使用本课交际用语: Who’s he?\Who’s she?二、过程与方法通过小组活动，培养学生积极与他人合作，共同完成学习任务。
三、情感态度和价值观通过谈论自己快乐的家引起学生对家、对父母的热爱之情。
教学重点培养学生的注意力、观察力，激发学生积极思维。
教学难点he\ she的区分。
教学方法传授法。
课前准备教学挂图、多媒体课件、单词卡片、学生的家庭照片。
课时安排6课时。
第2课时。
教学过程一、导入新课同学们，上节课我们学习了家庭的主要成员，大家都会读写了吗？今天我们要来一起学习新的句型。
二、新课学习1．Match.贴教学卡片，让学生试图说出所对应的单词并拼写。
根据黑板上的单词贴图片。
（找学生）2．Learning.Listen to the tape and stand out when you hear your word. (扮演谁，听到后站出来) T: If you want to know the people in picture, how can you ask?S: Who’s he\she?Take some photos (单人或多人)and ask the student who has the photo.T: who’s he\she?S: He is…\She is…3．Practicing.(操练)Group work ——showT: Point the photo and ask your partner “who is he\she?”4．Guessing.教师说出班内某学生的外貌特征，其他学生猜。
T: who is he?学生当老师，重复以上练习。
新外研社（19）高中英语必修一Unit3 Family matters--Starting out&key words教案Teaching objectives:1.Lead the students to watch the video and look at the pictures so that students can initially understand the family life in different countries, and introduce the theme of this unit in this way.2.Enable the students to understand the family culture of different countries and activate their existing language and background knowledge, so as to stimulate students’ interest in the topic and understand the similarities and differences between Chinese and foreign cultures.3.Teach the students to describe and evaluate their own family life simply, and lead to the preliminary thinking of the theme of family life.4.Guide the students to stimulate the interest of English learning by understanding the content related to family life, obtain English learning resources through multiple channels, select appropriate strategies and methods and adjust their learning content and process.Evaluation objectives:1.Enable the students to have a preliminary understanding of family life in different countries by watching pictures and videos.2.The students can simply describe and evaluate their family life by connecting with their own reality, so as to improve their language output and expression ability.Teaching key and difficult points:1.Teach the students to understand the video content and understand the picture content.2.Make the students understand the concept and relationship of family through the video and pictures, so as to trigger the thinking of family related topics.Teaching methods:Audio Visual Teaching Method; Communicative Teaching MethodTeaching procedures:Step1: Lead-inShow some posters of movies to the students, and let the students answer the question.1.Have you ever seen some films or comics about family?The names of the films:The pursuit of the happinessLife is beautiful.Change Jiang Qi HaoNezha:Birth of the Demon Child2.Can you tell the class why these films are so popular?Suggested answers:Because these films have one common topic about family and love between the families, which may deeply touch the audience for the reason that there is always love in everyone’s family.Step2:Activity2 on Page25The teacher shows the students some pictures about some classical families and asks them to give their answers.1.What do you already know about these families?Suggested answer:I am familiar with the Parr family in the Incredible .It tells the story about a superman family. Father used to be a superman spy who is warm-hearted, powerful and responsible. Mother is a superwoman who is busy looking after their three children in their happy life. Their three children all have various superpowers.They worked together to fight with the evil business man and successfully saved the world.I am deeply moved by the love between the family members.2.Which family do you relate to most?Give your reasons.Suggested answers:I relate to the Parr family most. I have a happy family with my parents and a little brother. My father is a kind and strong man and my mother is a happyhousewife who takes good care of the whole family. Although we may have some small quarrels in our daily life, we know we love each other very much.Step3:Activity1 on Page 25The teacher shows the video to the students and asks them to have a discussion to answer the two questions below after watching the video.1.What is the video mainly about?Suggested answer: It is about the gathering of a family. The grandpa comes to visit his son’s family. They send gifts of pictures and family tree to each other, which shows their deep love between the family members.2.How do you feel about the family?Suggested answer:This is a happy family in which the family members cherish and love each other.Step4: Discussion（Group work）Think about the topic of family, have a discussion and write something about your family stories, and then present in groups.Step5:Key wordsⅠ.写出下列词汇的汉语释义。
2A Module2 Me, my family and friendsUnit2 That’s my family一、单元教学目标（一）语言知识与技能：1、语音和词汇⑴能知道字母Ii和Jj在单词中的发音规则。
（学习内容：元音字母的读音规则，辅音字母的读音规则）⑵能理解本单元核心词汇young和old的词义，并尝试运用单词表述他人的外貌特征和问答。
（学习内容：核心词汇）2、词法⑴能知晓人称代词she和he的意义和用法。
（学习内容：人称代词）⑵能知晓物主代词my和your的意义和用法。
（学习内容：人称代词）3、句法和语篇⑴能理解并尝试运用陈述句He/ She is …对他人的外貌特征进行口头描述。
（学习内容：陈述句）⑵能理解并尝试运用一般疑问句Is he/she …? 及其回答Yes, he/she is …/No, he/she isn’t. 对他人的外貌特征进行问答。
（学习内容：一般疑问句）⑶能理解并尝试运用特殊疑问句Who’s he/she?询问某人。
（学习内容：特殊疑问句）⑷能在阅读语篇中识别关键信息，并进行仿说。
（学习内容：5.1.2基本结构）（二）语言情感：在Alice介绍自己家人的语境中，感受尊老爱幼，热爱家人和家庭之情。
（三）学习策略：通过PPT创设情境，借助听力、阅读、对话等学习途径，学习描述人物外貌特征的基本方法。
二、单元重点与难点1、整合新旧知识描述人物的特征。
2、学习运用句型Is he/she …?对他人的外貌特征进行问答。
三、单元语用任务在Alice介绍自己家人的语境中，运用本单元的核心语言知识，用至少3句话描述他人的外貌特征。
要求语音正确，内容基本达意，表达较流利。
四、分课时学习内容与要求（一）语音（二）词汇（三）词法（四）句法（五）语篇五、分课时教学与评价解析Period 1 文本Alice’s familyHello! I’m Alice. This is my sister. She is May. She is seven. She is short , thin and young. This is my brother. He is Ben. He is ten. He is tall, thin and young.This is my grandmother. She is old, fat and short.作业：Read the three introductions.S1: Who’s she?S2: She’s Sally.S1: Is she your sister?S2: Yes, she’s my sister. She is young.S1: Is she tall?S2: Yes, she is.S1: Is she fat?S2: No, she isn’t. She is thin. I like my sister.八、教学技术与学习资源1. 《义务教育英语课程标准》、《上海市中小学英语课程标准》（征求意见稿）2. 《上海市小学英语学科教学基本要求》（试验本）3. 《上海市小学低年段英语学科基于课程标准评价指南》（试行稿）4. 教材《牛津英语》（上海版）二年级第一学期（试用本）5. 教学板书6. 多媒体课件7. 评价单。
剑桥国际儿童英语2 家庭辅导手册UNIT 1: Hello Agai内容提要单词:Birds; grapes; nuts; a peach; an orange 歌曲：1. Hello again 2.Don’t play in the street 卡通故事：Don’t play in the street 行动故事：The banana ski多元智能发展：多元智能发展：语言技能看故事录像和听教师讲故事时能够理解内容；向别人打招呼并问好；唱歌（Hello again）。
多元智能发展：多元智能发展：认知、认知、运动和社交能力在词汇中仔细听并记住哪些单词被说过；在图画帮助下学习歌曲的歌词；按节奏和曲调唱歌；能跟上故事的叙述；从附页中取下拼图，然后将其放在正确的位置上并粘好；对照正确答案独立检查自己的答案。
教材内容儿童用书p2歌曲（儿童用书录音带A2 Hello again）One, two , three , four, five, six, seven, eight, nine, ten . Hello again. Red and pink and brown, princess, sheriff, clown, schoolbag, pencil, glue, orange, white and blue (Come on!)Cornflakes, cheese and cake, lion,hippo snake, rain and wind sun, jump and clap and run. (Come on!) Teddy bear and plane, puzzle, ball and train, dogs and cats and birds, we know lots of words.(Oh yes!儿童用书p3听力练习（儿童用书录音带A5What is it?）1. Boy: Close your eyes. Girl: Ok.Boy: Open your mouth. Girl: Mmh. Boy: What is it? Girl: A peach.Boy: That’s right.2. Boy: Close your eyes.Girl: Ok.Boy: Open your mouth. Girl: Mmh. Boy: What is it? Girl: A plum..Boy: That’s right.3. Boy: Close your eyes. Girl: Ok.Boy: Open your mouth. Girl: Mmh. Boy: What is it? Girl: A n orange.. Boy: That’s right.儿童用书p3听力迷宫（儿童用书录音带A5What’s on Max’s plate?）An orange, nuts, grapes, a pear, a peach. W hat’s on Max’s plate?儿童用书p4卡通故事（故事录音带1 Don’t play in the street）Storyteller: It’s morning. Time to go to school Linda: Have an apple, Max.Max: Thanks. One, two, three. Apples, apples, I like apples, I like apples…Linda and Benny: Stop it, Max.Max: App les, apples, I like…ooooh! My apple! Linda and Benny: Be careful, Max! Oh, Max. Max: Thanks Linda. Thanks Benny.Linda and Benny:Don’t play in the street Max! Max:Ok.儿童用书p5歌曲（儿童用书录音带A6 Don’t play in the street!）Don’t play in the street. Don’t play in the street. Don’t jump around and fight! Eyes wide open and ears wide open, look left and right, look left and right, look left and right. Oh yes! Don’t play in the street. Don’t play in the street. Don’t jump around and fight! Clever boys and clever girls, look left and right, look left and right, look left and right. Oh yes! Don’t play in the street. Don’t play in the street. Don’t jump around and fight!儿童用书p6行动故事（儿童用书录音带A8 The banana skin）Walk down the street. You’re hungry. Open your bag. Take out a banana. Peel it. Throw the skin away. Take aite and walk on. You slip on the banana skin. Ouch!活动用书p3听力练习（活动用书用书录音带A1 I’m 菜。
Oxford English 2A Module 2 Me, my family and friendsUnit 2 That’s my family第一部分：单元规划（一）教材分析（二）学情分析第二部分：单元教学目标●知识与技能1. 能知晓、背记字母Ii，Ji的音、形及其在单词中的基本读音，并能正确书写，能认读含有Ii, Jj的发音相关单词和儿歌。
2.能用升调朗读句型Is he/ she ...?；用降调朗读句型Yes, he/she is. No, he/she isn’t.。
3. 能在语境中知晓并理解young，old等外貌类单词。
能借助语境和媒介，运用外貌类单词介绍家人。
4.能借助语境和媒介，运用句型Is he/she...?询问他人的身份和外形特征，并用Yes, he/ she is. No, he/ she isn’t.进行正确应答。
5. 能在语境中，了解介绍家人的相关信息，并进行简单的对话交流。
●过程与方法1.通过模仿朗读、儿歌吟唱、问答归纳等形式学习语音，掌握其发音规律。
2.通过文本视听、跟读模仿、看图说话等形式学习本单元的相关单词。
3.通过对话朗读、问答交流、看图说话等形式学习本单元的核心句型。
4.通过图文朗读、阅读、信息寻找、问答交流等形式读懂语篇，尝试对话交流。
情感、态度、价值观体会家庭的温馨和交友的乐趣。
第三部分：分课时教学目标和文本内容Period 1 That’s Peter’s family【教学目标】•知识与技能1. 通过听读相关单词和儿歌，能认读和书写字母Ii，Jj，并感知它们在单词中的发音。
2.能正确地用降调模仿朗读句型Yes, he/ she is. No, he/she isn’t.。
3. 能在语境中初步运用句型Is he/she …?询问他人身份信息；初步运用句型Yes, he/sheis. No, he/she isn’t.来应答。
•过程与方法1. 通过倾听、模仿、跟读等形式学习字母。
