Section A 第二课时教学设计
人教版九年级英语unit7SectionA2(3a3c)教学设计
1.通过小组合作学习，培养学生的团队协作能力和沟通能力。
2.运用任务型教学法，引导学生参与课堂活动，提高学生的英语实际运用能力。
3.采用情境教学法，让学生在真实的语境中学习英语，提高学习兴趣。
4.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，帮助学生更好地理解课文内容。
（三）情感态度与价值观
作业要求：
1.学生要认真完成作业，确保作业质量。
2.家长要关注学生的学习进度，给予鼓励和支持。
3.教师要及时批改作业，了解学生的学习情况，为下一节课的教学做好准备。
2.学会使用一般过去时态描述过去发生的事情，如：She had an operation two months ago.（她两个月前做了手术。）
3.能够理解并运用目标句型：“How did sb. do…?”和“How was sb. doing…?”来询问某人过去做某事的情况。
4.提高阅读理解能力，通过阅读课文，了解并掌握关于癌症患者的治疗和康复过程。
教学目的：激发学生的同情心，为学习新课做情感铺垫。
2.课堂讨论：观看视频后，教师提出问题，如：“What do you know about cancer? Can you share some stories about cancer survivors?”引导学生分享所了解的癌症知识和抗癌故事。
解决策略：采用问题链、思维导图等方法，引导学生深入理解课文，提高阅读效果。
（二）教学设想
1.导入：通过播放关于癌症患者的视频，引导学生关注癌症患者的治疗和康复过程，激发学生的同情心和兴趣。
2.课文学习：采用任务型教学法，将学生分为小组，完成相应的阅读任务。在任务完成过程中，引导学生关注重点词汇和语法点。
七年级英语下册-Unit 2 Section A 第2课时 教案
七年级英语（下）第2单元第2课时Unit 2 What time do you go to school?Section A Grammar Focus 3a-3c一.【教材分析】二、【教学流程】环节师生活动二次备课I.复习热身Pair work1. 通过图片让学生用第一人称、第二人称做关于日常行为的对话。
A: What time do you usually …?B: I usually … at…2. 通过图片的形式和学生一起练习第三人称单数的用法。
用后几幅图片让学生做对话。
教学目标知识目标1. 能听、说、读、写Unit 2 Section A的词汇和短语。
2. 学会用What time提问时间点。
3. 学会描述时间点。
4. 学会when和what time的区别。
能力目标熟练地表达时间点。
情感目标“一寸光阴一寸金”，要学会珍惜时间。
教学重点 1. 会用what time提问时间点。
2. 会用英语表达时间点。
教学难点 1. at后加时间点。
2. 当人称是第三人称单数时，谓语动词经常忘记变为三单的形式。
教学方法情境教学法；任务型教学法。
Ⅱ.感知体验1. Grammar Focus通过看Grammar Focus上的内容，引导学生找出what time和when的相同用法与不同用法。
让学生先说，老师再总结。
what time“什么时候”，一般对“几点钟”或“几点几分”时间点提问。
when“什么时候”既可以对具体的时间点提问，又可以对哪一天，哪个周，哪个月，哪一年等进行提问。
一般情况下，when可以代替what time.在表示具体的时间点时，它们可以互相替换。
2. Do 3a. Write answers or questions. Use always, usually or never.(1) What time do you get up on school days?______________________________________(2) ______________________________________?Rick always gets up at 6:20.(3) What time do you have breakfast?______________________________________(4) ______________________________________?Anna never eats breakfast.(5) What time does your best friend go to school?______________________________________3. Do 3b.Write about something you always do, something you usually doand something you never do.always ________________________________________________________________________usually ________________________________________________________________________never ________________________________________________________________________4. Do 3c. Interview three of your classmates.Find out what time they do these activities.Then give a report to the class.Student 1Name:______Student 2Name:______Student 3Name:_____ get up onweekendsExerciseeat dinnertake a showergo to schoolIn our group, Li Fei usually gets up late on weekends.She gets up at …三、【板书设计】四、【教后反思】。
初中英语_八下Unit 4 Section A Period 2教学设计学情分析教材分析课后反思
Unit 4 Why don’t you talk to your parents?Section A Period 2教学设计执教者指导教师学情分析从生理学和心理学的角度分析，八年级的学生正处在青春期、叛逆期，他们在实际学习和生活中会遇到许多问题，有各种各样的烦恼，受思维习惯和知识、阅历等的限制，他们很难用辩证的观点看待这些问题和烦恼，容易感情用事，给身心健康造成不利影响。
通过本课的学习，不仅要引导学生掌握语言知识，还要理解文章内涵，反思生活中常见的家庭矛盾以及与家长、同学、朋友之间的沟通问题，并学会用正确的态度对待这些问题，并积极想办法解决，而不是消极地逃避问题，针对遇到的问题给予合理的建议，使学生形成乐观、宽容、大度、慷慨的个性，促进学生的身心健康成长，提高学生的人际交往能力。
从教学的角度分析，要注意将中心话题与学生实际生活密切地联系起来，创设人际关系问题情境，让学生参与其中，激发学生的学习兴趣，培养良好的教学氛围，对学生的听说读写能力进行全方位的训练和提升，让学生将学和用紧密地结合起来，从而提高综合语言运用能力。
效果分析本课是阅读教学，能从教学内容和学生已有知识经验出发，构建“教师启动，学生主动，师生互动”的阅读模式，重视阅读过程, 把阅读分为阅读前、阅读中和阅读后三个阶段，密切联系学生的学习生活实际，通过多种互动形式如Summary，Discussion，Suevey and report 等让学生动起来,为学生体验、参与、实践与合作学习提供了充分的机会，活动的设计从学生实际生活经验出发，层层递进，激发了学生兴趣，调动了学生学习的积极性，发展了学生的综合语言运用能力，使学生积极参与到获取信息和处理信息的过程中，实现了语言学习与语言运用的有机结合。
在传授语言知识，培养语言技能的同时，充分挖掘文本中的思想内涵，有机渗透品德教育，使学生的情感态度价值观实现升华。
由于课文中的生词和短语较多，这给学生的顺利阅读带来了很大困难，尽管在热身环节运用图片等，形象直观地做了解释说明，但在一节课里让学生熟练掌握和运用还是非常不容易的，因此在语言输出环节可能出现学生不会读、不会说、不会用的问题。
英语七年级上册《Unit 3 My school》大单元 (Section A )第二课时教学设计
英语七年级上册《Unit 3 My school》大单元（Section A ）第二课时（2a-2f）教学设计一、教学思路说明一、教学目标（一）语言能力词汇掌握：学生能够准确读出并拼写本课时涉及的关于学校设施、活动等的新词汇，如classroom, library, playground, gym, dining hall等，并能熟练运用这些词汇描述学校环境。
句型运用：学生能够熟练使用“What is your school like?”及其回答句型“It has/There is/are...”，以及“We have...”来描述学校设施及活动情况，增强语言输出的准确性和流利度。
听力理解：通过完成2a、2b的听力任务，学生能够理解并抓取关于学校介绍的关键信息，提高听力理解能力。
（二）文化意识跨文化比较：引导学生了解不同国家或地区学校的差异，如设施、规模、课程设置等，培养学生的全球视野和文化敏感性。
学校文化认同：通过讨论自己学校的特色与优势，激发学生对学校的归属感和自豪感，增强文化自信心。
（三）思维品质批判性思维：在介绍学校时，鼓励学生提出对学校设施或活动改进的建议，培养他们的批判性思维和问题解决能力。
创新思维：设置开放性问题，如“If you could design your own school, what would it be like?”引导学生发挥想象力，培养创新思维。
（四）学习能力自主学习：鼓励学生课前预习相关词汇和句型，课堂上通过小组合作完成学习任务，提高自主学习能力。
合作学习：通过小组讨论、角色扮演等活动，促进学生之间的交流与合作，培养团队合作精神。
二、学情分析本班学生已具备一定的英语基础，能够进行简单的日常对话。
在描述复杂场景和细节方面仍需加强。
学生对新鲜事物充满好奇，渴望在课堂上展示自我，这为开展多样化的教学活动提供了良好的基础。
但同时，学生间的英语水平存在差异，需在教学设计中考虑分层教学，确保每位学生都能获得发展。
人教版2024版Unit 1 Section A 2a-2e 教学设计 英语七年级上册
Unit 1 You and MeSection A How do we get to know each other?第二课时(2a-2e)Study of the TextWhat: 2a creates a context through an illustration and a listening exercise, letting students learn how to introduce their teachers and classmates, and consolidate target language structures. 2b and 2c are reading exercises based on 2a that require students to look for the details. 2d requires students to master the abbr eviations “who's”, “I'm”, “he's”, and “it's”. 2e is a speaking exercise about personal information, which requires students to retell the key information of the listening text.Why: Students can learn about Chen Jie, Peter, and Mr Smith by listening to and reading 2a. They can also learn how to introduce one's nationality, class and teacher, ask about basic information, and master key expressions of greeting people. Students can also practise their ability to find details through listening exercises.How: The conversation among Chen Jie, Peter, and Mr Smith is based on real situations and close to everyday life, with expressions such as “Oh, sorry! My mistake.” and abbreviated ways of answering questions. The conversation shows the target language of learning more about each other. The core sentence patterns are “This is…”, “What class are you in?”, “Who's your class teacher?” and so on. Key phonetic knowledge is the abbreviated forms of the verb be containing written form and their pronunciation.Teaching ObjectivesBy the end of this lesson, students will be able to:1.find information about Mr Smith and Peter from listening;2.tell the first name and the last name in different countries;3.learn how to use “who 's”, “I 'm”, “he 's”, and “it 's” correctly in conversations;4.greet people and introduce ourselves simply.Teaching ProcessTeaching ObjectivesTeaching ActivitiesEffectiveness Evaluation 1.To find informa-tion about Mr Smith and Peter from listening. Step 1 Lead-in 1.Greeting.2.Create a situation: A welcome party for new students —You and Me. Welcome all the students in Grade 7. The New Students' Party is ready! Nowwe can see some people talking in thefront of the classroom.Who are they?◎Key: They are a teacher and two students.Step 2 ListeningWork on 2a. Listen to the conversation and circle the coloured words you hear.◎Key: good; friend; What; Oh, sorry!Observe whether stu-dentscanlisten to the conversation to circlethecoloured words they hear, and judgethecomprehensivene ssandtheaccuracy of theiracquisition and identification ofinformation.To activate students' existing knowledge and help students perceive the content of the conversation as a whole and develop their ability to locate the details. 2.To tell the first name and Step 3 Reading1.Work on 2b. Read the conversation Observe whetherstu-dentscanthe last name in different countries. and answer the questions.◎Key: (1)B (2)A2.Discuss and learn.Why did Peter make a mistake? Do youknow the differences between thefirst name and the last name indifferent countries?In Western countries, the first nameis the given name, and the last nameis the family name.In China, we put the first name in theend, and put the family name first.3.Practise. Underline the firstname, and circle the last name on PPT.4.Work on 2c. Read the conversationand complete the table with theinformation about Mr Smith and Peter.◎Key: Mr Smith: the US; an Englishteacher; Peter: Class 1; Ms Gaolocate the keyinformationthrough fastreading and makecorrect choices.Grasp students'understanding ofthe textualconver-sation.Pay attention tostu-dents' graspof the order ofsurnames andfirst names athome and abroad,and whether theycan correctlydistinguish aperson's surnameand firstname.Through different reading exercises, students can improve their ability to find information and consolidate the expressions of introducing each other.3.To learn how to use “who's”,“I'm”,“he's”, and Step 4 Listen and imitate1.Listen again and pay attention tothe pronunciation of who's, I'm,he's, and it's.2.Role-play the conversation.Observe whetherstu-dents canfindabbre-viatedstructures“it's” correctly in conversations. who's, I'm, he's, and it's by reading texts, and be proficient in theircorrect pronunciation and distinguish theirsimilarities and differences.To guide students to learn and internalize key sentence patterns and key language, and focus on abbreviating expressions, so as to pave the way for further application of what they have learned in real-life situations.4.To greet people and introduce our-selves simply. Step 5 Group work1.Greet others and introduceyourself to your classmates.2.Work on 2e.How much do you know about thesestudents? Ask and answer questionsabout them.What's his/her name?Where's he/she from?How old is he/she?What class is he/she in?Who's his/her class teacher?Pay attention tostu-dents'performance, andobserve whetherthey can greetothers andintroducethem-selves fromthe aspects ofnames,nationalities,classes, ages,theirteachers and soon.To guide students to engage in activities that go beyond discourse and connect with real life. To help students comprehensively use the target language to express themselves, introduce themselves and others.HomeworkRequired:1.Copy “classmate, class teacher, first name, mistake, country” of Unit1 on pages 106~107.2.Translate and memorize the conversation in 2a.Optional:1.Introduce yourself and your best friend to the rest of the class in English after class.2.After class, find a family member or a friend to be your partner and simulate different occasions to meet new friends and have a conversation.Teaching Reflection。
Section A 第二课时教学设计
Section A第二课时教学设计教学内容SectionA中3a,3b教学目标知识与能力1．Master the vocabulary:wasn't,false,number2．Master and use:How was one's weekend?It was….过程与方法上一节课学生已经学会用一般过去时态谈论已经发生的事情，与本课时密切联系，通过提问"What did you do over the weekend?"在学生会回答的基础上，然后问"How was your weekend?（老师翻译成汉语）“在周末期间你怎么样？”从而导入新课。
给学生创设情境，利用多媒体展示活动照片，让学生自主参与，互相帮助，互相合作完成对知识的掌握。
情感态度价值观：熟练运用一般过去时态表达过去发生的事情。
教学重、难点及教学突破重点1．The new words.2．Grammar:How was one's weekend?It was…难点Use the sentences to talk about something.教学突破1．单词通过图片和教师的动作表演来学习2．How was one's weekend?What did you do over the weekend?"的对话训练由课件中的具体图片引出来。
教学准备教师准备课件、实物投影机、多媒体学生准备复习上一课时，预习下一课时。
教学步骤教学步骤、时间教师活动学生活动媒体应用Step 1 Free talk(2') Ask a stuent "Do you likeweekend"? Do you like weekday?The students answer andtalk.Step2 Presentation(10') 用班里学生为例作下列练习）1．What did you do over theweekend?2．First let the students drawa pictureof weekend，然后让他们利用实物投影向我们说明3．用 "What did you do over theweekend?" 询问几个学生后，指着一个学生问“你的周末怎么样？”4．Let the students change itinto English. 板书 "How wasyour weekend?" then let thestudents practise in pairs.5．Write number (1-3) in theblanks.1．Draw a picture ofeekend2．Tell the class aboutyour weekend like, Iplayed basketball inthe morning.The student answers.(have a try)Guess:How was your week end?Read and studyThen do it in pairs.Ex:How was yourweekend?It's great.I played basketball.Look at the picture in3a. and write numbers.实物投影媒体展示答案媒体展示答案Step3 Game (6') Let Ss write 3 things they didover the weekend.One is false, the others aretrue. 然后把学生的描述利用实物投影机投到大屏幕上。
初中英语九年级 Unit 5 Section A (2a-2d)教学设计
初中英语九年级 Unit 5 Section A (2a-2d)教学设计一. 教材分析本课选自人教版《新目标》初中英语九年级Unit 5 Section A (2a-2d)。
本部分内容主要讲述关于不同国家节日的话题。
通过本节课的学习，学生能够了解和掌握与节日相关的词汇和表达方式，提高他们的听说读写能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的话题有了一定的了解。
但部分学生对于表达自己观点仍存在一定的困难，因此，在教学过程中，教师需要关注这部分学生的需求，鼓励他们积极参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握与节日相关的词汇和表达方式。
2.能力目标：学生能够运用所学知识进行简单的交流，提高听说读写能力。
3.情感目标：培养学生对于不同文化的尊重和理解。
四. 教学重难点1.重点：学生能够掌握与节日相关的词汇和表达方式。
2.难点：学生能够运用所学知识进行实际交流。
五. 教学方法采用任务型教学法，通过小组合作、角色扮演等方式，激发学生的学习兴趣，提高他们的参与度。
同时，教师应给予学生足够的鼓励和支持，帮助他们克服表达障碍。
六. 教学准备1.教师准备相关节日的图片、视频等教学资源。
2.学生准备笔记本，用于记录所学内容。
七. 教学过程1.导入（5分钟）教师通过展示不同国家的节日图片，引导学生谈论各自了解的节日，激发学生的学习兴趣。
2.呈现（10分钟）教师呈现2a的内容，让学生听录音并回答问题。
然后，学生两人一组，互相练习2a的对话。
3.操练（10分钟）学生分角色扮演2a的对话，教师巡回指导，纠正发音和表达错误。
4.巩固（10分钟）学生小组合作，根据2a的对话，编写类似的对话，并表演给其他小组观看。
5.拓展（10分钟）教师引导学生讨论不同国家的节日风俗，鼓励学生分享自己的经历。
6.小结（5分钟）教师总结本节课所学内容，强调重点词汇和表达方式。
7.家庭作业（5分钟）学生回家后，用所学知识写一篇关于自己喜欢的节日的短文。
英语人教版(2024)7年级上册 Unit3 Section A What is yo教案 教学设计
Unit 3My School第二课时Section A 2a—2fTeaching Content（教学内容）The discourse of this lesson is a presentation of listening，speaking materials.This conversation mainly revolves around the locations of things in Peter's classroom，aiming to help students understand the importance of place arrangement and promote students' love for their classroom.Teaching Objectives（教学目标）◆ Language Proficiency(语言能力)1．Be able to organize and summarize expressions related to the locations，and master the usage of special questions with w here and ho w.2．Use the simple present tense to ask and answer about the locations，and use the target sentence structure to inquire about the locations of the school things.◆ Cultural Awareness(文化意识)By understanding the locations of things in the classroom，students can compare their classroom with Peter's and discover similarities and differences between them.This comparison helps to stimulate students' interest in English speaking cultures and improve their crosscultural communication skills.◆ Thinking Quality(思维品质)1．Learn to apply grammar knowledge in context to accurately understand and express the locations appropriately.2．Students can better arrange their things，cultivate good living habits，and develop a solid foundation for their future English learning.◆ Learning Capability(学习能力)1．Learn to communicate with their classmates with the target languages.2．Apply what is learned，cultivate students' ability to use language and cultural knowledge to solve practical problems in real situations，and promote transfer and innovation.Teaching Focus，Difficulties，and Breakthroughs（教学重难点及突破）◆ Teaching Focus(教学重点)1．Be able to use the target language to inquire about the locations of school things.2．Complete roleplay in the class to understand the importance of location arrangement，lifestyle habits，and study habits.3．Learn to talk about the main facilities of the school and their locations with there be sentencepatterns and prepositions of position.◆ Teaching Difficulties(教学难点)1．Be able to quickly and accurately obtain information such as prepositions of position through listening and reading conversations.2．Illustrate the functions of different facilities by using target language and enhance the awareness of loving the campus.◆ Teaching Breakthroughs(教学突破)1．Teachers encourage students to speak more and express themselves in English according to their real situation.2．Make students have clear goals and apply the sentence patterns learned in this lesson to oral communication to enhance their pragmatic abilities.Teaching Procedures（教学过程）Activity 1 Prediction(感知与注意)T：First，let's look at the picture and then answer three questions：What is the picture about?What can you see in the picture?Are they clean or tidy?Activity 2 Listening(感知与注意)Work on 2a—2dListen to the conversation and fill in the blanks in 2a.Read the conversation and match the questions with the answers in 2b.Read again and try to complete the task in 2c，and then check the answers in pairs.Listen to the conversation again and repeat after it.Pay attention to the stressed words.Try to roleplay the conversation and show yourselves in front of the class.Activity 3 After listening(获取与梳理)Work on 2eLet students imagine things in their classroom and compare with Peter's.Then complete the tasks in 2e individually.Next，let them check their answers with their partners using there be structure.The teacher moves around to make sure students get the right answers.Choose 2 students to speak out the answers.Activity 4 Sharing(概括与整合)Work on 2fLet students work in pairs，and ask them to compare Peter's classroom with theirs.Give them several minutes to prepare it using there be structure.Then let them share it in class.While sharing，the others try to evaluate whose is the best and explain the reasons.Activity 5 Homework(反馈与强化)Read the passage fluently and recite it.Write a short passage to compare your classroom with Peter's.Teaching Reflection（教学反思）During this period of English learning，students can master the usage of there be structure.According to the English learning tasks，students will practice the structure and the prepositions of position more to get familiar with them.At the same time，it can help to cultivate students' logical thinking and language proficiency.。
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Section A 第二课时教学设计
教学内容
Section A 中 3a. 3b. 4.
教学目标
知识与能力
1．Master and use: We have to…in class.
You don't have to… at school.
过程与方法：
学生在七年级上册Unit 8已学过一般现在时，对一般现在时的各种句式已能熟练掌握。
本课中，学生在谈论学校规则时，使用“We have to …”，“We don't have to…”，学生能很容易的理解“have to”的用法。
通过上一节课内容（谈论学校规则）的复习，为学生创设更多的情景，用另一种句式对学校规则进行谈论。
教学重、难点及教学突破
重点
The use of "have to"
难点
Use "have to" to talk about the rules in school.
教学突破
对"have to"的学习，可以通过例子，让学生自己总结该词组的用法，然后在总结的过程中，教师加以指导即可。
对用“have to”来谈论学校规则这一语言项目，教师可以用上一节课学习到的学校规则，用“have to”把每一个句子进行改写。
例如：Don't eat in class. （用have to 进行改写，句意不变）- - - - You don't have to eat in class.
教学准备
教师准备
卡片、图片
学生准备
了解其它学校的规章制度。
教学步骤
本课小结
本节课仅仅学习了2个单词和用 "have to" , "can" 谈论学校的规则。
通过本节课的学习，学生会熟悉更多的校园里的规章制度，并且能
用不同的句式来谈论它们。
练习设计
随堂练习设计
根据要求完成句子
1．Can we run in the hallway?（否定回答）
2．Play with the cat at home.（否定回答）
3．I have to do like that（否定句）
4．They have to wear the shoes in class. （一般疑问句）
个性练习设计
Give a piece of paper to each student. Ask them to make a list of rules on it.
教学探讨与反思
本节课知识点少，所以安排了大量的口语教学任务，使学生的口语水平得到了提高。
另外，通过小游戏来活跃课堂气氛，让学生在学习中找到乐趣，让更多的学生主动地加入到各种活动中来。
因受本节课的知识点的限制，在教学中不能让学生在听、说、读、写各方面得到很好的煅炼。
板书设计
Unit 12 Don't eat in class (2)
1．The new words: sneaker, gym
2．The language:
We have to arrive at school on time.
You don't have to wear a uniform.。