初中人教版（2024）Unit 2 Keep Tidy教学设计

这是一份初中人教版（2024）Unit 2 Keep Tidy教学设计教案主要包含了单元内容分析，单元教学目标，单元重难点等内容，欢迎下载使用。
一、单元内容分析
本单元为英语教材的入门单元，标题为“Keep Tidy!”。它旨在向学生介绍如何描述个人物品以及如何谈论物品的位置。该单元分为两个主要部分：
Sectin A：“What d yu have?”这一部分包括了将物品名称与图片匹配、讨论书包中的物品以及阅读颜色词汇和给物品上色等活动。此外，还有一个发音练习，学习元音字母在开音节中的读音。
Sectin B：“Where d yu put yur things?”这一部分聚焦于讨论房间是否整洁以及物品的放置位置，学习使用介词 in，n，under。并要求学生书写关于自己物品的描述。
此外，还有一个项目作业：“Guess what it is”，在这个活动中，学生需要从教室里选一样物品，写下它的名字，然后到教室前面通过描述该物品的颜色和位置（使用 in，n，under）让其他同学猜。
二、单元教学目标
1. 让学生能够识别并正确命名常见的个人物品及颜色。
2. 教授学生如何使用基本介词（in，n，under）来描述物品的位置。
3. 引导学生学会保持自己的空间整洁有序。
4. 提高学生对元音字母在开音节中发音的认识和准确度。
5. 通过互动游戏加强学生对物品名称、颜色和位置描述的理解和应用。
三、单元重难点
重点：
1. 掌握描述个人物品的名称和颜色句式。
2. 学习并使用介词 in，n，under 来描述物品位置。
3. 理解并正确发出元音字母在开音节中的读音。
难点：准确地使用介词来描述三维空间中物品的位置。
核心素养
Perid 1 Sectin A (1a - 2e)
【教学内容】
1. 学习日常物品名称和颜色词汇。
2. 谈论拥有的物品。
【核心素养】
1. 学生能够认识并正确使用表示物品的词汇:ruler, cap, pencils, bttle, eraser, keys。
2. 学生能够运用句型“What d yu have in yur schlbag?”及回答,介绍自己书包里的物品。
3. 学生能够识别并使用颜色词汇描述物品的颜色。
4. 培养学生整理和保持个人物品整洁的好习惯。
【重点难点】
重点:物品名称的英文表达与运用,以及如何询问和描述物品的颜色。
难点:准确使用英文描述物品及其颜色,特别是颜色的形容词。
【教学过程】
Step 1 Lead - in
1. Greet students and ask abut their weekend activities t create a relaxed atmsphere.
2. Display a few pictures f schlbags n the screen and ask students t talk abut what they usually carry in their schlbags. Encurage them t use English as much as pssible.
Step 2 Wrk n 1a
1. Shw 1a pictures n the screen and intrduce the new vcabulary items ne by ne: a ruler, a cap, pencils, a bttle, an eraser, keys. Pint t each item and ask students t repeat after yu.
2. Ask students t turn t their partners and practise saying the names f the items. Mnitr their prgress and prvide help if needed.
3. Explain the task in 1a: Match the things with the names. Ask students t wrk in pairs and match the items with their crrespnding names. Encurage them t use the new vcabulary.
Step 3 Wrk n 1b
1. Ask them t turn t their partners and use the mdel cnversatin t talk abut what they have in their schlbags.
eg:—What d yu have in yur schlbag?
—I have a cap.
—What d yu have in yur schlbag?
—I have a bttle.
Mnitr their practise and prvide feedback.
2. Ask several students t act ut their cnversatins in class.
Step 4 Wrk n 2a
Transitin t the clur descriptin by saying, "Nw let's talk abut the clurs f these things." Shw 2a pictures n the screen and intrduce the clur wrds: brwn, black, yellw, range, green, blue, white, red. Then listen t the clur wrds and match them with the pictures.
Step 5 Wrk n 2b
1. Explain the difference between singular and plural frms when describing clurs. eg: "What clur is the cap?" fr singular items and "What clur are the trusers?" fr plural items. Ask students t repeat the questins and answers.
2. Have students wrk in pairs again and use the mdel cnversatin t talk abut the clurs f the items in 2b. Encurage them t use the crrect singular r plural frm f the clur descriptin.
3. Ask several students t act ut their cnversatins in class.
Step 6 Wrk n 2c & 2d
1. Explain the task in 2c: "Nw we're ging t listen t a recrding and clur the things ac-
crding t what we hear. " Play the recrding fr the students and ask them t clur the items in their textbks.
2. After the first listening, play the recrding again fr 2d and ask students t cmplete the sentences abut the clurs f the items mentined in the cnversatin. Mnitr their prgress and prvide assistance if needed.
3. Check the answers with the whle class, pinting ut any cmmn mistakes and emphasizing the crrect usage f singular and plural frms f clur descriptin. The answers are:
(1)Teng Fei's schlbag is blue.
(2)Yaming's bicycle is black and range.
(3)Peter's shes are red.
Step 7 Wrk n 2e
1. Transitin t the prductin stage by saying, "Nw it's yur time t talk abut smething new yu have. Let's share with ur partners." Ask students t bring ut a new thing they have with them and prepare t talk abut it.
2. Mdel a cnversatin using the target language, such as: "I have a new pencil case. What clur is it? It's blue."
3. Ask students t repeat the cnversatin and then practise in pairs. Encurage them t use the crrect frm f clur descriptin and describe their items in detail.
4. Mnitr their cnversatins and prvide feedback n their language use and prnunciatin. Encurage them t use the new vcabulary and sentence structures they have learned.
5. Ask several students t act ut their cnversatins in class.
Step 8 Summary and Hmewrk
Summarize the key pints f the lessn, emphasizing the new vcabulary, sentence structures, and clur descriptin. Encurage students t use the language they have learned in their daily lives.
Assign hmewrk: Ask students t draw a picture f their schlbag r anther item they have and label the items with their names and clurs using the target language. This will help them cnslidate their learning and prepare fr the next lessn.
【随堂作业】
根据汉语提示或用括号中所给单词的适当形式填空。
1. Cindy can't find her eraser (橡皮), because her things are everywhere.
2. Yu can see sme water in the bttle (瓶子).
3. Yu can see fur keys (key) n the table.
4. The red cap lks (lk) cl n yu.
5. These are my new trusers. They (it) are blue.
【板书设计】
Starter Unit 2 Keep Tidy!
Sectin A: What d yu have? (1a - 2e)
Wrds: ruler, cap, pencils, bttle, eraser, keys
Clurs: brwn, black, yellw, range, green, blue, white, red
Sentences:What d yu have in yur schlbag?
I have a cap.
What clur is the cap? What clur are the trusers?
It's/They're...
【教学反思】
本节课通过多样化的教学活动,使学生积极参与并掌握了物品名称、颜色描述以及目标句型。学生在配对练习和听力活动中展现了良好的听说能力。但在颜色描述的复数形式使用上,部分学生仍存在困惑,今后我应加强对复数形式的讲解和练习。同时,应鼓励学生更多地在实际生活中运用所学语言,提高语言应用能力。
Perid 2 Prnunciatin (1 - 4)
【教学内容】
元音字母在开音节中的读音。
【核心素养】
1. 学生能够准确发出五个指定元音的发音，并能辨别含有这些元音的单词。
2. 学生能够通过听和读的活动，提高对这五个元音在实际语境中运用的理解能力。
【重点难点】
重点：掌握五个指定元音的发音规则，并能够在单词中正确应用。
难点：准确区分并发出相似元音之间的细微差别，如 /eɪ/ 和 /iː/。
【教学过程】
Step 1 Lead - in
1. Greet the students and welcme them t the class.
2. Briefly intrduce the tpic f the lessn: Prnunciatin fcusing n vwel sunds.
Step 2 Wrk n Prnunciatin 1
1. Display the vwel sunds /eɪ/, /iː/, /aɪ/, /əʊ/, /juː/ n the bard alng with their respective sund charts.
2. Guide the students t bserve the sund charts and encurage them t attempt prnuncing the sunds.
3. Mdel the crrect prnunciatin f each vwel sund and ask the students t repeat after yu.
4. Ask students t practise the five vwel sunds individually. Then ask several students t prnunce the sunds.
5. Play the recrding and let students listen and repeat again.
Step 3 Wrk n Prnunciatin 2
1. Shw grups f wrds in Prnunciatin 2 and ask the students t circle the wrds that cntain the specified sund in each grup.
2. Guide the students in prnuncing the circled wrds crrectly, emphasizing the vwel sunds. Encurage the students t practise prnuncing the wrds in pairs r small grups, crrecting any misprnunciatins.
Step 4 Wrk n Prnunciatin 3
1. Present a list f wrds in Prnunciatin 3 and ask the students t read them alud, fcusing n accurate prnunciatin.
2. Play the recrding and let students listen and repeat.
3. Mnitr the students' prnunciatin and prvide feedback, emphasizing the crrect vwel sunds.
4. Cnduct a reading game where students take turns reading wrds frm the list, rewarding crrect prnunciatin with pints r praise.
Step 5 Wrk n Prnunciatin 4
Play the recrding f the chant and ask the students t listen carefully, paying attentin t the prnunciatin and rhythm.
Guide the students in reading the chant alud, emphasizing the vwel sunds and encuraging them t fllw the rhythm.
Invite a few students t read the chant in frnt f the class, prviding psitive feedback and suggestins fr imprvement.
Step 6 Summary and Hmewrk
Summarize the vwel sunds learned in the lessn and emphasize the imprtance f accurate prnunciatin.
Assign hmewrk: Ask students t recrd themselves reading the chant at hme and t practice prnuncing the vwel sunds in ther wrds.
【随堂作业】
根据汉语意思完成句子,每空一词。
你的书包里有什么?
What d yu have in yur schlbag?
我有一把新尺子。
I have a new ruler.
这条裤子是什么颜色的?
What clur are the trusers?
这辆自行车是黑白相间的。
This bike is black and white.
蓝色是我最喜欢的颜色。
Blue is my favurite clur.
【板书设计】
Starter Unit 2 Keep Tidy!
Sectin A: What d yu have? (Prnunciatin 1 - 4)
Prnunciatins: a /eɪ/, e /iː/, i /aɪ/, /əʊ/, u /juː/
/eɪ/ bag, late, take
/iː/ egg, bed, me
/aɪ/ kite, ship, ice
/əʊ/ nse, stp, g
/juː/ duke, bus, run
【教学反思】
本节课通过多种形式的活动和练习,帮助学生掌握了元音音素的正确发音,提高了学生的发音准确性和语音流畅性。学生在歌谣朗读环节中表现出较高的兴趣和积极性,语音语调和节奏感得到了较好的培养。然而,部分学生在发音时仍存在一些问题,需要在后续教学中加强指导和练习。同时,我也应注重培养学生的自主学习能力,鼓励学生在家中多加练习,提高语音水平。
Perid 3 Sectin B (1a - 1d)
【教学内容】
使用介词 in, n, under 来描述物品的位置。
【核心素养】
1. 能理解并正确使用介词 in, n, under 来描述物品的位置。
2. 能通过阅读对话理解日常生活中整理房间的重要性,并能就此话题进行简单交流。
3. 能通过听力练习和阅读活动提高综合运用语言的能力。
【重点难点】
重点:掌握介词 in, n, under 的用法及描述物品位置的句型。
难点:准确理解对话内容,并能在实际情境中灵活运用所学知识进行表达。
【教学过程】
Step 1 Lead - in
Greet the students and inquire abut their md and daily activities. Ask "After schl, where d yu usually put yur things?" t encurage students t share their habits f string items.
Step 2 Wrk n 1a
1. Display the picture in 1a and guide students t bserve the lcatins f the bjects carefully. Ask: "Is this rm tidy r nt?". Discuss the questin and emphasize the imprtance f keeping a tidy rm.
2. Ask students t cmplete the sentences with the crrect prepsitins (in, n, under) and check their answers. Highlight the usage and differences between the prepsitins. The answers are:
(1) A schlbag is n the desk.
(2) Sme bks are in the bx.
(3) A pair f scks is under the bed.
Step 3 Wrk n 1b
1. Lk at the pictures in 1b and discuss with students: What may they talk abut?
2. Ask students t read the tw dialgues in 1b tgether. Ask questins such as: "What are they lking fr?" and "Where are the items finally fund?" t help students understand the cntent f the dialgues.
3. Mark the lcatins f the bjects (cap and glasses) in the dialgues and guide students t find them in the pictures.
4. Students check each ther's answers and discuss ther pssible expressins fr finding bjects. Explain the fllwing items.
(1) Here it is.
(2) Yu need t keep yur rm tidy.
(3) Srry, Mum.
(4) Wait a minute.
(5) Yu're welcme.
5. Divide students int grups and ask them t discuss the fllwing questins:
(1) Why d peple smetimes lse their things?
(2) Hw can we avid lsing things?
(3) What shuld we d if we lse smething?
6. Each grup selects a representative t share their findings, and the teacher prvides feed-
back and summarizes.
7. Students reread the dialgues in 1b and prepare fr rle-playing. Encurage students t a-
dapt the dialgues using their wn bjects and scenaris t make them mre realistic.
8. Students take turns t perfrm the rle-plays, while the rest f the class watches and pr-
vides feedback. The teacher cmments n the students' perfrmance, emphasizing accuracy and
fluency.
Step 4 Wrk n 1c
1. Ask students t read the cnversatins in 1b again and cmplete the tasks in 1c.
2. Check answers and discuss any difficulties. The answers are:
1. B; 2. B; 3. A; 4. B.
Step 5 Wrk n 1d
1. Mdel hw t write abut ne's wn things using the example sentences.
2. Ask students t write abut their wn things, using the crrect prepsitins. Prvide feed-
back and crrectin as needed.
3. Ask several students t display their writings.
Step 6 Summary and Hmewrk
Summarize the lessn, emphasizing the use f prepsitins and the imprtance f tidiness.
Assign hmewrk: Ask students t write a shrt paragraph abut their rm, including the
psitins f their things.
【随堂作业】
根据汉语提示完成句子。
1. My father has a pair f (一副) glasses.
2. The bx is n yur desk (在你的桌子上面).
3. Yu can put yur shes under the bed (在床下面).
4. Yu can see his things (东西) everywhere.
5. We need (需要) sme vegetables t make salad.
【板书设计】
Starter Unit 2 Keep Tidy!
Sectin B: Where d yu put yur things? (1a - 1d)
Wrds: in, n, under, thing, need
Sentences: Yu're welcme.
My schlbag is red. It is under my chair.
My trusers are brwn. They are n my bed.
【教学反思】
通过本节课的教学,学生们对描述物品位置的介词有了更清晰的理解,能够在实际
对话中应用 in, n, under。在课堂活动中,大多数学生积极参与,但部分学生在自主编
写句子时仍显得有些吃力,说明需要在写作能力上加强引导和练习。今后的课程中我
应更多关注这部分学生,提供更多个性化指导。同时,也要注意培养学生整理物品、保
持环境整洁的好习惯,将语言学习与生活习惯教育相结合。
Perid 4 Prject (2a - 2d)
【教学内容】
项目学习“猜猜它是什么”。
【核心素养】
学生能够正确使用 in, n, under 等介词描述物品的位置。
培养学生的口语表达能力和逻辑思维能力,通过游戏提高他们参与课堂活动的积极性。
通过小组合作,增进学生之间的友谊,培养团队合作精神。
【重点难点】
重点:掌握并运用 in, n, under 等介词描述物品的位置。
难点:准确、流畅地运用所学语言进行口头描述和猜测。
【教学过程】
Step 1 Lead - in
Greet students and ask abut their daily lives.
Play a quick game f "Where is it?" t review the use f prepsitins in, n, under.
Step 2 Wrk n Prject 2a
Explain the gal f the prject: t guess what bject is being described.
Shw an example f hw t describe an bject using clur and psitin.
Step 3 Wrk n Prject 2b
Chse a student vlunteer t cme t the frnt. Prvide the student with a piece f paper that has the name f an bject written n it.
Guide the student t describe the bject's clur and psitin using the crrect prepsitins.
Ask the ther students t guess the bject based n the descriptin.
Step 4 Wrk n Prject 2c
Ask students t frm pairs and select an bject frm the classrm. Each pair takes turns describing their bject and allwing the ther t guess. Encurage students t use descriptive language and ask clarifying questins.
Step 5 Wrk n Prject 2d
Divide the class int small grups. Each grup selects a representative t cme t the frnt and play the guessing game with the whle class. The rest f the grup members help their representative by giving hints r asking questins.
Step 6 Summary and Hmewrk
Summarize the lessn, emphasizing the use f prepsitins and descriptive language.
Assign hmewrk: Ask students t create their wn guessing game at hme with family members, using bjects frm their wn envirnment.
【随堂作业】
用括号中所给单词的适当形式填空。
My friend Alice needs t ask (ask) the teacher fr help.
This new pair f trusers lks (lk) very cl.
There are sme lins ver there. Can yu see them (they)?
Miss Liu lves swimming, s her (she) favurite seasn is summer.
When my grandfather reads newspapers(报纸), he always wears glasses (glass).
【板书设计】
Starter Unit 2 Keep Tidy!
Sectin B: Where d yu put yur things?
Prject: Guess what it is (2a - 2d)
Prepsitins: in, n, under
Examples:The bk is in the bag.
The pen is n the table.
The ball is under the chair.
【教学反思】
本节课通过猜谜游戏的形式,成功地激发了学生的学习兴趣和参与热情。学生在游戏中不仅复习了介词的使用,还锻炼了口语表达能力和逻辑思维能力。同时,通过小组合作,学生之间的交流和互动也得到了增强。在今后的教学中,可以进一步丰富游戏形式和内容,以更好地满足学生的学习需求,提高他们的综合语言运用能力。
语言能力
Students will be able t identify and match bjects with their names, and describe what they have in their schlbags.
文化意识
Thrugh cmparing the tidiness f different rms, students will develp an aware-ness f cultural differences in tidiness standards and persnal spaces.
思维品质
Thrugh cmpleting sentences and writing abut their things, students will demn-strate their ability t rganize and express ideas clearly.
学习能力
Key wrds and phrases
bttle, eraser, key, thing, need, Yu're welcme, wait a minute
Key sentences
What d yu have in yur schlbag?
What clur is the cap?
What clur are the rulers?
I can't find my new cap.
It's under yur desk.
Yu need t keep yur rm tidy.
Key grammar
Learn t use prepsitin wrds in, n and under.
课时划分
Fur perids
Perid 1
Sectin A (1a - 2e)
Perid 2
Prnunciatin (1 - 4)
Perid 3
Sectin B (1a - 1d)
Perid 4
Prject (2a - 2d)