2021年七年级英语下册 Unit 8教案 人教新目标版
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新目标七年级下Unit 8全单元教案
Unit 8 I’d like some noodles.第一课时（1a-1c）知识要点：词汇：would, noodle, beef, mutton, cabbage, potato, special, drink, large, size, bowle,I’d=I重点句型：I’d like some noodles.What kind of noodles would you/he/she/they like? I’d/He’d/She’d/They’d like beef noodles. What size bowl of noodles would you/he/she/they like?I’d/He’d/She’d/They’d like a small/medium/large bowl of noodles.教学程序：step 1创设情景，导入新课教师出示面条的图片，由what are these? 引入They are noodles.再教学noodles这个单词，引入本节课教学。
Step2. PresentationTeach the new words of food used in noodles 2. Look at the numbered list of ingredients.3. Ask students to match each word with the foods in 1a.Step3. GrammarStep4. Presentation Present the target language as following:A: What kind of noodles would you like? B: I’d like beef and tomato noodles, please. Step5. Practice the drill2、Ask students to work in pairs. Then let them actit outin front of the classroom. Step6. ListeningPlay the recording a second time and correct the answers.Step7. Homework1.Review the knowledge learned in this period.2.Copy the new words.一、根据句子意思写出单词。
新目标英语七年级下8单元教案（新目标版七年级英语下册教案教学设计）
新目标英语七年级下8单元教案(新目标版七年级英语下册教案教学设计)重庆市110中学曹毅单元整体说明单元教材分析本单元的核心话题是用英语询问人的长相、性格，因此‘talk about what people are like’是教学重点。
通过对本单元的学习，学生能掌握本单元出现的表示性格的一些形容词。
单元知识结构词汇：serious，unfriendly，outgoing, generous, moody，be like, look like，come from，a little, such as，ect．句型: --What’s Billy like? He’s shy，-What’s that？-That’s Mike．---Who’s that? ---That’s Mike.单元总体目标1．Master the vocabulary.2．Master and use: -What’s Billy like? –He’s shy．--Wh o's that? That’s Mike单元教学重难点一览重点难点1．The vocabulary．2．What’s... like?3．Who’s that? talk about what people are like单元学情分析学生前面已经学过关于“”引导的特殊疑问句，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。
单元教学建议听说读写等技能相辅相成的，而听读是说和写的基础，因此要充分借助听力材料和补充阅读材料，训练提高学生的听力阅读水平。
在听读的基础上创设语言情景，加强说写能力的训练。
单元课时分配本单元共4课时：Section A（一）1课时Section A（二）1课时Section B（一）1课时Section B（二）1课时Section A（一）教学内容Section A中la. 1b．lc．2a．2b．2c Grammar focus教学目标知识与能力1、Match the vocabulary: serious，unfriendly, relationship, personality.2、Master and use：--What’s Billy like? --He's shy．--Who's that? --That’s Mike．过程与方法学生在前面已经学过了询问外貌特征的特殊疑问句，已具备了学习本课的初步知识。
七年级英语下册 Unit 8 Is there a post office Section A(Grammar Focus-3c)教案 (新版)人教新目标版
Unit 8 Is there a post officeSection A(Gr ammar Focus--3c)教学目标：语言知识目标：.New words.there be 的一般疑问句及肯否回答情感态度价值观目标By asking and giving directions on the street to enhance our logical expression and interpersonal skills.教学重难点：there be 句型的一般疑问句及肯否回答，以where引导的特殊疑问句的构成教学过程：Step1.Lead-in and reviewLet students talk about the positions of some students in the classroom.Step2.Grammar Focus and revision.Review the grammar bo x.Ask studen ts to say the questions and answers.Ask students t o circle these words in the grammar box:on across from next to between......and in front ofStudents read the sentences in the box again ,then fill in the blanks.(on the screen) Students check the answers with their partners.探究学习there be句型及用法（on the screen)Step3.PracticeLook at 3a,pay attention to the questions in the box.Ask students to read them out loud.Look at the map and answer the questions.Step4.PracticeLook at 3b.Ask st udents to pay attention to the picture of 3a and write three sentences.Step5.Exercise(on the screen)Step6.Homework(on the screen)。
人教新目标七年级英语下册：unit 8教学设计
UNIT 8 Summer Holiday Is Coming!Language goals:In this unit students learn to talk about summer plans. New languages:What will you do?I will __Difficult points:Be going to and willTeaching aids:computer, video, recorderTeaching periods:Period 1: Lesson 43Period 2: Lesson 44Period 3: Lesson 45Period 4: Lesson 46Period 5: Lesson 47Period 6: Lesson 48Period 7: Unit ReviewLesson 43 Have a good summer!Lesson preparation:Language knowledge:1. Vocabulary and phrase: final, exam, tennistake an exam, play basketball/tennis/volleyball2. Useful knowledge: Talking about plans:What are you going to do for the summerTeaching resources:audiotape, flashcardsLesson structure:Step 1 GreetingsStep 2 Lead-inStep 3 Presentation1)Read the lesson and complete Danny’s diary.Dear Diary,I am so excited today. We wrote our final ______and school is ______. The day after tomorrow, Iwill go to my uncle’s house. I’ll stay there for one______. Debby and I will play basketball, ______,volleyball and ______. We will swim and play inthe ______. It’s going to be a great summer. I’mlooking forward to it so much.Step 4 PracticeHave the class read the dialogue again and answer the questions of 2 on page 115.Step 5、课文讲解Step 6、短语汇总Step 7、课文诵读1、听读课文；2、诵读课文。
2021年七年级英语下册 Unit 8 I’d like some noodles教案 人教新目标版
2021年七年级英语下册Unit 8 I’d like some noodles教案人教新目标版旨在改变学生消极、被动地学习为积极主动地学习，变苦学为乐学，让学生真正成为学习的主人，从而提高教学效率。
培养学生的主体性、创造性、参与性和合作性，提高学生整体素质为目标，通过诱导学生主动参与，引导学生自主探索，启发学生发现规律，达到开发学生潜能的目的。
三．教学目标通过教学引导学生学会用英文表达如何定餐；能会为面条和饺子写宣传广告。
1．认知目标· 重点词汇：noodles, beef, mutton, chicken, cabbage, potatoes, tomatoes· 重点句型：（1）What kind of noodles would you like?I’d like beef and tomato noodles, please.（2）What size bowl of noodles would you like?I’d like a large/medium/small bowl of nooldes.2．能力目标· 培养运用英语交际的能力，让学生把所学到的语言知识和生活实际联系起来，使学习过程生活化。
· 培养学生探究，合作的参与意识。
四、教学重点· New words：noodles, beef, mutton, chicken, cabbage, potato, tomato· New language：（1）What kind of noodles would you like?I’d /He’d /They’d like beef noodles（2）What size bowl of noodles would you like?I’d like a large/medium/small bowl of noodles.五、教学难点Guide them to learn how to order food.六、教学准备录音机、投影仪、所需的各种食物七、教学过程Step One: Lead in好的导入有三种作用：（1）调动情感，使学生急于学、乐于学；（2）引导思路，启发学生，积极主动地学；（3）铺垫知识，让学生轻松自然地学。
人教版七年级英语下册第八单元教学设计
4.引入本节课的主题，即第八单元关于未来职业规划的内容。
（二）讲授新知
1.通过课件展示，讲解一般将来时态的语法结构，如will +动词原形、be going to +动词原形等。
2.结合实际例子，让学生感知一般将来时态的用法，并引导学生学会用一般将来时态描述未来的职业规划。
3.教授本单元的重点词汇，如：future, job, ambition, success, effort, encourage, achieve等，通过词根词缀、联想记忆等方法帮助学生记忆。
5.部分学生对未来职业规划缺乏明确的认识，需要教师在教学过程中引导和启发，帮助学生树立正确的职业观念。
三、教学重难点和教学设想
（一）教学重难点
1.语法：一般将来时态的运用是本章节的语法重点，学生需要掌握其结构并能灵活运用于实际情境中。特别是对于动词will的用法，以及be going to结构的应用，需要重点讲解和练习。
2.口语作业：学生录制一段关于职业规划的视频，用英语介绍自己的理想职业、原因以及为实现该职业所需要做的准备。要求视频时长在2-3分钟，鼓励学生在视频中尽量使用本节课所学的词汇和语法结构。
3.小组活动：学生分小组设计一份关于不同职业的调查问卷，内容包括职业名称、工作地点、工作职责等。各小组将问卷发放给同学和老师，收集数据后进行分析，并在下节课上用英文汇报调查结果。
4.引导学生通过阅读、听力训练，培养良好的学习习惯，提高英语学习效率。
5.鼓励学生进行自我评价和同伴评价，培养学生自我反思和批判性思维能力。
（三）情感态度与价值观
在本章节的教学中，学生将形成以下情感态度与价值观：
1.培养学生对未来充满信心和期待，树立远大理想，激发学习动力。
（二）讲授新知
1.通过课件展示，讲解一般将来时态的语法结构，如will +动词原形、be going to +动词原形等。
2.结合实际例子，让学生感知一般将来时态的用法，并引导学生学会用一般将来时态描述未来的职业规划。
3.教授本单元的重点词汇，如：future, job, ambition, success, effort, encourage, achieve等，通过词根词缀、联想记忆等方法帮助学生记忆。
5.部分学生对未来职业规划缺乏明确的认识，需要教师在教学过程中引导和启发，帮助学生树立正确的职业观念。
三、教学重难点和教学设想
（一）教学重难点
1.语法：一般将来时态的运用是本章节的语法重点，学生需要掌握其结构并能灵活运用于实际情境中。特别是对于动词will的用法，以及be going to结构的应用，需要重点讲解和练习。
2.口语作业：学生录制一段关于职业规划的视频，用英语介绍自己的理想职业、原因以及为实现该职业所需要做的准备。要求视频时长在2-3分钟，鼓励学生在视频中尽量使用本节课所学的词汇和语法结构。
3.小组活动：学生分小组设计一份关于不同职业的调查问卷，内容包括职业名称、工作地点、工作职责等。各小组将问卷发放给同学和老师，收集数据后进行分析，并在下节课上用英文汇报调查结果。
4.引导学生通过阅读、听力训练，培养良好的学习习惯，提高英语学习效率。
5.鼓励学生进行自我评价和同伴评价，培养学生自我反思和批判性思维能力。
（三）情感态度与价值观
在本章节的教学中，学生将形成以下情感态度与价值观：
1.培养学生对未来充满信心和期待，树立远大理想，激发学习动力。
七年级英语下册(人教版)Unit8第1课时(SectionA1a2c)教学设计
2.观看英语视频：推荐学生观看与职业相关的英语视频，如TED演讲、职业介绍等，提高学生的听力水平，拓展职业视野。
3.课后阅读：布置学生阅读与职业相关的英语文章，如职业发展趋势、成功人士的故事等，要求学生做好阅读笔记，积累词汇和句型。
4.家庭作业本：请学生完成ห้องสมุดไป่ตู้后练习，包括词汇填空、句型转换、听力练习等，巩固课堂所学。
七年级英语下册(人教版）Unit8第1课时（SectionA1a2c）教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.能够正确听懂、发音并运用本节课所学的词汇，如：future, job, driver, pilot, doctor, farmer等。
2.能够运用一般将来时态描述未来的职业规划和梦想，如：“I will be a pilot in the future.”
（二）讲授新知
1.教师呈现教材中的对话，引导学生关注一般将来时态，学习目标句型：“What do you want to be?”和“I want to be a(n)…”
2.教师通过示例、讲解，让学生理解一般将来时态的构成和用法，注意动词形式的变换。
3.学生跟读对话，模仿语音、语调，感受英语语言魅力。
3.能够理解并运用目标句型“What do you want to be?”和“I want to be a(n)…”进行交际对话。
4.能够通过听力练习，提高获取关键信息的能力，培养良好的听力习惯。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法提升英语能力：
1.采用任务型教学法，让学生在真实语境中运用所学知识，提高语言实际运用能力。
（四）课堂练习
3.课后阅读：布置学生阅读与职业相关的英语文章，如职业发展趋势、成功人士的故事等，要求学生做好阅读笔记，积累词汇和句型。
4.家庭作业本：请学生完成ห้องสมุดไป่ตู้后练习，包括词汇填空、句型转换、听力练习等，巩固课堂所学。
七年级英语下册(人教版）Unit8第1课时（SectionA1a2c）教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.能够正确听懂、发音并运用本节课所学的词汇，如：future, job, driver, pilot, doctor, farmer等。
2.能够运用一般将来时态描述未来的职业规划和梦想，如：“I will be a pilot in the future.”
（二）讲授新知
1.教师呈现教材中的对话，引导学生关注一般将来时态，学习目标句型：“What do you want to be?”和“I want to be a(n)…”
2.教师通过示例、讲解，让学生理解一般将来时态的构成和用法，注意动词形式的变换。
3.学生跟读对话，模仿语音、语调，感受英语语言魅力。
3.能够理解并运用目标句型“What do you want to be?”和“I want to be a(n)…”进行交际对话。
4.能够通过听力练习，提高获取关键信息的能力，培养良好的听力习惯。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法提升英语能力：
1.采用任务型教学法，让学生在真实语境中运用所学知识，提高语言实际运用能力。
（四）课堂练习
人教版英语七年级下册Unit8整单元教学设计
3.培养学生热爱生活、热爱大自然的思想情感，教育学生珍惜时间，合理安排自己的业余生活。
4.倡导健康、文明的生活方式，使学生认识到参加各类活动的重要性，从而提高自身综合素质。
二、学情分析
针对人教版英语七年级下册Unit8的教学，我们对学生的学情进行了以下分析：
1.学生年龄特点：七年级学生正处于青春期，好奇心强，求知欲旺盛，对于新鲜事物有较高的兴趣。因此，在本单元的教学中，教师应充分利用学生的这一特点，设计富有创意和趣味性的教学活动，激发学生的学习兴趣。
2.教师通过PPT展示本节课的重点词汇和短语，如：library, museum, park, concert, match, play chess, go swimming, go shopping等，并进行讲解和示范。
3.教师讲解一般现在时态的用法，尤其是主语为第三人称单数时动词的变化规则。通过例句和练习，帮助学生掌握语法知识点。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，让学生复述重点词汇、短语和句型。
2.学生总结一般现在时态的用法，尤其是主语为第三人称单数时动词的变化规则。
3.教师对本节课的学习情况进行评价，鼓励学生继续努力，提高英语水平。
4.布置课后作业，要求学生运用所学知识，进行课后实践，为下一节课的学习做好准备。
2.学会使用一般现在时态描述经常发生的动作或状态，如：I often go to the library on weekends. He always plays chess with his friends.
3.能够运用单元所学的目标句型进行问答，如：What do you usually do on weekends? I usually go shopping with my mother.
4.倡导健康、文明的生活方式，使学生认识到参加各类活动的重要性，从而提高自身综合素质。
二、学情分析
针对人教版英语七年级下册Unit8的教学，我们对学生的学情进行了以下分析：
1.学生年龄特点：七年级学生正处于青春期，好奇心强，求知欲旺盛，对于新鲜事物有较高的兴趣。因此，在本单元的教学中，教师应充分利用学生的这一特点，设计富有创意和趣味性的教学活动，激发学生的学习兴趣。
2.教师通过PPT展示本节课的重点词汇和短语，如：library, museum, park, concert, match, play chess, go swimming, go shopping等，并进行讲解和示范。
3.教师讲解一般现在时态的用法，尤其是主语为第三人称单数时动词的变化规则。通过例句和练习，帮助学生掌握语法知识点。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，让学生复述重点词汇、短语和句型。
2.学生总结一般现在时态的用法，尤其是主语为第三人称单数时动词的变化规则。
3.教师对本节课的学习情况进行评价，鼓励学生继续努力，提高英语水平。
4.布置课后作业，要求学生运用所学知识，进行课后实践，为下一节课的学习做好准备。
2.学会使用一般现在时态描述经常发生的动作或状态，如：I often go to the library on weekends. He always plays chess with his friends.
3.能够运用单元所学的目标句型进行问答，如：What do you usually do on weekends? I usually go shopping with my mother.
人教版新目标七年级英语下册 Unit 8 教学设计
人教版新目标七年级英语下册 Unit 8 教学设计一. 教材分析人教版新目标七年级英语下册Unit 8主要围绕日常生活话题进行展开，通过学习本单元，学生能够掌握日常生活中的一些常用表达方式，提高他们的听说读写能力。
本单元主要包括以下几个部分：1.课本内容：包括对话和阅读材料，让学生了解日常生活中的交流场景和表达方式。
2.语法知识：一般现在时态的肯定句、否定句和疑问句的构成及运用。
3.词汇学习：本单元引入了一些与日常生活相关的词汇，如：go, come,have, do等。
4.作业及练习：通过各种练习题，巩固所学知识，提高学生的实际运用能力。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇知识，具备一定的听说读写能力。
但他们在语言运用方面还存在一定的问题，如：口语表达能力较弱，语法运用不够熟练等。
因此，在教学过程中，需要注重培养学生的口语表达能力和语法运用能力。
三. 教学目标1.能听懂、会说、会读、会写本单元的重点词汇和日常用语。
2.能正确运用一般现在时态进行日常交流。
3.提高学生的口语表达能力和语法运用能力。
4.培养学生的团队合作意识和交际能力。
四. 教学重难点1.一般现在时态的构成和运用。
2.日常生活中常用表达方式的掌握。
3.口语表达能力和语法运用能力的提高。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.交际法：创设真实的交际场景，培养学生的口语表达能力和交际能力。
3.情境教学法：通过设定各种生活情境，让学生在实践中掌握日常表达方式。
六. 教学准备1.课本、教案、课件等教学资料。
2.录音机、投影仪等教学设备。
3.与本单元主题相关的实物或图片等教学素材。
七. 教学过程1.导入（5分钟）利用与本单元主题相关的实物或图片进行导入，激发学生的学习兴趣，引出本节课的主题。
2.呈现（10分钟）通过展示课本中的对话和阅读材料，让学生整体感知本节课的内容。
人教版七年级英语下册教学设计：Unit8SectionA2d3c
5.情感融入：在教学过程中，适时引入环保实例，引导学生关注现实生活中的环境问题，激发学生的环保情感，使其在学习英语的同时，树立正确的价值观。
6.反馈评价：采用形成性评价和终结性评价相结合的方式，关注学生在学习过程中的表现，及时给予反馈，指导学生调整学习策略，提高学习效果。
7.拓展延伸：鼓励学生在课后关注环境保护的相关资讯，参与环保活动，将所学知识与社会实践相结合，提高学生的社会责任感。
难点：帮助学生克服在听力过程中遇到的生词、复杂句子结构等障碍，提高快速理解和准确获取信息的能力。
3.重点：通过本章节的学习，激发学生的环保意识，培养其情感态度和价值观。
难点：如何将情感态度与价值观的教育融入到语言教学之中，使学生能够在学习英语的同时，内化环保理念和行动。
（二）教学设想
1.创设情境：通过展示与环境保护相关的图片、视频等多媒体资源，创设生动、真实的语言环境，激发学生的学习兴趣，帮助学生更好地理解话题内容。
2.掌握一般现在时的用法，并能运用该时态描述环境问题及解决方案。
3.学会运用目标句型：“Why do you think…?”, “What can we do about…?”进行问题讨论和交流。
4.提高听力理解能力，能够理解并获取关于环境问题的观点和解决方案。
5.提高阅读理解能力，能够通过阅读文章获取关键信息，理解作者的观点和态度。
3.导入新课：教师总结学生的回答，引出本节课的主题：“Today we will learn about the environment and how to protect it.”
（二）讲授新知
1.教学活动：教师通过PPT展示，讲解本节课的核心词汇和短语，如：pollution, environment, protect, recycle等，并举例说明。
6.反馈评价：采用形成性评价和终结性评价相结合的方式，关注学生在学习过程中的表现，及时给予反馈，指导学生调整学习策略，提高学习效果。
7.拓展延伸：鼓励学生在课后关注环境保护的相关资讯，参与环保活动，将所学知识与社会实践相结合，提高学生的社会责任感。
难点：帮助学生克服在听力过程中遇到的生词、复杂句子结构等障碍，提高快速理解和准确获取信息的能力。
3.重点：通过本章节的学习，激发学生的环保意识，培养其情感态度和价值观。
难点：如何将情感态度与价值观的教育融入到语言教学之中，使学生能够在学习英语的同时，内化环保理念和行动。
（二）教学设想
1.创设情境：通过展示与环境保护相关的图片、视频等多媒体资源，创设生动、真实的语言环境，激发学生的学习兴趣，帮助学生更好地理解话题内容。
2.掌握一般现在时的用法，并能运用该时态描述环境问题及解决方案。
3.学会运用目标句型：“Why do you think…?”, “What can we do about…?”进行问题讨论和交流。
4.提高听力理解能力，能够理解并获取关于环境问题的观点和解决方案。
5.提高阅读理解能力，能够通过阅读文章获取关键信息，理解作者的观点和态度。
3.导入新课：教师总结学生的回答，引出本节课的主题：“Today we will learn about the environment and how to protect it.”
（二）讲授新知
1.教学活动：教师通过PPT展示，讲解本节课的核心词汇和短语，如：pollution, environment, protect, recycle等，并举例说明。
人教新目标七下英语教案设计 Unit 8 The Second Period(Section A 3
人教新目标七下英语教案Unit 8The Second Period (Section A 3a－3c) Teaching Aims1．Knowledge Objects(1)Function: ①Let students get familiar with the question types in order to do better in the examination.②Improving student's reading and comprehension abilities.(2)Key Vocabulary: north(3)Target Language: The bank is next to the hospital and across from the park. Is it next to the police station?(4)Structure: Prepositions of place.2．Ability ObjectsTo train students' oral ability and integrated skills by task－based activities.3．Moral ObjectsTo enable students to give directions for others politely.Teaching Key Points1．Key vocabulary in this period.2．Target language in this period.Teaching Difficult Points1．Key vocabulary in this period.2．Make conversations freely.Teaching Methods1．Listening methods.2．Speaking methods.3．Communicative approach.Teaching Aids1．A computer for multimedia use.2．A picture.Teaching ProceduresStep 1Greeting and Revision (about 5 minutes)1．Greet students.2．Check the homework.3．T: Do you still remember the patterns we have learned yesterday? Who can tell me what patterns we have learned yesterday?S: We learned the patterns “be ＋there ＋places” to ask the way. We can use “Yes, there be./No, there be not” to answer the ques tion.T: Pretty good! Let's get started.Object: To remind students of the grammar and patterns learned yesterday and start the new class.Step 2Dictation (about 10 minutes)1．T: Let's get started. Before the new class, let's have a dictation. Put out a piece of paper and write your name on it.2．Dictate the vocabulary learned last class.3．Collect the papers and check it after class.Object: Let students remember the words.Attention: Please check the dictation carefully.Step 33a, 3b(about 13 minutes)1．T: Now, turn to Page 45. Let's do 3a together. Now you can see the map below. Answer the questions according to the map. Form into groups and discuss the questions. Write your own answer and then I will ask some of you to share your answers.2．After finishing the activity, ask someone to share the answer. And then, check the answer.Object: Improve the ability of forming sentences and comprehension.Attention: If students have trouble in making sentences and grammar, teacher should give some directions.Step 43c (about 7 minutes)T: Game time! Please form into groups.Take turns to choose a place in the picture in 1a on Page 43.One of the group members asks questions and others guess the place. I'll give you several minutes to play the game.Object: Improve the ability of making conversations.Attention: If students have trouble in pronunciation, the teacher should give some directions.Step 5Practice (about 8 minutes)T: Now you have learned so many examples. Try to make your own dialogues again. I'll give you several minutes. If you have any question, you can ask me at any time.Object: Get more familiar with the patterns.Attention: Teacher can walk around the class room in order to help the students who have grammatical trouble.Step 6Summary and Homework (about 2 minutes)1．Sum up what they have learned.2．Finish the activity 3b in Page 45 after class.Blackboard DesignUnit 8Is there a post office near here?The Second Period (Section A 3a－3c)Key Vocabulary: north, alongTarget Language：—The bank is next to the hospital and across from the park.—Is it next to the police station?教学反思本节课主要通过练习题和对话练习来强化并巩固所学知识点。
新人教版七年级下英语unit8教案
新人教版七年级下英语unit8教案认真编写教案是提高教学水平的重要过程。
下面是小编为大家精心整理的新人教版七年级下英语unit8教案，仅供参考。
新人教版七年级下英语unit8教案(一)Unit8教案一、目标1. 课标要求的话题和功能话题：The neighborhood功能：Ask for and give directions on the street2. 课标中相关的词汇post office, library, pay, center, bridge, mail, there, near, across, next to, between, front , behind, just, left, down, right, walk, through, beginning, tour, visit, place, fun, supermarket, clean, hungry, arrive, way, take, taxi, airport, pass, hope, quiet, dirty, house, welcome, garden, enjoy, open, market, turn, restaurant, bank新人教版七年级下英语unit8教案(二)课标中相关的句型Is there a bank near here?Yes, there’s a bank on Center Street.Where’s the supermarket? It’s next to the library.Is there a pay phone in the neighborhood?Yes, it’s on Bridge Street on the right.语法there be 结构。
正确运用方位介词。
问路和指路的准确表达。
新人教版七年级下英语unit8教案(三)活动1. Warming up教师根据学校所在城市绘制图片，图片上标注主要建筑物和街道的名称。
人教版七年级英语下册教学设计UNIT 8 Period 1 (Section A 1a-1c)
人教版七年级英语下册教学设计UNIT 8 Period 1 （Section A 1a-1c）一. 教材分析人教版七年级英语下册Unit 8主要围绕日常生活话题进行展开，通过本单元的学习，学生能够掌握一些日常交流用语，提高他们的口语表达能力。
本单元包括三个课时，本教学设计为第一课时，主要教授Section A 1a-1c的内容。
二. 学情分析七年级的学生已经掌握了基本的英语语法和部分词汇，对于日常生活的话题有了一定的认识，但他们的口语表达能力还不够强，需要通过大量的练习来提高。
此外，学生对于英语学习的态度和兴趣也会影响到教学效果。
三. 教学目标1.知识目标：学生能够掌握日常生活中的一些基本用语，如问候、介绍、询问等。
2.能力目标：学生能够通过听、说、读、写的练习，提高他们的口语表达能力和交际能力。
3.情感目标：激发学生学习英语的兴趣，培养他们的自信心。
四. 教学重难点1.重点：学生能够掌握本节课的生词和日常用语。
2.难点：学生能够运用所学的日常用语进行实际的交流。
五. 教学方法采用任务型教学法，通过各种形式的练习和活动，让学生在实际的语言环境中学习和使用英语，提高他们的口语表达能力和交际能力。
六. 教学准备1.教师准备：准备好课件、教材、录音机、磁带等教学用品。
2.学生准备：预习本节课的内容，熟悉生词和日常用语。
七. 教学过程1.导入（5分钟）教师通过与学生进行简单的日常问候，引入本节课的话题，激发学生的学习兴趣。
2.呈现（10分钟）教师通过展示课件或使用实物，向学生呈现本节课的生词和日常用语，让学生进行观察和记忆。
3.操练（10分钟）教师学生进行各种形式的口语练习，如角色扮演、小组讨论等，让学生在实际的语言环境中使用所学的日常用语。
4.巩固（10分钟）教师通过一些简单的听力练习和口语练习，帮助学生巩固所学的知识。
5.拓展（10分钟）教师引导学生进行一些拓展性的练习，如编写小对话、表演小短剧等，提高学生的综合语言运用能力。
人教版新目标七年级英语下册Unit8教学设计
Teaching Plan for U8Teaching aims:. Ask for and give directions on the street.Grammar: 1. there be sentence pattern2. use the prepositions of place to describe the locations*Structure:1. Is there a bank near here? Yes, there is. It’s on Center Street.2. Are there any restaurants near here? Yes, there’s one in front of the post office.3. Where is the….? It’s ….4. Go along New Street. Turn right at the first crossing and the restaurant is on your left,across from the pay phone.*Vocabulary: refer to the wordlist on P125-P126Phrases: post office, police station, pay phone, across from, in front of, go along, turn right, turn left, spend time, enjoy reading，between…and…, next to, in the neighborhood*Writing: to write about your neighborhood*Sentences for writing:1) I live in a …neighborhood.2) There is a….between…and….3) I enjoy doing…..there.4) When I….., time goes quickly!5) You can get to….easily. Go along the …Street and turn…., it’s across from….,Use the following words to write a paragraph (at least 80 words):neighborhood, enjoy, between, along, get*Passage to recite: P46 1cTeaching procedures:Period One: Places and PositionsTeaching material: section A1. Lead in : picture 1aTopic : places2. 1b. Listen and circle the places you hear in 1aRestaurant, post office, hospital3. Pair Work: 1cA: Is there a hospital near here?B: Yes, there is. It’s on Bridge Street. (review there be 句型，详见note 2)4. Is there a pay phone near here?Yes, there is. It’s …..We can use many different preps to describe the position of the pay phone.Try to use these prepositons: next to, across from, between, on , in front of, behind2a Match the sentences with the pictures.2b Listen and fill in the blanks.5. Pair work: Ask and answer questions about the places in 1a on page 43A: Where is the hospital?The driver is sitting in the front of the car. He is driving the car now.there be 句型表示“某地有某物”, 其结构为：“There be + 某物/ 人+ 某地、某时”, 否定句是在be 之后加not, 疑问句是把be提到句首。
人教版新目标七年级英语下册Unit8说课稿
人教版新目标七年级英语下册 Unit 8说课稿一. 教材分析人教版新目标七年级英语下册Unit 8的主要内容包括三个部分：Part A, Part B和Part C。
本节课的主题是关于一般现在时态的疑问句和回答。
通过本节课的学习，学生能够掌握一般现在时态的疑问句构成及其回答方式，并能运用所学知识进行实际交流。
二. 学情分析七年级的学生已经对人教版新目标英语有了初步的了解和认识，对于一般现在时态也有了一定的掌握。
但是，学生在实际运用中，尤其是在口语交流中，可能会存在一定的困难。
因此，在教学过程中，需要注重学生的实际操作和口语练习，提高他们的英语应用能力。
三. 说教学目标1.知识目标：学生能够掌握一般现在时态的疑问句构成及其回答方式。
2.能力目标：学生能够运用所学知识进行实际交流，提高英语口语表达能力。
3.情感目标：通过本节课的学习，学生能够激发对英语学习的兴趣，培养积极的学习态度。
四. 说教学重难点1.教学重点：一般现在时态的疑问句构成及其回答方式。
2.教学难点：学生在实际交流中正确运用一般现在时态的疑问句和回答。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际操作中掌握知识，提高能力。
2.教学手段：利用多媒体课件、图片等辅助教学，增加课堂趣味性，提高学生学习兴趣。
六. 说教学过程1.引入新课：通过展示图片，引导学生谈论图片中的人物和活动，引入一般现在时态的疑问句和回答。
2.讲解示范：讲解一般现在时态的疑问句构成及其回答方式，并进行示范。
3.实践练习：学生分组进行练习，用一般现在时态的疑问句提问并回答。
4.拓展延伸：引导学生运用所学知识进行情景对话，提高口语表达能力。
5.课堂小结：对本节课所学内容进行总结，加深学生对知识的理解。
七. 说板书设计板书设计主要包括一般现在时态的疑问句构成及其回答方式，以及相关例句。
通过板书，帮助学生梳理和巩固所学知识。
八. 说教学评价教学评价主要包括两个方面：过程性评价和终结性评价。
人教版新目标英语七下Unit8教学设计
2Are there any restaurants near here? Yes, ther’es one in front of the post office.
3Where’s the hotel?Its’behindthe policestation.
4Where’s the bank?It’s nextto the post office
1会运用介词短语表示地点;
2在听力和对话中体会问路和指路的用法
学生自学Step 2 Show“Guide One”to the students.
Read the sentences in 2a
自学反馈Step 3 Show“Guide Two”to the students.
Finish 2a and 2b
Recite the phrases and sentences in 2a, then check.
点拨提升Step 4 Show“Guide Three”to the students.
Finish 2c by asking questions with ,where then make conversations using the information in 2a and 2b.
能掌握以下句型：①—Is there a hospital nearhere?— Yes, there is.
②The pay phone is across from thelibrary.
and the library.能了解以下语法：Where引导的特殊疑问句及其答语
重点
Use the target language above toask and answer the way.
3Where’s the hotel?Its’behindthe policestation.
4Where’s the bank?It’s nextto the post office
1会运用介词短语表示地点;
2在听力和对话中体会问路和指路的用法
学生自学Step 2 Show“Guide One”to the students.
Read the sentences in 2a
自学反馈Step 3 Show“Guide Two”to the students.
Finish 2a and 2b
Recite the phrases and sentences in 2a, then check.
点拨提升Step 4 Show“Guide Three”to the students.
Finish 2c by asking questions with ,where then make conversations using the information in 2a and 2b.
能掌握以下句型：①—Is there a hospital nearhere?— Yes, there is.
②The pay phone is across from thelibrary.
and the library.能了解以下语法：Where引导的特殊疑问句及其答语
重点
Use the target language above toask and answer the way.
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2021年七年级英语下册 Unit 8教案人教新目标版Language goal:In this unit students learn to order food. Learn to ask for and give personal information.New languages:1. Master the new words about food.2. New target language:What kind of noodles would you like?I’d like beef and potato noodles, please.What size bowl of noodles would he like?He’d like a large/medium/small bowl of noodles.What’s your address? My address is…3. Be able to make the countable and uncountable nouns clear, and use them.4. Learn to order the food.Difficult points:1. Make the countable and uncountable nouns clear, and use them.2. Use the new language to order your food.Teaching aids:recordersome pictures of the foodTeaching periods:Period 1: Section A1a—Grammar focusPeriod 2: Section A3a—4Period 3: Section B 1a—2cPeriod 4: Section B 3a—Self-checkPeriod 1Teaching aims:1. Learn the new vocabulary words:2. Target language:What kind of noodles would you like?I’d like beef and potato noodles, please.What size bowl of noodles would he like?He’d like a large/medium/small bowl of noodles.3. Be able to make the countable and uncountable nouns clear.4. Learn to order your favorite noodles.Teaching procedures:Step 1.Warm-upTalk about the food.“Do you like apples?” “Yes, I do.”2 “Do you like tomatoes?” “No, I don’t.”I like… I don’t like…Step 2. Learn the new vocabulary words1. Prepare some pictures of“ noodles, beef, cabbage, potatoes, mutton”.Show them to the students. Ask and answer.Learn the new words “noodles, beef, mutton, cabbage, potatoes, would like, bowl, size, special”.2. Practice reading the new words: (A) Get a student to read the newwords. (B) Ask the class to repeat the new words after the teacher.(C) Then read them together/in parts/one by one.3. Remember the new words.4. Explain some opposite words:Countable nouns: cabbage; potato; special; tomato; apple; eggUncountable nouns: beef; mutton; broccoliStep 3. Presentation1. Showa picture of noodles. A sk “What kind of noodles would youlike? Would you like beef noodles?” Students may answer “I’d like…; Yes, I’d like. / NO, I wouldn’t like.”2. Ask some students to answer the questions. The teacher writes theanswers on the blackboard.“What kind of noodles would you like?“I’d like mutton noodles.”Practice asking and answering the conversation.3. Make a new conversation with your classmates.Step 4. 1a Look and match1. The teacher reads the instructions to the students. Look at thepictures first. Then get the students to plete it by themselves.2. Check up the answers.Step 5. 1b Listening practice1. The teacher reads the instructions to the students.2. Get the students to look at three specials in the picture in 1a.3. Play the recording for the first time, students only listen.4. Play the recording again, try to check by themselves. And checkup the answers.5. Play the recording, let the students repeat after the recording.Then practice reading the conversation.Step 6. 1cPair work1. The teacher explains the instructions to the students.2. The students practice reading the conversation below in 1c.3. Make their own conversations. Ask “What kind of noodles would youlike? ”Then work it in class.Step 7. 2a Listening practice1.The teacher explains the instructions to the students.2. Get students to read the words and look at the pictures in 2a.3. Play the recording for the first time, students only listen.4. Play the recording again, students listen and try to check thewords you hear.5. Check up the answers.Step 8. 2b Listening practice1. Students read the sentences in 2b.2. Play the recording. Listen and try to fill in the blanks.3. Check up the answers.4. Play the recording again. Get the students to repeat after therecording.Step 9. 2cPair work1. The teacher explains the instructions to the students. Thenstudents look at the pictures in 2a. Read the example to thestudents.2. Try to make the conversation by on their own.3. Check up the conversations in class.A: What kind of noodles would you like?B: I’d like beef and tomato noodles.Step 10.Grammar focusThe students read the sentences. And find if there are some questions. Ifhave, explain them. Countable nouns; Uncountable nouns; Countable and uncountable nounsStep 11. Summary1. The new vocabulary words.2. The new target language.Step 12.Homework1. Revise the vocabulary words.2. Write a passage about the favorite noodles in your family. Period 2Teaching aims:1. Learn the useful expressions.2. Learn to order the food in a restaurant.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Get some students to read their passages about the favorite noodles.3.Talk about your favorite noodles.Step 2. Presentation1. Show the picture of a restaurant. Ask the students: “How can you orderyour favorite noodles in a restaurant?”2. Make a conversation between the teacher and the students.For example: T: Can I help you?S: Yes, I’d like some no odles.T: What kind of noodles would you like?What size bowl of noodles would you like?S: I’d like …3. Then practice the conversation.Step 3. 3aReading practice1. The teacher reads the instructions to the students. Get thestudents to read the conversation first. Try to match them.2. Check up the answers.3. Play the recording, students repeat after the recording. Thenpractice reading the conversation.4. Explain:Can I help you?What kind of noodles do you have?What sizes do you have?Step 4. 3b Pair work1. The teacher reads the instructions to the students.2. Get the students to work it. Make a conversation to order your favoritenoodles. Get some help from3a above.3. Get the students to work in class.Step 5.Group work1. Teacher reads the instructions to the students. Work in groupsto find out who would like the noodles below.2. Look at the noodles in the picture.Then make conversations in groups of three or four.Ask your group member what kind of noodles they would like.Write their names above the noodles.3. After asking the questions in groups. Find out the most popularnoodles in each group. And tell it to the class.Step 6.SummaryHow to order the food in a restaurantStep 7.HomeworkWrite a conversation to order the food in a restaurantPeriod 3Teaching aims:1. Learn the new vocabulary words and useful expressions.2. Learn to order the food.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Get some students to role play their conversations.Step 2. Learn the new vocabulary words1. Teacher asks one student to read the new words. And see if he orshe can read the new words correctly.2. Practice reading the new words: repeat after the teacher; readtogether/in parts/one by one. Then read and remember the words.3. Explain the new words:Countable nouns: dumplings; onionUncountable nouns: porridge; juice; tea; soup; riceCountable and uncountable nouns: fish喝汤：eat soupStep 3. 1a1bMatch and circle1. Get the students to look at the pictures and try to match.2. Look at the pictures and check up the answers.3. 1b. Teacher explains the instructions to the students. Be surethe students can know what to do. Circle the things you like andmake an “X” next to the things you don’t like.4. Let the students read the example in the box. Then tell it to the class.I like __________________. I don’t like ____________.Step 4. 2a2b Listening and writing practice2a1. The teacher reads the instructions to the students. Get thestudents to read the words in activity 1a first.2. Play the recording for the first time, students only listen.3. Play the recording again, students try to circle the words whenyou hear.4. Check up the answers.2bThe teacher explains the instructions to the students. Look at the order form on Page 81 first. Try to fill in the address, the telephone number and the things ordered. It’s important to get them.5. Play the recording and try to fill in the order form.6. Play the recording again and check up the answers.7. Play the recording and repeat after the recording.Step 5. 2cPair work1.The teacher reads the instructions to the students.2. Get the students to look at the order form on page 82 first. Havethe students work in pairs, A & B. Look at the food and drink inactivity 1a. Make a conversation to order the things you like andfill in the order form.3. Get the students to make the conversation one way, then exchangethe roles and do it again.4. Ask some pairs of students to role play the conversations in class.Step 6.SummarySummarize the new words and the useful expressions.Step 7.Homework1. Remember the words and expressions.2. Write down the conversation of ordering the food on the exercise book. Period 4Teaching aims:1. Learn the new vocabulary words and useful expressions.2. Learn to order the food.3.Train the reading and writing abilities.Teaching procedures:Step 1. Warm-up1. Check up the homework.2. Roles play the conversation with your partner.“How do you order the food?”Step 2. Learn the new vocabulary words1. Get all the students to look at the vocabulary words. Try to read the newwords by themselves. Then the teacher gets one student to read the new words.2. Practice reading the new words. (A) Read the words after the teacher.(B) Read them together/in parts/one by one.3. Read the new words and remember them.4. Explain:Here is the menu. Tel=telephone; Mon.=Monday; Tues.=TuesdayStep 3. 3a Reading practice1. The teacher reads the instructions to the students. Get them toread the words in the box first.2. Ask the students to read the newspaper ad. Try to fill in the blanksindividually.3.The teacher reads the ad to the students and checks up the answers.4. Students read the ad again and find their questions.Explain to them if they have.Special 2 is only RMB 8 for 15. e and get your dumplings today. Step 4. 3b Writing practice1. Get the students to read the passage first. And try to fill in the blanksaccording to the pictures.2. Get one student to read the passage and check up the answers.3. Students read the article again and find their questions.Explain to them if they have.Step 5. 3cWriting practice1.The teacher explains the instructions to the students.2. Get the students to write their own ads. Get some help fromactivity 3a. You can change the prices and the kinds of the food.3. Then correct your ads with your partner. The teacher can help themif they have some questions. Get a few students to read theirpassage to the class.Step 6. Pair work Part 41.The teacher explains the instructions to the students.2. Ask one student to read the ad in activity 3a. The others noticethe food and the prices he or she mentioned in the ad.3. Practice a conversation with your partner by using the informationabove.Follow the example in the speech bubbles.4. Have students to work in pairs and take turns to order food anddrink from their partner’s ad. The teacher can give them helpif they need.5. Have some pairs of students present their conversations in class. Step 7. Review the words Self-check 1&21. Students read the words in the box and check all the words theyknow. They can circle the words they don’t know. Then ask them.2. Make their Chinese meanings clear. Then ask and answer the Chinesemeanings in pairs or in groups.3. Ask each student to write five new words on their notebooks. Thenshare them with the others in groups.Step 8.Self-check 3-Write a menu for the week1. Teacher asks different students to say what he or she would liketo have for breakfast, lunch and dinner for the week.2. Students write their answers in the chart.3.After finishing the chart, exchange the chart with their partners. Step 9.SummarySummarize the new words and the useful expressions.Step 10.Homework1. Remember the words and expressions.2. Make a menu for a day then write a passage to tell your partner.31209 79E9 秩38631 96E7 雧" 36036 8CC4 賄 27468 6B4C 歌28808 7088 炈j35059 88F3 裳T27022 698E 榎 20047 4E4F 乏a。