新目标英语八年级下第七单元教案设计
新目标英语八年级下册Unit7说课稿
新目标英语八年级下册Unit7说课稿Unit7 Would you mind turning down the music ? SectionA.period 2 3a-3b 一、说教材（一）教材内容分析本单元谈论的主题是make request，目标语言是要求学生学会使用Would you mind V-ing ?句型，will表示将来计划，could表示有礼貌的请求三项教学内容。
其主要学习方法是Reflecting和Practicing。
从教材的整体来说本部分既是将来时用法的延续，又为后面提意见的学习打下基础，具有承上启下的作用；再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。
（二）教学重点和难点1.教学重点（1）学习Would you mind v-ing …句型、could 表示有礼貌的请求。
（2）词汇：finish ,task,have to 2.教学难点Would you mind …句型的回答。
（三）教学目标1. 知识目标：学习Would you mind …句型和could 表示有礼貌的请求。
2. 能力目标：学会使用礼貌用语，运用Would you mind V-ing …? could进行课堂交际。
3. 情感目标：在与他人交流时，学会使用有礼貌的语言，体现深度的文化教养。
二、说学生 八年级的学生已掌握一定的基础知识，但是八年级学生大多数上课表现欲较七年级学生弱，他们更多地在听，而口语表达不再那么积极。
学生对于如何请求他人已经有所掌握，很早就掌握了could /can 等情态动词的用法。
三、说教法1）本课主要采用直观演示法和练习法进行教学。
2）创设问题情境，借以充分调动学生求知欲，激发学生的探究心理。
的原则，在学生以小组3）坚持“以学生为主体，以教师为主导”）坚持“以学生为主体，以教师为主导”的原则，在学生以小组运用情景交际法，让让运用情景交际法，在老师启发引导下，运用情景交际法，为单位讨论基础上，在老师启发引导下，学生自主编排对话进行练习，充分体现出学生的主体性。
人教版新目标八年级英语下册全册电子版教案
人教版新目标（新）八年级下册电子教案Unit 1What's the matter?第一课时Section A (1a-2d)1.重点单词：matter，back，sore，throat，stomachache，foot，neck，stomach，fever，lie，rest，cough，Xray，toothache，headache2．重点短语：have a sore throat，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor3．重点句式：—What's the matter?—She talked too much yesterday and didn't drink enough water.She has a very sore throat now.You should drink some hot tea with honey.It doesn't sound like you have a fever.You need to take breaks away from the computer.I think I sat in the same way for too long without moving.If your head and neck still hurt tomorrow，then go to a doctor.1．重点短语和句型2．询问对方身体状况的句型及答语询问对方身体状况的句型及答语一、预习课本P1-2新单词并背诵，完成下面的汉译英。
1．问题____________ 2.背部____________3．疼痛的____________ 4.嗓子____________5．胃痛____________ 6.脚____________7．脖子____________ 8.胃____________9．发烧____________ 10.平躺____________11．休息____________ 12.咳嗽____________13．X光____________ 14.牙疼____________15．头疼____________二、认真预习1a-2d找出下列短语和句型。
人教新目标八年级英语下册教案：Unit7
Unit 7What's the highest mountain in theworld?Period 1(Section A 1a－2d)1．square【点拨】square作形容词，意为“平方的；正方形的；方的”。
如：①The old city covers an area of about 326 square kilometers.这个古老城市的面积大约是326平方千米。
②a square table 方桌【延伸】(1)square作可数名词，意为“正方形”。
如：The cookies were in the form of squares.那些饼干是正方形的。
(2)square作可数名词，也可意为“(常为正方形的)广场”。
如：①The hotel is just off the main square.旅馆就在主广场附近。
②Tian'anmen Square 天安门广场(3)square作可数名词，还可意为“平方”。
如：16 is the square of 4.十六是四的平方。
2．population【点拨】(1)population 意为“人口”，教学目标1.要求学生学会谈论地理和自然，掌握一些世界之最2．要求学生掌握形容词和副词的比较级和最高级的用法重点词汇square, meter, deep, desert, population, Asia, feel free, tour, tourist, wall,ancient, protect, wide, as far as I know重点句型①Qomolangma is 8，844.43 meters high.②The Sahara is about 9，600，000 square kilometers in size.③China has the largest/biggest population in the world.④The main reason was to protect China.⑤As far as I know, there are no man－made objects as big as this.难点较大数字的表达与朗读population与定冠词连用作主语，谓语动词用单数。
新目标英语八年级下第7单元知识点讲解及练习
Unit7What’sthehighestmountainintheworld?TeachingAims:○1掌握本元要点及能用比和最高各之最。
○2能听懂和相关地理和自然的。
Keypoints:Phrases:insize,intheworld,2meterstall/long/wide,thebiggestpopulation,oneofthebig gest,themostpopularquestion,talkabout,theancientemperors,themainreason,asfarasIknow,noman-madeobjects,mountainclimbing,thesouthwesternpartofChina,thickclouds,coverthetop,riskone’s life,challengeoneself,achieveone，theforest ofnature,’sdream trytodosth.,thespiritoftheclimbers,manytimesmorethan,liveupto,pr eparebeawake,bespecialtosb.,spendsometime doingsth.,intheremaining forest,endangeredanimals,inthefuture⋯Sentences:What’theshighestmountainintheworld?Qomolangma.HowlongisQomolangma?It’smetershigh.It’shigherthananyothermountain.Whichisthedeepestsaltlakeintheworld?TheCaspianSeaisthedeepestofallthesaltlake.DidyouknowthatChinaisoneoftheoldestcountriesintheworld?Yes,Idid.It’smucholderthantheUS.Difficultpoints:形容和副的比和最高化和用法。
人教新目标八年级英语下册第7单元教案教学设计
d.口语和书面表达练习，鼓励学生运用所学知识，描述科技对生活的影响，并提出自己的观点和建议。
2.学生针对课堂讨论的问题，撰写一篇小短文，用自己的话总结科技对生活的利与弊，并对未来科技发展进行预测。
a.短文要求结构清晰，观点明确，语法正确，词汇运用恰当。
4.学生在完成任务的过程中，锻炼口语和书面表达能力，教师给予指导和建议。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结词汇、语法、阅读策略等方面的知识点。
2.学生分享自己在课堂上的收获和感悟，教师给予肯定和鼓励。
3.教师强调科技对生活的影响，引导学生关注现实问题，培养他们的社会责任感和环保意识。
（3）教授听力技巧，如：预测、关键词识别等，提高学生的听力策略。
4.针对口语和书面表达教学，采用以下设想：
（1）组织小组讨论，让学生在交流中提高口语表达能力。
（2）设计写作任务，引导学生运用所学知识进行书面表达。
（3）提供反馈和指导，帮助学生改进表达中的不足。
5.针对情感态度与价值观的培养，采用以下设想：
2.教师讲解一般现在时和一般将来时的用法，结合课文内容进行示范，让学生在实际语境中感知两种时态的运用。
3.教师引导学生学习课文，运用阅读策略（如：预测、扫描、略读等）理解课文内容，获取关键信息。
4.教师针对课文中的重点、难点进行讲解，帮助学生深入理解课文。
（三）学生小组讨论
1.教师将学生分成小组，每组针对以下问题进行讨论：
（1）结合科技发展的话题，引导学生关注社会问题，培养责任感。
（2）组织环保活动，让学生在实践中体验环保的重要性。
（3）通过课堂讨论，引导学生形成正确的价值观。
八年级英语下册 Unit 7 What’s the highest mountain in the world教案 (新版)人教新目标版
Unit 7 What’s the highest mountain in the world?教学目标：1语言目标：掌握本单元重点词汇及能用比较级和最高级谈论各之最。
2 技能目标：能听懂和谈论有关地理和自然的话题。
3 情感目标：培养学生热爱大自然，保护环境的意识。
教学重点：短语: in size, in the world, 2 meters tall/long/wide, the biggest population, one of the biggest, the most popular question, talk about, the ancient emperors, the main reason, as far as I know, no man-made objects, mountain climbing, the southwestern part of China, thick clouds, cover the top, risk one’s life, challenge oneself, achieve one’s dream，the forest of nature, try to do sth., the spirit of the climbers, many times more than ,live up to, prepare …for.., be awake, be special to sb., spend some time doing sth., in the remaining forest, endangered animals, in the future…句子:What’s the highest mountain in the w orld?Qomolangma.How long is Qomolangma?It’s 8,844.43 meters high. It’s higher than any other mountain.Which is the deepest salt lake in the world?The Caspian Sea is the deepest of all the salt lake.Did you know that China is one of the oldest countries in the world?Yes, I did. It’s much older than the US.教学难点：形容词和副词的比较级和最高级变化规则和用法。
八年级英语下册 Unit7《Would you mind turning down the music》period1教案 人教新目标版
辽宁省辽阳市第九中学八年级英语下册 Unit7《Would you mind turning down the music》period1教案人教新目标版✧Topic: Complaints✧Functions: Make requests Apologize✧Structures: Would you mind +gerund (formulaic)Will for intentions✧Target language:Could for polite requests----Would you mind moving your bike?----Not at all. I’ll do it right away.----Could you please take out the trash?----Sorry. I’ll do it right away.✧Vocabulary:move, annoy, cut in line, wrong size, right away, in a minute✧Recycling:cleaning the yard, playing baseball, turning down the music, getting up,doing the dishes, wearing jeans, cleaning your room, getting out of the bathroombabysit, wash, have to, library, bike, homework, movie, tonight, late,great, terrible,haircut✧Learning Strategies:Reflecting & practicingBrief teaching procedures:1st periodI.Duty reportII.Lead-in●Ask the students to revise the polite ways of asking people to do things.eg. Can you give me the book?Please give me the book.Could you please give me the book?Would you like to give me the book?●Today we will learn a very polite way of making a request.Would you mind giving me your book?III.1a●Talk about the picture in 1a. Students ask and answer questions about thepictures in pairs.●Ask the students to repeat each phrase .Explain what each one means.●Match the requests with the people in the picture. Ask students to writethe letter of each request in the correct place in the picture.IV.Listening practice●Read the instructions and point to the list of requests in activity 1a.●Play the recording twice, let the students write the numbers 1 through 4on the lines after the requests.●Play the recording a third time, let the students repeat each conversation. V.Pairwork●Ask the students to make requests in pairs●Ask some pairs of students to say their conversations to the class.VI.Listening practice (2a&2b)●Read the instructions and point to the five pictures.●Play the recording the first time. Students write the number of eachconversation in front of the correct picture.●Play the recording a second time, let them write the letters in the blanks.●Check the answers.●Play the recording a third time, and repeat each sentence.VII.PairworkStudents make conversations after the models.课后反思。
八年级英语下册第七单元教案
八年级英语下册第七单元教案教案标题：Exploring Cultural Diversity教案目标：1. 通过本课学习，学生将了解不同文化之间的差异和相似之处。
2. 学生将学会用英语谈论自己的文化背景和习俗。
3. 学生将通过小组合作和讨论，培养团队合作和沟通能力。
教学重点：1. 学习并掌握有关文化多样性的词汇和短语。
2. 学会用英语描述和比较不同文化之间的差异和相似之处。
3. 学会运用所学知识，进行小组合作和讨论。
教学资源：1. 课本：八年级英语下册2. 多媒体设备：投影仪、音频设备3. 板书工具：黑板/白板、彩色粉笔/白板笔教学准备：1. 确保课本和多媒体设备正常运行。
2. 准备相关图片和视频素材，以便学生观看和讨论。
3. 准备小组合作活动的任务和指导材料。
4. 准备板书，包括本课的主要词汇和短语。
教学过程：Step 1: Warm-up (5分钟)- 使用一张世界地图或图片，引导学生讨论不同国家和地区的文化特点。
例如，问学生他们知道哪些国家有不同的官方语言、节日或风俗习惯等。
Step 2: Presentation (15分钟)- 使用多媒体设备展示有关不同文化的图片和视频素材，引导学生观看和讨论。
- 通过展示图片，向学生介绍本课的主要词汇和短语，例如tradition, custom, festival, etc. 并帮助学生掌握其发音和意义。
Step 3: Practice (20分钟)- 将学生分成小组，让他们讨论自己国家/地区的一些特色文化习俗。
鼓励学生使用所学的词汇和短语进行描述和比较。
- 每个小组选择一个代表，向全班汇报他们的讨论结果。
其他小组可以提出问题或提供反馈。
Step 4: Consolidation (15分钟)- 使用多媒体设备展示一些关于不同文化的事实和数据，例如不同国家的人口、宗教信仰、语言等。
- 引导学生讨论这些数据背后的文化差异和相似之处，并帮助他们总结出结论。
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oUnit 7 Would you mind turning down the music?Teaching goals:1.学习Would you mind doing sth.?这一句型，学会恳请对方对于某事如何表达歉意。
2.本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。
Important points:A: Would you mind doing sth.?Teaching procedures:Step 1 Assign the taskIn this unit we’re going to learn polite ways of asking people to do things. Write the following requests on the Bb:Can you give me the book?Please give me the book.Would you mind giving me your book?Explain that the last example is a very polite way of making a request.Step 2 Warm up Section A(1a-1c)SB Page 52, 1a.1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it. Ask Ss to explain what each means.2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture. Point out the blank boxes in the picture. Point out the sample answer.3. Check the answers.SB Page 52,1b.1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen.2. Play the recording a second time .Check the answers.SB Page 52,1c.1. Ask two studen ts to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests.2. Ask two pairs to say their conversations to the class.Step 3 Pre-task Section A (2a-2c)SB Page 53, 2a.1. Read the instructions with the students .Play the recording the first time .Ss only listen.2. Play the recording a second time .Ask Ss to write the number of each conversation.3. Check the answers.SB Page 53, 2b.1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class.2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses.3. Check the answers.SB Page 53, 2c.Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above.Step 4 Grammar Focus1. Review the grammar box .Ask students to say the statements and responses.2. Ask students to talk about the differences among the different sentences.Exercise: 汉译英:a)你介意把门关上吗？好的，我马上就办。
b)你介意把收音机关小点儿声吗？不，一点也不。
c)请不要在教室里大声说话好吗？对不起。
Period 2Teaching procedures:Step 1 Pre-taskSB Page 54, 3a.1. Read the instructions. Write the three phrases would you mind, could you and have to on the board. Ask Ss to make up several sentences using these phrases. Point to the pictures .Ask Ss to explain what is happening in each picture.2. Point to the note. Ask Ss to read the note and fill in answers.3. Check the answers.SB Page 54, 3b.1. Read the instructions .Point out the list of orders in the box.2. Ask Ss to make conversation like the sample dialogue.3. Ask several pairs to say one of their conversations to the class.SB Page 54, Part 4.1. Ask two Ss to read the dialogue.2. Ask Ss to complete the work in groups.3. Ask a few students to present their conversations to the class.Homework: Finish off the following dialogues.A: mind up? You to help me in the kitchen.B: OK .I’ll get up right. Do I have to the dishes.A: Yes, and you have to help me dinner.B: OK. When I finish , you help me my homework?A: Sure.Period 3Teaching procedures :Step 1 Assign taskTeach the new words.SB Page 55, 1a.1. Read the instruction and ask Ss to read each situation and think about the two questions.2. Ask some students to share their answers with the class. Ask other students whether they agree with the opinions or not.SB Page 55, 1b.1. Help the students understand that something that is unpleasant or something that bothers you is annoying.2. Then ask the students to number the ideas from most annoying to least annoying.3. Ask the class to vote on the most annoying item on the list.SB Page 55, 2a.1. Read the instructions. Play the r4ecording. This time Ss only listen. Answer any questions they have about the recording.2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures.3. Check the answers.SB Page 55, 2b.1. Say, Listen to the three conversations again .This time write the situations, problems and solutions in the chart.2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books.3. Check the answers.SB Page 55, 2c.1. Read the instructions .Point out the problems in activity 2b.2. Ask one or two students to say the conversations to the class.Step 2 While-taskSB Page 56, 3a.1. Read the article to th e class .Ask Ss which words they don’t understand. Write these words on the board.2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen.3. Correct the answers with the class.SB Page 56, 3b.1. Look at each picture with the class .Ask different students to tell what is happening in each picture.2. Read the instructions and ask students to complete the activity on their own.3. Check the answers.SB Page 56, Part 4.1. This activity provides speaking, listening and writing practice using the target language.2. Ask students to complete the work in groups.Period 4Teaching procedures:Step 1 Self CheckSB Page 57, Part 1.1. Ask Ss to fill in the blanks on their own. Check the answers.2. Ask Ss to make their own sentences with the words, preferably sentences that are meaningful.SB Page 57, Part 2.1. Ask the students what might be annoying in the picture.2. Ask the students to write the letter on their own.3. Ask a few students to share their letters.Step 2 While-readingSB Page 58, Section 1.1. Read the title. Ask the students to predict what they think the article is about based on the article.2. Look at the picture. Ask students to describe what is happening in the picture.SB Page 58, Section 2.1. Encourage Ss to use the reading strategy of scanning for specific information.2. Ask Ss to read the article carefully once time. Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest, guessing the meaning of words and phrases from the other words around them.3. Ask the Ss to read the article again for comprehension.SB Page 58, Section 3.1. Complete the task .Ss can work individually or in pairs.2. Check the answers.3. Practice students’ speaking and listening skills.Homework: 词组翻译1. 控制你的声音2. 熄灭3. 例如4. 在公共场所5. 捡起垃圾6. 实际上7. 排队8. 变得气恼。