新目标(Go for it)版 八年级英语下册 单元教案 unit 7教案
1. Let Ss learn about the background of the conversation.
2. Let Ss read the conversation together.
3. Explain the difficuties.
4. Let Ss read in pairs.
通过两人小组对话,让学生从听对话到模仿对话,既练习了学生的地理知识,又练习了最高级的用法。
Step 4
Listening
(2a&2b)
1. Let Ss read the numbers in the box in 2a first.
2. Play the tape of 2a.
3. Let Ss summarize how to read numbers.
②表示“某地有多少人口”有两种表达方式:
A. The population of +某地+be+数词(该句型中population前用冠词the)
B.某地+has a population of +数词+(people)
③“某地有多少人口”要用“What is the population of. . . ? ”或“How large is the population of. . . ? ”提问。
Step 10
Homework
1. Recite new words and phrases.
2. Recite 2d.
板书设计
Section A (1a-2d)
1. New words and phrases: square, meter, deep, desert, population, Asia, tour, tourist, wall, amazing, ancient, protect, wide, feel free, as far as I know
②用于引申义,意为“就……而言”, “从……来看”, “尽……所能”, “只要”。
As far as I know, he’s a good man.
就我所知,他人不错。
Listen carefully and take notes.
通过对语言点的讲解,解决学生在学习中的困难,使学生更好地理解和掌握所学知识。
2. Let Ss work in pairs according to 2c.
1. Ss read the dialogue in 2c in pairs.
2. Work in pairs.
通过利用“信息差”进行口语结对活动,在交流信息过程中,进行真实的交际问答活动。
Step 6
Role-play
续表
教学环节
教师活动
学生活动
备课札记
Step 8
Summarize
Guide the students to summarize how to use the comparative and superlative forms of adjectives and adverbs and how many language points they have learned.
5. Let several pairs of students role play the conversation in front of the class.
1. Ss learn about the background of the conversation by going through it quickly.
⑥Did you know that China is one of the oldest countries in the world?
⑦How long is the wall?
⑧The main reason was to protect China.
⑨As far as I know, there are no other man-made objects as big as this.
Communicative approach.
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work
on 1a
1. Play the song:
The more we get together, the happier we’ll be
2. Show the pictures of Qomolangma, the Nile, the Caspian Sea and the Sahara to the Ss.
2. Let Ss look through the sentences of 1b. Then play the tape of 1b.
Ss listen to the conversations in 1b and complete the sentences.
在语境中呈现和导入目标语言。
续表
教学环节
教学
难点
1. Listening practice.
2. The uses of comparative and superlative forms of adjectives and adverbs.
课前
Hale Waihona Puke 预习Preview the new words.
教学
方法
Situational approach; Listening and speaking approach;
A. longB. far
C. soonD. quickly
(B)3. —Today is the______day in my life, because I won the first prize in the competition.
—Congratulations!
A. happyB. happiest
教师活动
学生活动
备课札记
Step 3
Practice
(1c)
First let Ss read the conversation in 1c. Then ask them to make similar conversations.
Ss first read the conversation in pairs, then make similar conversations.
教师设置巩固检测练习:
单项选择:
(A)1. —______is the Nile?
—It’s 6671 kilometers long.
A. How long
B. How far
C. How deep
D. How high
(B)2. As______as I can see, there are no mistakes.
2. Ss read the conversation together, then in pairs.
3. Role play it.
在听力练习和小对话口语练习的基础上,进行角色对话表演,开展有实际意义的交际运用活动。
Step 7
Language
points
1. population的用法
① population直接作主语时意为“人口数”,这时谓语动词要用单数形式。但是如果部分人口(分数、百分数)作主语,谓语用复数。
能力
目标
能熟练掌握表达物体的长、宽、高、深和面积的句型。正确运用形容词和副词的比较级和最高级。
情感
目标
培养学生积极参与活动的兴趣,了解世界上的名山大川。
教学
重点
1. Talk about geography and nature.
2. Compare by using comparative and superlative forms.
3. Sum up the sentences that express the length, width, height etc.
(基数词+单位名词+形容词)
. . . meters high (long, wide. . . )表示:……米高(长,宽……)。
The wall is 1. 7 metres wide. Our classroom is about 7 meters wide.
4. Listen to the tape in 2b and fill in the boxes.
通过听力练习和完成听力任务,练习学生的听力能力,同时掌握多位数的读法。
Step 5
Oral Practice
(2c)
1. Let Ss read the dialogue in 2c in pairs.
C. happier
D. much happier
(B)4. We must play a part in______our earth.
A. promising
B. protecting
C. appearing
D. polluting
独立完成检测练习,进行自我评价。
通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Summarize the uses of comparative and superlative forms of adjectives and adverbs, and the important language points.
培养学生探究、归纳总结能力。
Step 9
Consolidation
一首歌曲,引起学生的兴趣,同时又让学生体会了比较级的使用。通过对图片的欣赏,激发学生的学习兴趣,同时学习新知。
Go For It 八年级英语Unit 7教学设计
Go For It 八年级英语Unit 7教学设计第三课时：Section B：1a，1b, 2a，2b，2c一、教学目标I．知识目标：1．单词：look, remember, nobody, singer, teeny, huge, dreamer,wise, pop singer, now, say.2．句型：复习前面句型。
II．能力目标：1．继续提高听读能力。
2．能概括人物的外貌特征并区别人物和推理出某一人物。
3．能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。
III．情感态度目标：1．通过描述同学、自己、偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。
2．培养正确的审美观。
二、教学重点掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于活中。
教学难点掌握描述人物外貌的方法，能尽可能完整地描述人的外貌。
整体认知Section B中的教学是在Section A的基础上展开的，不少知识点都是以旧带新，把所学的目标句型进行实际的综合运用。
先以Activity 1a入手继续学习描述人的外貌特征的词和短语，再以Activity1b 进行实际操练, Activity 2a,2b是一个综合的听力训练，用来展示学生的听力能力，并以听力内容为基础，通过Activity 2c中描述自己的偶像的外貌的练习实现英语交际的功能。
三、教学过程1、复习让学生描述自己的同学，以班上的同学为例来描述其外观形象，但不说出该同学的名字，让其他同学猜测。
He is short, but he is very heavy, He has handsome and black hair.2、导入1). 教师展示媒体资源课件上的图片，进行简单的描述。
2). 教师展示另一张图片，通过提问的方式，引导学生进行描述。
3、教学SectionB-1a,1b1). 用课件展示Picture 1，教师接着说：Now boys and girls，watch the screen,please．（板书1．bald；2．beard；3．glasses；4．black hair；5．blonde hair；）2)．领读以上单词，学生模仿练习（认Pam）并表演，看图谈论（in pairs)对应连线。
英语八年级下人教新课标Unit7教学设计
新目标英语八年级Unit7SectionA教学设计一．教材分析本单元的中心话题是谈论风景和人物。
通过对话训练和小组合作练习，学生可以学到大数字的读法和表示度量的结构，并进一步拓展学习形容词的比较级和最高级的使用。
在听说读写之中，学生的综合能力进一步提升，并且通过了解名山大川，培养学生热爱大自然，保护坏境的意识。
二．学情分析本课的教学操练点，谈论的话题是地理知识和身边的人物，学生都比较熟悉，也感兴趣。
不过，初二的学生思维能力较强，但注意力容易分散。
本课采取独立呈现，综合操练的方式，让学生逐渐理解消化，由浅入深，由易变难。
在注重启发引导的同时，更注重教学方法的灵活性，不断激发学生的学习兴趣，让学生乐于接受，易于接受。
三．教学目标1.知识目标deep, desert，1025 meters deep,6671 kilometers long, 8844.43 meters high 9,600,000 square kilometers in sizeWhat is the highest mountain in the world?It’s Qomolangma.How high is the mountain?It’s 8844 meters high.2.能力目标(1)通过谈论风景和人物学会使用形容词和副词的比较级和最高级的用法。
(2).培养学生的口语能力和听力能力3.情感目标培养学生热爱大自然，保护环境的意识。
四．教学重点形容词和副词的比较级和最高级的用法。
五．教学难点大数字的表达和any other和the other的用法。
六. 教学方法通过Self-teaching环节来进行大数字的学习和重点短语的学习。
然后, 以图片形式导入新句型，谈论名大川的同时学习形容词的最高级。
接下来是Pairwork 环节，学生通过谈论最高的山和最长的河来巩固How high 和How long句型的学习。
继而安排一个Listening环节，及时培养学生的听力能力。
最新新目标八年级下Unit7示范教案 the 7th period The Seventh Period
新目标八年级下Unit7示范教案 the 7th period The Seventh PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsReading:Would you mind keeping your voice down?Section 1:Before You ReadSection 2:While You ReadSection 3:After You ReadSection 4:Go for it!2.Ability ObjectsTo train students’ reading comprehension.To train students how to use the strategy of reading.To train students’ ability of getting information.3.Sensibility and ValueTo enable Ss to behave politely in public places and in our daily life.Ⅱ.Teaching Key PointsKey vocabularySection 1.Section 2.Ⅲ.Teaching DifficultiesSection 3.Section 4.Ⅳ.Teaching MethodsPre-reading method.Reading method.Writing method.Ⅴ.Teaching AidsA projector.A tape recorder.Ⅵ.Teaching ProceduresCStep ⅠGreet the class as usual and check the homework.Ask students to read the new words one by one.Correct any mistakes.Then read the new words and ask students to repeat.Make sure students know the meanings. CStep ⅡSection 1 Before You ReadPairworkFirst ask students Do you know the word “etiquette”?Then say If you don’t know,please look up the word in your dictionary.Let students look at the picture below.Ask How many rules of etiquette can you see being broken? Ask students to make a list with their partners.CStep ⅢSection 2 While You ReadReading strategyLook at the title and the picture,and predict what the text is about.This helps you get ready to acquire new information.Play the tape for students and ask students to read the text.CStep ⅣSection 3 After You Read3aAsk students to go through the reading again.Show the summaries on the screen.[HJ]a.We have to be very careful how we criticize people.b.The way people behave is different in different cultures and situations.c.Sometimes,rules of etiquette are the same almost everywhere.d.Etiquette is a very important idea to understand.e.We might want to ask someone to behave more politely if we see them breaking a rule of etiquette.f.People in China and Europe have different ideas about etiquette.Ask students to match the paragraphs with the best summaries.Check the answers.AnswersParagraph 1 dParagraph 2 bParagraph 3 aParagraph 4 c3bAsk students to think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.Role play with a partner.Ask some students to say their suggestions.3cScan the reading quickly again and find examples of behavior from it.Ask students Are these things always wrong,or does it depend on situation or culture?Then let students put them in the correct column.Check the answers.CStep ⅤSection 4 Go for it!First ask students Have you seen someone breaking a rule of etiquette?Then ask them to write a letter of complaint to the local newspaper according to what they have seen.Ask students to check their writing with their partners.CStep Ⅵ SummaryThis class we’ve practised some reading,speaking and writing.We’ve also learned something about the word “etiquette”.CStep Ⅶ HomeworkTry to find out some rules of etiquette that are different in foreign countries.Preview the new words in Unit 8.Next time we’ll learn Unit 8.CStep Ⅷ Blackboard DesignReading:Would you mind keeping your voice down?etiquette—normal and polite social behaviorWould you mind (not) doing this?Excuse me.Could you please...？Activity and ProbeGoal:Review requests and responses to requestsMaterials:paper and pencilsProcedure:·Divide the class into teams of three or four students each.Make sure each group has a pencil and paper.·Write the following chart on the board.1.washing would mind car you the a.it move I’ll minute a in2.chair moving mind you would your b.sorry I’m stop I’ll3.mind you would closing windows the c.not all at call her I’ll now right4.mind you not would talking d.all not at away right do I’ll it5.calling mind you would doctor the e.sorry I’m library it do in the I’ll6.studying not mind you would here f.now close right them I’ll·Each team unscrambles the requests on the left and the responses on the right.Then they match each response to a request using the numbers and letters.There is only one way to correctly match each request to an appropriate response.(The matches are 1 d,2 a,3 f,4 b,5 c,and 6 e.)·Each team gives you their answers on a slip of paper.The first team with all the correct。
八年级下册go for it 第七单元教案
Teaching plan for Unit7 (Go for it Book IV)Unit7 Would you mind turning down the music?✧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.✧V ocabulary: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 write theletter 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 4 on thelines 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.✧2nd periodI.Duty reportII.Review of the listening comprehension on Page 53.III.Reading comprehension●Read the instructions of 3a.●Talk about the five pictures. Ask the students what is happening in thepictures.●Ask the students to read the note and complete the table.●Check the answers.●Ask the students to read the note again and learn to write a note.IV.Pairwork●Read the instructions.●Ask two students to read the sample dialogue.●Students look at the list of requests and commands in the box. Work in pairs.Make conversations using “would you”, “could you”, and “have to”.●Ask several different pairs of students to say one of their conversations to theclass.V.Groupwork●Read the instructions.●Ask the students to read the dialogue.●Pick a topic of current interest in the news. Ask the students to give theiropinions on another topic.●Ask students to complete the work in groups.●Ask students to share their answers.✧3rd period (Section B)I. Duty reportII. RevisionIII. Section B 1a & 1b●Read the instructions to the class.●Talk about the pictures.●Ask the students to read each situation and think about the two questions.Remind the students of the words “complain, annoying”.●Ask some students to share their answers with the class. Ask other students ifthey agree with the opinions or not.●Ask students to number the ideas from most annoying to least annoying. IV.Listening practice●Read the instructions to the class and give examples to show how to fill inthe chart.●Play the recording the first time, let the students try to finish 2a.●Play the recording a second time and try to fill in the blanks in the chart.●Play the recording a third time and try to retell the conversations.●Role play the requests with their partner.✧4th periodI. Duty reportII. RevisionIII. Section B 3a●Talk about the pictures first. Ask the student to tell what they see. Write downany words or phrases that are new to them on the blackboard and teach them to pronounce them.●Ask them to read the article on their own and circle what people do whenannoying things happen.●Check the answers.●Get th students to ask and answer questions on the article.●Explain some words and expressions which are difficult for the students tounderstand.IV. 3b Writing practice:●Read the instructions and ask the students to complete the sentences.●Read some samples to class.V.Self-check1.Ask the students to fill in the blanks with the words given. Check theanswers.2.Get them to make their own sentences with the words.3.Get the students to look at the picture, ask them to write a polite lettercomplaining about three things5th &6th periodI. Duty reportII. Reading comprehension1.Pre-reading2.Extensive readingGet the students to read the passage and try to finish Exercises 2&3 (Check the sentences that is the main idea of each paragraph & Match the words and expressions with their meanings).Go through the reading finish Exercise 4(Find the answers to these questions)Get the students to read the passage again and summarize each paragraph in their own words.3.Intensive readingHelp to deal with the difficulties in the passage (e.g. The use of the new words and expressions, analysis of the structure of the long sentences, and etc.).4.Writing practiceWrite an answer letter to the angry parents. Help the students read their letter to the class.。
人教新目标八年级英语下册第7单元教案(教学设计)
Learning Methods
Learning, Practice
Teaching
preparation
textbook
Teaching Procedures
Teaching Notes
Step ILeading in
1.Greet the whole class as usual.
3. Show the pictures of Qomolangma, the Nile, the Caspian sea, the Sahara, and let students say more about the four places.
4. Finish 1a quickly.
Step IVWork on Section A 1b andSection A 1c
Teaching Key Points
1.Master new words：square, meter, deep, desert
2. Master the rulesto read the lager numbers.
3.Masterthe comparative and superlative.
2.Listening and number the facts in the order you hear them.
3.Check the answers.
4.Fill in the blanks based on your knowledge.
5.Listen again and check the answers, then read all the sentences.
Teaching Methods
八年级英语下册(人教新目标GoForIt!)Unit7第1课时SectionA(1a2d)教学设计
（三）情感态度与价值观
在本章节的学习Βιβλιοθήκη 程中，学生将培养以下情感态度与价值观：
1.培养学生对英语学习的兴趣和自信心，激发学生积极参与课堂活动的热情。
2.培养学生的跨文化意识，了解并尊重中外文化差异，树立平等、开放的国际视野。
3.培养学生的团队协作精神，学会倾听、尊重他人意见，共同完成任务。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方式培养英语能力：
1.通过小组合作、讨论、分享的方式，了解并描述中外节日的庆祝活动，培养学生的合作意识和口语表达能力。
2.利用图片、图表等视觉材料，激发学生的学习兴趣，提高学生的观察能力和信息获取能力。
3.通过听力训练，让学生掌握听力技巧，如预测、关键词定位、主旨概括等，提高学生的听力水平。
5.收集并整理有关节日的英语文章或故事，与同学进行交流分享，拓展学生的文化视野。
6.结合本节课的学习内容，设计一份英语手抄报，内容包括节日介绍、习俗、词汇等，培养学生的动手能力和创新能力。
7.鼓励学生利用网络资源，了解世界各地的节日文化，增强学生的国际视野。
教师将根据学生的作业完成情况，给予及时的反馈和指导，鼓励学生持续进步，提高英语素养。同时，家长和教师应共同关注学生的学习进展，为学生创造一个良好的英语学习环境。
2.学生完成写作任务，描述自己最喜欢的节日，提高写作能力。
3.教师挑选部分学生的作文进行展示和评价，引导学生互相学习，提高写作水平。
（五）总结归纳
1.教师引导学生回顾本节课所学词汇、句型和语法知识，总结一般现在时和一般过去时在描述节日活动中的应用。
2.学生分享在本节课中的收获和感悟，提升对英语学习的兴趣和自信心。
新目标八年级下UNIT 7示范教案 THE 1ST PERIOD
Unit 7 Would you mind turning down the music?Ⅰ.Analysis of the Teaching Material1.Status and FunctionThe topic of this unit is about complaints.In this unit students learn how to make requests and apologize.Such topic is very practical.It can make students more polite.(1)In the first period Section A opens with a picture.The picture introduces the target language to students to practise the new language.All activities in this period introduce the key vocabulary and the target language.Activities 1b and 1c provide listening and guided oral practice.Students can improve their listening and speaking skills.(2)In the second period all activities provide listening and speaking practice.Students can improve their listening and speaking skills by doing these activities.At the bottom of this page,there is a grammar focus box.It provides students with a clear revision of Would you mind+gerund.(3)All activities in the third period provide reading,writing and speaking practice using the target language in this unit.Pairwork and groupwork present an opportunity for students to measure their vocabulary production against their comprehension and encourage students to use the structures of Would you mind+gerund and Could you.Students can improve their integrating skills.(4)Section B introduces new vocabulary while recycling the target language presented in Section A.In the fourth period all activities give students a chance to remember more vocabulary words.And students can also have an oral practice using the target language.(5)Students can improve their reading skills by doing Activity 3a in the fifth period.Activity 3b gives students a chance to practise writing some sentences using the target language.Activity 4 lets students practice their speaking and listening skills in groups.(6)Self check section helps students review all key vocabularies as well as new grammar items.It ends with a cartoon using the target language in an amusing way.(7)In the last period of this unit it deals with the reading.All the activities in this period encourage students to use the reading strategy for comprehension.This can help students improve their reading skill and ability of understanding.In this period,students will learn about something about Etiquette.This helps students learn to use polite language.2.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn how to make requests and apologize.(2)Ability ObjectsTo improve students’ ability of listening,speaking,reading and writing.To improve students’ ability of communication.To improve students’ ability of integrating skills.(3)Sensibility and ValueTo enable to cooperate with other students,help each other and complete the tasks together.To be able to learn to make requests and apologize in our daily life.3.Teaching Key PointTo be able to master the key vocabulary words and the target language in this unit.4.Teaching DifficultyTo train students how to use the target language correctly in speaking and writing.5.Studying WaysTo teach students how to reflect.To teach students how to practice.Ⅱ.Language FunctionsMake requests.Apologize.Ⅲ.Target Language—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.Ⅳ.StructuresWould you mind+gerund.Will for intentions.Could for polite requests.Ⅴ.V ocabularymove;annoy;cut in line;wrong size;didn’t work;right away;in a minuteⅥ.Recyclingcleaning the yard;playing baseball;turning down the music;getting up;doing the dishes;wearing jeans;cleaning your room;getting out of the bathroombabysit;washhave to...library;bike;yard;clean;room;homework;movie;tonight;late;great;terrible;haircutⅦ.Learning StrategiesReflecting.Practicing.Ⅷ.Teaching TimeSeven periods.The First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularyrequest;apologize;not at all;move;right away(2)Key structures—Would you mind turning down the music?—No,not at all.—Would you mind moving your bike?—OK.I’ll do it right away.(3)Listening practicePairwork.2.Ability ObjectTo train students’ ability of listening and speaking.3.Sensibility and ValueTo be interested in communicating in English.Ⅱ.Teaching Key PointsKey vocabulary.Key structures.Listening practice.Ⅲ.Teaching DifficultiesHow to improve students’ listening ability.Pairwork.Ⅳ.Teaching MethodsListening method.Speaking method.Ⅴ.Teaching AidsA recorder.A projector.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Step ⅡShow the new words on the screen.Teach the new words.Read the new words to students and ask students to repeat.Step ⅢSection ASay,In this unit we’re going to learn polite ways of asking people to do things.Write the following requests on the board: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 Ⅳ1aThis activity introduces some key vocabularies.Look at the picture and ask a pair of students to read the dialogue in the picture.—Would you mind turning down the music?—No,not at all.Point to the four requests in the box.Read each phrase to the class and get students to repeat it.Ask students to explain what each one means.They can use actions and simple explanations.For example,for cleaning the yard,a student can pretend to be raking leaves and putting the leaves in atrash can.Then get students to write the letter of each request in the correct place in the picture to match the requests with the people.Point out the blank boxes in the picture.Ask students to finish the task on their own.Correct the answers.Answersa:next to the trashb:next to the baseball playersc:next to the biked:next to the stereoStep Ⅴ1bThis activity gives students practice in understanding the target language in spoken conversation.Ask different students to look at the list of requests in Activity 1a and read each one to the class.Would you mind cleaning the yard?Would you mind not playing baseball here?Would you mind moving your bike?Would you mind turning down the music?Then say,Please listen to the recording and number the requests(1~4) above in the order you hear on the recording.Play the recording the first time.This time students only listen.When play it a second time,say,This time write the numbers 1 through 4 on the lines after the requests.Put a number 1 after the request you hear about the first on the recording,and so forth.Make sure students understand what to do.Correct the answers.Answersa.2b.4c.3d.1TapescriptConversation 1Woman 1:Would you mind turning down the music?Woman 2:No,not at all.Conversation 2Man 1:Would you mind cleaning the yard?Man 2:Sorry.I’ll do it right away.Conversation 3Man 1:Would you mind moving your bike?Boy 1:Not at all.I’ll do it right away.Conversation 4Man 1:Would you mind not playing baseball here?Boy 2:We’re sorry.We’ll go and play in the park.Step Ⅵ1cThis activity provides guided speaking and listening practice using the target language.Ask a pair of students to read the example in the sample dialogue in Activity 1c.A:Would you mind moving your bike?B:OK.I’ll do it right away.Say,You will work with your partner,making conversations according to the picture in Activity 1a.Make requests.You can use the examples in Activity 1a if you want.As students work,walk around the room,checking their progress.Offer help as needed.At the end ask some pairs of students to say their conversations to the class.Give them little presents if they do their work well.Step ⅦOptional ActivityAsk some students to look at the picture and think of other requests that can make about it.For example,a student might point to the mother talking on the phone and say,Would you mind not using the phone?Or they might point to the people watching TV and say,Would you mind turning down the TV?Ask a second student to respond to each request.Step ⅧSummary and HomeworkToday we’ve learned some key vocabularies and structures.Continue to make conversations with your partner after class.Next time I’ll ask some pairs to read your conversations to the class again.Step ⅨBlackboard Design。
新目标英语八年级下册unit7教案
Unit 7 Would you mind turning down the music ?Analysis of Unit 7Teaching 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 ?B: I’m sorry .I’ll do it right away .A: Would you mind not doing sth ?B: Sorry. We’ll go and play in the park .Difficult points :比较: Would you mind (not) doing sth ?Could you please do sth ?Please do sth .You have to do sth .Structures:Would you mind cleaning your room ?I’m sorry .I’ll do it right away .Would you mind moving your bike ?No, not at all .I’ll do it right away .Period 1Teaching procedures:Step 1 Assign the taskWrite 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 torepeat it .2.Point to the picture .Ask Ss to write the letter of each request in the correct placein the picture .3.Correct the answers .SB Page 52 ,1b .1.Point to the list of requests in activity 1a.Play the recording the first time .Ss onlylisten .2.Play the recording a second time .Correct the answers .SB Page 52 ,1c.1.Ask two students 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 onlylisten .2.Play the recording a second time .Ask Ss to write the number of eachconversation .3.Correct the answers.SB Page 53 , 2b .1.Point out the five responses in activity 2b .Ask different Ss to read each one to theclass .2.Play the recording .this time ask Ss to fill in the letters of the pictures in front ofthe responses .3.Correct 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。
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。
新目标八年级下册Unit7学案教案
八年级英语下章节：Unit 7 课题：Would you mind turning down the music 课型：新课重点短语：1. turn on / turn off / turn up / turn down 打开 / 关掉 / 把… 开大 / 把… 调低2 .mind doing 介意干某事3. clean the yard 打扫院子4. not at all 根本不5. right away / at once / in a minute 立刻，马上6. wash / do the dishes 洗盘子7.wear those old jeans 穿那些就牛仔裤8.get out of the bathroom 从浴室里出来9.put on another pair 穿另一条 / 双10.get up 起床11.look terrible 看起来糟糕12.be at a meeting / have a meeting 开会13.go to a movie 看电影14.help me make dinner 帮我做饭15.help me with my homework 帮我做家庭作业16.babysit your little cousin 照顾你的小堂弟17.make posters 制作广告18.the wrong size 不合适的尺寸19.school open day 学校开放日20.no problem 没问题21.a terrible haircut 糟糕的发型plain about 抱怨…23.wait in line 排队等候第一课件网24.a long telephone conversation 在电话里长谈25.follow me around 到处跟着我26.get mad / annoyed 生气27.go back to / teturn to 返回到28.sth. happen to sb 某事发生在有人身上29.be polite 有礼貌的30.do the same thing 做同样的事31.in the future 在将来32.try (not) to do sth 尽力（不）做某事33.stand in the subway door 站在地铁门口34.cut in line 插队35.the way to… 去…的路36.a bit late 有点儿晚37.wait for 等待38.half an hour ago 半小时前39.keep…down 控制，抑制40.polite social behavior 有礼貌的社会行为41.It’s better to do sth. 干…比较好42.in fact 实际上43.in public 公开 / 在公共场合44.break the rules 违反规则45.put out 扑灭46.pick up 捡起来 / 摘重点句型1. Would you mind cleaning your room 你介意打扫一下你的房间I’m sorry. I will do it right away. 抱歉。