七年级英语下学期Unit 8教案
人教版英语七下Unit 8教案
课时计划Section ATeaching Plan for Unit8 Section AⅠ.Teaching timeThe 15th week, Monday, the first class in the morningⅡ.Teaching participantsThe 57 students in Class 4 of Grade 7Ⅲ.Teaching contents⑴ Material：Go for it!⑵ Unit: Unit 8 Section A: 1a,1b,1c⑶ Period:1⑷ Topic: The neighborhoodⅣ.Analysis on learningThe students have already learned some words about places; they can talk some places clearly. They have the ability of exchanging their ideas, and they can ask for and give directions on the street.Ⅴ.Teaching goals⑴Cognition goalsStudents can read and use these new words and phrases: post office, police station, hotel, restaurant, bank, hospital, street, pay phone, near,across from, in front of, behind.Student s can master following sentence such as“Is/Are there … near here?Yes, there is/are.It’s on … Where is/are…? It’s/They are…”Students can understand “There be …” means exist.⑵Capacity goalsBy ways of showing example by teacher, students can understand and imitate the sentence structures. By ways of pair work, students can realize the contraction of collecting knowledge, and this can help students improve their oral English. Students can use English to ask for and give directions on the street.⑶Affectivity goalsBy ways of pair work, students know the importance of cooperation; by ways of answering teacher’s question, students can gain the confidence and the feeling of success. Teacher use the way of role-play to arouse students’ interesting in learning English.⑷Strategy goalsStudents can use context, imitate the dialogue in the context, and transform information by role-playing in English.⑸Cultural goalsStudents know everyone has their own dreams about their future jobs.Students can give their reasonable expiations for their choice about theirdream jobs in English.Students can realize a good plan is a good start tosuccess.Ⅵ.Teaching key points⑴ Teaching important pointsStudents can master the key vocabulary “post office, police station,hotel, restaurant, bank, hospital, street, pay phone, near”, and they canalso master following sentence such as“Is/Are there … near here? Yes,there is/are.It’s on … Where is/are…? It’s/They are…”⑵ Teaching difficultiesStudents can master some basic knowledge about There be structure and understand the grammar point “Prepositions of place”. Students can ask for and give directions on the street clearly.Ⅶ.Teaching methodStudents can ask for and give directions on the street clearly by watching, listening and using context as well as working in pairs.Ⅷ.Teaching aidsPictures of different places, a tape recorder, some magnets.Ⅸ.Teaching task and activitiesTask Activities⑴Our neighborhood 1. Duty report2. Lead-in3. New words4. Spelling⑵Matching 1. Practicing context2. Matching the items in 1a3. Checking the answer4. Ball game⑶I am new here 1. Practicing context 1b2. Checking the answer3. Retelling4. Role-play⑷Reviewing 1. Reviewing the whole class2. HomeworkⅩ.Teaching procuresTask One: Our neighborhoodStep Teacher’s activities Students’ activities Explanation1 Welcome the teachersand ask Zhang Yuan todo duty report Zhang Yuan does theduty report and otherslistenMake everyonepay attention tothe class2 Asking some questionsabout Sanchahe to leadin today’s topic Answering Arousing S’sinteresting andLeading the newwords in3 Teaching the newwords by showing somepictures Learning the news wordsand taking notesPresent the newwords4 Asking S’s to spell thewords about placesSpelling the words Mechanical drill Task Two: MatchingStep Teacher’s activities Students’ activities Explanation1 Sitting examples Answering Leading thesentences in2 Teaching context in 1a Learning the context Mechanical drill3 Present the answer Checking the answer Meaningful drill4 Playing ball games withS’s Talking part in games Practicingsentences,pairworkTask Three: I am new hereStep Teacher’s activities Students’ activities Explanation1 Playing the radio aboutthe context in 2a Listening and thinkingabout the answersPresent theinformation aboutthe context in 2a2 Playing the radio aboutthe context in 2a again Listening and circle theplaces they hear in 1aControlledpractice3 Let S’s retell thetapescripts Retelling the tapescriptsthey heardSemi-controlledpractice4 Role-playing Talking part in games Semi-controlledpractice,groupworkTask Four: ReviewingStep Teacher’s act ivities Students’ activities Explanation1 Summarizing the wholeclass Listening and takingnotesReviewing2 Giving the homework Listening and takingnotesHomework。
七年级英语下册 Unit 8 Pets Integrated skills教案 (新版)牛津版
8. Is a goldfish very expensive?
Task2:
1. Listen to the tape carefully and write a T or an F in Part A1.
2. Listen to the tape carefully and complete the notes in Part A2.
4.Ask some questions about the letter and pick out some language points..
5.Work in groups to solve your problems.
6. Master the useful expressions.
【堂清知识】
a talk about goldfish
tell me more about
make some noise
【当堂检测】
根据中文或首字母提示写出单词
1.He ____________ (重)70 kilograms.
2. The fantail fish is d____________ from others.
Read and remember and understand the meanings.
学生指导;
1,学生独立完成。
2，小组合作，解决疑难。
3，C号同学站起，参与回答。
学生活动:
1.Learn by themselves and finish the exercises.
2.Check in groups and help Cs.
新人教版七年级英语下册Unit8教案
新人教版七年级英语下册Unit8教案Unit8 Is there a post office near there?I.Warm-up1.现在进行时2.描述天气II.Presentation1. there be 句型的用法：there be 句型表示“某地有某物”其结构为：“There be + 某物/ 人+ 某地”,否定句是把not放在be 之后, 疑问句是把be提到句首。
其中be 动词的单复数形式依照距离there 最近的名词的单复数形式而定。
也就是我们通常所说的就进原则。
疑问句的回答为: Yes, there is/are. 或N o, there isn’t/aren’t.There are some dictionaries on the desk.桌子上有些字典。
There is a computer game and two schoolbags on the bed. 床上有一台游戏机和两个书包。
--Is there a bank near here ?--Yes, there is a bank on Center Street.--Are there two pears on the desk ?--No, there aren’t.注意: there be 和have都可译为汉语里的“有”，但有区别：1) 含义不同。
there be 结构表示的是“某地有某物/人”, 强调“存在关系”; have表示“某人/ 物所有”,强调“所属关系”。
There is a bus in our factory. (公共汽车不一定是属于我们工厂所有的)Our factory has a bus. (公共汽车是属于我们工厂所有的)2) 句型不同。
there be 结构的句型为“There be + 某物/ 人+ 某地”, 否定句是把not放在be之后, 疑问句是把be提到句首；have句型为“某人/ 物+ have/ has +某物/人”, 否定句通常是在have前加don’t (或doesn’t have)，疑问句是在句首加do(第三人称单数加does)。
2023年人教版七年级英语下册Unit8 Is there a post office near h
Unit8 Is there a post office near here单元教案【教材分析】本单元的中心话题是通过运用一些方位介词来询问某一场所的位置，主要内容都是围绕问路、指路的一些语言项目展开的，例如：Where引导的特殊疑问句和Is there…?句型等。
该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
通过本单元的学习，学生不仅要进一步掌握方位介词的用法和一些建筑物的名称，并用要学会阐述某一场所中各个建筑物之间的位置关系；同时能够利用地图向他人介绍自己所居住的社区，并能够识别简单的路线图。
并培养学生在实际生活中辨别方向的能力，养成热心助人的确品质。
【教学目标】知识目标：1.词汇：重点掌握表示建筑物种类的名词、描绘性形容词及方位副词、方位介词post, office, restaurant, library, bank, park, pay, street, near, across, between, front, behind, there, excuse, neighborhood, straight, turn, left, right, down, open, enjoy, walk, through, pass, yours2.词组：post office, pay phone, across from, in front of3．重点句型1）Is there a bank near here (in the neighborhood)?--Yes, there is. It’s on Center Street. / No, there isn’t.2）Where’s the supermarket?--It’s across from the post office.3）Go straight down New Street and turn right.4）Turn left at Bridge Street.5）There’s a pay phone on your left.能力目标：1、能看着图片说话出建筑物的名称；2、能运用一般现在时询问街道上某一场所的位置；3、能够运用所学语言为他人指明某一场所的路线；4、能够描述某一场所各建筑物之间的位置关系；5、能够利用地图向他人介绍自己所居住的社区；情感目标：通过学习本单元的内容，使学生在实际生活中能够识别方向，养成乐于助人的好习惯，培养学生的合作精神，教会学生礼貌待人，建立和睦的邻里关系。
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。
人教版英语七年级下Unit 8 阅读课 教学设计和反思
Unit 8 Is there a post office near here?课型：阅读课I. 学情分析1. 知识基础：本课的授课对象是七年级的学生。
经过一个学期的学习，对动词的ing搭配形式已经一定的接触，但有关问路的句型和方位介词还是第一次出现，对某些任务的完成还有一定的难度。
2. 思维能力：大部分学生具有较强的模仿能力、独立思考的能力及丰富的想象力和创造力，思维敏捷。
3. 认知心理：大多数学生有较强的空间意识，有较强的求知欲和表现欲，性格开朗、大方活泼。
因此，在课堂教学中，应多为学生提供表达自己观点的机会，充分发挥学生的自主意识。
II. 教材分析本单元的教学目标是方位介词以及问路的方式，为初中阶段首次出现此类话题。
教材围绕方位介词和问路设计了一系列的听说读写的任务，全方位培养学生的英语能力。
III. 教学目标(Teaching Aims)1. 语言知识目标：1) 能掌握以下单词：spend, spend time, climb, road, often, air, sunshine, free, enjoy, enjoyreading, easily, money2) 能掌握以下句型：① I like to spend time there on weekends.②I love to watch the monkeys climbing around.③It is very quiet and I enjoy reading there.④You can get to the library easily.⑤The best things do not need money.2. 情感态度价值观目标：①通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。
②通过三个同学对自己住处的描述，培养学生爱自己家乡爱祖国的情感。
IV. 教学重点和难点(Teaching Stress and Difficulties)1. 教学重点：1) Words and expressions.2) Important sentences in 2b.2. 教学难点表示方位介词的理解与正确运用及指路的表达方式。
英语人教版七年级下册unit8教案
Unit8Is there a post office near here?第一课时Teaching goals:Ss master the words about building names and preposition.Ss can talk about“Is t here a…...near here?”and its answer.Ss have a understanding of the preposition.Teaching Important Points:the building words;the prepositions;the question”Is there….?”Teaching Difficult Points:The differences between“Where is...?”and“Is there…?”Teaching Aids:book tape PPT chalk blackboard Blackboard Design:post office police station next to in front ofhotel restaurant bank on behind between hospital street across fromin under pay phone parkTeaching Procedures:Step1:Lead-in.Do you know the names of buildings in our school?Step2:1.show some pictures about different buildings in our city.(post office police station hotel restaurant bank hospital street pay phone park)Teacher---lead to read Students-----read in a row2.Match the activities with the pictures.Finish1a.Pair check------class check3.analysis the theme picture. What streets are they? What buildings are they? Step3: Do the listening11.Listen and circle the places you hear in 1a.2.Listen and repeat3.pair work Ask and answer questions about the other places.A: Is there a hospital near here? B: Yes, there is. It’s on Bridge Street. Ss can make their own conversation. Ask 3 pairs to presentStep4: 1. expand some other prepositions.2.Show pictures about the places between two different thingsLearn “in front of behind across from next to on”3.Exercises: Let ss make some examples based on their seats.For example: I’m in front of you. ………. You are behind me. ……….. Step5:Homework Remember the building words and preposition words.Reflection: 1. 在介词的理解与认识上，应重点强调两个词“on ”和“across from”, on 虽然简单，但是表示建筑物在哪条街上时，用法比较陌生，而across from 对学生而言则是生词，所以关于这两个词的训练可以加大一些。
人教版初中七年级英语下册第八单元Unit 8 教案含教学反思
第8单元Is there a post office near here？类别课程标准要求掌握的内容话题The neighborhood 社区环境Section A 单词post n.邮政office n.办公室police n.警察hotel n.旅馆；酒店restaurant n.餐馆bank n.银行hospital n.医院street n.大街pay v.& n.付费front n.前面behind prep.在……的后面town n.镇；市镇near prep.在……附近across adv.＆prep.过；穿过north n.北；北方adj.北方的around adv.在周围；大约prep.在……周围短语post office 邮局police station 警察局pay phone 付费电话across from 在……对面in front of 在……前面next to 挨着；靠近between … and…在……和……之间句型1.—Are there any restaurants near here? 这附近有餐馆吗？—Yes, there’s one in front of the post office. 是的，邮局的前面有一个。
2.—Where’s the park? 公园在哪里？句型1.Go along New Street. Turn right at the first crossing.沿着新街走。
在第一个十字路口向右拐。
2.I love to watch the monkey climbing around. 我喜欢看猴子们爬来爬去。
3. To get to the park, you just have to cross Center Street.要去公园的话，你只要穿过中心街就到了。
4.When I read books，time goes quickly!当我读书时，时间过得飞快！语法1.There be 结构2.问路及指路的表达方式写作介绍目标的位置及行走的路线知识目标掌握there be句型和问路与指路的表达方式。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
七年级英语下学期Unit 8教案一、教学内容:Unit 8 SectionA1a-1c; Section B1a二、教材分析:世界各地的人对于食品的口味与习惯都各不相同,本单元围绕food介绍了中国食品的特色及相关知识。
围绕What would you like?等问题,学习“想要什么”的表达。
三、学生主体性的分析:学生这节课的自主性学习较强,因为食品是生活必需品,他们对食品和中西方文化差异很有兴趣,有较强的求知欲和表现欲四、设计理念:1.学生是学习活动的主体,教师是学生活动的组织者和引导者。
在英语教学中,把英语课程生活化,把一个个教学目标活动化,在活动中掌握学习方式,充分发挥师生双方在教学中的主动性和创造性。
2.本课采用任务型的教学模式,把语言应用的基本词汇和表达法转为具有实践意义的课程任务,学生在完成任务的过程中,通过感知、体验、实践、参与创作等方式,完成任务目标,感受成功。
3.小组合作学习是学生学习的主要形式,让学生在自主创作的过程中,自主地表达,自主地学习,实现对知识的融合,信息的交流,资源的共享,为学生搭建展示自我的平台。
教师在学生展示过程中适时给予肯定和赞扬,有利于增进师生感情,建立民主平等和谐的师生关系。
五、教学目标:知识目标:1)学习并掌握would, I’d, noodle, beef, mutton, cabbage, potato, special, juice, dumpling, porridge, tea, green tea, rice, soup, onion, fish等单词。
2)能听懂会说What would you like? What kind of noodles would you like? 并能在实际情景中运用。
能力目标:能用本单元的句型创造性的自编对话,培养学生自学能力、阅读能力,提高学生听的能力,锻炼学生交际能力以及与他人合作的能力情感目标:培养学生英语学习的乐趣和热情,做到在“在用中学,在学中用”。
学习策略目标:改变传统的死记硬背,倡导自主合作学习。
六、教学重难点:重点:1.掌握有关食品的词汇。
2掌握句型What kind of noodles would you like? I’d like---noodles.难点:如何引导学生将所学知识应用于实际。
七、教具准备:食物图片:hamburger, French fries, tomato, broccoli, chicken等,多媒体课件一套。
八、教学过程:Step1. Warming-up(1)Let’s do some sports(学生按教师的指令做动作)Stand up! / Turn left./ Turn right/ fly like a bird/play volleyball/ run slowly/ run quickly/ jump five times(教师辅以手势)(2)这些动作做完后,教师做干渴状和摸着肚子说:I’m thirsty. I’m hungry.通过游戏形式制造轻松,活跃, 自由的课堂气氛,让学生积极主动的投入到英语学习中来,也为下一步单词句型的引出做好了铺垫。
Step2. Presentation(1) T: After doing sports, Are you tired? Are you hungry?Ss: Yes.T: I bring some food for you.教师出示卡片并问:“What would you like to eat?”让学生根据自己的喜好,引导学生用“I’d like…”回答。
教师把该食物卡片送给说出想要某样食物的学生。
(2)教师把手中卡片送完后摊开双手说:“No food left! But don’t worry,let’s go to the restaurant to have a big meal..There are some specials there. You can choose whatever you like”(3)运用CAI展示一系列精美的图片,学习食品词汇。
Step3. Practice(1) 此时电脑屏幕已展示出精美的食品图片,学生看着画片进行结组操练句型What would you like? I’d like---。
鲜艳的画面似乎正飘着诱人的香味,使学生眼前一亮,勾起的不仅是学生的食欲,学习的学习欲望也一同被激发出来。
(2)Let’s chant学生六人一组学唱chant, 并自编chant。
What, what, what would you like?Beef, beef, I’d like some beef.What, what, what would he like?Mutton, mutton, he’d like some mutton.What, what, what would she like?Potatoes, potatoes, she’d like some potatoes.What, what, what would they like?Noodles, noodles, they’d like some noodles.Chant形式活泼,学生爱学,爱读,学生在轻松愉快的活动中巩固了新知识。
(3)Match the words with the pictures(sectionA1a and sectionB1a)在这一环节中,学生通过听听,说说,做做等活动,感悟理解新单词句型,不仅使课堂活起来,而且所有学生都参与其中,真正体现了学生的主体地位。
Step4. Presentation(1)教师问: If today is your birthday, what would you like? If you have lots of money, what would you like? 让学生继续用“I’d like---.”句型回答。
教师引导学生说:“A car ? A computer ?”等,拓展学生的思维。
(2)教师说:“If I have lots of money,I’d like to open a big noodle house.”自然引出本课的另一重点. 教师出示面条店图片,并介绍说:“Look,this a noodle house. A big nice noodle house! There are some great specials. Special1 is beef and potato noodles. Special2 is---”(出示面条图片)(3)T: What kind of noodles would you like ?S1: I’d like ---noodles.再和其他同学进行类似的对话。
(4) 电脑屏幕显示几张明星的图片,让学生猜测What kind of noodles would he/she/they like?此时学生的积极性完全被调动起来,气氛热烈。
(5)听录音模仿跟读,纠正学生的语音语调。
Step5. Memory Game玩一个挑战记忆的游戏。
采取三组比赛的形式,让学生造句I’d like ---noodles.如:G1: I’d like beef noodles. G2: I’d like beef and potato noodles. G3: I’d like beef potato and mutton noodles. G1: I’d like---。
用游戏代替机械,枯燥的单词句型操练,不仅唤起了学生的兴趣和好奇心,使他们在游戏中不知不觉的进行新知的练习,而且也激发了学生自主学习的积极性,提高了学生的学习兴趣和参与意识。
Step6. Groupwork确定小组里的组织人,记录人,发言人等,六人一小组合作完成What kind of noodles would you like?在调查活动中,让学生进行语言操练,巩固所学的语言知识。
不仅能培养学生的表达能力和反应能力,同时对学生进行情感教育(因个别学生不喜欢吃面条),不挑食,厌食,吃健康食品。
Step7 Communicative practice(1)屏幕上出现招聘服务员的海报“Waiters wanted”,We want a waiter and a waitress for our noodle house. Can you work late? Can you work hard? Can you meet people? Please call Alice at 1234567. 教师扮成面条店的经理,并说:“Our noodle house needs a waiter and a waitress. Who’d like to have a try?”(2)邀请几位学生上来并让他们站成一排;然后,教师(扮演经理)对“应聘者”发指令:Turn left! Turn right! Smile and say: Welcome! Can I help you? What kind of noodles would you like? 等。
每做几个动作,就请不合要求的“应聘者”回去,最后剩下两位“应聘者”。
(3)教师说:“Now 1et’s open our noodle house.”屏幕显示一些用餐的日常用语,引导所选的“服务员”与教师扮“顾客”进行对话。
S: Good morning! Can I help you?T: Yes, please. I’d like some noodles.S: This way, please. What kind of noodles would you like?T: I’d like beef noodles.S: Is that all?T: Yes.S: Wait a moment, please. Here you are.T: How much is it?S: Ten yuan.T; Here is the money.S: Thank you.T: You’re welcome.再让其他同学充当“顾客”与“服务员”进行对话,并让学生评价对这两位“服务员”的服务态度满意程度。
(4)学生两人一组编一个“服务员”与“顾客”之间的对话。
学生在听,读了解本课内容的基础上,让学生自编对话,这样就给学生搭建一个发挥想象的平台,激发学生积极思维,挖掘学生创造性使用语言的能力。
此次活动拓展运用本课所学的语言,并发展了学生的语言技能(5)Show time因这一环节设计很接近学生的生活实际,学生的参与欲望更强了,纷纷要求上讲台展示合作的成果。