七年级英语下学期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。

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)。

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。

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。

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。

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。

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。

Unit 8 I’d like some noodles( period 1 1a to grammar focus)一、The analysis of the textbook.Different people have different tasts and habits of the food. Unit 8 focuses on the chinese food and it specialities. The main languge targets are “What kind of noodles would you\he \she like ? I’d \ He’d\She’d like …… noodles. What size bowl of noodles would you \he \she like?”I’d\ He’d \She’d like a small\ medium\large bowl of noodles. It is an interesting topic related to the students’ daily lives. So it is easy to arouse the interests of the students.二．The analysis of the students.三．The analysis of the teaching methods.3. Groupwork is the main teaching method in the English class. The teacher should give the students more freedom to show and express themselves. We should provide a stage for the students to mix the knowledge , exchange the information and share the resources .The teachers had better give them more praise and affirmation. So the relations between the teachers and students are natural and democratic.四．The teaching goals.1.Knowlege object:words: would, I’d, noodle, beef, mutton, cabbage, potato, special, juice, drink, bowl, he’d, he would, sizelanguage goals:What kind of noodles would you\he \she like ? I’d \ He’d\She’d like ……noodles. What size bowl of noodles would you \he \she like?2. Ability object:The students are able to make the new conversations using the target languages. They foster the ability to speak ,listen, read, and study by themselves.3. Emotion object:Let the students enjoy the English and learn by using , learn by doing.4. learning strategy object:Self study and cooperation in groups.五．Teaching important and difficult points.Important points:1 The words of the food.2 The target language.Difficult points:Teach the students to put the knowledge into use.六．Teaching aids :七．Teaching procedure:Before ---task:( Let’s begin the lesson with the English song “A mouse likes rice”)1 Warm up:Play a game using the target language “ Can you ? Yes, I can.\ No, I can’t.”T: My boys and girls, do you like games ? (The students may answer “ Yes, I do” )T: Good ! now please take out a paper ( No matter how large the paper is . Any paper is ok!) and fold it like me ! First fold it intoa square and cut the unnecessary part. If you can fold it easily ,you can say loudly “ Yes, I can”If you can’t go on to fold it , you can say loudly “ No, I can’t”T: Are you ready?S: Yes!T: Ok! Let’s go ! First fold it “ can you?”S: Yes, I can !T: Go on! “can you?”S: Yes, I can !T: Go on ! “ can you?”S: Yes, I can!T:Go on! “ can you?”S: Yes, I can!T: Go on! “can you?”S: Yes, I can !T: Go on ! “ can you?”S: Yes, I can!T:Go on! “ can you?”S: Yes, I can!T: Go on again! “ can you ?”S: No, I can’t!T: Go on again! “ can you ?”S: No, I can’t!S:Seven !T: Yes ! it is impossible for us to fold more than that, no matter how large the paper is! If you don’t believe it, you can try after class! Yeah! A very intersting game!(1)(2)(3)…………..(4)(8)2. Check the prevision of the new words.The teacher presents the pictures to the students and the students say English together. The teacher shows the pictures twice. Then the teacher shows the pictures to the individual students and they are expected to say English according to the given pictures. If they can say them correctly, the teacher will send them the pictures! ( The students are eager to get them, they need the teacher’s encouragement, so they will answer them actively!)3.Presentation.(1)Present the words of the food and the pictures of the food onthe screen.( the student have been familiar with them)T: Do you know these food?S: Yes!T: Perfect! Now I will ask a girl and a boy to lead the other students to read them.Then I will present the names of the drinks in the same way.Until now all of the new words of the food have been presented to the students.T: Look at these words please ! My students , can you find the differnces between these words?( The teacher says so while she is pointing to the “s” added to the words. V olunteers!S: A student may stand up and give his answers!Present a collection of pictures of food and ask the students to category .T: Look at these pictures ! Which are uncountable words and which are countable words? V olunteers!!!!????S: A student may stand up to show him.(2) Lead into the class using “ What kind of vegetables would like ? ---I’d like …….Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on!T: “ What kind of vegetables would you like?”S: I’d like tomatoes.( They say it together)T: What about you ? (point to a student)S: I’d like ……………….The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs.The teacher asks several pairs to show them .Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish ……The teacher asks the students using the target languages “What kind of meat would you like? I’d like …….”The teacher calls several students to answer and then let them practice in pairs.Later, the teacher names several pairs to show them.The teacher presents the pictures of the noodles.The teacher leads the students to express the kinds of noodles according to the pictures on the screen.Then the teacher asks the students to use the target languages “ What kind of noodles would you like? I’d like ……. noodles.”3.While --- task.(1)T: Please turn to P47 and match the words with thepictures and let them check with their partners.Then the teacher presents the answers on the screen.(2) Let’s move on to activity 1b on Page47. The students will listen to the radio twice and then check the answers.(3) Present different sizes bowls of noodles. ( small, medium,large)T：Boys and girls, do you want to eat noodles?S: Yes!T: What size bowl of noodles would you like ?S: I’d like small\ medium\large bowl of noodles.Teacher asks the students to answer the questions and then let them practice in pairs. Three minutes later, the teacher asks the pairs to show their conversations.(4) Guessing game!The teacher shows the picture of a strong boy on the screen. Let the students guess what size bowl of noodles would he like?He’d like a ________ bowl of noodles.Then the teacher asks several pairs to present their guesses.Then the teacher shows the answer “ small”Let the students who guesses right put up their hands and cheer for them.(5) Let the students turn to p48 . Listen to the tape and do2a .Then one student gives his answer and the teacher shows the right answers on the screen.Let us go on activity 2b . The students will listen to the tape twice and fill the blanks.Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen.4. Post---task.(1) Role play.T: My boys and girls, do you want to have noodles?S: Yes!T: Good! Let us go to the noodle house to have noodles!One is a waiter, the other is a customer.Just act it out!Three minutes later, the teacher calls three pairs to act it!(2) Make a survey!Make a survey in the groups using the language goals :They may do it like this :A: Hello Peter! What kind of noodles would you like ?B: I’d like beef and cabbage noodles.A: What size bowl of noodles would you like?B: I’d like medium bowl of noodles.A: Hello Sally!............................. C:..................................Then the teacher asks the students to report the survey like this : I’d like egg and tomato noodles. I’d like a small bowl of noodles.Peter would like beef and cabbage noodles. Peter would like a mediun bowl of noodles. And Sally......................................5 Check themselves!Do the exercise on the paper. The exercise includes two parts: check yourselves and challenge yourselves!6 Summary!The teacher asks a student to sum it up , then the teacher help him add7 Let us end the lesson with the english song “ A mouse likesrice”Goodbye!!! Boys and girls!!!!。

七年级英语下册unit8的教案七年级英语下册unit8的教案Unit8 When is your birthday?Ⅰ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabulary:when month January February March April May JuneJuly August September October November Decemberfirst second third fifth eighth ninth twentieth(2)Target LanguageWhen is your birthday?My birthday is September twenty-ninth2.Ability Object(1).train students’ listening skill.(2).Train students’ communicative using the target language.3. Moral ObjectHow to know the birthday about our classmates in our class in English and give them some good wishes.Ⅱ.Teaching Key Point1.Key vocabulary2.Target languageⅢ.Teaching Difficult Point1.study the target language and vocabulary2.Oral practice using the target languageⅣ.Teaching Method1．Practice method2．Listen method3．PairworkⅤ.Teaching AidsMultimedia blackboard bookⅥ.Analise this partFrom this part we should let students know the words ，number and target language. And use the knowledge in this part to communicate with other students. Practice their listening and speaking. Procedure:Step11.G reet to all students and sing an english song “good morning”2.Revision the content that we have learned.Eg: what’s this in English?What colour is this?Do you have a computer in your home?How much…………?Etc.Step2Today let’s study a new unit “Unit 8 when is your birthday?”First study some words:1.Let students look at the picture and read the words, the teacher can correct how to pronounce2. The teacher teaches them to read the words together3. practice 1: The teacher speaks chinese and let students speak in English, and then change4.Practice how to read these months in English( use thepictures on the screen, ask students which month he sees.)5.Let’s look at 1a listen and repeatStep3Study the number : 1. Revision the number(1).Read the number together .(2).Do a chant.2．Teach students the method how tochange these number.Step4Practice :1.Match the festivals （节⽇）with the dates.1. Tea chers’ Day(教师节）March 8th2.Women’s Day(妇⼥节) May 1st3.Children’s Day(⼉童节) June 1st/doc/6c11137446.htmlbor Day(劳动节)December 25th5.New Year’s Day(元旦)January 1st6.New Year’s Day(元旦)September 10th2.Can you say the dates(说说⽇期):1. 2⽉１4⽇2. 3⽉8⽇3. 4⽉2１⽇4. 1⽉２９⽇5. 8⽉１２⽇6. 9⽉１0⽇7. 10⽉1⽇8. 12⽉２5⽇9. 6⽉15⽇Step51.Look at our English: Activity 1b listen and number the conversation 1--3 .(1).The first time we just listen and understand themeaning.(2).The second time write the answer.2. Look at 1c pairworkA. When is your birthday?B. My birthday is -----------(1). Practice making conversation like 1c.(2).Look at the pictures to practice our spoken English. Step6Have a birthday part for a student.Step7 SummarySay ,in this class we’ve learn some words about month and how to express--------. We must know how to use knowledge to practice target language and conversation with our classmates.Step8 HomeworkMake a survey: When is your birthday?Fill in the form, then write a report.Report: My name is________. My birthday is _____. My friend A `s birthday is______. B’s birthday is ___。

人教新目标英语七年级下册Unit8单元公开课优秀教案Unit 8: Is there a Post Office Near Here?n A (1a-2d)In this lesson。

we will learn about XXX。

We will also learn the grammar structures of XXX with "where" and the "there is/are" XXX.First。

let'XXXXXX.New Vocabulary:post officeXXXXXXXXXXXXhospitalXXXpaynearacrossacross fromfrontin front ofXXXtownaroundNext。

we will focus on the language knowledge objectives:1.To be able to master the new XXX.2.To be able to ask and answer special ns with "where" and use "there is/are" XXX.Let's start with some example sentences:Is there a hospital near here。

Yes。

there is.The pay phone is across from the library.The pay phone is een the post office and the library.Now。

let's move on to the nal and value objectives:1.To learn how to cooperate and help each other through using simple asking and giving ns.2.To build confidence in using English for XXX.In n。

人教版七年级英语下册第八单元教学设计第一篇：人教版七年级英语下册第八单元教学设计人教版七年级英语下册第八单元教学设计Unit 8 Is there a post office near here?Section A(1a-2d)一、教学目标：1.语言知识目标：1)能掌握以下单词：post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around 能掌握以下句型：1.①—Is there a hospital near here?—Yes, there is.②The pay phone is across fro m the library.③ The pay phone is between the post office and the library.2)能了解以下语法：—— Where 引导的特殊疑问句及其答语。

——学会There is / are…。

Is/are there..的句型及用法。

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 通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进行交际.二、教学重难点 1.教学重点：①Where 引导的特殊疑问句。

②there be 句型的肯定式、一般疑问句及其回答方式。

③方位介词的用法。

2.教学难点：方位介词的用法。

三、教学过程Ⅰ.Lead-in: T: Hello, everyone, please think about prepositions for positionS: in, on……T: Good, today we are going to learn other prepositions for position and several nouns.Please look at the following new words.post, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around At first, ask a few students to try to read them, then the teacher corrects their pronunciations.Ⅱ.Presentation: 1.T: Hello, class, how to say about a general question and negative of “there be”S: When it is a general question, “be” should be put in the first word of a sentence.When it is negative, it should add “not” behind “be”.T: T: Excellent, then please think about What a positive answer and a negative answer are? S: A positive answer is “Yes, there is “or “Yes, there are.” A negative answer is “No, there isn’t “, or “No, there aren’t.”T: Good.Now please finish the following exercises: 1)There ______(be)a lot of books on the desk.2)There ______(be)a bank and two ________(library)on the street.3)______ ________(有)a post office near here? Ⅲ.Listening:T: Now let’s listen to the tape, and circle t he places you hear in 1a.(听力指导：做好听力题的两个关键：一是听前看图片或者文字材料；二是听时抓住关键词。

PEP新版七年级下册英语Unit8教案一、教学内容本节课选自PEP新版七年级下册英语Unit 8，主题为“Where is it?”，涉及章节为一至三节。

教学内容主要包括：介绍地点介词（in, on, under, behind等），运用There is/There are句型描述物品位置，以及学会使用特殊疑问句“Where is/Where are?”询问物品位置。

二、教学目标1. 学生能够掌握本节课所学的地点介词，并能在实际情景中灵活运用。

2. 学生能够运用There is/There are句型描述物品的位置，并学会使用“Where is/Where are?”进行提问。

3. 学生能够在生活中运用所学知识进行简单的物品位置描述和询问。

三、教学难点与重点1. 教学重点：地点介词的用法，There is/There are句型的运用，特殊疑问句“Where is/Where are?”的构成。

2. 教学难点：地点介词的区分和使用，There is/There are句型的正确运用。

四、教具与学具准备1. 教具：PPT，教学图片，单词卡片，磁铁，小物品（如铅笔、橡皮、书本等）。

2. 学具：学生用书，练习册，单词卡片，小物品。

五、教学过程1. 导入：通过展示一张含有多个物品的图片，引导学生用中文描述图片中的物品位置，激发学生学习兴趣。

2. 呈现：呈现新课内容，讲解地点介词，让学生跟随教师一起朗读和模仿。

3. 实践：学生两人一组，用所学地点介词描述对方手中的物品位置，并进行角色互换。

4. 例题讲解：讲解There is/There are句型和“Whereis/Where are?”疑问句的用法，并进行例题演示。

5. 随堂练习：学生根据PPT展示的情景，用所学句型进行描述和提问。

6. 小组活动：学生分成小组，用所学知识进行物品位置描述和寻找游戏。

六、板书设计1. 地点介词：in, on, under, behind等2. 句型：There is/There are3. 疑问句：Where is/Where are?七、作业设计1. 作业题目：（1）用There is/There are句型描述一下你的房间布局。

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”。