八年级英语上册Units 7-12教案

八年级英语上册Units;7-12教案units 7-12复习学案老师寄语: experience is the father of wisdom and memory the mother.经历是才智之父，记忆是才智之母。

一、学习目标学问目标: 驾驭重点单词、短语如：turn on , too…to, invite, take care of, enough等。

娴熟运用句型how do you make…\when were you born\could you please…及be going to 构造实力目标: 学会用英语描述制作某物，提问诞生日期，谈论将来，作比拟及礼貌的提出恳求。

情感目标：在复习中积累学问，沉淀欢乐，体会温故而知新的乐趣。

二、教学重、难点：be going to 构造及单词短语的识记三、学习步骤step 1预习导学或自测◆翻译以下短语:翻开切碎把…倒入闲逛将来太…而不能… 诞生参与长大铺床照看足够大◆将以下问题与答案匹配how do you make a vegetable soup? a. i was born on december 20,11012.when were you born? b. clean and cut up the ingredients.could you please take out the trash? c. sure i can.how was your school trip? d. yes, i am .i believe i can . are you going to be a football player like messi(梅西)？e. terrible .what do you think is the best cinema? f .maybe the movie palace.◆情景导入老师打算以下几张图片：奶昔，阿凡达，世博会中国馆或非洲馆，足球先生梅西，然后将几张图片用英文串起来。

八年级英语上册 unit7单元教学设计人教新目标版初二英语Unit7 Reading教学设计方案课题名称科目教学时间学习者分析 Would you mind keeping your voice down English Period 1 (45minutes) Students study in Hui Long middle school, They live in the countryside. Students have learned English for two years. They can know hundreds of words and sentences, they can master the present tense, the past tense and the present continuous tense, But they can simply understand the strategy of reading . They still need me to help them train how to use the strategy of reading.. 一、情感态度与价值观 1. To enable Ss to behave politely in public places and in our daily life.2. To encourage Ss to love our homes. 二、过程与方法1. Let Ss read in since by themselves ,then read it exactly , next finish the homework about the passage.2. Read the strategy of reading loudly. 三、知识与技能 1. To train student’s reading ability xxprehension.2. To train student’s ability of getting information. 教学重点、1. Help Ss master how to use the strategy ofreading. 难点 2. Help Ss improve their reading xxprehension. 教学资源 Muti-media Unit7 Reading 教学活动过程描述年级 Grade 8 教学目标 1.师生互动，导入新课教学活动1 S: Would you mind turning down the music T: Sorry, I’ll do it right away. It’s polite to keeping your voice down in public. Follow me to read the title ---Would you mind keeping your voice down Look at the picture .How many rules of etiquette can you see being broken 教学活动2 2. 显示图片，回忆旧知 Ask and answer: 1) What’s she doing --- She’s eating something and dropping litter on the bus . 2) What’s the man doing--- He’s talking on the phone loudly.3) What’s he doing --- He’s smoking. 4) What’s the boy doing ---He’s spitting. 5) What’s they doing--- They’re talking loudly in public. T: Listen to me carefully. What could you say if you see someone 用心爱心专心 1you know breaking the rules of etiquette Please make your own conversations and be ready to act out. (show time) 教学活动3 3.分三个步骤进行阅读，完成相应任务。

八年级上英语学案7-12Unit7 How do you make a banana milk shake?第一课时Section A(1a-2c)学习目标：重点单词：cut up into cup instruction重点词组：milk shake pour…into…put…into… 重点语法：可数名词和不可数名词、祈使句重点句式：How do you…? First…then… How many…? How much…?学习过程：一．自主学习（约10分钟）（一）自学新单词（教材P41―42）（二）根据句意和提示完成句子。

1.The boy is_______(剥)an orange.2.Please help me______the hot water ______(把...倒进…)the cup.3.Before you take the medicine,you must read the in__________first.4.I want to drink a cup of __________(酸奶). 二．合作探究（约16分钟）（一）翻开课本P41，理解1a 中单词或短语的意思，并按要求完成课本上相应的任务。

（二）听听力，完成1b任务。

（三）运用1a中的动词或动词短语，学生2-3人一组口述其制作过程。

（四）完成1c的任务，学生复述制作香蕉奶昔的过程，2-3人一组表演其制作过程。

（五）翻开课本P42，听录音，完成2a的听力任务。

（六）完成2c的相应任务，学生2-3人一组进行口语训练表演。

（七）探究可数名词和不可数名词的用法，搞清楚How many?与How much?的区别。

1.从“数”的角度探究可数名词和不可数名词。

2.从“修饰语” 的角度探究可数名词和不可数名词。

3. How many?与How much?的区别。

（八）复习探究祈使句。

1. 含义：2. 祈使句通常以______(词) ______形开头。

八年级英语上册Units 7-12教案八年级英语上册Units7-12教案Units7-12温习学案教师寄语:Experieneisthefatherfisdanderthether体会是聪慧之父，经历是聪慧之母。

一、学习目标知识目标:把握重点单词、短语如：turnn,t…t,invite,taearef,enugh等。

熟练运用句型Hduae…\henereubrn\ulduplease…及begingt结构能力目标:学会用英语描述制作某物，提问诞生日期，谈论以后，作比较及礼貌的提出请求。

情感目标：在温习中积存知识，沉淀欢乐，体味温故而知新的乐趣。

二、教学重、难点：begingt结构及单词短语的识记三、学习步骤Step1预习导学或自测◆翻译以下短语:打开切碎把…倒入闲逛以后太…而不能…诞生参加长大铺床照顾足够大◆将以下问题与答案匹配Hduaeavegetablesup? AIasbrnnDeeber20,1992 henereubrn?Bleanandutuptheingredients uldupleasetaeutthetrash? SureIanHasurshltrip?Des,IaIbelieveIan Areugingtbeaftballplaerlieessi？ETerrible hatduthinisthebestinea? FabetheviePalae◆情景导入教师预备以下几张图片：奶昔，阿凡达，世博会中国馆或非洲馆，足球先生梅西，然后将几张图片用英文串起来。

语言要与温习内容相关，（涉及理想,影院，制作进程，旅行等）。

Step2自主学习◆阅读Units7-12重点单词及短语，回忆其用法。

◆温习各单元语法聚焦部份，熟记语法点。

◆背诵各单元3a语篇内容。

Step3合作探讨◆词语辨析uh\an：uh+eg:你需要多少酸奶？两杯。

an+eg:树上有多少苹果？二十个。

2nupturndnffeg:请关掉电视，宝贝在睡觉。

给你不一样的英语课：八年级上Unit7教案。

八年级上Unit 7教案的重点在于让学生变成主动学习者。

这意味着在教师的带领下，学生可以自行探索英语的知识和规则，让学生不再只是被动吸收知识而是学会主动思考。

例如，在介绍动名词时，教师并不会仅仅给出正确的答案，而是让学生根据给出的句子自己去发现动名词，并了解其使用方法。

这种让学生自己找寻答案的方法能够让学生更加深入理解英语规则，能够加强学生在英语学习中的主动性、积极性和自信心。

这个教案还添加了互动环节。

教师在教学过程中设计了多个合作小组的环节，让学生在小组中讨论并尝试解决问题。

这不仅可以培养每个学生的合作精神，而且还增加了学生对于英语学习的兴趣。

在小组中讨论是不同于单独学习的，学生们能够交流彼此的策略，分享学习经验，相互促进，从而取得更好的成果。

值得一提的是，教师还采用了许多多媒体辅助教学过程，例如使用视频、图片等工具来更好地丰富教学内容，让学生实现多媒体手段在英语学习上的应用，提高学生的视听能力，让学生在不断适应不同环境中掌握英语知识。

八年级上Unit 7教案给予了学生与传统英语课不同的学习体验。

教师从不同角度仔细规划和设计课程，充分利用小组合作、互动沟通等形式，调动了学生的学习热情和积极性，增强学生主动性、创造性和思维能力。

在未来的日子里，教师们应该更加关注学生的需求，为
学生们提供更加智能化、有趣和贴近生活的教学资源，让走进课堂的每一位学生都能够享受到这样的学习体验。

人教版八上英语unit7教案和导学案全文共3篇示例，供读者参考篇1Unit 7 Teaching Plan and Study GuideUnit 7: The World of WorkI. Teaching Objectives:1. Understand the words and phrases related to jobs and professions.2. Learn how to talk about different jobs and career aspirations.3. Understand and use the past simple tense to talk about past work experiences.4. Develop listening and speaking skills in English.II. Key Vocabulary:1. Job related words: engineer, doctor, teacher, journalist, chef, etc.2. Work related words: work experience, promotion, interview, salary, etc.3. Words related to career aspirations: dream job, career goals, etc.III. Teaching Activities:1. Warm-up (5 minutes):Start the lesson by asking students about their dream jobs and why they want to pursue those careers. This will introduce the topic of the unit and get students involved in the discussion.2. Vocabulary Introduction (10 minutes):Introduce the key vocabulary related to jobs, work, and career aspirations. Use pictures, flashcards, and real-life examples to help students understand and remember the words.3. Listening Task (15 minutes):Play a recording of a dialogue between two people talking about their work experiences. Ask students to listen carefully and answer questions about the dialogue. This will improve their listening skills and help them understand how to talk about past work experiences.4. Speaking Activity (20 minutes):Divide the class into pairs or small groups and ask them to discuss their own work experiences or talk about a job theyadmire. Encourage students to use the vocabulary they learned in the lesson and practice speaking in English.5. Grammar Practice (15 minutes):Introduce the past simple tense and explain how to use it to talk about past work experiences. Provide examples and additional exercises for students to practice forming sentences using the past simple tense.6. Role-Playing Activity (20 minutes):Assign roles to students and have them act out job interviews or conversations between a boss and an employee. This will encourage creative thinking and help students practice speaking and using the vocabulary and grammar they learned in the lesson.7. Wrap-up (5 minutes):Review the key points of the lesson and ask students to summarize what they learned. Encourage them to ask any questions they may have and provide feedback on their performance in the activities.IV. Study Guide:1. Review the vocabulary related to jobs, work, and career aspirations.2. Practice listening to dialogues and conversations in English to improve your listening skills.3. Practice using the past simple tense to talk about past work experiences.4. Engage in speaking activities to practice using the vocabulary and grammar you learned in the lesson.5. Participate in role-playing activities to improve your communication skills and fluency in English.By following this teaching plan and study guide, students will be able to enhance their English language skills and develop a better understanding of the world of work. With practice and perseverance, they can achieve their career goals and excel in their chosen professions.篇2Unit 7: How much are these socks?Teaching Goals:1. Understand and use the key vocabulary for different items of clothing.2. Be able to ask and answer questions about the price of items using "How much is/are...?"3. Practice using the quantifiers "a pair of", "a pack of", "a piece of" and "a bottle of".Teaching Procedures:Step 1: Warm-up (5 minutes)- Start the lesson by showing pictures of different items of clothing and asking students to identify them in English.- Review the names of the items of clothing and make sure all students understand the vocabulary.Step 2: Presentation (15 minutes)- Introduce the key vocabulary for this unit by showing flashcards of different items of clothing. Have students repeat after you and practice saying the words.- Teach the structure "How much is/are...?" and model some examples with the items of clothing. Encourage students to ask and answer questions about the price of different items in pairs.Step 3: Practice (20 minutes)- Divide students into pairs and give each pair a set of flashcards with pictures of items of clothing and their prices written on the back.- Students take turns flipping a card, asking their partner "How much is/are...?" and practicing responding with the correct price.- Monitor students as they practice and provide feedback on pronunciation and grammar.Step 4: Application (15 minutes)- Give each student a list of items they need to buy and a set budget.- Students must visit different "shops" (stations set up around the classroom) to inquire about the price of each item and decide what they can afford to buy within their budget.- Encourage students to negotiate with the "shopkeepers" and practice using the target language in a real-life scenario.Step 5: Extension Activities (10 minutes)- To further practice the target language, have students work in pairs to create a dialogue where they discuss prices and shopping for clothing.- Challenge students to come up with their own sentences using the quantifiers introduced in this unit ("a pair of", "a pack of", "a piece of", "a bottle of").Homework:- For homework, ask students to write a short paragraph describing their favorite item of clothing and its price. They should also include why they like it and where they bought it.Overall, this unit is designed to help students practice asking and answering questions about prices while expanding their vocabulary related to clothing items. By engaging in various activities and scenarios, students will develop their communication skills and gain confidence in using English in real-life situations.篇3Unit 7 Teaching Plan and Study GuideUnit 7: Where are you going?Teaching Aims:1. Enable students to understand and use vocabulary related to places in the city.2. Enable students to understand and use expressions related to giving directions.3. Improve students' listening, speaking, reading, and writing skills through various activities.Teaching Key Points:1. Vocabulary related to places in the city.2. Expressions related to giving directions.3. Listening and speaking skills.Teaching Difficult Points:1. Differentiation between prepositions of place.2. Using the target vocabulary and expressions in context.Teaching Methods:1. Task-based learning.2. Group work.3. Pair work.4. Role-play.5. Games.Teaching Aids:1. Multimedia resources.2. Flashcards.3. Worksheets.Teaching Procedures:Step 1: Warm-up (10 minutes)- Greet the students and review the vocabulary related to places in the city.- Show pictures of different places in the city and ask students to identify them.Step 2: Presentation (15 minutes)- Introduce the expressions related to giving directions using flashcards.- Practice pronunciation and usage of the expressions.Step 3: Listening (20 minutes)- Play a recording of a conversation between two people asking for and giving directions.- Ask students to listen and answer questions about the directions given.Step 4: Speaking (25 minutes)- Divide students into pairs and ask them to practice asking for and giving directions using the target expressions.- Monitor their conversations and provide feedback on pronunciation and usage.Step 5: Reading (15 minutes)- Distribute a reading passage about a tourist in the city asking for directions.- Ask students to read the passage and identify the places mentioned.Step 6: Writing (20 minutes)- Have students write a dialogue between two people asking for and giving directions in the city.- Provide examples and guidance on how to structure the dialogue.Step 7: Review and Homework (5 minutes)- Review the key vocabulary and expressions learned in the lesson.- Assign homework to practice using the target language in context.Study Guide:1. Review the vocabulary related to places in the city.2. Practice using the expressions related to giving directions in conversations with your classmates.3. Listen to recordings of conversations asking for and giving directions to improve your listening skills.4. Read passages about asking for directions in the city to improve your reading skills.5. Write dialogues between two people asking for and giving directions to practice using the target language.By following the teaching plan and study guide for Unit 7, students will have the opportunity to improve their English skills and become more confident in using vocabulary and expressions related to places in the city and giving directions. The variety of activities and methods used in the lesson will engage students and ensure they have a fun and effective learning experience.。

自主学习方案1.自学生词，并记住拼读及拼写。

2.预习课本，找出重点短语和句子。

（见学案自学导练内容）3.读记后完成自学导练内容。

课堂导学方案Step 1 情景导入（1分钟）教师通过播放一段机器人帮助人类做事的录像，导入本节课的话题。

T：What’s in the video?S: It is a robot.T: Do you think there will be robots in people’s homes?S: Yes, there will./No, there won’t.T: In the future, great changes will take place. What do you think the futurewill be like? （老师提示用will作答）S：（学生各抒己见）I think there will only be one country. There will no paper money. People will live to be 200 years old…教师要求学生根据自己的想法，对1a作出自己的判断。

环节说明：通过播放录像导入话题，学生的兴趣比较浓厚，告知学生本单元的语言目标，学生学习起来能够做到心中有数，可以更好地帮助学生学习新课。

Step 2 完成教材1a—1c的任务1.熟读1a中的句子，并两人一组互相背诵句子。

（5分钟）2.以小组为单位，结合图片和1a中的句子，小组讨论一般将来时态的各种句型的构成，教师点拨。

（5分钟）3.认真听录音，并在1a中圈出你所听到的预测，集体核对答案，完成课本上1b的听力任务。

（3分钟）4.再听一遍录音，并跟读对话。

（2分钟）5.仿照1c中的对话，两人一组对1a中的活动进行对话练习，并邀请一些小组表演对话。

（5分钟）6.小结练习。

（3分钟）（ B ）（1）I hear he will be back _________two days.A. atB. inC. afterD. for（2）There will be (be) a talk show on CCTV-2 at eight this evening.（3）There is (be) some paper on the table.（4）I often listen to music on (介词) the radio.环节说明：听说结合，第一时间向学生传达语言目标。

Module 7 A famous storyUnit1 Alice was sitting with her sister by the river第30、31课时【学习目标】1、知识与技能（1）掌握本课单词及短语：fall, follow, hole , rabbit, tea party, by the river , run past, fall down , smile at ....(2) 能用过去进行时描述过去正在发生的事情.(3) 掌握过去进行时的构成: was／were doing .2、过程与方法通过本单元的教学，培养了学生自主学习的能力。

可以培养和提高学生的探究能力、解决问题的能力。

3、情感、态度与价值观通过阅读童话故事，能够与故事中的人物共情，在欣赏故事的同时培养移情能力。

【重点难点】重点：过去进行时的构成及用法1、构成：主语+was/were +v-ing(动名词)+其它12、用法：主要表示过去某一时间正在进行的动作难点：过去进行时概念的学习强调过去进行时态势过去某一时刻正在发生的事情，常与表过去的某一时间如―at seven yesterday evening ,at nine am yesterday等连用。

掌握现在进行时与过去进行时的区别。

【学法指导】同学们要在课前熟读单词与短文，认真完成自主学习内容和导学的自觉预习部分的练习。

并熟记重点的单词与短语。

对未能解答的问题作上标记。

在课堂上，跟着老师的指导，完成听读训练，学习新的知识，并纠正自己在课前完成的任务，解决课前未能解答的问题。

老师总结知识后，完成检测反馈与总结提炼。

导学过程方法导引【自主学习，基础过关】1、自主检测：一、背诵、默写下列单词1、下落＿＿＿2、跟随＿＿＿3、洞＿＿＿4、家兔＿＿＿地面＿＿＿＿＿二、读课文，翻译并在文中划出下列短语1、一位名叫Alice的女孩＿＿＿＿＿＿＿＿2、坐在河边＿＿＿＿＿＿＿＿3跌落在一个兔子窝里＿＿＿＿＿＿＿＿4、坐在一棵树上＿＿＿＿＿＿＿＿5、对---笑＿＿＿＿＿＿＿＿6、举办一个茶会＿＿＿＿＿＿＿＿7、玩一种奇怪的游戏＿＿＿＿＿＿＿＿8、从她身边跑过＿＿＿＿＿＿＿＿9、一只带着手表的白兔＿＿＿＿＿＿＿＿10、看它的手表＿＿＿＿＿＿＿＿。

Unit 7Will people have robots?Section B(2a－2e)Teaching Goals【教学目标】Key words：human，servant，dangerous，already，factory，believe，disagree，even，shape，fall，inside，possible，impossible，sideKey phrases：over and over again，hundreds of，fall down，look for，the same as，be able to，wake up，disagree with，get boredKey sentences：1. However，some scientists believe that although we can make robots move like people，it will be difficult to make them really think like a human.2. Some scientists believe that there will be more robots in the future. However，they agree it may take hundreds of years.Teaching Key Points【教学重点】The vocabulary：human，dangerous，already，believe，disagree，even，shape，inside，fall，possible，impossible，side，over and over again，hundreds of，fall down，look for，wake up，disagree withTarget language：Will robots think like humans in the future？What will robots be like in the future？Do you think you will have your own robot?Teaching Difficult Points【教学难点】Talk about robots in the future freely. Make predictions about robots in the future.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Ask two Ss to say sth. about Joe.3．Check the homework.★Step 2Pre－taskPage 53，2a.Call students' attention to 2a. Read the heading to the class. Then work in pairs. Tell each other what you know about robots. What do they look like and what canthey do？Leave Ss 5－10 minutes. Then choose a pair to present their discussion.Page 53，2b.1．Project some pictures of robots. Ask Ss to talk about them.2．Project these new words on the screen or write them on the board and teach the new words. Ask Ss to repeat them again and again. Make sure everyone knows their meanings.human n．人；dangerous adj.有危险的；already adv.已经；factory n．工厂；believe v．相信；disagree v．不同意；even adv.甚至；shape n．形状；fall v．跌倒；inside adv.& prep.在……里面；possible adj.可能的；impossible adj.不可能的；side n．一方(的意见、态度、立场)；over and over again 多次，反复地；hundreds of许多，大量；fall down跌倒；look for寻找；disagree with 不同意3．Read the instructions to the class. Give Ss 5 minutes to read the passage，tick out the new words. Ask students to put a mark in contents that are unfamiliar to them. Then lead Ss to learn the passage sentence by sentence. Explain the new words during this procedure. Pay attention to the key words and phrases.4．Ss match each paragraph with the question it discusses.5．Check the answers.6．Reading practice.★Step 3While－taskPage 54，2c.1．Make Ss read the article again quickly. Before that，Ss look through the four sentences. Skip it when meeting a blank line.2．Ss complete the task individually.3．Choose 1 or 2 students to present the answers.4．Check the answers. Practice reading.Page 54，2d.1．Call students' attention to 2d.2．Look at the picture and scan the passage for the main idea.3．Fill in the blanks in this paragraph with words from the article in 2b.4．Choose 2 or 3 Ss to give the answers.5．Check the answers together.★Step 4Post－taskPage 54，2e.1．Choose a student to read the instructions to the class.2．Pair-work. Discuss with your partner about the following questions：(1)What kinds of animals might robots look like in the future?(2)What do you think these robots will be able to do?Write down your ideas in the chart.3．Choose 2 or 3 Ss to read their answers out.4．Make short comments on what the students wrote.★Step 5Homework1．Go over the article on Page 53. Practice reading it.2．What ways do you think a robot will help you and your family in the future. Write your ideas.3．Do the exercises on Page 48 in students' book.Board Design板书设计Unit 7Will people have robots?The fourth period Section B(2a－2e)1．Words：human，servant，dangerous，already，factory，believe，disagree，even，shape，fall，inside，possible，impossible，side2．Phrases：over and over again，hundreds of，fall down，look for，the same as，be able to，wake up，disagree with，get bored3．Sentences：①Some scientists believe that there will be more robots in the future.②We never know what will happen in the future.。