初一下册英语第八单元教案

七年级下册英语Unit8教案及说课稿设计第一篇：七年级下册英语Unit 8教案及说课稿设计说课稿设计一、说教材（一）教材概述本课是人教版新目标英语七年级下册Unit 8 I‟d like some noodles.第一课时。

本单元的中心话题是学会如何在饭店订餐以及进行简单的广告或海报的简单写作，本课时要求掌握基本点餐需要的词汇及基本用语，如面条，饮料等的种类及碗的大小的表达。

主要语言点要求掌握would like的用法，列出具体句型。

通过本课的学习进一步培养学生的跨文化意识和语言综合运用能力。

（二）教学目标1、知识与能力目标（1）、语言知识目标：通过学习是学生掌握并能熟练运用四会三会词语、句型，并对可数名词和不可数名词的进一步学习与区分。

Words: noodle beef cabbage potato special size bowl muttonSentences: What kind of noodles would you like? / What size bowl of noodles would you like?I‟d like some ….（2）、语言技能目标：能运用所学词汇、句型点餐，能在真实情景中熟练运用。

2、过程与方法目标：培养学生自主学习的能力、语言综合运用能力、听力、英语会话能力、与他人合作的能力。

3、情感态度与价值观目标：通过创设真实的点餐情景，让学生身临其境感受和体验，使语言学以致用，做到“在用中学，在学中用”，激发学生的学习积极性。

体会在活动中学习英语的乐趣。

培养学生乐于与他人合作的精神及养成科学的饮食习惯。

4、文化意识目标：通过对中、西方在饮食及用餐方面异同的对比，对祖国饮食文化能有更深刻的了解。

乐于了解异国文化，加强对文化差异的理解与认识。

5、学习策略目标：通过学习，使学生在一定程度上形成自主学习、探究学习、合作学习的习惯，有效培养学生的英语思维能力。

（三）、教学重点与难点重点：1、学习日常生活中有关食物的名称。

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。

人教版七年级英语下册第八单元同步教学设计Unit 8Is there a post office near here?1．本单元话题以“问路指路”展开，情境属于2022新课标“人与社会”主题范畴中的“社会服务与人际沟通”这一主题群，涉及子主题“和谐家庭与社区生活”。

2．单元主题体现《中国学生发展核心素养》中的“社会参与”方面，提升学生的“责任担当”这一素养，立足于“社会责任”这一基本要点。

3．学会使用常见的地点名词。

4．能够正确运用表示方位的介词。

5．学会利用“Is there a＋地点名词？”的句型问路。

6．能在日常交际中得体地运用英语向别人问路。

7．能在听的过程中将所获取的路线指引信息转换为视觉图形。

续表【课时建议】本单元建议5课时Section A (1a－1c)(一课时)Section A (2a－2d)(一课时)Section A (Grammar Focus－3c)(一课时)Section B (1a－1d)(一课时)Section B (2a－Self Check)(一课时)词汇短语：主要采用图片及多媒体展示助记法。

基本句子：采用多媒体展示及交际法(利用多媒体展示两人进行交际时的情景)。

语法：学会问路与指路。

第一课时Section A (1a－1c)Step 1情景导入【参考案例】(Show a picture of a neighborhood.)Teacher：Where is the…in the picture?Students：It is…设计意图：结合街道图，教授一些常见的表示方位的单词和词组，激发学生说英语的热情，活跃课堂气氛，轻松自如地导入单元话题，让学生更好地理解和掌握表示方位的单词和词组。

Step 2完成教材1a－1c的任务【操作案例】1．认真观察1a图片，完成1a的任务。

2．认真听录音，完成1b的任务。

3．大声朗读并背诵1b中的对话，结对练习1b中的三个小对话，请最熟练的一组到讲台上展示。

人教版七年级下册英语第八单元教案（5篇范例）第一篇：人教版七年级下册英语第八单元教案新目标英语七年级下册Unit 8 I’d like some noodlesSection A 1a, 1a Teaching PlanningStudent: The students of Grade 7 Teaching Content: Go for it, students’ book of grade 7, Unit 8 Section A, 1a, 1b, the title is I’d like some noodles.Teaching hour: 6 minutes Teaching Aims: Knowledge aims: 1.Students learn and master some new words about food, and phrases, such as: noodle, beef, cabbage, potato, special, size, bowl, mutton 2.Students master the sentence patterns and use them correctly by pair work and conversation with their partners.Sentences: What would you like?I’d like some ….Ability aims: 1.Students are able to use the words, phrases and sentences patterns to ask their classmates the food they like and tell others what food they like in English.2.Students are able to use the words, phrases and sentences patterns to order food in English correctly.Emotional aims: 1.Students are able to know more about the food，enhance their interests in learning English.2.Students know about the food his classmates like and promote their friendship by having conversations with each other.T eaching Content: 1.Words: potatoes, tomatoes, fish, tofu, eggplant，green beans, pork, cabbage, mutton 2.Sentence Pattern: What would you like for dinner?I’d like ……Key Teaching Points: 1.Students Learn and master the words below: potato, tomato, fish, tofu, eggplant, green beans, pork, cabbage, mutton 2.Students master sentence pattern: What would you like for dinner? I’d like …… and are able to use thesentence pattern to order food correctly.Teaching Difficulties: the spelling and pronunciation of new words Students learn how to change the singular form of some words into plural form, such as potato-potatoes Teaching Methods: group discussion, task-based teaching method, situational teaching method.T eaching Aids: multimedia，pictures ,ppt and so on Teaching Procedures: Step1(30 seconds)Lead-in: T eacher: Good afternoon, boys and girls.It is 5pm.Are you hungry now？ Students: Yes.T: Do you want to have dinner? Ss：Yes, I do.T: Great.Let’s go to a restaurant to have dinner, OK? Ss: Let’s go.T: Now let’s look at the pictures on the wall.Step2(2minutes): show the students some pictures about food, such as potatoes, mutton, fish, pork and eggplant, and teach them the words.Step3(3 minutes): After watching the pictures, the teacher asks students how to tell the servant what they would like to have if they want to order their dinner.In this way, the teacher teaches the students how to use the sentence pattern What would you like to have for dinner? I’d like to have …….After teaching them the sentence patterns, the teacher will ask them to practice it with their partners correctly.Blackboard Design:Words: potatoes, tomatoes, fish, tofu, eggplant, green beans, pork, cabbage, muttonSentence Patterns: What would you like for dinner?I’d like ……第二篇：七年级下册第八单元教案Unit 8 Is there a post office near here ?Section A(1a-2d)I.Contents : Unit8 Is there a post office near here？II、Teaching aims：1.knowledge aims：learn new words：post office, police station, hotel, restaurant, bank, hospital, Pay phone, street, near, across, across from, front, in front of, behind, town, around2.Emotional aims：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。

新课标七年级英语下册第八单元全单元教案Unit 8 Is there a post office near here?主题：Is there a post office near here?课时：共4课时.授课对象：七年级学生设计者：于XXX目标确定的依据1.课程标准相关要求课程标准三级目标要求七年级学生能听懂较慢语速、熟悉话题的简单对话；识别主题，获取主要信息；能引出话题并进行交谈，并能在口语活动中使用正确的语音语调。

2.教材分析本单元要求学生学会问路指路的表达，学会根据地图描述某个地点的具体位置。

Section A集中呈现了一些方位介词并通过问路的情景输入there be句型结构，训练学生运用该结构来练如何问路指路。

该部分的难点是如何运用正确的方位介词来描述各种社区设施的地理位置。

SectionB是SectionA的拓展延伸，话题上，拓展了问路指路的表达；在技能方面，进一步深化听说技能，加强读写训练。

难点是要让学生将指路信息串联起来，形成完整的描述，并以口头或笔头形式表达出来。

3.学情分析学生在小学阶段初步研究过therebe句型的用法，这些为七年级顺利研究本单元奠定了知识基础。

本单元内容是第一次出现therebe句型及相关的一些方位介词，学生应该能够熟练掌握therebe句型的各种变换，但在运用时，学生可能会对指路中使用的常见词汇和表达用语出现错误，如：goalong,turnleft|right,onthe|yourleft|right,at the first crossing等。

1Unit 8 Is there a post office near here?第一课时Section A 1a-2c【教学目标】1.经由进程教室操演，能正确说出本节课所学9个地址名词6个方位介词。

2.通太小组举动，能闇练应用there be句型及简朴方位词。

3.经由进程听力操演，能听出听力材估中各个地址之间的位置干系并精确誊写6个方位介词。

The First Period (Section A, 1a–2c)Teaching aims （教学目标）1．掌握表示地点的词汇；2．掌握where引导的特殊疑问句；3．能够简单地描述地点方位；4．能够画出简单的示意图。

Language points (语言点)1. 词汇：post office, restaurant, library, supermarket, bank, park, pay, street, center, near, bridge, across, between, in front of, behind2. 句型：Is there a bank near here? Yes, it is./No, there isn’t.Where’s the bank? It’s on Center Street.Difficulties （教学难点）1. Where引导的特殊疑问句。

2. 肯定陈述。

3. 表示方向的介词。

Teaching steps （教学步骤）1. Warm-up and revision（课堂热身和复习）（1）Daily greetings to the Ss(2) Revision （复习）【教学设计说明】本单元主要话题是问路，因此从复习地点名词入手，进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。

2. Presentation （呈现新知识）(1) Present the new wordsShow pictures of different places and help Ss to understand the new words.Explain prepositions of place to Ss using the pictures of the mouse and the ball.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。

初一年级英语下册第八单元教案教案标题: 初一年级英语下册第八单元教案 - "Traveling in Australia"教学目标:1. 语言能力目标:- 学习并巩固关于旅行的词汇，如：tourist attractions (旅游景点), landmarks (地标), souvenir shops (纪念品店)等。

- 掌握并运用规范的单复数形式。

- 学习并能运用目标语言进行简短的对话，描述旅行经历。

2. 沟通能力目标:- 能运用学到的知识介绍澳大利亚的旅游景点。

- 能以小组形式进行交流，分享旅行经历。

3. 文化意识目标:- 了解澳大利亚的地理位置、风俗习惯等方面的文化特点。

教学步骤:引入(5分钟):1. 利用一张澳大利亚地图，与学生分享一些澳大利亚的风景名胜和文化元素。

2. 引导学生观察图片，以激发他们对澳大利亚旅行的兴趣。

呈现和练习(25分钟):1. 与学生一起复习和学习有关旅行的单词和短语，如：tourist attractions (旅游景点), landmarks (地标), souvenir shops (纪念品店)等。

老师可通过投影或者教材呈现相关图片和词语，并引导学生正确读音和单词意义。

2. 运用多媒体资源或图片展示澳大利亚著名的旅游景点，并介绍一些相关的信息，如：Great Barrier Reef, Sydney Opera House等。

学生可边听边记录。

3. 将学生分成小组，要求他们在小组内展示他们刚才了解到的景点，并准备一段简短的对话，描述他们在那些景点的旅行经历。

总结(10分钟):1. 回顾学习的关键词汇和短语，并帮助学生巩固记忆。

2. 小组交流：鼓励学生互相分享他们展示的景点和旅行经历，以提高他们的沟通能力。

作业(5分钟):1. 要求学生准备一份简单的澳大利亚旅行日记，描述他们想去或者已经去过的澳大利亚旅游景点。

他们可以选择绘画、写作或者使用其他创意方式来完成。

Unit 8 When is your birthday? 第一课时教案一．教材分析本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。

并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，能根据实际情况做出正确的反应，能准确地用英语来表达。

本单元是人教版新目标英语七年级( 上 )第八单元，由Section A , Section B 和 Self Check三大块组成。

主要围绕"When is your birthday?"这一主题展开各种教学活动，这是本单元的重点部分，也是核心教学，主要学习日期的表达。

二、教学目标根据本单元教学内容和学生知识结构及认知特点，本单元的教学目标确定为：①知识目标词汇：掌握 January－December的表达; 序数词1st－31st .日常交际用语、： When is your birthday? My birthday is ....语法：日期表达法②能力目标在一系列的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力，使学生能熟练应用：When is your birthday? 句型及其回答。

③情感目标对学生进行珍爱生命，尊老爱幼，孝敬父母的传统道德教育。

学会如何合理的安排自己的作息时间，做时间的主人。

通过和同学合作、交流学会如何交际和关爱他人。

④学习策略目标角色扮演自我评价三、教法设计与选择1、设计思路与教材处理：《新目标英语》中的具体语言目标是通过各种各样的任务来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。

任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养；重视形式在完成任务过程中的参与和在交流活动中所获得的经验。

让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。

【精选】人教版七年级下册英语Unit8第八单元优秀教案Unit 8 Is there a post office near here?第一课时Section A (1a1c)【学习目标】1．重点单词：post，office，police，hotel，restaurant，bank，hospital，street，pay，near2．重点短语：post office，police station，pay phone3.重点句式：—Is there a hospital near here?—Yes, there is. It's on Bridge Street.【学习重点】1．地点场所名词2．问路指路，表示客观存在的there be句型【学习难点】1．地点方位介词的运用2．there be 句型的运用【自主学习】一、预习课本P43新单词并识记，完成下面的汉译英。

1．邮政________ 2.办公室________3．警察________ 4.酒店________5．餐馆________ 6.银行________7．医院________ 8.大街________9．付款________ 10.在……附近________二、认真预习1a，1b，1c，找出下列短语和句型。

1．在格林大街上2．邮局3．警局4．付费电话5．附近有一座医院吗？有的，它在格林大街上。

【课堂导学】Step 1情景导入Teacher: I went to Beijing last year, this was my first time to go to the city, I couldn't find a hotel to stay in, so I had to ask a policeman about the way to the hotel. Do you want to know how I asked the policeman for the way and the policeman how to answer my question? After learning this class, you will know the answers.环节说明：由自己的亲身经历为学生设置悬念，激发学生的学习兴趣，符合学生的年龄特征。

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。

Unit 8 Is there a post office near here ?Period 1 Section A 1a---2cTeaching Aims:1、Knowledge and Skills:(1) Students can understand and master words about places in English ,such aspost, office, post office, police, police station, hotel, restaurant, bank, hospital, street, pay, near, across, across from, front, in front of, behind, town, around(2) Students will be able to use simple English to express how to ask and answer about places .2、Process and Methods :(1) Make full use of the tape player and pictures,creating scenarios to let students have the desire to participate in learning ,and guide students to actively participate in classroom activities, as the main body of teaching and learning.(2) Advocates the combination of autonomous learning and cooperative learning to improve the learning efficiency.(3) Help students to build their own English categories thesaurus to improve the efficiency of remembering new words.3、Emotion Attitude and Values:(1) Let students learn about places we often use in life, and know their functions.(2) Understand some English expressions of places(3) Cultivate the students’ competitive cooperation through competition and group work.Teaching Important and Difficult Points:1、Teaching Important Points:(1) Words about places: post office, police station, hotel, restaurant, bank, hospital, street, pay phone, park, and so on.(2) Sentences about how to ask and answer about places:---Is there a hospital near here?---Yes, there is. It’s on Bridge Street.—Excuse me , is there a police station near here ?—No , there isn’t.. But There is a police station on Center Stre et .The pay phone is across from the library.The pay phone is between the post office and the library.2、Teaching Difficult Points:How to ask and answer questions about places accurately.Teaching Methods:Presentation, integrate listening, reading, and dialogue into the classroom, and combine the group cooperation learning method and task-based teaching method.Teaching Procedures:Step 1 Lead-inThe teacher let students talk about places we are familiar with.T: How many places do you know in our life?Step 2 PresentationT: Now, look at some pictures in my hand and let’s guess what places are they, Ok? Ss: Ok!T: Look at the first picture, Which place ?Ss:邮局.T: Now read after me in English, I read one time and you read three times, post office. Ss: Post office, post office, post office!T: How do you spell post office?Ss: P-O-S-T ,O-F-F-I-C-E, post office.T: Very good, let’s write it on the blackboard together, p-o-s-t, o-f-f-i-c-e, post office. Read after me, post office.(I read one time, and you read two times)T: Now, look at the second picture, Which place?Ss: 警察局.( Present the words: police station, hotel, restaurant, bank, hospital, street, pay phone, park.)Step 3 1a Match the words with the places in the picture.1.Let the students finish activity 1a and check the answers.2. Practice the wordsT: Can you read the places in1a?Ss: Yes/No, I can/ I can’t.T: Let’s check it. I read the alphabet and you tell me the name of the place it stands for in English ,Ok?3. Explain the language points in the picture:Bridge Street 大桥街Center Street 中心街Long Street 长街on Bridge Street 在大桥街上Step 4 1b Listen and circle the places you hear in 1a.The teacher plays the recording and then ask one student to say his(her) answers. At last, check the answers.Step 5 1c Pair work.1. The teacher read and explain the conversation.---Is there a hospital near here?---Yes, there is. It’s on Bridge Street.—Excuse me , is there a police station near here ?—No , there isn’t.. But There is a police s tation on Center Street .2. Let the students make their own conversations with their partners and ask three or four pairs to show them.The teacher can provide some sentence patterns:Step 6 presentation.Listen to a song and review the words--in, on, under, next to,...2. Ask :Where is the park/...? It’s behind the hotel.Ask and answer like this.Step 7. Work on 2a and 2b;1. 2a Match the sentences with the pictures.2. T: Now, look at 2b, listen and fill in the blanks with the words in the box.The students check the answers.2. Check the answers:Step 8. Pair work1. Ask the Ss to ask and answer questions about the places in 1a on page 43.Step 9 Summary and homework:1、Draw a picture of your neighborhood and mark some places we learnd.2、Write three conversations according to activity 1c.Blackboard DesignUnit 8 Is there a post office near here ?Section A 1a---1c餐馆restaurant 公园park Bridge Street 大桥街警察局police station 医院hospital Center Street 中心街旅馆. hotel 银行bank Long Street 长街邮局post office 大街street on Bridge Street 在大桥街上付费电话pay phone---Is there a hospital near here?---Yes, there is. It’s on Bridge Street.—Excuse me , is there a police station near here ?—No , there isn’t.. But There is a police station on Center Street .The pay phone is across from the library.The pay phone is between the post office and the library.Period 2 Section A 2 (Grammar focus -3c)Teaching aims:1. Knowledge and Skills:(1) Students can understand and master words about places in English ,such astown, around,north(2) Students will be able to use simple English to express how to ask and answerabout places .It’s not too far from here.I can walk with you. With ----preposition①Is there a bank near here? Yes, there is. It’s on Center Street.②Are there any restaurants near here? Yes, there’s one in front of the postoffice.③Where’s the hotel? It’s behind the police station.④ Where’s the bank? It’s next to the post office.⑤ Where’s the park? It’s across from the bank, behind the hotel.⑥Where are the pay phones? They’re between the post office and the library.2. Emotion Attitude and Values:By asking for and giving directions on the street to enhance our logical expression and interpersonal skills.Teaching Important and Difficult Points:1. Words2. Sentences about how to ask and answer about places:3.there be 句型的一般疑问句及其肯定与否定回答，以where引导的特殊疑问句的构成。

Unit8 Topic3 SectionC 参考教案Ⅰ. Material analysis本节课是一节阅读课，主要活动是1a和2a。

通过介绍中国的重要节日——春节，学习有关春节风俗习惯的表达法。

通过阅读信件学习万圣节的风俗习惯，复习、巩固规则和不规则动词的一般过去时的构成及应用；学生会了解到中国的传统节日春节和西方的节日万圣节的风俗习惯和主要庆祝方式，比较中外风俗文化的差异，正确看待外来文化并弘扬民族文化。

最后通过仿写描述自己喜爱的节日的文章，复习所学的节日，培养学生在真实情况下运用所学表达法的能力。

Ⅱ. Teaching aims1.Knowledge aims能够根据已学语音、音标及发音规则，正确朗读和拼写以下词汇：event, midnight, lucky, knock, shout, treat, stay up等；能够正确运用描述春节等庆祝节日的表达方式进行交流，如：In China, the Spring Festival is a big event1/ 30People usually start preparing for the festival one month before it comes.能正确使用一般过去时描述过去某个时间里发生的动作和状态，如：Last night was Halloween. I had a wonderful time with my friends.2. Skill aims能够听懂学习中连续的指令，并作出适当的反应；能够听懂涉及庆祝节日的短文；能够根据图文就某些重要节日和庆祝节日的话题进行交流；能够简单询问他人及描述个人对节假日的喜好情况；能够理解阅读文章并进行信息的加工、转化；能够写出描述自己喜爱的节日的短文。

3. Emotional aims积极参与游戏对话、歌谣、角色扮演和调查研究等灵活多样的课堂活动，培养学生学习英语的兴趣和积极主动的学习精神；2/ 30能够在小组活动中积极与他人合作，互相帮助，共同完成学习任务。

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.The students show a lot enthusiams and passions to the lesson . Because the topic is useful and necessary in their daily lives. They show great curiosity and inquiry. Most names of the food are familiar to them. However some students are not familiar with some new words of the food such as beef, mutton, cabbage and so on. Besides the words of bowl , large, special are hard for them to pronouce. Some students have never seen or eaten the food in the lesson. So I will help them to overcome these obstacles. I will help them enjoy the fun of English . 三．The analysis of the teaching methods.1. The students are always the masters of the class. The teachers are only the guides and organizers of the class activities. In English teaching, we should make the lessons close to their daily lives ,and complish the teaching goals in the activites. We should make the students master the ways to study in the activities. So the teachers and students can show their initiatives and creativities at their best.2. I adopt the task-based teaching method. I mix the main words andmain language targets into the pratical activities. The students complish the goals through the experance of the class activities.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 :The pictures of the food; a radio;a computer; a paper; 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!T: Ok! Now unfold the paper and count how many times have you folded? 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!(Until now the students are warm. They have prepared themselves for the coming lessons.)..2. Check the prevision of the new words.The teacher prepares the cards of the food ahead of time.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! ( Thestudents 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 on the 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. Volunteers!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? Volunteers!!!!????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.”The teacher gives them minutes to practice and then asks them to present their conversations. Cheer for them at the duly time. 3.While --- task.(1)T: Please turn to P47 and match the words with the pictures andlet 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 listento 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 do 2a .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. AndSally......................................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 likes rice”Goodbye!!! Boys and girls!!!!。

新课标七年级英语下册第八单元全单元教案及正确书写方位介词的能力。

教学重点】1.研究9个地点名词和6个方位介词。

2.掌握there be句型的用法。

3.熟练运用问路指路的表达。

教学难点】1.正确运用方位介词描述地点的位置。

2.正确运用there be 句型进行问路指路的表达。

教学过程】Step 1.Warming-up1.Greet the students and ask them if they know how to ask for ns in English.2.Show some pictures of different places and ask the students to name them in English.Step 2.n1.Introduce the new vocabulary of the lesson: bank。

post office。

hospital。

park。

supermarket。

bookstore。

restaurant。

cinema。

and library。

Show pictures of these places and ask the students to repeat the words after the teacher.2.Introduce the new ns: on。

in。

under。

next to。

een。

and across from。

Explain the meanings of these ns and give some examples to help the students understand.3.Introduce the there be sentence structure and explain how to use it to ask for ns.Step 3.Practice1.Task 1: Look at the pictures and match the places with the words.2.Task 2: Listen and repeat the words.3.Task 3: Listen to the n and circle the correct ns.4.Task 4: Work in pairs and ask for ns to different places using there be sentence structure and ns.5.Task 5: Listen to the n and fill in the blanks with the correct ns.6.Task 6: Listen to the n and draw a map of the area.7.Task 7: Work in pairs and ask for ns to different places using there be sentence structure and ns.Step 4.n1.Ask some students to come to the front and act out a n asking for ns.2.Ask the students to write a short paragraph describing howto get to a place using there be sentence structure and ns.Step 5.Homework1.Review the new vocabulary and ns.2.Write a short paragraph describing how to get to a place using there be sentence structure and ns.教学反思】本课时通过图片、听力和口语练等多种方式，让学生掌握了本节课所学的地点名词、方位介词和there be句型的用法。

初一英语第八单元教案范文集锦一、教学目标1.知识目标：学习本单元的单词和短语。

掌握本单元的句型和语法点。

能够运用所学知识进行简单的日常交流。

2.能力目标：培养学生的听说读写能力。

提高学生运用英语进行交际的能力。

3.情感目标：培养学生热爱英语、积极参与课堂活动的情感。

二、教学重点与难点1.教学重点：单词和短语的掌握。

句型和语法点的运用。

2.教学难点：句型变换和时态的运用。

日常交流中的实际应用。

三、教学过程第一课时：单词和短语学习1.导入利用图片或实物导入本课的单词和短语。

2.新课学习教师带读单词和短语，学生跟读。

学生自主拼读单词，巩固记忆。

教师解释单词和短语的用法，并进行实际演示。

3.练习学生进行小组活动，用所学的单词和短语进行问答。

教师挑选几组进行展示，给予评价和指导。

4.作业布置让学生回家后复习单词和短语，并完成相应的练习。

第二课时：句型和语法点学习1.导入利用上一课的单词和短语进行复习。

2.新课学习教师讲解本课的句型和语法点，并进行实际演示。

学生跟读句型，并模仿教师进行演示。

3.练习学生进行小组活动，用所学的句型和语法点进行对话。

教师挑选几组进行展示，给予评价和指导。

4.作业布置让学生回家后完成句型和语法点的练习。

第三课时：日常交流实践1.导入利用上一课的句型和语法点进行复习。

2.新课学习教师设计一个日常交流场景，让学生运用所学知识进行对话。

学生分组进行对话练习，教师巡回指导。

3.练习学生进行角色扮演，模拟实际场景进行对话。

教师挑选几组进行展示，给予评价和指导。

4.作业布置让学生回家后编写一个日常交流场景的对话。

第四课时：综合复习与测试1.导入利用上一课的日常交流实践进行复习。

2.新课学习教师进行综合复习，巩固本单元的知识点。

学生进行课堂测试，检验学习效果。

3.测试反馈教师批改测试卷，给予学生反馈和指导。

4.作业布置让学生回家后根据测试反馈进行复习。

四、教学评价1.课堂表现：观察学生在课堂上的参与度、积极性和合作能力。