八年级下册go for it 第七单元教案
新目标(Go-for-it)版-八年级英语下册-单元教案设计--unit-7教案设计
2. as far as的用法
① as far as本义,意为“与……一样远”, “一直到……” (在否定句中也可用so far as)。We didn’t go as far as the others.
我们走得不如其他人远。
2. Let Ss work in pairs according to 2c.
1. Ss read the dialogue in 2c in pairs.
2. Work in pairs.
通过利用“信息差”进行口语结对活动,在交流信息过程中,进行真实的交际问答活动。
Step 6
Role-play
C. happier
D. much happier
(B)4. We must play a part in______our earth.
A. promising
B. protecting
C. appearing
D. polluting
独立完成检测练习,进行自我评价。
通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
教学
难点
1. Listening practice.
2. The uses of comparative and superlative forms of adjectives and adverbs.
课前
预习
Preview the new words.
教学
方法
Situational approach; Listening and speaking approach;
Summarize the uses of comparative and superlative forms of adjectives and adverbs, and the important language points.
go for it 八年级下册 Unit 7 讲义
Unit 7 What’s the highest mountain in the world ?Key Words1. n . meter; population; tour; achievement; condition; ocean;illness; excitement2.v. protect; succeed; include; cover; achieve; feed; fall; weigh3. adj. deep; awake; wide; amazing; huge;_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Key Phrasesany other__________________as far as I know__________________ take in__________________risk one’s life__________________ in the face of__________________ forces of nature__________________ at birth__________________up to__________________walk into__________________ fall over__________________take care of__________________die from__________________cut down__________________send sb. to…__________________ sea life__________________stop doing sth. __________________ in danger__________________ protect… from…__________________Key Sentences1. Qomolangma is higher any other mountain in the world._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. Did you know that China is one of the oldest countries in the world?_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. As far as I know, there are no man-made objects as big as this._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________I 单项选择1. The Sutong Highway Bridge, a __________ bridge, is already open to traffic.A.32 kilometer longB.32-kilometer-longC.32 kilometers longD. 32-milometers-long2. --- ______ the population of Hong Kong? --- Seven million people.A. How isB. How much isC. What areD. What is3. I say it’s special because the dinosaur was covered_____ feathers!A. byB. withC. ofD. in4. ---Why is Harvey ’s mother so happy?---Because only three students_______ his son Harvey.A. failed the exam; besidesB. made progress; exceptC. made progress; includingD. passed the exam; without5. He can’t ______ the fact that he is too old for the job.A. face toB. faceC. face up toD. face with6. Tom is ______ than any other player in the school team.A. tallB. tallerC. tallestD. more tall7. The accident caused three deaths, _____ a child.A. includesB. includeC. includingD. included8. Tian’anmen Square is one of ________ square in the world.A. largeB. largerC. largest D the largest9. --- What do you think of the film you saw yesterday?---Oh! It’s one of_____ films I’ve ever seen.A.interestingB. more interestingC. most interestingD. the most interesting10. --- You look fatter after the summer holiday.---Yeah, my _____ is 60 kg now.A. weightB. highC. weighD. height11. “ How much do you ______ ?” means “ What’s your ________?”A weigh; weighB weigh; weightC weight; weightD weight; weigh12. ---How bright the sun is!---You’d better wear your dark glasses to _____ your eyes from it.A keepB harmC protectD stop13. ---If you work hard, you will_____ one day.---You are right. I’ll try my best to work.A. successB. succeedC. successfulD. successfully14. ---Nothing can stop you if you really want to _______ your dream.---I quite agree.A. remindB. practiceC. achieveD. reply15. --- The river is about three meters _____.---So it must be dangerous to swim in it.A. longB. deepC. wideD. highII 介词填空1. The population __________ China is 1,300,000,000.2. Did you succeed __________ booking the tickets?3. We are __________ the face of the difficult decision.4. Beijing is one__________ the most beautiful cities in China.5. The dog’s weights is 800g __________ birth.6. The engineer died __________ overwork.III 用所给动词的适当形式填空1. ---Who__________ (save) her father? ---Her father __________ save) by a policeman.2. The girl’s__________ (weigh) is 90 kg.3. Franklin was __________ (birth) in New York in 1882.4. Do you think Guangzhou is one of the __________ ( lively )cities in China?5. He __________ (die) three years ago.6. This question is quite__________ (difficult). That one is__________ than this one.7. Which of these books would you__________ (much) like to read?8. Could you please speak a little__________ (much) slowly so I can follow you?9. Uncle Wang doesn’t drive as _______ as Uncle Liu I think Uncle Liu drives______ (carefully).IV 中译英1.This wall is ten meters high.(改为同义句)The of the wall is .2.That man standing there is about forty years old.(改为同义句)That man standing there is forty years old .3.The girl has the most beautiful eyes of all the girls.(改为同义句)The girl has beautiful eyes than other girl does.4.How many people are there in Shi Jiazhuang?(改为同义句)Shi Jiazhuang?5.我们在面对危险时应保持镇静。
Go For It 八年级英语Unit 7教学设计
Go For It 八年级英语Unit 7教学设计第三课时：Section B：1a，1b, 2a，2b，2c一、教学目标I．知识目标：1．单词：look, remember, nobody, singer, teeny, huge, dreamer,wise, pop singer, now, say.2．句型：复习前面句型。
II．能力目标：1．继续提高听读能力。
2．能概括人物的外貌特征并区别人物和推理出某一人物。
3．能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。
III．情感态度目标：1．通过描述同学、自己、偶像的外貌，简单地表达自己的观点或好恶，学会交换不同的看法，使学生在人际交往中学会尊重和理解别人。
2．培养正确的审美观。
二、教学重点掌握本课新单词和句型和熟练掌握描述人物外貌的方法并能灵活运用于活中。
教学难点掌握描述人物外貌的方法，能尽可能完整地描述人的外貌。
整体认知Section B中的教学是在Section A的基础上展开的，不少知识点都是以旧带新，把所学的目标句型进行实际的综合运用。
先以Activity 1a入手继续学习描述人的外貌特征的词和短语，再以Activity1b 进行实际操练, Activity 2a,2b是一个综合的听力训练，用来展示学生的听力能力，并以听力内容为基础，通过Activity 2c中描述自己的偶像的外貌的练习实现英语交际的功能。
三、教学过程1、复习让学生描述自己的同学，以班上的同学为例来描述其外观形象，但不说出该同学的名字，让其他同学猜测。
He is short, but he is very heavy, He has handsome and black hair.2、导入1). 教师展示媒体资源课件上的图片，进行简单的描述。
2). 教师展示另一张图片，通过提问的方式，引导学生进行描述。
3、教学SectionB-1a,1b1). 用课件展示Picture 1，教师接着说：Now boys and girls，watch the screen,please．（板书1．bald；2．beard；3．glasses；4．black hair；5．blonde hair；）2)．领读以上单词，学生模仿练习（认Pam）并表演，看图谈论（in pairs)对应连线。
Go for it-8B (Unit 7 Section B 3a-4)优秀教案(2021年初中英语
Teaching planMaterial: Go for it-8B (Unit 7 Section B 3a-4)Time: 40’Objectives:During or after the class, students will be able to:talk about problems and solutions by using:▪get annoyed, annoy sb, polite, perhaps, stand in the door, cut in line.▪I get annoyed when ….▪When that happens, I ….get information from pictures, title, key words and sentences.show empathy for others and give proper advice.improve social deportment and manners of speech by making requests in more polite ways.Proceduresteacher (T) students (Ss)problems 1.Ask Ss to talk about their wonderfulschool life. Interact with Ss; guesswith “perhaps”, comment with“polite” and other adjectives they’velearnt. Write the new words on theBb meanwhile. Talk with T about the wonderful school life. (teachers, classmates, friends, clubs …)2.Ask about the situations when theyfeel unhappy and get a little angry.Present “get annoyed, annoy sb”, laystress on the pronunciation; ask Ssto list w ords with “oy” andpronounce the same, write on the Bbmeanwhile. Talk with T about annoying things at school.3.Ask if they get annoyed when theirclassmates:▪shout in the classroom▪talk in class▪throw the trash around▪stand in the door (show by physical action)▪cut in line in the canteen or library (explain by comparing with “wait inline”, focus on the pronunciation of“line”, ask Ss to list more wordswith “ine” and pronounce the same.)Talk about problems in pairs:--What annoys you?--I get annoyed when _______________. （write it on the blackboard）设计意图：在导入环节，由学生熟知的校园生活谈起，不但能够导出话题——problems，为下一步阅读激活背景体验，更为读后的speaking环节熟悉话题，打开学生思路；同时通过教师的示范运用导入本课生词和句型，为文本阅读进行语言铺设。
go for it Grade8 Unit7说课稿
and fill in blanks, asking them to pay attention to the countable and uncountable expressions and imperative sentences when they do the task.
Pre-reading
How to make a sandwich?
First Next Then Finally
butter tomatoes relish
A slice of bread onion lettuce
another slice of bread
Turkey slices
Teaching procedures
butter
ቤተ መጻሕፍቲ ባይዱ
A: Do you like lettuce in sandwiches? B: Yes ,I do.
A: Do you like tomatoes? B: No , I don’t.
Pair work
A: In my sandwich,I like… Do you like lettuce in sandwich?
using ‘first, second, third, finally’ and imperative sentences .
Blackboard design
Super Chicken Sandwich
key words and phrases: put…on , cut up , add…to; super, recipe; first, second, then, finally
八年级下册go for it 第七单元教案
Teaching plan for Unit7 (Go for it Book IV)Unit7 Would you mind turning down the music?✧Topic: Complaints✧Functions: Make requests Apologize✧Structures: Would you mind +gerund (formulaic)Will for intentions✧Target language:Could for polite requests----Would you mind moving your bike?----Not at all. I’ll do it right away.----Could you please take out the trash?----Sorry. I’ll do it right away.✧V ocabulary:move, annoy, cut in line, wrong size, right away, in a minute✧Recycling:cleaning the yard, playing baseball, turning down the music, getting up,doing the dishes, wearing jeans, cleaning your room, getting out of the bathroombabysit, wash, have to, library, bike, homework, movie, tonight, late,great, terrible,haircut✧Learning Strategies:Reflecting & practicingBrief teaching procedures:1st periodI.Duty reportII.Lead-in●Ask the students to revise the polite ways of asking people to do things.eg. Can you give me the book?Please give me the book.Could you please give me the book?Would you like to give me the book?●Today we will learn a very polite way of making a request.Would you mind giving me your book?III.1a●Talk about the picture in 1a. Students ask and answer questions about thepictures in pairs.●Ask the students to repeat each phrase .Explain what each one means.●Match the requests with the people in the picture. Ask students to write theletter of each request in the correct place in the picture.IV.Listening practice●Read the instructions and point to the list of requests in activity 1a.●Play the recording twice, let the students write the numbers 1 through 4 on thelines after the requests.●Play the recording a third time, let the students repeat each conversation.V.Pairwork●Ask the students to make requests in pairs●Ask some pairs of students to say their conversations to the class.VI.Listening practice (2a&2b)●Read the instructions and point to the five pictures.●Play the recording the first time. Students write the number of eachconversation in front of the correct picture.●Play the recording a second time, let them write the letters in the blanks.●Check the answers.●Play the recording a third time, and repeat each sentence.VII.PairworkStudents make conversations after the models.✧2nd periodI.Duty reportII.Review of the listening comprehension on Page 53.III.Reading comprehension●Read the instructions of 3a.●Talk about the five pictures. Ask the students what is happening in thepictures.●Ask the students to read the note and complete the table.●Check the answers.●Ask the students to read the note again and learn to write a note.IV.Pairwork●Read the instructions.●Ask two students to read the sample dialogue.●Students look at the list of requests and commands in the box. Work in pairs.Make conversations using “would you”, “could you”, and “have to”.●Ask several different pairs of students to say one of their conversations to theclass.V.Groupwork●Read the instructions.●Ask the students to read the dialogue.●Pick a topic of current interest in the news. Ask the students to give theiropinions on another topic.●Ask students to complete the work in groups.●Ask students to share their answers.✧3rd period (Section B)I. Duty reportII. RevisionIII. Section B 1a & 1b●Read the instructions to the class.●Talk about the pictures.●Ask the students to read each situation and think about the two questions.Remind the students of the words “complain, annoying”.●Ask some students to share their answers with the class. Ask other students ifthey agree with the opinions or not.●Ask students to number the ideas from most annoying to least annoying. IV.Listening practice●Read the instructions to the class and give examples to show how to fill inthe chart.●Play the recording the first time, let the students try to finish 2a.●Play the recording a second time and try to fill in the blanks in the chart.●Play the recording a third time and try to retell the conversations.●Role play the requests with their partner.✧4th periodI. Duty reportII. RevisionIII. Section B 3a●Talk about the pictures first. Ask the student to tell what they see. Write downany words or phrases that are new to them on the blackboard and teach them to pronounce them.●Ask them to read the article on their own and circle what people do whenannoying things happen.●Check the answers.●Get th students to ask and answer questions on the article.●Explain some words and expressions which are difficult for the students tounderstand.IV. 3b Writing practice:●Read the instructions and ask the students to complete the sentences.●Read some samples to class.V.Self-check1.Ask the students to fill in the blanks with the words given. Check theanswers.2.Get them to make their own sentences with the words.3.Get the students to look at the picture, ask them to write a polite lettercomplaining about three things5th &6th periodI. Duty reportII. Reading comprehension1.Pre-reading2.Extensive readingGet the students to read the passage and try to finish Exercises 2&3 (Check the sentences that is the main idea of each paragraph & Match the words and expressions with their meanings).Go through the reading finish Exercise 4(Find the answers to these questions)Get the students to read the passage again and summarize each paragraph in their own words.3.Intensive readingHelp to deal with the difficulties in the passage (e.g. The use of the new words and expressions, analysis of the structure of the long sentences, and etc.).4.Writing practiceWrite an answer letter to the angry parents. Help the students read their letter to the class.。
新目标(Go for it)版 八年级英语下册 单元教案 unit 7教案
学生活动
备课札记
Step 3
Practice
(1c)
First let Ss read the conversation in 1c. Then ask them to make similar conversations.
Ss first read the conversation in pairs, then make similar conversations.
Summarize the uses of comparative and superlative forms of adjectives and adverbs, and the important language points.
培养学生探究、归纳总结能力。
Step 9
Consolidation
2. Let Ss look through the sentences of 1b. Then play the tape of 1b.
Ss listen to the conversations in 1b and complete the sentences.
在语境中呈现和导入目标语言。
续表
教学环节
Unit 7What’s the highest mountain in the world?
课 题
Unit 7What’s the highest mountain in the world?
课时
Lesson 1: Section A(1a-2d)
课型
New
教学
目标
知识
目标
1.学习并掌握下列词汇:
②表示“某地有多少人口”有两种表达方式:
A. The population of +某地+be+数词(该句型中population前用冠词the)
八年级英语下册(人教新目标GoForIt!)Unit7第1课时SectionA(1a2d)教学设计
（三）情感态度与价值观
在本章节的学习Βιβλιοθήκη 程中，学生将培养以下情感态度与价值观：
1.培养学生对英语学习的兴趣和自信心，激发学生积极参与课堂活动的热情。
2.培养学生的跨文化意识，了解并尊重中外文化差异，树立平等、开放的国际视野。
3.培养学生的团队协作精神，学会倾听、尊重他人意见，共同完成任务。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方式培养英语能力：
1.通过小组合作、讨论、分享的方式，了解并描述中外节日的庆祝活动，培养学生的合作意识和口语表达能力。
2.利用图片、图表等视觉材料，激发学生的学习兴趣，提高学生的观察能力和信息获取能力。
3.通过听力训练，让学生掌握听力技巧，如预测、关键词定位、主旨概括等，提高学生的听力水平。
5.收集并整理有关节日的英语文章或故事，与同学进行交流分享，拓展学生的文化视野。
6.结合本节课的学习内容，设计一份英语手抄报，内容包括节日介绍、习俗、词汇等，培养学生的动手能力和创新能力。
7.鼓励学生利用网络资源，了解世界各地的节日文化，增强学生的国际视野。
教师将根据学生的作业完成情况，给予及时的反馈和指导，鼓励学生持续进步，提高英语素养。同时，家长和教师应共同关注学生的学习进展，为学生创造一个良好的英语学习环境。
2.学生完成写作任务，描述自己最喜欢的节日，提高写作能力。
3.教师挑选部分学生的作文进行展示和评价，引导学生互相学习，提高写作水平。
（五）总结归纳
1.教师引导学生回顾本节课所学词汇、句型和语法知识，总结一般现在时和一般过去时在描述节日活动中的应用。
2.学生分享在本节课中的收获和感悟，提升对英语学习的兴趣和自信心。
初中英语八年级下册goforit说课稿Unit7（朱丹碧）
初中英语八年级下册go for it 说课稿 Unit 7来源：学科网点击数：时间：2008-1-10录入：金子明【字体：】Unit 7 Would you mind turning down the music？I．教学目标1．能使用目标语言礼貌的提出要求。
2. 能使用目标语言表示歉意3. 能写一张留言条。
4..了解其它国家相关的文化背景。
5. 能比较熟练的使用目标语言写一封complaint letter可供教师参考的任务型活动Sample 1: Show us这是一个4-6人小组活动。
通过这个活动，使学生们进一步了解和感受目标语言的情景。
把学生分成4-6人的小组。
分别准备一个他们在日常生活中遇到的令人气愤的情景。
操作建议1. 组织学生们一起思考描述这些情景所需要的语言。
如一组学生表演吸烟的情景，教师可以提供一个范例：Would you mind not smoking? Not at all. I’ll stop right now.2. 学生们开始在课堂上展示他们设计的情景教师引导其它学生用目标语言来描述这些情景。
3. 引导学生归纳目标语言。
完成任务所需要的语言结构Would you mind not smoking? Not at all. I’ll stop right now.Would you mind turning down the musi c?OK. I’ll do it right away.Sample 2: Opposites这是一个全班同学参与的游戏。
在完成游戏的过程中，学生们进一步熟练使用目标语言。
操作建议1．把全班同学分成两个大组（Team A &Team B）。
2．教师与两个组的四位同学做一个示范：Teacher: Well, we are going to present an example. Make sure that you know how to do it.Student A1: Would you mind coming to class early?Student B1: Would you mind not coming to class late?Student B 2: Would you mind talking softly?Student A 2: Would you mind not talking loudly?(When a student from Team A makes a statement, a student from Team B says a sentence that means almost the same thing, but uses opposite language.A team gets a point each time a team member says a correct opposite sentence.)3. 确认全班同学都明确游戏规则后，开始活动。
八年级英语下册(人教新目标GoForIt!)Unit7第2课时SectionA(3a3c)教学设计
3.操作步骤：
a.教师将学生分成若干小组，每组选定一个组长，负责组织讨论。
b.学生围绕话题展开讨论，每人至少提供一个例子。
c.每组挑选代表进行汇报，分享他们的讨论成果。
d.教师对每个小组的表现进行点评，给予鼓励和指导。
（四）课堂练习
3.听力训练：设计不同难度的听力练习，逐步提高学生的听力水平。在听力过程中，引导学生关注语音、语调的变化，以提高理解能力。
4.阅读指导：教授阅读策略，如预读、扫读、略读等，帮助学生快速捕捉关键信息，提高阅读效率。
5.写作实践：结合所学知识，设计写作任务。在写作过程中，教师给予适当的提示和指导，关注学生句子结构和语法的正确性。
1.写作练习：根据本节课所学的形容词和时态，编写一段关于描述自己或他人情绪的小短文。要求：不少于80词，语法正确，句子结构合理。
2.口语练习：与家长或同学进行角色扮演，用英语进行对话，主题为：“How do you feel when you are ...?”（当你感到...时，你会有什么感觉？）。要求：每位同学至少参与两次对话，注意运用所学形容词和时态。
1.针对学生英语基础参差不齐的情况，注重分层教学，因材施教，使每位学生都能在原有基础上得到提高。
2.在词汇教学中，注意拓展学生的词汇量，特别是描述情绪的形容词，通过实物、图片等辅助手段，帮助学生理解和记忆。
3.在阅读和写作方面，引导学生运用阅读策略，提高阅读效率，注重句子结构和语法正确性，逐步提高写作能力。
八年级英语下册（人教新目标GoForIt!）Unit7第2课时SectionA(3a3c)教学设计
一、教学目标
（一）知识与技能
八年级英语下册(人教新目标GoForIt!)Unit7第5课时SectionB(2a2e)说课稿
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.小组讨论：让学生分成小组，讨论野生动物保护的原因和方法，并鼓励他们提出自己的观点和例子。
2.角色扮演：学生分组扮演不同角色，如动物保护专家、环保志愿者等，进行对话练习，运用所学知识讨论如何保护动物。
3.案例分析：给学生提供一些真实的动物保护案例，让他们分析并评价这些案例中的保护措施的有效性。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我计划采用图片和视频导入的方式。在课堂开始时，我会向学生展示一些野生动物的图片和视频，让他们观察并描述这些动物的特点。通过这种方式，学生可以直观地了解本节课的主题，并激发他们对动物保护的兴趣。
（二）新知讲授
在新知讲授阶段，我会逐步呈现知识点，引导学生深入理解。首先，我会通过提问的方式引导学生回顾已学过的动物相关知识，帮助他们建立新旧知识的联系。接着，我会利用多媒体课件和实物模型，向学生介绍本节课的生词和短语，并解释它们的意义和用法。在这个过程中，我会鼓励学生积极参与，提问和回答问题，以加深对知识点的理解。
在师生互动方面，我计划通过提问、讨论、反馈等方式与学生进行互动。提问能够激发学生的思考，帮助他们巩固知识点；讨论能够促进学生之间的交流和合作，提高他们的口语表达能力；反馈则能够及时纠正学生的错误，指导他们正确地掌握知识点。在生生互动方面，我计划组织学生进行小组合作和角色扮演等活动。小组合作能够培养学生的团队合作精神，角色扮演则能够提高学生的语言表达和应变能力。
5.对学生进行积极评价和鼓励，增强他们的自信心和成就感。
三、教学方法与手段
（一）教学策略
在本节课的教学中，我将以交际法为主要教学方法，结合任务型教学法和情境教学法。选择这些方法的理论依据是《义务教育英语课程标准（2011年版）》的要求，以及学生的实际需求和认知水平。交际法能够帮助学生提高语言的实际运用能力，任务型教学法能够培养学生的团队合作和解决问题的能力，情境教学法则能够激发学生的学习兴趣，提高学习效果。
八年级英语下册(人教新目标GoForIt!)Unit7第5课时SectionB(2a2e)教学设计
3.学生能够通过阅读理解文章，获取、整理并传递文章中的关键信息，提高阅读能力。
4.学生能够运用所学知识进行口头和书面表达，讨论成功的话题，提高口语和写作能力。
（二）过程与方法
1.通过小组合作、讨论、分享等方式，培养学生自主学习、合作学习和探究学习的能力。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结成功人士的品质和策略。
2.学生分享他们在课堂上的收获和感悟，教师给予鼓励和肯定。
3.教师强调成功并非偶然，鼓励学生在今后的学习和生活中，积极追求成功，面对挫折保持坚持和努力。
4.教师布置课后作业，要求学生结合本节课所学内容，进行拓展阅读和写作练习。
2.教师通过例句和情境，讲解一般现在时和一般过去时在描述成功人士习惯和行为中的应用。
3.教师指导学生阅读2b部分，让学生获取、整理并传递文章中的关键信息，提高阅读理解能力。
4.教师针对文章中的难点和重点进行讲解，帮助学生理解文章的深层含义。
（三）学生小组讨论
1.教师将学生分成小组，让他们根据2c部分的要求，讨论成功人士的品质和策略。
2.运用阅读策略，如预测、扫描、略读等，提高学生的阅读效率。
3.引导学生通过观察、思考、实践等途径，总结成功人士的共性和特点，培养学生的观察力和分析能力。
4.创设真实的语境，让学生在实践中运用所学知识，提高学生的语言运用能力。
（三）情感态度与价值观
1.培养学生积极向上的心态，激发他们对成功的渴望和追求。
八年级英语下册（人教新目标GoForIt!）Unit7第5课时SectionB(2a2e)教学设计
一、教学目标
（一）知识与技能
人教版新目标(go for it)英语八年级下册英语全册教案
人教版新目标八年级下册英语教学计划Co ntents(教案目录)Unit 1 What's the matter？......................................................1（6课时）Unit 2 I'll help to clean up the city park...............................25（6课时）Unit 3 Could you please clean your room？.........................48（6课时）Unit 4 Why don't you talk to your parents? ........................70（6课时）Unit 5 What were you doing when the rainstorm came? ...94（6课时）Unit 6 An old man tried to move the mountains. ...............117（6课时）Unit 7 What's the highest mountain in the world? ...........139（6课时）Unit 8 Have you read Treasure Island yet? .......................156（6课时）Unit 9 Have you ever been to a museum? ..........................173（6课时）Unit 10 I've had this bike for three years. ..........................187（6课时）周星期2015年＿月＿＿日第周星期总第＿＿课时2015年＿＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时2015年＿月＿＿日第周星期总第＿＿课时。
人教新目标(Go for it)版英语八年级下册全册教案
课
1.乘客；旅客 passenger 2.问题；苦恼 trouble
前 预
写一写 3.向；朝 onto
4.（用手或器具）击；打 hit
习 5.离开（某处）off 6 .她自己 herself
1.下车 get off 2.立即；马上 right away 3.使……惊讶的；出乎……意料 to one’s surprise 译一译 4.同意做某事 agree to do sth. 5.陷入；参与 get into 1.这个司机看见一位老人正向躺在路边。
risk n.＆ v.危险；风险；冒险 mean v.意思是； 打算；意欲
importance n.重要性；重要 decision n.决定；
抉择 control n.＆ v.限制；约束；管理 bandage n.绷 带 v.用绷带包扎 press v.压；挤；按 nosebleed n.鼻出血 breathe v.呼吸 sunburned adj.晒伤的 accident n.(交通)事故;意 外遭遇
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：1.询问某人的健康问题及遇到麻烦的表达方式，采用对话练 习加深印象。 2.情态动词 shall 的用法——采用图表记忆法。
Section A 第一课时（1a~2d）
类别
学习重点
在运动的时候可能出现一些意外或是问题看看ab和c所代表的三项运动中经常出现的意外或是问题分别是什么然后将代表三项运动的字母ab和c所代表的三项运动中经常出现的意外或是问题分别是什么然后将代表三项运动的字母ab和c分别写在可能出现的意外或问题前面的横线上
人教新目标(GO FOR IT)版英语八年级下册
Unit 7 第1课时 Section A 1a-2d教学设计八下人教新目标Go For It!)
Unit 7 What’s the highest mountain in the world?4.T asks:Can you read these largenumbers?做准备。
Step 2Pre-listening 1.Talking. Match the facts youknow.2.Checks the answers3.T says,Now we have knownsomething about the desert,the mountain,,the sea,and theriver in the world, Let’s masterthe expression.4.Predict. T asks Ss to complete thesentences in 1b.读1a语句，完成匹配。
检查答案。
总结“有多长（宽，高…）”的表达方式。
预习1b语句，尝试完成句子。
通过学习，进一步掌握“有多长（宽，高…）”的表达。
Step 3While-listening 1.Work on 1b.Listen and completethe sentences.Then check theanswers with the Ss.2.Listen again and try to fill in theblanks.3.T gets the students to point theusage of the superlative.听1b，完成句子填空。
再听一遍1b，完成1b有关内容填空，找出最高级的用法。
听前预测，听中获取关键信息。
帮助学生有针对性地去听。
听中获取关键信息，完成听力目标。
4.Work on 1c. Use the informationin 1b to make conversations.5.Free talk. T asks，How much doyou know about China?◆It’s over 5,000 years old. It'sone of the oldest countries in theworld.◆It has the biggest population inthe world.◆It's the biggest country in Asia.◆The Yangtze River is the longestriver in China.◆Huangguoshu Waterfall is thebiggest Waterfall in China.◆The Yellow River is the secondlongest river in China.6.T shows some big numbers andsays,before listening, payattention to these numbers, Canyou read them?7.T introduces the person---Mikebriefly,then lets Ss read thesentences in 2a.8.T plays the recording and asksSs to listen. Ss number the facts[1-4] in the order they hear them.9.T checks the answers.10.Go through 2b,T lets Ss listenagain and fill in the blanks in 2awith the numbers in the box. 11.T plays the recording for the Ss 根据1b信息，进行1c对话。
Go for it! 8A Unit7 Will people have robots教案15
Go for it! 8A Unit7 Will people have robots?Section B 2a-2e教学总体思路：教师通过与学生讨论图片引出本课主题：Do you think you will have your own robots。
之后引出课本图片，让学生自主讨论自己理想中的机器人是怎么样的从而对部分新词进行讲解。
学生运用相关阅读技巧，通过快速阅读，完成相关联系。
之后学生细读文章，完成与文章内容相关的表格，对文章内容进行描述与问答。
最后在关键信息的帮助下，完成文章的总结，巩固目标语言。
整堂课围绕主题展开，学生运用所学进行时态完成各个环节，以达到学以致用的效果。
教材分析：本单元要求学生根据相关信息，用将来时态表达人物活动以及天气。
本课时是该单元的第四课时，是一节阅读课，侧重阅读策略的渗透。
学情分析：学生通过第七单元的学习，已经对将来时有了一定的基础。
并且对学生来说机器人这一话题也有很大的兴趣，因此利用图文的形式解读文章能有效地激发学生学习兴趣及调动学生学习的积极性。
教学环境简易多媒体教室教学目标：总体教学目标：本课时的教学目标是: 要求学生通过阅读理解文章内容；理解与掌握一般将来时的功能与运用，并最终运用一般将来时态来表达人物活动。
(一)语言知识与技能目标：By the end of the lesson, Ss will be able to1)pronounce, recognize and use the new words (human, servant, dangerous, already, factory,Japan, believe, disagree, even, agree, shape, fall, inside, possible, impossible and side) and the phrases (over and over again, fall down).2)know and use the Simple Future Tense correctly.(二)文化知识By the end of the lesson, Ss will be able to think more about the future.教学重难点：1.Teaching main points1)Ss should have a good command of the new words and phrases.2)Ss can use the Simple Future Tense to express the future.2.Anticipated difficultiesDescribe the future with the Simple Future Tense.教学过程：Step 1: Warming upT: Today, we are going to learn the fourth period of unit7. This unit is about our future, right? Ss: Yes.T: So, what will happen in the future?S1: People will live to be 200 years old.S2: Kids won’t go to school. They’ll study at home on computers.T: Is it possible? Possible means things can be done or achieved. Guess! What’s the opposite of possible?Ss: Impossible?T: Wonderful! Is it possible to study at home? All of you hope to study at home, of course. What else will happen in the future?S3: There will be only one country.S4: People will have robots in their homes.T: Good prediction. I also hope to have a robot. First let’s have a free talk about robots.Step 2: Pre-readingT: Where can you see robots?S5: In the movies.S6: In the hospital.T: What do they look like?S7: People.T: Yes, people. We can also say human.Ss: …T: Some robots look like humans. Some look like animals. Different robots have different shapes. They are in different shapes. What can they do?S8: They can buy things for us.S9: They can dance.S10: …T: Some robots can talk with people. Some can cook. Some can drive cars. They are like human servants. Servant is the person who works or does housework for us, such as cooking, cleaning and so on. So where do they work?S11: …T: They usually work in dirty or dangerous places. Can you find another word in dangerous? Ss: Danger.T: Great! Danger is a noun. And dangerous is an adjective. So we’ve talked much information about robots. Let’s stop our free talk.Step 3: While-reading1 SkimmingT: Today, we are gong to learn a new article. Open your books turn to page 53. Tell me what the article is about?Ss: Robots.T: Yeah. How do you know that? We can predict from the title and the picture.And how many paragraphs are there?Ss: Four.2 ScanningScanning 1T: What’s the main idea of each paragraph? These sentences main help you. Please read the article and match each paragraph with the questions. Don’t forget to underline the key phrases or sentences while reading. Have you finished? Tell me your answers and reasons.S12: …S13: …T: We can see that the first sentence is usually the topic sentence. They are usually the most important. Do you think so?Scanning 2T: Just now, we’ve talked that robots can do many things, such as cooking, driving and so on. What else can they do? Read the article again quickly. Complete the sentences about what robots can do now. Here are four sentences, what are the key words of them?Ss: …T: Let’s check answers.S14: …T: Robots can build cars in factories. There are many famous cars from Britain. Because robots build cars in Britain and they can make them very well.Ss: …T: Now let’s get more details about the article.3) Close readingClose reading 1T: Read the first paragraph and answer the questions. (Where can you sometimes see robots? What do they look like? What can they do?)S15: …S16: …Close reading 2T: These are about robots in the movies. Today we already have robots in our lives. What can they do? Let’s read paragraph two carefully and finish the mind map. Where do they work? What can they do? How? Why?S17: …S18: …Close reading 3T: Robots can work for us. They can do the same things as we do. But will they think like humans in the future? Different people have different opinions. Scientists also think differently. Paragraph three is about their different opinions. Try to find out their opinions about this question. How many opinions are there? What are they?Ss: …T: All of you did a good job. Can you make a conclusion about their opinions? Fill in the blanks in this paragraph with words from the article.Ss: …T: So which side do you agree with?S19: …Close reading 4T: Some students think that robots will think like humans. But some disagree. Anyway, I believe that we will have more robots. Do you agree with me? So what will the robots be like in the future? Let’s move to the last paragraph. Remember as much information as you can. Then you should answer me some questions without looking at your books. Clear? Oneminute for you.Ss: Yeah.T: Time’s up. Close your book. First question, will there be more robots in the future?S20: Yeas.T: When?S21: It may take hundreds of years.T: Yeah, maybe 200 years. Maybe 500 years. So what will robots be like?S22: Some like humans. Some like animals.T: And what can they do?S23: If buildings fall down with people inside, they can help look for people under the buildings.T: Well done. Are these possible? Computers and rockets also seemed impossible 100 years ago. But now we often see them. So we never know what will happen in the future! And everything is possible. Never stop thinking. We should be more creative. Do you agree with me?Step 4 Post-readingT: And I know you are very creative. Can you create a robot by yourself? What kinds of animals might robots look like in the future? What do you think these robots will be able to do? Discuss with your group mates. Who wants to show your robot? Can you introduce your robot?S24: …T: I like your robots very much. You must be very interested in robots, right? So do I. And I like movies about robots best. Here are some movies for you. You can watch them after school.教学评价设计评价方式与工具1.课堂提问2.书面练习作业1 Finish exercise book (Period 4).2 Finish 2e.。
Go for it Unit 7
Period One
How many … can you see?
I can see…
Yuying Foreign Language Experimental School
Shen Liyan
一、本单元设计理念 二、设计思路 三、教材分析 1、教学内容分析 2、教学目标 3、教学对象分析 4、教学重难点 5、教学策略 6、课时的划分 四、教学步骤
一、本单元设计理念.
1. 情景真实性原则 2. 语言运用和功能相结合的原则 3. 在做中学原则（Learning by doing） 4. 合作交际原则
1本单元的话题源自生活立足这一点教师应充分利用学生已有的知识和生活经验创设生活化的真实情境或半真实情境引导学生在运用语言中学习语言然后在学习新的语言知识后创造性地运用语言为用而学在用中学学了就用2开展任务型活动提供给学生合作交流的空间和时间促使学生为完成任务和同学进行合作为完成任务进行探究性学习
Go for it
_P_o_u_r_the milk into the blender.
T_u__rn__o_n_the blender.
_D_r_i_n_k_the milk shake.
说说做做
Drink
Pour
Peel
Cut up
Turn on
Put
___ Turn on the blender
___ Cut up the bananas ___ Drink the milk shake ___ Pour the milk into the blender ___ Put the bananas and ice cream into the blender ___ Peel three bananas
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Teaching plan for Unit7 (Go for it Book IV)Unit7 Would you mind turning down the music?✧Topic: Complaints✧Functions: Make requests Apologize✧Structures: Would you mind +gerund (formulaic)Will for intentions✧Target language:Could for polite requests----Would you mind moving your bike?----Not at all. I’ll do it right away.----Could you please take out the trash?----Sorry. I’ll do it right away.✧V ocabulary:move, annoy, cut in line, wrong size, right away, in a minute✧Recycling:cleaning the yard, playing baseball, turning down the music, getting up,doing the dishes, wearing jeans, cleaning your room, getting out of the bathroombabysit, wash, have to, library, bike, homework, movie, tonight, late,great, terrible,haircut✧Learning Strategies:Reflecting & practicingBrief teaching procedures:1st periodI.Duty reportII.Lead-in●Ask the students to revise the polite ways of asking people to do things.eg. Can you give me the book?Please give me the book.Could you please give me the book?Would you like to give me the book?●Today we will learn a very polite way of making a request.Would you mind giving me your book?III.1a●Talk about the picture in 1a. Students ask and answer questions about thepictures in pairs.●Ask the students to repeat each phrase .Explain what each one means.●Match the requests with the people in the picture. Ask students to write theletter of each request in the correct place in the picture.IV.Listening practice●Read the instructions and point to the list of requests in activity 1a.●Play the recording twice, let the students write the numbers 1 through 4 on thelines after the requests.●Play the recording a third time, let the students repeat each conversation.V.Pairwork●Ask the students to make requests in pairs●Ask some pairs of students to say their conversations to the class.VI.Listening practice (2a&2b)●Read the instructions and point to the five pictures.●Play the recording the first time. Students write the number of eachconversation in front of the correct picture.●Play the recording a second time, let them write the letters in the blanks.●Check the answers.●Play the recording a third time, and repeat each sentence.VII.PairworkStudents make conversations after the models.✧2nd periodI.Duty reportII.Review of the listening comprehension on Page 53.III.Reading comprehension●Read the instructions of 3a.●Talk about the five pictures. Ask the students what is happening in thepictures.●Ask the students to read the note and complete the table.●Check the answers.●Ask the students to read the note again and learn to write a note.IV.Pairwork●Read the instructions.●Ask two students to read the sample dialogue.●Students look at the list of requests and commands in the box. Work in pairs.Make conversations using “would you”, “could you”, and “have to”.●Ask several different pairs of students to say one of their conversations to theclass.V.Groupwork●Read the instructions.●Ask the students to read the dialogue.●Pick a topic of current interest in the news. Ask the students to give theiropinions on another topic.●Ask students to complete the work in groups.●Ask students to share their answers.✧3rd period (Section B)I. Duty reportII. RevisionIII. Section B 1a & 1b●Read the instructions to the class.●Talk about the pictures.●Ask the students to read each situation and think about the two questions.Remind the students of the words “complain, annoying”.●Ask some students to share their answers with the class. Ask other students ifthey agree with the opinions or not.●Ask students to number the ideas from most annoying to least annoying. IV.Listening practice●Read the instructions to the class and give examples to show how to fill inthe chart.●Play the recording the first time, let the students try to finish 2a.●Play the recording a second time and try to fill in the blanks in the chart.●Play the recording a third time and try to retell the conversations.●Role play the requests with their partner.✧4th periodI. Duty reportII. RevisionIII. Section B 3a●Talk about the pictures first. Ask the student to tell what they see. Write downany words or phrases that are new to them on the blackboard and teach them to pronounce them.●Ask them to read the article on their own and circle what people do whenannoying things happen.●Check the answers.●Get th students to ask and answer questions on the article.●Explain some words and expressions which are difficult for the students tounderstand.IV. 3b Writing practice:●Read the instructions and ask the students to complete the sentences.●Read some samples to class.V.Self-check1.Ask the students to fill in the blanks with the words given. Check theanswers.2.Get them to make their own sentences with the words.3.Get the students to look at the picture, ask them to write a polite lettercomplaining about three things5th &6th periodI. Duty reportII. Reading comprehension1.Pre-reading2.Extensive readingGet the students to read the passage and try to finish Exercises 2&3 (Check the sentences that is the main idea of each paragraph & Match the words and expressions with their meanings).Go through the reading finish Exercise 4(Find the answers to these questions)Get the students to read the passage again and summarize each paragraph in their own words.3.Intensive readingHelp to deal with the difficulties in the passage (e.g. The use of the new words and expressions, analysis of the structure of the long sentences, and etc.).4.Writing practiceWrite an answer letter to the angry parents. Help the students read their letter to the class.。