8下仁爱英语教学案例设计 unit 7T1(p1)
仁爱版八年级英语下册Unit7Topic1SectionC优秀教学案例
同时，我会鼓励学生进行自主学习，如通过阅读、听力等方式，获取更多的信息，提高他们的自主学习能力和信息处理能力。
（三）情感态度与价值观
在教学过程中，我会引导学生思考环境保护与自己的生活关系，让他们意识到每个人的行为都与环境息息相关。
（二）问题导向
我会设计一系列与环境保护相关的问题，引导学生进行思考和讨论。例如，我会提出问题：“为什么我们需要保护环境？”、“我们可以采取哪些措施来保护环境？”等。通过问题导向，学生能够深入思考环保问题，提高他们的思维能力和问题解决能力。
（三）小组合作
我会组织学生进行小组合作，共同完成各种任务和活动。例如，我会让学生分组讨论环保问题，并共同编写一段关于环保的短剧。通过小组合作，学生能够提高他们的团队合作能力和沟通能力，培养他们的合作意识和协调能力。
为了让学生更深入地理解环保的重要性，我组织了一次实践活动。让学生分成小组，用英语编写一段关于环保的短剧，并表演出来。通过实践活动，学生不仅提高了他们的英语写作和表演能力，还进一步增强了他们的环保意识。
在教学过程中，我还注重激发学生的学习兴趣，运用了游戏、歌曲等多种教学手段，使课堂氛围轻松愉快。同时，我关注学生的个体差异，给予不同程度的学生适当的指导和鼓励，使他们在课堂上都能积极参与，取得良好的学习效果。
同时，我会鼓励学生积极参与到环保活动中去，如节约用水、减少废物等，培养他们的社会责任感。
在评价环节，我会关注学生的表现，对他们在环保方面的努力和进步给予肯定和鼓励，帮助他们建立自信心。
三、教学策略
（一）情景创设
在本节课中，我会创设各种与环境保护相关的情景，让学生在真实的语言环境中学习和运用所学的知识。例如，我会设计一个模拟环保会议的场景，让学生扮演不同的角色，如环保专家、企业代表、政府官员等，进行讨论和交流。通过情景创设，学生能够更好地理解环保的重要性，提高他们的语言运用能力。
仁爱版八年级下册英语unit-7-topic1教案
Unit 7Topic 1Section ASection A 需用1课时。
重点活动是1a、2 和3。
教学目标：1. 培养学生乐于助人的品质。
2. 谈论筹集资金的方法。
3. 谈论如何为食物节做准备。
教学过程：第一步：复习答复以下问题, 讨论如何帮助别人。
老师问：If someone is in trouble, what will you do?If someone needs money,what will you do?If someone needs much money, what will you do?老师引导学生用下面的句式答复这些问题。
学生答复：I think I will....第二步：呈现1. 教师向学生出示一张Daniel 的照片，学习新单词和短语：hear of, Olympic wrestling champion, university, village, successful把这些单词写在黑板上。
2. 老师把Daniel的故事讲给学生听。
Daniel Igali is a Canadian athlete. He was born in Nigeria.He is an Olympic wrestling champion. Now, he is still a university student. He wants to build a school for his poor village in Nigeria.But he needs money.3. 播放录音，学生听1a答复下面的问题。
Will Kangkang’s classmates help Daniel Igali?What will they do?第三步：稳固1. 播放录音，让学生跟读并模仿。
2. 读1a对话，完成1b。
3. 两人一组活动，老师把重点句型写在黑板上，让学生看着表演1a的对话。
完成1c。
仁爱版八年级英语下册教案：Unit7 Topic1 SectionA教
2、try to do
3、turn to
4、get in touch with
5、think about
语法：（1）会用that引导的宾语从句
2、教材分析句。
3、中招考点：
that引导的宾语从句
4、学情分析：
( )3.Maria says _____she doesn’t like the uniforms.
A. if B. whether C. that D. how
要点归纳
宾语从句：宾语从句是指充当宾语的句子。当陈述句充当宾语时，由that来引导，that在口语或非正式文体中常省略。
2.学生通过熟读1a，能够说出1a的知识点，能够熟练做题。
( )4. I know ___ he is a very kind man.
A if B that Cwhat
1．根据句意及汉语提示完成句子：
1.I know Lin Xin. But I don’t ____ ____（了解）her.
2.We should ____ ____（考虑）how to help him.
1.通过学习P55-56的生词，让学生并能熟练说出、写出P55-56的生词，并能进行英汉互译。
目标2和3、熟读1a，能够说出1a的知识点，能够熟练做题。
自学指导2
自学内容：课本55页1a
自学方法：听录音和扫读。
自学时间：10分钟
自学要求：听1a，完成1b;读1a，完成1c.自学检测2
完成课本1b和1c.
自学检测4
( )1. I know_____he is from Canada.
A. that B. if C. what D. how
仁爱版八年级英语下册Unit7Topic1SectionA教学设计
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于学生对核心词汇和重点句型的掌握，以及运用一般现在时和一般过去时描述志愿者工作和经历。
难点：学生对于一般过去时的运用，特别是在描述过去的一次志愿者经历时，可能会出现时态混淆的情况。
2.重点：提高学生的阅读理解能力和听力技巧，使他们能够通过多种阅读策略和听力训练获取关键信息。
2.通过示例句和实际操作，让学生理解并掌握一般现在时和一般过去时描述志愿者工作和经历。
3.教师带领学生阅读课文，引导学生运用阅读策略（如：预测、扫读、精读等）理解文本，获取关键信息。
4.教师播放听力材料，让学生进行听力训练，提高获取、处理和运用信息的能力。
（三）学生小组讨论（500字）
1.教师将学生分成小组，让他们根据课文内容和听力材料，讨论以下问题：“What do volunteers usually do? Can you describe a volunteer experience you have had?”。
3.学生能够运用阅读策略（如：预测、扫读、精读等）理解文本，获取关键信息，提高阅读效率。
4.学生能够通过听力训练，提高获取、处理和运用信息的能力，如：听懂并记录关键信息，完成相关练习。
（二）过程与方法
1.通过小组合作，学生能够积极参与课堂活动，提高英语交流能力和团队协作能力。
2.学生通过自主探究、合作学习等方式，掌握英语学习策略，形成有效的学习习惯。
仁爱版八年级下册U7-T1-SA教学设计
Step 11:复习新单词和词组，堂上练习。
Test for today
1. 爸爸告诉我们最好去找警察来帮忙。
My father tells that _________________________.
2. 他说他将尽力学好英语。
He says ___________________________________.
2. get in touch with
八、教学反思
1、教学过程中根据学生的基础层次，采用图片、游戏多种手段，同时积极鼓励学生进行情景交际，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式实现目标，感受成功。
2、应多利用小组合作的教学方法来组织教学，并采用激励机制及分层次的实践活动，极大限度地调动学生求知欲望。
仁爱版八年级下册
Unit 7 Topic 1 Section A
------林雪霞
课题
Unit 7 Topic 1 Section A
教
学目标ຫໍສະໝຸດ （一）知识与技能1．能听懂接近正常语速、有关饮食的话题的语段，识别主题，获取主要信息；
2．能引出有关饮食的话题并进行几个回合的交谈；
3．能在教师的指导下用that引导的宾语从句进行有关饮食的对话；
T：Which sport do you like best?
Ss:Playing badminton, running…
T：Do you know any athletes?
Ss:Yaoming, Lindan, Malin, Zhangyining…
T:I’ll show you one of the Olympics athletes.
Unit7Topic1集备教案-2023-2024学年仁爱版英语八年级下册
My friend Tom is tall and he has black hair. He is very outgoing and friendly. He enjoys playing basketball and watching movies. Is he a positive person? No, he isn't.
教学资源拓展
1.拓展资源：
（1）人物性格特点和兴趣爱好相关词汇表：为学生提供一份包含常用词汇的词汇表，方便学生查阅和学习。
（2）一般现在时疑问句和否定句的练习题：为学生提供一些练习题，帮助学生巩固一般现在时疑问句和否定句的构成及运用。
（3）描述人物性格特点和兴趣爱好的视频资料：为学生提供一些视频资料，展示不同人物的性格特点和兴趣爱好，便于学生更好地理解和应用所学知识。
板书设计
1.课题：Unit7 Topic1集备教案-2023-2024学年仁爱版英语八年级下册
2.一般现在时陈述句、疑问句和否定句的构成
-陈述句：主语+动词原形+其他
-疑问句：助动词/情态动词+主语+动词原形+其他
-否定句：助动词/情态动词+主语+不+动词原形+其他
3.描述人物性格特点和兴趣爱好的句型
2.任务二：编写一个关于描述人物性格特点和兴趣爱好的小故事。请用一般现在时陈述句、疑问句和否定句进行描述。
示例答案：
Mike is a primary school teacher. He is patient and caring. He loves teaching and helping students. Does he like traveling? Yes, he does. He enjoys exploring different places during his holidays.
仁爱版英语八年级下册Unit7Topic1SectionA教学设计
一、教学目标
（一）知识与技能
本节课旨在通过教学，使学生掌握仁爱版英语八年级下册Unit7 Topic1 SectionA的主要知识点。具体包括：
1.能够听懂、说出一日三餐的英文表达方式，如breakfast, lunch, dinner等。
四、教学内容与过程
（一）导入新课
本节课的导入环节，我选择用一张美食图片来吸引学生的注意力。我会问学生：“Do you like food? Do you want to know about food?”然后引导学生说出他们喜欢的一日三餐的食物。通过这样的方式，让学生对课程内容产生兴趣，激发他们的学习积极性。
此外，我还会鼓励学生利用课余时间进行自主学习，如观看英语电影、听英语歌曲、阅读英语文章等，以提高他们的英语素养。同时，我会定期与家长沟通，了解学生在家的学习情况，共同促进学生的英语学习进步。
（四）课堂练习
在课堂练习环节，我会设计一些关于本节课知识点的练习题，如听力题、阅读题和写作题。让学生通过练习，巩固所学知识，提高听力理解能力、阅读理解能力和写作能力。
（五）总结归纳
在总结归纳环节，我会让学生回顾本节课所学的知识点，然后进行总结。我会强调一般现在时的疑问句和否定句的构成和用法，以及情态动词must和can的用法。同时，我会提醒学生要注意健康饮食，养成良好的饮食习惯。通过这样的方式，让学生对所学知识有一个清晰的认识，提高学习效果。
五、作业布置
为了巩固本节课所学的知识点，我设计了以下作业：
1.抄写本节课所学的单词和短语，并翻译成中文。
2.运用一般现在时，写一篇关于自己日常饮食习惯的短文。
3.设计一个关于情态动词must和can的句子，并解释其用法。
新仁爱版八年级英语下册unit7Topic1sectionA教案
unit7 Topic1 sectionA 教案Ⅰ. Material analysis本节课为话题的第一节课，建议用1课时上完。
主要活动为Section A 的1a 和2。
本话题由C raig Kielburger 从12岁起建立解放儿童组织，创办柯氏国际儿童基金展开。
在本课1a 的对话中，为了帮助Craig Kielburger ，Kangkang, Michael, Maria 和Jane 决定举办一次“国际美食节”。
通过让学生了解四个小伙伴为美食节做的种种努力，鼓励他们积极参与有益的课外实践活动，培养关心他人，乐于助人的态度。
本话题的语法重点是学习that 引导的宾语从句。
Ⅱ. Teaching aims Knowledge aims ：1. 学生能正确拼读并运用为美食节做准备的词和短语。
2. 学生能简单地掌握宾语从句的用法。
Skill aims ：1. 能听懂有关筹集资金计划的对话。
2. 能使用英语简单谈论筹集资金的计划。
3. 能连贯流畅地朗读对话。
4. 能写出简单的帮助他人的短文。
Emotional aims ：学习积极参与有益的课外实践活动，关心他人，乐于助人。
Ⅲ. The key points and difficult points Key points ：1. 谈论筹集资金的计划。
2. 初步掌握宾语从句的用法。
Difficult points ：写出关于筹集资金帮助他人的短文。
Ⅳ. Learning strategies注意发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aidsComputer Computer multimedia multimedia multimedia projector, projector, projector, the the the pictures pictures pictures of of of Craig Craig Craig Kielburger, Kielburger, Kielburger, a a a poster, poster, poster, the the the pictures pictures pictures of of soup, cheese, cookies, and pancakes, a picture of a blind person, a video of the earthquake in Ya’an.Ⅵ. Teaching proceduresStep Interaction patternStudent activity Teacher activityIntroduction （8 minutes）1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students read the passage passage about about about the the the traffic traffic rules rules they they they made made made after after class. 3. Students discuss in groups and ans w er the wer the questions with the structure: I think Iwill…4. Students learn and grasp the new words and phrases with the help of the teacher. 5. Students report the information about Craig Kielburger they collected. 1. Greet students ready for learning. 2. Teacher asks the students to to report report report the the the homework. homework. Let Let the the the students students students read read read the the passage passage about about about the the the traffic traffic rules they made after class. 3. Teacher asks the students to think about the following questions: If someone isin trouble, what will youdo? If someone needs money,what will you do? Then ask the studen ts to answer them with the structure: I think I will…4. 4. Teacher Teacher Teacher teaches teaches teaches the the the new new words by summing up the answers above: “Now Now I I I see, see, see, some some some students students will turn to their their parents, parents, which means they will ask their parents for help. Some students imaginethat they can put on a play to to raise raise raise money. money. money. Y ou Y ou can can try your best to help others, others, I’m I’m I’m so so so proud proud proud of of you!”5. 5. Teacher Teacher Teacher shows shows shows the the the pictures pictures o f Craig Kielburger to the students. Ask the students to to report report report the the the information information about Craig Kielburger they collected. Presentation (10 minutes) 1. The whole class work. 2. Individual work. 3. The whole class work. 4. Individual work. 5. The whole class work. 6. The whole class work. 7. Individual work. 8. The whole class work. 9. Individual work. 10. The whole class work. 1. Students look at the picture of 1a, and understand understand the the the picture picture with the help of the information under it. 2. Students watch the flash, and then mark the sentences of 1b wi th T or F. 3. Students check the answers. 4. Students read the conversation and match the information of 1c. 5. Students check the answers. 6. Students read the sentences aloud. 7. Students find out the same same structure structure structure in in in the the sentences of 1c. 8. Students check the answers. 9. Students watch the flash flash and and and answer answer the questions. 10. Students check the answers. 1. T eacher praises students’ information they collected after after class. class. class. Encourage Encourage Encourage them them to keep on making a preview before before class. class. class. Then Then Then let let let the the students students look look look at at at the the the picture picture of of 1a 1a 1a and and and undund erstand erstand the the picture picture with with with the the the help help help of of of the the information under it. 2. Teacher plays the flash of 1a. Ask the students to watch watch the the the flash, flash, flash, and and and then then mark mark the the the sentences sentences sentences of of of 1b 1b with T or F. 3. Teacher asks two students to tell the answers. 4. Teacher asks the students to to read read read the the the conversation conversation and match the information of 1c. 5. Teacher asks two students to tell the answers.6. Teacher asks the students to read the sentences aloud. 7. Teacher asks the students to find out the same structure in the sentences of 1c. 8. Teacher asks two students to tell the answers. 9. Teacher asks the students to watch the flash again and answer the following questions: (1) How many schools did Free the Children build? (2) What’s Michael’s task?10. Teacher asks two students to tell the answers. Teach the new word p osterposter by showing a real poster to them. Consolidation (10 minutes) 1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. Group work. 6. The whole class work. 7. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students discuss in groups groups to to to find find find out out out the the difficult difficult points points points and and and sum sum up the main points. 4. 4. Students Students Students underline underline underline in in their books and make some notes. Learn and grasp grasp the the the new new new words words and phrases. 5. Students discuss in groups: What will the food festival be like? 6. V olunteers report the result of the discussion. 7. Students act out the conversation of 1a. 1. Teacher plays the recording sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher asks the students to learn in groups to find out the difficult points in the conversation. At last let them sum up the main points of the conversation. 4. 4. T eacher T eacher makes makes makes a a a summary summary to to explain the key points and explain the key points and difficult points to the students. (1) have/hold/ organize a food festival (2) turn to sb. /ask sb. for help (3) make a poster (4) get in touch with sb. (5) try one’s best to do sth. (6) make it a success (7) 由that 引导的宾语从句引导的宾语从句5. T eacher lets the students read 1a, and then discuss what the food festival will be like with the the help help help of of of the the the pictures pictures pictures and and the example. Let them practice the usage of the object clauses. 6. Teacher asks four students to report the result of the discussion. Finish 1d. 7. T eacher asks the students to act out the conversation of 1a. Practice (10 minutes) 1. The whole class work. 2. Group work. 3. Individual work. 4. The whole class work. 5. Pair work. 6. Individual work. 7. The whole class work. 1. Students learn and grasp the new words with the help of the teacher. 2. Students discuss what the children children should should should prepare prepare for for the the the food food food festival festival festival in in groups. 3. Students write down the conversations. 4. Students evaluate the conversations, conversations, and and and then then check check the the the answers answers answers with with the teacher. 5. Students act out the conversations in pairs. 6. Students listen and match match the the the people people people with with what we can do. 7. Students check the answers. 1. Teacher teaches the new words soup, cheese, cookies,and pancakes by by showing showing their pictures on the screen. Teach set and set the tableby explaining their Chinese meaning. 2. Teacher asks the students to discuss what the children should prepare for the food festival. 3. Teacher asks four students to write down the conversations on the blackboard. The other students write down at least two conversations in their each workbook. 4. 4. Teacher Teacher Teacher lets lets lets two two two or or or three three students evaluate the conversations on the blackboard. Check the answers. 5. Teacher lets the students act act out out out the the the conversations conversations in pairs. 6. 6. Teacher plays the recording Teacher plays the recording of of 3 3 3 for for for the the the students students students and and lets the students listen and match the people with what we can do. 7. 7. Teacher Teacher Teacher lets lets lets two two two students students tell tell their their their answers. answers. answers. Teach Teach blind by showing a picture of a blind person. Production (7 minutes) 1. Group work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Individual work. 1. Students watch the video and discuss in groups. 2. Students write down their opinions with the structure I think…3. Students share their opinions with with the the whole class. 4. Students summarize Section A with the teacher. 5. Students finish the homework after class. 1. Teacher plays the video of the Ya’an earthquake. Lead the students to discuss in groups: “A terr“A terrible earthquake ible earthquake struck Ya’an in Sichuan Province at 8: 02 on the morning of April 20th this year. Le t’s discuss how to help the p eople in Ya’an.”people in Ya’an.”2. Teacher asks the students to write down their opinions with the structure Ithink…3. Teacher asks four students from different groups to share their opinions. Tell them that we should try our best to help the people in trouble. 4. Teacher shows the summary of this section to the students. 5. Teacher assigns homework: (1) Review the summary after class. (2) Write down a passage about how to help the the people people people in in in Y Y a’an with the sentences containing object clauses. (3) Search some typical foods in different countries to prepare for Section B. Teaching Reflection The students a dmire Craig Kielburger very much. It’s a successful admire Craig Kielburger very much. It’s a successful lesson: lesson: The The The students students students want want want to to to learn learn learn from from from him him him to to to help help help the the the people people people in in trouble. The teacher should introduce more information of Craig Kielburger to the students to encourage them to help others from now on. Ⅶ. Blackboard designUnit 7 Food Festival Topic 1 We’re preparing for a food festival. Section A 1. have/hold/ organize a food festival 2. turn to sb. /ask sb. for help 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.6. make it a success 7. Kangkang knows (that) Graig comes from Canada. 8. set the table 。
仁爱版八年级英语下册Unit7Topic1SectionD优秀教学案例
（三）学生小组讨论
在学生掌握了一定的基础知识后，我组织他们进行小组讨论。我给出了一个关于四位不同人物的性格特点和爱好的情景，要求学生以小组为单位，用英语进行描述。学生积极参与，讨论热烈，通过合作完成了任务。
（四）总结归纳
在小组讨论结束后，我邀请各小组代表汇报讨论成果。在此基础上，我进行了总结归纳，强调了在描述人物性格和爱好时，要准确使用词汇和恰当的句型。同时，我还提醒学生在实际生活中，要尊重他人的性格特点和爱好，培养良好的人际关系。
1. 积极向上的人生态度：通过引导学生了解不同性格特点和爱好对人们生活的影响，使学生认识到拥有积极性格和爱好对生活的重要性，激发他们积极面对生活的勇气；
2. 良好的团队合作精神：通过小组讨论、互动交流等形式，使学生在合作中体验到团队精神的力量，培养他们积极参与团队合作的态度；
3. 尊重他人：在教学过程中，引导学生尊重他人的性格特点和爱好，使学生学会理解和接纳他人，培养良好的人际关系。
4. 亮点四：过程性评价与终结性评价相结合
在教学评价方面，我注重过程性评价与终结性评价相结合。通过观察学生在课堂活动中的表现，我及时发现他们的优点和不足，并给予针对性的反馈。此外，我还定期进行终结性评价，了解学生对本节课知识的掌握程度，为下一步教学提供有力依据。
5. 亮点五：教学目标与实际相结合
在本节课的教学中，我注重将教学目标与学生的实际需求相结合。通过制定合理的学习目标，我引导学生积极参与课堂活动，提高他们的英语水平。同时，我还关注学生的全面发展，培养他们的人际交往能力和团队合作精神。
（五）作业小结
最后，我布置了作业，要求学生运用所学知识，写一篇关于自己或朋友的性格特点和爱好的短文。作业布置后，我对课堂内容进行了简要回顾，鼓励学生认真完成作业，巩固所学知识。
仁爱英语八年级Unit7 Topic1 SectionA教学设计
Unit7Food FestivalTopic1 We’re preparing for the food festivalSectionA重庆市巴南区鱼洞南区学校周静Background Infromation:School: Yudong Nanqu SchoolTeacher: Zhou JingStudents: Grade 8Type of lesson: Listening and speaking classTeaching aids: video, pictures, colored cardsTeaching aims1.Knowledge aims:1)Be able to understand, read and use key vocabulary.2)Get to know objective clauses.2.Skill aims:1)Be able to apply mind-map to sum up the main content of a text.2)Underline key words in the title before listening3)Be able to use objective clauses to express ideas or wishes.3.Culture awareness:Get to know Craig Kielburger and Free the Children. Cultivate students’ care for poor children in the world.4.Emotional aims:1)Students are confident to express their own ideas and be able to coperate with others.2)Students are inspired to care for others and start from little things.Key and difficult points1.Key points:1)Key vocabulary: food festival, poster, task, turn to sb, get in touch with, make it a success2)I think/believe/know/imagine/hope that...2.Difficult points:1)Person transformation2)Statement transformationTeaching procedureStage1: Warming-up1.Watch a video about food festival before the class.2.Greetings and lead the study of learn words.Stage2: Pre-listeningTask1: Learn new words and practice “I know/believe/think/hope that...”Task2: Doughnut competitionTask3: Culture background.1.Watch a video about Craig Kielburger and ask questions.2.Enjoy a poem about Craig Kielburger.Stage3: While-listeningTask1: Listen to 1a and choose the right answer.Task2: Mark T or F.Stdents learn to underline key words before listening and pay attention to tense, numbers and degree adverbs.Stage4: Post-listeningTask1: Read in rolesStudents in different groups represent different roles and read 1a.Task2: What can you imagine?Use sentence structure“I imagine that” to imagine what their food festival will be like Task3: Complete the mind-map of 1aStage5: ProjectTask: Draw a poster to ask people to care for left-behind children.1.Discuss ways to help left-behind children.2.Group work: design, draw and write down how to help them with the sentence structures: I think/believe/know/hope/imagine (that)...3.PresentationStage6: Summary1.The teacher sums up the key points and main sentence structures “ Ithink/believe/know/hope/imagine (that)...”2.Put the posters made by students into a big tree. “If everyone gives a helping hand, we will have a better world.Stage7: Homeworkplete the mind-map about how to help left-behind children.2.Retell 1a by key words3.ExercisesBlackboard design。
【公开课教案】仁爱版英语八年级下册Unit7Topic1SectionA教案
公开课教案(仁爱英语八下Unit 7 Topic1 Section A 1a-1c)授课班级：授课教师：授课时间：一、教学目标：1、知识目标：(1)掌握词汇：task, poster, touch, success,get in touch with, try onehave/hold a food festival, (Kenya, Craig Kielburger, Free the Children了解词汇)(2)语法：初步了解that引导的宾语从句。
2、能力目标：(1) 通过本课学习，让学生能开口说英语谈论Craig Kielburger 和Free the Children.(2)通过学习，让学生能够用宾语从句转述他人的言语。
3、情感目标：通过本课学习,让学生懂得珍惜自己的校园生活并努力学习，同时懂得关心帮助他人。
二、教学重难点：1、教学1a 对话让学生掌握1a 的主要内容和关键词汇及了解宾语从句是本课的教学重点2、让学生积极参与课堂活动，用宾语从句转述他人言语是本课的难点。
三、教学过程：Step 1 Lean-inShow some pictures and talk about them to lead into this topic.Step 2 Presentation and consolidation1.Know about Craig Kielburger and Free the Children (do Part 1 of 1a)1)Listen and fill in the form.2)Read and answer the questions.3)Listen and repeat the dialogue and explain it briefly.4)Retell the main idea of this small dialogue by filling the blanks.2.Know about the Food Festival (do Part 2 of 1a)1)Show a picture and say “ They try to build a school in Kenya. But they don have enough money. ”2)Talk about “ how to raise money to help them? ” Then lead to Part2 of1a.3)Listen and answer the questionWhat will Kangkang and his friends do to help them raise money?4)Read the dialogue and match their tasks for the food festival.5)Read the dialogue and repeat to try to remember their tasks .6)Fill in the blanks7)Read the whole dialogue together3.Learn the grammar --- Object Clauses1)Lead in by asking and answeringWhat does Kangkang say? (Craig is from Canada.)f He says Craig is from Canada.What does Maria say? (Free the Children has built over 700 school rooms in many countries.)— She says Free the Children has built over 700 school rooms in many countries.What does Jane say? (Young people raised most of the money.)一 She says young peopl毋aised most of the money.2)Explain and sum up the Object Clauses.4.Exercise and practice.Step 3 Make more sentences with object clause to talk about how to help poor people.If you have a chance to help poor people, what will you do for them?For example: I think I will...Step 4 Summary and Homework.Summary:1.Some new words: task, poster, touch, success ,2.Some newphrases: turn to, get in touch with, try one ' s best,have/hold a food festival, make a poster3.Object clauses guided by that1).Maria says she will turn to their teachers.2).Michael says his task is to make a poster.3).She says she will think about how to hold the food festival.4.Know sth about Craig Kielburger and Free the Children, and talk about how to help poor people.Homework:1.熟读生词及短语并抄写在作业本上(3遍).2.熟读课文1a对话3遍以上.3.完成导学案第5题4.完成《同步练习》SA.四、板书设计：Unit 7 Topic 1 Section AWords and phrases:turn toFree the ChildrenCraig KielburgerKenyatry one s besthave a food festivaltaskposter --- make a postertouch --- get in touch withsuccess —— make it a success五、教学总结及反思本节课主要是让学生谈论Craig Kielburger及他的组织Free the Children学习本课相关的词汇和语法宾语从句。
仁爱版八年级英语下册Unit7Topic1SectionD教学设计
（三）学生小组讨论，500字
1.教师将学生分成小组，每组选择一个环保主题，如节约能源、减少垃圾、保护水资源等。
2.学生在小组内用本节课所学的词汇和句型进行讨论，探讨如何解决所选主题下的环保问题。
3.每个小组汇报讨论成果，分享各自的观点和措施，其他小组进行评价和反馈。
1.学生对环境保护话题较为熟悉，能够主动关注和讨论相关内容，有利于激发学生的学习兴趣。
2.学生在词汇和语法方面，已有一定的积累，但部分学生仍存在词汇记忆困难、语法运用不准确等问题。
3.学生的阅读理解能力有待提高，对文章细节的把握和主旨大意的理解存在一定难度。
4.学生在团队合作和口语表达方面，部分学生较为积极主动，但仍有部分学生表现内向，需要鼓励和引导。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和语法：本章节涉及的环保主题词汇和一般现在时、一般将来时的语法结构是教学的重点和难点。学生需要熟练掌握并运用这些词汇和语法进行表达。
-教学设想：通过实物展示、图片辅助、情景模拟等多种方式，帮助学生形象记忆词汇。同时，设计丰富的语言实践活动，如角色扮演、小组讨论等，让学生在实际语境中运用语法，提高语言输出的准确性和自然性。
-对话时长不少于5分钟。
3.创意作业：制作一份环保主题的海报，内容包括：
-环保口号或标语。
-本节课学习的词汇和句型。
-突出至少一个环保问题的解决方案。
4.阅读拓展：阅读一篇关于环保的英文文章，完成以下任务：
-摘录文章中的关键信息。
Байду номын сангаас-总结文章的主旨大意。
-阐述自己对文章中提到的环保措施的看法。
【公开课教案】仁爱版英语八年级下册 Unit 7 Topic 1 Section A 教案
公开课教案（仁爱英语八下Unit 7 Topic1 Section A 1a-1c）授课班级：授课教师：授课时间：一、教学目标：1、知识目标：(1)掌握词汇：task, poster, touch, success,get in touch with, try one’s best, turn to, have/hold a food festival, (Kenya, Craig Kielburger, Free the Children了解词汇) (2)语法：初步了解that引导的宾语从句。
2、能力目标：(1) 通过本课学习，让学生能开口说英语谈论Craig Kielburger 和Free the Children.(2) 通过学习，让学生能够用宾语从句转述他人的言语。
3、情感目标：通过本课学习,让学生懂得珍惜自己的校园生活并努力学习，同时懂得关心帮助他人。
二、教学重难点：1、教学1a对话让学生掌握1a的主要内容和关键词汇及了解宾语从句是本课的教学重点2、让学生积极参与课堂活动，用宾语从句转述他人言语是本课的难点。
三、教学过程：Step 1 Lean-inShow some pictures and talk about them to lead into this topic.Step 2 Presentation and consolidation1. Know about Craig Kielburger and Free the Children (do Part 1 of 1a)1) Listen and fill in the form.2) Read and answer the questions.3) Listen and repeat the dialogue and explain it briefly.4) Retell the main idea of this small dialogue by filling the blanks.2. Know about the Food Festival (do Part 2 of 1a)1) Show a picture and say“They try to build a school in Kenya. But they don’t have enough money.”2) Talk abou t “how to raise money to help them?” Then lead to Part2 of 1a.3) Listen and answer the questionWhat will Kangkang and his friends do to help them raise money?4) Read the dialogue and match their tasks for the food festival.5) Read the dialogue and repeat to try to remember their tasks .6) Fill in the blanks7) Read the whole dialogue together3. Learn the grammar --- Object Clauses1) Lead in by asking and answeringWhat does Kangkang say? (Craig is from Canada.)→ He says Craig is from Canada.What does Maria say? (Free the Children has built over 700 school rooms in many countries.)→She says Free the Children has built over 700 school rooms in many countries.What does Jane say? (Young people raised most of the money.)→ She says young people raised most of the money.2) Explain and sum up the Object Clauses.4.Exercise and practice.Step 3 Make more sentences with object clause to talk about how to help poor people.If you have a chance to help poor people, what will you do for them?For example: I think I will...Step 4 Summary and Homework.Summary:1.Some new words: task, poster, touch, success ,2.Some new phrases: turn to, get in touch with, try one’s best,have/hold a food festival, make a poster3. Object clauses guided by that1).Maria says she will turn to their teachers.2).Michael says his task is to make a poster.3).She says she will think about how to hold the food festival.4.Know sth about Craig Kielburger and Free the Children, and talk about how to help poor people.Homework:1.熟读生词及短语并抄写在作业本上（3遍）.2.熟读课文1a对话3遍以上.3.完成导学案第5题4.完成《同步练习》SA.四、板书设计：五、教学总结及反思本节课主要是让学生谈论Craig Kielburger及他的组织Free the Children,学习本课相关的词汇和语法宾语从句。
仁爱版八年级英语下册Unit7OurClothesTopic1SectionA优秀教学案例
1.任务型教学法：通过设计具有实际意义的任务，让学生在完成任务的过程中运用所学知识，提高他们的实践能力。例如，设计一个购物场景的角色扮演任务，让学生在活动中运用目标语言进行交流。
2.情境教学法：创设真实、生动的情境，让学生在情境中感受、体验所学知识，提高他们的学习兴趣。例如，通过展示不同场合的穿着片，让学生在欣赏的同时，学习相关词汇和表达。
5.多元化的教学评价：在教学过程中，我采用了自我评价、同伴评价和教师评价等多种评价方式，对学生的学习情况进行全面、客观的评价。这种多元化的评价方式既关注了学生的知识掌握程度，又关注了他们的情感态度和价值观的培养，使评价更加公正、合理，有助于学生认识到自己的优点和不足，提高他们的自我反思能力。
2.培养学生的环保意识：在教学过程中，引导学生关注环保问题，如旧衣物的再利用、减少浪费等。通过讨论和实践活动，让学生认识到环保的重要性，培养他们的环保意识。
3.培养学生的团队精神：在小组活动中，引导学生积极参与、互相帮助，培养他们的团队精神和协作能力。同时，通过课堂评价，让学生学会尊重他人，培养良好的人际关系。
3.合作学习法：组织学生进行小组讨论、合作完成任务，培养他们的团队协作能力和沟通能力。例如，在小组内进行衣服种类和颜色词汇的竞赛，激发学生的学习积极性。
（三）情感态度与价值观
1.培养学生的审美观：通过欣赏不同风格的衣服，让学生了解并尊重不同的审美观，培养他们的审美能力。同时，引导学生关注穿着得体的重要性，提高他们的社交素养。
仁爱版八年级英语下册优秀教学案例：Unit7Topic1SectionA
针对不同学生的学习需求，我在教学中采用了差异化教学策略。对于学习基础较好的学生，我鼓励他们进行口语拓展，尝试运用所学生词汇进行创造性表达；对于学习基础薄弱的学生，我则耐心引导，帮助他们逐步掌握基本的交际用语。
（五）作业小结
在作业小结环节，我会布置一道实践性作业，让学生运用所学知识，制作自己的日程表。此外，我还会要求学生在日常生活中，有意识地用英语询问和回答时间、日期以及星期几，将所学知识运用到实际生活中。通过作业小结，巩固所学内容，提高学生的英语交际能力。
五、案例亮点
1.生活情境的导入：通过播放生活场景视频和展示日历，引导学生关注日常生活中关于时间、日期以及星期几的运用，使学生能够快速进入学习状态，提高学习兴趣。
四、教学内容与过程
（一）导入新课
在导入新课时，我会利用多媒体手段，如播放一段有关时间、日期以及星期几的生活场景视频，让学生初步感知本节课的主题。接着，我会向学生展示一幅日历，引导他们观察和思考日常生活中的时间、日期以及星期几的运用。通过导入新课，激发学生的学习兴趣，为后续的教学内容做好铺垫。
（二）讲授新知
在课堂评价环节，我采用了形成性评价和终结性评价相结合的方式，关注学生在学习过程中的表现和进步。通过设置小组讨论、个人展示等环节，让学生在互动中学习，提高他们的合作意识和团队精神。
二、教学目标
（一）知识与技能
在本节课中，学生将掌握以下知识和技能：
仁爱版英语8年级下册 Unit7_Topic1_SectionA精品教案
仁爱版英语八下Unit 7 Topic 1 Section A 精品教学设计Ⅰ. Material analysis本节课为话题的第一节课，建议用1课时上完。
主要活动为Section A 的1a和2。
本话题由Craig Kielburger 从12岁起建立解放儿童组织，创办柯氏国际儿童基金展开。
在本课1a的对话中，为了帮助Craig Kielburger，Kangkang, Michael, Maria 和Jane 决定举办一次“国际美食节”。
通过让学生了解四个小伙伴为美食节做的种种努力，鼓励他们积极参与有益的课外实践活动，培养关心他人，乐于助人的态度。
本话题的语法重点是学习that引导的宾语从句。
Ⅱ. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用为美食节做准备的词和短语。
2. 学生能简单地掌握宾语从句的用法。
Skill aims：1. 能听懂有关筹集资金计划的对话。
2. 能使用英语简单谈论筹集资金的计划。
3. 能连贯流畅地朗读对话。
4. 能写出简单的帮助他人的短文。
Emotional aims：学习积极参与有益的课外实践活动，关心他人，乐于助人。
Ⅲ. The key points and difficult pointsKey points：1. 谈论筹集资金的计划。
2. 初步掌握宾语从句的用法。
Difficult points：写出关于筹集资金帮助他人的短文。
Ⅳ. Learning strategies注意发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aidsComputer multimedia projector, the pictures of Craig Kielburger, a poster, the pictures of soup, cheese, cookies, and pancakes, a picture of a blind person, a video of the earthquake in Ya’an.Ⅵ. Teaching proceduresⅦ. Blackboard design。
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Unit 7 Food festival
Topic1 We’re preparing for a food festival.
教学内容分析及课时分配建议：
本单元的主要内容围绕美食节展开。
第一话题的主要内容是筹备美食节，从讨论筹备原因入手，到了解不同国家的饮食文化，融入功能项目里的“提建议”、“征求意见”、“赞美”和“邀请”等社交语言。
倡导学生在学习的同时，学会关心，帮助世界上其他国家需要帮助的人，从而树立正确的人生观和价值观。
本话题的语法重点是that引导的宾语从句。
本话题建议用5个课时来完成。
第一课时：Section A-1a, 1b, 1c, 1d, 3
第二课时：Section A-2 Section B-1a,1b,1c,3a,3b
第三课时：Section B-2 Section C-1a,1b,1c
第四课时：Section D-3，Section C-2,3, Section D-2
第五课时：Section D-Grammar and focus, 1a, 1b, Project
第一课时（Section A-1a,1b,1c,1d,3）
教学设计思路：
本节课主要活动为Section A 的1a。
在1a的对话中，Kangkang等四人从讨论Craig Kielburger及其创办的Free the Children开始，决定开办美食节帮助Craig Kielburger筹集资金，最后分配筹备任务。
在这个对话中，出现了征求意见，赞美等表达法，如：Shall we…? When and where shall we…? Good! Great! Good idea! 等。
同时出现了本单元的重点语法宾语从句中that引导的宾语从句。
1b的设置既可训练学生听对话获取信息的能力，同时帮助学生理解对话大意和细节信息。
1c通过阅读1a匹配信息，帮助学生进一步了解that引导的宾语从句陈述句句型。
1d则通过图片讨论美食节将会是什么样的，从而训练宾语从句的陈述句句型。
作为1a的相关辅助活动，1b，1c和1d 利用不同的活动形式，从各个方面对1a所呈现的知识和技能进行练习和巩固，实现在用中学。
3是与本课内容相关的听力练习。
本节课将其设计成两个任务：首先利用本节课所学的宾语从句，根据所给信息讨论。
然后听对话，搭配并核对答案。
本节课将教学主体部分设计成pre-listening, while-listening和post-listening三个阶段，思路清晰，便于教师操作。
Ⅰ. Teaching aims
1.Knowledge aims：
（1）学习并掌握新词汇
try one’s best, get in touch with, success, imagine, soup, cheese, biscuit, pancake
（2）掌握that引导的宾语从句陈述句
I think (that) we can have it on our school playground on Sunday.
I imagine (that) a lot of people will come to the food festival.
（3）学会使用征求别人意见和表示赞美的交际用语
①—Shall we have a food festival and raise money to give to Free the Children?
—Good idea!
②—When and where shall we have the food festival?
—I think we can have it…
③—My task is to make a poster.
—Good!/Great!
2. Skill aims:
（1）能听懂以“美食节”为主题的对话及对话中所涉及到的征求意见和赞美等功能句型。
（2）能根据图文提示讨论“美食节”相关话题。
3. Emotional aims:
树立帮助他人，关爱他人的意识
4. Culture awareness:
了解魁克·柯伯格和他的“解放儿童”组织。
Ⅱ. The key points and difficult points
1. Key points:
（1）讨论筹备“美食节”的相关话题。
（2）掌握that引导的宾语从句陈述句。
2. Difficult points：
熟练运用that引导的宾语从句
Ⅲ. Learning strategies
1. You will do better in listening practice if you read and predict before listening.
Ⅳ. Teaching aids
多媒体课件；Craig Kielburger及Free the Children 的海报或照片；需要帮助的人的照片或图片。
V. Teaching procedures
VI . Blackboard design。