第一篇：新版八上unit7閱讀教學設計及教學反思

Unit 7 Will people have robots? Reading(2a-2b)

designed by zhanghaiping Teaching material The passage is taken from Unit 7, Book Eight and it is focused on what robots are like today and what robots will be like in the future, which can greatly attract students’ interests.Teaching methods: question-and-answer activity teaching method, free discussion teaching method, group work or individual work method.Teaching aids:Multimedia and blackboard Teaching procedures Pre-task Step 1.Lead-in: lead in by using a picture of a game character from a popular online game.Talk about what it looks like and what it can do.Then ask students what kind of robot they want.While-task Step 2.Get the stdents to turn to Page 53 and see robots today and in the futrue.Go through the passage(the whole passage)robots:(paragraph 1)robots in movies about the future,(paragraph 2)robots in factories,(paragraph 3)robots today and in the future,(paragraph 4)robots in the future.Step 3.After getting the useful information of the whole passage, Show it on the screen without some words or phrases.Ask the students to fill in the blanks Some of them are open.Students can use any words or phrases if they are suitable in the passage.Step 4.Get the students to read through the passage and tell if the statements are true or false.Get them to know the differences between the original sentences and the answers.True or false 1.Robots today are like human servants.()2.Robots help people do the most pleasant jobs.()3.Scientists try to make robots look different from people.()4.Some robots in Japanese companies can walk and dance.()Step 5.After that, get some students to ask any questions they like and others can answer them.And then show some unique quesitons on the screen to see which student is the smartest.1.What kind of robots are scientists making? 2.How soon will there be more robots? 3.Will humans have less work to do? Why? Post-task Step 6.Write to a robot scientist to help solve your problem.Ask the students what we should write about in this paragraph.Then get them to write any sentences they like according to the two questions and then students show their own articles to others.What’s your problem? What kind of robot do you want? Step 7.The students take the following as their homework.1.Check if you can master the useful information of the passage.2.Finish the letter and prepare for next quiz.On the blackboard robots: robots in movies about the future robots in factories, robots today and in the future robots in the future.the letter: What’s your problem? What kind of robot do you want? 教學反思：

《新目標英語 》倡導以任務型教學，也就是引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗。任務的設計也就是要給學生提供明確、真實的語言信息，使學生在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。那么我們在教學中又應如何設計任務？

1、任務要真實。既要從學生的認知水平和生活實際出發，又要與社會生活緊密相連。

2、任務要可完成。如果設計的任務不可完成，將在很大程度上妨礙學生主體水平的發揮。

3、任務要由簡到繁，由易到難，層層深入，構建由初級任務到高級任務并由高級任務涵蓋初級任務的循環，使教學階梯式地層層遞進。

4、要注意 任務的合作性。任務的完成必須依賴于學習者之間的共同合作，每一個學習者在執行任務的過程中，都擔當各自不同的角色，都需要提供自己所掌握的信息，在共同完成任務的過程中培養合作精神。

第二篇：Unit7 教學反思

Unit9 教學反思

經過了前幾個單元的磨合，師生配合都更加默契，但是還是存在很多問題，現在我總結一下本單元各方面的情況。

從課堂來講，我覺得現在的英語教學要以學生為主體，教師為引導。多鼓勵差生開口說英語，并能及時地表揚他們。教師要有課堂效益意識。教學效益首先體現在課堂教學信息量、教學活動的廣度和密度以及媒體的使用上。

有效的媒體手段有助于課堂容量、密度和速度的提高。尤其是在英語課堂上適當地使用多媒體手段，不但可以活躍課堂，更能提高學生的參與面，短、頻、快的大容量課堂節奏能有效的吸引并集中學生的學習注意，從而最終提高學習的聽課效益；其次，課堂效益意識還體現在教學的設計中要充分為學而教，以學生如何有效獲取知識，提高能力的標準來設計教學。

但是也有不足，首先，我們備課不僅僅要備教材，還要備學生。要根據學生英語基礎的實際情況，設計一些開放性的資料來提高課堂教學質量。當然這些我們自己設計的教學素材不能脫離教材本身。

其次，英語課堂上我們應及時有效獲取學情反饋，有效地進行課前回顧，課堂小結等環節的落實。

第三篇：Unit7 A 教學設計

人教版英語八年級下Unit7

Unit7 A 教學設計

I.Teaching goals 1.學習Would you mind doing sth? 這一句型，學會懇請對方。2.學習如何表達歉意，培養學生的交際能力。

II.Important points A: Would you mind doing sth? B: I’m sorry.I’ll do it right away.A: Would you mind not doing sth? B: Sorry.We’ll go and play in the park.III.Difficult points 比較: Would you mind(not)doing sth?

Could you please do sth?

Please do sth.You have to do sth.IV.Teaching procedures Step 1 Assign the task Write the following requests on the Bb: Can you cut the apples? Please cut the apples.Would you mind cutting the apples? Explain that the last example is a very polite way of making a request.Step 2 Warm up Section A(1a-1c)SB Page 52,1a.Would you mind cleaning the yard? Would you mind not playing baseball here? Would you mind moving your bike? Would you mind turning down the music? 人教版英語八年級下Unit7 1.Point to the four requests above.Read each phrase to the class and ask the Ss to repeat it.2.Point to the picture.Ask Ss to write the letter of each request in the correct place in the picture.3.Correct the answers.SB Page 52, 1b.1.Point to the list of requests in activity 1a.Play the recording for the first time.Ss only listen.2.Play the recording a second time.Correct the answers.SB Page 52,1c.1.Ask two students to read the sample dialogue in activity 1c.Then let them make requests with their partners.2.Ask two pairs to say their conversations to the class.Step 3 Pre-task Section A(2a-2c)SB Page 53, 2a.1.Read the instructions with the students.Play the recording for the first time.Ss only listen.2.Play the recording for second time.Ask Ss to write the number of each conversation.3.Correct the answers.SB Page 53, 2b.1.Point out the five responses in activity 2b.Ask different Ss to read each one to the class.2.Play the recording.This time ask Ss to fill in the letters of the pictures in front of the responses.3.Correct the answers.SB Page 53, 2c.Ask two Ss to read the sample dialogue.Tell them: make conversations about the information above like this.Step 4 Grammar Focus 1.Review the grammar box.Ask students to read the statements and responses.2.Ask students to talk about the differences among the different sentences.Exercise:

一、漢譯英

a)你介意把門關上嗎？好的，我馬上就辦。b)你介意把收音機關小點兒聲嗎？不，一點也不。c)請不要在教室里大聲說話好嗎？對不起。人教版英語八年級下Unit7

二、選擇正確的詞或短語填空

1.I ______(ran out of/run out of)money.What should I do? 2.Would you mind ______(close/closing)the door? 3.Could you______(turning down/turn down)the music, please? 4.His hobby is collecting old______(coins/cousins).5.How long have you been______(watching/listening to)music videos? 6.The more Leo learns about Chinese, the ______(more/most)he enjoys himself in China.7.—Would you mind keeping your voice down? —______.(OK, I’ll do/Sorry)

8.Would you mind______(not very close to me/not standing very close to me)? 9.It’s so cold.Could you ______(closing/close)the door?

10.I______(asked/ordered)a hamburger for my friend.But the clerk gave me French fries.答案：

一、a)---Would you mind closing the door?

---OK.I’ll do it right away.b)---Would you mind turning down the radio?---No, not at all.c)---Could you please not speak loudly in the classroom?---I’m sorry.二、1.ran out of

2.closing

3.turn down

4.coins

5.listening to

6.more 7.Sorry

8.not standing very close to me

9.close

10.ordered

第四篇：Unit7 Sweets教學反思

三年級下學期的學生，已經有了一定的英語知識的積累。如何使學生的學習興趣得以持續發展，生活化的課堂不失為一種行之有效的教學策略和方法。本課的任務是學習掌握幾種簡單的食物和詢問愛好的句型。因此，在教學中，我選取生活中孩子們熟悉的日常事物，創設生活情景，精心設計生活化的教學活動，讓學生積極參與，主動探究，大膽實踐，合作創新，充分發揮學生的主體性，培養和發展他們的語言綜合運用能力。

本模塊是以食物為媒介，學習如何談論人們的喜好，重點圍繞著“學生怎樣談論喜愛的食物”這個題材開展多種教學活動。本單元主要是以餐食的場景為依托，重點學習詢問對方的喜好。在學習本課新句型之前，學生已經掌握了表達自己喜歡和不喜歡的句子：I like…。I don’t like…。因此，本課的主要句型Do you like…？學生就比較容易理解和掌握，學生對本課內容的理解和掌握，將對在后面的學習起到良好的鋪墊作用。

根據上述課文特點和內容，同時也根據小學生的年齡特征和任務型教學的理念，本節課我設定了四個教學目標：

（1）、知識目標：掌握單詞noodle，rice，fish，milk，meat及句子 Do you like …？以及回答。

（2）、能力目標：讓學生們在說、玩、演中鍛煉自己運用語言的能力，能使用英語做事情，能夠將所學的知識在相似的生活中進行運用。

（3）、德育目標：教育學生不要挑食，增加營養才會有一個健康的身體。

（4）、學習策略方面的目標：培養學生的積極主動參與學習和大膽開口

在教學過程中，我盡量設計了與學生生活相關的場景，照顧到不同程度的學生，把學生自然引入情景中去學習語言，這樣學生特別感興趣，收到了良好的效果。學生在對話練習中表現出積極練習的態度，就連那些學困生也要積極展示一下自我。這樣在說、玩、演中鍛煉了每一個學生的運用語言的能力。

第五篇：unit7的教學反思

我們剛剛結束Unit 7的教學，速度似乎太慢了，但是沒有辦法，因為我的周課時數太有限了，只有五個課時，一天一節課。英語老師的周課時數也只有10課時（兩個班級）。

Unit 7這一個單元的教學是很有感覺的，自我感覺也較好！特別是Section A第一課時，談論與學生有關的話題，青少年是否應該被允許選擇自己的衣服。有部分學生做得不錯，課堂上表現也非常不錯。

本單元的主要語法：情態動詞+被動語態，因為是難點之一。

本單元重點是教學，同時復習歸納有關.能用should/should not be allowed to do談論應該被允許和不應該被允許做的事情。等。所以我們在課堂教學過程中不能偏離教學重點、教學目標。

設計任務引導學生綜合運用。

總之，本單元課堂教學感覺不錯，學生對本話題的印象也較深，但是語篇表達仍然還有有很大問題。