第一篇：新版八上unit7閱讀教學(xué)設(shè)計(jì)及教學(xué)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(xué)反思：

《新目標(biāo)英語(yǔ) 》倡導(dǎo)以任務(wù)型教學(xué)，也就是引導(dǎo)學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)。任務(wù)的設(shè)計(jì)也就是要給學(xué)生提供明確、真實(shí)的語(yǔ)言信息，使學(xué)生在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語(yǔ)言、掌握語(yǔ)言的應(yīng)用。那么我們?cè)诮虒W(xué)中又應(yīng)如何設(shè)計(jì)任務(wù)？

1、任務(wù)要真實(shí)。既要從學(xué)生的認(rèn)知水平和生活實(shí)際出發(fā)，又要與社會(huì)生活緊密相連。

2、任務(wù)要可完成。如果設(shè)計(jì)的任務(wù)不可完成，將在很大程度上妨礙學(xué)生主體水平的發(fā)揮。

3、任務(wù)要由簡(jiǎn)到繁，由易到難，層層深入，構(gòu)建由初級(jí)任務(wù)到高級(jí)任務(wù)并由高級(jí)任務(wù)涵蓋初級(jí)任務(wù)的循環(huán)，使教學(xué)階梯式地層層遞進(jìn)。

4、要注意 任務(wù)的合作性。任務(wù)的完成必須依賴于學(xué)習(xí)者之間的共同合作，每一個(gè)學(xué)習(xí)者在執(zhí)行任務(wù)的過(guò)程中，都擔(dān)當(dāng)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(wù)的過(guò)程中培養(yǎng)合作精神。

第二篇：Unit7 教學(xué)反思

Unit9 教學(xué)反思

經(jīng)過(guò)了前幾個(gè)單元的磨合，師生配合都更加默契，但是還是存在很多問(wèn)題，現(xiàn)在我總結(jié)一下本單元各方面的情況。

從課堂來(lái)講，我覺(jué)得現(xiàn)在的英語(yǔ)教學(xué)要以學(xué)生為主體，教師為引導(dǎo)。多鼓勵(lì)差生開(kāi)口說(shuō)英語(yǔ)，并能及時(shí)地表?yè)P(yáng)他們。教師要有課堂效益意識(shí)。教學(xué)效益首先體現(xiàn)在課堂教學(xué)信息量、教學(xué)活動(dòng)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(yǔ)課堂上適當(dāng)?shù)厥褂枚嗝襟w手段，不但可以活躍課堂，更能提高學(xué)生的參與面，短、頻、快的大容量課堂節(jié)奏能有效的吸引并集中學(xué)生的學(xué)習(xí)注意，從而最終提高學(xué)習(xí)的聽(tīng)課效益；其次，課堂效益意識(shí)還體現(xiàn)在教學(xué)的設(shè)計(jì)中要充分為學(xué)而教，以學(xué)生如何有效獲取知識(shí)，提高能力的標(biāo)準(zhǔn)來(lái)設(shè)計(jì)教學(xué)。

但是也有不足，首先，我們備課不僅僅要備教材，還要備學(xué)生。要根據(jù)學(xué)生英語(yǔ)基礎(chǔ)的實(shí)際情況，設(shè)計(jì)一些開(kāi)放性的資料來(lái)提高課堂教學(xué)質(zhì)量。當(dāng)然這些我們自己設(shè)計(jì)的教學(xué)素材不能脫離教材本身。

其次，英語(yǔ)課堂上我們應(yīng)及時(shí)有效獲取學(xué)情反饋，有效地進(jìn)行課前回顧，課堂小結(jié)等環(huán)節(jié)的落實(shí)。

第三篇：Unit7 A 教學(xué)設(shè)計(jì)

人教版英語(yǔ)八年級(jí)下Unit7

Unit7 A 教學(xué)設(shè)計(jì)

I.Teaching goals 1.學(xué)習(xí)Would you mind doing sth? 這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方。2.學(xué)習(xí)如何表達(dá)歉意，培養(yǎng)學(xué)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(yǔ)八年級(jí)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(mén)關(guān)上嗎？好的，我馬上就辦。b)你介意把收音機(jī)關(guān)小點(diǎn)兒聲嗎？不，一點(diǎn)也不。c)請(qǐng)不要在教室里大聲說(shuō)話好嗎？對(duì)不起。人教版英語(yǔ)八年級(jí)下Unit7

二、選擇正確的詞或短語(yǔ)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(xué)反思

三年級(jí)下學(xué)期的學(xué)生，已經(jīng)有了一定的英語(yǔ)知識(shí)的積累。如何使學(xué)生的學(xué)習(xí)興趣得以持續(xù)發(fā)展，生活化的課堂不失為一種行之有效的教學(xué)策略和方法。本課的任務(wù)是學(xué)習(xí)掌握幾種簡(jiǎn)單的食物和詢問(wèn)愛(ài)好的句型。因此，在教學(xué)中，我選取生活中孩子們熟悉的日常事物，創(chuàng)設(shè)生活情景，精心設(shè)計(jì)生活化的教學(xué)活動(dòng)，讓學(xué)生積極參與，主動(dòng)探究，大膽實(shí)踐，合作創(chuàng)新，充分發(fā)揮學(xué)生的主體性，培養(yǎng)和發(fā)展他們的語(yǔ)言綜合運(yùn)用能力。

本模塊是以食物為媒介，學(xué)習(xí)如何談?wù)撊藗兊南埠?，重點(diǎn)圍繞著“學(xué)生怎樣談?wù)撓矏?ài)的食物”這個(gè)題材開(kāi)展多種教學(xué)活動(dòng)。本單元主要是以餐食的場(chǎng)景為依托，重點(diǎn)學(xué)習(xí)詢問(wèn)對(duì)方的喜好。在學(xué)習(xí)本課新句型之前，學(xué)生已經(jīng)掌握了表達(dá)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(xué)生就比較容易理解和掌握，學(xué)生對(duì)本課內(nèi)容的理解和掌握，將對(duì)在后面的學(xué)習(xí)起到良好的鋪墊作用。

根據(jù)上述課文特點(diǎn)和內(nèi)容，同時(shí)也根據(jù)小學(xué)生的年齡特征和任務(wù)型教學(xué)的理念，本節(jié)課我設(shè)定了四個(gè)教學(xué)目標(biāo)：

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

（2）、能力目標(biāo)：讓學(xué)生們?cè)谡f(shuō)、玩、演中鍛煉自己運(yùn)用語(yǔ)言的能力，能使用英語(yǔ)做事情，能夠?qū)⑺鶎W(xué)的知識(shí)在相似的生活中進(jìn)行運(yùn)用。

（3）、德育目標(biāo)：教育學(xué)生不要挑食，增加營(yíng)養(yǎng)才會(huì)有一個(gè)健康的身體。

（4）、學(xué)習(xí)策略方面的目標(biāo)：培養(yǎng)學(xué)生的積極主動(dòng)參與學(xué)習(xí)和大膽開(kāi)口

在教學(xué)過(guò)程中，我盡量設(shè)計(jì)了與學(xué)生生活相關(guān)的場(chǎng)景，照顧到不同程度的學(xué)生，把學(xué)生自然引入情景中去學(xué)習(xí)語(yǔ)言，這樣學(xué)生特別感興趣，收到了良好的效果。學(xué)生在對(duì)話練習(xí)中表現(xiàn)出積極練習(xí)的態(tài)度，就連那些學(xué)困生也要積極展示一下自我。這樣在說(shuō)、玩、演中鍛煉了每一個(gè)學(xué)生的運(yùn)用語(yǔ)言的能力。

第五篇：unit7的教學(xué)反思

我們剛剛結(jié)束Unit 7的教學(xué)，速度似乎太慢了，但是沒(méi)有辦法，因?yàn)槲业闹苷n時(shí)數(shù)太有限了，只有五個(gè)課時(shí)，一天一節(jié)課。英語(yǔ)老師的周課時(shí)數(shù)也只有10課時(shí)（兩個(gè)班級(jí)）。

Unit 7這一個(gè)單元的教學(xué)是很有感覺(jué)的，自我感覺(jué)也較好！特別是Section A第一課時(shí)，談?wù)撆c學(xué)生有關(guān)的話題，青少年是否應(yīng)該被允許選擇自己的衣服。有部分學(xué)生做得不錯(cuò)，課堂上表現(xiàn)也非常不錯(cuò)。

本單元的主要語(yǔ)法：情態(tài)動(dòng)詞+被動(dòng)語(yǔ)態(tài)，因?yàn)槭请y點(diǎn)之一。

本單元重點(diǎn)是教學(xué)，同時(shí)復(fù)習(xí)歸納有關(guān).能用should/should not be allowed to do談?wù)搼?yīng)該被允許和不應(yīng)該被允許做的事情。等。所以我們?cè)谡n堂教學(xué)過(guò)程中不能偏離教學(xué)重點(diǎn)、教學(xué)目標(biāo)。

設(shè)計(jì)任務(wù)引導(dǎo)學(xué)生綜合運(yùn)用。

總之，本單元課堂教學(xué)感覺(jué)不錯(cuò)，學(xué)生對(duì)本話題的印象也較深，但是語(yǔ)篇表達(dá)仍然還有有很大問(wèn)題。