新目标九年级英语课件

新目标九年级英语课件汇编。

我为了打造这份“新目标九年级英语课件”倾尽了全部心力，希望这篇文章能够帮助您解决具体的问题。老师职责的一部分是要弄自己的教案课件，但老师也要清楚教案课件不是随便写写就行的。 编制高效的教学课件有助于教师更加灵活和深入地授课。

新目标九年级英语课件 篇1

一、单元教学目标：

1、了解一般写景散文的写作思路和构思方式，学习和运用从不同的角度描写景物的方法。

2、通过反复吟诵，能说出作品所写的自然风景的个性特点，及给予人们的种种启示。

3、掌握吟哦讽诵的要领，学会在朗读中加深对文章的理解，体会其深蕴的人文内涵。

4、学会合作探究和写作，能从各个渠道收集、筛选和组合材料，并运用到写作中去。

5、能用流畅的口语介绍本地的风景、特产、风俗和民情。

本单元的中心内容是自然山川，着重领略和要求掌握的学习方法是吟哦讽诵，就是要求学生能通过吟诵去体会和把握文章所表现出的作者的思想感情。因而要教会学生从反复吟诵中，了解作品所写的自然风景的个性特点及给予人们的种种启示，加深理解其中深蕴的人文内涵。并且能从吟诵中品味文章的神气、写作上的妙处，领会到写景散文的一般思路。进而参与综合学习与探究活动，在充分准备的基础上，进行合作探究和写作。

四篇课文的安排，应各有侧重点，《鼎湖山听泉》作为本单元的第一篇课文，可以作为示例，指导学生学习在吟哦讽诵中注意作者感情嬗变的历程及对人生和历史的感悟；《林中小溪》一文在运用所学的方法自主学习的同时，可向学生介绍一下这位被称赞为在整个世界文学中，未必能找到与他并驾齐驱的作家的前苏联作家的作品风格，并再选择一些他的作品来加深学生的感受。《飞红摘翠记黄山》《画山绣水》则重点学习写景角度的选择与转换及材料的整理和运用，为写作做好准备。

作为本单元重点学习的学习方法吟哦讽诵，一要创设好的情境，如为学生提供音乐、画面等激起学生朗读的兴趣和热情。二是要指导学生在读中思索、品味，以达到感悟的目的。

1导入，并明确任务：在初中两年的学习中，你有哪些好的语文学习的方法，供大家参考、学习。讨论

2出示、补充讨论的话题：

1指导学生浏览课文、目录。本学期的语文课本和过去有什么不同？你认为本学期我们的语文学习和过去会有什么不同？浏览课文、目录

2布置任务：制订本学期的读书计划（要求根据课文的相关内容，阅读同题材、体裁的作品，和文学名著）制订计划

1初步朗读课文，要求读准字音、读通句子。读后能简要概括每篇课文的主要内容（各自然风景的特点）朗读课文

3指导阅读《综合学习与探究》了解其中所提出的问题，并在以后的学习中带着这些问题学习，并能提出新的问题。阅读

4组成学习小组：1、分工收集资料。2、商定展示成果的形式。

学习目标：1、在诵读中理清作者的写作思路及感情发展的脉络。

2、能分析作者工于取材，扣住泉字，抓住听这个关键来组合材料。

3、能分析课文以泉为主，兼及其他的详略有致、明暗交错的组材方式。

4、在反复诵读中，体会本文的语言特点。

5、学习本文将深刻的哲理寄予在景物的状写中，并随景致的变化，

有层次地表达。

6、在吟哦讽诵的基础上，背诵优美语段。

重难点分析：1、吟哦讽诵而后得之是本单元要重点学习的学习方法。是重点，也是难点。要教会学生在吟诵中有所得、有所悟。首先就要让学生产生朗读的兴趣，乐于沉浸其中，思考、感悟。因而创设情境，激发学习热情，是很重要的环节。

化，有层次地表达。是本课的另一个重点。在学习中，把读写结合起来，让学生学会这种表达思想情感的方式。

教师补充。在优美的音配画中，学生介绍有关鼎湖山的相关资料。

2指导学生带着问题读课文。思考：勾画作者游山踪迹，寻找作者感情发展的脉络。学生自由朗读课文，并作圈点勾画和旁批。

1问题设计：鼎湖山可写之景很多，而作为游记，也应较全面地介绍。作者为什么要集中笔力写山泉？又是怎样做到以泉为主，兼及其他的？学生带着问题自由朗读课文，边读边思考

3指导学生重点朗读第二三段：1、体会比喻的妙处（两者之间有什么相似之处）2、找出下文中与此相呼应的比喻。3、引用楹联有何作用？4、应用怎样的语气语调来朗读？学生自由朗读、揣摩语气语调、思考、交流、个别朗读、其他学生评价

1播送音乐，指导学生用心聆听、感受。用一个比喻把自己所听所感写出来。听音乐，写片段

1由《小石潭记》的由景生情引入对本文主题的认识。学生背诵、复习有关知识

2指导重点朗读第八段。1、文章是从哪些角度设喻的？2、为什么先举乐音，再举本体？作者如何把泉景与人生感悟联系在一起的？朗读、思考、讨论、个别读、交流

1引导学生交流列代写自然美景的佳作，进一步体会这种由景生情，由情而悟的写法。交流古诗文、体会其表达的情感。

是拉动经济发展重要，还是自然环境、文物古迹的保护重要？学生按所持观点不同分组，合作辩论

课后学习：1、写一个议论片段，把自己的观点有理有据地表达出来。

2、预习《林中小溪》熟读课文，并收集有关作者资料。

学习目标：1、在诵读中，领略大自然的美和小溪所显示出的生命力量，把握作者的思想感情脉络，理解作者的人生信念。

2、能找出眼前景与人生感悟两者之间的对应关系。

3、了解普里什文作品的风格，体会作品诗的深警和反复回荡的旋律 之美。

4、收集对众多名家对普里什文的评价，通过对其他作品的阅读，进一步加深对理解，并能有自己独特的评价。

重难点分析：1、在诵读中体会作者蕴涵在写景状物中的丰富内涵和人生哲理同样是本课的教学重点。只是经过上一课的学习，学生对此种表现手法已有了一定的感性认识。本课以此为重点，是要在巩固的同时，学生能把他运用到自己的写作中去。

2、普里什文的散文被称为俄罗斯语言的百草。作品有其独特的风格，作为初三学生，应该尝试从一定的高度来评析课文，虽然很难，但可以从学习、借鉴名家的评论开始做起。

1由《鼎湖山听泉》导入：1、背诵第八段。2、复习由景生情、由情而悟的写法。背诵、复习提问。

2指导学生用刚学的方法朗读课文，理清文章层次、并用简洁的语言概括文章内容。朗读、勾画

1指导学生带着问题朗读文章主体部分，在学生自由朗读的基础上，请个别同学读，并对他们的朗读作出评价。

问题：作者从小溪在林中冲破重重障碍奋然前行中，感悟到人生哲理。请说出两者之间的相似之处。朗读、勾画、批注

悟？2、生活中还有哪些美景会给你联想？学生选择喜爱的段落反复诵读，感作者所感，生自己所悟。

课后学习：1、收集众多名家对普里什文的评价，并阅读《大地的眼睛》

2教师补充及归纳对作者有代表性的评价学生交流有关作者及评论家对他作品风格的评论。

3为学生评论提供范文学习、借鉴、模仿名家的评论，为课文中的某一部分写一段评论性的文字

1引导学生比较阅读阅读普里什文的另一部作品，比较、进一步体会其作品的风格

2、了解电视解说词的特点，能说清本文写作角度的转换。并能在自己的写作中运用这种变换角度多方面写景的.方法。

3、能用流畅的语言介绍一处自然景观。

重难点分析：黄山是一个大题材，它的特点是多方面的。作者用多幅画面组接连缀，从各个方面写出了黄山的特点。在写景是依据观察和表现的需要，自由地变换角度。这是本文的学习重点。

1情景导入：播放有关黄山的风光片激发学生的阅读热情。看影片，并交流手中资料

2朗读课文，1、课文介绍了黄山的哪些内容？找出课文在介绍自然景观时，选材组材上和前面两课最大的不同。朗读、思考

1由学生选择喜欢的内容反复诵读，准备做一次电视节目主持人朗读、为说话练习作准备。

3思考：1、作者是如何从不同的角度去表现景物的？用简洁的语言概括景物的特点。学生读读、思思，并做好批注。

1教师提供一个学生较为熟悉的自然景观，供学生参考。学生选择其中一点，学习用多角度写景的方法，写一段解说词。

课后学习：1、继续完成课堂小短文。 2、背诵精彩语段。

2、学习和尝试运用间接材料来丰富作品内容，表现事物的方法。

3、理解作品中所表达的主题，并能有自己合乎理性的评析。

重难点分析：1、学习和尝试运用间接材料来丰富作品内容，表现事物的方法。是学习本文的重点。

2、品味杨朔散文诗化的语言是难点，因而在教学安排上要注意：一是反复诵读，在诵读中提升语言的感悟能力，二是参考评论家的评论，三可以和《林中小溪》比较。

4问题探讨：本文用了不少间接材料来写景，作者是怎样运用的，你认为哪一段用的最好，好在哪里？学生选择自己认为写得最好的地方，反复朗读，思考、讨论、交流

1由课题画山绣水的内涵，引出对杨朔语言风格的评析。（教师可指导学生从虚实结合、动静结合、句式工整、笔墨凝练等方面探究）学生探究杨朔诗话的创作风格在文中的表现。并做好旁批

1问题设计：

1、有人认为把眼前的美景和凄惨的故事联系在一起，很不协调，在自然美景和阶级教育联系在一起就更是牵强附会了，你怎么看？

2、杨朔写散文是像写诗一样写的。普里什文称自己的散文为诗体随笔请比较一下两者的异同，你个人欣赏谁的作品。学生可任选其中一个问题，小组内合作探究

课后学习：把前面布置的对课文内容的质疑整理出来，选出有价值的问题，准备下节课探讨。

2把从学生中收集的问题返回到学生中去，选择有质量的，小组探讨。小组合作探讨交流

1巡视、指导各组的活动组内交流资料，补缺补漏，并确定展示形式，分工写作

（1）课堂发言的情况。

（2）完成作业的情况。

（3）参与活动的情况。

（4）学习兴趣的增强。

（5）学习能力的提高。

新目标九年级英语课件 篇2

新目标九年级英语教案示例第十四单元第三课时教学设计作者：思全英语辅导第三课时教学设计

1.能进一步地扩展所学的内容，能用目标语言谈论自己喜爱的朋友和乐队。

2.能听懂2a和2b的听力内容，并完成相应的练习。

复习旧课(Revision)：

老师一个一个地问学生这一个星期来，已经做了哪些事，还有哪些事没做，以后应该怎样做。T：What have you done?Have you made astudy plan yet?What are you going to do?.学生运用目表语言来回答老师的问题。然后，学生可以反过来问老师这一个星期里已经做了和还没做的事情。

(通过学生和老师相互提问，不仅复习了上节课所学的知识，而且，拉近了师生间的距离，融洽了师生间的关系，激发了学生学习的积极性。)

引出新课(Presentation)：

接着上个环节，老师可以这样回答学生提出的问题，T：I have already cleaned up my room.I have already taken my daughter to the park.I have already bought some books.I have already bought my favorite band'CD.Do you want to know what is my favorite band?通过最后一句话来引出本课的话题--band。

然后，老师用英语介绍自己最喜欢的乐队，引出听力内容中的难的单词和句子，为听懂听力内容做好准备。My favorite band is YuQuan.There are two members in this band.They have been together for about three years.They used to play stuff by other bands,but now they only play their own songs.They have written many original songs.Some of their songs are very popular.They have been on TV for many times.Of course,they have won some awards.But they haven't made amusic video yet.I like them very much.

然后，问学生，How about your favorite band?要求学生按照Section B的第一部分的要求，两人一组，回答方框里的四个问题，并把答案填在横线上。最后，老师抽查几位学生的答案。

操练(Practice)：

2a.(1)老师读并讲解指示语，确信学生明白它的意思。然后告诉学生，You are going to hear awoman interviewing amember of aband.(2)要求学生谈论图画中的内容。(3)学生读左边的问题，确信学生明白每个问题的意思。强调过去分词done和been的原形。(4)放录音，要求学生根据录音内容回答左边的问题，并把答案写在横线上。5)核对答案。必要时进行解释。

2b.(1)学生读方框中的词组，确信学生明白每个词组的意思。强调这些过去分词的原形。(2)放录音，要求学生根据录音内容，听出乐队已经做过的事情。(3)核对答案。必要时进行解释。(4)要求学生跟着录音，重复录音内容，明白每句话的意思。

2c.要求学生根据2b中提供的词组，以及听力里的内容，模仿右边的.对话，围绕着你最喜欢的乐队，两人一组进行操练。在学生进行操练的同时，老师巡视课室，检查学生的进展，必要时提供帮助。最后，抽查几组学生的对话，必要时及时给予适当的鼓励。

3a.阅读训练。

(1)引入：老师说，Just now,you talked about your favorite band.Now we are going to talk another band whose name is New Ocean Waves.Look at the picture and talk about the band.What kind music do they play?Is their music very popular?

(2)快速阅读课文，找出一个问题的答案。Are they kind people?Why?

(3)精读课文，按照指示语的要求，圈出乐队已经做过的事情，用横线划出他们还没有做的事情。

(4)老师讲解课文中的难点，并划出文中的重要词组和句子。

全班齐读课文。

巩固和拓展(Consolidation and Extension)：

设计一个任务。要求学生运用本单元的目标语言，来谈论自己的偶像，近段时间来，已经做了和还没做的事情，并做简要的评论。

作业布置(homework)：

1.完成练习册中的相应练习。

2.熟读课文。

3.仿照P113 2c，根据实际情况，运用本单元的目标语言，写一段有关自己最喜欢的偶像的对话。

新目标九年级英语课件 篇3

找教案

Unit13Rainy days make sad.SectionA(1a-1c)

Hello, everyone，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is Section A(1a-1c , Grammar Focus)in Unit13.It is made up of seven parts.1.Analysis textbook(教材分析)

2.The teaching methods(教学方法)

3.The learning methods(说学法)

4.Analysis the students(说学情)

5.The procedures of the teaching(教学步骤)

6.Blackboard design（板书设计）

7.Self evaluation.(自评)

Part 1The analysis of the teaching material:

This lesson is about listening and speaking.It plays a very important part in the English teaching of this unit.By studying Section A , The students can improve their speaking ability, learn more about things that affect people.At the same time, we should get the students to understand better.The students should do some listening, speaking and writing, too.Of course, the students should receive some moral education.Let the students have positive attitude to dealing with things around them.1.Teaching objects

The teaching aims are established according to Junior School English curriculum standard provision.A.Language goals

1).Words & expressions :tense, some adjectives of feeling

2).Key sentences

Loud music makes me tense.(P103)

Loud music makes me want to dance.That movie made me sad.B.Ability goals

Enable the students to talk about how things affect them.Emotion & attitude goals

Enable the students to understand the effect of things upon them.The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.2.Teaching Key Points

the usage of make.3.Teaching Difficulties

Train the Ss to use make correctly.To improve students’ listening ability.To train students' communicative competence.:Part 2.The teachingmethods

Task-based teaching;Cooperative learning;

Part 3.The learning methods

1).Set up six steps.It is presentation– words – pairwork – listening practice–Grammar-practice

2).Ask the students to take part in class actively and develop their cooperation in the activities.Part 4.Analysis the students

The students have learned some words about feeling and they have know the word make.But they don’t often use English to express themselves and communicate with others.Some Ss are not active in the class because they are afraid of making mistakes.Part 5.The procedures of the teaching

I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking.Set up six steps.It is greeting –lead-in-presentation– words – pairwork – listening practice–Grammar – practice – homework.Step Ⅰ Lead- the Ss a picture and then show the teaching material.Purpose: Arouse the students’ interest of study.Bring in new subject: Rainy days make me sad.Step IIPresentation.Review some words about feeling , then present the sentence structure.A:What makes him/her B:makes him sad.Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.Step IIIListening(1a, 1b: P102)

Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Purpose :Train the Ss’ listening ability and prepare for later exercises.Step IVSpeaking(1c: P102)

Ask the students to talk about how music affects them.Let the Ss work in pairs andtalk about how the two restaurants would affect them.Purpose :Train the Ss’ speaking ability and prepare for later exercises.Step VDo a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them.Purpose : This step can open the Ss eyesight and thought.It’s a step from textbook to real life.Step VIGrammar

1).Sum the usage of make then help them to say out the sentence structure.2).Do some exercises to consolidate the grammar.Purpose: Train the Ss’ ability of understanding and using language.Step VIIWriting practice

1.List 4-5 things around you and then describe how the things affect you.positionExams make me _______。

Purpose :I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 6.Blackboard design

1.make +sb/sth+adj

eg:The news made him sad.He tries his best to make his lessonsinteresting.make +sb/sth+ do

eg: He made me wait for a long hours.He made me do this exercise again.在被动语态中变为：sbbemade to do

2.rather 原意为相当,为副词

eg:It’s rather cold today.今天相当冷。

rather常与would连用 “宁可,宁愿, 还是…好些”

eg:I'd rather play tennis than swim.我不想游泳,我宁愿去打网球。Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class.I want to use them correctly and flexibly.Part 7.Self evaluation.(自评)

In order to make the students the real masters in class while the teacher himself acts as director.I designed some activities to arouse the students’ interest of studying.The students can learn the target language easily.Also ,by the

se activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information.Help the students to form a positive attitude towards life.Thanks for listening.

新目标九年级英语课件 篇4

新目标英语九年级第八单元短语动词小结

常见短语动词结构有下面几种：

1.动词+副词 如：give up 放弃 turn off 关掉 stay up 熬夜

这种结构有时相当于及物动词，如果其宾语是代词，就必须放在动词和副词之间，如果是名词，则既可插在动

词和副词之间，也可放在短语动词后。2.动词+介词 如：listen of 听 look at 看 belong to 属于这种结构相当于及物动词，后面跟宾语。

3.动词+副词+介词 如：come up with 提出，想出 run out of 用完，耗尽

4.动词+名词(介词)如：take part in参加 catch hold of 抓住 1.cheer(sb.)up使(某人)高兴、振作 如：cheer me up 使我高兴 clean up 打扫 clean-up n.打扫

2.homeless adj.无家可归的 a homeless boy 一个无家可归的男孩

home n.家

3.hand out 分发 hand out bananas give out 分发 give out sth to sb.分….给某人

give up doing 放弃… give up smoking 放弃吸烟

give away 赠送 捐赠 give away sth.to ….give away money to kids

give sb.sth.给某人某东西 give me money 给我钱

give sth.to sb.给某人某东西 give money to me 给我线 4.sick adj.生病的 作表语、定语 ill adj.生病的 作表语，不能作定语

5.volunteer to do v.志愿效劳、主动贡献 volunteer n.志愿者

e up with 提出 想出 === think up 想出

catch up with 赶上 追上

7.put off doing 推迟做某事

put on 穿上(指过程)put up 张贴

8.write down 写下 记下

9.call up 打电话

make a telephone call 打电话

10.set up 成立 建立

The new hospital was set up in 2000.这座医院是在2000年成立的。11.each 每个 各自的 强调第一个人或事物的个别情况 常与of 连用

every 每个 每一个的 一切的 则有“全体”的意思不能与of 连用

12.put …to use 把… 投入使用，利用

They put the new machine to use.他们把新机器投入使用

13.help sb.(to)do 帮助某人做某事 help him(to)study help sb.with sth.帮助某人做某事 help him with English help do 帮助做某事 help study 14.plan to do 计划做某事

plan + 从句

I plan to go to Beijing.=== I plan(that)I will go to Beijing.我计划去北京。15.spend … doing 花费…做… I spent a day visiting Beijing.我花了一天的时间去参观北京。

spend… on sth.花费…在… I spent 3 years on English.16.not only … but(also)… 不但… 而且… 用来连接两个并列的成分

(1)引导以 not only …but(also)… 开头的句子往往引起部分倒装。

因此 ⑴Not only do I feel good but(also)….是倒装句。

也是说得要把前面的句子中的助动词或者是情态动词放在主语的前面。如：

①Not only can I do it but(also)I can do best.我不仅能做到而且做得最好。

⑵Not only…but(also)… 接两主语时，谓语动词随后面的主语人称和

数的变化 也就是就近原则 如：

①Not only Lily but(also)you like cat.不仅莉莉而且你也喜欢猫。

②Not only you but(also)Lily likes cat.不仅你而且莉莉喜欢猫。常见的就近原则的结构有：

Neither… nor…即不…也不…(两者都不)Neither you nor I like him.我和你都不喜欢他。

Either… or… 不是…就是…(两者中的一个)Either Lily or you are a student.Not only …but(also)…

There be 17.join 参加(指参加团体、组织)如：join the Party 入党

take part in 参加(指参加活动)如： take part in sports meeting 参加运动会 18.①run out of == use up 用完 用尽

I have run out of money.== I have used up money.我已经用完了钱。

②run away 逃跑 The monkey has run away from the zoo.这只猴子已经从动物园里逃跑了。

③run to + 地方 跑到某地

19.take after(在外貌、性格等方面)与(父母等)相像

be similar to 与..相像

take after 相像

look after 照顾

take care of 照顾 out 算出 结局

The situation worked out quite well.情况的结局非常好 Have you worked out this math problem? 你已经算出这道数学问题了吗？ 21.hang out 闲荡 闲逛

I like to hang out at mall with my friends.我喜欢和我的朋友一起去购物中心闲荡。22.be able to do 能 会

be unable to do 不能 不会

23.thank you for doing 谢谢做某事 如： thank you for helping me 谢谢做帮助我

新目标九年级英语课件 篇5

maybe也许 countryside乡村 camera照相机 film胶卷

drink饮料 bring带来 weatherman 天气预报员 cut割；切

degree度数 stop阻止 pack打包/行李 snowman雪人

nothing much没什么 look forward to盼望 go climbing去爬山

It doesn’t matter.没关系 best wishes最真挚的祝愿

in the world全世界 That’s a pity!真糟糕/遗憾！

go sightseeing去游览 have a picnic去野餐

1) Listen! Tomorrow’s weather report is on the radio.

听！收音机里正在播放天气预报。

2) I hope you won’t forget us. 我希望你不要忘记我们。

3) The snowmen will slowly becomes water when it gets warm.

当天气变暖时，雪人会慢慢变成水。

4) I will send you a postcard. 我会给你寄一张明信片。

5) I’m waiting for your answer. Please write to me soon.

我在等你的来信。请尽快给我写信。

6) Thanks for inviting me. I’d love to go with you.

谢谢你的邀请。我很乐意和你去。

新目标九年级英语课件 篇6

《新目标英语》八年级上册第一单元教学设计

一、教学内容：Section A 1a—2c

二、教学目标：

1.学会谈论过去所发生的事件—学习一般过去时的用法 2.学会谈论节假日的活动

3、熟记一些常用的不规则动词

4、学习掌握复合不定代词和副词的用法

三、教学重难点：

1、一般过去时的用法，以及动词过去式的规则性变化不规则变化。

2、利用情景思维在理解句意的基础上理解不定代词的用法。

3、定语后置。

四、教学过程： Step 1: Prevision

1、写出下列动词的过去式。

（1）stay ___________

（2）visit_____________（3）eat __________

（4）buy _____________（5）see __________

（6）feel ______________（7）have ____________（8）study _____________

(9)read ___________

(10)go_______________

2、快乐译一译

（1）stay at home_________（2）go to the mountains_______（3）go to the beach______

（4）summer camp_________（5）特别的东西_________（6）有趣的地方________（7）度假 _________

（8）去购物________ Step 2: Warming up

1、Free talk: ask students about their vacation A: Did you have a nice summer vacation? Ss:

…

A: Where did you go? Ss: …

A: What did you do there? Ss: …

2、Show them my vacation to GuiLin.(pictures and activities)Step 3: Presentation 1.Read the phrases and know their meanings.(1a)(1)stay at home_________(2)go to summer camp_________(3)go to New York city______(4)go to the mountains_________(5)visit my uncle_________(6)go to the beach_________(7)visit museums _______

2.Finish the task: match the activities with the pictures.3.students read and remember the phrases.Step 4: Listening(1b)1.Ask Ss to read the names and guess what they did.2.Listen and number the people in the picture(1b)3.Check the answers by using the following questions.Where did Tina/Xiang Hua/Sally/Bob/Tom go on vacation ?(Act the dialogues in groups)4.Listen to the tape and repeat.5.Ask the Ss to guess the meaning of the new words below with the three conversations.(1)everyone_________

(2)everything _______(3)nothing______

(4)anything_________(5)anything interesting_________(6)anywhere _________ 呈现不定代词的用法：复合不定代词的用法特点

复合不定代词包括 something, somebody, someone, anything, anybody, anyone, nothing, nobody, no one, everything, everybody, everyone 等。它们在句中可用作主语、宾语或表语，但不能用作定语。something, someone 等和 anything, anyone等的区别与 some 和 any 的区别一样，前者一般用于肯定句，后者一般用于否定句、疑问句或条件句(参见 any & some)。具体使用时应注意以下几点：

1.复合不定代词受定语修饰时，定语应放在它们后面：

There is nothing wrong with the radio.这收音机没有毛病。Have you seen anyone [anybody] famous? 你见过名人吗?

2.指人的复合不定代词若用作主语，其谓语动词一般用单数，相应的人称代词和物主代词也用单数 he, him, his(不一定指男性)。但在非正式文体中常用复数代词 they, them, their：

Everyone knows this, doesn’t he [don’t they]? 人人都知道这一点，不是吗? If anybody [anyone] comes, ask him [them] to wait.要是有人来，让他等着。

3.指事物的复合不定代词若用作主语，谓语动词只能用单数，相应的人称代词也只能用 it，而不用 they：

Everything is ready, isn’t it? 一切都准备好了，是吗?

4.不定代词 anyone, everyone 等只能指人，不能指物，且其后一般不接of 短语。若是指物或后接 of 短语，可用 any one, every one(分开写)：

any one of the boys(books)孩子们(书)当中的任何一个(本)every one of the students(schools)每一个学生(一所学校)Step 5: Listening(2a,2b)

1、Presentation According to the free talk, ask Ss some questions: Q1.Did you go with anyone? Q2.Did you buy anything special? Q3.Did you meet anyone interesting? Q4.Did you do anything interesting? Q5.Did you go out with anyone?

2、Listening practice(2a,2b)

1、Look at the picture, who went on vacation and write down where they went.Finish the task and check the answers.2、Look at the form in activity 2b, read the words and know their meanings.go with someone_________ go out with someone _______ go to New York city______ buy something special_________ meet someone interesting_________ study for________ do something interesting _________ go to central park________

3、Listen again and finish the form

4、Listen for the third time and repeat after the tape.5、Check the answers.Step 6: Practicing Role –play conversations between Grace, Kevin and Julie with four questions in the two forms.A: Grace, where did you go on vacation? B: I went to …

A: Oh, really? Did you go with anyone? B: …

A: Did you go to Central Park? B: …

A: Did you buy anything special? B: …

Step 7: Summary

1、Review the past tense of regular and irregular verbs.2、Get the Ss to know the use of some indefinite pronouns.Step 8: Homework

1、Read and recite the new words after class.2、Discuss the use of indefinite pronouns in groups.3、用词的正确形式填空

（1）He ________(visit)the Great Wall（长城）last year.（2）We____________(have)a good time yesterday.（3）Mike__________(see)a big tiger in the park last year.（4）We often __________(go)to school by bus last year.（5）I ________(like)oranges when I was young(年轻的).But now I __________(not like)them.（6）My mother often ____________(stay)at home on Sundays, but last Sunday she _________(not stay)at home ,she _________(go)to the park

4、选择填空

（）1.What ____ Mike do last weekend ?

A do

B does

C did（）2.I ___ my room last Sunday.A cleaned

B clean C am cleaning（）3.I often help my mother _____ housework.A does

B did

C do

（）4.---Did your father write an e-mail yesterday?

A Yes, he did.B Yes, he does

C No, he don’t（）5.We’re going to _____ mountains tomorrow.A climb

B climbed

C climbing（）6.No one ________ how to do it.A.know

B.knows C.knowing D.knowes（）7.Everything _____ OK, isn’t it? A.was

B.are

C.and

D.is（）8.There’s ________in the newspaper.You should read it.A.important something

B.something boring

C.boring something

D.something important

新目标九年级英语课件 篇7

一.教材分析

说课内容：英语新目标九年级第八单元（Unit 8 I’ll help clean up the city parks）的第四部分阅读（Reading: I’ll send you a photo of Lucky）。

知识目标：1.生词与短语（Words and Expressions）

disabled, organization, pleasure, blind, deaf, unable, shut, carry, specially, fetch, at once, support, appreciated, donation, part of speech, pronoun, adverb, preposition, conjunction, donate

2.关键句子（Key sentences）

I’d like to thank you for sending money to “Animal Helpers”, an organization set up to help disabled people.

It is very important that this organization does not run out of money.

Your donation is greatly appreciated and the money is well used to help disabled people like me.

能力目标：利用词性知识使学生掌握学生词的方法来进行阅读。

情感目标：时刻准备着帮助那些处于困境中的'人们；帮助别人的人是快乐的人。

本课重点：一些有用的短语和习语

本课难点：用英语总结和归纳本篇主题大意以及从中所学道理。

突破方法：引导、提示、合作、讨论

二.教学方法

主要方法：任务型教学法；先学，后教教学法；两者相结合。通过老师布置任务，提出要求,讲学习方法，让学生学会有目标地学习并通过总结，归纳来掌握语言知识。依据洋思教学理念、新课程标准理论，由布置任务、自主学习重点教授，让学生做学习的主人。

教学手段：利用多媒体课件

三.学习方法（零思考方案网 Zhe135.coM）

在老师布置任务之后，给学生确立了学习目标，提出了要求，讲了学习方法，再鼓励学生积极，主动参与学习及小组活动；交流自己的观点、学习方法并与小组其他成员合作。

四.教学过程

Step One Revision

I.Review the phrases and expressions learned in Section A and Section B

II. Review the words in the reading

Step Two Learn the reading

I. Lead in

II. Read the letter and then answer some questions

III. Read the letter again. Let the Ss underline the phrases and expressio-ns

IV. Let the Ss say the phrases and expressions out

V. Give the Ss some explanations about some language points

VI. Talk about the problems

Step Three Do some exercises

I. Choose the correct words to fill in the blanks.

II. Choose the correct phrasal verbs and fill in the blanks

Step Four Summary

Step Five Homework

I. Write a short reply to Liz Smith

II. Complete the exercise on P65

III.Recite the first two paragraphs

新目标九年级英语课件 篇8

wind-windy风-有风的 cool凉的 summer夏天 mountain山

rain-rainy雨-下雨的 wet湿的 blow吹 sea海

sun-sunny太阳-晴朗的 hot热的 start开始 ice冰

snow-snowy雪-下雪的 most大部分 miss想念 cover覆盖

cloud-cloudy云-多云的 warm温暖的 photograph相片

last(动)持续;(形)上一个 leaf-leaves叶子(单/复数)

2、短语 ：go skiing去滑雪 fall down跌倒 run away流走

How long …?多久…? in the sky在天空 the Great Wall长城

take sb’s temperature量体温 lots of许多

1) What’s the weather like in winter in Beijing?--- It’s cold and dry.

北京冬天的天气如何? --- 又冷又干。

2) How are you getting on with your study? 你的学习情况进展如何？

3) When is spring here?---It lasts for three months from February to April.这里的春天是什么时候？--- 从二月到四月持续三个月。

4) What’s your favourite season?---It’s autumn.

你最喜欢的季节是哪个---秋天。

5) There are many different kinds of weather in China.

在中国许多不同种类的天气。

6) The sun shines brightly. 阳光灿烂。

新目标九年级英语课件 篇9

第一课时教学设计     教学目标   1．能用所学的目标语言简单谈论或询问最近已经发生的事情。   2．能初步理解副词already和yet的用法，并能在实际情境中简单地运用。   3．能听懂听力内容，并能完成相应的练习。   教学方式   活动教学法，任务型教学法，多媒体辅助教学等等。   教学设计   引入新课（Presentation）：   （1）首先，老师用英语要求一个学生上来为大家唱一首歌。T: Could you please sing a song for us? 在他唱歌前，老师问，T: Has he sung a song yet? 并把此句呈现在屏幕或黑板上，yet用红色来突出。同时，引导学生回答，S: No, he hasn’t sung a song yet.同样把此句呈现在屏幕或黑板上，yet用红色来突出。在学生唱完歌后，老师重复上一个问题，T: Has he sung a song yet? 引导学生回答，S: Yes, she has already sung a song.并把此句呈现在屏幕或黑板上，a1ready用红色来突出。   （2）然后，老师要求几个活泼的学生继续来表演几个动作。如: playing basketball, cleaning the blackboard, drawing on the blackboard, standing up, singing a song, dancing, closing the door...用同样的方式来强化目标句型和already及yet的用法。Has he done sth. yet? Yes，he has already done it. No, he hasn’t done it yet.   （3）口头练习后，让学生自己来总结already和yet的区别和用法。   （4）老师归纳，补充。already用于现在完成时的肯定句中，一般放在句子的中间；yet用于否定句和疑问句中，放在句子的末尾。   （借助于活动教学法，让学生做一些生动有趣的动作，既激发了学生的学习积极性，也很自然地引出了本课的目标句型，自然生动，给学生留下深刻的印象。）   大脑风暴（Brain storm）：   老师利用多媒体课件在屏幕上呈现两张有关旅游的图片，一张是海滩的风光，一张是城市风景。老师提问，T: If you go on a beach vacation, what things do you want to pack? 让学生进行大脑风暴，说出有关的词组，同时，引出并学习本课的新单词和词组，如: bathing suit，beach towel, camera, suntan lotion, sunglasses, suitcase, hat, slippers...用同样的方法，说出有关城市观光旅游的`词组，并引出新单词和词组。如: camera, sneakers, guidebook, street map, money...   操练（Practice）：   1a．谈论课本中的图画: Where is it? What are they doing? What are they going to do? What are they talking about?   1b．（1）首先学生读方框中的六个词组，确定学生明白每个词组的意思，并强调动词的原形及其过去分词的拼写。然后，提示学生：You will hear a family talking as they get ready to go on vacation.   （2）放录音，让学生根据指示语的要求选择已经做过的事情。   （3）核对答案，同时跟读录音内容。   1c．（1）学生读右边方框里的对话，老师强调yet和already的用法。   （2）要求学生根据录音内容，仿照右边方框里的对话，两人一组进行操练。老师强调yet和already的用法。在学生操练的同时，老师巡视教室，检查学生操练的情况，必要是给予帮助。   （3）抽查几对学生，要求他们在全班面前说出他们的对话，老师及时给予鼓励和帮助。   2a．首先，老师介绍图画中的内容，T: This is Mark and this is Tina. They are in the kitchen. They are getting ready to go on vacation. They are talking about chores. They have already done some chores. Listen to the tape. Who said each thing? Write “M”for Mark or “T”for Tina.然后放录音，让学生按要求完成2a，然后，核对答案。   2b．首先学生读方框中的句子，确定学生明白每句话的意思，然后，放录音，学生根据要求填上相应的数字。最后，核对答案，同时跟读录音内容，必要时对难点进行解释。   2c．（1）学生读右边方框里的对话。   （2）要求学生根据录音内容，继续完成右边方框里的对话，两人一组进行操练。老师强调yet和already的用法。在学生操练的同时，老师巡视教室，检查学生操练的情况，必要是给予帮助。   （3）抽查几对学生，要求他们在全班面前说出他们的对话，老师及时给予鼓励和帮助。   （本环节，学生通过听说两个方面，进一步操练了本单元的目标语言。）   巩固和拓展（Consolidation and Extension）：   完成一个教学任务：要求每个小组长对自己的组员进行调查，调查他或她是否已经完成了今天要做的事情，然后，评出本小组最好的学生。强调在调查过程中，必须运用今天所学的目标语言以及already和yet。可以从这几个方面进行提问：finish yesterday’s homework, hand in your homework on time, clean the classroom, help your mother with some chores, have a test....注意动词的过去分词的拼写形式。   A: Have you finished yesterday’s homework yet.   B: No, I will do it in a minute. / Yes, I have already finished it.   （通过设计一个真实、贴近学生生活的情景，激发学生的学习积极性，让学生运用所学内容，来完成一个生活中的真实的任务，既巩固了本课所学的语言目标，又完成了现实生活中的一个真实的任务。从而，达到了培养学生综合运用英语的能力。）   作业布置（Homework）：   要求学生运用本课的目标语言，写一段对话。主要内容：晚上睡觉前，妈妈询问你是否已经完成了今天应该做的事情。    

jk251.cOm扩展阅读

九年级英语课件

工作和学习中，我们看过许多范文，这些优秀的范文能我们学到很多的东西，阅读范文可以让我们进行无声的思考与交流。对于一些人来说，多看一些范文能增进知识，那么，你知道优秀范文要怎么写呢？下面是小编帮大家编辑的《九年级英语课件》，供大家参考，希望能帮助到有需要的朋友。

九年级英语课件(篇1)

1. It is nice of you to bring me the newspaper. (It’s nice of sb. to do sth. 某人做某事真是太好了，形容词表示人的品质特征时，介词用of)

2. It says I’ll have lots to eat and drink today. (报纸、杂志、牌子、广告等上写着用 says)

3. You shouldn’t worry about not having breakfast. (担心没有早饭吃) (worry about (not) doing sth. 担心（不）做某事，动名词的否定形式是在动名词前面加not)

4. A year is divided into (被分成)12 different star signs.

5. The time of your birthday decides your star sign.

6. People born under the same star sign (出生在同一星座下的人)share similar characteristics.

(be similar to = be the same as 和……相同，与…….相似)

7. take an active part in 积极参加 be impatient with sb. 对某人没有耐心

be patient with sb. 对某人有耐心 give up easily 轻易放弃

be curious about… 对……感到好奇 be kind / friendly / nice to sb. 对某人友好

be confident of sth. 对……有信心/把握 pay attention to details 注重细节

buy your friends nice gifts = buy nice gifts for your friends 给朋友买漂亮的礼物

have lots of energy = energetic 精力充沛 keep secrets 保守秘密

enjoy life 热爱生活 have a good sense of humour 有幽默感

be successful in doing sth. 成功地做某事 dream about everything 梦想一切

8. You love peace(热爱和平) and do not like to argue with others.（和别人争吵）

（ argue with sb. about sth. 因某事和某人争吵）

9. It is silly of you not to forgive others for their faults.

(原谅别人的过失) (forgive sb. for sth. 原谅某人某事)

（动词不定式的否定放在不定式前面 not to do sth.）

10. You are patient enough（enough 修饰形容词放在形容词后面，patient 是形容词，前面要用be动词）to wait without getting angry. （介词后面用动词ing 形式）

11. You hate to be like anyone else（ else修饰特殊疑问词、不定代词，放在它们后面） and try everything just to be different.

12. A fair person treats everyone equally.(平等地对待每个人，一视同仁)

13. A confident person feels sure about his own abilities.

( be / feel sure /certain of / about sth. 对感到自信/ 有把握)

14. make friends with him 和他交朋友 tell jokes 讲笑话

take care of = look after 照顾，照料 share food with others和别人分享食物

15. 反义词： active---inactive, modest---proud, patient---impatient, fair---unfair,

correct---incorrect, polite---impolite, selfish---generous,

16. It is thoughtful of Andy to play his CDs for us. （Andy为我们播放CD，他考虑得真周到）

17. It is typical of Simon to make such a mess. （把事情搞得乱七八糟是Simon的典型特征。）(make a mess 把……搞得乱七八糟)

18. each of us 我们每个人 at all times 一直，始终

travel around the world 周游世界 travel to different places 去不同的地方旅行

pass the football to Peter = pass Peter the football 把足球传给Peter

plan to go out 计划外出 pack one’s bag整理行李

19. Sandy has been on the phone for hours. (Sandy已经打了好几个小时的电话了。)

20. This month（这个月，不用介词） you will have a lot to celebrate.

21. You will have success at school or work(学业有成，事业有成) around the middle of the month.（大约在本月中旬）

22. You will be given some money.

23. For more details, please call Master Zhang on 5556 0678.

（call+人+on + 号码, 表示按….. 号码给……打电话）

24. a mixture of good luck and bad luck （好运和厄运的混合体）

25. go to a party 去参加聚会 have problems with my health 健康有问题

be suitable for the post 适合这个职位 run for the post 竞争这个职位

26. I don’t think he would be able to(=can) organize things well.

27. He is imaginative enough to come up with new ideas. 他富有充分的想象力来产生一些新的观点。(imaginative是形容词，前面要用be 动词，enough放在形容词之后)

28. Who else would be suitable (for the post)? 还有谁合适（这个职位）呢？

29. recommend David for the post / job 推荐David 担任这个职位/做这项工作(for +职位)

recommend David as the new chairperson of the Students’ Union

recommend a good dictionary to me (recommend sth. to sb. 向某人推荐某物)

recommend us to read this book (recommend sb. to do sth. 推荐某人做某事)

30. He is a Gemini. = His star sign is Gemini. 他是双子座。

31. The only thing is that David has much more hair than my uncle.

32. We think he will be an excellent chairperson because he has many good personal qualities.

33. He thinks he can do anything if he tries his best.

34. He is never afraid of making a speech（发言） in assembly（在晨会上）.

(be afraid of doing sth. 害怕做某事) （他在晨会上发言从未害怕过/ 拘束过）

35. He will / would not mind doing extra work for the Students’ Union.

（不介意为学生会做额外的工作）（mind doing sth. 介意做某事）

36. He always gets good marks in tests. ( 在测试中成绩一直名列前茅)

37. He even got full marks(得满分) once in an English test.

38. He never forgets to do the things he needs to do. （从不忘记去做他需要做的事）

39. He has joined the Computer Club（参加电脑俱乐部） this year because he wants to learn to use the computer to help himself get more organized.（帮助自己工作起来更有效率）

40. We think that David has all the qualities to be a good chairperson.(具备了一个优秀学生会 主席应该具备的各项素质)

41. We hope that you agree with us.

42. ---It was kind of you to recommend me as the new chairperson.

= Thank you for recommending me as the new chairperson. (谢谢你们推荐我当新任主席)

---It’s our pleasure. = Not at all. = You are welcome. 不用谢。

43. You are the most suitable person.

44. Mr Wu spends a lot of time explaining things to us.

(spend ….doing sth.花时间做某事) （explain sth. to sb. 向某人解释某事）

45. Daniel is very clever, but he never shows off.(买弄，炫耀)

九年级英语课件(篇2)

一.教材分析

说课内容：英语新目标九年级第八单元（Unit 8 I’ll help clean up the city parks）的第四部分阅读（Reading: I’ll send you a photo of Lucky）。

知识目标：1.生词与短语（Words and Expressions）

disabled, organization, pleasure, blind, deaf, unable, shut, carry, specially, fetch, at once, support, appreciated, donation, part of speech, pronoun, adverb, preposition, conjunction, donate

2.关键句子（Key sentences）

I’d like to thank you for sending money to “Animal Helpers”, an organization set up to help disabled people.

It is very important that this organization does not run out of money.

Your donation is greatly appreciated and the money is well used to help disabled people like me.

能力目标：利用词性知识使学生掌握学生词的方法来进行阅读。

情感目标：时刻准备着帮助那些处于困境中的'人们；帮助别人的人是快乐的人。

本课重点：一些有用的短语和习语

本课难点：用英语总结和归纳本篇主题大意以及从中所学道理。

突破方法：引导、提示、合作、讨论

二.教学方法

主要方法：任务型教学法；先学，后教教学法；两者相结合。通过老师布置任务，提出要求,讲学习方法，让学生学会有目标地学习并通过总结，归纳来掌握语言知识。依据洋思教学理念、新课程标准理论，由布置任务、自主学习重点教授，让学生做学习的主人。

教学手段：利用多媒体课件

三.学习方法

在老师布置任务之后，给学生确立了学习目标，提出了要求，讲了学习方法，再鼓励学生积极，主动参与学习及小组活动；交流自己的观点、学习方法并与小组其他成员合作。

四.教学过程

Step One Revision

I.Review the phrases and expressions learned in Section A and Section B

II. Review the words in the reading

Step Two Learn the reading

I. Lead in

II. Read the letter and then answer some questions

III. Read the letter again. Let the Ss underline the phrases and expressio-ns

IV. Let the Ss say the phrases and expressions out

V. Give the Ss some explanations about some language points

VI. Talk about the problems

Step Three Do some exercises

I. Choose the correct words to fill in the blanks.

II. Choose the correct phrasal verbs and fill in the blanks

Step Four Summary

Step Five Homework

I. Write a short reply to Liz Smith

II. Complete the exercise on P65

III.Recite the first two paragraphs

九年级英语课件(篇3)

一、说教材

本课是九年级第六单元第一课，本单元以music(音乐)为中心话题，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。从结构内容上说，定语从句是初中阶段必需了解的一种句法结构。本单元将通过一系列的练习(句型结构练习、听力练习、精读写作练习、自我检测、泛读练习)来达到学习目的，完成学习任务。本单元共需要七个课时。本课时所进行的是基本的句型结构和部分听力练习，是整个单元学习的双基——基本和基础。

知识目标：

The key word: prefer，lyric

Language goals: what kind of music do you like? Why?

2、 What kind of singers do you like? Why?

Teaching goals:

To learn to use Relative clause with that and who

I like music that I can dance to、

I like music that has great liyrics、

I like music that I can sing along with、

I like music that isn’t too loud、

过程与方法， 在听说读写的教学环节中，采用看图说话和编造对话方式进行授课。

情感态度与价值观，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。

二、说教法

这一节课我分为两个部分：第一部分引入定语从句的学习;第二部分围绕I like music that I can dance to、这一话题展开思维(1a)、听力(1b)、 口语 (1c) 训练进行授课,最终完成本课时的教学任务。采用情景教学、看图说话、小组对话以及听力训练的方法进行教学。

三、说学法

虽然学生在以前所学的内容当中已经有所接触定语从句，但仅仅是了解而已，对于定语从句地系统地掌握需要一定地强化，因此，本课地目标语言就变为本课地难点了。在解决这一问题上，让学生通过“情景教学、看图说话、小组对话以及听力训练”的方法、经过反复练习的方法，让其达到掌握并运用的目的。

四、说过程

首先,我将采用音乐视频片段导入新课，引出这一单元地主题：I like music that I can dance to , 然后再运用幻灯片来展现以前在课文和听力中出现地定语从句，从而加强对定语从句的理解与掌握。同时运用幻灯片，将学生对定语从句地认识从音乐扩展到更大地层面，比如人物、衣服动物等方面;其次，运用幻灯片将本课出现地目标语言让学生加以练习(1a)，在掌握目标语言地基础上完成听力训练，并完成对听力(1b)习题的处理，让学生在听力中对目标语言加以应用，达到巩固地目的。

同时利用本课地目标语言和幻灯片，进行口语训练，同时加以拓展练习，让学生对所学内容进行“消化、吸收”，达到应用地目的。

最后，对于定语从句地构成进行总结，归纳，让学生再次对所学地知识加以巩固。

九年级英语课件(篇4)

China attracts millions of tourists from all over the worlh.

2.know very little about 对……几乎不了解

8.fetch sb. sth.= fetch sth. for sb.

17.stretch from…to…

从……延伸到……

22.be regarded as 被看做……

1.Chinais a great country with about 5000 years of history.

/Chinais a great country (which/that) has about 5000 years of history.

中国是一个有着五千年历史的国家。

2.It is a book with details aboutChina.

/It is a book (which/that) introducesChinain detail.

这是一本详细介绍中国的书。

3.And some of them are very famous, such as Mount Tai, Mount Huang, Mount Song and Mount Emei.

并且他们中一些非常著名，例如泰山，黄山，嵩山和峨眉山。

4.That correct! 非常正确！

He is really the pride ofChina.

5.receive/get/have a good education

15.be proud of/take pride in 为……感到骄傲

18.more than half a century earlier than

20.sail to 航行到……

23.make contributions to 为……作出贡献

26.be honored as 被誉为……

28.have great influence on 对……有好的影响

30.be used for 被用于……

uld you tell me more about him?

你能告诉我关于他更多的吗？

3.What a great explorer!多么伟大的探险家！

4.He was a great thinker who had many wise ideas about human nature and behavior.

他是一个对人的本性和行为有很多真知灼见的伟大的思想家。

5.He was also a famous philosopher whose sayings have influenced many people in different countries.

他也是一位著名的哲学家，他的至理名言对不同国家的许多人产生了影响。

6.When I walk along with two others, I may be able to learn from them.

三人行，必有我师。

7.He who learns but does not think is lost, he who thinks but does not learn is in danger.

学而不思则罔，思而不学则殆。

九年级英语课件(篇5)

Unit 2 I think that mooncakes are deliciou

掌握生词lantern /lnt (r)n/ n. 灯笼 p.9

掌握短语What a great day!                  kind of like

你知道下面这4种节日的英语说法吗？试试吧！

有关这4种节日的来源、传说、习俗、饮食、文化、庆祝方式有哪些？你能说出一些吗？

泼水节   Water Festival    龙舟节  the Dragon Boat Festival

春节  The Spring Festival   元宵节  the lantern Festival

2、  Listen and circle T for true or F for false.

Bill: Yes, it was really fun !

Mary: What did you like best?

Bill: I loved the         ! They were really        to watch. How fantastic the         boat teams were!

Mary: Yes! And look at the colors of the boats. How         they were!

Bill: I agree! But I guess it was a little too         .

Mary: I don’t know…I kind of like to have more people around. It makes things          exciting.

Bill: That’s true. Oh, and I really liked          zongzi.

Mary: Oh, me too! The sweet ones are my favorite.

Bill: I            if they’ll have the races again next year.

Mary: Of course! They have them every year.

Bill: Then I believe that I’ll be back again next year to watch the races!

What a great day!                  kind of like

It makes things more exciting         be back again to + V

感叹句是表示喜怒哀乐等强烈感情的句子。一般说来，感叹句是由 what 或 how 开头的,其余与陈述句结构相同, 句末用感叹句，朗读时用降调。

what修饰名词或名词短语，有以下两种形式：

1. What+a(an)+（形容词）+单数可数名词+主语+谓语！如：

What an apple this is!

What a fine day it is!

2. What+(形容词）+可数名词复数或不可数名词+主语+谓语！

What kind women they are!

What nice music it is!

how用来修饰形容词、副词或动词。其结构是：How+形容词（副词）+主语+谓语！   How hard the worker are working!

How clever the girl is!

How quickly the boy is writing!

6、给下列句子加上适当的`主句Mary Bill thinks guesses believse让其成为宾语从句：

They were really interesting to watch

The colors of the boats were pretty

It was a little too crowded.

It makes things more exciting.

They’ll have the races again next year.

I’ll be back again next year to watch the races!

引述别人的原话叫直接引语，用自己的话转述别人的话叫间接引语。一这两种引语都是宾语从句，但直接引语放在引号内，不用连词连接；间接引语不用引号，通常用连接词与主句连接.

典型例句：1. She said ,” I like English very much. “ （直接引语）

典型例句：2. She said she liked English very much.  （间接引语）

人称变化可以遵循如下顺口溜“一随主，二随宾，第三人称不更新”。

“一随主”是指在直接引语变间接引语时，如果从句中的主语是第一人称或被第一人称所修饰。从句中的人称要按照主句中主语的人称变化

Eg：She said. “My brother wants to go with me.”

→She said her brother wanted to go with her.

“二随宾”是指直接引语变间接引语时，若从句中的主语及宾语是第二人称，或被第二人“你”所修饰，从句中的人称要跟引号外的主句的宾语一致。如果引号外的主句没有宾语，也可以用第一人称

Eg：He said to Kate，“How is your sister now?”

→He asked Kate how her sister was then.

“第三人称不更新”是指直接引语变间接引语时，如果从句中的主语及宾语是第三人称或被第三人称所修饰从句中的人称一般不需要变化

Eg：Mr. Smith said，“Jack is a good worker.”

→Mr. Smith said Jack was a good worker.

1. ____ great fun it is to swim!    2._________  useful book this is !

3._____  a fine day it is today !      4._______ hard work it is !

5.______ bad weather it was  yesterday!  6.______ hard job this is!

7.______ terrible news we heard last night

8.______ good time we have every weekend!

9.______ long the bridge is!         10.______  long bridge this is!

11. ______ happy children !         12. ______ friendly these kids!

13. ______ interesting book he has!  14. ______ time flies!

II 将下列直接引语变为间接引语。

1.Miss Gao said,“I like living here.”

Miss Gao said that              living       .

2.He said,“I’ll go tomorrow.”

He said that he                                   .

3.My mother said：“I am going to make dumplings”.

__________________________.

4.She said：“I do homework every day.”____________________________________.

5.He said：“I will play basketball this night.”

_________________________________.

1. 李明说他对玩电脑游戏感兴趣。

Li Ming says _______ _______ interested in playing computer games.

2. 我认为玛丽不回来了。

I don’t think Mary ______ ______.

3. 山姆给我说他准备去上海。

Sam told me that he _______ _______ for Shanghai.

4. 请你告诉我去钟楼怎麽走吗？

Could you tell me _______ I can get to the Bell Tower?

5. 父亲说他买了一台新电脑。

Father said that he ________ ________ a new computer..

执  笔 龚琴 审    核 初三英语组 课   型 听说课 课    时 1

Unit 2   I think that mooncakes are deliciou

stranger /streind (r)/ n. 陌生人 relative /reltiv/ n. 亲属；亲戚

句子June would be a perfect time for you to visit.

【学法指导】自学单词---听说句子----听力练习----巩固练习

在假期中你去过哪儿？做了些什么？说出来与同学们分享一下。

Where have you been in this summer holiday?

When did you go ?

Why did you go there ?

stranger /streind (r)/ n. 陌生人p.10

relative /reltiv/ n. 亲属；亲戚    p.10

put on  穿上  put on weight  put on ten kilos

3、pound  n.    磅（重量单位）英镑（英国货币单位）

The apples cost one dollar a pound.

I am new in this city , so I am a ___________.

He often eats a lot,so he           20 pounds again.

Jenny is the only           in that big city.

Read the sentencs in 2a,try to know their meanings

Listen to the conversation between Wu Ming and Harry and CIRCLE the correct words in  the sentences.

Listen again, Wu Ming did a lot of fun activities, but there were also downsides. Listen again and fill in the chart.

Check the answers to 2a and 2b in pair.

Harry: What did you do on your vacation, Wu Ming?

Wu Ming: I visited my aunt and uncle in Hong Kong.

Harry: Wow! So what did you do?

Wu Ming: Well, we          out a lot.

I believe that we ate at least five meals a day!

How delicious the food is! I’ve      put on five pounds!

Harry: Haha! Yes, the food in Hong Kong i s delicious.

What else did you do?

Wu Ming: Shopping, of course. Hong Kong is a great place for shopping! I spent so much money.

Harry: So what was the best        of the trip?

Wu Ming: Oh, the Dragon Boat Festival for        .

They had teams from all over the world!

Harry: I’m planning a        to Hong Kong next year.

I wonder whether June is a good time.

Wu Ming: Yes, if you want to see the boat races.

But it’s        hot in June. That’s one thing I didn’t like.

Harry: Oh, I don’t mind hot          .

Wu Ming: OK, then I think that June would be a perfect time for you to visit.

eat out a lot               at least

five meals a day           put on five pounds!

What else did you do ?        a great place for shopping!

for sure                  a trip to+地点名词

June would be a perfect time for you to visit.

直接引语在改为间接引语时，时态需要做相应的调整。其基本法则和我们刚刚学过的宾语从句的时态变化一致，也就是说从句时态要和主句时态一致。如果从句是过去时，主句要向后退一格时态，变成一种过去时。

1. She said. “I have lost a pen.” →She said she had lost a pen.

2. She said. “We hope so.” →She said they hoped so.

3. She said,“He will go to see his friend。”

→She said he would go to see his friend. (一般将来 → 过去将来)

但要注意在以下几种情况下。在直接引语变为间接引语时，时态一般不变化。

①直接引语是客观真理。

Eg： “The earth moves around the sun and the moon moves around the earth”, the teacher told me.

→ The teacher told me the earth moves around the sun and the moon moves around the earth。

②直接引语是过去进行时，时态不变。

Eg：Jack said, “John, where were you going when I met you in the street?”

→Jack asked John where he was going when he met him in the street.

③直接引语中有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。

Eg： Xiao Wang said，“I was born on April 20, 1980.”

→Xiao Wang said he was born on April 20, 1980.

④直接引语如果是一般现在时。表示一种反复出现或习惯性的动作，变间接引语，时态不变。

Eg：He said, “I get up at six every morning.”

→He said he gets up at six every morning.

⑤如果直接引语中的情态动词没有过去时的形式（例：ought to，had better，used to)和已经是

过去时的形式时，（例：could, should, would, might）不再变。

Eg：Peter said，“You had better come have today.”

→Peter said I had better go there that day.

九年级英语课件(篇6)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：boss,Germany,surface, material, traffic, postman, cap, glove

2) 进行一步复习巩固学习Section A 部分所学的生词和词组。

3) 对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。

4) 掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。

2. 情感态度价值观目标：

了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯;

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 被动语态的用法。

2. 教学难点：

1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。

2) 被动语态的用法。

三、教学过程

Ⅰ. Warming- up and revision

1. Have adictationof the new words learned in the last class.

2. Review somemainphrases we learned in the last class. Check the homework.

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

①你的衬衫是棉的吗?

____ yourshirts____ ____ cotton?

②是的，而且它们产于美国。

Yes. And theywere_____ ___ the US.

③飞机模型是由什么制成?

______ themodelplane ______ of ?

④它是由旧木头和玻璃制成。

It’smade of _____ ______ and ______

⑤茶产自中国哪里?

_______ ____tea___________ in China?

⑥茶产自很多不同的地区。

It’sproduced inmany ________ _______.

⑦茶是如何制成的?

_____ istea__________?

⑧茶树种植在山坡上。当茶叶长成后，它们被手工采摘下来，然后送去加工。

Tea plants____________ on the sides of the mountains. When the leaves are ready they___________ by hand and then ______ ______for _________.

⑨在杭州人们种植茶叶。

People_______________ in Hang Zhou.

Tea _____________(by people) in Hang Zhou.

Ⅲ. Summary

一、被动语态

当主语为动作的执行者时, 谓语的形式为主动语态;当主语为动作的承受者时, 谓语要用被动语态。

e.g. Manypeoplespeak English.

(主动语态, 句子的主语manypeople是动作speak的执行者)

English is spokenbymany people.

(被动语态, 句子的主语English是动作speak的承受者)

二、被动语态的构成

被动语态由“助动词be + 及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化, 其变化规则与be作为连系动词时完全一样。

肯定式 否定式 疑问式

一般

现在时 Iam asked …

He/She is asked …

We/You/They are

asked… I am not asked…

He/She is notasked…

We/You/They arenotasked … Am I asked …?

Is he/she asked …?

Are we/you/they

asked …?

IV. Practice

1. Work on 4a:

Tell Ss to readthesentences in 4a and try to fill in the blanks with the correct forms oftheverbs in brackets.

Learn somenewwords.

2. Work on 4b:

1) 让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。

2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ V-ed形式。

3) 逐句进行分析推敲，确定括号中单词的恰当时态。

4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。

5) Check theanswerswith the Ss.

Learn somenewwords.

V. Talking

1. Askfiveclassmates about something they are wearing or have in their schoolbags.Thelist of words below may help you. (Learn some new words.)

2. Let one pairreadout the conversation in the box as a model.

3. 提示学生们运用左侧方框中的示例词。

4. 让学生们以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点。

Homework

将下列句子变成被动语态句

1. We usecomputersto search information.

2. The teacheroftenrepeats the story.

3. They don’tallowfishing here.

4. Bill looksafterhis cat carefully.

5. We don’toftenspeak English at home.

九年级英语课件(篇7)

新目标英语九年级第八单元短语动词小结

常见短语动词结构有下面几种：

1.动词+副词 如：give up 放弃 turn off 关掉 stay up 熬夜

这种结构有时相当于及物动词，如果其宾语是代词，就必须放在动词和副词之间，如果是名词，则既可插在动

词和副词之间，也可放在短语动词后。2.动词+介词 如：listen of 听 look at 看 belong to 属于这种结构相当于及物动词，后面跟宾语。

3.动词+副词+介词 如：come up with 提出，想出 run out of 用完，耗尽

4.动词+名词(介词)如：take part in参加 catch hold of 抓住 1.cheer(sb.)up使(某人)高兴、振作 如：cheer me up 使我高兴 clean up 打扫 clean-up n.打扫

2.homeless adj.无家可归的 a homeless boy 一个无家可归的男孩

home n.家

3.hand out 分发 hand out bananas give out 分发 give out sth to sb.分….给某人

give up doing 放弃… give up smoking 放弃吸烟

give away 赠送 捐赠 give away sth.to ….give away money to kids

give sb.sth.给某人某东西 give me money 给我钱

give sth.to sb.给某人某东西 give money to me 给我线 4.sick adj.生病的 作表语、定语 ill adj.生病的 作表语，不能作定语

5.volunteer to do v.志愿效劳、主动贡献 volunteer n.志愿者

e up with 提出 想出 === think up 想出

catch up with 赶上 追上

7.put off doing 推迟做某事

put on 穿上(指过程)put up 张贴

8.write down 写下 记下

9.call up 打电话

make a telephone call 打电话

10.set up 成立 建立

The new hospital was set up in 2000.这座医院是在2000年成立的。11.each 每个 各自的 强调第一个人或事物的个别情况 常与of 连用

every 每个 每一个的 一切的 则有“全体”的意思不能与of 连用

12.put …to use 把… 投入使用，利用

They put the new machine to use.他们把新机器投入使用

13.help sb.(to)do 帮助某人做某事 help him(to)study help sb.with sth.帮助某人做某事 help him with English help do 帮助做某事 help study 14.plan to do 计划做某事

plan + 从句

I plan to go to Beijing.=== I plan(that)I will go to Beijing.我计划去北京。15.spend … doing 花费…做… I spent a day visiting Beijing.我花了一天的时间去参观北京。

spend… on sth.花费…在… I spent 3 years on English.16.not only … but(also)… 不但… 而且… 用来连接两个并列的成分

(1)引导以 not only …but(also)… 开头的句子往往引起部分倒装。

因此 ⑴Not only do I feel good but(also)….是倒装句。

也是说得要把前面的句子中的助动词或者是情态动词放在主语的前面。如：

①Not only can I do it but(also)I can do best.我不仅能做到而且做得最好。

⑵Not only…but(also)… 接两主语时，谓语动词随后面的主语人称和

数的变化 也就是就近原则 如：

①Not only Lily but(also)you like cat.不仅莉莉而且你也喜欢猫。

②Not only you but(also)Lily likes cat.不仅你而且莉莉喜欢猫。常见的就近原则的结构有：

Neither… nor…即不…也不…(两者都不)Neither you nor I like him.我和你都不喜欢他。

Either… or… 不是…就是…(两者中的一个)Either Lily or you are a student.Not only …but(also)…

There be 17.join 参加(指参加团体、组织)如：join the Party 入党

take part in 参加(指参加活动)如： take part in sports meeting 参加运动会 18.①run out of == use up 用完 用尽

I have run out of money.== I have used up money.我已经用完了钱。

②run away 逃跑 The monkey has run away from the zoo.这只猴子已经从动物园里逃跑了。

③run to + 地方 跑到某地

19.take after(在外貌、性格等方面)与(父母等)相像

be similar to 与..相像

take after 相像

look after 照顾

take care of 照顾 out 算出 结局

The situation worked out quite well.情况的结局非常好 Have you worked out this math problem? 你已经算出这道数学问题了吗？ 21.hang out 闲荡 闲逛

I like to hang out at mall with my friends.我喜欢和我的朋友一起去购物中心闲荡。22.be able to do 能 会

be unable to do 不能 不会

23.thank you for doing 谢谢做某事 如： thank you for helping me 谢谢做帮助我

三年级英语课件汇编

每位老师都需要编写教案和课件来保证上好课。只要老师在编写过程中认真负责，就能够完成这项任务。教案是提高教学水平的必需工具之一。要编写一篇教案和课件，需要以下几个步骤：首先，确定教学目标和核心内容。其次，设计教学活动和教学方法。接着，编写详细的教学步骤和时间安排。然后，准备教学资源和辅助材料。最后，对整个教案和课件进行反复修改和完善。我们为您搜集了一些有用的内容“三年级英语课件”，希望能够引发您的思考并提供一些新的问题。

三年级英语课件(篇1)

一、说教材

我今天说课的内容是：《PEP小学英语》第一册第五单元Let’s Eat A 部分的会话教学。本课时是PEP教材的第五单元第一课时，主要是学习如何表达自己喜欢的食物和为别人提供食物或请别人吃东西的表达语。其中，教学重点是能听懂、会说：I like hamburgers/hot dogs, etc. Have some French fries/ juice, etc. OK! Thank you. Hot dogs and hamburgers.难点是在实际情境中能正确、合理的运用这些句子。因为在学习中要用到有关食物的新单词，因此在课时的安排上，我将单词教学部分提前，将会话课安排为本单元的第二课时，这样，在会话学习中，才能让孩子们有词可说。本教材的思路是以话题为纲，以交际功能为主线，兼顾语言结构，逐步引导学生运用英语完成有实际目的语言任务，在轻松愉快的行动中输入语言，让他们在做中学，在玩中学，在表演中学。

二、说学情

三年级学生好奇心强，求知欲强，不怕羞，能大胆发言，勇于表现自己。这些年龄特点，使学生更容易接受和大胆表达英语，而三年级的以口语为主的英语教材，能充分满足学生的个性发展需要。由于初步接触英语口语，贴近生活的情境，新鲜而富有情趣的活动和任务更能激起学生乐学好学的愿望和行动。

在本课前，学生已经在前面的学习中接触过类似的句型：I like it. I have a…… 因此，对于即将要学的新句型有一定的熟悉度。

三、说教学目标

在第一课时中，孩子们已经能听懂、会说hamburger等5个有关食物的单词，本课时的教学内容为用I like……表达自己喜欢的食物，用Here you are.Hot dogs and hamburgers. OK！Have some French fries！来为别人提供食物或请别人吃东西。其中，Here you are.在第四单元中已经学习过。Have这个词，也在第四单元I have句型中接触过。根据学生整体认知水平，从知识教学和能力培养等方面考虑，我确立本课时的教学目标为：

1、知识目标:

1）、能听懂、会说：I like hamburgers/hot dogs, etc. Here you are.

Have some French fries,etc. OK! Thank you.并能在实际情景中进行运用。

2）、教给学生在具体的情景会话中，如何表达自己喜欢的食物，如何运用为别人提供食物或请别人吃东西时的表达语。

2、技能目标:

1）精心设计合作小组的学习活动，引导学生学会彼此认可和信任，彼此接纳和支持，逐步培养学生的交流合作精神。

2)通过创设大量的任务活动，使学生积极运用所学英语进行表达与交流，对所学内容能主动练习与实践，从而逐步培养自主学习的能力。

3、情感目标:

1）、能与小组成员讨论和交流，完成老师提供的情境里的任务，提高运用语言的表达能力。

2）、不偏食，不挑食，养成均衡膳食的好习惯，少吃高热量的食品，多吃蔬菜和水果。

四、说教法和学法

下面，我说一说教法和学法。

任务型教学法是《新课标》基本教学理念中所倡导的一种教学模式。是以小学生的生活经验和兴趣为出发点，内容和方式要尽量真实。在本节课中，我尝试了设计一个个环环相扣的小任务，到最后完成总任务，从而形成了一个任务链，让学生在一步步完成任务的过程中达到学习语言的目的。

（一）、运用任务型教学法，培养学生综合语言运用能力。

首先，在单词认知过程中，通过what’smissing？的活动复习学过的单词：hamburger, hot dog, French fries, cake, bread.然后，通过同桌对话、小组调查表等任务设计和课件学习新句型：I like 和 have some， here you are。最后通过“breakfast party.”这个总任务对所学句型进行理解与巩固，通过这一系列的任务活动，吸引学生的注意力，使他们通过思考，调查、讨论、交流与合作等方式学习和使用英语，完成学习任务。

（二）、在应用“任务型”教学法的大前提下，运用了合作学习的教学方法。

我在语言教学中，非常注重学生的情感，努力营造宽松、民主、和谐的教学氛围，并充分进行了师生、生生之间的多边互动，把大量的课堂时间留给学生，使他们有机会进行相互切磋，共同提高。本节课，我将全班分成了六个小组，课堂的各项教学活动均以小组活动为主线，结对或全班活动为辅，在保证每个学生都有机会参与学习的同时，培养学生与伙伴合作的意识和策略，提高他们的人际交往能力。同时，总任务的设计是建立在我为学生设置的合作性情境里，我在每项小组活动与两人活动之后都会根据他们的不同表现给予评价，引导学生关注自己和伙伴在具体学习活动中的实际表现，从而形成共同进步的学习环境。

五、说教学程序

接下来，我来说一说教学程序的设计。

合理安排教学程序是教学成功的关键之一。本节课，我以任务为主线，设计了一个总任务：以小组为单位进行早餐会活动。任务的结果是学生在早餐会的过程中会表达自己喜爱的食物，并和同学分享食物，达到语言表达的一个目的。

具体任务链的构成如下：

Step 1 Warm up培养兴趣，自然导入。在教学活动开始，我设计了一段Free talk。师生间交流自己喜爱的颜色、动物、文具等。通过口语交际，自然引出I like，同时，通过一个简单的笑脸娃娃 ，让孩子清楚的理解like的含义。接着，老师给出第一个任务活动： 猜食物单词。通过这个活动，达到复习巩固已学食物单词的目的，是一个词语激活的过程。

Step 2 Knowledge and drills 注重能力，层层突破。

首先，通过猜老师喜欢的食物这个任务，再次复习食物单词，并加深学生对I like句型的理解。接着，给出下一个任务，听录音，谈谈课文中的Mike和Amy喜欢什么食物。这部分只放录音，通过听，让学生集中注意力，去记忆。因为涉及到第三人称回答，学生不会，教师在这里设计了两个头饰，让学生扮演Mike和Amy，解决了人称问题。在这一部分，根据学生的回答，教师逐步将本课所学句型，依次板书于黑板上。让学生能够在听觉和视觉上都有深刻映像。教师在板书、带读时注意提醒孩子们:hamburger, hot dog, cake, French fries喜欢和s交朋友。它们在I like…, Have some…后面一定得加上s。bread和chicken不喜欢和s交朋友,所以它们在所有的句子中都不用加s。

第四个任务，是同桌间聊聊喜欢什么食物，并分享。挑出几组比赛，说的好的给以奖励。利用比赛的方式，更能把孩子们的注意力吸引住，达到良好的学习效果。

第五个任务活动是以小组为单位，调查本组成员喜欢什么食物，完成调查表，表格上没有的可以用画图的方式表示。并请两组同学在黑板上完成调查表。比较哪组的食物选择更健康，借此机会，教育学生要少吃高热量的食品，多吃蔬菜和水果。

最后，完成本节课的总任务，早餐会活动。因为本课是早上第一节执教，教师给学生一个早餐会的真实情境，并要求学生在聚餐过程中，必须用到所学的句子。每组根据表格内容，选择食物，开展活动。教师在学生活动时，进行指导。真实的情境创造，给了学生交流的机会，每人的食物不同，也使得他们必须通过交流来达到分享的目的。

最后还有一个纠错的过程。考虑到本课内容涉及到单复数，肯定会出现一些问题，所以，活动过程中，出现的错误，教师应及时纠正。还可以利用纠错的机会对新句型再巩固。

六、说预期效果

希望通过本节课的学习，学生能听懂、会说：I like hamburgers/hot dogs, etc. Have some French fries/ juice, etc. OK! Thank you. Hot dogs and hamburgers.并能在早餐会的活动中，正确、主动的用所学句子进行交流和沟通。

三年级英语课件(篇2)

各位老师：

下午好！今天我所执教的是小学英语三年级上册Unit 7 Would you like a pie ?Story time第一课时。小学三年级是小学阶段强化学生听读能力的起始阶段，尤其是培养学生良好的听读习惯非常重要。所以在教学过程中，我还是要特别重视学生的朗读。让听和读紧密的结合，才能达到事半功倍的效果。下面我来说一下我本节课的教学设计：

本单元围绕“分享食物”这一话题展开，让学生学会分享食物的习惯用语，如Would you like…?What about…?及其回答。本课重点是让学生掌握两个有关食物的单词pie,cake，并且能用这些单词进行对话交流。

（2）知识目标：能够听、说、读、本课的单词pie,cake。

（3）情感、策略、文化等有关目标：

依据以上对教学内容和教学目标的分析以及小学生的认识规律和英汉语言差异，我认为正确朗读本课的单词，“Would you like…?What about…?”句型，这些是这节课的教学重点和难点，学生需要熟练地掌握并且正确地运用。

根据以上对教材的分析，我采用创设情景法、直观法、小组合作法等教学方法。以课标为指导，以听读结合为方式，坚持“词不离句”的教学原则，坚持以话题为核心，以听读结合的方法安排本课教学。

1、导入阶段：

以chant “Nice to meet you.”开始本节课，创设一个轻松的学习环境，激发学生的学习兴趣；

1）以在Mickey的生日聚会自然地引出本节课有关食物的单词，通过尝一尝、闻一闻、摸一摸多种形式来进行单词，调动学生的积极性；

2）在教学单词的同时，自然引出“Would you like…?”这个重点句型，突破难点，并让学生回答“Yes,please”。

3在练习阶段，我已去快乐谷闯关为线索，进行练习，学生兴趣浓厚。

4课文的呈现，我主要是通过看动画，提出问题，让学生带着问题来观看，并自己找出答案，这样可以帮助孩子正确理解课文。

5课文的朗读我主要通过跟读、指读、齐读、自由读、分角色读等形式，让学生能充分得到朗读的机会，更好的理解课文，为下面的操练打好基础。

在这一阶段，通过小组合作的形式，让大家拿出自己的实物图片和好朋友一起分享，进一步巩固了今天所学的句型，同时培养了学生能和大家一起分享的良好品质。

用今天所学的语言和家人朋友一起分享食物，技能巩固所学的句型，更重要的是培养学生的良好品质。

句子的逐个书写更能突显教师的示范作用，同时简洁的布置更能让学生一目了然，方便观察和仿写。

三年级英语课件(篇3)

听懂、会说Let’s act 部分的故事。

复习有关表述自己喜爱吃某种食品、询问某物或某人在哪里以及含有简单形容词的句子等会话。

【教学难点】Let’s act 部分的故事情节的理解。

1教材配套录音带。

2几种动物的面具 giraffe, elephant, monkey, mouse, rabbit, tiger, Zoom。

3几种水果的实物或模型 apples, bananas, grapes, pears, peaches, oranges。

4 Let’s act 部分的故事课件。  5所学过的水果及动物类单词卡片。

（1）教师播放英文歌曲 “They Are in the Zoo” “An Apple a Day” ，师生共同边演唱边拍手打节拍。

（2）学生日常口语练习。

（3）用实物、玩具或图片等复习所学过的水果及动物，并用单词卡认读单词。

（1）教师播放故事录像，展示Let’s act 部分的内容，并让学生了解人物关系和故事的大概含义。

（2）游戏：教师拿出准备好的以下几种动物的面具 giraffe, elephant, monkey, mouse, rabbit,tiger, Zoom。告诉学生游戏的'名字叫：“做做玩儿”，方法是：谁戴上动物的面具，就要表演此种动物的外表特征，并用简单的形容词表述。用此方法复习形容词，并根据故事的内容引出单词：tall, long, strong, short … 。

继续以上游戏，方法有所不同：教师说单词 get, carry, eat, have, count, 让学生根据刚才所看故事内容猜单词含义并做动作，让学生了解单词的具体意义。

（3）听录音，跟读故事。

（4）教师带读故事中的各个句子，并译中文。  3 趣味操练 (Practise)

（1）教师播放动画课件，并根据故事向学生提问，检查学生对故事了解情况。

如：How many animals are there in the party?

Can you say some fruit in the story?

Who can get the apple?

What can the elephant get?

How many pears are there in the picture?

How many peaches?

（2）教师找7名学生，一起戴上giraffe, elephant, monkey, mouse, rabbit, tiger, Zoom的头饰或面具，按故事中的人物进行对话表演。为全体学生的小组练习做准备。

（3）小组练习，角色扮演。

将学生按7人一小组，按角色进行练习。

（4）将头饰和面具发给表演的小组，让表演的小组到讲台前展示。

听录音做活动手册第41页的练习。

让学生在书中任意找一幅图案，试着自编一段对话，并说给伙伴们听。内容可以与图中原有相似，但不可相同。

此活动让学生自由想象对话内容，充分发挥学生的自主性和主动性。

I like bananas. I’m tall. Where is my banana?

I like apples. I’m strong.

I like pears. My nose is long.

活动目的：进一步调动学生巩固4-6单元的单词的兴趣。

（1）学生两人一组活动。一个学生想出一个水果、动物或玩具的图案，慢慢的在同伴的背上画出来，同伴猜是什么，并用英语说出英文名称。

（2）画图的学生宣布正确答案。

（3）另一名学生重复以上活动。让每个学生在伙伴的背上至少画两次图案。介绍你我他

活动目的：学会使用从本单元学到的表喜好、表形容等用语进行交际。  活动方式：自我思考、自我形容、相互介绍。

（1）让学生自己想想，用哪些词语能形容和表述自己。

（2）让6-7个学生向大家介绍自己。如：Im Jenny. Im tall/short. I like apples.

（3）分小组，让学生说说自己的同时，记住一到两个伙伴的情况。如：Tom is tall/short. He likes apples. 此时不必过多强调学生的语法错误，但要给学生纠正错误。拼图游戏

活动目的：进一步调动学生巩固4-6单元的单词的兴趣。

教师询问学生有关水果、动物、玩具类单词都掌握了那些？

教师说：今天进行拼图游戏，拼图的内容由学生自己制作。

方法是：教师将有关水果、动物、玩具类单词的图片复印后发给学生，让学生自己用剪刀将图片制成拼图，然后相互交换。看谁最快地拼出拼图，并用英文说出此图片。

教师将学生分为5-6组，让学生把自己会用英语说的类单词在小组中说一说，并鼓励学生形容拼图内容。学生间相互提问，互相检测，使每个学生尽情展示自己的英语学习水平，相互促进。

三年级英语课件(篇4)

《My home》是小学英语四年级上册的第四单元。本单元的教学资料都是围绕“家”这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时，教学资料是要学习有关房间的五个单词及进行简单的对家的介绍，本课时是本单元的'重点，所以首先应让学生掌握各个房间的名称，再经过Let’s do等TPR活动进行巩固操练，本节课掌握的好坏程度，直接会影响到本单元后阶段有关“描述和询问东西在哪里”的对话和故事的掌握，所以在本单元教学中具有举足轻重的地位。

Theaching goal:

1。能够听、说、认读五个有关房间的单词 study， kitchen， bedroom， bathroom， living room。

2。能够用This is my home。 You can see a living room…句型简单介绍房子。

3。能够听懂“Let’s do”的指令，并做出相应的动作。

4。 培养学生对家的热爱，提高学生的口语表达本事和交际本事。

Theaching key:

熟练认读有关房间的五个单词。

Theaching difficulty:单词bathroom， living room，的正确发音。

Theaching aid: Cards Tape recorder CAI

Theaching method: TPR Pairwork Groupwork

1。 Good morning。 Boys and girls。 How are you? Nice to meet you。

2。Let’s sing《In the Classroom》，OK?

1。Show the CAI（door ，window） What’s this? This is my home， there are many room are there? Do you visit my home? Now， let’s study Unit4 《My Home》。

1。（Show the CAI）。 This is my home， you can see a bedroom， a living room， a study ，a kitchen and a bathroom

2。Look ，what’s this?（客厅） There are five words on the blackboard， listen to me and guess， which word is “living room”?Teach“living room”。 There is a TV in the living room。 What can you do in the living room? Teach“watch TV”。Chant “living room，living room ， watch TV。”

3。（Show the CAI）。 。Look ，what’s this?（书房） Listen to me and guess， which word is “study”?Teach“study”。 There are many books in the study。 What can you do in the study? Teach“read a book”。Chant “study，study， read a book”。

4。（Show the CAI）。 。Look ，what’s this?（厨房） Listen to me and guess， Which word is “kitchen”?Teach“kitchen”。 What can you do in the study? Teach“have a snack”。Chant “kitchen ，kitchen，have a snack”。

5。（Show the CAI）。 。Look ，what’s this?（bathroom） Listen to me and guess， which word is “bathroom”?Teach“bathroom”。 What can you do in the bathroom? Teach“take a shower”。Chant “bathroom ，bathroom ，take a shower”。

6。（Show the CAI）。 。Look ，what’s this?（bed ） What’s this? （room） What’s this? （bedroom）Teach“bedroom”。 There is a bed in the bedroom。 What can you do in the bedroom? Teach“have a sleep”。Chant “bedroom bedroom， have a sleep”

7。Listen to the tape and read after the tape。

8。Let’s do。

Show the “Go to the ”， put the “living room， study ， kitchen， bathroom， bedroom” on， then T act “Go to the living room， watch TV。 Go to the study， read a book。 Go to the kitchen，have a snack。 Go to the bathroom ，take a shower。 Go to the bedroom， have a sleep”。

Now let’s do， ok? Follow me。

Now， this group is team one， this group is team two。 Let’s go，ok?

1。炸地雷： Let’s play a game， Ok? Who can read? Read together。

2。Close your eyes， what’s missing? Guess， then tell us。

3。Now，look at the screen， Guess， what’s this? （Show the CAI ） The student guess。

4。look， this is my home，you can see a bedroom， a living room， a study ，a kitchen and a bathroom。

Who can do like me ? Tell us what’s your room like?

The students look and say。

Homework:

1。Tell your home to your friend。2。 Prepare the“Lets talk。”

五、Blackblard design:

三年级英语课件(篇5)

让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。今天，借此平台，愿与大家一起分享我的说课，让我们一起探讨，共同成长。

一、说教材：

我说的内容是外语教学与研究出版社出版的小学新标准英语三年级起点的第一册的Module 5 Unit 1《How many?》一课。全课紧紧围绕“询问物体多少”这一日常用语展开。学生通过本课学习，应会用“How many?”来询问物体的多少和用英语表达数字来回答物体“多少”这个问题。可见本课是功能型、交际型的交际训练课。而且所学这些知识点都是学生非常熟悉、和日常生活息息相关的，所以教师教起来会比较顺手，学生也会乐于学习，并易于在生活中进行运用。因此，我以“任务型”教学为纲领，结合“TPR”教学法，通过听，说，读，写，演，画，唱等一系列教学活动，培养学生的学习兴趣，鼓励同学们大胆运用英语参与实践并及时予以表扬和鼓励使他们获得学习英语的成就感和喜悦感。

根据教材及英语课程新标准的要求，特定本课教学目标如下：

1、掌握How many句型的含义和使用；

2、能用英语表达1——8的数字，并拓展至9和10。

3、通过小组合作交流，达到综合运用语言的能力，培养学生学习英语的兴趣。

本课的重、难点为：句型How many ?及1——8数字的认读。

二、说教法：

本课我借助“任务型”教学方式，采用多样化的教学手段，将听、说、玩、演溶于一体，激发学生的学习兴趣，调动学生学习英语的主动性，为此，本课我采用如下教学法：

1、全部动作反应法（TPR），让学生在有节奏说唱中体验语言，在轻松愉快的行动中输入语言，让他们在做中学、在玩中学，从而为培养他们用英语进行顺利的交流打下坚实的基础。

2、游戏法：通过多种游戏使学生保持高昂的学习兴趣。

3、情景教学：利用图片、实物，使学生在特定的语境中领悟到该课的重点。

三、说学法：

1、“迁移方法”的指导：由于学生学习之前对1——8为几个数字的读法有一定的认识，因此在本课教学时，把旧知迁移过来，启发学生思维。

2、会话技巧的指导：在会话教学中鼓励学生大声说，说清楚，并配以表情、手势，有感情、有条理的说，培养学生的口语表达能力。

四、说教学过程：

（整体教学设计：依照英语教学的直观性、趣味性、实践性的教学原则，结合合作学习和任务型教学的新理念，我利用头饰、录音、电脑课件、图片等媒体设计教学。

整个教学程序采用听、说、玩、演等一系列的教学活动，具体设计为热身——新知——趣味操练——拓展——课后活动。）

（一）热身复习（warm-up eview）

1、sing a song :

通过唱的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。

2、skimping rope（跳绳）

此环节重点在于热身，让学生参与其中。

通过让学生参与其中，激发学生学习新知识numbers的兴趣。一起数数，学生有着集体的力量，为同学加油、鼓劲。

（二）呈现操练（presentationpractice）

1、Show some words (出示单词卡)：

从直观上让学生感受数字具体的写法和读法，让学生能够正确读出1—10

在学生能够正确读这些数字单词之后，与实际相结合，让学生数自己书包中的课本。教师通过让学生数自己的铅笔盒有多少支笔，以便检查学生对1—10数字的读法是否正确。

2、Show some pictures (参观出示一些图片)

以玩具的形式去引导学生，情景式地带进课堂，主要是要学生有目的性去参观。

教师从盒子里抽出cat，让学生从视觉上更为感觉到盒子里的神奇，进一步地观察教师house里的事物；让学生有新的发现与想法，并进行猜测.这个环节中，教师操作两个来回one & two之后，让学生上到讲台去抽取另外一些卡片，数字的出现可以不按照顺序去学，而是灵活运用。

3 、Passing the colour pencil (传彩铅笔)

操作程序：先教师让一列的学生起来做示范

操作规则是：一人手上拿有一支笔，第一个同学转身向下位同学提问how many pencils并举起手让学生数手上的笔；同样地，一个接一个问答。

此环节中重点设计的目的在于让学生个别能够达到实际练习的机会，并且能够和同学进行简单的对话—关于问数字。

（三）巩固和运用（consolidation & use）

活动设计：猜粉笔数目

(四)课后活动/作业布置（homework）

Count the numbers beside you as many as you can or count the numbers for your classmate ‘s jumping, and so on.

从实际中出发，结合自己的兴趣爱好，学以致用，提高学生学习的口头表达能力。

五、说板书设计：

主要是通过一些动物、水果等图片变魔术式地凑成一幅图画在黑板上，进而便于学生理解，贴切生活中的实际。

六、小结：

本课教学我首先给学生交流的空间。根据《小学英语新课程标准》提出的目标，其中有一个非常重要的目标使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。因而，我在设计这堂课时，一直注意尽可能的把课堂还给学生，让学生与学生，学生与老师之间多进行语言的交流。

其次，我采用游戏，提高学生兴趣。小学生学英语最重要的是要培养他们学习英语这种语言的兴趣。孔子说过：“知之者不如好之者，好之者不如乐之者。”爱因斯坦说过：“热爱是最好的老师”。只有激发了学生的兴趣，调动了学生的热情，那么这样的知识就是学生善于接受，记忆深刻的。因此，我在这堂课上安排了几个比较简短的.游戏，比如跳绳、猜数字，传彩笔等游戏。

再次，我联系实际，贴近生活。“How many ?”本身就是一个与生活有着紧密联系的话题。我从这一点出发，紧紧围绕生活来开展教学。如数手指、数动物（事物的个数）等。

总而言之，我在设计这堂课时，尽可能地采用听、说、游戏的方式，通过各个有趣、实用、轻松、活泼的活动，使每个学生都参与进来，充分调动学生的积极性和主动性。当然，由于自己水平有限，各个环节之间还不够连贯，还存在着很多很多的缺点和不足，愿各位评委、各位专家提出宝贵的意见和建议。

苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们，让他们知道“English, I can”.

三年级英语课件(篇6)

尊敬的各位领导、各位老师：

大家好！

我今天说课的课题是PEP小学英语三年级下册第五单元D u lie pears?第一课时，主要内容是Let’s learn与Let’s chant。我将从教材分析、教学目标、教法和学法、教学过程、教学板书和教学反思五个方面进行说课。

一、说教材

本节课的核心内容是四个水果单词apple、range 、pear 、banana。这部分教材以四个水果单词为主线，通过Let’s learn与Let’s chant的学习，激发出学生不挑食的思想意识。围绕这一核心内容我设计了歌曲、游戏等多种活动，通过这些方式让学生有效地巩固了生词。

二、说教学目标

知识目标：

1、能听、说、认读单词apple、 range 、pear 、banana。

2、通过Let’s chant，让学生巩固所学词汇。同时培养学生的语言节奏感。

能力目标：

1、提高学生听说认读的综合能力；培养学生观察、记忆的能力。

2、发展学生自主学习的能力和合作精神。

情感目标：

1.培养学生在学习活动中积极、充满好奇，乐于分享的品质。

2.了解有关水果的一些知识，懂得水果对人的身体有益，养成不挑食的良好习惯。

教学重、难点:

重点：能听懂、会说四种水果单词：apple、 range 、pear 、banana，要求发音准确，语调自然。

难点：1.能正确运用本课单词，用上节课句型作替换练习。

2.读准apple、banana这两个单词。

三、说教法、学法

在教学过程中，始终遵循一切为了学生，高度尊重学生的理念。充分利用了多媒体等直观手段引入具体的场景，将学习内容形象、直观地展示给了学生,调动学生积极投入到学习活动中；同时，做到多表扬、勤鼓励，使不同层次的学生都有学习积极性。整个教学过程，学生通过听、说、玩、唱以及同桌合作等多种学习方式，始终在轻松愉悦的氛围中学习英语。

四、说教学过程

（一）创设情境、综合复习

1、热身War up

1）课前一分钟英语口语会话活动。

T: Hell!Bs and girls!

Ss:Hell!Miss Zha!

T:Gd rning，everne!

Ss:Gd rning，Miss Zha!

T: Nice t eet u.

Ss: Nice t eet u t.

2）Free tal.

3)T: Tda 5

三年级英语课件(篇7)

我说课的内容是牛津小学英语教材3B Unit 8的第二课时。这是一节情景对话课，围绕“征询意见”这一日常用语展开。在第一课时中，学生已经能用“What wuld u lie？”进行询问。能听懂会说a ht dg，a pie，a bar f chlate，a sandwich.本课时的教学内容为用“What abut…？”进行征询意见。根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：

1、能听懂会说I≈lsqu; thirst. What abut…？N， I≈rsqu;d lie…。

2、听懂会说sft drins、a cartn f il、se bread、se rice.

3、能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。

本课时的教学重点是：能听懂会说I≈lsqu; thirst. What abut…？N， I≈rsqu;d lie…。 听懂会说sft drins、a cartn f il、se bread、se rice.

教学难点是能用“What abut…？”征询别人意见以及sft drins的正确发音。为实现以上目标，我是这样设计教学过程的：

1、Sing se sngs.

2、Pla a gae.快速呈现食物图片，做问答。

（通过唱唱、问答的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。）

（紧接着教师摸着肚子，作饥饿状）引导学生一起说出I≈lsqu; hungr，围绕呈现的图片快速对话。

（以对话的形式，唤起学生的记忆，使学生熟练运用旧知，同时对I≈lsqu; hungr进行了渗透。）

1、依次呈现se bread、se rice的图片。

T：What wuld u lie？ Se bread？

2、T： I≈lsqu; thirst.（教师作干渴状，引导学生边做边说I≈rsqu; thirst.）

T： What wuld u lie？ Se uice？

通过已掌握的句型新授a sft drin、a cartn f il.

（利用旧知，在已熟练了的交际语境中学习新单词，同时配以相应的图片，加深了对单词的理解，也降低了难度。并即使由师生操练转向生生操练，由模仿提高到运用，这符合学生的.认知规律。）

3、（呈现以上四幅新授图片）Mae ut se dialgues.

（将单词融进有实际意义的对话中，充分体现在交际中教，在运用中学的理念，通过这种方式便于学生的理解和运用。）

4、（请一名较突出的学生引导作干渴状）：I≈lsqu; thirst.

（教师作干渴状）：I≈lsqu; thirst.

T： （作摇手状）N，I≈lsqu;d lie a sft drin.（呈现图片）

Teach“a cartn f il”in the sae wa.

（在说的过程中予以图片加以配合，帮助理解；由模仿到练习，反复刺激学生的感官，增强学生对新知的理解和运用。）

1、Listen t the tape and read after the tape.

2、Act ut the dialgue.

（在听读的过程中培养学生良好的学习习惯，通过演演的形式让学生在情景中练习达到掌握的目的。）

1、Mae a surve.

2、Wh≈lsqu;s the best？

（师生示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交际活动的展开。通过“Apple Tree”的评价总结，让学生认识到集体目标的实现离不开个人的努力，激发其进一步追求成功的欲望。）

1、Read after the tape recrding.

2、Mae up a dialgue in pairs.

人教版九年级英语课件精华六篇

教案课件是老师需要仔细准备的资源，这需要老师投入心思来制作教案课件。老师在授课时需要按照教案课件的内容进行实施。在阅读过程中，编辑发现了一篇非常实用的“人教版九年级英语课件”，请您继续关注我们的网站，我们将提供更多有价值的信息！

人教版九年级英语课件 篇1

I'm sorry, as an AI language model, I cannot generate pre-written text. However, I can provide you with some tips to write a theme essay in English.

Tips to Write a Theme Essay in English:

1. Choose an interesting topic: Before writing an essay, choose a topic that interests you. This will enable you to write passionately and maintain your focus. For instance, you can choose topics on personal experiences, social issues, or historical events.

2. Create an outline: A good essay should have an introduction, body paragraphs, and a conclusion. Create an outline that highlights how you plan to cover these sections of the essay.

3. Use appropriate vocabulary: Appropriate vocabulary is important in enhancing the clarity and coherence of your essay. Using synonyms can also improve the readability of your writing.

4. Use transitional phrases: Transitional phrases link paragraphs and help maintain the flow of your essay. This helps the reader to easily follow your train of thought.

5. Proofread and edit: After writing your essay, proofread it for typos, grammatical errors, and spelling mistakes. Also, ask another person to read your essay and provide feedback.

With these tips in mind, you can proceed to write your 1000-word theme essay on any topic of your choice.

人教版九年级英语课件 篇2

题目：我的暑假计划

暑假即将来临，为了充实自己的暑假生活，我制定了一份详细的暑假计划。

首先，我将参加社会实践活动。我认为，通过社会实践可以增长知识、锤炼意志、培养责任感和团队合作能力。我将投入一个月的时间，参加志愿者服务、文化体验、农村支教等活动。我希望通过这些活动，了解更多的社会现象，帮助需要帮助的人，展现当代青年的责任与担当。

其次，我将继续学习，扩充自己的知识面。我计划在暑假期间阅读大量的书籍，包括文学、历史、哲学、科学等多个领域。同时，我还将参加一些文化课程和兴趣培训班，学习音乐、美术、编程等。我相信，这些综合性的学习和体验，将会为我的人生道路打下更坚实的基础。

最后，我将享受放松的时光，和家人一起旅行。我还计划参加一些户外运动，如爬山、露营、骑行等。这不仅可以促进身体健康，也可以增强家庭的感情交流。

总之，我期待一个充实而丰富的暑假生活，全面展现出自己的多方面优势和特长，为自己的未来打下更坚实的基础。

人教版九年级英语课件 篇3

本单元以“产品制造”为话题，共设计了四大部分的内容。以“What are the shirts made of？”为主线，围绕着谈论某东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。

①知识目标：

1、掌握本课时重点单词和短语be made of 、be made in。

2、了解一般现在时态和一般过去时被动语态的结构和用法。

3、归纳和掌握make构成的短语。

③情感目标：学会赞美他人的物品，并能就此话题礼貌的进行交谈，树立品牌意识，努力学习的态度。

以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。如在新授单词时，通过一些图片，进行分析教学，以致于从视角引起他们注意从而记住单词。采取任务型教学策略的目的是主要是让学生多练多用，在做中学、学中乐、乐中掌握。

采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。强调学生不仅要在课上积极发言、多练，并鼓励他们课后积极进行英语学习、积极参加训练。

重点词汇通过图片和对话解决。如：chopsticks，coin，blouse，silver， ilk，be made of等。

三、教学准备：图片、录音机等

四、教学过程：

1、课前任务设置，在课前，我让学生提前预习单词。另一方面铃声响的时候，首先检查学生对第五单元单词的识记情况，让学生看着图片，用“what is it？”等句子问，用新单词回答，在此期间，让学生感知“What are they made of？ Where are they made of”的重点句型结构，把单词教学融入句型，培养学生情境中理解记忆单词的能力。

2、为了更好的提高学生观察能力，以任务型教学为理念，让学生有目的的结合重要句型完成Activity 1a的部分。

3、完成1a部分后，为了更好的巩固学生对上面方框中重点单词的理解程度，让他们通过听觉进行训练，培养学生在用中学、学中用的能力。

4、通过单词记忆、听力训练中，学生们对重要句型的初步接触和熟悉，请学生讲解重要短语be made of/be made from/be made into/be made in/be made by/be made up of和重要的语法：被动语态。掌握被动语态的用法和结构。为下一步准确说话做铺垫。

5、为了更好的运用重点句型结构，我让学生在1c部分读完对话后，用1b里边的句子进行对子活动，进而提高学生的口语表达能力。

6、通过列举世界知名品牌：中国瓷器、美国的李维斯牛仔裤、意大利的普拉达眼镜、瑞士手表的图片，进行师生问答，进一步巩固所学语法。并进行情感教育：中国需要努力，你们需要努力。之后通过六个基础题型来检测他们对本节课重点知识的掌握。

总之，整节课，我始终遵循任务型教学的理念，以学生为主体，以任务为中心，以交际为目的，以课程标准为理论依据，以高效课堂为载体，坚持让学生学会在生活中运用语言，始终遵循一个原则，就是让学生乐学，因为兴趣是最好的教师，整个过程中我也一直采用激励机制给有所表现的学生以鼓励，以增强他们学习英语的信心。

人教版九年级英语课件 篇4

1、能够掌握本单元四会单词及句子 These are…… Those are……的默写。

2、能够看图读懂、理解文章的大意，掌握一定的阅读技巧，提升阅读能力。

3、能够独立完成简单的英语句子输出，学会写话。

4、能动手设计自己的农场。

5、学会懂得多吃蔬菜与水果。

难点:阅读技巧的提升和英语的输出运用及these those的区别。

I like tomatoes.

I like potatoes.

CarrotsI will try.

I love to eat green beans.

Butonions makes me cry.

1、教师出示单词卡，学生进行问答练习，学习单词，并板书。

What vegetables can you see in the chant?

I can see……(tomato, potato, carrot, green bean，hen,sheep , cow, horse)

2、单词复数。

tomatoes, potatoes, carrots, green beans，hens, sheep , cows, horses

3、名词单数、复数的学习，强调tomato---tomatoes sheep---sheep

4、提问学生，学习句型：

What do you love to eat?

I love to eat……(tomatoes, potatoes, carrots, green beans)

1、学生听录音熟悉课文。

2、教师领读。

3、学生大声读课文。

4、再读课文，完成Read together 任务，并核对。

(4)Theseare carrots and potatoes

(5)Thoseare tomatoes and green beans.

(6)Theylove to eat carrots .

1、师生共同观看课文，共同完成Look and write,then build a farm of your own.

2、教师巡视，指导学生画、写。

3、分组讨论，设计建设各组自己的农场。

4、学生展示自己的农场。

人教版九年级英语课件 篇5

plaint n.诉苦, 抱怨, 牢骚, complain v.

They complained about the food. 他们抱怨这糟糕的食物。

1)He is always complaining .

2)She complained to me about his bad manners.

3)He complained that nothing came out the way he had expected.

4)I have no complaint about my pay.

5)They are full of complaints about their labour conditions.

vt.使心烦，使不安(upset, upset, upsetting);弄翻

I upset the soup all over the table. 我把汤打翻在桌上了。

He was upset when he heard the news.

His stomach is upset.

I was upset by what he did yesterday.

He upset the milk.

You are upset about the poor service.

They are looking into the cause of the accident.

Look over, look for; look at; look down upon; look after; look up;

The police looked into this matter soon.

Please write to me every now and then.

This sweater makes my arm itch.

get an itch to travel;有旅游的渴望 have an itch for knowledge 渴求知识

1) Many people have an itch for excitement.

2) They have an itch to travel abroad

3)I have an itch for knowledge.

4)I itch all over.

5)The insect bite itched all night.

6)he cannot resist the itch to travel

On both sides of us stretched the wet plain“在我们的两边延伸着湿润的原野”

He stretched out his arm and took down a book.

The river stretches as far as the eyes could see一望无际

I went to downtown to do some shopping today.

. She got tired of cooking for her family every day.

Visitors who get tired of the sand and the sun can cool off in one of the many shops.游客们在阳光的沙滩上玩累了可以在商店里凉快一下。

Located in southern Austria ,it is a paradise for skiers.

位于奥地利南部，它是滑雪运动爱好者的天堂。

The plane flied at the altitude of 8,000.

What’s the altitude of the village?

Many shopkeepers guarantee satisfaction to customers.

许多店主对顾客许诺定让他们满意。

The rain guarantees a good crop this year.

This restaurant is my favorite resort.

这饭馆是我最爱去的地方。

The world’s best and fastest skiers gather here once a years to complete in the downhill race that everyone wants to win.

世界上最优秀的，速度最快的滑雪运动员每年都在这儿集会一次，参加速滑比赛，他们人人都想在比赛中获胜。

The teacher gathered the pupils round her.

老师把小学生们聚集在她周围。

Experienced travelers may prefer to make their own arrangement.

make an arrangement/come to an arrangement

A walk around the West Lake is feast for the eyes.

在西湖漫步能让你一饱眼福。

to give a feast举行宴会he feasted his friends.Feast sb. on

Should you have enough energy left after a day on the slopes, you can take a dip in the pool.如果你在山坡上玩了一天后还有足够的精力，你还可以到游泳池里泡一

She dipped her hand in the sea to find out how cold it was.

18.analyse vt.分析, 分解analysis n.分析, 分解

The coach tried to analyse the cause of our defeat.

教练努力设法分析我们失败的原因。

analyse the text, analyse the information

I want to chat to you about the party on Sunday.我想跟你聊聊周日的晚会。

20.budget预算，预算案,

a family budget 家庭预算a government budget 政府预算

By comparing prices and offers, you can also make your travel budget last longer.将各种价格和服务进行比较，还可以将使你的旅游预算持续的时间更长。

21.rate比率, 速度, 等级, 价格, 费用估价, 认为,

The birth rate; the exchange rate; at the rate/ speed of 60 miles an hour.

How do you rate her as a singer?作为一个歌手你认为她怎么样？

1.to look into 2. was cooled off 3 Getting tired of 4. to guarantee 5 Gathering 6 analyse 7.Rated

plaint n.诉苦, 抱怨, 牢骚, complain v.

They complained about the food. 他们抱怨这糟糕的食物。

1)他总是抱怨__________________________

2)她向我抱怨他的坏举止_____________________________

3)He complained that nothing came out the way he had expected。____________

4)I have no complaint about my pay.___________________________

5)他们对住房条件充满着抱怨_________________________

2.Upset adj. 苦恼的，心烦的vt.使心烦，使不安(upset, upset, upsetting);弄翻

I upset the soup all over the table. 我把汤打翻在桌上了。

当他听到这个消息是如此不安。_______________________

I was upset by what he did yesterday._________________

The police looked intothe box but saw nothing.

Look after ________ look for _________

Look down upon/on ______________Look forward to ….____________

Look out _________________look like _________________

Please write to me every now and then.

This sweater makes my arm itch.

get an itch to travel;_______________

have an itch for knowledge _________________

He cannot resist the itch to travel_________________.

On both sides of us stretched the wet plain“在我们的两边延伸着湿润的原野”

He stretched out his arm and took down a book.

The river stretches as far as the eyes could see_______________

I went downtown to do some shopping today.

. She got tired of cooking for her family every day.

游客们在阳光的沙滩上玩累了可以在商店里凉快一下。

______________________________________

Located in southern Austria ,it is a paradise for skiers.

位于奥地利南部，它是滑雪运动爱好者的天堂。

The plane flied at the altitude of 8,000.

What’s the altitude of the village?

The rain guarantees a good crop this year._____________

许多店主对顾客许诺定让他们满意。____________________________.

This restaurant is my favorite resort.

The world’s best and fastest skiers gather here once a years

Experienced travelers may prefer to make their own arrangement.

make an arrangement/come to an arrangement

A walk around the West Lake is feast for the eyes.

he feasted his friends.______feast sb on________

Should you have enough energy left after a day on the slopes, you can take a dip in the pool.

_________________________________

她把手放入海水中看看它有多凉。

18.analyse vt.分析, 分解________ n.分析, 分解

教练努力设法分析我们失败的原因。

analyse the text, analyse the information

20.budget预算，预算案,

a family budget 家庭预算a government budget 政府预算

21.rate比率, 速度, 等级, 价格, 费用估价, 认为,

The birth rate________ the exchange rate_______

at the rate/ speed of 60 miles an hour._________

How do you rate her as a singer?____________

At any rate不管怎么样 无论如何At this/ that rate 照这种那种情形看

人教版九年级英语课件 篇6

一． 教学目的和要求（Teaching aims and demands）

1． 词汇 grateful tail lonely success make up one’s mind mostly pig education countryside treat before long regard regard…as… exactly keep experience painful rock as if at sea story two-story grab crash mobile phone at all least at least

rewarding wag vet heal injection earthquake

2． 日常交际用语 Do you like being a doctor for animals?

Vets helped heal horses,…

He started treating…

Is it easy to heal…?

It isn’t easy to give the baby an injection.

It is important to do what the doctor tells you .

It is a little painful to get an injection.

To help animals is helping people.

1． 检查家庭作业。

2． 复习可作为宠物的名字：dog, cat, snake, parrot, rabbit, fish. 问：Does anyone have a pet?让学生讨论他们拥有什么样的宠物动物。

教师问：Why do people have pets? What does the pet do for them? Where do people take their pets if they get sick?让学生两人一组套讨论这些问题。然后全班一起讨论这些问题。

学生用书第71页第1部分。口语录音带第57课，让学生合上书。问学生：What animal does the dad like best? 放录音，让学生寻找答案。全班核对答案：He doesn’t have a favourite animals.让学生打开书。再放一遍录音，让学生边听边重复。让学生通过上下文猜测生词：rewarding ,grateful, wag, tail, lonely等。如果学生猜不出来，可以允许他们查字典。

做练习册第57页练习1。全班核对答案。让学生两人一组练习朗读这个对话。让几组学生为全班表演这个对话。

练习册第57课练习2和练习3。两人一组做练习2。

完成联系册中的练习。

1． 检查家庭作业。

2． 让学生通过讨论宠物来复习词汇。

学生用书第72页第1部分。让学生分小组讨论这些读前的问题，然后全班一起讨论这两个问题。

学生用书第72页第2部分。口语录音带第58课。让学生看课文标题。问学生：What do you think this story is about ？学生两人一组讨论这个问题。然后叫几组学生说出他们的观点。然后再问：Who is the man who loved dogs?学生快速阅读课文寻找答案（James Herriot）。然后让学生再次快速阅读课文并划出不熟悉的词语。这些单词和短语应包括：Scotland, make up one’s mind, vet, mostly, heal, education, Yorkshire, countryside, treat, before long, regard, regard…as, exactly, keep, experience 等。你可以用简单的英语解释其中的一些词语，如：

make one’s mind = make a decision

vet = veterinarian which is a doctor for animals.

continue = to keep doing something and stopping.

做练习册第58课练习1。

再放一遍录音，让学生边听边重复。让学生注意语音语调。

练习册第58课练习2--4。独自做练习2。

两人一组做练习3造句子。

把练习册第58课练习3的句子写下来。

1． 检查家庭作业。

2． 复习第58课的故事，可用练习册第58课练习1中的问题作为指导。

教师说：I don’t like going to the doctor’s because I don’t like injections。出示一张打针的图片，说：When I have to get an injection, I make a face like this（痛苦的怪相）because it’s a little painful. However ,I let the doctor give me an injection because it’s necessary。当你说这些生词时把这些生词（injection, painful, necessary）写在黑板上。说：Now let’s interview each other to see how you feel about going to the doctor’s。问学生：What are some questions you can ask each other？帮助学生回答下列问题：Do you like going to the doctor’s? What do you have to get an injection? Would you like to be a doctor?等。让学生两人一组活动，相互采访。叫一组学生向全班汇报他们的采访结果。

学生用书第73页第2部分，和学生一起过一遍这些句子。保证他们知道做什么。让学生两人一组像本课第2步一样进行采访，在他们相互采访时完成这个对话。叫几组学生向全班汇报他们的采访结果。

参考答案：interesting, a good job, they are so pretty, it is very difficult

学生用书第73页第1部分。和学生一起过一遍这些句子。然后让学生两人一组看图并讨论。全班一起，让学生改变这些句子，并给出他们所想的更多的句子。答案如下：

1． It’s important to do what the doctor tells you.

2． It is a little painful to get an injection.

3． It is not easy to give the baby an injection.

4． It is necessary to take medicine on time.

5． It is not interesting to work in the hospital.

练习册第59课练习1--3。两人一组做练习1。课堂上口头做练习2。

做练习3时，先个人读一读，然后两人一组回答问题。

完成练习册中的练习。

1． 检查家庭作业。

2． 复习不定式，把下列句子写在黑板上：It is important to do what the doctor tells you. It’s a little painful to get an injection. It’s necessary to take medicine on time. It’s interesting to work in a hospital.让学生把不定式放在句首来改变这些句子。

学生用书第74页第1部分。听力训练录音带第60课。让学生合上书：告诉学生：There’s something wrong with Tom’s dog .The doctor gives him some pills.？（如有必要，解释pills的意思）.What colour are the pills?放录音，学生寻找答案（red, yellow和 white）。然后读练习册第60课练习1的表格。保证学生知道做什么。再放一、二遍录音，让学生寻找答案。学生两人一组讨论答案。最后全班一起核对答案。

听力原文：

Cody felt ill. His nose was warm and he just lay around. His owner, Joe, took him to the animal doctor.

The doctor said, “Listen carefully. I’m going to give you three different medicines. First, I’m going to give you these red pills. I want you to give one pill three times a day to Cody. Now , look at these yellow pills. I want you to give one to Cody every night before he goes to sleep. Now look at these white pills. Give him two every time his is warm, but NEVER give him more than four in a day. Do you understand?”

“ Yes, doctor.” Said Joe, “thank you very much.”

Joe took Cody home and did as the doctor told him. Soon Cody was running around as happily as ever before.

答案：

1. C 2. C 3. B 4. A 5. A 6 B.

学生用书第74页第2部分。口语录音机第60课。问学生：学生快速阅读课文并寻找答案：He grabbed the baby in his mouth. 然后让学生再认真地读一遍课文。让学生猜测下列词语：earthquake, rock, as if ,at sea, story（另一种拼写形式为storey）, two-story, grab, crash, mobile phone, least和 at least.

做练习册第60课练习2。让学生自己做这个练习，并与同伴检查答案，然后全班核对答案。

学生用书第75页第3部分。让学生两人一组自己编造谚语。让学生说明这些谚语在什么情景下使用。例如，有人犯了错误，他/她的朋友会告诉他/她：“To make a mistake is human.”建议性谚语如下：

To read every day is a door to knowledge.

To work hard is the key to happiness.

It is better to listen , than to speak and let everyone know you are a

fool.

To drive fast in the middle of town is to invite a policeman to your

car.

To help animals is the same as helping people.

学生用书第75页第4部分。首先让学生写一段关于他们父母的情况，在写作中至少要用上两处不定式。然后让他们向其同伴展示其作文。同伴为其改正错误。然后按同伴的修改意见修改作文。教师在教室内巡视，必要时提供帮助。作文样张如下：

My father is a teacher and my mother is a doctor. They both think that to work hard is the key to success. Since I was in primary school, they have always wanted me to do well in school. Even though they are both very busy, they always have time to help me with my homework. However, they also teach me to be resposible at home as well. Since I was 8 years old, I have always had jobs to do around the house. I have to keep my room clean and take out the rubbish every day. When the dog needs to go outside, it is my job to take her. I also have to walk her for at least 30 minutes a day. I’m glad my parents have taught me how to work hard. This will help me in the future.

过一遍本单元的复习要点15。必要时再给学生一些练习：可以复习前几课的对话。花点时间练习一下常用短语。复习本单元的词汇，处理学生提出的任何问题。

听写下列内容，按要求停顿。

Tom and his mother* are at the doctor ‘s.* Tom says * he has got a headache and a cough. He says * he feels very bad and tired .* But Tom has caught a bit of cold. * He thinks* that the boy will be fine* after the biggest football match of the year.

做练习册第60课练习3--6。练习3和练习5可以单独做。

练习4应首先全班一起做。然后让学生两人一组练习对话。如果时间允许，让几组学生为全班说一说他们的对话。

练习6可以两人一组做，也可以以小组的形式做。当他们完成写作之后，让他们读他们的故事。

复习本单元的内容。

把练习册的练习4的对话写在练习本里。

把练习本练习6里的故事写在练习本里。

七年级英语课件

工作和学习中，我们看过许多范文，多阅读一些优秀的范文是有很大好处的，通过阅读范文可以把我们心中的想法表达出来。能在一定程度提升我们的语文水平，您是否正在考虑怎么样才能写好优秀范文呢？下面是小编精心为您整理的“七年级英语课件”，供大家参考，希望能帮助到有需要的朋友。

七年级英语课件 篇1

一、教材分析：

本课是冀教版小学英语(三年级起始版)第四册第三单元(All about me)的第4个新授课，Lesson16：How do you go toschool?经过一年半的学习，四年级下学期孩子们学习的重点逐渐过渡到各种基本句型。本单元前面三课分别学习了关于年龄、身高、住处的句子，本课教材以How doyou go to school?为切入点，重点学习关于出行方式的交流：询问别人、介绍自己的出行方式。

二、学生分析：

孩子们经过一年半的学习，基本了解了字母：26个字母及常见字母组合的发音规则，词汇的学习方法：单词音形意用的结合、音节、重音及不同词类(名、动、数、形、冠等)的用法特点，初步体会英语句子的语序与汉语的不同，但对于句子结构及变化还比较陌生。本课内容对于孩子们来说并不陌生，Book3L16已学习过四种出行方式by bus, by car, by bike, by taxi和句子：How do you go to school? I goto school by XXXX?另一种出行方式on foot /walk，divesme及选择此种出行方式的原因表述学生相对陌生。但我校学生学习英语较早，一二年级有了两年的口语学习，还有近1/3有课外学习经历或正在进行，这些内容对于他们可能都不陌生。

基于以上分析，本课时目标制定如下。

三、教学目标：

1、知识技能目标：

A.学生能够运用所学句型Do you walk to school? How do you go to school? I go to XXXbyXXX / on foot...询问、表达适合自己的出行方式。

B.学生知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school? Howdooes he/she go to school? He/she goes to school byXXX / on foot...

2、文化目标：

尝试了解不同地区人们选择不同出行方式：山区孩子、牧民(草原)、江南居民及西方国家等。

3、学习策略目标：

学生知道句子的变化是有规律可循的，并引导尝试找出这些规律：A.和人称变化的关系; B.不同句式之间的关系等。

初步构建“单词——短语——句子”的建构学习模式。

4.情感态度目标：

通过寻找句子规律及了解不同人们的出行方式，引导学生体会英语学习是有规律可循的，Englishi is easy!及交流开阔自己的眼界Englishis fun!

四、教学重难点：

1、教学重点：学生能够运用所学句型Do you walk to school? How do you go to school? I go toXXX byXXX / on foot...询问、表达适合自己的出行方式。

2、教学难点：学生知道句子的变化是和人称有关系的，并能尝试运用所学句子介绍和询问他人的出行方式：Does he/she walk to school?How does he/she go to school? He/she goes to school byXXX / on foot...

五、预习作业：(Choose

1. Read N1 and fill in the blanks.(☆☆☆☆)

How do they go to school?Why?(为什么)

Kim

Jenny

Steven

Danny

me 2. Where do you live ? Is it far or near your school?Do you walk toschool?(☆☆☆)

3. Where do you like to go on weekends? 3 sentences. (☆☆☆)

六、教学过程：

Class Opening

I. Revision:

a. Group to group.

What do you like to do on weekends?

Where do you like to go on weekends?

b. Free talk between the teacher and children

T: Where do you live ? Is it far or near your school?Do you walk to school?How do you go to school?

Ss: …

New Concepts

I. N1 and N2.

T：Do you know how Kim, Jenny, Steven and Danny go to school?

板书：school

1. Read N1 in pairs and learn the words and sentences the students don’tknow.

2. Role play between T and Ss.

(1) T-Kim, Ss-Danny.

T: Kim, do you walk to school?板书：Do I /you walk to school.?

Ss: Yes, I walk to school. /I go to school on foot.板书：Do I /you go toschool on foot ?

T: Why?

Ss: I live near the school.

(2) Ss-Danny, T-Kim.

Ss: How do you go to school, Kim?板书：How Do I /you walk to school.?

T: I live near the school. So I walk to school. So I go to school onfoot(3) So: I live far from school. So I go to school by bus.

I ‘m hungry. So I want to eat. …

(4)Chant: How do you go to school. On foot, on foot. / Walk, walk.

3. Learn about P2-4.

II. How does he/she go to school?

1. Try to find.

T: How does Kim go to school? She goes to school on foot /walks toschool.

How does Jenny go to school? She goes to school by bus. She lives far fromschool.

How does Steven go to school? He goes to school by car. Hia dad driveshim.How does Danny go to school? He goes to school by bike. He rides hisbike.

板书：Does he/she walk to school? He/she goes to school byXXX / on foot...

比较，找规律。

Tip:除了“你和我”，“一个”不放过，“动”就加s/es，“do”替不重复!

2. Practice in pairs.

How does he/she go to school?Why?(为什么)

Kim

Jenny

Steven

Danny

me

3. How do they go to school?

图片山区孩子、牧民(草原)、江南居民及西方

Class Closing

I. Make a survey and share. (☆☆☆)

Where do you want to go…?How does he/she go to school?Why?

Kim

Jenny

II. What do you like to do on weekends? 3 sentences.

七年级英语课件 篇2

本单元的主题为谈论物品的位置, 使学生在熟悉物品名称的基础上，用方位介词熟练地表达物品的位置, 能用where 问句及一般疑问句提问并回答, 并自然地引出名词的单复数及人称代词they 的用法。本单元谈论的是学生比较熟悉的内容，学生有认同感。因此在任务的设计上, 要做到贴近学生真实生活，包括学校生活、家庭生活等，以引起学生的共鸣和兴趣，激发学生的求知欲，充分发挥学生的想象力和能动性，主动自觉地融入到语言学习中去。

1．能听懂有关熟悉话题的语段和简短的故事。能和教师或同学就熟悉的话题交换信息。

2．能参与简单的角色扮演等活动。能尝试使用适当的学习方法，克服学习中遇到的困难。能意识到语言交际中存在文化差异。

3．学会不断发现问题，并用自己已有的知识水平和生活经历来解决实际问题；

4．通过小组对话，讨论，调查和设计等一系列的课堂活动，培养学生寻求帮助，乐于与他人合作的精神。

table , bed, dresser, bookcase, sofa, chair, drawer,plant

Where’s ….? It’ s on /in/under the…

Where are …?They are in/on/underthe…

能力目标：

1.能用where句型对物品位置进行提问和回答。

2．能用方位介词in/on/under描述物体的位置。

情感目标： 能自觉摆放好自己的物品，养成整洁干净的好的生活习惯。

重点：

1.新单词：table , bed, dresser, bookcase, sofa, chair, drawer,plant

七年级英语课件 篇3

一、Teachers words: Where there is a will, there is a way.

词汇: clean, read, sure, wait, toy, west, camera, activity, shop, bird.

短语：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …

交际用语：

（1）-- What are you doing? --Im watching TV.

（2）-- Is Nancy doing homework? --No,she isnt. Shes writing a letter.

(3 ) --Do you want to go to the movies? --Yes,I do.

(4.)--When do you want to go? --Lets go at 7：00.

2. 英语能力目标：学会谈论人们正在做什么，学会写英文信，能就现场发生的事作现场报道。

3 .情感目标：通过合作学习谈论正在发生的事，启发学生思维，培养学生的合作精神。

三、教学重点：“教学目标”中的“知识目标”和“能力目标”。

四、Teaching course:

Step 1.预习导学自测：

根据句意补全已给出首字母的单词：

1、My little brother is w_____ a letter.

2、The students are c_____ the classroom.

3、The boy is taking a photo with a c______.

4、Are they w_____ for a bus over there?

5、Hes r_____ a newspaper.

小小翻译家：

1、talk about________ 2、a photo of________

3、wait for________ 4、in the first photo________

Look at the pictures in P25 1a and write sentences

Now its 6:00 pm. What are they doing?

In picture A. She is talking on the phone.

In picture B. ________________________

In picture C. ________________________

In picture D. ________________________

In picture E. ________________________

In picture F. ________________________

1.以上练习的句子是什么时态？_______________________________.

2.该时态的结构是_________________________________________.

3.现在分词的构成规则A、一般直接在动词后加______ ，如reading,watch_____, talk____ . B、以字母不发音的e 结尾的____________，如writing,come_______, make ____ .C、一个元音字母加一个辅音字母结尾且末尾只有一个辅音字母的重读闭音节词要_____________________ 。如swimming , run ____ ,begin ____。

---What are you doing？-

---I am reading. .

MORE DIALOGUES:

七年级英语课件 篇4

1. Knowing: tiring, educational, peaceful, fascinating, thrilling, take it easy, trek, jungle, fall,

2. Understanding: Be able to understand the meaning of the listening material.

3. Habit-forming: 1)---Where would you like to go on vacation?

---I'd like to go somewhere relaxing.

2) I like places where the people are really friendly.

4. Communicating: Talk about th e places they would like to visit and the reasons.

1. Habit-forming:

1)--Where would you like to go on vacation? --I'd like to go somewhere relaxing.

2) I like places where the people are really friendly.

2. Communicating: Talk about th e places they would like to visit and the reasons.

一.自主学习。

Task 1 Talk about the plans of vacation. 1. Read the adjectives and understand them.

2. Look at the two pictures careful, and write adjectives to describe the vacations .

3. 听录音完成1b。 4. Pair work:：

A: Where would you like to go on vacation?

B: I'd like to trek through the jungle, because I like exciting vacations. What about you?

A: I 'd like to ... ...

1.读2a 部分句子，听录音排序。2.Listen again, choose the right answers.

3.找出短语：对...感兴趣_______________ 有一天_________/___________支付___________

4.理解下面的句子：

1)Wouldn't it be great if we could go on a vacation together? ._________________________

2) I hope to visit Hawaii one day ._______________________________________________

3) Would you be interested in going there?_________________________________________

4) I like places where the weather is always warm.__________________________________

5) I love places where the people are really friendly._________________________________

6) There's not much to do there. _______________________________________________

7) It has exciting things to do. _________________________________________________

5.两人一组练习听力对话。

二.合作共建：1. I like places where the weather is always warm.

2. I love places where the people are really friendly.

这两句话中，引导的定语从句的是关系副词__________。也就是说引导地点用_________。思

翻译：我知道火车到达这里的时间。__________________________________________________

三.诊断评价：

I. 用所给词的正确形式填空：

1. I hope _____________(see) Niagara some day. 2. He likes _____________( visit) Hawaii.

3. He would like _____________(visit) Hawaii. 4. He would love _____________(visit) Hawaii.

5. There is too much____________(do) today. 6.It has exciting things ___________(do) there.

5.Are you interested in ______________( go ) on a vacation?

6. What about _____________(trek ) through the jungle?

II. 翻译句子：

1.你想要去哪里度假？_______________________________________________________________

2.我想到丛林跋涉，因为我喜欢刺激的旅行。_____________________________________________

3.我想要去放松的某个地方。___________________________________________________________

4.我喜欢天气总是很温暖的地方。____________________________________________________

5.在Mexico 没有很多事情可做。______________________________________________________

1.Knowing: touristy, spotlight, consider, lively, sight, including, church, wine, translate, light,

wonderful.

2. Understanding: Be able to understand the meaning of the newspaper.

3. Habit-forming: ---Where would you like to go on vacation? ---I'd like to visit Kunming.

4. Communicating: Talk about th e places they would like to visit and the reasons.

1. Habit-forming: --Where would you like to go on vacation? ---I'd like to visit Kunming.

2. Communicating: Talk about th e places they would like to visit and the reasons.

1. Read tthis newspaper article about Paris.Circle the things you like about visiting Paris. Underline

the things you don't like.

2. Write these phrases: 下个星期_____________________ ……的首都_____________________

最热闹的城市之一__________________________________在欧洲_______________________

举例___________________________________最著名的教堂____________________________

乘地铁___________________一般来说____________________说英语____________________.

3. Understand the following sentences。

⑴For your next vacation, why not consider visiting Paris?

①Why not…=__________________?是提建议的一种方式，另外提建议的句子还有：

Let's go shopping! ______________________. Shall we go to France? _________________

What / How about visiting Hongkong! _________________________________.

②consider后面跟名词或动名词。如：请考虑我的建议。______________________.

我正在考虑换一份工作。_____________________________________________________.

⑵Paris is the capital of France, and one of the liveliest cities in Europe. 翻译下面的句子：

北京是中国的首都。_________________________请用大写字母书写。__________________.

⑶It doesn't have any beaches or mountains…

or,连词，或者，用于否定句或疑问句中，肯定句用and.

你喜欢牛奶还是茶啊？____________________ 我有三个苹果和两个梨。________________.

(⑷Travelling around Paris by taxi can cost a lot of money.

动名词做主语,谓语用____________.吃的太多对身体有害。___________________________.

Task 2 交际练习1.仿照3b部分对话，两人一组编造自己的对话。2.交际对话展示。

Task 3 学习4 Think of a city you know. Make a list of things you like and things you don't like

about the city. then talk to your partner about it.

二.合作共建。1.区别spend , take, cost, pay 四个单词的区别。

2.France is quite an expensive place相似的单词为rather, 两者的区别为__________.

三.诊断评价。

( )1. Mount Emei is oe of_______in China. A.the most beautiful mountains

B.most beautiful mountains C.the most beautiful mountain D.most beautiful mountain

( )2.There are_____stars in the sky and you can see them at night.

A.thousand of B.two thousands C.thousands of D.two thousands

( )3.The dictionary________me . A.paid st C.spend D.took

( )4.You look tired, why not____a short rest? A.have B.having C.to have D.will have]

用所给的单词的正确形式填空。

1. Every year many___________(tourist)go there for their vacation.

2. There are many things__________(do)in Singapore. 3. Hong kong is a beautiful palce for____(shop).

4. Hawaii has beautiful___________(beach). 5. I decide_____________(visit)Beijing next month.

1.下个星期你要去哪里？_______________________________________________

2.我希望去游览夏威夷。_________________________________________________

3.在新加坡坐地铁观光是最容易的。_______________________________________

1. Knowing: brainstorm, agency, package, depend, advertisement, whale, actually. 2.Understanding:The meaning of the listening contents. 3. Practicing: answer the phone, take messages, call sb.back, some information on somewhere warm/cold, go on vacation, go on a nature tour, a great whale watch, depend on, find out. municating: be able to practice the listening contents fluently in pairs.

1.Understanding:The meaning of the listening contents. 2. Practicing: answer the phone,take messages,callsb.back,some information on,somewhere warm/cold,go on vacation,go on a nature tour,a great whale watch,depend on,find out. 3. Communicating: be able to practice the listening contents fluently in pairs.

Task1: Learn 1&2c 1. Answer some questions,such as,

①Where would you like to go for your vacation?Why?_______________________

②What are important to you when you go on vacation?_______________________

③Can you introduce some places of interest in the world?_____________________

2. Make a conversation according to the questions above,then practice in pairs,such as,

A: Where would you like to go? B:I'd like to go somewhere warm.

A: What else can you tell me? B:I don't want_________________________.

A:______________________ B:___________________________________.

1. Jeff has a summer job at a travel agency.Lsten to the conversations and number the pictures.

杰弗在一家旅行社有一份夏天的'工作，听对话并给图片标上序号。

2. Listen to the conversations again and complete the chart.

3. Role play Jeff's conversations and pay attention to the sentences using on the phone.

answer the phone_______________take messages______________call sb.back_______________

Jeff Marino speaking______________________Is that…speaking?_______________________

二.合作共建。根据下列句子，小组讨论划线部分的含义。

1. Could you please answer the phone?_____________________________________.

2. Just take messages and I'll call people back.________________________________.

3. I'd like some information on vacation packages,please._____________________________

4. I don't know. Somewhere warm._________________________________________________.

5. I hope to go on a nature tour..______________________________.

6. We have a great whale watch tour.You might like that.______________________________

7. It depends on where it is.______________________________.

8. I'd like to go somewhere that's fun for kids.______________________________________.

三.系统总结。

1.试总结常见的电话用语：_________________________________________________________

2.试回忆表达建议的句型：_________________________________________________________

3.总结would like的用法以及相似的结构______________________________________________.

1. Hawaii is a______________ (tourist) place. 2. I hope____________(make) more friends in China.

( )3. I'd like to visit Sydney _________ my next vacation. A.for B.on C.at D.in

( )4. What _________ can you tell me?A.other B.else C.the other D.others

( )5.—Would you like to go out for a walk with us? —_____, but I must finish my homework first.

A.Of course not B.That's all right C.I'd love to D.Yes,I do

6.我们想要待在一个有大游泳池的地方。___________ ___________to stay a place with a big pool.

7.下个假期你要去哪儿？___________ would you like to go ___________ your next ___________?

8.今年夏天你想去哪里度假?_____ _____ _________would you like to_______ _______this summer?

9.我希望游览夏威夷。I hope ___________ ___________ Hawaii one day.

七年级英语课件 篇5

1、Learn some new words and phrases;

2、Learn the future tense with be going to

掌握下列句型：

1、Are you going to play basketball?

2、We are going to have a basketball game against Class Three on Sunday.

3、Would you like to come and cheer us on?

4、Which sport do you prefer, cycling or rowing?----I prefer rowing.

5、Do you row much?----Yes, quite a bit / a lot. / No, seldom.

1、预习Unit 1 Topic1 Section A，并对语言点、难点做出标记；

2、学习学案，并完成学案上的练习题。

1、have a basketball game against? ____________2、cheer us on ______________

3、prefer rowing ________________ 4、quite a bit / a lot____________

5、join the school rowing club______________ 6、be going to?______________

1、【课文原句】Are you going to play basketball?

译文________________________________________________. 【分析点拨】be going to的用法

⑴ be going to是一种固定结构，后面要接动词原形，用来表示按计划或安排要发生的 动作， 有时也可以表示推测将要或肯定会发生的动作，有―准备；打算‖的意思。含有be going

to结构的句子中往往有表示将来的时间状语。例如：

We _____ going to ________ a class meeting this afternoon.今天下午我们打算开班会。（安排）

Look at the black clouds. It ________ going to ________.看那些乌云，快要下雨了。（推测）

be going to结构中的助动词be很少用原形，它一般有三种形式，即：am , is , are。当主语是I

时用______；当主语是第三人称单数时用______；当主语是其他人称时用______。

例如：

I ______________________something tomorrow morning.明天早上我要去买些东西。 She ________________________Mr. Wang tomorrow. 她打算明天去看望王先生。

由于句子中有助动词be，因此be going to的否定句和一般疑问句的构成很容易，即在be (am,

is, are)的后面加上_______就构成了否定句；把_______放到句首，在句末加问号就构成了一般疑问句，其答语为：Yes,主语+ am/is/are. / No,主语+ isn't/aren't. / No, I'm not.不过 I am...在改为一般疑问句时常常改为―Are you ....?‖。例如：

They are going to see the car factory next week. (肯定句)

They ___________________________ the car factory next week. (否定句) -----__________________________ the car factory next week?

-----Yes, _______________. (No, _______________.) (一般疑问句及其回答)

2、【课文原句】I saw you play basketball almost every day during the summer holidays.

译文_______________________________________________________________.

see sb do sth 看见某人做某事，表示看见某人某动作行为的经常性、习惯性发生。

表示这个动作行为的动词要用原形。如：

I see him go to school very early every Monday morning.

翻译：___________________________________.

我经常看见一些女孩在体育馆里跳舞。

翻译：___________________________________.

【拓展】see sb doing sth 表示―看见某人正在做某事‖。如：

I saw my sister doing her homework in her study just now.

翻译：___________________________________.

我看见一些男孩在操场上踢足球。

翻译：___________________________________.

see 属于感官动词，常用的感官动词还有：hear, watch,notice等等。

3、【课文原句】Would you like to come and cheer us on?

译文_____________________________________________________________?

cheer sb on ( 以欢呼 )激励某人，为??加油，喝彩，向??欢呼。如：

My friends cheered their favourite singers on. 翻译：________________________.

We will cheer on our school football team next Sunday.

翻译：__________________________________________________.

【拓展】cheer sb up 使某人振作或高兴起来，如：

I will try to cheer him up. 翻译：________________________________.

Oh, come on! Cheer up! 翻译：________________________________.

4、【课文原句】I hope our team will win. 译文：_______________________________.

【回顾】hope可用于以下两种结构：

hope to do sth 如：我希望很快见到你。译文：____________________________.

hope + that从句，that可省略。如：I hope (that) she will get fine.

译文：______________________________.

【点拨】win 赢得（比赛，战争等） 过去式为won,名词形式为 winner (胜利者)

5、【课文原句】I prefer rowing. 译文：_______________________________.

【分析点拨】prefer 更喜欢，相当于like?better prefer的过去式为preferred

1. prefer+名词，如： ——Which do you prefer, meat or fish?-----I prefer meat.

译文：___________________________________.

2. prefer+动名词，如：

Do you prefer cooking for yourself or eating out？译文：______________________________ -----Do you like swimming？你喜欢游泳吗？

-----Yes, but I prefer _________.喜欢，但我更喜欢划船。

3. prefer+不定式，如：

I prefer to spend the weekend at home.我喜欢在家里度周末。

在本句型中，A与B是平行结构，可以是名词，也可以都是动名词。例如：

I prefer _________ to _________. 在狗与猫之间我更喜欢狗。

Most people prefer ________ to ________.大多数人愿意坐火车而不愿坐汽车。

I prefer ___________ at home to ___________ out.我觉得在家里比出去好。

6、【课文原句】Are you going to join the school rowing club? 译文：___________________________________________

join 作―参加，加入‖讲时，一般指参加某一组织、团体或某群人。如：

join the Party_______________ join the army____________________

还有就是join in 作―参加，加入‖讲时，一般指参加某项活动，如：

join in the search_____________ join in a game ___________________

1、________________________ 2、________________________

3、________________________ 4、________________________

5、________________________6、________________________

根据句意及首字母提示完成句子。

1. Do you swim much?----Yes, quite a b________.

2. Which do you p_______, bananas or oranges?

3. Which team are you going to play a____________?

4. Tom would like to c________ me on, so I am very happy.

5. They all hope their basketball game will w________ the game.

B) 用所给词的适当形式填空。

1. Maria prefers __________ (cycle).I prefer swimming.

2. I often see Michael____________(read) books in the library.

3. ____________(skate) is her favorite sport.

4.We are very excited(激动的), because our team ________ win the game yesterday.

5. She is going to _________ (join) the school ballet club.

Ⅲ、从方框中选择适当的句子补全对话。

Frank: Which do you prefer, swimming or skating?

Sam:

Frank: Me, too. Do you skate much?

Sam:

Frank: What‘s your favorite sport?

Sam: Football. What about you?

Frank: Sam: Who is your favorite player?

Jimmy lives in London and he began to swim a few months ago. He swimming, and he

often goes to the swimming pool near his with his mother and swims there for or two.

One day his mother said, ―You quite well now. And you want to see the sea, don‘t you?

Your father and I are going to you there on Sunday, and you are going to swim in the It‘s not cold now, and it‘s much nicer than a swimming pool.‖

Jimmy‘s parents took him the sea in their on Sunday. They at the side

of a small harbor(港口). Jimmy got out and looked at the sea for a long time, but he was not very ―Which is the shallow(浅的) end(部分)?‖

( ) 1.A. likes B. studies C. started D. is

( ) 2. A. school B. house C. library D. London

( ) 3. A. a day B. a minute C. an hour D. a year

( ) 4. A. swims B. swim C. swam D. swimming

( ) 5. A. take B. bring C. get D. put

( ) 6. A. lake B. sea C. river D. swimming pool

( ) 8. A. bus B. bike C. train D. car

( ) 9. A. lived B. stopped C. stored D. stop

( ) 10. A. happy B. hungry C. angry D. well

七年级英语课件 篇6

1、 Good morning/ afternoon / evening 早上/下午/晚上好 Good night 晚安（晚上告别）

2、 glad / nice to meet / see you 见到你很高兴 （回答也一样）

3、 welcome to + 地点 欢迎来到…… (回答：Thank you 或者Thanks)

4、 let’s + V（原） 让我们做……

6、 this is----- 这是…… （用于介绍第三者的用语）

7、 How do you do ?你好 （回答也是：How do you do ? ）

8、 How are you ? 你好吗？ Fine ,thank you .and you ? 很好；谢谢；你呢？

I’m OK / I’m fine , too . 我也很好。

9、 see you = see you later = see you soon = good-bye 再见

11、 I’m -----= my name is ---- 我是……

14、 Can you spell it ? Yes / No 你能拼写它吗？ 能/不能

15、 That’s OK / That’s all right / You’re welcome / Not at all 不用谢

17、 telephone number 电话号码 QQ number QQ号码 ID number 身份证

18、 the same （相同的） 反义词是 different （不同的）

例: We are in the same grade, but we are in different classes.

句型：

1. What is your name ? 你的名字是什么？

2. Where +be + 主语 + from? 某人来自于哪里？（回答：主语+be+地点）

Where are you from? I am from quanzhou.

3. How old + be + 主语？ 某人几岁？ (回答： 主语 + be + 数字 )

例： How old are you ? I’m forteen.

4. What is your telephone number? 你的电话号码是多少?

（回答：My telephone number is----或者It’s -------）注意：读出号码的时候要逐个读出。

5. What class / grade +be + 主语 + in ? 某人在哪一个班级/年级？

例：what class are you in ? I am in Class Five. (注意：Class 和 Five需要大写）

what grade are you in ? I am in Grade Seven.（注意：Glass 和 Seven需要大写）

6. What’s this/ that (in English) ? 这是什么？ （回答：It’s a/an + 单数名词. 这是……）

What’ re these/ those (in English) ? 这些是什么？（回答：They’re + 复数名词 这些是……）

7. How do you spell it ? 你怎么拼写它？ E-R-A-S-E-R, eraser. (注意拼读方法)

1、 sb + has/ have ( an /a ) + adj + 五官 === sb’s 五官 is / are + adj (描述长相)

例：Lily has a small nose. = Lily’s nose is small.

4、 look the same look like 看起来相像 look different 看起来不同

例： Jim and Lilei look the same.== Jim looks like Lilei. .

5、 look at + n 看某物 look for +n 寻找某人/某物 look after +n 照顾某人

6、 both 两者都…… all 三者或者三者以上都……

Both 和 all位于 be动词或情态动词后，位于行为动词前。

例： We are both students. We both have black eyes. We can both speak English.

7、 give sth to sb = give sb sth 把某物给某人； (注意：如果sth是it或them，只能用前者)

8、 have different looks == look different 有着不同的长相 (看起来不相像)

have the same look. ==look the same 有着相同的长相 (看起来很相像)

9、 over there 在那边 come in 请进 go out 出去

10、 in + 颜色 或 in a/an/the +颜色 + 衣服 表示穿着……颜色的衣服

常常接在名词的后面，表示穿----颜色衣服的…… 如 the girl in red is my sister.

11、 too + adj 太……

12、 pants 和 shoes 做主语,谓语动词用复数；但a pair of pants/ shoes作主语时，谓语动词用单数形式

例： His shoes are black. A pair of shoes is under the bed.

13、 in the morning/ afternoom/ evening 在早上/下午/晚上 at night 在晚上

14、 go shopping = go to the shop 去购物 类似的有 go swimming go fishing go skating 等等

15、 help sb. ( to ) do sth == help sb with sth 帮助某人做某事 注意：sb 用代词时必须用宾格

18、 think of 认为，想 think about 考虑 I think + 从句 我认为……

I think he you are right. 否定式常否定主句，但翻译时要否定后面的从句

例：I don’t think he can come. 我认为他不会来了.(不能说：我不认为他会来)

句型：

1、 What do/does + 主语 + look like ? 询问人的长相

例： What does your English teacher look like ?

2、 What’s -----and ------? ……加……是什么？（回答：It’s ------）

例：What’s red and yellow? It’s orange. What’s two and five? It’s seven.

3、 Whose + 东西 + is this/ that ? Whose + 东西 +are these/ those ? 这/这些 是谁的……？

例：Whose coat is this ? It is mine. Whose shoes are these ? They are hers.

4、 Who is the letter from? 这封信来自于谁？ It’s from Lily. 它来自于莉莉。

5、 What color be + 东西？ (回答：It’s +颜色 或者 They’er + 颜色)

例：What color is your dress? It’s black.

1、 Could you （please）…… （后接动词原形） 你愿意做某事吗？

May I …… （后接动词原形） 我能做某事吗？

3、 live in + 地点 住在某地 live with + 人 和某人住在一起

4、 What does he say in the letter? 他在信里说了些什么？

What does he say on the photo? 他在电话里说了些什么？

5、 a lot = very much 放在句末，修饰动词，非常…… 例： I like the boy a lot/ very much.

not at all 一点也不…… 例： I don’t like the boy at all..

6、 each other 相互，彼此 students often talk to each other in class.

9、 speak + 语言 说某种语言 speak English speak Chinese

11、 come/go to + 地点 去某地 但home 、 here 、 there 这些是副词，前面不能加to

例：go home / come here / go there

go to do sth 去做某事 例： They go to play basketball.

12、 like doing sth 喜欢做某事 like to do sth 想要做某事

14、 help sb with sth =help sb (to) do sth 帮助某人某事

15、 be at home = be in 在家 go home 回家 get home到家 in one’s home 在某人的家里

16、 have a seat / take a seat / sit down 请坐下

17、 office worker 办公室职员 cook 厨师 cooker炊具

18、 on a farm 在农场上 on the sofa 在沙发上

19、 a photo of one’s family 某人的全家照 Family Tree 家谱 (首字母都大写)

20、 in a hospital 在医院（纯属地点概念） in hospital 因病住院

例：He is ill in hospital. 他生病住院 He is in a hospital.他在医院里 (不一定是因为生病来到医院)

21、 look after sb = take care of sb 照顾某人

22/ teach sb sth = teach sth to sb 教某人某东西 teach sb to do sth 教某人做某事

21、 help oneself ( to sth. ) 请随便（吃……） help yourself/ yourselves (to fish)

22、 I’d like sth = I would like sth. 我想要……

24、 Would like to do sth = want to do sth 想要做某事

25、 Would you like something to eat (drink)? 你想要一些吃（喝）的东西吗？

to eat 或 to drink 修饰something，作为后置定语。

26、 Here you are . 给你 Here we are. 我们到了

27、 What about …… == How about …… ……怎么样？

后接代词或名词，还可以接动名词（即 What about doing sth ）

29、 a cup of tea 一杯茶 two cups of tea 两杯茶

31、 Why not ……（后接动词原形） = Why don’t you …… （后接动词原形） 为什么不做某事呢？

32、 May I take your order ? 可以点菜了吗？

33、 wait a moment = just a moment 等一下,请稍侯 wait for sb 等待某人

34、 Can I help you ?= May I help you ?= What can I do for you ? 需要点什么帮忙吗？

37、 have dinner/ breakfast /lunch/supper 吃正/早/午/晚 餐

38、 a kind of 一种…… all kinds of 各种各样的……

39、 be friendly/kind to sb 对某人友好

40、 such as 例如 例：I like fruits, such as oranges,bananas and apples

41、 be glad to do sth 例： I am glad to meet you, I am glad to be here..

句型：

1、 What do/does + 主语+ do ? == What +be+ 主语. ? == What’s one’s job ?

例如： What does your father do? = What is your father? = What’s your father’s job?

1、 try on 试穿……

2、 we/I will take it 我们/我 买下了 （ 这里的take 相当于buy）

3、 buy sth for sb = buy sb sth 给某人买某物；

4、 I’m just looking 我只是看看；

5、 three hundred and sixty-five 365 (百位数和十位数之间加and , 十位数和个位数之间加”-“)

6、 a pair of 一对/一双……

8、 Are you kidding ? 你开玩笑吧；

9、 think about 考虑；

10、 thank you all the same 仍然谢谢你；

11、 Is that all? 就这么多吗？ That’s all. 就这么多吧

I2、 I think so. 我认为是这样的. I don’t think so. 我认为不是这样的.

13、 当把东西给某人时可以说： Here you are 或 Here be + 东西 或Here it is.

14、 Don’t worry.别担心 ① worry about + 宾语 如：Do you worry about your leesson?

②Worried 烦恼的 be worried about +宾语 如：She is worried about her mother.

15. a few +可数名词 （肯定）； 一点，一些； few + 可数名词： （否定） 几乎没有

a little +不可数名词 （肯定）； 一点，一些； little + + 不可数名词： （否定） 几乎没有

16、 be free = have time 有空的；反义词：be busy = have no time

Are you free tomorrow? == Do you have time tomorrow ?

17、 在某一天使用介词on , 在某个时刻用 at 如：On Sunday at a half past six

18、 What’s up = what’s wrong ? = What’s the matter 什么事？

19、 forget to do sth. 忘记去做某事（事还没做） forget doing sth 忘记曾做过某事（事已做完）

20、 tell sb about sth. 告诉某人某事 tell sb sth = tell sth to sb 把某事告诉某人

ask/tell sb to do sth 叫某人做某事 ask/tell sb not to do sth 叫某人不要做某事

21、 电话用语： ①Who’s this? 你是哪位？ ② Is this ……你是……吗？

③This is ……（speaking） 我是…… ④May I speak to……我可以找……吗？

22、 go for sth = go to do sth 去做某事 如： go for class = go to have class.

24、 call sb = give sb a call 打电话给某人 call sb back 给某人回电话

25、 I’m afraid /sorry (that) + 从句 恐怕……/ 对不起，……

26、 I have no time = I don’t have any time 我没有时间 ( no = not any )

27、 be not in = be not at home = be out 出去了，不在家；

28、 sing a song / sing some songs 唱歌； fly a kite 放风筝；draw picture 画画

play sports 做运动； watch TV 看电视 read books 看书 read newspaper看报纸

29、 let sb do sth （后接动词原形） 让某人做某事

30、 时间读法有顺读法和逆读法： 顺读法（eleven thirty-six 表示11:36）

逆读法(分钟数小于等于30分 用 past , 分钟数大于30分用to，如 five past ten 表示 10:05；

five to ten 表示 9：55，half past six 表示6：30 ， a querter to six 表示 5：45）

31、 show sth to sb = show sb sth 把……拿给某人看； 作为名词表示 演出，表演

33、 have to ……（后接动词原形） 不得不……

48. It’s time for sth/ doing sth It’s time to do sth 该到做……的时候了？

It’s time for sb to do sth 是某人做某事的时候了

33、 next time 下一次 next week 下个星期 the next day 第二天；

35、 get up 起床 go to bed 上床睡觉； get sb up 叫某人起床

36、 do one’s homework 做作业；

37、 have a picnic 野餐；have class 上课 have a meeting 开会 have a party 举办聚会

have dinner/ breakfast /lunch/supper 吃正/早/午/晚 餐 have +东西 吃/喝……

have a good time =enjoy oneself 玩得很愉快 have sb to do sth 让某人做某事

have to do sth 不得不……

38、 on the weekday 在周末；

39、 lot of = lots of = many =much 许多的，大量的

40、 in the sun 在阳光下；

41、 sb like --- best = sb’s favorite + 种类 is / are …… 谁最喜欢……

42、 on one’s way to ---- 在某人去……的路上； on one’s way home 在某人回家的路上

44、 It’s very kind of you 你真是太好了；

45、 thanks / thank you for + n /v-ing 为……而感谢你；

46、. in the tree 在树上（外物附着） on the tree 在树上（树上本身长出的东西）

In the wall 在墙里 （如 window ） on the wall 在墙上

句型：

1、 What do you think of ----? = How do you like ---- ？ 你认为……怎么样？

例：What do you think of your English teacher ? == How do you like your English teacher ?

2、 How much be + 主语？ ( 回答：It’s / They’re + 价钱.)

How much is your English book ?

问价格还可以用 what’s the price of ……

3、 Why not ……（后接动词原形） = Why don’t you …… （后接动词原形） 为什么不做某事呢？

4、 What time is it ? == What is the time? (回答：It’s +时间)

七年级英语课件 篇7

教学目标：

1.-What’s that? -那是什么？

-It’s Z. -它是Z。

2.-What color is it? -它是什么颜色？

-It’s red. -它是红色。

教学重难点：

1.-What’s that? -那是什么？

-It’s Z. -它是Z。

2.-What color is it? -它是什么颜色？

以具体的实物进行师生问答互动。多问几种物品。(2分钟)（见多媒体）

-It’s a ruler.

-Spell it, please.

-R-U-L-E-R.

-What color is it? -It’s green.

2.看3a图中的物品及3b的句子，再听一遍录音，完成句子。然后，大声朗读这些句子。(2分钟)

3.看3c的表格，听录音，完成表格。然后再听一遍，检查答案。(2分钟)

4.大声朗读3d的对话，用3a-3c中的物品编对话，两人一组进行练习，然后让几组同学上台表演。(4分钟)

1.认真观察4a中的键盘，找出字母A到Z，并在每个大写字母旁写出对应的小写字母。然后大声朗读。(2分钟)

2.看4b中的字母歌，读一读，听录音，跟着唱直到学会为止。然后分组唱字母歌比赛。(4分钟)

3.读一读4c表中的字母和单词，老师总结5个元音字母的主要发音，然后听录音并跟读。(3分钟)

4.看4d中的字母歌，读一读，听录音，跟着唱直到学会为止。读记5个元音字母的主要发音。(2分钟)

通过这一环节的学习，学生们掌握了颜色的单词以及如何询问物体的颜色的句型。也掌握了元音字母a, e , i, o，u的两种基本发音。还学会了英语歌曲。

1.-那是什么？

-What’s that ?

-它是一把钥匙。

-It’s a key.

-它是什么颜色？

-What color is it ?

-它是黄色。

-It’s yellow.

七年级英语课件 篇8

一、Teaching aims教学目标

1. 能用所学知识阅读文章。

2. 能理解文章内容，回答问题。

3. 能够理解文章细节内容。

4. 能够运用所学内容介绍自己的上学路线。

二、 Language points语言点

词汇：

1) 名词n. river, village, bridge, boat, ropeway, year, villager, dream

2) 形容词 adj. afraid, true, many

3) 动词 v. cross, leave

4)短语 between … and …, come true

2. 句型：It’s not easy to cross the river on a ropeway.

There is no bridge.

You want to know how …

三、情感态度价值观目标：

了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。

四、教学过程:

(一)Lead-in

T:Boys and girls,could you tell me how do you get to school every day?

Ss:Yes.

S1:I ride my bike to school .

S2: I get to school by bus.

T:There are so many types of transportation!

Do you think it is easy to get to school?

Ss:Yes.

T:But it’s very difficult for some students to get to school.Do you want to know something about that?

Ss;Yes.

T:Let’s come to 2a.

2a Look at the picture and title below.Guess what the passage is about.

(结合图片并展示答案：It’s about how students go to school.)

七年级英语课件 篇9

各位评委老师:

大家好!

我要讲课的内容是人教版七年级上册英语教材第九单元第二课时。现我就本次授课内容从课标、教材、教法、学法、教学程序和板书等方面加以说明。

一、说课标

本单元的功能话题为谈论自己的兴趣爱好。本节课是本单元的第二课时，主要通过听力和阅读对话的活动形式让学生掌握单元话题。并且能够用英语进行问答操练，增加师生和同学之间的互相了解。英语课程标准明确指出，通过英语学习使学生形成初步的综合语言运用能力。而语用能力建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础上。英语课标对三级技能目标的要求为：能听懂学习活动中的指令和问题，并作出适当的反应。具体体现在课本2a和2b部分的听力活动中；能听懂有关熟悉话题的语段。主要体现在2d部分对话的初步感知中。课标中对说的要求为能在活动中用简短的英语进行交际；并能在教师的指导下进行简单的角色表演。此目标将主要运用到听力活动之后的两人对话操练中和课文学完之后的角色表演里。课标对读的要求是：能读懂简单的故事和短文并抓住大意。这主要体现在让学生进行自主阅读以获得对话的大意。同时让学生能就表格提示等信息进行简单的写句子练习。用以表达信息。在教授语言知识和提高语言技能的同时，引导学生学会抓疑问词和科目名称等关键词信息的学习策略。并培养其加强沟通、增加彼此了解、促进友谊的情感态度。最终了解中西方文化的差异，增强跨文化交际意识。在教学中渗透对文化意识的培养。

二、说教材

（一）教材的地位及作用

英语教材既是实现教学目标的重要材料和手段，也是对学生开展思想品德教育的'重要媒介。教师应对教材有个清晰的了解。本课的内容为新目标人教版教材Unit 9 My favorite subject is science.Section A 2a-2d。本单元的主要功能话题是让学生能够就喜欢的事物进行简单的问答以及能够询问并陈述喜欢某事物的原因。学会使用句型What’s your favorite subject? My favorite subject is math.以及Why do you like…? Because it’s fun/interesting.

这是进入初中阶段以来第二次接触到此话题的教学单元。是在第六单元以like句型简单谈论喜好的基础上继续深层次的学会使用my favorite引导的表达爱好的句型，以及学会使用why和because等问答原因。既是对前面教学单元的拓展和延伸。又在整个初中阶段的功能话题中独立成章，起着无比重要的作用。同时在本单元里是对第一课时学习新知后的听说巩固训练，为Section B的阅读和写作打下基础。在本单元起着承上启下的作用。基于此，应对教材足够重视和合理使用。

（二）、教学目标及重难点

根据教材内容和课标对听说课型教学的目标要求。特制定本节课的教学目标为：

知识与技能：

（1）听懂、会读、会用以下词汇：

why,because,Monday,Friday和Saturday.

(2)听懂、会读、会说以下句型：

—Why do you like ...? —Because its ....

—Who is your music teacher？—My music teacher is ....

How’s your day?

play games with sb.

That’s for sure.

过程与方法：

通过课堂上师生对话、生生操练、听说并进、读写结合等活动，让学生掌握一定量的词汇、句型等语言知识。并能听懂有关谈论喜好方面的话题，且能运用所学词汇、句型与他人谈论喜爱的学科，提高英语口语表达能力。

情感态度与价值观：

通过互相谈论喜欢的学科，增进师生和同学之间的了解和友情；

学习策略：

让学生学会在听音和阅读过程中抓关键词以促理解的学习策略。

文化意识：

了解英语国家学生的学习生活，增强跨文化交际的意识。

教学重点：

根据本节课的教学内容和课型特点，特制定本课的教学重点为熟练掌握本课的目标词汇：

why,because,Monday,Friday和Saturday.

掌握目标句型：

—Why do you like ...?—Because its ....—Who is your PE teacher？—My PE teacher is ....以及How’s your day? Play games with sb. 和That’s for sure.

教学难点：

应该根据上课的实际情况，学生在课堂上遇到的问题即为教学的难点。初步预设为学生能就所学进行口头交流和笔头的输出。以及对重点句型How’s your day? Play games with sb. 和That’s for sure.的理解和使用。

三、说教法

根据课型和教学内容定教法。本节课是一节听说和阅读相结合的课型。应该体现听说课教学的特点。以培养孩子的听音能力和口语交际能力为主。同时体现以听促读、以读促写的教学原则。在处理听力和阅读部分的教学内容时，我主要采用任务型教学法。让学生在完成每一个教学任务的过程中掌握知识、培养技能。另外、对于新句型的呈现和掌握，我们主要采用师生问答、生生问答、男女生问答、以及个人和集体问答等不同形式的问答操练方法来巩固和检测学生对所学知识的掌握情况。对于较多知识和信息的呈现，可以采用多媒体辅助教学法，丰富教学资源的同时也能提高教学效率。

四、说学法

新课标提出的教学建议里有一条：加强学习策略指导，培养学生自主学习能力。根据本节课的教学内容和目标，引导学生掌握在听音和阅读的过程中抓取关键词的学习策略。这会帮助学生快速搜寻和捕捉到有效信息，为理解奠定基础。结合七年级孩子的年龄特点和性格特征，在他们理解了对话内容之后，采用角色扮演法上台表演。既能增加他们的学习兴趣，又是对学习情况的检测。此外、在听音、理解课文大意之后，让学生采用读写结合的方法进行有效输出。既为汇报环节做了铺排、又降低了直接说出的难度。还有两人对话法和小组汇报法等。均体现在练习环节之中。

五、说教学程序

1、出示教学目标（2’）

让学生大声朗读教学目标，对本节课所要掌握的内容做到心中有数。

设计意图：紧紧围绕目标进行教学，避免课堂上进行一些不必要和大量无效的操练。

2、复习导入(8’)

结合本节课的课型特点。出示自己班级的课程表让学生感知上课内容、复习有关词汇。并且引出本课出现的形容词和新句型。

设计意图：让学生感知到英语学习和实际生活息息相关。学习是为了实践和运用。复习旧知、引出新内容。既为听力活动做好准备，又为课堂上对话的操练，语言的输出展示着内容。让学生有话可说。

3、听力活动(5’)

分为听前、听中和听后活动。听前活动已在上一环节中进行了处理。听后活动放在下一个环节的两人操练中。对2a和2b部分的听力进行多遍反复播放。每播放一遍都带有一个具体的任务。比如一听排顺序、二听跟读、三听连线、四听填空。让学生在不同任务的完成中得到听力技能的提高。充分体现任务型教学法在教学中的运用。

设计意图：语言技能是语言运用能力的重要组成部分，主要包括听说读写等方面的技能以及这些技能的综合运用。各个任务的设计体现了层层深入的渐进性原则。同时为后面的读和写打好基础。让学生在反复训练中提高。

4、两人操练(5’)

结合听力内容，同桌之间互相谈论自己所喜欢的课程并说出原因。同时要求学生在他人交流时养成认真倾听的习惯。

设计意图：体现英语教学要求里的听说领先，读写跟上的原则。设计简单的两人操练活动，是对目标语言的一个口头检测。也是对听力内容的拓展。同时可以了解和掌握学情。

5、课文学习(10’)

让学生先听后读，教师讲在必要之处。在一个个任务完成的过程中对课文内容进行层层深入的了解。同时强调重点、突破难点。

设计意图：体现自主学习理念。 指导学生养成抓关键词的学习策略。让学生在一个个任务引领之下真正掌握阅读策略，逐步提高阅读能力。

6、书写汇报(5’)

出示表格，进行知识和内容的拓展，从谈论喜欢的科目扩展到一切喜好。比如颜色，水果，老师，运动等。让学生尽可能写出完整的句子来。之后进行小组汇报交流。

设计意图：学以致用、拓展延伸。从教材知识的学习扩展到生活中的实践练习。将课堂引到生活里。

7、小结(2’)

对本节课的知识点进行进一步的罗列和总结。提高复现率、进一步加深印象。

设计意图：在反复中识记、在总结中提高。

8、布置作业（2’）

（1）识记并背诵所学单词:

why,because,fun,Monday,Friday和Saturday.

设计意图：打好基础知识，词汇是一切教学知识和技能培养的基础。

（2）完成《绩优学案》第九单元第二课时第题。

设计意图：主要从句子的变换来检测学生对本节课知识的掌握情况。

（3）用所学句型与同学编写对话，进行个人喜好的谈论。下节课表演。（对于学有余力的同学）

设计意图：让学生将学到的知识用于生活实际中，达到学以致用的目的。

9、主题升华（（1’）

我们在学校里学习时有老师和同学们的陪伴很幸福。我们应该加

强彼此间的了解、珍惜友谊、享受每一天。

六、说板书

主板上左边出示课题和课文中出现的新句型。右边张贴一张课程表，并利用思维导图的形式引出科目单词和形容词，以及目标句型。

设计意图：课堂板书，既是科学、又是艺术。在条理化呈现教学重难点的同时，应该追求形式上的新颖。使学生一目了然、加深印象。

以上是我就本节课的设计和说明。有何不足之处，还望各位老师给出建议和意见。

七年级英语课件 篇10

一、本学期的指导思想：

在本学期的英语教学中，坚持以下理念的应用：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;3、突出学生主体，尊重个体差异;4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、所教班级学生基本情况分析：

经过一学期的学习，从上期期末成绩来看，我所担任班级学生总体上对英语基础知识掌握较差。只有少数学生学习目的明确，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩优秀。而大部分学生对英语感到困难，没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间

主要的功能项目与语法结构，需要掌握的基本词汇。每个单元都分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self-check部分，供学生自我检测本单元所学的语言知识之用。它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。通过确定教学目标，采用听、说、读、写，自我检测等手段，有效提高学习效率，体现了以学生为主体的思想。不过这套教材是基于城市学生的状况编写的，对于我们农村学生来说，学起来的确有些吃力，光是一千多个单词就吓退了不少学

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生学习英语的兴趣。但我们还必须知难而上，为了提高农村的英语教学成绩而努力

四、教学目标

培养学生对英语的学习兴趣，形成有效的学习策略，有效提高学习效率，发展双基能力，培养听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。使对英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事，能通过本学期教学，能基本达到如下目标：使对英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题(如学校、家庭生活)交换信息，能读懂小故事及其他文体的简单书面材料，能参照范例或借助图片写出简单的句子，能参与简单的角色扮演等活动，能尝试使用适当的学习方法，学会克服学习中的困难，意识到语言交际中存在文化差异。

五、教学重难点：

1.Modal verb can, must, have to, would like; Can for permiion 2.What time, When, Why, What, Where questions; 3.How questions: How long 六、本学期教学改革的设想和具体措施： (一)确保基础知识过关

1、单词过关：每天记5-8个生词，利用课外时间，由课代表主持，各学习小组长听写、改正。

2、词组过关：把学过的词组归纳，方便学生记忆。用词组造句和中译英训练。在各个组内进行竞赛。

3、句型过关：组织学生结对子，一有空就你问我答，营造学习氛围。典句必背，翻译句子。

4、课文范文过关：课文分段，小组朗读比赛。

5、习题过关;认真组织单元测试，批改并有效及时反馈，弄懂每一道题。

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(二)采取科学教学法

1、Dailyreport：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业;

2、建立良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心;3、教师设计，学生自学讨论。听说领先，读写跟上。抓好英语的常规教学，鼓励学生自主探索，合作探究，共同提高。

4、引导学生实现语言的迁移，加强日常生活中英语口语的运用; 第一周unit1第二周unit1-unit2 第三周unit2-unit3第四周unit3+复习1-3+第一次月考 第五__unit4第六__unit4-5 第七周：Unit5第八周unit6第九周：unit1-6复习+期中考试第十周： 第十二__unit8 第十四__; 第十六__unit11 + 第十八周unit7第十一周：Unit7-8 第十三__：unit9 unit9-unit10第十五周：Uit10-unit11 __联考第十七__：unit12 复习+期中考试

八年级英语课件

教案课件也是教师工作中的一项关键任务，因此，我们教师必须要认真对待撰写工作。教师制定的教案应当符合学生所处的发展阶段。倘若您对这一话题有进一步的了解需求，我们建议您阅读《八年级英语课件》一书。需要明确的是，在本次演讲中所提出的观点仅供参考，并非代表所有人的意见！

八年级英语课件(篇1)

教材分析

第一课时主要是通过阅读来了解故事的第一部分，通过听力来获取信息，了解故事的结尾。在读、听故事的过程中学习词汇；在理解故事的基础上，掌握词汇并提炼出语法现象，总结出语法结构，进而在真实的语言环境中自然地运用所学新知，进行真实交际。

学情分析

学生刚刚学过用过去进行时的简单句描述过去某一时刻正在进行的事情，本课又以故事为载体，呈现并学习过去进行时与when/while引导的时间状语从句连用这一语法结构，将知识扩展。教师要紧紧抓住学生的年龄特征和喜爱读故事这一特点，利用图片，将故事情节形象化、生动化，使学生在读故事中自然地接触语言现象，进行新知识的输入。

教学目标

1、知识目标：学生能认读并理解本课词汇；能够正确理解并初步掌握用过去进行时态描述过去正在发生的事情，并学会使用when引导的表示过去时间的状语从句。

2、能力目标：学生能够通过阅读故事，获取所需信息；能够初步使用过去进行时态描述过去正在发生的事情，和正确使用when引导的表示过去时间的状语从句。

教学重点和难点

过去进行时与when/while引导的时间状语从句连用

教学过程

1、输入新知（了解故事背景，学习词汇；阅读1.2故事的第一部分，以听的方式了解故事的结尾，既读故事又在语境中自然地接触语言现象）。

2、巩固词汇（以图片和在语境中填词或词组的形式巩固词汇）。

3、提炼语法结构。

4、语言运用（输出新知：描述录像中师生的活动。

八年级英语课件(篇2)

Unit6 Enjoying Cycling

Topic 1 We’re going on a spring field trip

Section A说课稿

一、说教材

1. 教材分析

仁爱版初中英语教材共六册,每册由四个模块组成,每个模块由单元----话题----功能---任务构成,编写思路清晰,符合学生的认识发展规律.八年级英语下册第六单元Topic1 Section A讲述了让学生学习如何用英语谈论旅游，并收集旅游信息。它由3部分组成，用1课时完成。通过学习Section A,学生可以更多的了解旅游知识并提高实际能力;动词不定式是本节课的重点语法项目。

2.教学目标

(1).知识目标

要求学生牢记Section A所有新学的四会单词.短语和重点句型;掌握不定式“to do”的用法。

(2).技能目标：

能用英语与他人谈论关于旅游的话题。培养学生提高语言交际能力,能在小组中积极与他人协作,从而开阔自己的视野,扩大知识面。

(3).情感目标

培养学生爱护大自然，热爱旅游.积极参与课堂上各种英语实践活动的兴趣。培养学生分工合作和团体协作精神。

3.教学重点和难点

(1).重点:谈论关于旅游的话题。

(2).重点和难点:不定式“to do”的用法。

二.说学情

1.学生对旅游较感兴趣,但对旅游知识了解较少。

2.学生的词汇量掌握不多。

3. 学生平时较少用英语与他人交谈并表达信息.。

三.说教法学法

按照课程改革的要求,遵循“老师由主演变导演，学生由配角变主角”的角色转换,采用把课堂交给学生的教学理论,我运用自由讨论.分组工作.结对练习.问答练习等方法,借助多媒体、录音机,图片等教学手段,设置特定的语言环境,使学生在轻松愉快的气氛中理解.运用英语。

四.说教学程序

我设计了以下的步骤来训练学生的听.说.读.写的能力,尤其是他们“说”的能力。

(一)温故知新

(1).请两位学生用上节课重点句型号，分别复述Unit 5 Topic3 Section D 1a

(2).教师与学生之间进行问答对话，让学生谈论关于他们最喜爱的旅游方式。 设计意图：巩固上节课学过的知识，为学习新课铺垫。

(二)情景导入

用多媒体展示一些关于旅游和交通的图片,来引起学生的兴趣,并由此教学本节课

的新单词,如:field ,trip ,cycle ,vehicle ,airline等。

设计意图：通过用多媒体展示学生熟悉的交通工具图片，激发学生的学习兴趣，轻松掌握新单词，顺利带入新课。

(三)重点呈现

1、展示多媒体( Flash课件)1a,并回答以下问题:

(1)Where will they go?

(2)What will Kangkang and Michael do?

(3)What will Helen do?

(4)How about Jane?

设计意图：应用多媒体展示，形象直观，给学生予视、听训练，根据情景对话,通过问答活动,以达到提高学生的“听.读”能力。

2、讲解重点.难点

(1)动词不定式“to do"的用法

a)不定式作主语

b)不定式作定语

c)不定式作目的状语

d)不定式作宾语

(2)It’s too+形容词+(for sb.)+to do sth.的句型

设计意图：训练学生理解和应用语言点的能力。

(四)知识巩固

1、放录音，让学生听并跟读

2、找出重要句型

3、给学生一点时间完成1b，然后用多媒展示的画面，请两组学生用带有“to do "的句子表演对话。

设计意图：我想知道我的学生是否真正了解整个对话的内容，并掌握了这节课我所传授的知识。此外，我将把学生们找到的重点句型板书在黑板上，以便他们能够更简单地记忆。

(五)归纳总结

让学生交流本节课所学的知识，教师除了板书所呈现的重点.难点内容外，又以“堂堂清”的形式进行当堂操练，进一步巩固对本课内容的理解和运用。

展示板书(根据本课的重点难点)

Unit 6 Topic 1 Section A

1.I have some exciting news to tell you !

2.It’s too far for cycling 。

3.Do you know the best way to get there?

4.It’s hard to say。

5.We’ll decide on the best way to go on our trip。

2、家庭作业

(1)抄写新单词和本节课重点句子。

(2)给学生看四幅名胜古迹的图片，让学生回去查找信息，看看哪个地方最值得参观，并编成对话，内容包括旅游的时间.方式和票价(要求用动词不定式)。

设计意图：

五、教学评价：

本课以课改为目的，结合教材重点.难点及英语学科的特点，利用多媒体辅助教学，体现“自主，合作，探究”的学习方式，它较之传统教学更能使每位学生都能积极参与到课堂学习及课外活动中去。使学生的听.说 .读.写能力得到全面提高，在愉快轻松的氛围中掌握知识。与此同时，带来的问题是：每个学生接受知识，获取知识的方式与快慢存在着差异，这就决定了在学习成效上的差别。为此，老师要对每个学生作深入了解，并制定相应“水平线”以鼓励学生超越。

八年级英语课件(篇3)

《人教版八年级下册英语课件》篇章主题范文

篇章一：My Summer Vacation（我的暑假）

My summer vacation was really enjoyable. First, I visited my grandma's house in the countryside. There, I helped her plant some vegetables and played with my cousins. We rode bikes and went swimming in the nearby lake. It was a lot of fun.

After that, I went to the beach with my family. We rented a cottage and spent a week there. We swam in the ocean and built sandcastles. We also had a bonfire and made s'mores. It was a great time with my family.

Finally, I went to a summer camp with my friends. We did a lot of outdoor activities like hiking, canoeing, and zip-lining. We also had campfires and shared stories. It was a great bonding experience with my friends.

Overall, my summer vacation was a great mix of relaxation and adventure. I can't wait to do it all again next year.

篇章二：The Benefits of Exercise（运动的好处）

Exercise is important for maintaining a healthy body and mind. Firstly, it can prevent a lot of health problems such as heart disease, high blood pressure, and obesity. Regular exercise also helps improve sleep and reduces stress and anxiety. It can even help prevent depression.

Exercise also has many benefits for the brain. It can improve cognitive function, including memory and thinking skills. It increases blood flow to the brain, which is important for maintaining brain health. Exercise also helps release endorphins, which are natural mood boosters.

Finally, exercise is a great way to socialize and make new friends. Joining a sports team or fitness group is a fun way to meet people who share your interests. It's also a great way to stay motivated and accountable.

In conclusion, exercise is essential for overall health and well-being. It has many physical and mental benefits and should be included in everyone's daily routine.

八年级英语课件(篇4)

A bold attempt is half success.（勇敢的尝试是成功的一半）

milk, junk food, health, unhealthy, habit, exercise, most, result, try, different maybe, although,

Phrases:

junk food, as for, on weekends, no students, try to do, look after, kind of

Sentences:

1.But my mother wants me to drink it.

2.She says it’s good for my health

3.I try to eat a lot of vegetables.

4.Is her lifestyle the same as yours or different?

能了解哪些饮食习惯是健康的。

能阅读介绍饮食习惯方面的文章。学会养成良好的生活习惯和饮食习惯。

情感目标:

培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。

区分How many /how much, health/healthy, different/difference

Step 2．1.Talk about the pictures. Practice the key words.完成1a

2. Pairwork Ask the Ss to show their works and perform it.

Step 3．Listening 完成2a,2b Check the answers

1.Warm up and Lead in: Say something about your eating habits

Talk about their eating habits.

2. Play the recorder. Listen and read 3a

3. Answer the questions .Try to answer these questions

4. Ask the Ss to sum up the language points Sum up the language points Textbook

5. Read and finish 3b Complete the article

讲解：

4. try to do sth.尽力做/努力做…. Try doing sth.试图做….

5. look after 照顾=take care of ，关注，注重

7. help sb. (to) do sth.

9. different (adj.)- (n.)difference good –better-best

10. although虽然，尽管,引导让步状语从句，与though同义，但不能与but 同

时出现在一个复合句中，可与still, yet同用。

Step 5. 梳理归纳 Section B 词组归纳：

1) be good for 对什么有益 2) be bad for对什么有害

3) want to do sth 想做某事 4) want sb to do sth想某人做某事

7) of course = certainly = sure当然

10）hardly=not nearly / almost not几乎不

17)my healthy lifestyle 我的健康饮食习惯

Step 6．达标检测 根据汉语意思完成下列各句，每空一词。

1. 做眼保健操对你的眼睛有好处。

Doing eye exercises _______ _______ _______ your eyes.

2. 我们尽量准时到达那里。

We _______ _______ get there on time.

3. 散步有助于保持健康。

Walking helps to keep ______ _______ ________.

4. —你多长时间看一次电影？ —我一个星期看两次。

— ______ _______ do you watch TV?

— I watch TV twice a week.

5. 每天运动对我们的健康有好处。

It’s good for our health ______ _______ every day.

八年级英语课件(篇5)

主题：My Dream Job

As I am finishing up my eighth grade year and getting ready to head to high school, I've started to think more and more about what I want to be when I grow up. While some students seem to have a clear idea of their future profession, I'm still contemplating my options. However, there is one thing I know for certain: I want a job that will allow me to make a difference in the world.

After doing some research and talking to people in a few different careers, I've narrowed my options down to two possibilities. The first is becoming a doctor, specifically a pediatrician. I've always loved working with children and seeing the joy on their faces when they get better or are just feeling well. In addition, I'm fascinated by medicine and enjoy learning about how the body works. I know this career would require a lot of hard work and dedication, but I am willing to put in the effort to help children lead healthier, happier lives.

The second career I'm considering is being a teacher. While this might seem like a less prestigious job compared to being a doctor, I believe it is just as important. Teachers have the ability to shape and influence young minds in profound ways. In particular, I want to teach science and help students develop an appreciation for the natural world. I think it's important for the next generation to understand the importance of conservation and the consequences of our actions on the planet. By teaching science, I can instill these values in my students.

Overall, I know that whichever career I choose, I will be fulfilled knowing that I'm making a positive impact on the world. Whether I'm treating sick children or inspiring the next generation of scientists and conservationists, I know that my work will matter.

八年级英语课件(篇6)

八年级下学期英语课件

Ⅰ.Teaching Aims:

1.Knowledge Aims:

1). Learn some new words and phrases: warn, motorcycle, light-colored, obey, fine

2).Go on learning the usages of adverbial clauses of condition:

If we ride at night, we should have lights on the bicycle or wear light-colored clothes. If we break the traffic rules, we will get a fine and even be in danger. 2. Ability Aims:

Enable students to talk about traffic rules, signs and warnings. Learn to express remindings and warnings: (1)People should obey the traffic lights. (2)Don’t rush when you corss the street! (3)Don’t forget to pay attention to the rules. 3. Emotion Aims:

学会遵守交通规则，树立安全意识。使学生识别交通标志，掌握交通规则，在现实生活中遵守交通规则。培养守纪守法的道德品质。

Ⅱ. Difficult and key points:

1. Get students to learn some new words and phrases: warn, motorcycle, light-colored, obey, fine

2. Enable students to talk about traffic rules, signs and warnings. 3. Enable students to master the usages of adverbial clauses of condition.

Ⅲ. Teaching methods:

listening, reading; summing-up, competition, speaking, etc. Ⅳ. Teaching tools: slides; tape, etc Ⅴ.Teaching procedure：

Step 1 Review

复习Section A的重点话题，并导入1a。

1. (复习Section A中呈现的骑自行车的好处。)

T: We’ve learnt lots of advantages in riding bicycles in Section A. Let’s review it.

1) It's faster than walking.

2) It can save energy.

3) It doesn't cause air pollution. 4) It's easy to park bikes. 5) ……

2. Have a competition.

The main words and phrases in 2a Section A. .

听mp3_________________________________ .

数米远处_________________________________

向左的急转弯________________________________ .

减速_________________________________

从对面开来_________________________________

避免撞上卡车________________________________ .

撞上_________________________________.

严重地撞伤了他的胳膊________________________ .

把他送到医院______________________________

受伤_________________________________ .

失去生命____________________________

Step 2 Presentation

呈现1a并讲解。

1.(教师利用实物或图片引出要求学生理解的单词。)

T: (出示头盔的实物或图片。)What’s this? Ss: It’s a helmet.(教师适当帮助说出。) T: What do we use it for?

Ss: We use it to…(老师说出protect our heads。) (用同样的方法学习light-colored clothes。)

T: Traffic accidents are really terrible. We should also know more about the traffic rules. If we don’t obey them, what will happen? Can you guess? S1: Cause traffic accidents. S2: Lose our lives. S3: Get hurt. …

(学生可能会用中文说出要被罚款，教师及时教学fine。) T: Yes. We’ll also get a fine.

(板书并教学生词，要求学生理解。)

helmet, light-colored, fine

2. (教师布置并板书听力任务，让学生带着任务听录音，降低听力难度并使其注意力高度集中。)

T: Now, boys and girls, please look at the blackboard. Listen to 1a carefully and find the answers to the questions. Are you ready? Let’s begin. Why did the bike accident happen? What’s Kangkang’s suggestion? Does Michael agree with Kangkang?

(师生一起核对答案。)

3.(让学生读1a，找出条件状语从句并标出疑难点。)

T: Now let’s read 1a and find out the adverbial clauses of condition and difficulties. (教师鼓励学生读出所找的条件状语从句和疑难点，然后加以解释。)

Step 3 Explanation

1) the young man on the bicycle 骑自行车的`年轻人 介词短语作后置定语 the young man on the motorcycle 骑摩托车的年轻人 2) in fact 事实上

3) We can wear bicycle helmets when riding. 骑自行车的时候我们应该戴头盔。

4) If we ride at night, we should have lights on the bicycle or wear light-colored clothes.

If 引导的条件状语从句，如果主句是情态动词或一般将来时时，从句常用一般现在时表将来。 如果明天不下雨，我们就去郊游。 If it doesn't rain, we will go on a field trip.

5)If we break the traffic rules, we may get a fine and even be in danger. break the traffic rules 违反交通规则

get a fine 受到处罚 他受到严重处罚。He got a heavy fine. be in danger 处在危险中

6)warn sb. to do sth. 警告/提醒某人做某事

warn sb. not to do sth. 警告/提醒某人不要做某事

Step 4 Consolidation

巩固1a，完成1b。

1. (教师放1a的录音，让学生跟读。) T: Listen and follow the tape.

T: Work in pairs, look at the key words on the blackboard and practice the dialog. (教师时刻关注学生动态，及时帮助有困难的同学，保证每位同学积极参与。) (板书) bicycle accident—terrible—careless—bike lights—light-colored clothes—break—traffic rules—fine (几分钟后，选几组学生看关键词, 自由表演对话。)

T: Time is up. Come to the front and act out the dialog. Be brave! Don’t be shy. Which pair wants to have a try? …

T: Well done! You did a very good job!(对学生给予鼓励和肯定。)

2. (让学生出示他们在上节课所讨论交流的交通图标，复习其含义，然后独立完成1b，核对答案。掌握单词warn；理解crossing。)

Step 5 Practice

完成2和4，并讨论3。

1. (教师组织课堂活动，引导学生独立完成2。)

T: Now you know so many traffic signs, and will you follow them when you see them? I hope all of you will obey the traffic rules. If everyone obeys the traffic rules, the road will be safer. Do you think so?

S1: Yes, of course.

T: If you ride at night, what should you do?

S1: I should have lights on the bicycle or wear light-colored clothes. T: If you ride on the street, what should you wear?

S2: If I ride on the street, I should wear a bicycle helmet.

2. (教师指导学生讨论，要求学生掌握trouble。完成3。)

T: Please look at these pictures, discuss the results of breaking the traffic rules using “if” in groups and then I’ll choose some students to report.

3. (放4的录音，完成4。)

T: Today many people like riding bicycles in the world. Why? Please listen to 4 and fill in the blanks.

Step 6 Project

综合探究本课重点话题。

1. (复习所学的交通规则，并将其准确归类，看哪些行为是可行的，哪些是不可行的，列成表格。)

what we should do obey the traffic lights obey the traffic signs drive/walk…on the right-hand side of the road … What we shouldn’t do rush on the street park in the wrong places … …

2. (教师将学生分成小组，每组4人，各小组推选一名组长，组长负责监督各组员完成调查表，并核对大家在平常的生活中是否遵守交通规则。)

T: Work in groups of four. Look at the chart and check if you obey the traffic rules in your daily life. (教师让组长向全班汇报各组员遵守交通规则的情况，并作示范。) Example:

S1: Always obey the traffic rules. S2: Sometimes obey the traffic rules. S3: Never obey the traffic rules. …

3. Homework:

(写出不少于5个由if引导的条件状语从句。)

(1) Please make at least five sentences using “if”. Pay attention to the tense.

(2) Look up the words in the box in 1a on P.45 and find out their meanings.(为新课做准备。)

八年级英语课件(篇7)

师： 春节俗称过大年。同学们为什么喜欢春节呢？

师： 刚才同学们有的谈到过年的风俗；有的讲述的是过年时开心快乐的事情，一年之计在于春，新年是及喜庆的字眼。每到这一天，人们都会准备些来年幸福美满的东西，如春糕、春馍、春酒等。这节课我们就共同去感受琦君儿时过年的自由和快乐，可以说甜甜的一杯春酒，是节日的珍品，是母亲的骄傲，更是作者最美好的回忆。让我们与作者一起，品味那尘封多年的春酒，在这被甘甜的“春酒”中尽情的陶醉吧！

1、学习文章富有情趣的细节描写，体会其作用。

2、理解文章表现的思乡的这一主旨。

二、在端饮这杯春酒前，请同学们带着大屏幕上的问题，用你最喜欢的读书方式整体感知课文，初识春酒：。

师：你在读课文时，有读不准的字音吗？检测一下同学们的预习情况（陈晓丽板书后齐读

家醅--家醅，挑剔--挑剔，如法炮制--如法炮制。

师：形容领先带头，你们知道意思，大家理解了，怎么不愿意表现一下呢？

生：文章写了过新年、喝春酒和喝会酒三件事，主要写的是过新年、喝春酒（2-4）和喝会酒（5-7）这两件事。

师：作者怀念的仅仅是家乡的春酒吗？下面请同学四人小组讨论交流一下。

（生讨论交流）并以“从-------------看出“我”还在怀念的句式说一句话”

生：我从作者写了自己家乡过新年的习俗，新年迎神拜佛，有许多规矩,元宵节后，换下的供品堆得满满的一大缸，孩子们的兴奋、快乐，家乡的紧张和繁忙。我怀念故乡的风俗美

生：还写了家家户户轮流邀喝春酒，我一马当先地作为母亲的代表前往家家户户喝春酒，乡亲们之间互相“起会”置办“会酒”的融洽。我怀念故乡的风俗美人情之美自己对故乡亲友的怀念

生：作者还写母亲做的八宝酒的做法，母亲的善良和大方，例如“到了喝春酒时，就开出来请大家尝尝，……母亲总是乐意把花厅供客人请客” 我对母亲的怀念

师：作者通过春酒写故乡的风俗之美、人情之美，写自己对故乡亲友的怀念，对母亲的追思，其间流淌着的是浓浓的思乡之情。

师：甜甜的一杯春酒，是节日的珍品，是母亲的骄傲，更是作者最美好的回忆。让我们与作者一起，尽情地陶醉在这杯甘醇的“春酒”之中！（点击大屏幕）请同学们看大屏幕，用圈点批注法找出你最喜欢的语句或词语，看谁找的语句最吸引人！（20分钟）

（文中的人物是通过许多很有情趣的描写来体现的，那同学们想想看，在吃春酒和喝会酒的时候小小的我获得了哪些快乐呢？我的哪个小小的举动、小小的情状、小小心思惹得你莞尔一笑？找出你最喜欢的语句或词语，找出来读一读，并说明原因。）

生7：我是母亲的代表，总是一马当先，不请自到，肚子吃得鼓鼓的跟蜜蜂似的，手里还捧一大包回家。

师：不是程度不一样，是鼓鼓的写出了吃的那种形态。为了写出这种形态，作者用了“像小蜜蜂似的”。鼓鼓的就非的像小蜜蜂似的吗，鼓鼓的不应该像小皮球似的吗？小企鹅似的，不也很可爱吗？为什么要像小蜜蜂似的？

师：因为蜜蜂很小，所以很可爱。很好，形体把握。还有呢？

师：太有想象力了，蜜蜂采完花蜜也是鼓鼓的。蜜蜂采完蜜除了鼓鼓的，还有什么？

师：喜悦，那种甜甜的喜悦和我喝完春酒之后甜甜的喜悦是一样的。非常好，还有吗?

师：她总是这样，一马当先，对不对啊?她就像只小蜜蜂一样频繁地穿梭在人群之中，还有吗？

生12：生：我最喜欢的是“其实我没等她说完，早已偷偷的把手指头在杯子里好几回，已经不知舔了多少个指甲缝的八宝酒了”，

师：哦，看出很淘气，还有呢?她偷偷地是在干嘛？

师：一个舔字把哪个馋猫的形象勾画出来了。作者在品尝八宝酒的时候那迫不及待的模样，小孩的活泼天真和顽皮，写的栩栩如生从母亲那浓郁可口的八宝酒中，我们也似乎嗅到亲情的芬芳与乡情的馥郁。还有吗？

生13：我呢，就在每个人怀里靠一下，用筷子点一下酒，舔一舔，才过瘾这些都是小孩子特有的动作与神态，在作者笔下，只有这么寥寥几笔，一个活泼可爱的小女孩立刻在纸上活动起来，还微微歪着脑袋冲着我们笑呢真是惟妙惟肖，语言虽然质朴简练，但字里行间充满了浓郁的人情味，读来也像是尝到了春酒一般怀了妙不可言的温暖。

师：是的，过春节的时候我们喜欢在这个伯伯面前蹭蹭，在那个叔叔面前靠靠。那他们就会拿筷子让我们添一添，这样我就会张开我们的小嘴叭咋叭咋。是吧，很可爱，

生14：抱着小花猫时，它直舔，舔完了就呼呼地睡觉。原来我的小花猫也是个酒仙呢

师：这是一个多么灵动的想象，小花猫都变成小酒仙了，连它也喜欢妈妈酿制的八宝酒。只有是个孩子才有这么灵气的想象。那我很舍得让我的小花猫吃吗？

师：其实我是蛮羡慕那只小花猫的，那是因为什么？那是因为我在喝八宝酒的时候，大家一齐读

生齐读：母亲给我在小酒杯底里只倒一点点，我端着、闻着，走来走去，有一次一不小心，跨门槛时跌了一跤，杯子捏在手里，酒却全洒在衣襟上了。抱着小花猫时，它直舔，舔完了就呼呼地睡觉。原来我的小花猫也是个酒仙呢！

师：当时是怎么样的啊？摔倒了杯子还捏在手里，很珍惜的。端着闻着。

从我们刚才回忆的这些童年往事中，我们看到了作者的快乐，看到了一个多么孩子气的绮君啊，那是谁制造了我这样的童年呢，是谁包容了我这样的孩子气呢？

师：是母亲，给我制造了这样一个梦幻般的童年。那文中母亲的哪个动作，哪些话语，哪些情态触动了你的内心，让你砰然心动，会发出这样的感慨：这个人就是娘啊。

生：我喜欢写母亲的细节，如“到了喝春酒时，就开出来请大家尝尝……”“母亲得意的说了一遍又一遍，高兴得两颊红红的，跟喝过酒似，其实母亲是滴酒不沾唇的”母亲因别人的赞美高兴得两颊红红，一位宽容，善良大度、充满美德的慈爱温柔的母亲真是历历在目。

生：她又转向我说：“但是你呀，就只能舔一指甲缝，小孩子喝多了会流鼻血，太补了。”

师：你只能添一指甲缝，对于我偷偷的行为，母亲没有大声地呵斥，而是温柔地提醒。还有吗

生：大家喝了甜美的八宝酒，都问母亲里面泡的是什么宝贝。母亲得意地说了一遍又一遍

过渡：春酒的确美不胜收，琦君笔下一切所有美好已成了琦君的心灵寄托，在现实中难以企及。如此至纯至美的心灵家园在琦君的绝大多数作品曾出现，这与她的经历有关（出示：19生于浙江永嘉，1949年赴台湾，26年后定居美国。）那么，如今客居美国，人近老年的琦君还能品尝到这美得醉人的春酒吗？还能喝到那种家醅吗？还能品出童年的快乐吗，童年早已逝去，历尽沧桑的绮君，如果还有幸回到故乡，那也已经是物是人非了。家醅已然不在，故乡却依然是水天一角，海阔山遥。家醅只存在于琦君的记忆里了，家乡味只能回味在心里了。

一位青年诗人这样说到：他对故乡的思念就是东方飘逸的童年，总爱把故乡思念成母亲的模样。一杯荡漾着孩子气的春酒，一杯浸渗着母爱的春酒，实质上是一杯浓浓的家乡酒，这是绮君对故乡的最深沉的、最刻骨铭心的眷念。路从今夜白，月是故乡明，对家乡的思念总是人们难以挥去的情愫。常年漂泊的琦君曾这样深情地说过：“像树木花草一样，谁能没有一个根呢？我若能忘掉故乡，忘掉亲人师友，忘掉童年，我宁愿搁下笔，此生永不再写。”（出示）可以看出，这个超凡脱俗的心灵永远走不出对家乡人、事诸物的怀念。教师范读同学们可能未曾远离过自己的故乡，很难体会到对故乡刻骨铭心的怀念，我们利用文字再来体会一下那种感伤。将课文最后一句话带着感伤的情怀再读一下。生齐读

师：叫我到哪儿去找真正的家醅呢？这句话于我们可能是悠悠的感伤，对于海外游子们却足以让他们潸然泪下。海外游子离开家乡的这种情怀，在历来的文章中常有渗透，可以说历经坎坷的诗人，忧国忧民的诗人、多愁善感的诗人，见他们漂泊一地的惆怅和思念家乡亲人的愁苦寄予与明月，于是他们的诗篇和月光一样光耀千古拨动着后人的心弦，我们再来结合他们的诗句来品位这杯春酒和这份家乡的情怀。能不能找出在其它诗句中诗人所传递出的那种思乡情怀。

师：非常好，正如我们同学们所说的其实对故乡的思念正如李白的“举头望明月，低头思故乡”的沉静；是崔颢的“日暮乡关何处是，烟波江上使人愁”的忧郁；是贺知章的“少小离家老大回,乡音无改鬓毛衰”的沧桑；其实它还是现代诗人余光中隔着海峡传来的“大陆在那头，我在这头”；它也是席慕容心中那颗“永不老去的，惟有绵绵的爱意”。孩子们，借着文人们这些笔墨，我们再来看看绮君在《春酒》中渗透的浓浓的故乡情怀，对于这一杯春酒我们再到余光中的乡愁中，去深深体会。（教师范读）38

六、教师小结结束语：一路走来，风景无限；一路品来，春酒醇香无比。其实，春酒的美还有很多很多，我们课堂40分钟无法穷尽，有待于我们同学课后再去领略。最后，送上我的一段话，这是我在读完《春酒》后，在一个寂静的深夜写下的文字：“在行色匆匆、只争朝夕的日子里，我们几多疲累，几多迷茫。或许真的该为流浪的心灵和漂泊的灵魂安个家了，她或许是琦君魂牵梦绕的春酒，她或许是鲁迅没看真切的社戏，亦或是令佩弦潸然泪下的背影……年年岁岁，花开花落，任世间万象纷繁变迁，唯一不变的是我们这方脚下

[《春酒》教学设计(人教版八年级下册)]

八年级英语课件(篇8)

《春酒》是人教版语文八年级下册第四单元的一篇略读课文。本单元以民间文化为主题，所选文章涉及趣味盎然、生动丰富的民风民俗以及民间艺人轶事，文笔生动，妙趣横生。这篇文章描绘了故乡浓浓的风土人情，抒发了对童年、对故乡和对母亲的无限追思之情。学习本文可以让学生认识中华文化的丰厚博大，吸收民族文化智慧，吸取人类优秀文化的营养，加深对我们民族的感情。这也是新课标所倡导的。

1、品味文章的关键性词语和句子┭习文章富有情趣的细节描写┨寤崞渥饔锚 。

2、通过分析课文┨寤徵君散文结构严谨、写人传神、文笔流畅的特点。

品味文中所表现的故乡的风俗之美、人情之美┢肺段闹兴表达的浓浓的思乡之情从而获得美的情感体验。

八年级的学生积累了一些散文的知识，也有一定的社会经验和生活经验，在逐步的情感体验中，初步领悟作品的内涵，从中获得对自然和社会以及对人生的有益启示。对作品中感人的情境和形象，能说出自己的体验，这样才符合新课标的要求。

教学难点：语言品味品出情，品出美；作者的思乡主题如何与学生产生共鸣。

1.读--读出感情，读出情趣。

2.品--品味细节，品出美点。

在很多文学作品中，我们总能看到关于乡愁的描写：在余光中的诗歌里，乡愁是“长江水”，是“梨花白”，是“海棠红”，是“腊梅香”；在席慕容的诗歌里，乡愁是“一枝清远的笛，总在有月亮的夜晚响起”，是“一棵没有年轮的树，永不老去”；

速读课文思考下列问题：

1、 文中写到了哪些人、哪些事？

2、 这些人和事表达了作者怎样的思想感情？

3、 思考：一杯春酒一种情，作者一共写了三杯酒寄托着作者深深的情感，请问是哪三杯?（可以从春酒中蕴含的情感、作者要歌咏的人物等不同角度思考。）

1、学生读课文，思考问题，积极回答。

这三杯酒，是作者对家乡的人、事最深刻的记忆，请同学们选择自己最想品尝的一杯春酒进行品析，说一说这是一些怎样的人，怎样的事。

过渡：在作者的记忆里最值得怀念的是她的母亲，那么母亲是一个怎样的人呢？

师小结：是呀，原来爱可以如此豁达！母亲身上的勤劳善良、温柔慈爱、质朴贤淑这正是人类情感中最美好的母性。这也是中华民族传统女性所具有的一种美德。它承载了琦君对故乡最温情的怀念。

过渡语：一位具有如此好心肠的母亲，她会培养出一个怎样的女儿呢？让我们一起品尝第二杯童心酒去认识这位小姑娘。琦君的文字很有特色，很儒雅，平淡中透着一股灵气。请同学们从文中找出描写童年琦君的句子，说说你的理解。

鼓励学生畅所欲言，只要品出个中滋味即给予肯定。

过渡语：俗话说“甜不甜家乡水，亲不亲家乡人”。乡情是记忆中最醇厚、最温馨的怀念。文中温馨的家园除了温柔贤淑的母亲给我的，还有谁呢？（乡邻）

1、看的出来，这是一个十分温馨和睦的家园，有勤劳母亲，有善良乡亲，有快乐的童年，这个家的味道是（甜甜的）。

2、这甜甜的味道，其实在琦君的心里，她早已把它浓缩凝聚在了一件事物上，那就是（春酒）。

由此可以看出，作者写春酒是仅仅在写酒吗？

3、春酒和家里的母亲、童年的“我”、以及乡亲有具体的联系是什么？

这三杯酒你们觉得味道美吗？美在哪里呢？

小结：这些生动的细节让我们感受到，不仅是春酒好喝，更因为春酒中谱写了作者心中一份美好的回忆。

请大家细读课文，找出描写母亲的句子，说说你的理解。

（1）.“她总是笑眯眯地说：‘大约摸差不多就是了，我也是没有一定分量的。’但她还是一样一样仔细地告诉别人。可见她做什么事，都有个尺度在心中的。”

（2） “母亲是从不上会的，但总是很乐意把花厅给大家请客，可以添点喜气。”

突出母亲热情好客、慷慨大方。

（3） “补气、健脾、明目的哟！”母亲总是得意地说。

“得意”是得到别人夸奖后一种甜蜜的神态，更能突出母亲的质朴和贤惠。

（4）母亲得意地说了一遍又一遍，高兴得两颊红红的，跟喝过酒似的。其实母亲是滴酒不沾唇的。

“两颊红红的，跟喝过酒似的”外貌描写，生动形象地表现出母亲得到别人表扬后的得意和些微的“羞愧”，一副农家妇人的样子。

“其实”这一副词十足地写出了母亲做八宝酒就是为了让别人能够品尝到其中的浓香就很开心、荣幸和满足了。一个贤妻良母就真实地再现了出来。

3、分析“我”这位小姑娘形象。

（1）我是母亲的代表,总是一马当先，不请自到，肚子吃得鼓鼓的跟蜜蜂似的，手里还捧一大包回家。

写出了我当时情不自禁，对喝春酒充满期望而急切的热情；也写出了当时“我”很“馋嘴”、可爱的样子。“总是”一词写出了我对春酒的期待之情，“一马当先”写出了我急切的心情，“不请自到”让我感受到了乡人们相处的融洽，“肚子吃得鼓鼓的”写出了一个“馋嘴”的可爱的小女孩子的特别，“蜜蜂似的”，形象地写出了小女孩子吃得饱饱的样子，突出了她的可爱。“捧”字写出了小女孩对吃的东西的喜爱和珍惜。

(2)．其实我没等她说完，早已偷偷把手指头伸在杯子里好几回，已经不知舔了多少个指甲缝的八宝酒了。

写出了“我”对母亲的八宝酒很喜欢，很馋的样子。“偷偷”而不是当着母亲的面，表现“我”内心是非常想喝的，但又不能让母亲知道的隐秘心理。“好几回”是指多次，而不是一回、一次，足以见出母亲的八宝酒对“我”充满了诱惑，也显示出“我”的可爱。

(3).母亲给我在小酒杯底里只倒了一点点，我端着、闻着，走来走去，有一次一不小心，跨门槛时跌了一跤，杯子捏在手里，酒却全洒在衣襟上了。抱着小花猫时，它直舔，舔完了就呼呼地睡觉。原来我的小花猫也是个酒仙呢！

写出了“我”的可爱和情趣。“只”和“一点点”说明对母亲的“小气”而感到不满足。“走来走去”表明了他即使是只得到了一点点的酒，但还是格外珍惜，舍不得喝。“捏”是对撒了虽不是很多但自己很是珍惜的一点点后的失望。“直”表现小花猫对八宝酒满是喜欢，舔个不停，煞是可爱。“呼呼”地睡了，表现了小花猫舔碗酒后的相当满足和陶醉的情态。“也是”一词，是以“我”当时的心理来揣摩小花猫的，可见“我”也同小花猫一样馋得要命，也写出了“我”的那种童趣。

(4)、我呢，就在每个人怀里靠一下，用筷子点一下酒，舔一舔，才过瘾。

这句话写出了“我”当时很撒娇，很嘴馋的情态。“靠、点、舔”这些都是小孩子特有的动作， 寥寥几笔，一个活泼天真可爱的小女孩立刻在纸上活跃起来。“靠”和“点”说明“我”年龄虽小但很机灵。“舔一舔”说明她想喝但又不敢当着大家的面去喝，只能“舔舔”，即便如此，也让她很过瘾。

(5)、因此，我每年正月里，喝完左邻右舍的春酒，就眼巴巴地盼着大花厅里那桌十二碟的大酒席了。

写出了“我”焦急等待的心情，小时候，我那企盼的神态。“眼巴巴”写出了小女孩那种盼望的眼神，目光里满是期待和向往。

4、分析乡情。

（1） “花匠阿标叔也巴结地把煤气灯玻璃罩擦得亮晶晶的，呼呼呼地点燃了，挂在花厅正中，让大家吃酒时划拳吆喝，格外兴高采烈”。

花匠阿标叔的老实善良、纯朴的形象跃然纸上。这是故乡浓厚、淳朴人情的最好体现，不说话，总是乐呵呵地做事，能为很多人带来快乐，自己是非常高兴的。

（2）“所以乡下人如果对人表示感谢，口头话就是‘我请你吃十二碟’。”

表现了乡亲们的热情大方。

（3）“席散时，会给每个人分一条印花手帕。母亲和我也各有一条，我就等于得了两条，开心得要命。”

（4） “尤其是家家户户轮流的邀喝春酒，我是母亲的代表，总是一马当先，不请自到，肚子吃得鼓鼓的跟蜜蜂似的，手里还捧一大包回家。”

醇厚的乡情让我们感受到这是一个处处充满温馨充满融洽充满快乐的故乡。这正是琦君永远记忆中的家园。

师小结过渡：

故乡的春酒，散发着母性温柔的光芒；故乡的春酒，荡漾着我儿时纯真的快乐；故乡的春酒，流淌着乡邻间朴实的情意。此时你品出了春酒真正的味道吗？（道地家乡味）这些蕴涵在春酒中最美好的情感正是充满道地家乡味的春酒啊。光阴荏苒，她还能品尝到这道地家乡味的春酒吗？

明确：关注最后两段。找不到真正的家醅了，因为“我”已是“独在异乡为异客”了。

多媒体展示：琦君19生于温州。她12岁随家迁居杭州，1949年迁至台湾，后定居美国。自去台湾以后，琦君50多年再也没有回过温州。她说“来到台湾，此心如无根的浮萍，没有了着落，对家乡的苦念，也就与日俱增了。”6月7日凌晨，90高龄的琦君永远搁下了那支生花妙笔。临终前，她在病榻上一再念叨着：我想回到自己的家乡呵……是啊，树高千丈，叶落归根。故乡是漂泊海外的游子心中的根呐。

多媒体展示：琦君曾这样深情地说过：“像树木花草一样，谁能没有一个根呢？我若能忘掉故乡，忘掉亲人师友，忘掉童年，我宁愿搁下笔，此生永不再写。”

如果琦君回到故乡，用家乡的水，用相同的材料来酿制春酒，她还能找回酒中的家乡味吗？

教师总结：是啊，童年不再，母亲逝去，那些幸福快乐的时光不可复制。“可是叫我到哪里去找真正的家醅呢？”作者这句震撼人心的自问，道出了对母亲深深的思念，道出了对浓浓乡情的追怀。琦君曾经这样说过：我总是不能忘却旧事，我一辈子最爱写的就是故乡、亲人、朋友、花草树木。这魂牵梦萦的故土，这难以割舍的童年，倘若都能一一地收藏起来，藏在记忆的花园里，我想那一定是一朵朵常开不败的花。当我们想起来的时候，会觉得很温馨，那我们收获的不仅仅是花朵的芬芳，更是美丽的人生。所以琦君怀恋的不仅仅是甜蜜的春酒，还怀恋童年，怀恋母亲和故乡的人们，怀恋她纺织过的一段美丽人生。 学生齐读最后两段并回答。

学生自由回答 让学生在了解作者生平的基础上进一步了解主题。

六、拓展延伸，写“春酒”

在琦君的心中，由母亲的爱酿成的“母亲酒”占据着重要的地位，有母亲在的地方就是她的家园。母亲在每个人的生命中都有特殊的意义，你生命中的那杯“母亲酒”又是什么味道呢？请你根据下列的句式仿写句子，写出你心中对母亲的情感。

仿写：

母爱如细流，静静流淌在我们的生命中。一次次牵手，一声声叮咛，母亲的呵护似摇篮般的安适；            ，              ，                 。人生拥有母爱的伴随，一路洒满温暖的阳光。

[《春酒》教学设计(人教版八年级下册)]

八年级英语课件(篇9)

【学习目标】

1、知识目标：学习反义疑问句的用法。

2、技能目标：提高学生的听说能力。闲聊在英语表达中的定义和操练。

3、情感目标：了解聊天的文化知识。锻炼学生的人际交往能力

【重点、难点】

1、熟练掌握反义疑问句的运用。

2、提高学生听力水平。

3、如何在不同情景的聊天过程中选择成功的话题．

【导学指导】

温故知新 复习上节课所学知识，把你认为重要的词组、句子写出来，比一比谁写的多。

自主互助学习

情景导入（自主探究、合作交流）

我们已经学了如何与陌生人进行闲聊，那么哪些话题是有礼貌的,哪些话题是不礼貌的，请同学们讨论1a中的图片内容。

让学生明确： 在闲谈过程中，问别人一些私人问题（如年龄、收入等）是非常不礼貌的。应当避免。

知识剖析：重点、难点句子

1、P 79 1a How much did that shirt cost? 那件衬衣多少钱？

句中cost作动词，意为“花费”，与pay, take, spend同义，但用法不同，其句型为“某物＋cost ＋人＋时间/金钱”。试比较下列句子：

The book cost me five dollars. ? ? ? ? ?这本书花了我5美元。

It took me five dollars to buy the book. ?买这本书花了我5美元。

I spent five dollars on the book. ? ? ? ?我花5美元买这本书。

注意：四个表示“花费”的动词，其句式各不相同，小结为：

（1）sth. cost sb. money某物花某人金钱

（2）It takes sb. money to do sth. 花某人金钱做某事

(3）sb. pay money for sth. 某人为某物花金钱

（4）sb. spend money on sth. 某人在某物上花钱

2、 p79 ?This is a great party, isn’t it?

陈述部分的主语是this, that时，疑问部分的主语多用it; 陈述部分的主语是these, those时，疑问部分的主语多用they。如：

This is a dictionary, isn’t it?

Those are shelves, aren’t they?

预习准备

中译英

1、那件衬衫要多少钱？________________________________________

2、 跟我谈谈你自己________________________________________

3、 你是新来的，对吗？________________________________________

4、 你觉得这所学校怎么样________________________________________？

5、星期五晚上的比赛________________________________________

6、 一个球迷________________________________________

7、 闲聊 ________________________

8、 你总是去这所学校吗？______________________________________-

八年级英语课件(篇10)

从新课程“从生活中走向物理，从物理中走向社会”的理念出发。在设计时让学生动手实验探究贯穿整节课，从而对浮力有了最直接的感性认识，然后通过学生分组实验活动总结和教师的引导将学生的感性认识提升到理性认识，使学生进一步理解浮力的定义、产生的原因以及影响浮力的大小的因素;再通过实验测出水中的物体受到的浮力和排开的水的重力的关系，最后由分析加表达式推导得出阿基米德原理，这样层层推进，分散难点。

设计存的不足也有很多，在对阿基米德原理的也可再挖掘，以突出浮力与被排开的液体的密度和排开体积的关系，在过程中应多点及时积极的过程评价。

1、在教学过程中充分发挥学生自主参与意识。

引导学生边上课，边做实验，边进行观察。让学生多动手、多动脑、多动眼、多动口。使学生自己在活动中体验到学习的快乐。体现了学生学习的主动性、主体性、探究性。激起学生的学习兴趣，学生这个学习的主体就会主动地参与到实际设计和实施实验中。学生成为课堂的主人，充分调动了学生学习的积极性、主动性，大大引发了学生的潜在创造动因。

识。

在活动过程中，学生能发挥协作的团队精神，分工合作，有序进行。采用“新课-实验-观察”一体化的教学方式，实践表明，选用小组教学方法，有利于形成积极的学习态度、有利于形成合作精神和良好的人际关系、有利于充分发展问题解决和决策的技能、有利于提高学生组织和表达自己见解的能力、有利于提高学生的学习积极性、有利于思维能力的培养、有助于相互确认、相互补充和相互启发的团体性思考和创造等要求。同时，教师能及时了解情况并给予指导。

建立一个良好的课堂氛围，是进行创新教育的前提之一。教师的态度和蔼可亲，表情丰富、幽默，教学气氛轻松自然，力图使教学活动活泼，激起学生兴趣，尊重学生，允许学生出错，经常运用表扬鼓励性评价，耐心启发引导，使创新思维得以充分发挥。

不足之处也很多：课堂气氛不够活跃时，教师应增强身的调动学生能力;学生声音轻时，没有很好消除胆怯;学生探究时间把握不够好，有待改善。

八年级英语课件(篇11)

作为人教版八年级下册的英语教材，这份课件涉及到了许多有趣且具有教育意义的主题。以下将分别就其中的几个主题进行阐述。

一、健康主题

健康主题是人教版八年级下册英语中一个非常重要的主题，主要是帮助学生了解身体健康与保健知识，在学习英语的同时也关注健康。在这个主题下，有一些让人印象深刻的话题，例如：

1. 我们应该如何保持身体健康

2. 运动可以帮我们保持身体健康，你喜欢哪一种运动？

3. 我们每天该喝多少水

这些话题旨在提醒学生们人们生活中经常关注的健康方面，并且在英语学习中也与之相应地涉及了词汇和语法知识。通过这些课堂教学的内容，学生们将更好地认识到自己的健康与保健方面的需求，而且更好地利用英语语言来表达这些方面的内容。

二、旅游主题

旅游主题是人教版八年级下册英语中的另一个主题，它的出现是出于培养学生们出国旅游的兴趣，同时也通过旅游的主题，练习学生们的口语和写作方面的能力。以下是旅游主题中的一些话题范例：

1. 介绍你所在的城市，它有哪些美丽的景点

2. 你梦想去哪里旅游？为什么？

3. 是参加旅游团还是自由行更好？

通过这些话题的学习，学生们可以更好地认识世界各地的不同文化，了解其他国家的风俗与习惯，还能通过这些话题锻炼英语口语与写作方面的能力。此外，这些话题还可以作为促进学生们对本身国度与文化的认识的途径。

三、音乐主题

音乐主题是人教版八年级下册英语教材的另一个有趣的主题。在音乐主题中，学生将学习到与音乐有关的词汇、表达方法、歌曲和流行文化等方面的内容。以下是音乐主题中的一些范例话题，

1. 你喜欢听哪些类型的音乐？

2. 你认为什么样的歌曲会流行？

3. 你认为音乐中的歌词是更重要还是旋律更重要？

通过学习音乐主题，学生们将更好地了解音乐流派、文化和流行趋势等方面的内容，对时间和社会文化的变迁也会有一个更好的了解。同时，学生们还可以学习到如何运用英语语言来表达音乐方面的内容。

四、故事主题

人教版八年级下册英语教材的最后一个主题是故事主题。在这个主题下，学生将接触到不同的故事和文学作品，帮助学生更好的学习语言和文学。以下是这个主题中的范例话题：

1. 谈谈你最喜欢的儿童故事

2. 你最喜欢的图书是哪一本？为什么？

3. 你最喜欢哪一位作家？他们的书对你有哪些影响？

通过学习故事主题，学生们可以了解各种不同类型的故事和文学作品，并通过它们来提高听说读写方面的能力。您也可以结合播放相应的音乐、幻灯片和视频，通过多元化的方式来呈现故事主题培养学生的文学、语言和审美能力。

以上是人教版八年级下册英语教材的几个主题，每个主题具有他们自己的特点和教育意义。在日后的英语学习中，学生们可以根据这些主题所包含的方面来提升自己的学习水平与能力！

九年英语课件推荐9篇

教师将根据教科书的主要教学内容来制定教案课件，而本学期现在也到了制作教案课件的阶段。明确教学目标是设计教案的首要前提。在多次筛选后，我们精选出了一篇标题为“九年英语课件”的文章，相信将对大家有所帮助！

九年英语课件 篇1

Unit 3 Could you please tell me where the restrooms are?

1．打扰了。请问去书店怎么走？

(1)Excuse me. Could you tell me to the bookshop?

(2)Excuse me. Could you tell me how the bookshop?

(3)Excuse me. Could you tell me how to the bookshop?

(4)Excuse me. Could you tell me the bookshop ?

(5)Excuse me. is the way to the bookshop, please?

(6)Excuse me. the bookshop, please?

(7)Excuse me. How can I get to the bookshop, please?

2、Where can you do the things below?

get some money get some magazines

get some information about the town buy a newspaper

buy some stamps get a pair of shoes

restroom /restru:m/ n. （美）洗手间；公共厕所 p.17

get some money get some magazines

get some information about the town buy a newspaper

buy some stamps get a pair of shoes

听磁带一次，完成任务，同桌交流，核对答案。

Girl: Excuse me, could you tell me where I can buy some ?

Boy: Yes. There’s a post office on Center Street.

Girl: Oh, could you tell me how to get to Center Street?

Boy: Sure. You see that bank there?

Boy: Just go the bank and then right. The post office is on the right, to the library.

Boy: Excuse me, do you know where I can get a dictionary?

Girl: Sure. There’s a on Main Street.

Boy: Oh, could you please tell me how to get ?

Girl: Yes. Go along Center Street and then turn left on Main Street. Then you will see the bookstore on the side of the street.

Boy: Thanks! Do you know when the bookstore today?

Girl: I think it closes at 7:00 p.m. today.

听读材料，模仿语音语调、句群停顿。

朗读材料，勾画短语。

go past the bank turn right.

on the right, next to the library.

Thanks a lot! Could you please tell me how to get there?

Go along Center Street turn left

on the other side of the street.

Do you know when the bookstore closes today

①．许多带复合宾语的句子，宾语从句经常移到句子后部，而用it做形式宾语。结构是：主语 + 动词 + it + 形容词/名词等宾语补足语 + 宾语从句

We think it wrong that he told a lie to everyone.

I thought it impossible that he could finish this job in just two hours.

②. 带有宾语从句的`复合句的疑问形式一般是对主句进行变化。

I know he will come to my party.

→ Do you know he will come to my party. ?

→ I don’t know he will come to my party.

Lucy tells me that he likes the English teacher.

→Does Lucy tell you that he likes the English teacher?

→Lucy doesn’t tell me that he likes the English teacher.

主句的谓语动词是think,believe,imagine,suppose,consider,espect,fancy,

guess等,并且主句的主语是第一人称而且为一般现在时,从句的否定词一般要转移到主句上来,其反义疑问句一般与宾语从句一致.

我认为他不会来我的舞会。 I don’t think he will come to my party.

我认为他不喜欢英语老师。I don’t think he likes the English teacher.

在think / believe / suppose / guess / imagine / expect等动词后跟宾语从句否定式时，应转移到主句上去，完成反意问句时，应与从句主、谓保持一致。（注： 否定前移的条件是，主句主语是第一人称）

eg． I don't think you are right,are you

I don't believe they have finished their work yet,have they？

I don’t suppose they will come, _______ ______ ? (改为反意疑问句)

→ I don’t suppose they will come, will they ？

再如：

She doesn’t suppose they will come, _______ ______ ? (改为反意疑问句)

She doesn’t suppose they will come, does she ?

对于含有宾语从句的复合句进行简化，即由复合句变成简单句，可以分为两种情况：

第一：如果主句的谓语动词是，ask,tell,hope,wish,decide,agree等，从句部分可以转化为动词不定式结构。例如：

I hope that I can receive your email(改为简单句) →

I hope to receive your email.

例：I don’t know what I should do next.

I con’t know what to do next.

He didn’t know where he would live.

He didn’t know where to live.

第二：有些以特殊疑问词引导的宾语从句，从句部分亦可以简化为动词不定式结构，即特殊疑问词+to do ,特别是当主句的谓语动词为know,ask,forget,remember,learn,tell,teach等。例如：

I don't know how I can get to the hospital.（改为简单句） →

I don't know how to get to the hospital.

这类题也可以反过来做：

例如：Lucy hasn't decided which trousers to buy.（改为复合句） →

Lucy hasn't decided which trousers I will can buy.

1、Excuse me. Can you tell me how ________ get to the cinema?

A. can I B. do I C. I can D. I do

2、Do you know _________?

A. where is the post office B. how can I get to the post office

C. which way can I choose D. how to get to the post office

3、Look! There are some boys _______ football on the playground.

A. are playing B. play C. playing D. played

4、Could you tell me how _______ (mend) the bike?

5、I don’t know what I shall do next. (改为简单句)

I don’t know ____________________ next.

6、I think if you want to buy a computer, you’d better __________ (取点钱).

______________ (集邮) is good for your growing.

Could you tell me _______________________(这儿是否有个邮局)?

I don’t know ______________________(从哪里买杂志？).

I _____________________ (买了一双鞋子) to Jim yesterday.

_____________________________(三楼有一家银行).

九年英语课件 篇2

一． 教学目的和要求（Teaching aims and demands）

1． 词汇 grateful tail lonely success make up one’s mind mostly pig education countryside treat before long regard regard…as… exactly keep experience painful rock as if at sea story two-story grab crash mobile phone at all least at least

rewarding wag vet heal injection earthquake

2． 日常交际用语 Do you like being a doctor for animals?

Vets helped heal horses,…

He started treating…

Is it easy to heal…?

It isn’t easy to give the baby an injection.

It is important to do what the doctor tells you .

It is a little painful to get an injection.

To help animals is helping people.

1． 检查家庭作业。

2． 复习可作为宠物的名字：dog, cat, snake, parrot, rabbit, fish. 问：Does anyone have a pet?让学生讨论他们拥有什么样的宠物动物。

教师问：Why do people have pets? What does the pet do for them? Where do people take their pets if they get sick?让学生两人一组套讨论这些问题。然后全班一起讨论这些问题。

学生用书第71页第1部分。口语录音带第57课，让学生合上书。问学生：What animal does the dad like best? 放录音，让学生寻找答案。全班核对答案：He doesn’t have a favourite animals.让学生打开书。再放一遍录音，让学生边听边重复。让学生通过上下文猜测生词：rewarding ,grateful, wag, tail, lonely等。如果学生猜不出来，可以允许他们查字典。

做练习册第57页练习1。全班核对答案。让学生两人一组练习朗读这个对话。让几组学生为全班表演这个对话。

练习册第57课练习2和练习3。两人一组做练习2。

完成联系册中的练习。

1． 检查家庭作业。

2． 让学生通过讨论宠物来复习词汇。

学生用书第72页第1部分。让学生分小组讨论这些读前的问题，然后全班一起讨论这两个问题。

学生用书第72页第2部分。口语录音带第58课。让学生看课文标题。问学生：What do you think this story is about ？学生两人一组讨论这个问题。然后叫几组学生说出他们的观点。然后再问：Who is the man who loved dogs?学生快速阅读课文寻找答案（James Herriot）。然后让学生再次快速阅读课文并划出不熟悉的词语。这些单词和短语应包括：Scotland, make up one’s mind, vet, mostly, heal, education, Yorkshire, countryside, treat, before long, regard, regard…as, exactly, keep, experience 等。你可以用简单的英语解释其中的一些词语，如：

make one’s mind = make a decision

vet = veterinarian which is a doctor for animals.

continue = to keep doing something and stopping.

做练习册第58课练习1。

再放一遍录音，让学生边听边重复。让学生注意语音语调。

练习册第58课练习2--4。独自做练习2。

两人一组做练习3造句子。

把练习册第58课练习3的句子写下来。

1． 检查家庭作业。

2． 复习第58课的故事，可用练习册第58课练习1中的问题作为指导。

教师说：I don’t like going to the doctor’s because I don’t like injections。出示一张打针的图片，说：When I have to get an injection, I make a face like this（痛苦的怪相）because it’s a little painful. However ,I let the doctor give me an injection because it’s necessary。当你说这些生词时把这些生词（injection, painful, necessary）写在黑板上。说：Now let’s interview each other to see how you feel about going to the doctor’s。问学生：What are some questions you can ask each other？帮助学生回答下列问题：Do you like going to the doctor’s? What do you have to get an injection? Would you like to be a doctor?等。让学生两人一组活动，相互采访。叫一组学生向全班汇报他们的采访结果。

学生用书第73页第2部分，和学生一起过一遍这些句子。保证他们知道做什么。让学生两人一组像本课第2步一样进行采访，在他们相互采访时完成这个对话。叫几组学生向全班汇报他们的采访结果。

参考答案：interesting, a good job, they are so pretty, it is very difficult

学生用书第73页第1部分。和学生一起过一遍这些句子。然后让学生两人一组看图并讨论。全班一起，让学生改变这些句子，并给出他们所想的更多的句子。答案如下：

1． It’s important to do what the doctor tells you.

2． It is a little painful to get an injection.

3． It is not easy to give the baby an injection.

4． It is necessary to take medicine on time.

5． It is not interesting to work in the hospital.

练习册第59课练习1--3。两人一组做练习1。课堂上口头做练习2。

做练习3时，先个人读一读，然后两人一组回答问题。

完成练习册中的练习。

1． 检查家庭作业。

2． 复习不定式，把下列句子写在黑板上：It is important to do what the doctor tells you. It’s a little painful to get an injection. It’s necessary to take medicine on time. It’s interesting to work in a hospital.让学生把不定式放在句首来改变这些句子。

学生用书第74页第1部分。听力训练录音带第60课。让学生合上书：告诉学生：There’s something wrong with Tom’s dog .The doctor gives him some pills.？（如有必要，解释pills的意思）.What colour are the pills?放录音，学生寻找答案（red, yellow和 white）。然后读练习册第60课练习1的表格。保证学生知道做什么。再放一、二遍录音，让学生寻找答案。学生两人一组讨论答案。最后全班一起核对答案。

听力原文：

Cody felt ill. His nose was warm and he just lay around. His owner, Joe, took him to the animal doctor.

The doctor said, “Listen carefully. I’m going to give you three different medicines. First, I’m going to give you these red pills. I want you to give one pill three times a day to Cody. Now , look at these yellow pills. I want you to give one to Cody every night before he goes to sleep. Now look at these white pills. Give him two every time his is warm, but NEVER give him more than four in a day. Do you understand?”

“ Yes, doctor.” Said Joe, “thank you very much.”

Joe took Cody home and did as the doctor told him. Soon Cody was running around as happily as ever before.

答案：

1. C 2. C 3. B 4. A 5. A 6 B.

学生用书第74页第2部分。口语录音机第60课。问学生：学生快速阅读课文并寻找答案：He grabbed the baby in his mouth. 然后让学生再认真地读一遍课文。让学生猜测下列词语：earthquake, rock, as if ,at sea, story（另一种拼写形式为storey）, two-story, grab, crash, mobile phone, least和 at least.

做练习册第60课练习2。让学生自己做这个练习，并与同伴检查答案，然后全班核对答案。

学生用书第75页第3部分。让学生两人一组自己编造谚语。让学生说明这些谚语在什么情景下使用。例如，有人犯了错误，他/她的朋友会告诉他/她：“To make a mistake is human.”建议性谚语如下：

To read every day is a door to knowledge.

To work hard is the key to happiness.

It is better to listen , than to speak and let everyone know you are a

fool.

To drive fast in the middle of town is to invite a policeman to your

car.

To help animals is the same as helping people.

学生用书第75页第4部分。首先让学生写一段关于他们父母的情况，在写作中至少要用上两处不定式。然后让他们向其同伴展示其作文。同伴为其改正错误。然后按同伴的修改意见修改作文。教师在教室内巡视，必要时提供帮助。作文样张如下：

My father is a teacher and my mother is a doctor. They both think that to work hard is the key to success. Since I was in primary school, they have always wanted me to do well in school. Even though they are both very busy, they always have time to help me with my homework. However, they also teach me to be resposible at home as well. Since I was 8 years old, I have always had jobs to do around the house. I have to keep my room clean and take out the rubbish every day. When the dog needs to go outside, it is my job to take her. I also have to walk her for at least 30 minutes a day. I’m glad my parents have taught me how to work hard. This will help me in the future.

过一遍本单元的复习要点15。必要时再给学生一些练习：可以复习前几课的对话。花点时间练习一下常用短语。复习本单元的词汇，处理学生提出的任何问题。

听写下列内容，按要求停顿。

Tom and his mother* are at the doctor ‘s.* Tom says * he has got a headache and a cough. He says * he feels very bad and tired .* But Tom has caught a bit of cold. * He thinks* that the boy will be fine* after the biggest football match of the year.

做练习册第60课练习3--6。练习3和练习5可以单独做。

练习4应首先全班一起做。然后让学生两人一组练习对话。如果时间允许，让几组学生为全班说一说他们的对话。

练习6可以两人一组做，也可以以小组的形式做。当他们完成写作之后，让他们读他们的故事。

复习本单元的内容。

把练习册的练习4的对话写在练习本里。

把练习本练习6里的故事写在练习本里。

九年英语课件七篇

教师范文大全费心整理了大量材料，撰写了这篇“九年英语课件”，希望能给您提供有趣的学习内容。对于学生们来说，拥有一个生动有趣的课堂离不开老师提前备好的教案和课件。因此，我们要认真地准备每一份教案和课件。只有教学教案写得越好，呈现出的教学情况也会越好。希望您阅读本文时感到愉悦！

九年英语课件 篇1

一、学生情况分析

从本次期末的第一次质量预测的成绩来看，九年级(7)、(8)两班学生的英语学习情况和其他几个班级很相似，学生英语水平普遍较差，成绩好的不多，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，发言也不是很活跃。针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对英语学习的兴趣，同时注意在面对绝大多数学生时，注重打好基础，从最基本的`东西抓起，避免拔苗助长。

　二、具体目标和措施

针对以上实际情况，我准备从以下几个方面着手，调整教学目标和教学措施：

1、继续针对中考题型的要求，确定如何努力提高学生语言技能：

听力方面：能听懂课文大致内容;能抓住简单语段中的观点;回答比较简单的问题。说即口语表达方面：能使用恰当的语调和节奏表达课文大意;能经过准备就一般话题作短暂表达。

阅读理解方面是个重点，要求能理解阅读材料中不同的观点和态度;能通过分析句子结构理解难句和长句;加强阅读理解的训练。

写作：能简单写出连贯且结构较完整的句子，能在写作文中基本做到文体较规范、语句较通顺;能够较好的达到中招考试对大多数学生的要求。

2、中招考试，既要突出重点，又要顾及全面，坚决坚持分类教学，分层推进的教学思想，使各类学生都能学有所获，都能有所提高。针对学生英语基础普遍较差的情况，从基础抓起，抓好英语基础知识。逐步做到语音、语调自然、得体;运用词汇描述比较复杂的事物、行为和特征，说明概念，进一步掌握描述时间、地点、方位的表达方式等;尽可能学会使用规定的习惯用语或固定搭配，掌握基本句型和时态。避免平时考试中的常见性错误，提高学生应对考试的能力。

对于程度较好的同学，要逐一进行分析、谈话，摸清他们的特点、思想和看法，有的放矢，促其进一步发展。

3、与其他各科教师搞好配合。使得每一个学生都能够全面发展，不至于出现严重的偏科现象。

要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。在此基础上突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，发展心智和拓展视野。

九年英语课件 篇2

教学目标

1. Knowledge Objects

(1) Key Vocabulary：stay up

(2) Target Language

2. Ability Object

Train students’ integrating skills.

3. Moral Object

Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.

教材分析

1.Teaching Key Points

Talk about what oneself is or isn’t allowed to do using the target language.

Ask for what someone is or isn’t allowed to do using the target language.

2. Teaching Difficult Point

Train students’ integrating skills by task-based activities.

教学过程

Step Ⅰ Revision

Play a game to review the structure be or be not allowed to.

Divide the class into groups. Each group is asked to make a list of school rules.

The group which writes down the most rules within five minutes wins the game.

Step Ⅱ 3a

This activity provides reading and writing practice using the target language.

Point to the picture and ask students to describe it.

Invite a pair of students to read the conversation to the class.

Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.

Get students to complete the chart individually. Remind them to use "Don’t" and "You can".

As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.

Check the answers.

Answers

Sun Fei: You have to be home by 10:00 p.m.

Wu Yu: You have to stay at home on school nights.

You can go to the movies with friends on Friday nights.

You can go shopping with friends on Saturday afternoon.

You can choose your own clothes.

Don’t get your ears pierced.

Step Ⅲ 3b

This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.

SA: What rules do you have at home?

SB: Well, I’m not allowed to go out on school nights. How about you?

SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.

Write the conversation on the blackboard.

Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.

Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.

Ask several pairs to share their conversations with the class.

Step Ⅳ Part 4

This activity provides reading, writing, listening and speaking practice using the target language.

Read the instructions to the class.

Call students’ attention to the chart. Set a time limit of one minute.

Students read the headlines at the top and at the sides.

Demonstrate how to fill in the chart with a student.

T: Do you have to go home after school, Wei Ming?

W: Yes,I do.

T: Are you allowed to stay up until 11 : 00 p.m.?

W: No, I’m not.

T: …

Tell students where to write Wei Ming in the chart.

Say, You are to ask different students in the class and find three people who have to follow

each of the rules in the chart.

Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.

Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.

Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.

Optional activity

Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.

Step　Ⅴ Summary and Homework

Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.

九年英语课件 篇3

一、 教学目标

1. 掌握宾语从句的构成和用法.

2. 正确运用宾语从句:重点掌握注意宾语从句的三类引导词,从句的语序及主从句的时态呼应关系,不能忽视宾语从句的一些特殊情况.

二、 教学重点

目标1和目标2

三、教学难点

目标2

四、教学过程

Step1、Warming-up

T ask: Do you know this teacher?(point to a teacher)

Ss:

T say: I know the teacher.

I know she is a very good teacher.

T ask: Is she a beautiful girl?(point to a girl)

Ss:

T say: I think she is beautiful.

T ask S1: How old are you?

S1: I am...

Then ask Ss: What did she say just now?

九年英语课件 篇4

学习目标

1.重点单词：mooncake，lantern，stranger，relative，pound

2.重点短语：put on

3.重点句式：

Bill wonders whether they'llhave zongzi again next year.

—What do you like best about the DragonBoat Festival?

—I love the races，I think that they're funto watch.

I've put on five pounds!

I wonder if it's similarto the Water Festival of the Dai people in Yunnan Province.

People go on the streetsto throw water at each other.

You will have good luckin the new year.

学习重点

1.重点短语和句型

2.that，if 和whether 引导的宾语从句

学习难点

that,if 和whether 引导的宾语从句

自主学习

一、预习课本P9-10新单词并背诵，完成下面的汉译英。

1.月饼________2.灯笼________3.陌生人________

4.亲戚________ 5.磅________

二、认真预习1a-2d内容找出下列短语和句型。

1.增加

2.Bill 想知道明年他们是否还能吃粽子。

3.—关于端午节你最喜欢什么?

—我喜欢比赛，我认为他们看起来很有趣。

4.我增加了5磅。

5.我想知道它是否和云南傣族的泼水节一样。

6.人们都上街彼此泼水。

7.在新的一年你将会有好运。

课堂导学

Step 1情景导入

Teacher：There are many traditional festivalsin China，likethe Chinese Spring Festival，the Dragon Boat Festival，the Lantern Festival andso on.Do you know when the festivals are and what people do on the festivals?Now please discuss with your partnersin groups.

环节说明：以中国的传统节日为话题，学生易于接受，学习欲望比较强烈。同时让学生对中国的传统节日有更多的了解。

Step 2完成教材1a-1c的任务

1.认真观察1a图片，根据图片所提供的信息将图片和节日匹配。完成后小组内互相核对答案。(3分钟)。

2.认真阅读1b中的句子，并且理解句意，为听力做好准备。(2分钟)

3.认真听录音，根据听到的内容判断句子的正误，在正确的句子后面圈出T，在错误的句子后面圈出F。完成后集体核对答案，完成课本上1b的听力任务。(3分钟)

4.再听一遍录音，并跟读对话。(2分钟)

5.结对练习1a图片中的对话，并请一些学生表演出他们的对话。(3分钟)

6.仿照1c的对话形式与搭档来谈论1a中的节日，并邀请几组学生表演对话。(5分钟)

参考案例

A：What do you like best about the DragonBoat Festival?

B：I love the races, I think that they'refun to watch.

7.小结训练。(3分钟)

(A)1.—I'm not sure ________there are living things on other planets or not.

—Even scientists aren't sure aboutit.

A.whetherB.whereC.whyD.that

(B)2.I can't decide ________to buy this bike or not.

A.when B.whether C.if D.where

(A)3.I've decided to goto London next weekend.Iwas wondering ________ you could go with me.

A.if B.when C.that D.where

(C)4.He knew ________ heshould work hard.

A.if B.when C.that D.where

环节说明：听说结合，第一时间向学生传达语言目标，通过结对对话练习和小结训练，使语言目标得以强化。

Step 3完成教材2a-2c的任务

1.认真阅读2a中的句子，并且理解句子意思，为听力做好准备。(2分钟)

2.认真听Wu Ming 和Harry的对话，根据对话内容圈出句子中的正确单词，完成后集体核对答案。(3分钟)

3.再听一遍录音，根据录音内容完成2b的填空，完成后集体核对答案。(3分钟)

4.听第三遍录音，学生跟读。(3分钟)

5.学生利用2a, 2b中的信息仿照2c 的形式编练新的对话，并要求多组同学表演对话。(5分钟)

参考案例

A：What did you do on your vacation?

B：I visited my cousins.I think thatwe ate five meals a day!I've put on five pounds.

A：I guess the food was delicious，right?

6.小结训练。(3分钟)

(A)1.She asked ________I was a teacher.

A.if B.when C.that D.where

(C)2.He said ________ hewas doing his homework.

A.if B.when C.that D.where

(B)3.The boy likes eatingmeat and never exercises，and he ________ two pounds every month.

A.puts down B.putson C.puts up D.putsoff

(C)4.He enjoys ________his summer holidays with his cousin in Qingdao.

A.spend B.spendsC.spending D.tospend

环节说明：通过听、说、读、写学习训练让学生掌握了本节课的语言目标，并且使学生的口语表达能力在这一环节得到提升。

Step 4完成教材2d的任务

1.学生自读对话，回答下面的问题。(5分钟)

1)When will Clara go toChiang Mai?

2)What does Ben want toknow about the Water Festival in Chiang Mai?

3)What do people do onthe Thai New Year?

2.大声朗读2d中的对话，读熟后与同伴结对练习，分角色表演对话。(3分钟)

3.邀请三组来表演对话。(5分钟)

4.小结训练。(3分钟)

1.我想知道它是否和云南傣族的泼水节相似。

I wonder if it issimilar to the Water Festival of the Dai people in Yunnan Province.

2.我们应该互相帮助。

We should help eachother.

3.祝你好运!

Good luck to you!

环节说明：将对话问题化，既能锻炼学生的思维能力又能加深对课文的理解。小结训练又对对话中的重要知识点进行了巩固加深。

Step 5问题探究

宾语从句

1.我听说一小时后他会回来。

I_heard_that_he_would_be_back_after_one_hour.

2.我想知道他是否住在那里。

I_wonder_whether_he_lives_there_or_not.

3.我不知道它是不是一只鸟。

I_don't_know_if_it's_a_bird.

宾语从句是主从复合句的一种。主从复合句是由一个主句和一个或一个以上的从句构成的。主句是复合句的主体，从句仅仅是主句的一个成分，它从属于主句，不能独立。从句在全句中充当什么成分，就叫什么从句。宾语从句在全句中作宾语。

当宾语从句由陈述句充当时，用从属连词that引导，它在句中无实在意义，在从句中不能充当成分，在口语中往往省略。

当宾语从句由一般疑问句充当时，用从属连词whether或if引导，它们在从句中的意思是“是否”，不作句子成分。

注意：与不定式连用，做介词的宾语从句为选择疑问句或与or not连用时要用whether。

如果主句是表现在的时态 (包括一般现在时，现在进行时，现在完成时)，从句的时态可根据实际情况而定，(包括一般现在时，现在进行时，现在完成时，一般将来时等)

如果主句是表过去的时态(包括一般过去时，过去完成时)，那么从句的时态一定要用相对应的过去的某种时态(包括一般过去时，过去进行时，过去完成时，过去将来时)

宾语从句的语序用陈述语序：连词+主语+谓语+其他.

当堂评价

请学生们做前面课时训练部分。

九年英语课件 篇5

学习目标

1.重点单词：pronounce，increase，speed，partner

2.重点短语：spoken English，reading speed，make mistakes

3.重点句式：

I can't pronounce someof the words.

I don't know how to increasemy reading speed.

I often make mistakes ingrammar.

—I don't have a partner to practiceEnglish with.

—Maybe you should join an English club.

学习重点

能够听懂学习方面遇到的问题并能提出建议

学习难点

能够听懂学习方面遇到的问题并能提出建议

自主学习

一、预习课本P5新单词并背诵，完成下面的汉译英。

1.发音(v.)________2.增加________

3.速度________ 4.搭档________

二、认真预习1a-1e找出下列短语和句型。

1.英语口语

2.犯错

3.我不能发一些单词的音。

4.我不知道怎么提高我的阅读速度。

5.我经常在语法方面犯错误。

6.我没有练习英语的同伴。

课堂导学

Step 1　情景导入

Teacher：Do you have any problems learningEnglish?

Students：Yes，we do.

Teacher：Can you talk about your problems?

Student1：I can't remember the new words.

Student2：I read very slowly.

...

环节说明：由学生学习过程中遇到的困难为话题引出本节课所学内容，贴近生活，让学生想学乐学。

Step 2　完成教材1a-1b的任务

1.大声朗读1a中的句子，小组讨论理解每句话的意思。(3分钟)

2.学习英语是不容易的，在学习的过程中你遇到的问题是什么呢?根据自己的实际情况选出你学习中存在的问题，完成后小组内互相交流。(3分钟)

3.在学习英语的过程中你还有哪些困难，把它们写到1b的横线上，写完后小组内互相交流并给他人提出建议。(5分钟)

4.小结训练。(2分钟)

1.If you are more careful，you will make fewer mistakes(mistake).

2.It's very difficult topronounce(pronunciation) the new words.

3.It's easy for us to understandspoken(speak) English.

4.I read very slowly.Howcan I increase(increase) my reading speed(speed)?

环节说明：通过本环节的学习让学生练习了重要的句型，同时对话练习又提高了学生的口语表达能力。

Step 3　完成教材1c-1e的任务

1.认真阅读1c，1d方框中的句子，为听力做好准备。(2分钟)

2.认真听第一遍录音，把Paul 在英语学习中遇到的挑战补充完整。(2分钟)

3.认真听第二遍录音，把1d中的解决措施补充完整，并在小组内订正答案。(3分钟)

4.听第三遍录音，并跟读，整体感知对话。(3分钟)

5.利用1b，1e中的信息，仿照1d的形式两人一组来练习对话，并邀请几组学生表演对话。(5分钟)

参考案例

A：I don't have a partner to practiceEnglish with.

B：Maybe you should join an English club.

6.小结训练。(3分钟)

(B)1.Why don't you ________an English language club to practice English?

A.take partB.join C.join in D.attend

(B)2.一I don't have a partner ________.

一Maybe you should join a study group.

A.to practice English B.to practice English with

C.practicing English D.practicing English with

(D)3.I don't know how ______across the river.

A.swam B.swims C.swimming D.toswim

Step 4　问题探究

1.It's very difficult forus ________(pronunciation) the words.

答案应该为to pronounce，本题中含有句型：It's+adj. for sb. to do sth..pronunciation为名词，所以要用它的动词pronounce，因此本题的正确答案为to pronounce。

(　)2.Did you make a mistake ________again?

A.spell B.inspell C.in spelling

答案选择C，make mistakes 意为“犯错，出错”，常与介词in连用，又因为in为介词，所以后面的动词要用现在分词形式，答案为C。

当堂评价

请学生们做前面课时训练部分。

九年英语课件 篇6

tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, ski, cream,

toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out

2) 功能：

询问事物对自己或别人的影响；学会比较、选择对自己有影响的事物，并正确处理一些实际问题。

3) 语言结构：

make 的用法：make sb. / sth.+ adj. make sb. / sth. + do …

4) 句型：

— loud music makes me tense.

— sad movies make her want to leave.

— waiting for her made me angry.

能听懂本课学习活动中的问题，并能作出较得体的回答。

2) 说：

能正确朗读本单元对话和句型；能在任务型活动中使用本单元所学的`语言知识进行简单的交流，如：对话、调查采

访、讨论等。

3) 读：

能完成本单元短文阅读任务；扩展视野，获取更多与本单元话题相关的信息和知识。

4) 写：

能写出本节课学习的单词和句型，能运用目标语言写出不同事物对自己的影响。

3．学习策略：

1) 资源策略，个性化学习（搜集与话题相关的资料）。

2) 交际策略，合作化学习，启发思维。

4．情感目标：

1) 感知不同的事物对自己的影响，从而学会选择适合自己的东西或生活方式。

2) 不是所有的广告都是真实的，学会不去买自己不需要的产品。

tense, owner, scientific, pink, lighting, therefore, serve, design, uncomfortable, smoke, mysterious, shiny, silly, skin, cream,

toothpaste, aim, specially, useful, product, confuse, mislead, aim at, for instance, keep out

2) 句型：

熟练运用以下句子进行语言交流：

loud music makes me tense.

sad movies make her want to leave.

waiting for her made me angry.

2．教学难点：

1) make sb. / sth. + adj.

2) 感官动词后作宾补的不定式省略to的用法。

这个单元的语言结构“make + 宾语 + 宾补”很重要，是考试中经常考到的知识点，这种结构在作文中也很常用。话题“谈论事物对自己情绪的影响”也很实用。

教师可以根据学生情况，安排复习教材1—5册与此话题相关的单元。例如：

book1:

unit 4 where’s my backpack?

unit 5 do you have a soccer ball?

unit 10 can you play the guitar?

book2:

unit 2 why do you like koala bears?

unit 5 how was your weekend?

unit 9 it’s raining!

unit 10 where did you go on vacation?

unit 11 what do you think of game shows?

book3:

unit 1 how often do you exercise?

unit 3 what are you doing for vacation?

unit 8 how was your school trip?

unit 11 could you please clean your room?

book4:

unit 3 what were you doing when the ufo arrived?

unit 7 would you mind turning down the music?

unit 8 why don’ t you get her a scarf?

book 5:

unit 4 what would you do?

本课时完成教材section a部分内容。让学生激活已学过的与情感有关的词汇，引出本单元话题，并了解本单元目标语。教师可以参考教学设计section a: step 1—step 20。

本课时完成教材section a，学习教材p104的3a—activity 4，通过阅读和口语表达，运用巩固目标语。教师可以参考教学设计section a: step 21—step 30。

本课时完成教材section b部分内容，学习教材p105的1a—2c，在熟悉本单元目标语言的前提下，引入日常情境，介绍更多实用词汇和场景，进行听说训练。教师可以参考教学设计section b: step 1—step 14。

本课时完成教材section b，学习教材p106 的3a—activity 4，通过阅读和写作训练，使学生进一步掌握本单元目标语言。教师可以参考教学设计section b: step 15—step 23。

完成教材self check单元基础练习检测和reading。教师可以参考教学设计self check。

revision lesson of unit 13 处理相关练习2。

建议教师安排扩展资源中的相关任务，使学生的知识能够得以巩固与延伸。

进行单元复习：教师通过安排单元复习以及课后的巩固测试，检测学生在完成学习内容时出现的疏漏与疑问，并可依据课文进行讲解。

九年英语课件 篇7

新目标九年级英语教案示例第十四单元第二课时教学设计作者：思全英语辅导第二课时教学设计

1.能进一步用所学的目标语言谈论现实生活中已经发生的事情。

复习旧课(Revision)：

老师通过一个一个地提问学生来复习昨天所学的目标语言。T：Have you finished yesterday's homework yet?Have you cleaned the classroom yet?Have you reviewed your lesson?Have you past the test?.也可以让学生相互问答。

呈现新课(Presentation)：

老师介绍自己最近的情况。T：I am very busy recently.I have so many chores to do every day.But Iam busy with my work every day.So Ihaven't done most of them.I have already done.I haven't done.yet.

(通过老师介绍自己最近的情况，引出本课的话题，自然流畅。同时，让学生更多地了解生活中的老师，拉近了师生间的关系，为进一步学好英语打下基础。)

阅读3a.

(1)介绍完自己后，马上转入本课的话题。How about Crystal?What chores does she have to do?Read 3a,underline the different chores.

(通过让学生找出作者及其祖父所要做的不同的家务，锻炼学生泛读课文，找出文章主要内容的能力。)

(2)仔细读课文，回答以下几个问题：

a.Why didn't Crystal get back to Jake sooner?

b.When did she start her homework?

c.Why hasn't she done any of the things yet?

d.What chores did her father often do when he was akid?

(通过让学生回答以上有关细节部分的问题，进一步锻炼了学生仔细精读课文能力，同时，学生进一步理解了课文中的较难句子。)

(3)学生再次读课文，加深对课文的理解。

(1)老师读本部分的指示语，帮助学生理解指示语的意思。

(2)老师简单介绍三幅图画中的人物，以及时间表中的内容。

(3)学生读表中的词组，确保学生理解每个词组的意思，并要求学生把其中的'动词原形转化成过去分词。为操练对话做准备。

(4)学生读右边的对话。

(5)老师让一位好学生协助老师做一个示范。假设老师是图片中的三个人中的一个，学生通过提问来猜出老师到底是哪一位。可以多做几个示范。

(6)学生按照指示语的要求，仿照右边的对话，四人一组进行操练。三位学生通过轮流提问来猜出另一位学生，到底是图片中的哪一位。

work.

(1)老师读指示语，确保学生明白指示语的意思。

(2)要求大家一起说出本星期应该做的事情。(have aclass/grade/school meeting,havean exam,run for charity,have abasketball match,make astudy plan,clean up the school,.)为以下的操练提供素材。

(3)据大家提供的素材，学生在表格中填上自己已经完成的事情，以及还没有完成的事情。

(4)做一个调查报告，运用所学的目标语言，调查两位同学，在本星期内已经做了哪些事，还没有做哪些事。

A：What have you done in this week?B：I have already had aclass meeting.

A：Have you had an English exam?B：No,I have had it yet.

巩固和拓展(Consolidation and Extension)：

完成一个任务。今年是初三年级的最后一个学期，为了考上理想的高中，自己已经做了哪些事情，还有哪些没有做到，今后还应该怎样做。运用所学的目标语言，以小组为单位，用英语进行交流和讨论。最后，老师抽查几位学生。

(通过这个活动，学生进一步巩固和拓展了所学的目标语言，同时，通过交流和谈论，学生们反省了近期来自己的优点和缺点，为取得更大的进步打下基础。)

作业布置(Homework)：

要求学生运用目标语言，写一篇周记，小结这一个星期来，自己已经做了哪些事，还有哪些事没有做，为了取得更大进步，今后还应该怎样做。

小学六年级英语课件

我们经常会在阅读时读到一些优秀的范文，一篇好的范文会让我们学到东西，通过阅读范文可以把我们心中的想法表达出来。经常阅读范文能提升我们的写作能力，写优秀范文需要包括呢些方面呢？以下是小编为大家收集的“小学六年级英语课件”仅供您在工作和学习中参考。

小学六年级英语课件【篇1】

一、教学目标与要求

1. 能够听、说、认读what，where，when引导的特殊疑问句并能做出相应回答。

2. 能够听、说、读、写四会句子：Where are you going this afternoon? Im going bookstore.What are you going to buy? I am going to buy a comic book.

3. 能够听懂Lets try部分的对话并完成听音选图的练习。

4. 能够使用各种疑问句釆访他人的活动安排并做记录。

二、教学重、难点分析

1. 本课时的教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流。

2. 本课时的教学难点是学生能运用what，where，when疑问句进行真实的交际以工组四会句型的正确书写。

三、课前准备

1. 教师准备一张简明地图，标出bookstore，shoe store，fruit stand，pet shop等场所。

2. 教师准备各商店所出售的货物的'小卡片。

3. 教师准备录音机和本课时的录音带。

4. 教师课前在黑板上画出下列表格：

四、教学步骤和建议

1、热身(Warm-up)

(1)全班一起吟唱Lets chant的歌谣。

(2)单词拼写小能手

要拼写的单词包括：this morning／afternoon／evening，next week，newspaper，postcard等。可采取小组合作的“接龙式”拼写形式；也可以选取组内一名学生拼写全部单词。拼出单词最快最多的组获胜。

(3)教师出示简明地图，师生问答如下：

r：What shop is it?

s：Its a bookstore.

r：What can you buy in the bookstore?

s： …

在学生回答各商店所出售的物品时，教师根据其回答贴出物品的小卡片，如：

Fruit stand：orange，apple，pear，banana….Shoe store：sneakers，sandals，boots….(此时可引导学生说“a pair of sneakers／boots’等)

2、预习(Preview)

Lets try

教师指着地图中的商店及各商店所出售的物品说：Look!There are so many stores

and so many goods.Lets listen to the tape and find out：

①Where is Sarah going?

②What is she going to buy?

③Who is she going with?

教师放三遍Lets try部分的录音，以上问题可根据学生的实际情况分三次提出，直到多数学生能回答并能将前两项答案填人教师课前画出的表格中。在填表过程中，教师请学生一起拼写其中的四会单词，如：bookstore，comic book。

录音内容如下：

Chen：Hi，Sarah，where are you going after school?

Sarah：Hi，Chen Jie. Im going to the bookstore.

Chen：What are you going to buy?

Sarah：Im going to buy a dictionary.

Chen：1 want to buy a comic book.Lets go together!

Sarah：OK!

3、新课呈现(Presentation)

Lets talk

(1)“my shopping plan”

教师指着黑板上的简明地图及表格说：Look， Sarah and Chen J1e are going t(bookstore.Where are you going? What are you going to buy? When are you going？ Please write a shopping plan.指导学生结合表格中的购物地点、时间及商品三项提示，根据自己的购物；制定一个购物计划，组内学生可以互相交流讨论。

学生做好计划后，师生根据表格中的三点要求：where，what，when进行。

(教师将获得的信息逐项填人表格)，如：

了：Where are you going?

s：Im going to the fruit stand.

r：What are you going to buy ?

s：Im going to buy some apples.

r：When are you going?

s：I am going at 5 oclock in the afternoon.

教师先与几名学生进行上述对话，再由学生提问来获知教师的购物计划由学生将有关信息填人表格中。 学生两人一组互相了解对方的shopping plan，灵活运用where，when，what导的三个疑问句互相提问和回答。

(2)教师放课文的录音，学生静听后跟读，再分角色朗读。

(3)学生两人一组根据课本上的替换图对对话中的各种信息进行替换，教师文指导，并请几组学生进行示范。

(4)教师引导学生进行四会句子的书写。

Pair work

(1)学生两人一组相互采访，根据表格中提供的三个疑问句了解同伴当天下午活动安排(不一定是购物)，并简要记录信息。

(2)教师请几组学生在班级内演示采访过程。教师可对采访者的采访记录进行调查和评价，也可在不同桌的学生之间展开互评。

4、巩固和延伸(Consolidation and extension)

(1)学生抄写本课时的四会句子。

(2)学生课后对父母或朋友的近期活动进行采访，记录结果并录音，把文字及料以及录音材料交给教师。

(3)学生吟唱本单元的歌谣，录音后与录音带进行比较，不断改进语音语调。

课后反思：

本课的教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流，也是难点所在。学生通过本单元前四课的学习基本上掌握了将来时的表达方法:What are you going to do?---I’m going to……这个句型。但本课是在此基础上增加了另外两个以where/when来提问的特殊疑问句，学生很容易把哪里、什么时候、干什么混淆在一起。所以下节课还应重点操练这三个句型。

小学六年级英语课件【篇2】

一、教学目标与要求

1、能够理解并会朗读Let’s read部分的短文，并回答课后问题。

2、会唱歌曲“The way I feel”。

3、了解Good to know部分内容。

二、教学重点与难点

1、重点是理解并正确朗读短文。

2、难点是理解条件状语从句和时间状语从句，并简单回答。

三、课前准备

1、教师准备本课时所需的词卡。

2、教师准备录音机和录音带。

3、教师准备本单元的挂图。

四、教学过程

1、Warm—up

（1）播放Let’s chant，师生一齐吟唱。

（2）教师出示Let’s learn的教学挂图，随意指向图中的一个人物，要求学生根据人物特征快速配音，如“I have a cold”。

2、Presentation and practice

（1）“辨别真假”活动。

学生分成两大组，一组说“I have aheadache.”同时做头疼或其他动作和表情，另一组来判断，动作和句子意思一致，说：Yes.不一致说：No.

（2）教师接着说新句子：I have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：How do you feel if youhave the flu？让学生回答各种症状，如：I have a headache. I have a sore throat.

教师说：If youhave the flu，you should go and see the doctor or take some medicine.教授新单词medicine和短语take some medicine.

（3）指导学生阅读短文，用简单明了的图片理出文章的线索，分化篇章难点，帮助学生理解文章大意。引导学生边思考边阅读文章。

Sore throat see a doctor

Nose hurt have the flu take some medicine and drink hot water

Have a headache stay in bed

（4）Let’s sing.教师用简笔画画三张脸来表示happy，sad和mad.教师播放录音，学生静听，教师略讲歌词大意，学生跟着学唱歌。

（5）Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，并核对答案。

（6）活动名称：哑剧表演

活动目的：巩固新词组，并导入句型“What’s the matter…？/ Do you have a …。”

活动准备：准备一些写有词组的小纸片。

活动过程：把词组写入小纸片，抽到纸片的同学表演动作，其他同学运用“What’s the matter…？Do you have a …。”提问，要求表演的同学运用“I feel sick. / I have a…”来回答。

（7）看病开处方。

一名学生扮演医生，另一名学生扮演病人，医生边询问病情边给病人开处方，增强学生的口头语言表达能力。

D：Good morning，… S：Good morning，doctor.

D：What’s your name？S：My name is …

D：What’s the matter？S：I feel sick.

D：Do you have a headache？S：Yes.

D：Do you have a fever？S：I don’t know. I feel very cold.

D：Do you have a sore throat？S：Yes.

D：Come to me and say “Aha” S：Aha…

D：You have a cold. S：Oh. What should I do then？

D：I’ll give you some medicine. Drink some water and stay at home for threedays.

处方：

Name：Mike Age：12 Sex：F

Symptom（症状）：Have a headache，Sore throat，Nose hurt.

Diagnosis（诊断）：have a bad cold.

Advice（建议）：take some medicine and drink hot water stay in bed.

3、Consolidation and extension.

（1）学生听读P18五遍。

（2）表演动作表情给家长看，并用英语介绍。

五、板书设计：

Unit 2 What’s the matter，Mike？

have the flu take some medicine.

drink hot water stay in bed.

小学六年级英语课件【篇3】

小学英语教学设计

Book8 Leon21：Summer Holiday 教材分析：

本课的教学内容选自冀教版小学六年级英语八册Unit3的一课。本单元Li Ming、Danny尽情享受夏季的各种活动，并且讨论他们的暑期计划。本课课文主要学习beach、ocean、三个词汇，并通过Li Ming、Danny谈论暑假活动的对话，复习过去时和will构成的将来时。 学生分析：

班内学生已经有一定的英语基础，具备了一定的听、说、读、写能力，但是也出现了不同水平的分层现象，学生已经了解 will构成的将来时的结构，但缺乏练习和应用。 教学目标：

1、知识与技能：本课要求学生读、写、听、说并听懂词汇：ocean、sand、beach，通过学习课文中的对话，复习will构成的将来时，学生了解夏季活动的表达方法，并运用到自己的生活中，从而培养学生的综合能力。

2、情感态度价值观：设置真实的情景吸引学生参与到教师设置的各个环节中，继续激发学生的英语学习兴趣，使培养学生良好学习习惯的同时，提高与他人交往的能力。

教具准备：教学课件、一张有关海滩的张贴画、词汇卡片 教学过程：

Greetings T: Hello, boys and :Hello, teacher T:Are you ready for English cla? S: Yes.(通过简单的问候,稳定学生的情绪,将注意力转移到英语课堂中来) 一、Review T：I’m very happy ? Do you know? Because I will buy a skirt tomorrow, I want to know what will you do ? S1: I will go to the : I will… S3: I will…

(通过师生之间平等的交流、对话，复习will构成的将来时,同时这种交谈为学生的英语表达提供了真实的语境，让学生在自己的生活中将所学的语言运用自如.) 二、New Concepts T：Cla，there is a holiday in June， and we don’t go to is it? S:暑假.T: That’s ’s summer we will learn Leon21 :Summer Holiday S：学生理解课文题目

T：Cla ，Do you like summer holiday ？ S：Yes,we : Me I can go on a where do you like to go on your summer holiday ? S1: I will go to Bei Jing .S2…

T: Ok, today I want to take you to many beautiful places, Let’s go ,Ok? S: Ok ,Let’s go.(教师通过和学生聊天自然的导入新课.在这一过程中,通过教师的引导,学生用英语自由谈论自己的想法,最后教师的邀请设置了小小的悬念,使学生对本棵充满了好奇,同时也为本课的学习增添了趣味性.) 1、出示海滩图片学习词汇：beach、ocean（在学习词汇的过程中可采用以下方法增强趣味性:读词由“快”到“慢”，或相反；由“强”到“弱”或相反。反复练习单词的读音，最后通过整体读、单个读、整排读等多种方式拼读单词。） T：On the beach ， What can we do ？ S：Swim。

T：Today ，Let’s look Li Ming and Danny, what do they do ? (通过教师与学生用英语的对话,给学生营造出学习英语的氛围,并激发了其用英语表达的欲望) 2、教学课件展示

T：First，listen to the tap and answer the questions“（1）What did Jenny do last summer？

（2）What will she do this summer？”

并且请你注意第一段和第二段的动词词组有什么不同为什么？ T：Question （1）？

S1：She went to the lake … S2: She swam… S3: She played …

T：Now，talk about your last summer in your groups 。

(通过教师的提示让学生体会出这些事是发生在去年暑假,所以动词要用过去式，教师在此处通过让学生小组讨论自己去年暑假的趣事的同时让学生大量练习了过去式的用法，使这种巩固练习自然、有趣，不枯燥)（完成课件中question１） T：Question（2）？ S1:I think we will… S2:I will play …

(在学习这段课文时注意勾出动词词组 go on a trip、play on a beach,并提示学生计划以后的事情要用将来时的表达方式，) （完成课件中question２） 3、出示飞机图片，告诉学生李明在6月25日将要乘坐这架飞机提出问题：What will Li Ming do on June twenty-fifth？ （在这段中学生通过自己读课文回答老师问题） S1：Li Ming will go home 。 S2：He will …

在知道了李明要回家以后,教师再次提出问题李明回家以后What will he do ? (学生再次通读课文,教师出示相应情景的图片,通过图片的提示使学生更好的理解课文内容) （完成课件中question３） S1: He will say hello… S2: He will visit … S3: He will play …

T：What will you do this summer ？Talk about in groups .S1:I will … S2:…

(结合课文,给学生自由讨论的空间,让学生在课文的基础上运用这些语言,懂得怎样使用得当,提高了其表达能力) （完成课件中question３） 三、情景表演 通过教师出示图片、关键词提示让学生分组表演本课对话，学生还可以用简短的话复述或表演某一情景。

（在这一部分中，要考虑到部分学困生的实际情况，可以降低要求，如借助书只表演一部分，这样会大大增加他们学习英语的自信心） 四、家庭作业

可以让学生说一说自己的假期计划

小学六年级英语课件【篇4】

作为一名小学英语六年级教师，在每一堂课结束后，我都会进行反思，总结课堂教学的得失和不足之处。以下是我根据这个标题详细、具体且生动地撰写的一篇文章。

在过去的一个学期里，我担任了小学六年级英语教师的职务。每一次上课都是一次新的挑战，不仅要让学生掌握英语的基础知识，还要培养他们的听说读写能力。因此，我总结了一些课后反思，以便改进自己的教学。

首先，我发现学生对课文的理解和应用能力有待提高。在教学过程中，我注重让学生通过听说读写的综合方式学习英语。然而，有些学生对课文的理解不够深入，只知道直译，没有真正理解课文的含义。因此，在下个学期的教学中，我计划提前预习课文内容，了解每个单词和句子的意思，以便更好地引导学生理解和运用。

其次，我发现学生的听力技巧有待提高。在课堂上，我经常给学生播放英语录音，帮助他们提高听力能力。然而，有些学生在听力理解上还是有困难。他们不能准确抓住录音内容中的关键信息，导致答案出错。因此，我计划在下个学期的教学中，增加一些听写和听力训练的活动，帮助学生提高听力技巧和理解能力。

第三，我还发现学生的口语表达能力有待提高。在学习英语的过程中，口语是非常重要的一部分。然而，有些学生在口语表达上缺乏自信，不敢开口说英语。为了改善这种情况，我决定在下个学期的教学中，增加一些口语训练的机会，让学生进行小组对话和角色扮演，提高他们的口语表达能力和自信心。

最后，我认识到我在课堂管理方面还有很大的提升空间。有时候，学生会出现上课迟到、不守纪律等问题。作为教师，我应该更加严格地要求学生，培养他们良好的行为习惯。在下个学期，我计划制定更多的课堂纪律规定，并采取积极的激励手段，让学生珍惜课堂时间，共同营造一个良好的学习氛围。

总结起来，作为一名小学英语六年级教师，在课后反思中，我意识到学生对课文的理解和应用能力有待加强，听力技巧和口语表达能力也需要进一步提高。同时，我也认识到自己在课堂管理方面需要更加严格要求学生。为了改进这些问题，我已经制定了相应的改进计划，希望在下个学期的教学中能够取得更好的效果。

小学六年级英语课件【篇5】

说教材

今天我执教的这节课是六年级下册中的Unit 4 Part B Let`s try Let`s talk 。本单元是围绕着My holiday 这一话题对一般过去时进行深入的学习，本课是继AB两部分词组的一般过去式和用Where did you go on your holiday ? 和What did you do there ?句式发问之后，进一步加入特殊疑问词How 来引导的特殊疑问句展开学习。

说目标

根据本教材的特点及新课标对六年级学生学习英语的要求,制定以下教学目标.

1. 教学目标

认知目标 能够听说读写句型How did you go there ?I went ….

能力目标 能够用一般过去时询问别人和回答自己在过去一段时间所去的地点，出行方式，以及做了什么。

情感目标 通过本课语言知识的学习,教育学生熟悉身边的人所做的事情,并能经常做到关心他人.

2. 教学重难点

重点: 听说读写四会句子。

难点: 以引导的.特殊疑问句的不同含义。

说教法

1. 教法设计

在应用任务型教学法的大前提下,利用情景教学法,以学生为中心,以交际为主线,通过一系列的教学活动吸引学生的注意力,有利于学生学习英语知识,发展语言技能.我们提倡用整句教学法和润物细无声的教学法。

2. 学法指导

在学习语言中注重以人为本,让学生感到他们是一个发现者、 研究者和探寻者.在本课的学习活动中,用多媒体课件辅助教学,以多种合作学习的方式来帮助学生自己去探索、 发现和解决问题,让学生在互动和交流中建立自信,感受学习的快乐.

3. 教学手段

用多媒体辅助教学,将英语学习和游戏结合,引导学生积极主动地投入到学习活动中去.

说过程

一、热身活动

首先用节奏明快的歌谣进入课堂，创设轻松愉悦的英语学习氛围。

二、组织教学和导入

用How are you ?来师生问好。引出本课的重点-----由引导的特殊疑问句，接下来用How do you go to school? How do you go to Shanghai?等来发问，复习由How 引导的一般过去时的疑问句和各种不同的出行方式。为本课重点内容打下基础，并且在学生说得好的时候，引出感叹句How …! 在不知不觉中学生明白了在感叹句中，How 表示多么的含义。这样分散了难点。

三、新授

大屏幕出示上一课的词组，请同学们看图回答教师的问题，由Where 引导的疑问句，接下来切入本课重点How did….?这个难点是用一般现在时到一般过去时变动来比较学习的，这样水到渠成的落实了重点内容，自然流畅，在这里我贯彻是的“润物细无声”的教学方法，当师生之间对话三组后，让生与生对话，给学生创设一种真实的语言环境，使学生能够整体感受语言。

抓住学生对本课重难点内容已经掌握的这一契机切入本课课文。首先让学生看着大屏幕中的真实场景听电脑读，然后问你听懂了什么？这样培养学生的听力。

然后跟电脑朗读，感受真实的语音。然后让学生分组自由读一遍，理解其汉语意思。在此培养学生自主探讨，合作学习的习惯。在场里给课文配音，提高学生的学习兴趣。

四、操练

用Let`s try操练。然后让学生自由找搭档，创编对话。在学生汇报的同时完成第三块Let`s find out 。并且对优生进行知识的拓展,运用其他的疑问词发问.这一环节不但体现语言的交际性，工具性，而且使学生学会聆听。提高的听力能力。对尖子生也进行了拔高训练.

最后用活动手册进行操练，检验学习效果。

小学六年级英语课件【篇6】

第一部分 简要提示

一，年级：6年级

二，Unit 8

三，课题：Review and check

四，课型：单元复习课

五，教学目标：

1 通过复习，要求学生掌握四会单词，词组和句子。

2 通过本单元各个板块的复习操练，要求学生能综合运用所学的日常交际用语。

六，重点难点：在本单元各个练习中综合运用前三个单元的四会内容。

第二部分 教学过程

第一步：复习（5、6、7三个单元的重点内容）

T: Hello, boys and girls. What day is it today? (稍停,等待学生回答问题)

T: Yes, today is… What did you do last …?What else did you do ? ( 稍停,等待学生回答问题)

T: Look, what did David do on Sunday? (PPT2显示David 在看卡通片)

T: Yes, he watched cartoons. What else did he do ?

(PPT显示David在走向动物园,稍停,等待回答)

T: Now practice in pairs. (PPT3 显示一个男孩和一个女孩的活动,图下有时间和句型)

T: Look, (PPT4显示句子)Read after me.

(带读第一单元重点句式,结合PPT强调需要注意的地方)

T: Are these festivals? （PPT5显示节日）

T: Yes, they are festivals.

T: When’s New Year’s Day? (稍停)（PPT6呈现句型和答案）

It’s on the 1st of Jan.

When’s Halloween? (稍停)

It’s in Oct.

T: Now, Let’s match. Ask and answer with the sentence structures.

请和你的同桌用所给句型完成连线练习。(稍等)（PPT7显示其余的节日和日期的连线练习）

T: Are you right? Let’s look. (PPT完成其他连线练习)

T: What do people usually do on New Year’s Day? (PPT呈现句型)

Yes, they go to parties. Did you go to parties last New Year’s Day? (等待学生回答)

T: Please talk about Mid-Autumn Festival, Halloween, and Spring Festival with your partners.

T: Look at these pictures, what are they talking about? (PPT8显示3幅图片及句型) (稍等)

引导学生使用句型: Whose… is it/are they? It’s /They’re mine/his/hers/ours. 造句。复习第七单元名词性物主代词的用法。

(本步骤设计说明:本单元是综合复习,在本部分,教师安排对话、交流等形式复习旧知，为本课练习做铺垫。)

第二步：单元各板块综合练习

(一) B Look, read and respond

1 T: 刚才我们复习本册书后三个单元的重点内容,下面老师就来考考大家掌握的情况。Look at the pictures and try to practice with your partner. 同学们，请大家看这些图，和同桌试着说说图中人物的对话。

(PPT9显示B部分第一幅图的对话及句型提示)

(学生进行看图讨论)

2 T: OK. 现在请你们完成书上的练习吧!(学生口头完成书上练习)

3 (出示PPT10--12核对正确答案, 讲解容易出错的部分)

(二) A Look, match and say

1 T:刚才我们的是根据问句进行回答,相信大家都完成得不错.

下面老师要加大练习难度啦! Look at the pictures and try to practice with your partner. 同学们,请大家看这些图,和同桌试着说说图中人物的对话。

（PPT13显示第一幅图及句子提示）

（学生进行看图讨论30秒）

2 T: OK. 现在请你们完成书上的练习吧！（学生完成书上练习）

3 （出示PPT14--16核对正确答案，讲解易错部分）

(三) C Look, read and complete

1 T:刚才,我们练习的都是口头表达,下面我们来试试书面表达. Look!

(PPT17--19 显示各个单元重点句式中容易出错的地方,需要强调之处均为空白; 在引导学生自主归纳的基础上,出示PPT完整内容)

(学生进行讨论)

2 T: OK! Let’s try to finish this exercise. (出示PPT20及正确答案)

(学生完成C部分填空练习)

3 (出示PPT21--23 核对正确答案,讲解易错部分)

(四) D Play a game

1 T: 同学们,刚才大家做了很多练习,下面让我们来放松一下,一起做个游戏吧!

首先, 这是一个掷筛子的游戏,请根据图片顺序来解释一下游戏规则。

(PPT24--25 显示图片)

(学生尝试解释游戏规则)

2 T: 游戏规则就是象大家所描述的这样: 首先第一个同学根据所掷筛子的数字走棋子,并向第二个同学提问,如果第二个同学答对了就换成第二个同学掷筛子提问;如果答错了,第一个同学进行纠正,并继续掷筛子。

3 T: 下面，老师来跟全班同学一起做这个游戏。咱们用“石头，剪子，布”来决定谁先走第一步棋子。

（教师和学生代表进行“石头，剪子，布”游戏决定游戏顺序）

4 教师和学生之间开始游戏。

第三部分 说明

本节课为6A第8单元的内容，是5，6，7单元的综合复习。本课分为两个步骤第一步：综合复习后三个单元的重点句式；第二步：分板块完成各项目要求，并作重点提示。

这节复习课的sample 是根据大家讨论的结果来做的，我在做的过程中觉得还是需要商榷。希望大家再讨论：既然复习课只有一个课时，我们是完全按照教材内容把各个板块走一遍？还是根据本单元需要涵盖的内容组织各种形式的复习，重点内容的精讲，在讲解和活动的过程中选择本单元各板块的典型题例做个示范？（其余内容让使用教师自己操作）

小学六年级英语课件【篇7】

《丑小鸭》是人教版二(下)的一篇课文,也是安徒生非常有代表的作品，分享了小学丑小鸭课件资料，一起来欣赏吧！

2、能力目标：认识＜丑小鸭＞这一部童话作品的自传色彩。理解这一形象的社会意义，培养学生对文学作品的欣赏能力。

3、情感目标：丑小鸭之所以能成为白天鹅，是因为心中有梦，并向着梦想飞翔，让学生懂得命运其实没有轨道，关键在于要有对美好境界、美好理想的追求。

教学重点：通过丑小鸭的经历，认识到要成为“白天鹅，要经过自身的努力，重要的是要有天鹅一般高贵的灵魂。

教学过程：

一、导入：童年的记忆里，有许多美丽动人的故事，善良的白雪公主，可怜的卖火柴的小女孩，寂寞的嫦娥，慷慨无私的快乐王子。有过一只可爱的丑小鸭吗？－－－－板书课题

二、了解作者－－－学生介绍自己所了解的情况，老师作适当的补充（安徒生的生平可详细一些）。

四、你喜欢这篇童话吗？请谈谈你的理由。

丑小鸭“丑在什么地方？它刚出生时的处境是怎样的？请联系书中的语句来回答。

五、学生跳跃阅读全文后，进行研究性学习。

2、全文写了丑小鸭在哪几个地方的流浪生活？请分别找出来－－（明结构）

3、并简要概括它在各个地方所发生的故事。大家是怎样对待它的？丑小鸭又是怎样对待自己的生活的？请联系具体的语句来回答。－－（知内容）

4、找出童话中的若干人物（动物）形象，结合具体语句谈谈自己的看法。－（辨形象）

启发：老师看到了仁爱的农夫，是他在冰天雪地里救回了丑小鸭，我仿佛看到了那个时代善良仁慈乐意帮助别人的`人。（让学生自由发表看法）

（可悲的、可笑的、可鄙的、美丽的……可用分角色朗读的方法认识猫绅士与鸡太太）－－结合此题让理解文章的现实意义，理解本文童话的自传色彩。

5、你知道丑小鸭变成白天鹅的原因是什么吗？在文找出相应的语句并分析－－（悟主题）

关键句子：

A、想我还是走到广大的世界里去才好。

B、我要飞向他们，飞向这些高贵的鸟儿．．．．．．在冬天里受苦要好得多

C、只要你是一只天鹅，就算是生在养鸭场里也没有什么关系。

D、他到非常难为情，．．．．．因为一颗好的心是永远也不会骄傲的研究探讨：有人说，丑小鸭变成白天鹅是它是自己追求和努力的结果；有人说，他如果不被善良而又软弱的鸭妈妈赶走，就是最初生活的地方，也会变成白天鹅。你同意哪种看法呢？

（此题的设置，是让学生争辩，在思想的碰撞中，深入理解作品的主题。）

剖析：

1、丑小鸭之所以“丑“，是用鸭氏家族的审美标准来评价的；之所以在猫绅士和鸡太太眼里是无能的，也是用猫族及鸡族的能力标准来衡量的。所以人们永远也不可能承认它的美丽。

2、丑小鸭如果不离开老太婆家，去追求自己想要的生活，从而在灌木林中认识白天鹅的话，他永远也不能正确认识自己。

1、能够勇敢地离开那个让他饱受欺凌的出生之地，走向一个未知的世界。

2、能够舍弃所谓的温暖舒适的生活，去追求自己想要的生活。

3、它对自己的认识发现过程说明，没有对美好境界、理想生活的追求，不经历那么多的磨练，就不会发现自己其实也可以成为生活的一个奇迹。

………

七、拓展引申：

1、在我们的现实生活中，也有许多丑小鸭,他们经过自己的拼搏奋斗，最后也成为了一只美丽的白天鹅，欣赏文章－－－－＜把握生命的每一分钟＞、＜命运无轨道＞

2、请学生谈谈自己听了两篇文章的感受。

丑小鸭告诉我们：

1、成为“白天鹅，要经过自身的努力，重要的是要有天鹅一般高贵的灵魂。

2、命运无轨道，三分天注定，七分靠自己。

3、在拼搏中才能真正认识自己原来也可以变成“白天鹅“

4………

教后小结：

1、教学按照理线索－－明结构－－知内容－－辨形象－－悟主题的思路进行，各环节衔接紧凑，思路清晰，学生在“辨形象“一环中，表现出了一定的思想深度，在探讨丑小鸭变成白天鹅的真正原因的辩论时，气氛热烈，思维敏锐，水到渠成地完成了对主题的认识。两则课外选文朗读，使学生对丑小鸭的现实意义有了更深刻的认识，他们眼神告诉了我他们内心深处的感动。

2、分角色朗读对学生理解人物形象起到很好的促进作用。

3、不足：在处理“知内容“这一环节时教学时间偏多。以至于文中精彩片断朗读不够充分。

小学六年级英语课件【篇8】

【重点】

第三人称做主语，拼写他人名字，询问与他人有关的问题。

根据音标词能够正确拼写出单词。

【难点】

its 和 it’s 的辨析。

询问与他人有关的问题。

【过程】

一、热身/ 复习(warm-up / revision)

日常口语会话。

游戏：猜猜他是谁。教师叙述，学生猜，如果学生程度较高，也可以由学生来叙述。

eg: There is a boy. He has short hair, small nose… Who is he?

学生用He is … 或 His name is…回答。

说说自己：介绍一下自己的情况，复习第四单元内容，同时为新课做准备。

二、呈现新课(presentation)

教师展示图片 ( 小猫和小鸟 )

教师问：Who is she? Who is he? What are their names?

Do you know how to spell their names?

教师播放腾图教育资源中的配套课件。

回答刚才教师的提问。

模仿课文对话。教师播放声音，学生跟读。

两人一小组，练习对话。

请几组到前面来表演。

学习单词：教师读词，由学生试着拼字母。

教师带读单词。

学生做拼读练习。

游戏：看看哪组写的快：发给每组一张小纸条，从排头开始写：Can you spell your name?这句话，然后向后传，看哪组写得快，哪组写得好。

三、趣味操练(practice)

给课件配音：教师播放课件，但关掉声音，由学生来配音。

自编小对话：学生自愿结合，编写小对话。

请几组到前面来表演。

师生共同给予评价。

看图练习：教师或学生做示范：I have a bird. Its name is [′pCli ]. [ ka:l] [′mimi] [rEUz] [sAm] [keit] Can you spell its name?

让几个同学模仿。( 第51页练习 )

待学生明白教师的要求后，学生在小组中练习。

拼读音标词，拼出相应的字母。

替换操练。

小组竟赛：每组出一位同学，为下一组点一幅图，点一位同学。如果这个同学说得很好，就为组里加一分，否则不加分。最后看哪组分高，哪组胜。

its 和 it’s 的辨析。教师提问：你们知道“its”是什么意思吗?

那么“it’s”呢?

这两个词一样吗? (同时板书这两个单词)

学生可以讨论。

请同学汇报讨论结果。

教师总结。

请同学试着用这两个词造句，检查一下学生是否理解了。

四、扩展活动(add-activities)

介绍我的好朋友：学生根据平时的了解，和热身时同学的自我介绍，来描述自己的好朋友，但不要说出他的名字。请同学猜一猜他是谁?

拼一拼，写一写：根据音标词写出下列单词：教师给出下面单词的音标，请同学来写词：

can spell we wash hurry sorry weather water sun read do pass give very much big clock today Monday day week many fourteen

小学六年级英语课件【篇9】

小学六年级下册英语说课稿模板

1、教材分析

本单元围绕“周末活动计划”这个话题开展各项活动，所涉及的日常交际项目有介绍，打电话，询问和建议等，其中以询问What are you going to do…? 及We’re going to…为重点内容，主要涉及到的词语有： have school ，their plans for the weekend, be going to do, join sb. Yes, I’d love to. by the way, at the concert…。“周末活动计划”是学生乐于讨论的话题，语言的交际性和实用性都比较强。而第一课时进行的是A部分的教学，属于语篇教学，上述的知识点都要涉及。在教学过程中，主要通过各种形式的教学让学生感悟语篇、理解语篇、甚至运用语篇。所以在教学过程的设计上我比较注重从点到面、由浅入深，层层递进，最后达到理解和运用A部分的语篇的效果。

2、学情分析

本节课的授课对象是小学六年级的学生，他们有了一定的语言积累和会话基础，理解能力也有了较大的提高。但是初次接触“一般将来时”时，教学中，教师应注重创设情境，引导学生主动发现和总结规律，然后自己运用。在课堂设计中设计多种活动，调动学生的学习积极性，让学生乐意参与教学环节，达到灵活运用语言的目的。

3、教学方法分析

切实有效的`教学方式的成功教学的有力保证。我在教学中体现了“任务型教学”，力求创设和谐、愉快的课堂氛围，从而把英语教学过程变成语言的交际过程。根据本课内容，把课文分成了三个版块：导语、第一部分和第二部分，且条理清楚，层次分明，层层递进。首先、利用一个猜情境游戏，即操练一般将来时，又适时引出文本中的情境来呈现新知。第二、充分利用教材内容，通过多种活动形式对学生进行听读训练，在阅读中注重方法的指导。第三、通过任型务教学，让学生们在边学边练中整体把握课文。第四、通过创设情境，让学生们在语境中学，在学习的同时注重新旧知识的结合。

4、教学过程分析

本课时的教学过程主要分为以下几个部分。

一、Warming-up. 由于是借班上课，首先通过师生交谈和讨论周末计划的形式，既增进了师生的交流，也进行了新词汇的教学和新句型的渗透。

二、Leading-in. 在此环节中，通过talk about the teacher’s plan 引出一般将来时并在活动中操练，再通过Read and guess等形式进行一般现在时的练习和巩固，充分调动学生的积极性。在猜的游戏中引出Who is David going to do?带领学生学习前言部分。

三、Presentation and Practise. 这个环节是对A 部分语篇的整体把握和理解。首先通过看图问答和复述的形式进行前言的教学。然后通过听录音回答问题的形式教学第一部分的对话教学。先让学生阅读问题,然后带着问题去听.听的过程中学生抓住语言材料关键词,抓主要线索,抓整体,再通过自学问答的形式进行第二部分对话的教学。最后活动整体把握A部分的语篇。

四、Consolidation. 在此环节中，先是通过填空的形式再次巩固A部分的内容。并在板书的提示下复述课文，然后在计划学生们自己的周末计划。语言材料既要符合学生生活体验又要紧贴训练目标,合理设计题型，而阅读理解的设计是对所学知识的进一步运用。

最后，回家作业的布置是课堂教学的有效延伸，把课上所学延伸到课后。马上要到五一节，如何度过五一，让学生通过小练笔的形式，计划一下自己的五一计划。

四年级上册英语课件

本文是教师范文大全的编辑精心收集的有关“四年级上册英语课件”的信息，希望您感到满意并能继续关注我们的文章。为了教学更有顺利，老师会需要提前准备教案课件，需要老师把每份课件都要设计更完善。教案是教师和学生之间重要的桥梁。

四年级上册英语课件 篇1

1.师生用Good morning/afternoon. How are you?互相问候。

2.复习句型：Let's go to the…

Great! How do we go there?

Shall we go to the … by …?

练习“there”

3.看图片复习学过的单词(食物类、水果类、职业类、家庭用品类)。重点复习本课中的复现单词：a computer, a chair, a bookcase.

Step2. Presentation and practice

1、 出示第六课中的地点类的图片。

T: Look at my picture.

出示单词picture 并领读

S： 跟读。

T指图片) What's it?

S: It's a library.

T: What can you see in the library?

S: I can see a chair , a computer and some books.

(同样复习an airport, a station, a park, a zoo…)

T出示音乐教室图片)What's it?

S:…

T: It's a music room.

出示单词 a music room 示范朗读

S:跟读

2.T： What can you see in the music room?

S: I can see a piano, a chair , a violin and an accordion.

T: So you can say: There is a piano.

There is a chair…

Can you say like me?

S: There is an accordion…

There is a …

出示句型： There is a/an…

S:造句练习。

There is a piano .

T: There is a piano in the music room.

Can you say like this?

出示句型：There is a/ an … in the…

S:造句练习。

3、T： 出示办公室图片

T: What's it?

S: …

T: It's an office.

出示单词 an office 并领读

S：跟读

T: What can you see in the office?

S: There's a bookcase in the office.

T: What can you see in the bookcase?

S: (在教师帮助下 ) There are some books in the bookcase.

出示句型

同法教 a classroom, a playground, a blackboard.

Step3 A short break

1、Enjoy a song

欣赏本课的歌曲 In the classroom

2、A game“ Magic ears”

游戏规则：教师说本课单词，不发出声音，仅让学生看口型，学生根据教师口型猜测是什么单词。

Step 4. Learn to say

1、在黑板上写出课题Unit8 Open day 并领读

2、出示本课单词图片。学生看图说单词。

3、T：(示范)This is an office.

There is a/ an… on/ in the…

There are some …on/ in the …

Can you say something like that?

S:模仿教师练习句型。

Step5 Consolidation

1、看图说话比赛

教师出示情景图：杂乱的房间内有很多物品。

学生分两大组比赛哪组说的多，说的好。

用句型： There is /are… in / on the…

Step 6 Homework

1、听磁带，跟录音读对话。

2、单词抄写，各三遍。

一、 教学内容

《九年义务教育六年制小学教科书。牛津小学英语》4B第八单元第二课时

二、 教学目标

1、 能听懂、会说，会读，会拼写单词our

2、 能听懂、会说，会读，会写句型 What's in / on/ near…?

There's/ There are … in/ on/ near…

3、 会唱歌曲 In the classroom

4、 了解字母组合ch 在单词中的读音。

三、 教学重点

1、 熟练运用单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground , our

2、 能听懂、会说，会读，会写句型 What's in / on/ near…?

There's a / There are some …in/ on/ near…

四、 教学难点

1、 能听懂、会说，会读，会写句型What's in / on/ near…?

There's a / There are some …in/ on/ near…

五、 课前准备

教具准备 ：课前准备：本课的单词图片 及磁带录音机，教学挂图。

六、 教学过程

Step1. Revision:

1.师生用Good morning/afternoon. How are you?互相问候。

2. 看图片复习 本课中的单词

A game: guess the word

(教师说I am thinking of a word begining with /k/ , 学生猜测本课中由/k/开头的单词。)

3、出示一些专用房间图片(如教室，办公室等)

T: There's a table in the office.

There are some books on the table.

Make some sentences like this, can you?

S :造句练习。

Step2. Presentation and practice

1、 出示第六课中的地点类的图片。

T:Look at my picture.

T指图片) What's can you see in the picture?

S: I can see a library.

T: What's in the library?

S: There's a/ an… There are some …in/ on/ near…

出示句型： What's in the library?

S:跟读

2.T： What's in the library?

S: There is a …

There are some…

Who can ask me?

S: What's in the library?

T: There is / are …in/ on/ near

3、T： 出示办公室图片

Ask and answer in pairs, can you?

S:同桌操练句型

What's in the office?

There is a/ an … There are some…

Step3 A short break

四年级上册英语课件 篇2

教学目标

1. 能听、说、读、写词汇：drawing，great，be good at.

2.能听懂、会说句型：Do you like(学科名称)？

Yes,I do./No, I don’t. I’m good at …并且能在实际生活中灵活运用。21世纪教育网版权所有

3.能灵活自如地运用所学句型的一般疑问句及肯定和否定回答；激发学生学习英语的兴趣。

教学重点：

1. 能听、说、读、写词汇：drawing，great，be good at.

2.能听懂、会说句型：Do you like(学科名称)？

Yes,I do./No, I don’t. I’m good at …并且能在实际生活中灵活运用。21教育网

教学难点：

1.通过练习，掌握对话 ，能自主编出对话。

2.通过趣味课堂活动，激发学生学习英语的兴趣。

教具准备

小熊玩偶， 单词卡片， 各科课本

教学过程

（一） 游戏温习旧知

1. 用小熊为投掷玩具，叫个生上讲台复习单词。

2. 展示课件中的老师照片，鼓励学生用英语句子描述老师的特征。

（二）新授

1. 引出短语“一本书”

2．引导孩子用英语说出an English book

a Chinese book

a PE book等，强调英语，美术前面要用an.

3.将2中的短语展示出来，让孩子们集体读。

4.连词成句练习，引出What’s in your hand ?并引导孩子回答。

5.同桌练习以上句型。

6. Do you like科目？的问答练习（Yes, I do./No, I don’t.

7.将以上两个对话结合起来组成对话同桌练习。

What’s in your handa/

It ‘s an English book.

Do you like English?

Yes, I do.

8.出示PPT,让孩子们结合图片提示，编出对话，口头练习。

（三）巩固练习

1.读熟对话。

2.和同桌互练对话。

3.展示学生的照片，老师运用be good at 引出句子，让孩子试着听，并大概听懂。

（四）作业

自编2组对话，并和同桌练习。

四年级上册英语课件 篇3

教材分析：

本课时是PEP小学英语六年级上册第三单元第四课时的内容，包括“Let’s learn” “Let’s play” “Let’s try”。课文以图文并茂的形式呈现了一般将来时的表达方式。在“Let’s play” 中，学生将在小组中运用所学句型来购买书籍，具有较强的交际性。

教学目标：

(一)知识能力目标

1.让学生理解并运用句子“What are you going to do? I’m ....When are you going? This afternoon. .”

2.使学生能听懂会说单词post card, dictionary,magazine,comic book,newspaper.

3.让学生掌握一般将来时的基本形式。

(二)情感态度目标

1.培养学生学习英语的良好习惯，上课要积极思考，踊跃发言.

2.培养学生小组合作学习的精神.

教学重点：

1.学会新单词 post card, dictionary, magazine, comic book, newspaper.

2.学会一般将来时的基本表达形式be going to 句型.

3.掌握购物的基本用语.

教学难点：

1.Dictionary中字母组合tion 的发音及magazine的重音.

2.Be going to 句型在句子中的运用.

教学方法：

“任务型”教学方法。

在本课的教学中，学生要完成购买书籍这样一个任务.这给学生创造了一个真实的语境去运用所学的句子进行交际.教师安排了4个活动：单词操练游戏、小组竞赛、小组活动和购物。

教学准备：

(一)教师准备：1.单词卡片。2.课件。3.各种书籍。

(二)学生准备：各种书籍.

学习策略：

在本节课上，学生可以通过多种方法来学习并记忆单词，如跟读、拼读、分音节、读看实物说单词、听单词拿实物等等.小组竞赛能激发学生的学习热情，鼓励学生表现自己.

教学过程：

一、复习和热身(Warm up)

1. 唱英语歌曲.

2.朗读“口语天天练”的句子.

3.日常对话.

二、呈现新课(Presentation)

1. 播放课件，呈现单词.学生跟读单词.

2.学习新单词.

(1)教师带读单词，学生跟读.

(2)拼读单词.

(3)学生熟读单词.

三、操练(Practice)

1.播放课件，学生拼写单词.

2.教师说单词，学生展示书籍.

3.教师展示书籍，学生说单词.

4.听录音，学习句子.

5.翻译句子.

6.分组操练句子.

7.听力练习：Let’s try.

四、小组活动(Activity)

1.播放课件，展示一组购物的动画和对话.

1.学生朗读对话.

3.小组中开展购物的的活动.

4.每个小组向全班展示.

五、课堂小节

1.小节本课所学内容.

2.表扬获胜小组及同

3.布置家庭作业.

4.布置预习新课.

板书设计：

Unit 4 What are you going to do?

What are you going todo ? I’m going to …。

When are you going ? This afternoon.

四年级上册英语课件 篇4

教学目标：

1、认识泥材料的一般特性，初步了解泥制品的制作过程。

2、培养学生收集，处理和运用技术信息的能力。

3、培养学生热爱祖国，热爱劳动人民，热爱家乡的情感。

教师出示秦始皇陵兵马俑，宜兴紫砂陶壶，无锡惠山泥人大阿福，万里长城等图片。让学生观察，欣赏。

提问：同学们，你们知道这些物品都是用什么制成的吗？

师：同学们，你们知道生活中还有哪些东西是由泥做成的？

学生讨论，交流，使学生从中感到泥巴的神奇。

学生仔细观察书上泥制品制作的流程图。组织学生讨论：

（1）你知道泥工用哪些材料吗？

（2）你知道泥工用哪些工具吗？

（3）你知道做一件泥制品的过程吗？

请学生说一说自己所了解的相关知识。

在议一议的基础上，教师可让学生阅读书上的技术信息，或观看相关的影像资料，从中收集有用的信息。在老师的引导下，对议一议三个问题的回答给与补充和纠正。

四年级上册英语课件 篇5

教学目标：

(一)语言知识目标

1.能听懂，会用日常交际用语“we are going to do……”对“what are you going to do? ”作出相应的回答。

2.能理解听懂，会说 run the 200 metres 、long jump 、 high jump 等词

(二)语言技能目标

1.在创设情景中，能使用句型 What are you going to do for sports day? we are going to…进行交流。

2.能用一般将来式的形式简单的描述将要发生的事情。

3.培养学生在游戏中熟练运用功能句型和词组的能力，在情境中灵活运用交际用语的能力和知识迁移的能力。

(三)情感态度目标

1.在学习、应用本课知识的过程中，培养发散思维、创造思维的能力。

2.在教学游戏中学会交际，学会鼓励他人，学会欣赏和赞赏他人

3.培养学生的团队意识和合作精神，共同完成学习任务。

4.激发学生学习英语的兴趣，帮助学生树立信心。

(四)学习策略目标

1.采用活动教学的形式，让学生在活动中学习知识，促进学生对句子，词语的理解。 并结合游戏呈现知识，以促进对语言的识记。

2.让学生学会在特定情景中用“what are you going to do?”和“we going to…。。”等句型进行交际。

教学重点：

理解掌握run the 200 metres 、long jump 、 high jump等词的意义并懂得在实际语境中运用。

理解并懂得在日常生活中灵活运用 what are you going to do ? we are going to …。等句型进行交际

教学准备：

课件、句型卡片，短语卡片

教材分析：

重点句型是we are going to …。新单词有long jump 、 high jump新单词 不多，都是运动项目

教学过程：

一、Warm-up (准备活动)

1 Greet

2 游戏：Guess,Guess You Guess。 老师表演一些关于运动的动作，学生根据表演猜词组。然后老师出示卡片，让学生读词组，高低声音变换读、扬声降调读，男生女生读，指名读 。(play football,play basketball,swim ,run,the 100 metres,the 200 metres )

二、Presentation (呈现活动)

出示运动会场景图，指名提问学生：What are you going to do for sports day? 让学生根据刚才出示的卡片回答。几个之后，教师出示“ the long jump” 、“the high jump”两张卡片，示范说“I’m going to do the high jump”“ I’m going to do the long jump”(边说边做动作重复几遍)

三、Imitation Practice(模仿性操练)

1.老师带学生读几次句子

2.老师拿出运动项目卡片，提问学生“what are you going to do for sports day ?”，引导学生回答“we are going to do the high jump”“we are going to do the long jump” (多提问几个，答得好的给予奖励。)

3.让学生在同桌间互相练习，接着让他们开火车组组比赛。最后再请小老师上台提问几位

四、consolidation Practice(巩固性操练)

1 Play a game ：找一个同学上台看老师的提示作动作，另一人提问“What are you going to do ?”并猜测答案，三次猜测机会，全班同学当裁判，最后表演者给出正确答案，(“Yes, we are going to do…… ”)如不对就换提问者上台表演

2 play a chant : 边放音乐，边教学生读(we are training for sports day.we are training every day. we are going to run,and we are going to win.we are training every e on ,come on ! Good luck, good luckGood luck on sports day! )

五、development(拓展性活动)

1 play a game:让学生们分成5人一组，每人轮流当小记者，去采访组员们：打算参加什么运动项目。然后完成下面表格;

name She/he is going to do……

2 dialogue

A：what can you do ?

B: I can run fast/jump high/jump long.

A: you are going to run the 200 metres / do the high jump/ do the long jump.

B: ok!

六、复习歌曲“What are you going to do?”

七、Homework

学生回去列出有关运动的词组，并用“What are you going to do for sports day? I am going to…… ?” 造一组对话。

板书设计：

sports day unit2

runthe 100 metres run the 200 metres the long jump the high jump

What are you going to do for sports day ?

we are going to do the high jump/ the long jump/ run the 200 metres.

四年级上册英语课件 篇6

四年级上册 《Unit3 My friends》 A let’s talk 教案

教学目标：

1、能听懂、会说What's his name？His name

is „„He has„„

2、能听、说、认读I have a new friend.A

Chinese friend？

What's his name？ His name is „„

教学重点：What's his name？His name is „„He has„„

教学难点：He has„„

课前准备：单词卡（Chinese、photo）、课件.头饰

教学过程：

一、Warm-up：

1、let's do ：

big，big，big，Make your eyes big.small，small，small，Make your eyes small.tall，tall，tall，Make yourself tall.short，short，short，Make yourself short.2、Sing a song：《Friends》

二、Presentation：

1、难点句型He has„„ 和单词 photo的教学(师声情并茂的描述)T：I have a new friend。He is very

very tall。He has a big mouth，small eyes。He has big ears。He has short hair。Do you know，who’s he？

T：Please look，this is his photo。（师出示照片让学生明白photo的意思，再出示词卡，教读，找生读，贴到黑板上）

2、What’s his name？ His name is 的教学。

课件出示姚明的照片，Let’s look。师与学生一起再把照片描述一下引出His name is 句型并板书，然后出示几张卡通人物的照片进行问答练习，通过多次问答形式引出句子What’s his name？并板书。师领读板书的主句型，针对班里的其他男生，进行师生、生生问答练习。

（1）Play a game：全班分为两组，每组选一生上台，台下学生对课件中所选定的人物照片进行描述，并问What’s his name？台上的学生谁先猜出来即为胜利者。

游戏分为2组 ： 一组（大头儿子、小新、一休）二组（刘欢、刘翔、猪八戒）（2）出示let’s chant：做巩固练习

I have a new(good,Chinese)friend.I have a new(good,Chinese)friend.He has big eyes.He is tall.Hello，what’s his name？

Hello，what’s his name？

His name is 姚明.His name is 姚明.三、practice:

1、教授Chinese。

T：Class，I'm form China。Where are you form？

Ss：I'm form China,too。

T：Nice to meet you.Ss：Nice to meet you,too。

T：We are Chinese。（师出示词卡，教读，让生明白意思，找生读，然后把词卡贴到黑板上）指着班里的学生说Chinese girl，Chinese boy，让生明白并会运用。

2、师出示Jhon，Jhon’s mother 的头饰，T：Boys and girls： What's his name？ His name is。

Now，Jhon is talking about his new friend to his mother.（1）Listen and answer：师大荧幕出示：What's his friend's name？(让学生带着问题听,听后回答)

（2）Open the book，p29。Listen and repeat.(让生跟着录音机读对话,注意模仿录音中的语音和语调)

（3）Read the dialogue by yourself.（4）Act this dialogue.(师准备好Jhon，Jhon’s mother 的头饰，师生生生进行对话表演)

五、Progress：

1、Introduce your new friends to your parents.2、Make a name card for yourself or your friends.教学反思：

一、勤反复重积累，训练学生活用语言

英语是一门语言实践性很强的课程。小学生识记快、忘的也快。因此，在英语教学中必须遵循“勤反复重积累”的原则。本课句型教学时，我设计了以旧带新的环节，巧妙结合以前积累的词汇和句型，自然引出新的内容。既复习旧知，又教学新知，从而培养学生实际运用语言的能力，两全其美。

二、联系生活实际，引导学生语言表达

教育源于生活，更要用于生活。为了挖掘学生的潜能，启发学生对所学语言进行合理的、创造性的运用，正镇体现语言的交际功能，在教学本课时紧密联系了学生们的日常生活，在不知不觉中使学生学之自然，用之自如。

八年级上册英语课件

我们在闲暇时也会去看一些范文的，闲暇时看一些范文是对自己有好处的，通过阅读范文可以提高我们的表达能力。好的优秀范文更具有参考意义，你会借鉴优秀的优秀范文模板吗？下面的内容是小编为大家整理的八年级上册英语课件，相信您能找到对自己有用的内容。

八年级上册英语课件 篇1

东莞中学英语组

英语科： 谢永青

11月1日（汇总）

Teaching Plan for Book 5

Unit1 Great Scientist (Reading)

Teaching Goals:

1. Enable the Ss to familiar with some famous scientists and their contributions.

2. Enable the Ss to learn how to organize a scientific research.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

3. Competition and role-play method to arouse the Ss’ interest

4.

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

I. Warming up

1. Lead-in 1) Show a picture of AIDS logo to lead in the subject-AIDS ?

Are you familiar with this red ribbon?

What’s it related to? ? What doesn’t it mean? Do you know?

(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)

2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?

What is their job besides acting?

Is it just the problem in China?

(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)

2. Brain storming

Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.

(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)

3. How much do you know about AIDS?

1) Pair work-questions for discussion ? What’s the full name of AIDS?

Can AIDS be transmitted? ? In what ways can it be transmitted?

What kinds of people are likely to get AIDS?

Do people with AIDS look healthy at first?

Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)

2) AIDS QUIZ (individual work)

1) AIDS quiz (p.49)?check students? knowledge about AIDS.

2) Picture quiz ?

Can the AIDS virus transmitted via the following routes?

Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)

1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?

2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)

3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.

III. Talking (Optional) Role play:

Work in groups. Imagine that the headmaster of a school has found out that one of the students has H

IV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)

IV. Homework

1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.

2. Learn the new words of this unit by heart.

The Second Period GOALS:

To practice supporting and challenging an opinion.

To practice listening comprehension.

TEACHING PROCEDURES

I. Revision

Do you still remember this logo? What can you learn from it?

Q1: Do you remember what it means?

Q2: In what ways is AIDS transmitted?

II. Speaking

1. Pre-speaking

1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions- ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.

2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)

3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS

1. How many AIDS patients all over the world? Where are they? And are they young or old?

2. What kinds of social problems can AIDS cause?

3. How about the situation in China? ? About drugs

1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?

2. What kinds of danger can it cause to our body?

3. Can you think of the other dangers of smoking? ? About drinking

1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.

2. Can drinking cause some problem to our body? What are they?

3. Will drinking cause some social problems? Give some example.

T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.

2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).

The Third Period

GOALS:

? To learn more knowledge about AIDS.

? To help students understand the attitudes and spirits of living with disease ? To learn some useful language point

I. Pre-reading

Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.

II. While-reading

Questions:

Q1: How did cancer change the writer’s life?

Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?

Q3: Do their experiences strike you?

Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)

III. Writing

Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow

Step one: think about your past days: what were some events that made you very happy? What made you very sad?

Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).

Step three: talk about the happy and sad things to your partner, with reference to the timeline.

Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.

Step five: work out an outline of what you are going to write.

Step six: read an example

Step seven: begin to write.

IV. Homework

1. Write an essay about an important event in your life.

The Fifth Period

GOALS: ?

To learn about some antonyms ?

To practice using some useful words and phrases in the text

TEACHING PROCEDURES

I. Lead-in

Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way

Q1. Do you still remember Xiaohua?

Q2. What has happened to her?

Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)

II. Learn and practice using some antonyms

1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.

2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible

3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)

1. In February some people got ____ a strange disease and died within a month.

2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.

3. People think it a serious crime to attack _______ children.

4. AIDS can be transmitted by having ______ sex.

5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.

III. Practice using some useful words and phrases in the text.

(Translate the following sentences with the help of Chinese or italic words.)

1. The doctor ______ (诊断)my illness as a rare skin disease.

2. He has _______ （恢复）from his bad cold and can go out tomorrow.

3. The disease makes her realize how _______ （宝贵）life is.

4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.

5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）

6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）

7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.

8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）

The Sixth Period

GOALS: ?

To learn the Subjunctive Mood?

To make students get familiar with the Subjunctive Mood and master it by using it in different situations

TEACHING PROCEDURES

I. Lead-in

1) Show students the picture of Xiaohua and ask them two questions:

Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)

Q2. How was she infected with AIDS? (She was infected by birth.)

2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.

1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.

2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?

3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.

II. More Situations

1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?

2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?

3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?

III. Homework

1. Finish all the grammar exercises on SB and WB

2. Review the whole unit

Teaching Plan for Book 5

Unit2 The United Kingdom.

Teaching Goals:

1. Get the students to know the information about the United Kingdom.

2. Encourage the students to talk out what they know about the UK and Ireland.

3. Help the students learn to get information by listening.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

5. Discussion methods to make the Ss understand what they’ve learned in class.

6. Pair work of group to get every student to take part in the teaching-and-learning activities.

7. Competition and role-play method to arouse the Ss’ interest

Teaching procedures

Step 1 Warming up

1.Lead-in

(1) What do you think of Dongguan? Which place impresses you most?

(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words youll need to describe a country and then give a brief description of China.

B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.

2. Show pictures of some famous places of China. Ask: Where are they taken?

3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.

4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)

(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.

(3) Then ask the students to look at some cities in the UK and to name them.

5. Group work:

(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)

(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.

Step 2 Listening

1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.

2. Ask: How are classes arranged in schools in the UK?

3. (1) Listen to the tape and tick the sentences which are true.

(2) Listen to the tape and fill in the timetable below.

(3) Listen to the tape and answer the following questions.

Step 3 Extension

1. Talk about our own timetable.

2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.

Step 4 Homework

Find more information in relation to the UK and Ireland on the Internet.

The second period Speaking

Teaching Goals

Train the students spoken English

Improve the students ability of imagination and debate

Practice expressing agreement and disagreement

Increase participation and learn from each other.

Teaching Procedures

Step 1 Talking about hot topics

1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens

2. Talk about the 28th Olympic Games

3. Talk about their favorite athletes

Step2 Group theme debates

Of the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes

1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?

2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?

3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?

Step3 Tips on how to express agreement and disagreement

Step5 Homework

Preview the reading passage

The third period Reading

Teaching goals

Get the students to know more about the British Isles and learn more new words and their usages.

Teaching procedures

Step 1 Presentation

Show the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )

Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.

Step 2 Fast reading

Get the students to skim the passage and match the paragraphs and the topics.

Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.

Step 3 Careful reading

Ask the students to read the passage carefully and decide whether the following sentences are true or false.

( ) 1. Many people around the world study English, and they know a lot about British culture.

( ) 2. Great Britain is made up of four countries.

( ) 3. The island of Britain is separated from France by the English Channel.

( ) 4. Scotland is colder throughout the year, but receives less rain.

( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( ) 6. The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Step 4 Discussion

Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?

Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.

Step 5 Homework

Write a short passage about the Dachen Isles.

The fourth period Grammar and Language study

Teaching goals

1. Learn about the appositive clause.

2. Identify noun clauses.

3. Enable students to use new words.

Teaching procedures

Step 1 Review the vocabulary and complete the sentences.

a. Students work in pairs first.

b. The teacher check the answers.

Step 2 Brainstorming

a. Review the text and present the appositive clause by asking questions:

1.What impresses you most in the passage ?

The fact that impresses me most.

2.What have you already known before reading the passage ?

I have known the fact that

3.Did you hear any news about Britain recently ?

I heard the news that

b. Collect answers as many as possible ,reminding students

of sentence structure if find errors.

Step 3 Grammar Explanation

a. Get students to identify the clauses .

c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.

1.The news that the plane would take off on time made everybody happy.

2.The news that is spreading around the airport is that a heavy storm is coming.

3.The suggestion that students should learn something practical is worth considering.

4.The suggestion that they are considering is that students should learn something practical.

c. The teacher offers explanation if necessary.

Step 4 Tell the function of the following sentences.

1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.

2.The fact that Great Britain is made up of three countries is still unknown to many.

3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.

4.Some people feel that Wales is an ancient fairy land.

5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.

6.They realize that it is of great value to record and teach them to the younger generation.

Step 5 Consolidation

Consolidate what have been learned by doing further exercises.

The Fifth Period Integrative Skills

Teaching Goals:

1. Learn to describe the countryside, the cities, the people and their life by reading the passage.

2. Learn things about the city Salisbury.

3. Know more about Britain.

4. Cultivate the students’ abilities of concluding and reasoning.

Teaching procedures:

Step 1: Lead in

Teacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?

Who wrote the story?

Do you know something about Daniel Defoe?

Step 3 Extension

1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found

with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!

(A video clip is presented about a pub.)

About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.

2. Let the students say something about the British Isles as far as they know.

Step 4 Homework:

Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:

1. Choose any place you know or you like and write a short passage about it.

2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.

Teaching Plan for Book 5

Unit3 Life in the Future

Teaching Goals:

1. Predicting the good and bad changes in the future.

2. imagine the alien creatures.

Teaching procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.

b I simply don‘t know. = I honestly don’t know.

c Right now = At this moment

d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).

e The majority of people = Most people

f a number of people = quite a lot of people

g out of work = do not have jobs

h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. = I understand the problem.

j is likely to happen = will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.

Step 6 Workbook

After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.

Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practice the dialogue in Part 1 again.

Homework

Finish off the Workbook exercises.

Teaching Plan for Book 5

Unit 4 Making the news

Teaching Goals:

1. Enable the Ss to get some knowledge about basic procedures of making the news.

2. how to make newspapers of TV programmes.

3. Talk about news and the media.

4.. Practise expressing opinions.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

Teaching procedures

The First Period

Teaching Aims:

1. Learn and master the following words and phrases: media, reliable, fire, face, difficulty, elect, go up, burn down, injure.

2. Practice expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

1. Listening-and-answering activity to help the students go through the listening material.

2. Individual, pair or group work to make the students finish each task.

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes,

listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in pronunciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?

Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll check your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people

who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful

to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for eachstory. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are writtenby all kinds of writers. Magazines are not published as quickly as newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website,

report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1:

Listen carefully towhat is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work inpairs to talk about the questions in Exercises 2,3,4 and 5. Are youclear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Thenask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured. 2 000 people in your city were happy today and moved into new buildings. A Chinese scientist has invented a new car engine that does not pollute the air. There is a rumor that a large company wants to build a factory in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report

five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. )

Teaching Plan for Book 5

Unit5 First Aid for Burns (Reading)

Teaching Goals:

1. Enable the Ss to get some first aid knowledge

2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Key Teaching Points

How to improve the Ss’ reading ability.

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

4. Discussion methods to make the Ss understand what they’ve learned in class.

5. Pair work of group to get every student to take part in the teaching-and-learning activities.

6. Competition and role-play method to arouse the Ss’ interest

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

Step1. Lead-in

Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

Step2. Pre-reading

Show the Ss the picture of Pre-reading on P33 and ask them the following questions:

What has happened?

What sort of injuries the child will have?

What kind of first aid would you perform?

Step3. Fast reading

Let the Ss read the passage fast and then find out the answers to the questions

1. What will the passage be about?

2. What do they tell you about the passage?

3. In which order are these topics covered in the text? Number them from 1 to 5.

____ the three types of burns

____ what to do if someone gets burned

____ the purpose of skin

____ the symptoms of burns

____ how we get burns

Step4. Detailed reading

1). Tell if the following statements are true or false:

1. Our skin has three layers.

2. We will never get burned by the sun.

3. Burns are divided into three degrees according to the degree of pain.

4. Third degree burns are the most serious and painful.

5. Put cool water on any burns to cool them.

6. Don’t rub the burns

7. It’s better that you put some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn’t a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss’ words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

www. healthy. net/clinic/first aid/

kids health. org/parent/first aid_ safe/

八年级上册英语课件 篇2

Section A

一、主要词汇：

surprise, skill, message, suppose, graduate, volunteer, experience, knowledge, border

report, pass, suppose, send, love, copy, aid, complete, gain

simple, thin, average, nervous, disappointing, true, lucky, mad, hard-working, lazy

二、语言目标：

1. He said he was mad.

2. She told me she would call me tomorrow.

3. He said he could speak three languages.

4. He said he was having a party for Lana.

三、语言结构：

1．直接引语与间接引语之间的转换；

2．掌握情态动词can 表示“能力”的用法‘

3．学会运用各种时态。

四、学法向导

1． 学会将直接引语转换为间接引语；

2． 学会用间接引语转述他人的话；

3． 各种时态要分清楚；

4． 形容词的用法。

五、教学过程

I 请本地教师组织教学，学生小组活动

1a

（教师）1. Points to the TV screens in the picture and have students read the words in those TV screens.

（教师）2. Point to the four questions in the box and red the questions to the class again. Then help students form small groups. Say, Now answer these questions and talk about some soap operas.

（教师）3. After five minutes, talk about the questions with the whole class. Ask students from different groups to tell what they talked about in their group. Focus on the ideas the students are talking about. But sometimes when a student starts to tell what another student said, you can help that student make a sentence such as: Anna said she didn’t watch soap operas. Bill said people get mad on soap operas.

1b

（教师）1. Point to the TV screens in activity 1a one by one. Ask different students to look at each picture and tell what is happening.

（教师）2. Play the recording the first time. Students only listen.

（教师）3. Play the tape a second time. This time say, Now, write the numbers 1 through 4 in front of the pictures. Put a number 1 in front of the picture you hear first on the recording, and so forth.

（答案）The TV screens should be numbered in this order:

1 3 4 2

（听力材料原文答案）Tapescript

Girl 1: What did Marcia say?

Girl 2: She said she was having a surprise party for Lana on Friday night.

Girl 1: What did Marcia say?

Girl 2: She said Lana thought she was coming to her house to study.

Girl 1: What did Lana say?

Girl 2: She said she was mad at Marcia.

Girl 1: What did Lana say?

Girl 2: She said she wasn’t going to Marcia’s house on Friday night.

1c

（教师）1. Read the instructions. Say, You will be talking with your partner as you do this activity.

（教师）2. Ask two students to read the example in the sample dialogue. Then say, Now work with your partner. Ask and answer questions abut each picture in activity 1a.

（教师）3. As students talk, move around the room offering help as needed.

（教师）4.Ask several pairs of students to say a question and answer to the class.

II 放完第二段视频后，

① 请本地教师组织教学，学生小组活动

2a

（教师）1. Point to the five sentences and ask different students to read the sentences to the class.

（教师）2.Point to and read the instructions to the class. Say, You will hear a conversation between two people who are talking about a soap opera on TV. Circle true or false after each statement.

（教师）3. Point out the sample answer. Say, This is statement tells what Ben said on the soap opera. The statement is true.

（教师）4. Play the recording .

（答案）5 4 1 3 2.

（听力材料原文答案）Tapescript

A: Did you see “Young Lives” last night?

B: No, what happened?

A: Well, Ben told Lana that Marcia was going to have a surprise party for her.

B: Really? What did Lana say?

A: Well, Lana was very excited. Lana told Ben that she would go to Marcia’s hose on Friday night after all.

B: Oh. Then what?

A: Marcia called everyone and told them she wasn’t going to have the party.

B: Oh, no!

A: Yeah, then Lana called Marcia and told her that she could bring some drinks and snacks to her house on Friday night.

B: Oh, wow…and what did Marcia say?

A: She told Lana she would be glad…

2b

（教师）1. Read the instructions. Say, This time you are going to circle the actual words people in the soap opera said. Point to the sentence after number 1 and read it to the class. Then point to the speech bubble in picture 1 and say, These are the words the actor in the soap opera said. Point to the sample answer. Say, Circle the correct word here..

（教师）2. Play the recording.

（答案）1. is 2. am 3. will 4. am 5. will

2c

（教师）1. Read the instructions.

（教师）2.Point out the pictures in activity 2b. Say, Use these words and pictures as you have your conversations.

（教师）3.Then have students work in pairs.

（教师）4.Check the answers by calling on different pairs to do one question and answer each..

② 全班讨论

Ask students to act out the situation shown in the pictures. Three students pretend to be Ben, Marcia, and Lana. Draw a large TV screen on the board and have these three students sit in front of it. Two other students pretend to be the two girls watching the soap opera on TV. They can sit on the floor. Ask the soap opera characters to read a line from activity 2b. Then have one of the girls report what that actor said. Repeat for all five pictures in activity 2b.

III 放完第三段视频后，

请本地教师组织教学，学生小组活动（教师）1. Read the instructions.

（教师）2. Read the article to the class, saying blank each time you come to a blank line.

（教师）3. Ask students to fill in the blanks on their own.

（答案）

1. was

2. thought

3. told

4. was

5. wasn’t

6. going

7. wasn’t

8. would

9. told

10. wasn’t

3b（教师）1. Read the instructions. Say, You can write anything you want. What do you think Ben and Lana and Marcia will do next?

（教师）2. Ask some students to read their episodes to the class..

4

（教师）1. Read the instructions. Students work in groups of four students.

（教师）2.Ask the students to complete the role pays on their own.

（教师）3. Ask a few students to show their role plays to the class.

注：黑色的斜体字是老师在课上组织教学时所用到的语言。

八年级上册英语课件 篇3

教学目标: 1.学生能够理解对话大意,能够用正确的语音语调朗读对话,能够在情景中恰当运用句型what color is it? It’s ?问答颜色。 2.能够在情景中理解新词lost,toy,notebook的意思并能正确发音。

教学重点: 1.句型:what color is it? It’s ?问答颜色。 2.词汇:lost,toy,notebook

教学难点:对here it is和here you are的理解。

教学过程:

(一)热身/复习(Warm-up/Revision)复习What’s in the schoolbag?

1.教师带领学生看图:Sarah和Amy讨论丢失的笔记本的画面。教师指着图片说Sarah lost her notebook.板书新单词lost,并带读单词。

2.教师继续提问Is Sarah happy or sad?请学生注意Sarah说的话:I like it very much。学生回答She is sad教师继续问What can she do?

3.教师指着张鹏说Zhang Peng lost something,too。 Let’s go and have a look。

4.教师出示句子:Zhang Peng lost his English book。请学生完整听一遍对话录音,判断句子正误。学生听完后进行判断,并讲English book更正为schoolbag。

5.教师提问What color is Zhang Peng’s schoolbag?板书核心句型:What color is it?学生跟读并听录找答案。听音之前教师给出答案的选项: A. It’s black and white. B. It’s blue and white.学生听完后选择正确的答案。

6.学生同桌之间互相询问对方书包的颜色,运用句型What colour is it? It’s......

7.学生做Let’s play板块的活动。

8.教师提问What’s in Zhang Peng’s schoolbag?请学生在对话中找出答案: An English book,two toys and a notebook。教师利用单词卡片和实物教学单词toy notebook。

1.教师出示对话板块的板书,播放录音,请学生看图听音后填充句子:Zhang Peng’s schoolbag isXXXXXXXandXXXXXXXX.

2.学生自由朗读对话,教师提醒学生注意按照意群朗读。

作业布置:

八年级上册英语课件 篇4

第三单元教学要点   教学要点： 一、本单元是一个说明文单元，《中国石拱桥》和《苏州园林》，《故宫博物院》是比较规范的说明文，其余则有一定的说明文性的小品。 二、本单元教学，要学生了解什么是说明文。 三、学习本单元，要理清说明文的顺序，了解常用的说明方法。 四、学习本单元后，要学生学习写作说明文。 教学时间：23课时  11 中国石拱桥  教学目的： 1．引导学生抓住中国石拱桥的特点。 2．列出文章结构，领会文章的内容。 3．激发学生热爱社会主义制度。 教学重难点： 1．重点：抓住中国石拱桥的特点，理清文章结构。 2．难点：课后思考练习题三，以形象的语言介绍一种事物。 学法指导：引导自读合作探究 教具准备： 小黑板 课时安排：3课时 教学过程： 第一 课 时 一．导入新课：  我们常常用桥梁来比喻友谊，因为是友谊就像桥一样把两个人连了起来。可见桥是在没有路的地方搭起来的路。根据史料和考察，在原始社会，我国就有了独木桥和数根圆木排拼而成的木梁桥。河北赵县的赵州桥是世界上第一座采用弓形拱的敞肩拱桥，欧洲在赵州桥建成七百年后才采用弓形拱的。我们的祖先的聪明才智值得我们每一位同学学习。 二．简介作者  茅以升是我国著名的桥梁专家、教育家、社会活动有。他主持设计的钱塘江大桥，是我国第一座由中国人自己设计的铁路公路两用桥；他还参加了新中国第一座现代化的大桥――武汉长江大桥的建造。本文最早以表于是1962年3月4 日《人民日报》，文笔通俗易懂，为读者介绍了中国石拱桥的特点，历史上的辉煌成就，及新中国成立后的发展，赞扬了我国劳动人民的聪明才智和社会主义制度的优越。 三．检查预习 1． 查字典，给加点的字注音。  弧形 拱桥 陡坡 匀称 惟妙惟肖  2． 读了本文，你了解中国石拱桥的特点以及赵州桥和卢沟桥的不同之处？ 四． 初读课文，看看作者写出了石拱桥的什么特点。  1． 提示：请同学们找出哪些段落是写赵州桥的，哪些段落是写卢光沟桥的？联系课后思考练习题一，填空。  2． 学生读，填空，教师巡视指导。  3． 总结：  名称 位置 修建年月 结构特征  赵州桥 横跨在河上 修建于公元6左右。 1全桥只有一个大拱，长达37。4米。 2大拱的两肩上，各有两面三刀个小拱。3大拱由28道拱圈拼成。4全桥结构均匀。  卢沟桥 位于永定河上 修建于公元1189到1192年间 由11个半圆形石拱组成，每个石拱长度不一，自16米到21。6米，桥宽约8米，路面平坦，几乎与河面平行。每两个石拱之间有石砌桥墩，把11个石拱联成一个整体，是一座联拱石桥。  中国石拱桥的特点是形式优美，结构坚固，历史悠久。 第 二 课 时 一． 复习上节课学过的内容 1． 听写 2． 说说中国石拱桥的特点。 二． 细读全文，理解作者是怎样说明石拱桥的特点的。  1． 为了说明中国石拱桥的特点，作者举了两个例子，一个赵州桥，一个卢沟桥，这种说明方法叫做――举例子。  2． 在写赵州桥和卢沟桥时，作者列举了许多精确的数字，这种用数字来说明事物的方法叫做――列数字。  3． 为了让人们更清楚的认识中国石拱桥的特点，作者的语言很具有逻辑性，例如课文第五自然段，在写赵州桥时，先介绍了桥的长度、宽度、设计施工的精巧。再分四点用数字分别说明。层次性很强。  4． 作者在介绍两座桥时，既抓住了它们之间的共同点，又注意到了它们之间的不同点，请同学们找出来。（共同点是都介绍了地点，修建年代，及它们的结构特点。不同点是在介绍赵州桥时顺便说明了桥的设计者，介绍卢沟桥时作马可波罗的话来赞扬其高度的技术成就和艺术价值，还介绍了卢沟桥的的特殊历史价值。这不但使行文有所变化，而且增强了文章的可读性。） 三． 引导学生学习课文的最后两段。  1． 第九段写什么，怎样写？（文章又分三点解释了到得如此辉煌的建筑成就的原因。先写……再写……最后写……）  2． 最后一段写什么，怎样写？（介绍了解放后我国石拱桥的修建情况，列举了我国修建的世界最长的独拱石桥――“长虹大桥”、我国劳动人民独创的钢筋混凝土拱桥――（双曲拱桥等，说明了我国桥梁事业取得的巨大成绩。 四． 引导学生体会说明文行文简洁、用词准确的语言特点。（联系课后思考练习题二） 五． 联系课后思考练习题三，引导学生用打比方的方法，把要说明的事理解释清楚。（我们常说用白纸写黑字，黑板其实就是一张黑色的纸，用白色的笔来写。我们把一张黑色的纸放大，再挂起来，就是一张黑板。）  第 三 课 时 一、完成课后习题。 二、拓展延伸:形象的语言介绍一种事物 板书设计： 中国石拱桥 概括说明 一般：形式优美，结构坚固 中国：历史悠久，形式多样 具体说明（举例） 赵州桥：现存最古老 独拱---37.4米（当时最长） 设计科学，施工巧妙 卢沟桥：联拱---265米 石狮千态万状，惟妙惟肖 具有纪念意义 教学后记：学生对中国石拱桥的构造等的认识把握得较好，对文中的说明方法也掌握得不错； 但对说明文的多种顺序出现在同一篇文章中的形式认识有难度。    12 桥 之 美  教学目的： 流利、有感情地朗读课文，理解作者喜爱桥的原因。 品味本文优美而又富有意蕴的语言。 学习从某一角度欣赏艺术作品的方法。 教学重点难点 品味本文优美而又富有意蕴的语言。 课时安排 3课时。 课前准备 布置学生预习课文，会写生字、准确注音，排除字词障碍。 课前学生借助网络或图书，查阅一些有关的图片资料，或依据课文内容绘制几幅 图画。(体现桥与周围环境的和谐统一)准备录音带、录音机、微机或投影仪。 教学步骤  第 一 课 时 导人新课。  马致远的“小桥流水人家”让人联想到家的温馨；徐志摩的《再别康桥》使人产生无限的惆怅……在诗人的眼中“桥”是人性化的，是情感的载体；在画家的眼中，桥则别有一番 韵味。今天就让我们跟随当代画家吴冠中去感受“桥之美”。(板书课题，“美”字写大，突出一下) 教师配乐范读课文。 (要求：注意语气、语速、语调及重音的把握) 学生自由朗读课文，思考以下问题： (多媒体或投影显示问题组) 问题．a．在作者的眼中桥美在何处?  b．为了说明桥之美作者主要举了哪些例子?  c．联系课文说说怎样欣赏一幅画? 四人小组讨论明确：  a．并不着眼于桥自身的结构美，而是缘于桥在不同环境中的多种多样的形式作用。  b．举了四个例子：乌镇苇丛上的石桥；江南乡间细柳下的石桥；水天间的长桥――颐和园的仿卢沟桥、苏州的宝带桥；形式独特的广西、云南、贵州山区的风雨桥。  c．画面的构成是否有块、线、面的搭配；画中的形象是否都能和周围的景物既形成对照又不失和谐。 ■研读与赏析  (过渡)通过阅读文章，我们不难看出作为画家，作者看桥淡化其结构、种类、功用，更重其美学价值。那么你能用优美的语言描绘文中你最欣赏的一幅画面吗7 重点研读第④小节。  (出示学生绘制的四幅图画) 四人小组讨论：  a．说说四幅图中你最喜欢哪一幅，用生动的语言描绘画面并说说为什么喜欢?  b．请有绘画天赋的同学点评。  c．我们应从哪些角度欣赏一幅艺术作品? 明确：  a．◆厚厚实实的平面铺开的苇丛使空间显得狭窄拥挤，令人产生憋闷感；间或出现的石桥轮廓简单鲜明，能使空间陡然显得疏朗开阔，令人觉得神清气爽。  ◆细弱的`柳枝拂着桥身厚重坚硬的石块，这里有形体上的强弱、轻重、动静之分，有颜色上的对比，还有变(柳枝年年发新芽)与不变(桥能历久不变)之别，种种不同，归结起来，其实是阳刚与阴柔这两种美的类型的不同，因桥的轮廓精心设计而和谐统一。  ◆长桥一般建筑在比较宽阔的水面上，打破了背景的单调感。桥是人们劳动的成果，出现在苍茫水面上的长桥，是人类创造力的体现。整个环境似乎有了灵气和生命。  ◆桥面上盖有廊和亭的桥，给人安闲、自在的感觉，这种感觉恰好与险峻的山峰、桥下的急流给人的感觉形成对照。  b．点评语言、欣赏的角度。  c．从色彩的搭配、画面构成(块、线、面)、景物的选择(强弱、明暗、动静等)是否对立统一……角度来判断。 美句赏析。  (过渡)吴冠中以他画家的真知灼见，不但告知了我们如何用“美学”的眼光来重新审视事物，而且他还用蕴涵丰富的语言引起我们强烈的感情上的共鸣。  a．找出意蕴丰富的语句，体味句子的情昧。  b．先四人小组讨论，再让小组派代表发言。 重点赏析以下语句： ◆茅盾故乡乌镇的小河两岸都是密密的芦苇，真是密不透风，每当其间显现一座石桥时，仿佛发闷的苇丛做了一次深呼吸，透了一口舒畅的气。 ◆早春天气，江南乡间石桥头细柳飘丝，那纤细的游丝拂着桥身坚硬的石块，即使碰不见晓风残月，也令画家销魂! ◆无论是木桥还是石桥，其身段的纵横与桥下的水波协同谱成形与色的乐曲。． ◆田野无声，画家们爱于无声处静听桥之歌唱，他们寻桥，仿佛孩子们寻找热闹。 (过渡)我们从《桥之美》中，体会到了桥的美感，真是赏心悦目。同是写桥的文章，《中国石拱桥》与之有什么不同之处呢? 课堂小结  同学们，今天我们在画家吴冠中的带领下，一起领略了桥的风采，生活中有多少美不胜收的景致，或纤弱或雄壮或含蓄……让我们练就一双慧眼去发现、去鉴赏这大干世界吧!  第 二 课 时 一、完成课后习题。 二、拓展延伸 比较本文与《中国石拱桥》在内容和写法上有何不同? 明确：本文是一篇带有说明性质的小品文。它的说明性体现在文中先点明在画家眼里桥美在何处，随后举了一些具体的例子。但是与《中国石拱桥》这种较为规范的说明文不同的是，在举例时，作者并不是用科学、平实的语言向读者解说，而是或描写景物，或抒发感情，文字极富表现力和感染力。 板书设

八年级上册英语课件 篇5

1.掌握如何礼貌地发出、接受、拒绝邀请：Canyou come to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

礼貌地发出、接受、拒绝邀请，礼貌地与人交流。

礼貌地发出、接受、拒绝邀请。Can youcome to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation

根据日程表中的计划安排自己的活动并对邀请做出适当回答。

1.动画导入，激发学生的学习兴趣：

教师可先播放一段有关“聚会”的动画，激发学生的学习兴趣并导入新知。

2.完成任务，合作学习：

教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。

任务一：Planning abirthday party.

让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。

任务二：Writing aninvitation card.

学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式。

学生以小组为单位开展活动。假设班上要组织一次野餐活动，一个学生为组织者，询问组员并统计本组参加的人数及不参加的原因，并做好记录。

完成任务可能要用到的语言结构：

We are going to have apicnic. Can you come?

When is it going tostart?

I’m sorry. I haveto....

3.拓展学习：

学生设计假期某一周的日程安排。在设计的过程中，要尽可能合理安排好学习、休闲娱乐等各项活动，并留出一些空余时间。要注意有自己的特色，能联系拓展所学的知识。

可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。

①课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。

③知识掌握情况：是否已经掌握了所学的知识，并能很好地运用。

have a rest play there bebe busy practice be free listen to

1. Can they XXXXXXXXXXthe music in the classroom?

2. I’m sorry. TomorrowI’m XXXXXXXXXX soccer and having a math lesson.

3. He has got a badheadache. Let himXXXXXXXXXXXXXX.

小学四年级英语课件

以下“小学四年级英语课件”由教师范文大全的编辑为大家收集整理，我们精心准备了本页内容诚挚邀请您浏览。教案是老师上课之前需要备好的课件，每个老师都需要仔细规划教案课件。做好教案对于教师具有非决定性的作用。

小学四年级英语课件【篇1】

1、话题：Numbers

2、课题名称：How many?

教学目标：

1、能听、说、认读16-20的数字单词，并能在日常生活中使用；

2、能听懂、会说How many…do you have? I have…, 并在实际情景中运用；

3、了解西方复活节(Easter)的有关知识。

教学重点：数字单词16-20的听、说、认读。

教学难点：单词eighteen和twenty的发音，句型How many…do you have? I have….在实际

情景中的运用。

课前准备：教师准备本课用词卡和图卡、一套多媒体课件、一个兔子头饰、一篮彩色小巧克

力蛋，一个自制的金色五角星，一个皮球、一张翻动式数字片（如附图1）、一

套射飞镖活动用具、一个装有铅笔的笔盒、骰子若干个、学生每人一份的调查表

（如附图2）和一套16-20的单词卡片。学生自备文具用品若干。

板书设计：（课前写在黑板上）

How many eggs do you have?

教学步骤：

Step 1 Warming-up / Revision （热身/复习）

1、Greetings and free talk. 教师戴上复活节兔子的头饰，提着一篮子彩蛋，向全体学生

作自我介绍：Hello! I’m Easter Bunny. I’m from American. Nice to meet you. 然后走向几位学生,问几个问题：What’s your name? Where are you from? How are you?等。Boys and girls,the Easter Sunday is coming.简单向全体学生介绍一下复活节Easter和Easter egg。并说明将把彩蛋奖励给课堂表现好的同学。最后获得彩蛋总数最多的组，将得到一颗金色五角星。（全班分为四个大组）

2、Let’s do（Book 1,Unit 6）.“Show me 1 and me 3 and 4….”（课件提供节奏和动画，教师和学生一起边说边做动作）

3、Let’s do math.(课件出示一系列算式，如4+7=？3+9=？……。教师问：What’s four and seven?....让学生用英语说出和是什么。复习单词eleven到fifteen。把彩蛋奖励给答得又快又好的学生，以下环节都注意适时适当的奖励。)

4、Sing a song “Ten Little Candles Dance”.（课件提供歌曲和动画，教师和学生一起边唱边做动作。）

Step 2 Presentation （新授）

1、当学生唱完上面这首歌后，教师问：How many candles can you see? 学生答：Ten.

接着屏幕上又跳出6支蜡烛。教师问：How many candles can you see now? Can

you answer according to the pronunciation of the word fourteen? (你能根据fourteen的发音来回答吗？给学生一点提示) 有学生答：Sixteen. (教师点击课件，屏幕上跳出sixteen这个单词，并伴有拍手声) 教师：Great! You are right. Sixteen, we can see sixteen candles now. This is for you.（奖励答对的学生）引导学生回答：Six and ten is sixteen. 教师出示词卡带读，一小组开火车读。教师注意纠正发音。

2、以相同的方法教seventeen和nineteen,分别由7+10及9+10引入。

3、课件出示一幅风筝图。教师：Spring is coming. Many people like to fly kites. Look! How

many kites can you see? Let’s count. One, two,…当数到最后一个18时，有的学生会发/’eit’ti:n/。这时教师强调eight的发音是/’ei’ti:n/, 与前面教的三个数词在发音和构词上都有区别。同时出示翻动式数字片比较16-19四个数字单词的异同。教师出示词卡带读，然后一小组开火车认读这四个单词。

4、教师拿出一个皮球，说：Look! What’s this? Oh, It’s a ball. I can bounce the ball. Now, I

will bounce it, please count! 教师拍球，学生数数，数到20，故意把球拍丢了。问学生：How many times did I bounce? 教学twenty。教师出示词卡带读，学生开火车读，教师注意纠正发音。

5、教师拿出一只笔盒摇一摇，说：I have some pencils. Guess, How many pencils do I have?

让学生猜，然后请一个学生上来打开盒子数一数。教师和学生一起数：One, two,…oh, twenty pencils. I have twenty pencils. 带读I have…这个句子。然后问学生：How many pencils do you have? 学生根据实际情况回答。（教师可提示）

6、课件出示一些画有不同数量物品的图片，如球、钢笔、小船等。教师问：How many balls do you have?并带读多遍。让学生从中随意挑选一样物品向教师提问：How many…do you have? 教师根据画面回答：I have….再让学生两人一组互相问答。

Step 3 Practice （练习）

1、Let’s play. 教师让一个学生上台根据指令做出相应的动作，如：Bounce 20 times. Jump 18

times. 教师示范后，再让学生发令，每组派1人依次进行比赛，其他学生为他/她数数，教师计时，最先完成者可赢得5个彩蛋。

2、射飞镖游戏。飞镖靶上贴着五种水果的图案，每张图案背面分别写上16-20的数字

单词。请学生上来射飞镖，取下射中的那张，并用口形读出背面的单词，但不能发出声音，下面的学生根据他/她的口形猜单词，并快速出示该词卡，猜对人数最多的一组可获5个彩蛋（作为分数暂记在黑板上相应格子中）。

3、课件出示画面：小红帽急着要过河到对岸生病的外婆家送点心，小河上只有五只乌

龟。她想让乌龟帮忙，踩着它们的背过河。但是乌龟们要她猜出它们各自的年龄才让她一步一步过河。范围是16-20岁。你能帮助小红帽吗？教师依次指着乌龟问：How old is it? 请学生在上来回答的同时点一下这只乌龟，如果猜对，它会说：Cool! 同时小红帽可以跨上它的背。反之，它会说：Try again! 奖励猜对的学生一个彩蛋。直到小红帽顺利过河后说：Thank you! 游戏结束。

4、掷骰子游戏：四人小组同时开展活动。每组三个骰子，骰子六面各画有不同数量的小苹果（各组骰子上的图案不同，如可以是cake, ball等）。一人掷骰子，其他三人问：How many apples do you have? 掷的人将投的三个骰子的点数相加，如加起来是17，就回答：I have seventeen apples. 四人如上轮流掷骰子，得的点数最多者为优胜者。可得到一个彩蛋。

Step 4 Consolidation （巩固）

四人根据调查表上的事物用How many…do you have? I have…句型互相问答，并在表上记录下被访问同学的姓名和答案，自己可以改动或添加表中的事物。教师请几个小组长反馈本组调查结果，并将其填写在课件上类似的表格中。

Step5 Assessment（评价）

教师统计各组所得彩蛋总数：How many eggs do you have? 把结果写在黑板上（见板书）。把金色五角星贴在得分最高的组上。

小学四年级英语课件【篇2】

教学重点：Read and write 中的四个四会单词以及问句“Is this a teacher’s desk?”及其答句“Yes, it is.”在四线格中的正确书写。

教学难点：拼读单词picture，在四线格中书写句型“Is this a …?”以及总结元音字母a的发音规则。

教具准备：

1.与教材内容相关的课件、声音、图片等媒体素材。

2.教师准备相关的词卡。

3.学生准备白纸和彩笔。

教学过程：

1.师生合唱该单元的歌曲和歌谣，边歌边舞。

2.请学生表演Story time中的对话。

3.猜谜语：教师给学生出一些简单的谜语，如：Jack is in a room. There are many books in it. He can see many students. They are reading books. They are quiet. Where is Jack?

1.请学生观察Read and write部分的情景图，预先空出来需要书写的四会单词，让学生独立思考，填充对话。

2.强化练习拼读单词picture，可以小组竞赛的形式进行。

3.练习书写句型“Is this a …?”时可从陈述句“This is…”中衍生问句。先请学生排列一组单词成为新句子，然后改正新句中的错误，如：打头单词的第一个字母需要大写;第二个单词的第一个字母不需要大写;句末句号改为问号等。用这种形式可以充分体现以学生为中心的自主学习，在轻松愉快的气氛当中突破难点。

4.让学生听录音并跟读，教师还可设计一些简单问句检查学生对于对话的理解程度。

5.学生A从书包里拿出一件文具放在身后，问同桌：What’s this?同桌回答：Is this a …?如果答对，学生A回答，”You are right.”。

建议教师让学生分小组一起仔细听录音，观察讨论，找出规律，然后向全班汇报。

让学生带上纸和笔，四人一组参观学校，并将学校的校舍分布情况记录下来，绘出地图，标上各功能室的名称。回到教室后向全班展示。或者由学生分组活动，各组学生负责绘制一处场馆设施，然后拼贴成为一幅完整的学校地图。教师鼓励学生大胆想象，构思未来教室的蓝图。

1.做本单元B部分Read and write的活动手册配套练习。

2.书写本课时的四会单词和四会句子。

3.和爸爸妈妈一起描绘出一张理想中学校的的结构图并用英文进行表述。

小学四年级英语课件【篇3】

活动一：激趣导入

首先以一个数字游戏调动学生的积极性，然后开始向学生介绍价钱的表示方法，教授costs，举例让学生熟练运用。

活动二：新旧衔接，感受知识的形成

利用挂图向学生介绍今天重点短文的内容，进而教授短文。

活动三：师生的互动探讨与听力能力的反馈

培养学生的听力，让他们独立完成听力练习，然后教师进行订正。

活动四：兴趣培养

歌谣的教授可以提高学生的学习兴趣，同时巩固今天所学内容。

最后设计一个游戏，进一步调动学生积极性。

活动五：单词跟读，有始有终

最后让学生跟读单词，完成本单元教学。

以上的教学过程我注重学生的兴趣，贯穿“快乐教学”为指导思想，给学生足够的时间，让他们有机会展示；给学生热情的鼓励，让他们体验成功的乐趣。我相信当学生真正拥有了学习的欲望，“要我学”就成了“我要学”；当学生掌握了学习的方法，就真正成为了学习的主人。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教！

小学四年级英语课件【篇4】

闽教版小学英语四年级上册知识点

Unit 1

重点单词与词组 See 看见 again 再见 grade 年级 our 我们的 classroom 教室 class 班级，课 chair 椅子 desk 书桌 look 看，瞧 look at 看着 blackboard 黑板 read 读，阅读 after 在……之后 tiger 老虎 no 不是

重点句型与语法

Let’s go and see our classroom.我们去看一看我们的教室吧。

Class One, Grade Four（四年一班）表示几年几班，英语顺序与汉语顺序相反。Which class are you in ? 你在哪个班级？

I am in Class Two, Grade Five.我在五年2班。

I’m 是I am 的缩写形式，不是任何场合都能用缩写形式。对一般疑问句的肯定回答时，不用缩写形式，Yes, I am, 否定回答可以用。No, I’m not.like 意思为喜欢

like 后面接 名词或者代词，表示对某一事物的兴趣或爱好。I like my desk.我喜欢我的课桌。后面接动词不定式，表示喜欢某项特定的或具体的活动。例如：I like to climb a mountain.我喜欢爬山。

Unit 2 重点单词与词组 that 那

cousin 表（堂）兄弟姐妹 from 来自 school 学校 playground 操场 big 大的

computer 电脑 room 房间 library 图书馆

重点句型与语法

Who’s that girl ? 那个女孩是谁？ That’s Ma Li.那是马丽。This is our playground.这是我们的操场。

This is our computer room。这是我们的电脑室。This is our library.这是我们的图书馆。

She’s from Taiwan.她来自台湾。Be from 来自…… so many computers！这么多电脑！so many +可数名词复数形式 so much +不可数名词

Unit 3 重点单词与词组 have 有 farm 农场 dear 亲爱的 thirteen 十三 cow 奶牛 fourteen 十四 horse 马 fifteen 十五

sheep 绵羊 单复数同形 sixteen 十六 how much 多少 seventeen 十七 twenty 二十 eighteen 十八 very 非常 nineteen 十九 clever 聪明

重点句型与语法

数字，-teen 表示‘十’，构成从13-19英文数字的一部分。How many sheep do they have? 他们有几只羊？ They have fifteen sheep.15只

How may pigs do they have ? 他们有几头猪？ They have nineteen pigs.19头

英语中加法用plus, and 或 add 表示，如 2+3= ？（How much is two and three ?）

2+3=5（Two and three is five.）

Unit 4

重点单词与词组 thirty 三十 slow 慢点 sleep 睡觉

Have a sleep 睡一觉 fifty 五十

winner 获胜者 forty 四十 begin 开始

重点句型与语法

数字 thirty, forty, fifty中都有后缀-ty, 读音方面要有注意和thirteen, fourteen, fifteen 中的后缀-teen的区别。

21到99的非整十的英文数字由十位数加上个位数组成，两位数之间用连字符“-”连接，如：twenty-one 21, thirty-two 32, forty-three 43.几点的问法，what’s the time ? 几点？ It’s five o’clock.5点钟。时间整点表达法： ten o’clock 10点钟

twelve o’clock 12点钟 非整点时间的表达法：直接读出法 直接读出法： 9:05 nine o five 9:15 nine fifteen 9:30 nine thirty 9:45 nine forty-five

Unit 5

重点单词与词组 bus 公共汽车 full 满的，饱的

get into the car 上车（小轿车）car 小轿车

when 什么时候 get up 起床

at 时间的某一点 breakfast 早饭 to 向，朝着

go to school 去上学 lunch 午饭 bed 床铺

go to bed 去睡觉

重点句型与语法

The bus is full.公交车挤满了乘客。full 充满，饱的意思。I am full.我饱了。

Get into the car.上车吧。get into 用于上小轿车或的士。get on the bus/train 上公交车或火车。

When do you get up ? = What time do you get up ? 什么时候起床？ have breakfast/lunch/dinner 吃早餐/午餐/晚餐 When do you go to school? 什么时候去上学 ？ go to school 上学 go to the school 到学校去 Lily gets up at 6:30 a.m.李丽早上6点半起床。

单个人名或称呼作为主语，是第三人称单数。例如：Wang Tao likes sports.王涛喜欢体育运动。

人称代词he, she, it 是第三人称单数

第三人称单数谓语动词要加-s,-es, have → has go to bed 上床睡觉，go to sleep 睡着 go home 回家 不加to

Unit 6

重点单词与词组 milk 牛奶 bread 面包 tomato 西红柿

them 它们（宾格）welcome 欢迎 dinner 晚饭 beef 牛肉 potato 马铃薯 vegetable 蔬菜 some 一些

重点句型与语法

meal 膳食，一餐。three meals a day 一日三餐 Breakfast is ready.早饭准备好了。ready 是形容词，意思是“准备好的”，作表语用。如： Are you ready ?（你准备好了吗？）We are ready to go.我们准备走了。

What’s for breakfast ?（早餐吃什么？）

for 是介词，在上句中的意思是“供……用的”。？for 有很多不同的含义，例如 for 表示 给与某人： This is a present for you.这是给你的礼物。

for 表示 对于……而言： And they are good for you.它们对你有好处。for 表示 目的： This is a cake for her birthday.这是为她生日准备的蛋糕。

milk, bread, beef.不可数名词，不能以数目来计算，只有单数形式，不能使用冠词a/an.tomatoes, potatoes分别是可数名词tomato，potato 的复数形式。可数名词的复数形式：

一般情况都是直接加s, 如，apples, eggs 以o结尾名词，有生命的加es, tomatoes, potatoes, 无生命的直接加s, photos 以s,sh,ch,x结尾的名词，加es 如，buses, boxes 辅音字母加y结尾的名词，去y改ies, baby--babies, party--parties.单复数同形，如，sheep, fish 特殊形式，man--men, woman--women, foot-feet, tooth--teeth 人称代词 分主格和宾格，主格是指放在句子前面作主语，宾格是指放在动词或介词后面作宾语。

主格

宾格 第一人称代词单数

I 我me 我 第一人称代词复数

we 我们

us 我们

第二人称代词单，复数

you 你，你们

you,你，你们 第三人称代词单数，he 他,she 她,it 它

him, her, it 第三人称代词复数，they 他们，它们，她们，them

Welcome to my home.欢迎来到我家。Have some beef, please.请吃一些牛肉。Thank you.谢谢

No, thank you.I am full.不，谢谢你.我饱了。

Unit 7 重点单词与词组 Christmas 圣诞节 robot 机器人 tree 树

e-mail 电子邮件 happy 快乐的

重点句型与语法

What presents do you want ?（你想要什么礼物？）

want 想要，I want a beautiful house.我想要一栋漂亮的房子。Merry Christmas!圣诞快乐！

Unit 8

重点单词与词组 spring 春天 festival 节日

spring festival 春节 Chinese 中国的 have 度过 we 我们 make 制作 dumpling 饺子 family 家庭 watch 观看 TV 电视机 get 得到 money 钱 fair 庙会 friend 朋友 say 说

重点句型与语法

What’s the Spring Festival ? 什么是春节？ It’s Chinese New Year.它是中国农历新年。How do you spend it ? 你们是怎么过春节的？ spend 度过

We make dumplings.我们包饺子。We make rice cakes.我们做年糕。

Do you watch TV after dinner ? 你么晚饭后看电视吗？

watch 观看，watch a film, 看电影，watch a football game 看足球赛

We watch the Spring Festival Party on TV.我们观看电视台的春节联欢晚会。We get some New Year’s money.我们得到一些压岁钱。some 用于肯定句，any 用于否定句和疑问句。She doesn’t want any bananas.她不要香蕉。Do you want any vegetables ? 你需要蔬菜吗？ say Happy New Year to …… 向某人拜年，say Hello to your mother.请向你的母亲问好。go to the fair 去逛庙会

小学四年级英语课件【篇5】

课题：Unit 1 Our school

教学重点：六个生词的正确发音以及序数first, second的用法。

教学难点：通过对Let’s play和Story time的教学铺垫新句型：Is this the …?/ Is that the …?

教具准备：

与教材内容相关的课件、声音、图片等媒体素材。

教师准备相关的词卡。

教师准备一幅大楼的框架图。

教学过程：

(一)热身/复习(Warm-up/Revision)

师生齐唱本单元的Let’t chant B部分的歌谣。

学生起立边跳边唱歌曲《Our school》。

教师说一个句子，如：I can see many flowers in it. Where is it? 让学生判断是什么单词，然后做出正确的回答。

请学生模仿教师说句子，其他学生判断说单词，说一说校园里还有些什么设施和课室等。

(二)呈现新课 (Presentation)

教师播放A部分Let’s do的声音，学生表演 “听听做做”活动。

教师提问：Where do we water the flowers? 学生回答：In the garden. 教师再问：Where do we read story-books? 学生回答：In the library. 然后教师继续提问：Where do we have computer classes? 引导学生说出：In the computer room。

教师出示本单元的图片，说，This is the computer room. 教授其余五个生词。

听录音，跟读、模仿。

(三)趣味操练 (Practice)

教师将一幅教学楼的框架图贴在黑板上，让两名学生站在讲台前。教师说：The washroom is on the second floor. 让学生在讲台上选出washroom的词卡，并将它贴在正确的'地方。速度快的学生为胜者。或者教师提问：Where’s the library? 学生快速报答：It’s on the first/ second floor. 一共有六张类似图片。

教师把贴在黑板上的六张图卡分别翻过来并打乱顺序，用手盖住单词，然后向学生提问：Where is the music room? 或者指着某张图卡问学生：Is this the washroom? 让学生回答，借此铺垫新句型：Is this/ that the …?

播放Story time 的课件或录像，学生观看后回答一些理解性的问题。教师尤其需要向学生强调“Is this/ that the …?”的不同用法：this通常指距离较近处的事物;that指距离较远处的事物。

学生先跟录音朗读课文，再分角色朗读。

(四)巩固与扩展

做本单元B部分Let’s learn的活动手册配套练习。

可以在课后将Story time 中的故事表演出来。

课后反思：本节课我将教学任务转化为学生的学习需要，让学生主动参与，发挥其主观能动性。教学目标是根据教学需要，从学生实际出发，从学生的角度阐述要求。学生主动参与课堂学习，基本上达到了教学的要求，学会了用英语介绍自己的学校。

小学四年级英语课件【篇6】

课题：Unit 1 Our school

教学重点：掌握有关学校设施的五个单词，并了解它们的功能。

教学难点：单词library中辅音连缀的发音。

教具准备：

1.与教材内容相关的课件、声音、图片等媒体素材。

2.教师准备一幅本单元的校园分布图。

3.教师准备本课时的五张单词卡。

教学过程： (一)热身/复习(Warm-up/Revision)

1.教师播放学过的歌谣(第三册第五页的 “Work And Play”)，让学生跟随声音说唱。

2. 播放第三册第一单元课件Let’s learn A ，回顾句型：“What’s in the classroom? A board, two lights, many desks and chairs.”自然过度到学习学校各课室的名称。

(二)呈现新课 (Presentation)

1. 教师指着教室问学生：This is our new classroom. Do you like our classroom? What’s in the classroom? 学生做出相应的回答。教师接着问：How many classrooms are there in our school? Do you like our school? What else can you see in the school? Look! This is a map of our school.

2.播放本课的声音Let’s learn A, 教读生词。教师可引入句型“It’s on the first floor.，为下一课时进一步学习序数词做铺垫。通过教师领读和听音跟读，让学生掌握本课时五个生词的正确读音。在练习library的发音时，可复习已学过的含辅音连缀的单词，如ice-cream, brother, friend, hungry。

(三)趣味操练 (Practice)

1.小组比赛。教师出示一张词卡，如garden，组内学生依次说出与该词有关的其它单词，如：flowers，red，colour，trees等，这样既复习了学过的单词，也为继续学习Let’s do打下基础。

2.看Let’s do的图片(没有文字)，让学生仔细看动作，然后跟着声音做动作。播放声音，教师指导学生做出正确的动作。然后分组进行练习，采用组与组竞赛的方式，可以是做动作猜句子并说出单词，也可以是听声音，做动作。让其他的组的学生进行评价。评价包括动作是否准确、到位、优雅等。

(四)扩展性活动(Add-activities)

1.做本单元A Let’s learn 部分的活动手册配套练习。

2.和同桌一起玩“画画、想想”的游戏。一名学生在纸上画一本书或一个碗，另一名学生说出library, canteen 等相关生词。

3.试一试给同伴、朋友或家长发Let’s do 中的指令。

课后反思：本节课我立足新教材，选择贴近学生生活的题材，学生从最熟悉的自己的学校着手，很自然地过渡到专用室library、canteen等的名称及其方位的学习。语言教学内容的安排应当由近及远，由大到小，由简到繁。学生学习由浅入深，循序渐进。

小学四年级英语课件【篇7】

课题：Unit One My classroom

教学重点： 学习书写英文字母Aa, Bb, Cc, Dd, Ee的大小写， 学习单词beef, doctor, bed。

教学难点：大写C和D, 小写b和d易混淆; 大写B和E的笔顺

教具准备：

1.写有大小写Aa, Bb, Cc, Dd., Ee的字母卡

2.写有本课单词的单词卡

3.教材相配套的教学录音带

教学过程：

(一)热身、复习(Warm-up/Revision)

1.教师播放“chant”，师生共同随着录音带边打节奏边说歌谣。(使用第二册教材Unit 6,Let’s chant/B)

A B C D E F G,

H I J K L M N ,

O P Q, R S T,

U V W, _ Y Z!

Now you can say your A B C’s.

It’s as easy as 1 2 3 !

2.让学生背诵字母表

(二)呈现新课(Presentation)

(1)教师分别指着手、苹果和蚂蚁的图片，让学生回答：What’s this? 随着学生回答出：It’sa hand. It’s an apple. It’s anant时，用鼠标操作显示英文单词。再让学生看着这些单词找出所含的相同字母Aa。教师要注意学生回答问题时，apple和ant前an的使用。

(2)先让学生认读和区分大小写字母Aa。并让学生说出大小写Aa的笔顺。(第二册教材已学过，与之相配套的活动手册上印有字母的书写笔顺)对学生回答正确的及时给与表扬，并让学生进行书空练习。学生如回答错误，再找其他学生帮助说出正确答案，然后进行书空练习。

(3)教师在黑板上画好的四线三格中教写大小写字母Aa。让学生在练习本上抄字头，然后给时间让学生多写几个以达到学会的目的。教师在这一时间内要在学生中进行巡视，以便及时发现和纠正错误。

(1)教师指着书上男孩和球，让学生回答：He’s a boy. It’s a ball.(注意人称he的使用)。

(2)让学生认读和区分大小写字母Bb，并说出各自的笔顺。教学步骤同画面1的第二、三步。

3.同样步骤学习字母C、D、E

4.看课本听录音跟读单词和字母。[使用教材相配套的教学录音带，Unit 1, Read and write/A]

5.教师出示单词卡，让学生大声朗读。培养学生认读能力。

6.教师出示部分图片，下面写有不完整的单词，让学生通过看图填入所缺字母后朗读出来。此活动与“Write and say”相结合。

(三)趣味操练(Practice)

游戏1：看谁找得快

学生把字母卡依次摆放在桌面上，教师读字母，学生以最快速度找到该字母并举起来向教师出示。看谁找得快，最先举起字母卡的学生为胜利。

游戏2：配对子

小组活动。教师发给每组一套自制卡片。每套卡片共10张，每张卡片上写有一个大写或小写字母：A, B,C, D, E, a , b, c, d, e。游戏方法：把这10张卡片扣着放在地上，小组成员按顺序每人从其中取两张卡片，大家进行判断。如两张卡片上的大写和小写字母不相符(如：B和d) 则放回原处由其他人继续进行游戏。如果两张卡片上的大写和小写字母相符，该卡片被拿出，接着从其他卡片中再拿取，直到卡片都被拿完，游戏结束。最后，谁手里拿的对子最多，谁就获胜。

(四)扩展性活动(Add-activities)

1.本单元“Let’s find out/C”部分。让学生认真观察图画，找出图中隐藏的大写和小写字母。

2.让学生回家教家长书写大小写字母Aa, Bb, Cc,Dd, Ee

板书设计：

Unit 1 My classroom

黑板上方：上课前打好的四线三格，在课堂上随讲随写的字母Aa, Bb, Cc, Dd, Ee

黑板下方： ___at ___ gg ___pple ___uck __all

小学四年级英语课件【篇8】

Unit 1

A部分：computer计算机 board 写字板 fan风扇 light 灯

This is my computer.这是我的电脑。 That is your computer.那是你的'电脑

B部分：teacher′s desk讲台 picture图画；照片wall墙壁 floor 地板

Is this a teacher’s desk? ——Yes, it is.

Unit 2

A部分：one一two二three 三four四five五six六seven 七eight八nine九 ten 十

What time is it ? ——It’s two o’clock.

B部分：math数学 Chinese语文 English 英语 P.E.体育music 音乐class课程

It’s 9:45. It’s time for math class.

Unit3

A部分：red 红色的 blue蓝色的yellow黄色的green绿色的white 白色的

Is this（that） your T-shirt? ——No, it’s not.（Yes,it is.）

B部分：jacket 夹克衫shirt 衬衫 skirt裙子dress 连衣裙T-shirt T恤衫

What colour is it? ——It’s white.

Unit4

A部分：jeans牛仔裤 pants长裤 socks袜子 shoes鞋子

It’s warm today. Let’s play football.

B部分：sunny晴朗的 warm 温暖的 cold 寒冷的snowy下雪的

It’s cool. Is it cold?——Yes,it is.（No, it’snot.）

Unit5

A部分：big大的 small小的 long长的 short短的 nice好的

How much is it? —— It’s ten yuan.

B部分：apple苹果banana香蕉 pear梨orange 橙子watermelon西瓜

How much are they? ——They’re three yuan.

Unit6

A部分：cat猫 rabbit 兔子 pig猪 duck鸭子 dog狗 horse马

Are they ducks? ——No, they aren’t.

B部分：eleven十一twelve十二thirteen 十三fifteen十五twenty二十

How many horses are there? ——Twelve.

小学四年级英语课件【篇9】

一、同学基本情况分析：

本学期我担任四年级的英语课，这个班共有同学18人。他们大多数年龄在10—11岁之间，他们身心健康，活泼可爱，接受知识的能力强。在教学中，结合同学的心理和生理特点，抓住同学新奇、爱动的特点，多给同学胜利的机会，创设多种语言交际情景，使他们在经验中感受语言之美，在文化中陶冶情操，在语言运用中发展智力和提高语言交际能力。在本学期的教学中，要注重学习兴趣的培养，注意因材施教，搞好优生优培和困难生的辅导和转化工作，形成比、学、赶、帮、超的浓厚的学习氛围，大面提高教学成果和教育教学质量。

二、教学目的要求：

1、能正确朗读单词并了解其汉语意思。

2、能正确朗读句子，注意其语音语调和停顿。

3、能参与运用英语组织和开展地日常课堂教学活动和生活游戏。

4、能听懂简单的指令并作出适当的反应，能唱一些符合儿童特征的简单的英文歌曲。

5、能用所学的交际用语进行交际。

6、养成良好的文明礼貌行为习惯，掌握基本的英语交际战略，全面提高综合素质。

7、乐于了解英语国家儿童的兴趣和喜好，以和外国人的一风俗习惯。

三、重点和难点：

重点：

1、培养同学的学习兴趣和喜好，养成良好的学习习惯，为今后的学习打下良好的基础。

2、培养同学的语感，用正确的语音语调朗读句子。

3、日常用语的学习与运用。

4、单词的读音。

难点：

1、培养同学拼读单词的能力，鼓励他们自主学习。

2、用英语进行简单的交际。

3、单词的读音和认读。

四、教学措施：

尽量用英语组织教学，营造一种学习英语的氛围。

充沛利用实物、图片、简笔画等直观教具，激发同学的求知欲望，调动他们的学习积极性。

在课堂上大胆经常地使用鼓励，可以鼓励全班、半班、某一组或者一个人，并给予精神鼓励或物质激励。制作小红花或粘贴画等奖励给同学。

将竞争机制引入课堂，培养同学地参与意识、合作意识和竞争意识。

开展丰富多彩地课外活动，开拓同学的视野，丰富同学的文化生活，举办一些活动，如：书法展览、演讲竞赛、扮演竞赛等。

对于同学在学习过程中出现的错误，不要有错必纠，在纠正同学错误时，采用委婉，间接的方式，如：先褒扬，再指出错误或说出正确的，让同学重复。

小学四年级英语课件【篇10】

本课是《新标准英语》小学三年级起始用四年级上册Module 3Unit 1 What are they doing?本课的主要语言功能是谈论人们在公园中的活动，并描述正在发生的行为或动作。主要句型是“What are they doing? They’re v-ing”的学习与操练。本课的课文情境是Daming带着Amy坐公共汽车，路上看到很多有趣的场景，Amy也对其抱以极大的兴趣，并通过What are they doing？来询问Daming，Daming用句型They’re v-ing.逐一说明，从而让Amy这个英国孩子了解了公园中人们所做的具有中国特色的事情。这一题材非常生活化，是学生感兴趣的话题之一，它能使学生能学以致用。

小学四年级的学生在经过一年的英语学习后已形成了良好的英语听、说、读、写的习惯，也初步具备了一定的听说能力，有强烈的表现欲，善模仿、好表演,对英语学习兴趣浓厚，但不能持久。本节课学习的内容是What are theydoing?有关现在进行时的运用，学生接触过一些动词加ing的句子，如I like swimming. She likes playing football.  She’s reading a book.学生能够基本套用固定句型，模仿说出相关句子。只要教师在教学中给予学生充分的展示机会和绝对的信任和鼓励，那么每个学生的听说能力都会得到她发挥的平台。

1.理解词汇kid, get on, can, see, lots of, interesting, thing, people, men, between, clock, hungry.

2.掌握动词词组row a dragon boat, do taijiquan,play chess, drink soya milk的ing形式。

3.能用句型 What are they doing? They’re v-ing.描述多人正在进行的行为和动作。

4.学会用句型Look at…引起他人的关注。

注意观察生活，乐于感知并积极尝试使用英语。

1.学习并掌握动词词组：do taijiquan, row a dragon boat, play chess, drink soya milk.

2.句型 What are they doing? They’re v-ing.

运用句型What are theydoing? They’re v-ing. 描述多人正在进行的行为和动作。

【设计意图】轻松愉快的打招呼、唱歌，很好的消除教师与学生刚见面时的紧张情绪。

T: Play football, play football.

Ss: Playing football, playing football.

T: Listen to music, listen to music,

Ss: Listening to music, listening to music.

【设计意图】激趣导学，通过有趣的游戏及与老师的`互动，让学生迅速进入学习状态，同时复习曾学过的ing动词短语。

老师请学生上台，看卡片做动作，其余学生则猜动作。引出句型: What are theydoing? They’re…

【设计意图】通过猜动作的游戏，引出新句型及课题,为下一步学习做铺垫。

1. T: Here’s good news for you! Today I’ll take you totheLiuhou

Parkwith Daming and Amy. Look, the busis coming! Let’s get on the bus. OK？

【设计意图】情境助学，创设真实情境，使学生感到亲切自然，兴趣浓，更容易接受效果好。

2. 教授句子Wecan see lots of interesting things.

【设计意图】老师不断用自己的肢体语言演示给学生看，这样学生在肢体运动的同时，能准确的将名词与“动态形态”联系起来，经久不忘，甚至会形成条件反射，一看到相应的动作，或有这个动作发出时，就会随口念出这样的句子来。

T：Lookat the people in the park.

教授look at和people.

Look at the clock.

T: Look at the people in the park.What are they doing?

从视频引出 doing taijiquan. 老师出示词条并教授,机械操练。

T: Look at the people on the lake. What are they doing?

从视频引出rowing a dragon boat，老师出示词条教授，并用转盘游戏操练。

【设计意图】交流促学，运用形式多样的方法操练重点词组，以吸引学生的注意力。

T: Look at the men between the big trees.

老师拿出象棋，教授chess及短语playing chess，出示词条教授，并用“红绿灯”游戏操练。

7. T: Look at these girls. What are they drinking?

老师教授drink，将milk，tea，coffee带入drinking练习，drinking milk, drinking tea, drinking coffee

老师拿出豆浆，教授soya milk，再引出They’re drinking soya milk.

8.T: Look at the clock.指着时钟说It’s twelve now. I’m hungry.教授hungry和Me too.

【设计意图】通过真实的视频，创设及图像、声音、文字于一体的动感语言环境，激起学生交流的欲望，提高学生的学习兴趣，在故事情节的设置中，不断地出现课文的新单词和新句型，巧妙地使学生在看故事的过程中接触到新单词和句型的音和义。

（2）Choose theright answer.

①Look at the people in the park, they’re              .

A. playing football      B. doing taijiquan

②Look at the people on the lake, they’re              .

A. rowing a dragon boat      B. swimming

③Look at the men between the big trees,they’re            .

A. skipping               B. playing chess

④Look at these girls, they’re           .

A. drinking milk          B. drinking soya milk

3.   Follow.

【设计意图】课文是在突破了本课的重难点后学习的，让学生通过看、听、说来学习课文，训练学生的听说能力。通过回答问题，检查学生对听的理解，之后还要让学生看书认读，认读是十分重要的。

PPT呈现公园里各种各样的活动，四人小组分工合作，全组问，然后按号数依次回答。运用以下句型

Look at the people in the park. We can see lots ofinteresting things. What are they doing?

【设计意图】分享展学，老师鼓励学生在学习完课文后进行小组活动，使学生在和谐的气氛中共同探索共同学习，有意识地逐步培养学生们合作能力、探索精神和创新精神，以及良好的学习习惯。

老师带领同学们一起回顾本节课所学的知识内容。

【设计意图】回顾所学，教师通过齐读板书再次巩固今天所学的句型。

请学生在上学或放学的路上观察人们的活动情况，并用英语记录在作业本上。

【设计意图】新课程理念下的课后延伸，是课堂教学内容的延伸，是学生学习活动的延续，教师最后拓展性的作业布置也为本堂课画上了完美的句号。

Whatare they doing？

doing taijiquan.

They’re     rowing a dragon boat.

playing chess.

drinking soya milk.

小学四年级英语课件【篇11】

一、教材分析本课是《新标准英语》小学三年级起始用四年级上册Module 3Unit 1 What are they doing?本课的主要语言功能是谈论人们在公园中的活动，并描述正在发生的行为或动作。主要句型是“What are they doing? They’re v-ing”的学习与操练。本课的课文情境是Daming带着Amy坐公共汽车，路上看到很多有趣的场景，Amy也对其抱以极大的兴趣，并通过What are they doing？来询问Daming，Daming用句型They’re v-ing.逐一说明，从而让Amy这个英国孩子了解了公园中人们所做的具有中国特色的事情。这一题材非常生活化，是学生感兴趣的话题之一，它能使学生能学以致用。二、学情分析小学四年级的学生在经过一年的英语学习后已形成了良好的英语听、说、读、写的习惯，也初步具备了一定的听说能力，有强烈的表现欲，善模仿、好表演,对英语学习兴趣浓厚，但不能持久。本节课学习的内容是What are theydoing?有关现在进行时的运用，学生接触过一些动词加ing的句子，如I like swimming. She likes playing football.  She’s reading a book.学生能够基本套用固定句型，模仿说出相关句子。只要教师在教学中给予学生充分的展示机会和绝对的信任和鼓励，那么每个学生的听说能力都会得到她发挥的平台。三、教学目标(一)知识目标1.理解词汇kid, get on, can, see, lots of, interesting, thing, people, men, between, clock, hungry.2.掌握动词词组row a dragon boat, do taijiquan,play chess, drink soya milk的ing形式。3.能用句型 What are they doing? They’re v-ing.描述多人正在进行的.行为和动作。4.学会用句型Look at…引起他人的关注。(二)能力目标用时态描述正在发生的行为或动作。(三)情感目标注意观察生活，乐于感知并积极尝试使用英语。四、教学重难点（一）教学重点1.学习并掌握动词词组：do taijiquan, row a dragon boat, play chess, drink soya milk.2.句型 What are they doing? They’re v-ing.（二）教学难点运用句型What are theydoing? They’re v-ing. 描述多人正在进行的行为和动作。五、教学准备视频、课件、词条、评价贴六、教学步骤课前谈话：(一)    师生问好(二)    唱歌WalkingWalking【设计意图】轻松愉快的打招呼、唱歌，很好的消除教师与学生刚见面时的紧张情绪。StepⅠ Warm-up1. Play a game：Isay you say.T: Swim, swim.Ss: Swimming, swimming.T: Skip, skip.Ss: Skipping, skipping.T: Play football, play football.Ss: Playing football, playing football.T: Listen to music, listen to music,Ss: Listening to music, listening to music.【设计意图】激趣导学，通过有趣的游戏及与老师的互动，让学生迅速进入学习状态，同时复习曾学过的ing动词短语。2. Guessing Game老师请学生上台，看卡片做动作，其余学生则猜动作。引出句型: What are theydoing? They’re…【设计意图】通过猜动作的游戏，引出新句型及课题,为下一步学习做铺垫。StepⅡ Presentation1. T: Here’s good news for you! Today I’ll take you totheLiuhouParkwith Daming and Amy. Look, the busis coming! Let’s get on the bus. OK？教授get on【设计意图】情境助学，创设真实情境，使学生感到亲切自然，兴趣浓，更容易接受效果好。2. 教授句子Wecan see lots of interesting things.【设计意图】老师不断用自己的肢体语言演示给学生看，这样学生在肢体运动的同时，能准确的将名词与“动态形态”联系起来，经久不忘，甚至会形成条件反射，一看到相应的动作，或有这个动作发出时，就会随口念出这样的句子来。3. 呈现人物图片T：Lookat the people in the park.教授look at和people.再用图片对比教授Look at the men.教授menLook at the clock.教授clock4.呈现太极拳图片和视频T: Look at the people in the park.What are they doing?从视频引出 doing taijiquan. 老师出示词条并教授,机械操练。5.呈现划龙舟图片和视频T: Look at the people on the lake. What are they doing?从视频引出rowing a dragon boat，老师出示词条教授，并用转盘游戏操练。【设计意图】交流促学，运用形式多样的方法操练重点词组，以吸引学生的注意力。6.呈现下棋图片和视频T: Look at the men between the big trees.老师拿出象棋，教授chess及短语playing chess，出示词条教授，并用“红绿灯”游戏操练。7. T: Look at these girls. What are they drinking?老师教授drink，将milk，tea，coffee带入drinking练习，drinking milk, drinking tea, drinking coffee老师拿出豆浆，教授soya milk，再引出They’re drinking soya milk.8.T: Look at the clock.指着时钟说It’s twelve now. I’m hungry.教授hungry和Me too.【设计意图】通过真实的视频，创设及图像、声音、文字于一体的动感语言环境，激起学生交流的欲望，提高学生的学习兴趣，在故事情节的设置中，不断地出现课文的新单词和新句型，巧妙地使学生在看故事的过程中接触到新单词和句型的音和义。StepⅢ Text learning1.   Watch and listen2.   （1）Listen andrepeat（2）Choose theright answer.①Look at the people in the park, they’re              .A. playing football      B. doing taijiquan②Look at the people on the lake, they’re              .A. rowing a dragon boat      B. swimming③Look at the men between the big trees,they’re            .A. skipping               B. playing chess④Look at these girls, they’re           .A. drinking milk          B. drinking soya milk3.   Follow.【设计意图】课文是在突破了本课的重难点后学习的，让学生通过看、听、说来学习课文，训练学生的听说能力。通过回答问题，检查学生对听的理解，之后还要让学生看书认读，认读是十分重要的。StepⅣ  ExtensionPPT呈现公园里各种各样的活动，四人小组分工合作，全组问，然后按号数依次回答。运用以下句型Look at the people in the park. We can see lots ofinteresting things. What are they doing?A: They’re …B: They’re …C: They’re …D: They’re …【设计意图】分享展学，老师鼓励学生在学习完课文后进行小组活动，使学生在和谐的气氛中共同探索共同学习，有意识地逐步培养学生们合作能力、探索精神和创新精神，以及良好的学习习惯。StepⅤ Summary老师带领同学们一起回顾本节课所学的知识内容。【设计意图】回顾所学，教师通过齐读板书再次巩固今天所学的句型。StepⅥ Homework请学生在上学或放学的路上观察人们的活动情况，并用英语记录在作业本上。【设计意图】新课程理念下的课后延伸，是课堂教学内容的延伸，是学生学习活动的延续，教师最后拓展性的作业布置也为本堂课画上了完美的句号。板书设计Module3 Unit 1Whatare they doing？doing taijiquan.They’re     rowing a dragon boat.playing chess.

小学四年级英语课件【篇12】

教学目标：

1 能听懂、会说日常交际用语Look at the moon. Oh, it’s bright.

2 能初步运用句型Look at…。 Oh, it’s… 对物品进行简单的描述。

重点难点：

1 能听懂、会说日常交际用语Look at the moon. Oh, it’s bright.

2 能初步运用句型Look at…。 Oh, it’s… 对物品进行简单的描述。

教学对策：

要求学生进行各种形式的句型练习。

课前准备：

录音机，挂图，各种图片

教学过程：

Step 1

1、Greetings

Hello.

2、Free talk

T: Good morning.

S: Good morning.

T: Who is he?

S: He is…

T—Ss S1—S2

Step 2

1、Review the words

Read the words together

男女竞赛朗读

Say the rhyme

2、New dialogues

T: 同学们我们刚刚度过了教师节，接下来我们将迎来一个中国传统的节日。你们知道是什么吗?

Ss: 国庆，中秋节

T: 介绍一点中秋的习俗。

中秋节呀，我们家家要赏月。看月亮来了。(出示挂图)

Look at the moon! How about the moon?

Ss: 修改：要求学生来练习歌谣。

a big moon

a small moon

a bright moon

T: Oh, it’s big.

Learn: Look at the moon! Oh, it’s bright.

Read the dialogues some times.

Practice:

T shows some pictures, Ss make new dialogues as “Look at the… Oh, it’s…。”

(以小组竞赛的方式进行)

Step 3

Read the dialogues after the tape.

Read and act

Step 4 Assign homework

(1)听录音，朗读A部分对话，尝试和家长进行角色对话。

(2)听录音，继续熟悉C部分歌曲。

板书设计：

Look at the moon!

Oh, it’s bright.

八年级下册英语课件

教案课件是我们老师的部分工作，因此每天老师都会按质按时去写好教案课件。做好教案对于提高教学质量有着至关重要的作用，写教案课件时需要注意哪些方面？您需要的“八年级下册英语课件”已经准备就绪了，本文值得收藏方便针对性的参考！

八年级下册英语课件 篇1

一、学习目标：1.添括号法则.

2.利用添括号法则灵活应用完全平方公式

二、重点难点

重 点： 理解添括号法则，进一步熟悉乘法公式的合理利用

难 点： 在多项式与多项式的乘法中适当添括号达到应用公式的目的.

三、合作学习

Ⅰ.提出问题，创设情境

请同学们完成下列运算并回忆去括号法则.

(1)4+(5+2) (2)4-(5+2) (3)a+(b+c) (4)a-(b-c)

去括号法则：

去括号时，如果括号前是正号，去掉括号后，括号里的每一项都不变号;

如果括号前是负号，去掉括号后，括号里的各项都要变号。

1.在等号右边的括号内填上适当的项：

(1)a+b-c=a+( ) (2)a-b+c=a-( )

(3)a-b-c=a-( ) (4)a+b+c=a-( )

2.判断下列运算是否正确.

(1)2a-b- =2a-(b- ) (2)m-3n+2a-b=m+(3n+2a-b)

(3)2x-3y+2=-(2x+3y-2) (4)a-2b-4c+5=(a-2b)-(4c+5)

添括号法则：添上一个正括号，扩到括号里的不变号，添上一个负括号，扩到括号里的要变号。

五、精讲精练

例：运用乘法公式计算

(1)(x+2y-3)(x-2y+3) (2)(a+b+c)2

(3)(x+3)2-x2 (4)(x+5)2-(x-2)(x-3)

随堂练习：教科书练习

五、小结：去括号法则

六、作业：教科书习题

第三十七学时：14.3.1用提公因式法分解因式

一、学习目标：让学生了解多项式公因式的意义，初步会用提公因式法分解因式

二、重点难点

重 点： 能观察出多项式的公因式，并根据分配律把公因式提出来

难 点： 让学生识别多项式的公因式.

三、合作学习：

公因式与提公因式法分解因式的概念.

三个矩形的长分别为a、b、c，宽都是m，则这块场地的面积为ma+mb+mc,或m(a+b+c)

既ma+mb+mc = m(a+b+c)

由上式可知，把多项式ma+mb+mc写成m与(a+b+c)的乘积的形式，相当于把公因式m从各项中提出来，作为多项式ma+mb+mc的一个因式，把m从多项式ma+mb+mc各项中提出后形成的多项式(a+b+c)，作为多项式ma+mb+mc的另一个因式，这种分解因式的方法叫做提公因式法。

四、精讲精练

例1、将下列各式分解因式：

(1)3x+6; (2)7x2-21x; (3)8a3b2-12ab3c+abc (4)-24x3-12x2+28x.

例2把下列各式分解因式:

(1)a(x-y)+b(y-x);(2)6(m-n)3-12(n-m)2.

(3) a(x-3)+2b(x-3)

通过刚才的练习，下面大家互相交流，总结出找公因式的一般步骤.

首先找各项系数的____________________，如8和12的公约数是4.

其次找各项中含有的相同的字母，如(3)中相同的字母有ab,相同字母的指数取次数最___________的.

课堂练习

1.写出下列多项式各项的公因式.

(1)ma+mb 2)4kx-8ky (3)5y3+20y2 (4)a2b-2ab2+ab

2.把下列各式分解因式

(1)8x-72 (2)a2b-5ab

(3)4m3-6m2 (4)a2b-5ab+9b

(5)(p-q)2+(q-p)3 (6)3m(x-y)-2(y-x)2

五、小结：

总结出找公因式的一般步骤.：

首先找各项系数的大公约数，

其次找各项中含有的相同的字母，相同字母的指数取次数最小的.

注意：(a-b)2=(b-a)2

六、作业 1、教科书习题

2、已知2x-y=1/3 ，xy=2，求2x4y3-x3y4 3、(-2)+(-2)

4、已知a-2b=2，,4-5b=6，求3a(a-2b)2-5(2b-a)3

冀教版八年级数学下册教案

八年级下册英语课件 篇2

外研版八年级下册英语Module 2 Friendship Unit1教

学设计

作者：admin 资源来源：本站原创 点击数：

一。教材分析

1.《新标准》英语采用发现式语法学习法： 呈现---提问---发现---总结，培养学生自主学习的能力。宾语从句是初中阶段较难掌握的，在JEFC教材中出现在九年级，现提早了一个学期，所以难度较大。这需要老师很好地设计课堂教学活动。

2.本模块以友谊为话题，通过听力、对话和阅读材料的学习介绍了宾语从句。友谊是同学们较为感兴趣的话题，也与他们自身经历相关。借助友谊展开话题讨论，同时培养学生关爱他人的情感。

二。学情分析

1.知识基础：部分学生缺少丰富的语言基础，对某些任务的完成有一定的难度。

2.思维能力：有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。

3.认知心理：有较强的求知欲和表现欲，部分学生存在不自信，羞于表现等思想顾虑。

三。教学目标

1.语言技能目标：

听：能听懂用宾语从句表述的意义。说：能运用不同宾语从句来询问和表达友谊。

读：能读懂阅读文章，理解语篇主题和细节。写：能用宾语从句来写与友谊有关的短文。

2.语言知识目标：

1）能利用宾语从句讨论与友谊有关的话题。正确使用宾语从句的三种句式。

2）能够理解下列单词和词组：a couple of, junior high school

3）能够正确使用本模块中出现的四会词及短语。

3.情感态度目标：

1）通过对友谊的交流，掌握如何与他人交朋友，理解自己生活中情感影响的重要性。

2）引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。

4.学习策略目标：

1）自主学习能够结合个人的情况预习教材和拓展。

2）合作学习能够与同学交流学习心得体会，共享学习策略。

四。教学重点与难点

教学重点： 正确运用宾语从句描述友谊。

教学难点： 宾语从句的引导词、语序及时态。

五。教学过程

Step 1 Warming up

are you from? is his name?

do you ask? do you ask?

ask where you are ask what his name is.设计意图 通过问与答的形式，呈现宾语从句，为下异步的操练做准备。

Step 2 Pair work

are you from? is your good friend from?

S1: Where are you from? S1: Where is your good friend from?

S2: I am from… S2: My good friend…is from…

S1: S2 says that he / she is from… S1: S2 says that …

设计意图 联系学生生活实际，体现用中学原则。用地图操练巩固目标句型---that引导的宾语从句。

Step 3 Group work

something about my good friend

S1 has heard that Sally…

S2 knows that Sally…

S3 says that Sally…

I think that Sally…

设计意图 通过谈论熟悉人物 Sally, 进一步加强目标语的操练。同时，相互交流和帮助又培养了合作精神。

Step 4 Presentation

talk

you ever made telephone calls?

Who do you usually call?

a telephone call with a the other students an example.（suppose tomorrow is Saturday, you want to invite someone to have a picnic with you.）

T: Hello, this is Miss Wu I speak to LiHui?

S1: Hello, Miss Wu, this is LiHui are you?

T: I'm fine , ,LiHui, we are going to have a picnic tomorrow, would you like to go with us?

S1: Great!I'd love and where shall we meet?

T: Let's meet at half pass 8, at our school : Ok, see you : See you and find out:

What do Ann's mother and Bill talk about on the phone?

（事先交代情景： Ann's classmate Bill called Ann wasn't 's mother answered the phone.）

Expressions of making telephone calls:

Hello!Could I speak to Ann, please?

I'm afraid she isn't here right I take a message for you?

This is 'll give her the message…

设计意图 新语言项目在情景中自然呈现，比较中、英文打电话的不同用语，引导学生判断、总结，从而达到理解、学习并运用语言的目的。充分体现了学习的过程。

Step 5 Practice

and find out how many people you hear.（Turn to page 10-1）

and number the order.（Turn to page 10-2）

a telephone telephoned Father wasn't answered the telephone.（用两只电话机让学生在课堂上表演）

Activity 5, 2, 3, 4

设计意图 在常规听力练习中进一步提高学生听的能力，在尽可能真实的情景中巩固打电话用语。

Step 6 Presentation Why does Sally call Chen Huan?

设计意图 激发求知欲望。顺利进入新课的学习。

Step 7 Listening and reading:（Turn to Page 10-3）

and answer the questions:

1）How many persons are there in the dialogue？

2）Where are they?

and answer（必须用宾语从句回答）

1）What does Chen Huan say? He says that…

2）What does Sally say? She says that …

and check（√）the true sentences.（Turn to Page 11-4）

设计意图 听读两方面入手，由易到难，层层推进，重视对学生学习能力和技巧的培养。

Step8 Exercise

the words with their and answer the questions about the words in the box.（Turn to p11-5）

设计意图 由单词的复习过渡到句子的复习，既培养学生在语境中理解、识记单词的能力，又为新课的学习起到较好的铺垫作用。

Homework

your teacher

假设10年后，你参加工作，当了一名记者，回来看望老师。学生自由向老师提问，老师重复学生的问题，很自然地引出新知识---疑问句的宾语从句。: Miss Ni, do you still like teaching English?

T: S1 wants to know if I still like teaching 'm glad to tell you that I like teaching English very .给好朋友打个电话，请他来参加你的生日晚会。

设计意图

1.英语是一门语言，而语言是用来交际的。只有多听、多读，才能让我们的英语说得更加流利，掌握得更加牢固。

2.让学生学会一切可利用的资源来获取更多的学习信息。学习活动由课堂向课外延伸。

3.贯彻从师生交流到生生交流的原则，在体现学生自主学习的同时，注重教师的示范作用。

八年级下册英语课件 篇3

Unit6 Enjoying Cycling

Topic 1 We’re going on a spring field trip

Section A说课稿

一、说教材

1. 教材分析

仁爱版初中英语教材共六册,每册由四个模块组成,每个模块由单元----话题----功能---任务构成,编写思路清晰,符合学生的认识发展规律.八年级英语下册第六单元Topic1 Section A讲述了让学生学习如何用英语谈论旅游，并收集旅游信息。它由3部分组成，用1课时完成。通过学习Section A,学生可以更多的了解旅游知识并提高实际能力;动词不定式是本节课的重点语法项目。

2.教学目标

(1).知识目标

要求学生牢记Section A所有新学的四会单词.短语和重点句型;掌握不定式“to do”的用法。

(2).技能目标：

能用英语与他人谈论关于旅游的话题。培养学生提高语言交际能力,能在小组中积极与他人协作,从而开阔自己的视野,扩大知识面。

(3).情感目标

培养学生爱护大自然，热爱旅游.积极参与课堂上各种英语实践活动的兴趣。培养学生分工合作和团体协作精神。

3.教学重点和难点

(1).重点:谈论关于旅游的话题。

(2).重点和难点:不定式“to do”的用法。

二.说学情

1.学生对旅游较感兴趣,但对旅游知识了解较少。

2.学生的词汇量掌握不多。

3. 学生平时较少用英语与他人交谈并表达信息.。

三.说教法学法

按照课程改革的要求,遵循“老师由主演变导演，学生由配角变主角”的角色转换,采用把课堂交给学生的教学理论,我运用自由讨论.分组工作.结对练习.问答练习等方法,借助多媒体、录音机,图片等教学手段,设置特定的语言环境,使学生在轻松愉快的气氛中理解.运用英语。

四.说教学程序

我设计了以下的步骤来训练学生的听.说.读.写的能力,尤其是他们“说”的能力。

(一)温故知新

(1).请两位学生用上节课重点句型号，分别复述Unit 5 Topic3 Section D 1a

(2).教师与学生之间进行问答对话，让学生谈论关于他们最喜爱的旅游方式。 设计意图：巩固上节课学过的知识，为学习新课铺垫。

(二)情景导入

用多媒体展示一些关于旅游和交通的图片,来引起学生的兴趣,并由此教学本节课

的新单词,如:field ,trip ,cycle ,vehicle ,airline等。

设计意图：通过用多媒体展示学生熟悉的交通工具图片，激发学生的学习兴趣，轻松掌握新单词，顺利带入新课。

(三)重点呈现

1、展示多媒体( Flash课件)1a,并回答以下问题:

(1)Where will they go?

(2)What will Kangkang and Michael do?

(3)What will Helen do?

(4)How about Jane?

设计意图：应用多媒体展示，形象直观，给学生予视、听训练，根据情景对话,通过问答活动,以达到提高学生的“听.读”能力。

2、讲解重点.难点

(1)动词不定式“to do"的用法

a)不定式作主语

b)不定式作定语

c)不定式作目的状语

d)不定式作宾语

(2)It’s too+形容词+(for sb.)+to do sth.的句型

设计意图：训练学生理解和应用语言点的能力。

(四)知识巩固

1、放录音，让学生听并跟读

2、找出重要句型

3、给学生一点时间完成1b，然后用多媒展示的画面，请两组学生用带有“to do "的句子表演对话。

设计意图：我想知道我的学生是否真正了解整个对话的内容，并掌握了这节课我所传授的知识。此外，我将把学生们找到的重点句型板书在黑板上，以便他们能够更简单地记忆。

(五)归纳总结

让学生交流本节课所学的知识，教师除了板书所呈现的重点.难点内容外，又以“堂堂清”的形式进行当堂操练，进一步巩固对本课内容的理解和运用。

展示板书(根据本课的重点难点)

Unit 6 Topic 1 Section A

1.I have some exciting news to tell you !

2.It’s too far for cycling 。

3.Do you know the best way to get there?

4.It’s hard to say。

5.We’ll decide on the best way to go on our trip。

2、家庭作业

(1)抄写新单词和本节课重点句子。

(2)给学生看四幅名胜古迹的图片，让学生回去查找信息，看看哪个地方最值得参观，并编成对话，内容包括旅游的时间.方式和票价(要求用动词不定式)。

设计意图：

五、教学评价：

本课以课改为目的，结合教材重点.难点及英语学科的特点，利用多媒体辅助教学，体现“自主，合作，探究”的学习方式，它较之传统教学更能使每位学生都能积极参与到课堂学习及课外活动中去。使学生的听.说 .读.写能力得到全面提高，在愉快轻松的氛围中掌握知识。与此同时，带来的问题是：每个学生接受知识，获取知识的方式与快慢存在着差异，这就决定了在学习成效上的差别。为此，老师要对每个学生作深入了解，并制定相应“水平线”以鼓励学生超越。

八年级下册英语课件 篇4

冀教版三年级英语下册教案

八年级下册英语课件 篇5

教案设计：

本单元的教学目标主要包括：

1. 学会本单元的生词和短语，能够进行简单的拼写和记忆。

2. 掌握本单元的语法知识，能够进行简单的句型转换。

3. 培养学生的英语听说能力，能够听懂和说出简单的英语。

教学重点和难点：

教学重点：本单元的语法知识，包括时态、语态、主谓一致等。

教学难点：培养学生的英语听说能力，包括听懂和说出简单的英语。

教学方法：

1. 听力训练：通过听录音或者播放音频，让学生掌握本单元的生词和短语，并能够进行简单的句型转换。

2. 口语训练：通过对话练习，让学生掌握本单元的语法知识，并能够进行简单的句型转换。

3. 阅读训练：通过阅读文章，让学生掌握本单元的生词和短语，并能够进行简单的句型转换。

4. 游戏教学：通过游戏的形式，让学生更好地掌握本单元的语法知识。

教学评价：

教学评价主要包括课堂表现评价、作业评价和考试成绩评价。

课堂表现评价：通过课堂上的表现，如回答问题、积极参与课堂讨论、认真听讲等，来评估学生的学习效果。

作业评价：通过作业，如填空题、选择题、对话练习等，来评估学生对本单元的掌握情况。

考试成绩评价：通过学生的考试成绩，如单元测验、期末测验等，来评估学生对本单元的掌握情况。

反思：

通过这次教学，我发现学生对于本单元的语法知识掌握情况不够好，需要加强听力和口语训练，以及提高学生的阅读水平。

八年级下册英语课件 篇6

【主题一】My Favorite Hobby

I have a lot of hobbies, such as reading, playing sports, and listening to music. But my favorite hobby is drawing. I began drawing when I was just a little kid, and I fell in love with it right away. I enjoy creating different images and bringing my imagination to life.

When I draw, I feel relaxed and happy. It's like I enter into a different world where there are no rules or boundaries, and I can let my mind go wild. I usually draw in my free time, and every time I finish a drawing, I feel a sense of accomplishment.

Drawing helps me express my feelings and emotions in a positive way. Sometimes, I feel sad or anxious, and I don't know how to deal with it. But when I draw, I can let everything out, and it makes me feel better. Drawing also helps me improve my concentration and focus, which is essential for my studies.

In the future, I want to become a professional artist. I believe that the more I draw, the better I will become, and I will be able to make a living from my art. Even if I don't become famous, I will still be happy as long as I can continue to draw and express myself.

【主题二】My Dream Job

My dream job is to become a doctor. Ever since I was a little kid, I wanted to help people and make a difference in their lives. Being a doctor would allow me to do just that. I believe that being a doctor is one of the most honorable professions in the world.

I am currently studying hard to achieve my dream. I am taking science and math courses to prepare me for medical school. I know that the road to becoming a doctor is challenging, but I am willing to put in the work and effort to achieve my goals.

Being a doctor would allow me to help people in many different ways. I could diagnose and treat illnesses, save lives in emergency situations, and even prevent diseases through public education and awareness campaigns.

I know that being a doctor requires a lot of knowledge, skill, and dedication, but I believe that I have what it takes to become a successful doctor. I am passionate about helping others, and I think that this is the most important quality for a doctor to have.

In the future, I hope to work in a hospital or clinic where I can help people who are sick or injured. I believe that being a doctor is not just a job, but a calling. I am excited about my future career and look forward to making a difference in the world.

【主题三】My Travel Experience

I have always enjoyed traveling and exploring new places. One of my most memorable travel experiences was when I went to Japan with my family.

Japan is a beautiful country with a rich history and culture. We visited many famous landmarks, such as the Tokyo Tower, Mount Fuji, and the Imperial Palace. We also tried many delicious Japanese foods, such as sushi and ramen.

One of the highlights of our trip was when we visited Kyoto. Kyoto is a city that is known for its traditional architecture and beautiful temples. We visited the Kiyomizu-dera temple, which is a UNESCO World Heritage site. The temple was built in the 17th century and is famous for its wooden stage that overlooks the city.

Another memorable experience was when we went to Hiroshima. Hiroshima is a city that is famous for being the site of the atomic bombing during World War II. We visited the Peace Memorial Park and Museum, which was both moving and educational.

Traveling to Japan was an amazing experience that allowed me to learn about a different culture and way of life. I realized that there is so much in the world to explore and discover. I hope to have many more travel experiences in the future and continue to learn and grow as a person.

八年级下册英语课件 篇7

一、教案

单元名称：Going to a Party (参加派对)

教学目标：

1. 掌握句型"What are you going to wear?" (你打算穿什么？) 和"I'm going to wear ..." (我打算穿...)

2. 通过学习并模仿对话，能够完整运用句型"What are you going to wear?"来询问他人的打算，并用"I'm going to wear..."回答。

3. 学习并理解涉及派对主题的词汇和短语，加深对该主题的理解。

重点词汇：

wear (穿着), jeans (牛仔裤), skirt (裙子), T-shirt (T恤衫), dress (连衣裙), suit (西服), jacket (夹克衫), shoes (鞋子)

教学方法：听说读写综合教学

教学步骤：

1. 导入新知识，利用图片、视频等资源向学生展示不同派对的照片，激发学生对话题的兴趣，引起学生的思考和讨论。

2. 听力训练：播放录音，让学生听取不同场景中人们要参加派对时的对话，学生通过听力练习锻炼辨音和提高听力技巧。

3. 口语练习：学生分组，以小组形式练习对话，一个学生问"What are you going to wear?"，另一个回答"I'm going to wear..."，并展示自己选好的派对服装。

4. 课文阅读：学生阅读教材中的对话，理解对话内容和所涉及的词汇和短语。

5. 课堂练习：老师出示图片，让学生描述图片中人物的服装，并进行问答。

6. 小组活动：学生分组，每个小组设计一个虚拟派对，要求小组成员互相提问并回答"What are you going to wear?"，并展示自己的派对服装。

7. 家庭作业：学生完成作业本上的练习题，巩固本单元所学内容。

二、反思

在教学过程中，我使用了多种教学方法，如听力训练、口语练习、课文阅读和小组活动等，以提高学生的听说读写能力并增加他们对该主题的兴趣。通过引入具体的图片和视频资源，我成功地激发了学生的兴趣，使他们更好地参与到课堂活动中。

在教学初期，我发现学生对新句型"What are you going to wear?"和"I'm going to wear..."的理解有些困难。为了解决这一问题，我进行了多次示范和口语练习，鼓励学生多多运用这些句型进行对话，同时我也特别关注学生的发音和语法错误，及时进行纠正。通过这样的反复练习，学生逐渐掌握了这个句型，并且积极参与到小组活动中，展示自己的派对服装。

在教学过程中，我还注意到一些学生对课文中的生词和短语掌握不牢固。为了解决这个问题，我与学生一起进行了课文阅读，以及对生词和短语的解释和示范。同时，在小组活动中，我鼓励学生使用所学的词汇和短语进行描述，以增加他们的语言输出和应用能力。

总的来说，这堂课的教学效果较好。学生在互动中积极主动地学习和参与，并取得了很好的语言表达能力和对话技巧。同时，通过反思，我也发现了自己教学上的不足之处，例如对学生困惑和错误的及时纠正不够，以及课后练习的设计不够充分等。在今后的教学中，我会更加注重这些方面，力求提高自己的教学水平，并更好地帮助学生提高英语能力。

八年级下册英语课件 篇8

Lesson 33 教学设计

Teaching content:

1. new words: living room, kitchen, bathroom

2. a dialogue about Li Ming’s arriving in Canada

3. let sb. do sth.

4. introduce sth./sb. to sb.

Lesson objectives

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for transportation

3. write something about means of transportation

4. understand and write down some missing words as heard in sentences or passages in different contexts

Key points

1. the usage of let

2. introduce sth. to sb.

Difficult points: the usage of let

Teaching aids: a picture of living room/ kitchen/ bathroom, some cards, slide projector

Type: dialogue

Teaching procedure

Class opening (5 minutes)

Introduce the topic for Unit 5. Please read about introducing units in “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

There are two reading for this lesson. Teach the first reading. The second reading is for students to use independently.

The readings present new vocabulary and review vocabulary the students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

Can, on foot, take a plane/train

Can/could I/you…?

Of course.

Oral Vocabulary

Rapid, transportation, type (n.)

Before you begin the reading, introduce unit project 1. See “Teaching Techniques” at the back of this teacher’s guide for general information about introducing unit projects. Also see the Unit 5 introductory page in this teacher’s guide. Instructions for unit project 1 are in the student book.

There are many ways to teach immersion reading. Here are some step-by step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher’s guide for general information about teaching readings.

Step l: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.

Step 2: Play the audiotape. Use your discretion to decide whether you want to spend some time on the new vocabulary. You may want to ask students to explain the meaning of some sentences containing key words. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong. It may be helpful to write the following phrases on a large piece of paper or on the blackboard, as a review. This will be helpful for students to refer to in the next step.

(to go) on foot

take a bus/taxi/car

ride a bike/the train

(to go to someplace) in a car

If you wish, you may say something about the word type in comparison with' the word kind, which the students learned in the last unit.

Step 3: Divide the class into small groups. Ask each group to talk about their usual means of transportation in moving around the city and travelling around the country. Encourage students to use the phrases that you have listed as well as to borrow phrases and sentence patterns from the text.

Step 4:Ask for three volunteers to act out the text.

They can choose to read aloud their lines from the reading. They can also improvise and create lines of their own.

Unit project 1: History of a type of transportation (15 minutes)

Begin unit project 1. This project covers three lessons. Working in groups,' students will complete a project to present to the class.

Divide the class into small groups of three or four students. Each group chooses a type of transportation for the project. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timeline of important dates in its development.

Teaching tip

Set up a contest for good group work.

Here's a way to encourage good group work among your students.

Tell the class that each group starts with a score of ten in each of these categories: project plan, cooperation, use of English, quietness, progress, final product. Write these across the top of the blackboard. Along the left side Of the blackboard, write a list of the groups names.

Add or subtract scores according to each group's performance. For example, if a group is trying to use a lot of English, give it two points (so now it has twelve points in that category). If a group is working with too much noise, subtract a point from that group in that category.

Keep track of the scores each day over the course of a project. What group has the highest score?

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks:

Write the words you hear.

Dinosaur Fun Park

Hi, this is Danny: I will tell you a story about my trip to Dinosaur Fun Park!

Dinosaur Fun Park is a fun place for dinosaurs. There is lots of dinosaur food there. Dinosaur food is very good for dinosaurs. It is like people food, but it is bigger. Dinosaur cookies are as big as kitchen tables. There are lots of dinosaur games, too. Many dinosaurs play dinosaur ping-pong. It is like people ping-pong, but the ball is bigger. Dinosaur ping-pong uses a basketball!

I loved Dinosaur Fun Park, but I am too small to live there. If I grow bigger, maybe I will visit again!

Class closing (5 minutes)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much. reading or how many exercises to assign as homework. Base your decision on students' progress.

the first reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 34 教学设计

Teaching content

1． new words: refrigerator, inside, wash, juice, pass, knife, mine

2． a dialogue about having breakfast

3． the usage of would like

4． introduce sth.

Lesson objectives

At the end of this lesson, the students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know something about the development of the airplane

3. write something about airplanes

Key points

1． Time for sth. =It’s time for sth. =It is time to do sth.

2． What would you like? I would like…

Difficult points: would like to do sth.

Teaching aids: a picture of stove/ refrigerator, sink, some real things or some pictures of food, audiotape

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

airport, passenger, station, railway, fly

Oral Vocabulary

runway

For general suggestions about teaching immersion reading, please see “Teaching Techniques” in the back of this guide. Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about airplanes beyond what is said in the reading.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you think it is necessary to spend some time on the new vocabulary.

Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.

Stop 4: Ask for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.

Unit project 1: History of a type of transportation (continued) (15 minutes)

Continue unit project 1. Students continue to work on their projects. Advise students that they should finish the projects during this lesson. They will present their projects during the next lesson.

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Follow 'the instructions.

a. Fill in the blanks. Write the words you hear.

Hi. Do you remember me? My name is Chad! I invented the dog-waterer. Do you have one yet? Thanks to me, there are no more thirsty dogs!

My family went on a trip this summer. We went on a ship. Passengers on the ship could sleep or play games. There were swimming pools and movie theatres on the ship! Our rooms were very big.

My mum and dad liked the ship. They did not have to cook or clean. My dad Cried when our trip was over!

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the second reading in the reader

the remaining activity, book exercises

the next lesson in the student book

Lesson 35 教学设计

Teaching content

1． new words: mitten, usually, sometimes, ride, always

2． a dialogue about Li Ming’s going to school in Canada

3． usage of sometimes, usually

Lesson objectives

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know something about the development of the bicycle

3. write something about bicycles

4. understand and write down some missing words as heard in sentences or passages in different contexts

Key points: usage of usually and sometimes

Difficult points: usually and sometimes

Preparations: pictures, audiotape, slide projector

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

all right, get off, get on, ride, seat (n.)

Oral Vocabulary

pedal (n.). wheel

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text.

Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about bicycles, beyond what is said in the reading.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you want to spend some time on the vocabulary listed above.

Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.

Step 4: ASk for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.

Unit project 1: History of a type of transportation (Continued 15 minutes)

Conclude unit project 1. Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class.

Groups would then present their projects to one portion of the class.

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks.

Write the words you hear.

Babo's Bike, Part One

Have you heard the story of Babo? No?

Then I will tell you about Babo.

Babo lived a long time ago. He did not work hard. He had a big basket. Every morning,

Babo filled the basket with apples. Then he walked along the street. People bought Babo's apples. Babo's basket was always empty when the evening came. But Babo was very poor.

One day, Babo saw a man riding a bicycle:

But it wasn't a bicycle! It had only one wheel! People were watching the man. They were singing, “Ron the Rider! Ron the Rider!” Some of them gave money to Ron.

Class closing (5 minutes)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students progress.

the third reading in the reader

the remaining activity book exercises

the next lesson in the student book

LESSON 36 教学设计

Teaching content

1. new words；year, same, glad, classmate

2. a dialogue about Li Ming’s meeting Jenny’s class

3. meet and introduce each other

4. usage of speak and same

Lesson objectives

After this lesson, students should be able to

1. understand the meaning of the song and sing the ong well

2. remember and use the mastery vocabulary

3. understand and write down some missing words as heard in sentences or passages in different contexts

Key points:

1. introduce to each other

2. speak and same

Difficult points: usage of word same

Teaching aids: audiotape, recorder, pictures

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

drive, get in

No Parking!

Yes/Certainly.

You'd better not.

Oral Vocabulary

highway

See “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs.

Here are some step-by-step instructions for one way to teach the song in this lesson.

Step 1 Have the class read the lyrics aloud as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sense of the rhymes!

Step 2: Play the audiotape. Have the class follow in their books.

Step 3: Practice singing the song repeatedly until the students can sing it well.

Class activity How to get from here to there (15 minutes)

In this activity, students can have fun discussing transportation. Write several false statements about transportation on the blackboard. For example:

I will drive my car across the Pacific Ocean to get to Canada.

At the airport, I will take the train to Beijing.

I will fly my bicycle to school.

Ask for volunteers to correct these statements. Then ask each student to make up three false sentences about transportation. Have students choose partners. The students exchange their sentences with their partner. Each partner works to correct the other's sentences. Then students compare their corrections. Do partners agree on how to correct the sentences?

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

Babo's Bike, Part Two

Later, Babo saw Ron the Rider walking along the sidewalk. He had his one-wheeled bicycle. “Do you like riding your one-wheeled bicycle?” Babo said to Ron.

“No. It is hard work,” said the man. “And I am poor. 1 work hard and I make little money.”

“I make little money, too,”said Babo. “But I do not work hard. I fill this basket with apples. People come and buy them from me.”

Ron the Rider laughed. “I will give you my one-wheeled bicycle if you give me your basket” he said.

Class closing (5 minutes)

There is no specific reading from the reader to assign as homework for this lesson.

This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

the next lesson in the student book

diary-writing and ,group verb-tense Studies

Lesson 37 教学设计

Teaching content

1. new words: temperature, outside, cup, shape, circle, line, pizza

2. a dialogue L Ming and his friends

3. how to ask and answer about the temperature

Lesson objectives

1. After this, students should be able to understand the meaning of the text

2. remember and use the mastery vocabulary and know some words that can help one imagine future transporttation

3. write something about transportation in the future

4. understand and write down some missing words as heard in sentences or passages in different contexts.

Key points: express weather

Difficult points: how to express weather

Type: dialogue

Preparations: pictures of different shapes, audiotape, recorder, slide projector

Class opening

For ideas and tips on beginning a class, see “Teaching Techniques” at back of this teacher’s guide. You may wish to have the class sing “Let’s Take a Drive.”

Student book( fifteen minutes)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

round (adj)

Oral Vocabulary

invent, present (v. ), presentation

Before you begin the reading, introduce unit projects 2. see “ Teaching Techniques” at the back of this teacher’s guide for general information about introductory page in this teacher’s guide, Instructions for unit project 2 are in the student book.

There are many ways to teach immersion reading. Here is some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text.

Encourage other students to try to answer the questions.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. At this point, you may wish to ask the students to explain the meaning of some sentences containing key words or phrases. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong.

Step3: Divide the class into small groups. Ask each group to use their imagination and talk about their ideas for new types of transportation. They should try to use what they have learned in this unit to talk about their inventions.

Step 4: Have some groups volunteer to tell the rest of the class about their inventions.

Step 5: If you have time, ask three volunteers to act out the reading in any way they choose.

UNIT PROJECT 2: FUTURE TYPE OFTRANSPORTATION （15 MINUTES)

Begin unit project 2. This project covers two lessons. Divide the class into small groups. Each group thinks up a new type of transportation for the future and begins to prepare a presentation about it for the class. They should include a drawing.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Follow the instructions.

a. Listen. Fill in the blanks. Write the words you hear.

Babo's Bike, Part Three

Babo learned how to ride Ron's bicycle. It was very hard work to ride the one-wheeled bike. So Babo thought of a new way to make his money.

One day, there was a rope in the air above the street. Babo was on the rope. He was on his one-wheeled bicycle! Babo rode his bike across the rope. Many people stopped to watch. They were very interested. They gave Babo lots of money! Babo was rich!

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the fourth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 38 教学设计

TEACHINGCONTENT

1. new words: dry, bike, bear

2. a dialogue between Li Ming and his teacher

3. usage of some words: always, usually, sometimes, never

KEY AND DIFFICULT POINTS: usage of some adverbs: always, usually, sometimes, never

TYPE: dialogue

TEACHING AIDS: some different tapes, audiotape, recorder, slide projector

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some words that can help one imagine new types of transportation

3. write something about future transportation

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide .You may wish to have the class sing “Let's Take a Drive,”

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading reviews the vocabulary students have learned in previous lessons. There is no new vocabulary for this lesson.

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. To check how well students understand this reading, you may find it helpful to ask questions such as:

Who is Sam? When and where did you meet him?

What new type of transportation would Sam like to invent'?

Step 2: Play the audiotape.

Step 3: Discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:

What is space?

What is a spaceship?

Do you have an idea for a future type of transportation?

Is Sam's idea for a future type of transportation the same as yours?

Step 4: Divide the class into small groups. Ask each group to continue to talk about their ideas of inventions by using words, expressions and sentence patterns they have learned in this unit. Instruct the groups to write five to six sentences describing their inventions. If there is time, have some groups share what they have written with the rest of the class.

UNIT PROJECT 2: FUTURE TYPE OF TRANSPORTATION (CONTINUED) (15 MINUTES)

Conclude unit project 2. The groups present their future type of transportation to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to one portion of the class.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Look at these questions.

Can you choose the correct answers? Please try.

1. Tom says, “I like this TV show very much.”

2. Li Ming says, “It is October 1. It is China's National Day.”

3. Li Ming Says, “1 would like brown shoes, please?

4. Li Ming says, ”Where are you getting off?“ Wang Mei says, ”At the next stop. Where are you getting off?“

Li Ming says, ”The stop after next.“

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the fourth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 39 教学设计

TEACHING CONTENT

1. mastery words; watch, toilet

2. a dialogue and a short text

3. the Present Continuous Tense

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. memorize what is reviewed in this lesson and talk/write something about a fun project for inventions

3. understand and write down some missing words as heard in sentences or passages in different contexts

KEY POINTS

1. the Present Continuous Tense

2. look, watch and see

DIFFICULT POINTS: the Present Continuous Tense

TYPE: a dialogue and a short text

TEACHING AIDS: some food, some pictures of furniture, audiotape, recordeer

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”Let's Take a Drive.“

STUDENT BOOK (10 MINUTES)

There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see ”Teaching Techniques“ at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. As a quick review, ask students to name the words they know for different kinds of vehicles.

Step 2: Play the audiotape.

Step 3: Depending upon how much time you have you may divide the class into small groups. Ask each group to think about, discuss and then write an e-mail in response to Jenny's e-mail to Li Ming. if there is time, ask some groups to share their writings with the rest of the class.

VERBS (20 MINUTES)

Review the irregular verbs in this unit: drive, ride and sly. See ”Teaching Techniques“ at the back of this teacher's guide for recommended methods of teaching verbs.

Review the verb can, which is also in this unit.

This is a special verb, like might. The students learned the verb ”might' in Level 1 of junior school.

Do they remember what might means? Write this list on the blackboard:

I go. I might go.

He goes. He might go.

We go. We might go.

I run. I might run.

He runs. He might run.

We run. We might run.

Now ask for volunteers to write the same phrases with the word “can.”

I can go.

He can go.

We can go.

I can run.

He can run.

We can run.

What do the phrases mean? “I (verb)” describes what you are doing now. “I might ” expresses uncertainty. You might do something, but you might not. “1 can” expresses an ability. If you can do something, you are able to do it.

Sometimes “can” expresses permission. For example, you might ask your parents: “Can I go to the cinema?” If they permit you to go, they might say: “Yes, you can.”

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Look at these questions. Can you choose the correct answers? Please try.

1. Li Ming says, “It is cold, isn't it?”

Wang Mei says, “Yes it is. It might get colder. It might snow.”

2. Mrs. Brown says, “There will be a good program on TV. It is about making movies. Don't forget to watch it. ?'

3. Brian says, ”I saw Tim today. He is my good friend. I haven't seen him for many weeks. He looks great. I saw him at a restaurant.“

4. Danny says, ”I'm looking for Brian. I can't find him. Have you seen him?“

Jenny says, ”Yes. I saw him in the library.

He was looking up some words in the dictionary."

CLASS CLOSING (5 MINUTES

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

八年级下册英语课件 篇9

难点讲评

1.What time do you get up?

What time +助动词do/does +主语+动词原形，询问某人做某事的具体时间。

what time do you begin class in the morning?

注：What’s the time=What time is it?也是用来询问时间，意为“几点了”。用it作答。

What’s the time? It’s 7:30.

2.I usually get up at five o’clock.

1)句中usually与often 一样都是频度副词，常用于动词be 之后，行为动词之前。always 意思是“总是”、“永远”，表示动作重复，状态继续，中间没有间断。

We always get up before six o'clock.

He is always thinking of others.

always>usually>often>sometimes>seldom>never

2)介词 at 常用于具体时刻之前，意义为 在…… ，如：at 5：00 在5：00钟。

介词at 除了指时间以外，还可指

(1)人物的所在之处，如：at my uncle’s home 在我姑姑家, at the station 在火车站.

(2)朝向，如：look at me!看我!

(3)指速度或价格.如：she buys the book at a good price 她以优惠的价格买了这本书。

on，at，in这三个常用介词都可以表示时间和地点，但具体用法不同.

①on用在日期、星期几、节日前，也表示在具体某一天及具体某一天的上午、下午和晚上。

on November 1st on Monday on Children’s Day on Tuesday evening

②in用于月份、季节、年份前，当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in，泛指一般的上、下午，晚上也用in 。

Early in the morning of National Day，I got up to catch the first bus to the zoo.

③将来时态表“过一段时间后” 及“在...期间” 和“在某个季节，某年、某月” 都用in。

Xiao Ming was born in December of .

3. What a funny time to eat breakfast!

(1)What a/an +形容词+单数名词+主语+谓语!

what a good girl she is!

(2)What+形容词+可数名词复数+主语+谓语!

What good girls they are!

(3)What +形容词+不可为名词+主语+谓语!

What terrible weather it is!

4、He works at a radio station.

work:人们日常工作和生活中从事的体力和脑力劳动，各类工作。不可数名词

job:指具体的职业或工作。可数名词

5、take a walk

take a walk=have a work=go for a walk 散步

6、either...or...

“要么、、、要么、、、”，连接句子中两个并列的成分，表示两者之一。

当连接两个主语时，谓语动词应该与最近的一个主语在人称和数上保持一致，即就近原则。

7.People love to listen to him.

love to do sth.=like to do sth.very much.喜欢做某事，强调具体活动。

而love doing sth.=like doing sth. very much则强调习惯。

Do you come out to play with me?你喜欢出来和我玩吗?

I like watching TV.我喜欢看电视。

8.hear与listen to

hear 意为“听见”，表示听的结果，而listen to则表示“听”，强调的是“听”的动作。

Let’s listen to the music.

We listen but don’t hear.

9. He gets home at 7：00，and he watches morning news on TV.

1)句中get 意为 “到达 ”，后接地点名词时，要加介词to，后接副词时，不能加to.

She gets to school at six o’clock.

注： home 是一个副词，所以其前不能加介词to，但home也可作名词，这时其前有物主代词时，可以加to，

She gets to her home at eight o’clock .

a piece of news 一条新闻 ，two pieces of news 两条新闻 。

Watch……On TV 表示 通过电视看……节目

We often watch football game on TV.

10、lots of=a lot of 既可以修饰可数名词复数形式，也可以修饰不可数名词。

11.What time is it?-几点了?-It’s eight thirty. 八点三十分。

本句是就具体时刻进行提问的，what time 意为“几点”，这是特殊问句，它的同义句为：

What’s the time? /What time is it by your watch? 在回答这个句子时,要用It’s +钟点。

注：英语时刻的表达法：顺读法和逆读法。

顺读法：钟点数+分钟数。

4：25→four twenty-five，6：58→six fifty-eight，7：→seven o clock

说明：这种表达不论分钟数是多少，均可使用。

逆读法：分钟为+介词to/past+钟点数，可分两种情况：

1)分钟为不超过半小时，用分钟数+past(/pa：st/过)+钟点数。

4：23→twenty-three past four，5：19→nineteen past five.

2)分钟数超过了半小时，用(所差的)分钟的+to+(下一个)钟点为。

7：31→twenty-nine to eight，10：58→two to eleven

在逆读法中分钟数逢 “五”逢 “十”可省略minute(s)。否则应加上。当然，英语习惯上把十五分钟(fifteen)称作一刻a quarter，三十分钟(thirty)称为half/half，因此10：30，可以用两种表达方式，half past ten，ten thirty。

12.Thanks for your letter.

Thanks for your help.

Thanks for telling me the good news.

13. Do you want to know about my morning?

1)该句中 want to do…句型。表示“想要做某事”，该短语中want为及物动词，后面的to do

是不定式

I want to play the drum.

I want to see my old teacher next week.

3)know about 知道有关…，了解有关…，句中about 意为“关于，有关”的意思。

17.Please write and tell me about your morning.请写信告诉我你的早晨。

释：1)tell sb. about sth.告诉某人有关某事的情况。

My father often tells me about China.

2)write sb. a letter=write a letter to sb.给某人写信。

She often writes me a letter=She often writes a letter to me.

三.重点短语

1.what time 几点

2.go to school 去上学

3.get up 起床

4.take a shower 洗淋浴

5.brush tooth 刷牙

6.get to 到达

7.do homework 做家庭作业

8.go to work 去上班

9.go home 回家

10.eat breakfast 吃早餐

11.get dressed 穿上衣服

12.get home 到家

13.either...or... 要么、、、要么

14.go to bed 上床睡觉

15.in the morning/afternoon/evening 在上午/下午/晚上

16.take a walk 散步

17.lots of 许多

18.radio station 广播电视

19.at night 在晚上

20.be late for 迟到

四.语法知识点

1. what time与when

what time翻译为“几点”问的是具体的时间，一般回答要具体到小时。

What time do you go to school?

I go to school at half past seven o’clock.

回答具体到点钟，且注意在几点前边的介词用at。

when也是对时间的提问，但与what time的区别是：用when提问，回答既可以是具体的时间，也可以是不具体的时间，如：in the morning，last year，in 等范围大的时间。

向对方询问具体时间时，即几点几分，只能用what time，不能用when。

询问年份、月份、日期时，只能用when，不能用what time。

2. 英语时间的表达

(1)整点时间可表示为“钟点数+o’clock”或直接读钟点数，省去o’clock。如：

It’s ten o’clock a. m. 现在是上午十点整。

(2)非整点时间可直接采取读数法。如：

It’s eight-thirty. 是八点三十分。

注意时间的表达方式：用数词。点与分钟之间用连字如：

eleven-thirty 十一点三十分

nine-twenty-five 九点二十五分

6:10 →six-ten 8:50→eight-fifty

9:30→nine-thirty 10:15→ten-fifteen

7:45→seven forty-five 11:05→eleven-five

(3)非整点时间的分钟数不超过30分钟，也可用介词“past”。如：

6:10→ten past six

11:05→five past eleven

10:15→ a quarter past ten或fifteen past ten

8:15→a quarter past eight或fifteen past eight

9:30→half past nine或thirty past nine

(4)非整点时间的分钟数超过30分钟，用介词to。如：

11:50→ten to twelve

7:31→twenty-nine to eight

9:45→a quarter to ten或fifteen to ten

12:59→one to thirteen

此句话还有几种表达方式。如：

What is the time? 几点了?

What time is it by your watch? 你的手表几点了?

( )1.--What's the time? --______one-thirty.

A. Its B.It's C.This is D.They're

( )2.I usually _______ at nine-thirty at night.

A. get to school B.get up C.go to bedD.go home

( )3.He likes ______ the radio. wwW.x kB 1.c Om

A.listens B.to listen to C. listens to D.to listen

( )4.I _______ at seven.

A. go to the school B.go to a school C.go to school D.go school

( )5.We only have _______ shower.

A. some B.an C.the D.one

( )6.My sister _______ home at 5:00 every day.

A. gets B.gets toC.get D.get to

( )7.We can watch Beijing Opera _____ TV.

A. in B.at C.on D.from

( )8.Let's ________.

A. take a shower B.have a shower C.take the shower D.A and B

( )9.My brother ____ the morning TV every day.

A. watches B.watch C.watches D.see

( )10.--______ do you usually go to bed?

--At six.

A. What time B.How time C.When D.A and C

( )11. Zhang Min usually gets up _______.

A. at six thirty B.at thirty six C.on six thirty D.on thirty six

( )12.Rick often does ______ homework at 6:00.

A.her B.his C.my D.your

( )13.--______ do people have dinner?

--At home. A.What B.When C.WhereD.B and C

( )14.In our school, school _____ at 7:30.

A.is B.start C.starts D.does

One day , an old man was selling a big elephant . A young man came up to the elephant and began to look at it slowly . The old man went up to him and said in his ear . “Don’t say anything about the elephant before I sell it . Then I will give you some meat .” “All right .”said the young man . After the old man sold the elephant , he gave the young man some met and said : “Now, can you tell me how you see the bad ears of the elephant ?” “I didn’t find the bad ears .”said the young man . “Then why do you look at it slowly ?”asked the old man . The young man said : “I never see an elephant before, and I want to know what it looks like.”

( )1________ the elephant.

A. The young man bought B. The old man sold

C. The two men sold D. The young man sold

( )2. The young man looked at the elephant . He wanted to find _____.

A. its bad ears B. some meat C. a good elephant D. what it looks like

( )3. The young man ________.

A.knew the elephant wasn’t good B. found the bad ears but didn’t tell it .

C. looked after the elephant D. got some meat

( )4.We know that ________.

A. the two men were not honest B. the young man wasn't a bad man

C. the old man was a good man D. the elephant was a very good one

( )5. The young man looked at the elephant slowly because he _______.

A. liked elephant B. wanted to buy it

C. didn’t see any elephant before D. wanted to help the old man

八年级下册英语课件 篇10

《人教版八年级下册英语课件》篇章主题范文

篇章一：My Summer Vacation（我的暑假）

My summer vacation was really enjoyable. First, I visited my grandma's house in the countryside. There, I helped her plant some vegetables and played with my cousins. We rode bikes and went swimming in the nearby lake. It was a lot of fun.

After that, I went to the beach with my family. We rented a cottage and spent a week there. We swam in the ocean and built sandcastles. We also had a bonfire and made s'mores. It was a great time with my family.

Finally, I went to a summer camp with my friends. We did a lot of outdoor activities like hiking, canoeing, and zip-lining. We also had campfires and shared stories. It was a great bonding experience with my friends.

Overall, my summer vacation was a great mix of relaxation and adventure. I can't wait to do it all again next year.

篇章二：The Benefits of Exercise（运动的好处）

Exercise is important for maintaining a healthy body and mind. Firstly, it can prevent a lot of health problems such as heart disease, high blood pressure, and obesity. Regular exercise also helps improve sleep and reduces stress and anxiety. It can even help prevent depression.

Exercise also has many benefits for the brain. It can improve cognitive function, including memory and thinking skills. It increases blood flow to the brain, which is important for maintaining brain health. Exercise also helps release endorphins, which are natural mood boosters.

Finally, exercise is a great way to socialize and make new friends. Joining a sports team or fitness group is a fun way to meet people who share your interests. It's also a great way to stay motivated and accountable.

In conclusion, exercise is essential for overall health and well-being. It has many physical and mental benefits and should be included in everyone's daily routine.

八年级下册英语课件 篇11

新教材（冀教版）八年级英语（下册）

Lesson 25 Let’s Do An Experiment!

LESSON PRERATATION

Words and phrases:

science, experiment, fill, prove, theory, jar, upside, observe, right side up, upside down.

LESSON STRUCTURE

CLASS OPENING:               Greed each other.

KEY STEPS:

STEP 1: Ask the class to discuss the questions in the “Think About It”.                                  STEP 2: Let the students listen to the tape carefully with the following           question:” Why does Danny say they should do this experiment outside?” ; “ What’s Brain’s theory? ”; “ What will Brain do?”; “Does Danny have the same theory as Brain’s?”

STEP3: listen to the tape again. The student’s better read the dialogue at the same time. After reading and listening, let the students fill in the chart by themselves.

What do we need when we do the experiment?

Water,  a jar, A piece of cardboard

How do we do it?(steps)

1.   fill…in…;

2.   cover…with…;

3.   turn…upside down.

What are Brain’s and Jenny’s theories?

1.   The floor gets wet.

2.   The floor won’t get wet.

Reason

discuss

Step 4: after filling it, ask the students to describe the experiment. Then, write it in the exercise-book.

Step 5. read the dialogue and act it out by the students.

Step 6. homework. Be ready to give us a morning report of tomorrow.

Language Notes:

Explain some sentences and phrases.

1.I fill a jar with water.

fill…with…

On hearing the news. Her eyes filled with tears.

2.I turn the jar upside down.

upside down

That picture is upside down.

3.I think the floor will get wet.

The days gets longer in spring.

4.I’m sure that the floor won’t get wet.

Tom ia sure that he will win the game.

5.We can prove who’s right.

My theory will prove (to be) right some day.

6.We’ll do the experiment and observe what will happen.

I observed her dance.

CLASS CLOSING:

Say good-bye to the students.

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