第一篇：八年級上冊英語unit 6課件

八年級上冊英語unit 6的課件應該怎么設計？課件是根據教學大綱的要求，經過教學目標確定，教學內容和任務分析，教學活動結構及界面設計等環節，而加以制作的課程軟件。下面小編給大家帶來八年級上冊英語unit 6課件，歡迎大家閱讀。

八年級上冊英語unit 6課件

1【教材分析】

本模塊以“Animals in danger”為話題，以學習動詞不定式的用法為主線，介紹了當前瀕臨滅絕,需要人類保護的動物的情況, 并重點介紹了大熊貓的保護情況。在此基礎上，學生可以根據自己的建議制定更合理的動物保護措施。

Unit 1 It allows people to get closer to them.【教學目標】

Knowledge objective

To master the useful words and sentences.Words: snake, thin, danger, interested, allows, wild, protect, grow, enough, dirty, peace, earth, raise

Expressions: in danger, at last, be interested in, think of, take away, in peace, on earth, in order to, look after

Ability objective

1.To help students to improve their ability of listening and speaking.2.Enable students to understand conversations about animals in danger.Moral objective

1.To help students know the importance of protecting animals and our environment.2.Improve their sense of duty to love and protect animals.【教學重點】

New words and expressions.To learn the grammar knowledge of infinitive.【教學難點】

Cultivating the ability of expressing opinions.【教學方法】

PWP method, task-based method and interactive approach

【教學手段】

A tape recorder, multimedia and some pictures

【教學過程】

Teaching Procedures:

Step 1 Lead-in

Ss look the pictures and guess what the animal is.Step 2 Consolidate new words

Look and say.The teachers shows the pictures of new words and let the students to say the new words as quickly as possible.Step 3 Say the meaning of the phrases.Work in pairs.Let Ss say the meaning of the phrases as quickly as possible.Step 4 Listening

Listen and answer the questions.1.What’s this week’s Animal World about?

2.Which animals are in danger?

Step 5 Listen to Activity 3 and answer the following questions.1.Is Betty more interested in Wolong Panda Reserve?

2.Do many animals have a safe place to live?

Step 6 Find out the sentence of infinitive.Work in pairs.Let Ss find out the sentences of infinitive as many as possible.Give the prize to the first group.Step 7 Read Activity 3 and answer the questions.1.Did Betty see the pandas at the zoo?

2.Is Betty interested in the pandas?

3.What does Lingling think of the pandas and other animals in danger?

4.Why do many animals not have a safe place to live?

Step 8 Now complete the table.Why animals are in danger What we can do to help

Step 9 Complete the passage with the correct form of the words and expressions in the box.Let Ss read the passage first and choose the words and expressions from the box.Step 10 Everyday English

…at least!

Help!

What can we do?

Step 11 Language points

1.But I am more interested to see the pandas in the Wolong Panda Reserve.be interested to do sth.對做……感興趣

be interested in sth.對……感興趣

be more interested in 對……更感興趣

e.g.The boy is interested in the film.2.…because it allows people to get closer to them.to get closer to them在句中作賓語補足語，類似的結構有很多，例如：

ask sb.to do sth.請求某人做某事

need sb.to do sth.需要某人做某事

want sb.to do sth.想要某人做某事

allow sb.to do sth.允許某人去做某事

e.g.His father doesn’t allow him to play before finishing his homework.3.It’s sad to think of pandas and other animals in danger.think of 想到，想出

e.g.What do you think of the zoo?

in danger 處于險境，處于危險之中

e.g.The girl is very ill and her life is in danger.女孩病的很重，生命垂危。

4.… have a safe place to live 表示“有安全的居住地”。to live放在名詞place的后面做定語。

5.…because villages and farms are growing bigger and are taking away their land and forest.......因為村莊和農場越來越大，侵占了它們的土地和森林。

take away 表示“奪去，拿走”。代詞要放在中間。

e.g.Please take away your things.Step 12 Listen and mark when the speaker pauses

1.It allows people to get closer to the pandas.2.We want to save the panda, and we need you to help us.3.We can give money to protect the animals.Listen again and repeat.Step 13 Work in pairs.Ask and answer the questions.1.Why do you visit the zoo?

2.Where do most animals live?

3.Do you think animals are happy in the zoo?

4.What can we do to help the animals?

Step 14 Talk with your partner about what we can do to protect animals in danger and share your ideas with the rest of the class

-To protect …we should…

-We need to … to protect…

Step 15 Grammar

動詞不定式的功能

Step 16 Summary

重點短語

in danger at last be interested in

think of take away in peace

in order to look after

動詞不定式的功能

Step 17 Exercises

Do some exercises about the main points.Step 18 中考鏈接

Do the exercises in the entrance exam to senior high schools.Step 19 Homework

編寫一個關于保護瀕危動物滇金絲猴的對話。

【課后反思】

八年級上冊英語unit 6課件

2一、教學目標：

1.語言知識目標：

1)能掌握以下單詞：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with;self-improvement, take up, hobby, weekly, schoolwork

2)能掌握以下句式結構：

① —What are you going to do next year?

—I’m going to take guitar lessons.② Many resolutions have to do with self-improvement.③ They’re going to take up a hobby like painting.④ Sometimes the resolutions may be too difficult to keep.2.情感態度價值觀目標：

每個人都有自己的夢想和對未來的打算，對于將來想要從事的職業也充滿了憧憬。人們以常談論他們的設想，因此，應通過學習這單元的內容來激發學生們的學習主動性和學習興趣，使他們更加有理想，并為實現自己的理想而不斷努力。

二、教學重難點

1.教學重點：

1)掌握本課時出現的生詞及表達方式。

2)進行聽力訓練，提高綜合聽說能力。

3)閱讀短文，獲得相關信息，提高學生們的綜合閱讀能力。

2.教學難點

1.聽力訓練

2.閱讀2b部分的短文并完成相關要求。

三、教學過程

Ⅰ.Warming-up and revision

1.Daily greeting.Check the homework.2.頭腦風暴： 說出表示的職業名詞

teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…

學生們可以小組為單位進行比賽，看誰寫出來的最多。(在五分鐘內)

3.說理想，談打算。

I want to be an engineer.I’m going to study math.讓學生們依次說出他們的理想及打算如何去做。(可以用大屏幕提示職業或用學生們自己剛才寫的職業)

Ⅱ.Presentation

1.T: Do you have any New Year’s Resolutions?

Let some Ss answer your questions.2.Present some other New Year’s Resolutions on the big screen.e.g.learn to play the piano;make the soccer team;get good grades;eat healthier food;get lots of exercise

3.Let Ss try remember these resolutions and think of other resolutions.Ⅲ.Talking

1.Tell your partners your New Year’s Resolutions.2.S1: I’m going to get lots of exercise.I’m going to make a basketball team.S2: I’m going to learn another foreign language.I’m going to learn French.S3: …

3.Let Ss say as many resolutions as they can.Ⅳ.Listening

Work on 1c:

1.Tell Ss to read the resolutions in 1a.Tell Ss to listen and circle the resolutions they hear.3.Play the recording for the Ss to listen and circle.4.Check the answers:

Work on 1d:

1.T: Now please look at the chart in 1d.Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions.How are they going to do it? Listen and try to fill in the blanks.聽力指導：本題要求同學們聽清他們打算如何做來實現他們各的理想;因此，同學們在聽的時候應將注意力放在“如何做”上;第一遍僅聽，努力記住要做的事情;第二遍的時候再寫出來。

2.Ss listen to the recording carefully and try to fill in the blanks.3.Play the recording again and check the answers with the class.Ⅴ.Group work

1.Work in groups.Make a list of resolutions and how you are going to make them work.Then discuss with your group.2.Ask some pairs to act out the conversations.3.Ask Ss the two questions:

Did you make any resolutions last year?

Were you able to keep them? Why or why not?

Ⅵ.Reading

1.T: This passage is about resolutions.Now read the passage quickly and match each paragraph with its main purpose.2.Let Ss read the sentences in the box first.Let some Ss say the meanings.3.Ss read the passage quickly and match each paragraph with its main purpose.4.Let Ss underline the words and phrases that helped them decide.Ⅶ.Reading

1.T: Now let’s work on 2c.First, let’s read the sentences and make sure we know the meanings of all the sentences.Then read the passage again and chose which paragraph in the passage each sentence goes in.2.方法指導：首先，應讀懂五個句子的意思;然后，帶著這五個句子再次認真閱讀短文的內容，特別是認真閱讀空格前后句子的意思，以便根據上下文意及整個段落的意思來確定空格處應填的句子。綜合段落的主旨大意及空格上下文的意思，確定最貼切的答案。

3.Ss read carefully and try to find the answers to the questions.4.Check the answers with the class.Ⅷ.Reading

1.T: Read the passage again.Then answer the questions with short sentences.2.方法指導：首先，讀懂這五個問題的意思;然后，帶著問題再次閱讀短文，為相關問題找到恰當的答語;如果沒有直接的答案，還應根據自己對課文的理解并結合自己的生活經驗來給出一個恰當的答案。如：第4和第5小題都應是回答自己的想法。

3.Ss try to answer the questions.Then discuss the answers with your partners.Explanation

1.Some resolutions have to do with better planning, … 有些決定與合理的時間規劃相關，……

1)此句中的planning為名詞，表示“計劃;規劃”等意思，如：city planning(城市規劃)等。英語中better planning類似漢語中的“合理規劃”，指通過制定計劃來更加充分的利用時間、空間、精力等。

2)have to do with這個結構表示“與……相關;與……有關聯或有關系”。例如：What does this problem have to do with what we’re learning today?

這道題跟我們今天所學的內容有什么關系?

2.Sometimes the resolutions may be too difficult to keep.有時這些決定可能會太難而無法實現。

此處情態動詞may表示推測，相當于漢語的“可能;或許;大概”之意。又如：You may be right this time, but I’m not sure.這一次你或許是對的，但我無法確定。

2)英語中too…to…是一種固定結構，表示“太……而不能夠……”。又如：

The kid is too young to play this game.這孩子太小，不能玩這個游戲。

3)本句中的動詞keep意為“履行(諾言等);遵守(慣例等)”，這是keep的常見用法之一。類似的句子還有：

People hardly ever keep them!

人們很少履行它們(指計劃)。

在這一語義下，常見的表示還有keep a promise(信守諾言)，keep one’s word(遵守承諾;說話算數)等。如：

We always keep our word.我們說話是算數的。

Homework

1.課后閱讀短文，試著復述課文，總結課文出現的重難點詞組及表達方式。

2.完成2e的任務;用這些詞組來造句。

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第二篇：新目標英語八年級上冊unit6課件

在教學活動中，教師應當圍繞特定的交際和語言項目，設計出具體的、可操作的任務，學生通過表達、溝通、交涉、解釋、詢問等各種語言活動形式來完成任務，下面為大家分享了新目標英語八年級上冊unit6的課件，一起來看看吧！

一、教學目標：

1.語言知識目標：

1)能掌握以下單詞：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with;self-improvement, take up, hobby, weekly, schoolwork

2)能掌握以下句式結構：

① ─What are you going to do next year?

─I’m going to take guitar lessons.② Many resolutions have to do with self-improvement.③ They’re going to take up a hobby like painting.④ Sometimes the resolutions may be too difficult to keep.2.情感態度價值觀目標：

每個人都有自己的夢想和對未來的打算，對于將來想要從事的職業也充滿了憧憬。人們以常談論他們的設想，因此，應通過學習這單元的內容來激發學生們的學習主動性和學習興趣，使他們更加有理想，并為實現自己的理想而不斷努力。

二、教學重難點

1.教學重點：

1)掌握本課時出現的生詞及表達方式。

2)進行聽力訓練，提高綜合聽說能力。

3）閱讀短文，獲得相關信息，提高學生們的綜合閱讀能力。

2.教學難點

1.聽力訓練

2.閱讀2b部分的短文并完成相關要求。

三、教學過程

Ⅰ.Warming-up and revision

1.Daily greeting.Check the homework.2.頭腦風暴： 說出表示的職業名詞

teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…

學生們可以小組為單位進行比賽，看誰寫出來的最多。（在五分鐘內）

3.說理想，談打算。

I want to be an engineer.I’m going to study math.讓學生們依次說出他們的理想及打算如何去做。（可以用大屏幕提示職業或用學生們自己剛才寫的職業）

Ⅱ.Presentation

1.T: Do you have any New Year’s Resolutions?

Let some Ss answer your questions.2.Present some other New Year’s Resolutions on the big screen.e.g.learn to play the piano;make the soccer team;get good grades;eat healthier food;get lots of exercise

3.Let Ss try remember these resolutions and think of other resolutions.Ⅲ.Talking

1.Tell your partners your New Year’s Resolutions.2.S1: I’m going to get lots of exercise.I’m going to make a basketball team.S2: I’m going to learn another foreign language.I’m going to learn French.S3: …

3.Let Ss say as many resolutions as they can.Ⅳ.Listening

Work on 1c:

1.Tell Ss to read the resolutions in 1a.Tell Ss to listen and circle the resolutions they hear.3.Play the recording for the Ss to listen and circle.4.Check the answers:

Work on 1d:

1.T: Now please look at the chart in 1d.Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions.How are they going to do it? Listen and try to fill in the blanks.聽力指導：本題要求同學們聽清他們打算如何做來實現他們各的理想；因此，同學們在聽的時候應將注意力放在“如何做”上；第一遍僅聽，努力記住要做的事情；第二遍的時候再寫出來。

2.Ss listen to the recording carefully and try to fill in the blanks.3.Play the recording again and check the answers with the class.Ⅴ.Group work

1.Work in groups.Make a list of resolutions and how you are going to make them work.Then discuss with your group.2.Ask some pairs to act out the conversations.3.Ask Ss the two questions:

Did you make any resolutions last year?

Were you able to keep them? Why or why not?

Ⅵ.Reading

1.T: This passage is about resolutions.Now read the passage quickly and match each paragraph with its main purpose.2.Let Ss read the sentences in the box first.Let some Ss say the meanings.3.Ss read the passage quickly and match each paragraph with its main purpose.4.Let Ss underline the words and phrases that helped them decide.Ⅶ.Reading

1.T: Now let’s work on 2c.First, let’s read the sentences and make sure we know the meanings of all the sentences.Then read the passage again and chose which paragraph in the passage each sentence goes in.2.方法指導：首先，應讀懂五個句子的意思；然后，帶著這五個句子再次認真閱讀短文的內容，特別是認真閱讀空格前后句子的意思，以便根據上下文意及整個段落的意思來確定空格處應填的句子。綜合段落的主旨大意及空格上下文的意思，確定最貼切的答案。

3.Ss read carefully and try to find the answers to the questions.4.Check the answers with the class.Ⅷ.Reading

1.T: Read the passage again.Then answer the questions with short sentences.2.方法指導：首先，讀懂這五個問題的意思；然后，帶著問題再次閱讀短文，為相關問題找到恰當的答語；如果沒有直接的答案，還應根據自己對課文的理解并結合自己的生活經驗來給出一個恰當的答案。如：第4和第5小題都應是回答自己的想法。

3.Ss try to answer the questions.Then discuss the answers with your partners.Explanation

1.Some resolutions have to do with better planning, … 有些決定與合理的時間規劃相關，……

1)此句中的planning為名詞，表示“計劃；規劃”等意思，如：city planning（城市規劃）等。英語中better planning類似漢語中的“合理規劃”，指通過制定計劃來更加充分的利用時間、空間、精力等。

2)have to do with這個結構表示“與……相關；與……有關聯或有關系”。例如：What does this problem have to do with what we’re learning today?

這道題跟我們今天所學的內容有什么關系？

2.Sometimes the resolutions may be too difficult to keep.有時這些決定可能會太難而無法實現。

此處情態動詞may表示推測，相當于漢語的“可能；或許；大概”之意。又如：You may be right this time, but I’m not sure.這一次你或許是對的，但我無法確定。

2)英語中too…to…是一種固定結構，表示“太……而不能夠……”。又如：

The kid is too young to play this game.這孩子太小，不能玩這個游戲。

3)本句中的動詞keep意為“履行（諾言等）；遵守（慣例等）”，這是keep的常見用法之一。類似的句子還有：

People hardly ever keep them!

人們很少履行它們（指計劃）。

在這一語義下，常見的表示還有keep a promise(信守諾言)，keep one’s word(遵守承諾；說話算數)等。如：

We always keep our word.我們說話是算數的。

Homework

1.課后閱讀短文，試著復述課文，總結課文出現的重難點詞組及表達方式。

2.完成2e的任務；用這些詞組來造句。

基礎訓練

漢譯英。

１．吃早飯＿＿＿＿＿＿＿＿＿ ２．吃晚飯＿＿＿＿＿＿＿＿ ３．每天＿＿＿＿＿＿＿＿＿＿

４．冰淇淋＿＿＿＿＿＿＿＿ 5．薯條＿＿＿＿＿＿＿＿＿＿ 6．健康食品＿＿＿＿＿＿＿＿＿＿

7．大量的馬鈴薯＿＿＿＿＿＿＿＿＿8．喜歡吃蔬菜＿＿＿＿＿＿＿＿＿＿＿ 9．水果沙拉＿＿＿＿＿＿＿＿

１0．跑步明星＿＿＿＿＿＿＿＿＿＿＿ １1．我很喜歡打排球。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１2．他喜歡吃草莓。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１3．她不喜歡漢堡。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１4．你喜歡花椰菜嗎？是的，我喜歡。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１5．你爺爺喜歡雞肉嗎？不，他不喜歡。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１6.彼德午餐吃什么？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１7．nick早餐吃蛋和牛奶嗎？是的。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

18．他喜歡香蕉，但他不喜歡西紅柿。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

19．早餐她只吃一個蛋，一個蘋果和一些水。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

２0．你的朋友是個男孩還是個女孩？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

用括號中所給詞的正確形式填空

1．there are some ________（tomato）in the basket.2．do you like french ________（fry）?

3．she ________（have）ice cream for dessert.4．________（health）food is important.5．she ________（do not）play sports.6．________ your mother ________（watch）tv every day?

7．the little girl likes ________（strawberry）a lot.8．lots of children like ________（play）football.9．chicken ________（be）very delicious.10．my daughter ________（go）to school from monday to friday.單項選擇

（）11．—let’s have oranges.— ________.a．that’s sound good b．that sound good c．that’s sounds good d．that sounds good

（）12．— do you like apples? — ________.a．yes, i am b．yes, i do c．no, i’m not d．no, i not

（）13．— does your son like carrots? — ________.a．yes, she does b．yes, he is c．no, he doesn’t d．no, she doesn’t

（）14．he has ________ egg and ________ hamburger.a．an, an b．a, a c．an, a d．a, an

第三篇：七年級英語上冊unit6課件

教學觀念是嶄新的，教學的目標重在培養學生的學習興趣。力爭面向全體學生。接下來小編搜集了七年級英語上冊unit6課件，僅供大家參考，希望幫助到大家。

篇一：七年級英語上冊unit6課件

教學內容

本單元的核心項目是“喜歡和不喜歡（like and dislike）”。圍繞著這一中心項目，課文中設計了各種食物及水果的插圖和不同形式的表格，讓學生進行聽、說、讀、寫等各種學習活動。通過本單元的教學，使學生學會詢問對方與了解別人喜歡與不喜歡的食物，學業會談論自己與他人早、中、晚餐喜愛吃的食物，為其今后能在交際中恰當地表達自己的情感、靈活運用已經學過的常用功能項目、進一步學習并掌握新的語言功能奠定了堅實的基礎。

教學目標

⑴知識目標：

A、學會詢問對方喜歡與不喜歡的食物；

B、學習并激情些食物的詞匯；

C、學會談論自己與他人早、中、晚餐喜愛吃的食物；

D、學會營養配。

⑵能力目標：

A、能準備表達喜歡和不喜歡的食物；

B、能根據具體情景對話，與他人溝通信息，合作完成任務；

C、通過聽、說、讀、寫四項技能的訓練，促進學生語言運用能力的提高。

⑶情感目標：

A、通過學習西文食品文化，促使學生了解西方生活方式與文化，培養跨文化交際的意識；

B、通過開展小組活動，指導學生積極與他人合作，培養他們的合作精神；

C、通過任務型活動，使學生學會在實際生活中均衡飲食，合理配餐。

教學重點、難點

重點：

A動詞like一般現在時的各種句式及一般疑問句的肯定、否定回答；

B關于各種食物的詞匯；

C名詞復數的使用。

難點：一般現在時中單數第三人稱的變化形式。

課時安排

第一課時Section A la –lc

第二課時Section A 2a –

4第三課時Section B la –2c

第四課時Section B3a –4 Self-check

Period One

課前準備

教師：搜集關于食物的圖片，多媒體教學課件，制作表格（見教學步驟）。

教學設計

Step One： New words.① Present the new words.T：Let’s play a aguessing game.Is it an apple in my bag?Touch and tell me the answer.S1：(Touch and say)Yes, it’s an orange.T：I like oranges.Like means”喜歡”.Read after me.L-I-K-E,like.Ss： L-I-K-E,like.T：Do you like oranges?

S2：Yes,I do.T： Do you like oranges?

S3：No, I don’t.(Teacher writes the title on the blackboard.)

T： Now today I have a lot of delicious food.First let’t look at some fruit.Look!(Show a picture of a banana.)

T：What’s this in English?It’s a banana.Read after me,B-A-N-A-N-A,banana.Ss：B-A-N-A-N-A,banana.T：Whtat color is it?

Ss：It’s yellow.(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)

(Next go on learning the vegetables and the other food in the sme way with the pictures.)

T：Look at the pictures and fill in the chat according to the category.Step Two：Grammar.① Present the countable nouns and the uncountable nouns.T：Look!What are these?(Show a picture.)

S1：They are oranges.T：How many oranges are there?Let’s count.One,two.S1：Two.T：And what are these?(Show another picture.)

S2：They are apples.T：How many apples are there? Let’s count them.One,two,three.S2：Three.T：What’s this?

S3：It’s broccoli.T：Can we count it”Can we say a broccoli?

S3：Sorry, I don’t know.T：We can’t say a broccoli because it is the uncountable noun.Nouns contain the countable nouns and the uncountable nouns.Countable nouns can be counted with number ,and we add –s or –es to make the blural.For example,we can say an apple, two apples,three eggs.Uncountable nouns can’t be counted with number,and they don’t have plurals.For example, we can say salad, broccoli,but we can’t say salads,broccolis.T：Look at the pictures.Fill in the chart.(Show some pictures of fruits and vegetables.)

T：Check the answers.② Present the rules of noun plural forms.T：look at the pictures,can you say them?

S：Yes,three tomatoes,two oranges, three strawberries.T：Look at the three rules of plural forms.Are they the same?

S：Of course not.Step Three： Drills.① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”

T：Oh,we have lots of delicious fruit.I like apples best.(Holding apples)

Do you like them?

S1：Yes, I do.S2：No, I don’t.I like salad.T：Do you like salad?

S3：Yes, I do./No, I don’t.(Ask some more students to practice like this.)

② Practice the drill.T：Work in pairs.Ask and answer with your pictures.(Before class the students have drawn some pictures of the food.)

Sa：Do you like…?

Sb： …

(Then ask more pairs to practice.)

T：Let’s open your books and do 1b.Listen and number1-3.(The students listen and then check the answers.)

Step Four： Task.T：Let’s make a survey.You can ask eight friends what they like and dislike.Then fill in the chart.(Then ask some students to report.)

S1：Five of the students like…, two of them like…

S2：…

Step Five ：Summary.In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes.Please remember the rules of noun plurals.Homework.Make a survey about your parent’s likes and dislikes using Do you like…?

Period Two

課前準備

教師：搜集關于食物的圖片，制作表格（見教學步驟）。

學生：準備上一節課的調查表格，作好對話和調查的準備。

教學設計

Step One： Review the drill.② Review the drill “Do you like…”?

③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen.Try to finish 2a and 2b as quickly as you can.Ss：…

Step Two： New drills.① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.T：Kate, do you like tomatoes?

S1：Yes, I do.T：Do you like ice cream?

S1：No, I don’t.(The teacher points at Kate and asks the class.)

T：Does Kate like tomatoes?

Ss：Yes, she does.T：Does Kate like ice cream?

Ss：No,she doesn’t.(The teacher goes on asking Kate using the chart.)

T：Does your best friend Sue like tomatoes?

S1：Yes, she does.(Kate looks at her chart in her hand.)

T：Who is your best friend?

(The teacher points at Jane.)

S1：Sally is.T：Does she like tomatoes?

S1：Sally is.(The teacher points at Tony and Maria.)

T：Do your best friends like tomatoes?

S1：Yes, they do./No, they don’t.(The teacher asks two more students to answer his/ her questions according to the chart in their hands.Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)

T：Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.(Then the teacher asks some pairs of the students to practice one by one.)

② Practice the drills.T：Let’s work in pairs.(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)

Sa：Does Bill like French fries?

Sb： … Does Bob like French fries?

Sa： …

Step Three： Task.T：Do you love your parents?

S：Yes.T：How do you show your love to them?

S1：I’ll do as they say.S2：I’ll buy something for them when their birthday is coming.S3：I’ll study better and better.S4：I’ll make a big meal for them.T：Oh, I think it’s a good idea.Now let’s try to know what they like and dislike.First take out yesterday’s homework,exchange the information in pairs.(The teacher have asked the students to have a survey last class.)

(Give a sample to the students)

T：Does your father like chicken?(Point to a student)

S1： No, he doesn’t.T：Does your mother like eggs?

S1：Yes, she does.T：Do they like bananas?

S1： Yes, they do.T：Now work in groups and make a food survey.(The students work in groups.)

S2：Jim’s father likes… He doesn’t like… Jim’s mother likes…very much.She doesn’t like…And they both don’t like…

(Then ask more students to report.)

Step Four：Summary.In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.Homework.Rewrite your conversation in the form of a passage.Period Three

課前準備

教師：搜集關于食物的圖片，多媒體教學課件，制作表格（見教學步驟）。

學生：準備上一節課的家庭作業。

教學設計

Step One： Check the homework.T：Now let’s cxchange your exercise books and help each other.Try to correct it.(Ask different students to report his/her conversation.)

Step Twp： Review the words.T：You know we have learnt so much delicious food.Now Let’s play a game with the food.Let’s see who will say the names of the food as many as possible during a minute.(The teacher will give the students a minute to prepare it.Then ask someone to say.)

S： Salad, apples, bananas, ice cream…

(Choose the three students who said the most and give some food as presents.)

Step Three： New words.① Present the new words.T：How many meals do you have every day?

Ss：Three.T：What are they?(The students can answer them in Chinese.)

Ss：They are “早餐、中餐和晚餐 ”.T：Oh, yes.In English “早餐”we can say “breakfast”.(Show a picture of the breakfast)

Read after me, “breakfast”.B-R-E-A-K-F-A-S-T,breakfast.Ss： B-R-E-A-K-F-A-S-T,breakfast.T：Do you have your breakfast every day?

S1：No, sometimes I get up late, I have no time to eat.T：I think it’s not good for your health.(Teach the other two words lunch, dinner in the same way.)

② Practice the words.T：Which meal do you like best?(Point to a student.)

S：I like breakfast best.T：Why?

S：Because I like drinking milk.T：Who also likes breakfast in our class? Please put up your hands.T：Oh, so many students.You can sit in this team.(Ask all the students who like breakfast, lunch or dinner to come to the same team.They can talk easily.)

T：We have divided all the class into three groups.One group likes breakfast, the other two like lunch and dinner.But what do you like for your three meals?

(Show a picture of three dinners.)

T：I have three meal plates.What do you want to put on it?

Let’s talk about it.Try to find the food what your group like most and tell us the reason.(When each group is talking about it, the teacher goes around among the students and helps them if they need.Then ask each group to report.)

S：In our group, we like breakfast best.We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.(When the student is saying, the teacher puts the food onto the plate for breakfast.)

(Do it for lunch and dinner in the same way.)

T：Look at 1a, and write the number in the box next to the correct food.(Then the students finish off 1a.)

T：How many other food words can you add to the chart?

Try to write them down in the chart.(The students write them down as soon as possible and then read them.See who will add most.)

Step Four： Practice the listening.T： Look!There are so many foods.Maybe they are very delicious.Which food do you like? Do you like apples?(Show the picture.)

S1： …

T： How about chicken? Do you like it ?

S1： …

T： Can you guess what food I like?

S1： Do you like…?

T： No, I don’t.S2： Do you like…?

S3： Do you like…?

T： Yes, you are right.I think you are very lucky.But I have two friends.They are Sandra and Tom.Do you know what food they like? Now, let’s listen and find out the food you hear.(Play the recording 2a in Section B.The students find out each food mentioned in the conversation on the recording.Then check the answers.)

T： Now open your books and listen again.Fill in the chart.(Play the recording the first time.Students listen to the conversation and write in the answers on their charts.Play the recording the second time and then the students can check their answers to be sure they are correct.)

T： Does Sandra like salad?

S： Yes, she does.T： Work in pairs about the chart.Step Five： Task.Go on a picnic with a group of friends and make a list of food to buy.① Divide the students into six groups.② Talk about what the students in your group like and dislike and make a list.③ The leader in each group reports to the class.Step Six： Summary and homework.Make a survey about “What do your parents like for three meals?” after class.

Period Four

課前準備

教師：搜集關于食物和人物圖片，制作表格（見教學步驟）。

學生：準備表格。

教學設計

Step One： New words.T： Do you like sports?

S： Yes, I do./ Of course.T： What sport do you like best?

S1：I like playing football/ baskball /table tennis …

S2：I like 跑步.T： Oh, Look!What is he doing?

(Show the students a picture of Liu Xiang.)

Ss： He is 跑步.T： Yes, he is running.Now, read after me, run.S： Run.T： R-U-N, run.S： R-U-N, run.T： Do you know him?

S： Yes, he is Liu Xiang.T： You are very clever.He is Liu Xiang.He’s a runner.R-U-N-N-E-R,runner.S： R-U-N-N-E-R,runner.T： Now he is very famous in China.Maybe everyone knows him.He is a sport star.S-T-A-R,star.S： S-T-A-R,star.T： Liu Xiang likes sports.He runs every day.He is healthy and he doesn’t like dessert.Do you know Healthy and dessert? Healthy means “健康的”.Can you guess the meaning of unhealthy?

Ss： “不健康的”.T： Yes, you are clever.Read after me, healthy, unhealthy.Ss： Healthy, unhealthy.T： Look at these pictures.(Show these pictures of dessert.)

They are all dessert.In Chinese it means “甜食”.We often eat it after the important dishes.T： Read after me, dessert, D-E-S-S-E-R-T, dessert.Ss： D-E-S-S-E-R-T, dessert.Step Two： Task.T： Now look at the pictures of these foods.(Show some food pictures.)What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart.(Each group will have a chart)

(Ask some groups to report.)

S： … are healthy food, … are unhealthy food.T： So we eat more healthy food and less unhealthy food.Healthy food is good for our health, but unhealthy food is bad for our health.Step Three： Learn to write about what somebody likes for three meals.① Read the passage.T： Look at Liu Xiang!Do you know why he is very healthy?

S1： Maybe he runs every day.S2： He takes good care of his health.S3： Maybe he eats very well.T： Yes, he really eats very well.Every player just eats healthy food.Three is another running star.Her name is Sandra Dlark.Let’s see what she likes eating for three meals.Open your books and read 3a in Section B.First try to fill in the chart.(The students read the passage and fill in the chart, then check the answers.)

S： Fruits…

T： Sandra Clark has a brother, Tom.He is very clever, but a little naughty.Look at 3b and find out what Tom likes for breakfast, lunch and dinner.Complete the following passage.(The students do 3b and check the answers.)

S： Four lunch …

② Practice.T： I like eggs and milk for breakfast.What do you like eating for breakfast?(Point to a student.)

S： I like apples and bread.T： What about you?(Point to another student.)

S： I like hamburgers and bananas.(Ask two more students to answer his/her questions for lunch and dinner.)

T： Who can ask and answer like this?

Sa： What do you like to eat for lunch?

Sb： I like …

Sa： What do you like to eat for dinner?

Sb： I like …

(Then ask the students to work in pairs one by one.)

Step Four： Task.① Write a passage about you like for three meals.T： Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you.(The students write about themselves as quickly as they can.When they are ready, ask them to introduce.)

② Make a survey about your classmates for three meals.T： Do you have any friends?(Ask a student.)

S： Yes, I do./ Of course.T： Do you know what they like eating for each meal?

S： No/ Sorry, I don’t know.T： OK.Let’s ask our friends and try to know what they like.Then fill in the chart.(Then ask some students to report to the class.)

Homework.Write a passage about your best friend for three meals.篇二：七年級英語上冊unit6課件

一、教學目標

1.知識目標：new words and grammer focus

2.能力目標：talk about likes and dislikes freely.3.情感目標：to be friendly to your friends.4.學習策略：practising and listening for specific information.5.文化目標：the differences between english food and chinese food.二、教學重點

words and expressions.三、教學難點

how to talk about likes and dislikes.四、教學關鍵

let ss have more chances to practise.五、教具與學具

實物、教學磁帶、錄音機、多媒體課件等。

六、教材分析

本課的主要情景是在快餐店談論自己的喜好，面對各種各樣的水果和食物，主要學習疑問句do you like bananas?以及如何應答他人的詢問.yes, i do./no, i don't.會用i like…/i don't like…句型表達自己的愛好。教學重點是句型的聽、說兩會；教學難點是靈活運用所學句型完成各項任務。

七、教學步驟

task 1，導課可以用袋子裝個漢堡包，讓一個同學來猜

t：guess.what's this? you can touch or smell it.it's very delicious.ss： it is a hamburger.t： i have a new fast food restaurant(課件呈現快餐店圖片), you can find it here.let's go and have a look.(ok?)

task 1.learn food names

1.learn the english names for these food.look at it and tell us what you can see? you can answer in english or in chinese.(展示課件，讓同學看書上圖，說出他們知道的食物名稱)

2.let's come to the food counter.(通過課件學單詞，每個圖片下都有單詞)畫面出現一個橘子說orange，再出現多個橘子說orange.(之后呈現：banana, hamburger, pear, tomato, strawberry, french fries, broccoli, salad and ice cream)

3.a guessing game.(一共10個標號的盒子，通過課件點擊圖片，讓同學猜測里面是那種食物)學生分成4組進行比賽?；卮鹫_的小組可以得到一張食物圖片，并貼在黑板上。

4.match the words with the things in the picture.(準備復印的紙，上面有10個單詞和10幅圖a-j)讓同學用最短的時間完成連線，同時也給最快完成連線的小組在黑板上貼上一張食物圖片作為獎勵。這張紙也是下個環節的調查問卷。)

task 2, an interview.老師拿著裝著食物的袋子，讓同學用手觸摸，在猜出食物名稱的同時，老師呈現新課。

t：do you like bananas? ss： yes, i do.t： she likes bananas.t： do you like pears? ss： no, i don't.t： she doesn't like bananas.1.do an interview in pairs.do you like…?(用課件提供給學生應該使用的句型并用連線的紙單，進行兩個的問答)(circle the food names your good friend likes.生成一份點菜單menu)

2.t： i have two foreign friends.they are bill and bob.please help me find out what they like and don't like.(用課件呈現一張調查表，學生a和學生b的各有不同，兩名同學互相提問，完成調查)

task 3.an employment.t： i want to find some good waters for my restaurant.還是以小組為單位，搶答，得分。(教師表演為同學服務的場景，表示業務忙想招聘服務員)

test 1.listening

t： listen and fill in the blanks.please tell me what you can hear.(課件內容為p32 2b)學生答完，集體對答案.test 2.memory.(考考你的記憶力)(課件)

t： i say one sentence to see who can say it again first.“i like apples and i don't like pears.” this time you will use 2 minutes to make up sentences like me, then say yours out and let others listen and repeat.學生互相出題，互相提問，重復正確小組加分。

test 3.food survey.t： make a food survey in groups.(表格見課件)4人為一組，一名組長提問，一名同學為記錄員。然后以組為單位匯報調查結果，通過三關測試，讓小組推舉出本組表現好的同學做本組waiter。帶上領結，伴著樂曲為同學提供食品。

task 4.enjoy yourselves.(讓服務員走起來，為大家提供食品，大家邊吃邊用剛學習的話題進行交談，選擇自己喜歡的話題編成對話，談話喜歡的歌曲，影星，動物…)之后選擇一組匯取給大家。

topic 1.who do you like?(teachers, parents, singer, film star)

topic 2.which color do you like?

topic 3.what sport do you like?

topic 4.free topic.s1： hello!

s2： hello!who are they?

s1： they are my friends.she is rain, and he is jim.s2： nice to meet you!

s3,s4： nice to meet you, too!

s3： do you like hamhurgers?

s1,s2： yes, we do.s4： let's go to the restaurant, ok?

ss： ok!let's go.t： you can go on this step after class.it's your homework.goodbye class.ss： goodbye, teacher.

第四篇：八年級英語上冊Unit6教學設計

八年級英語上冊Unit6教學設計

[ 2008-8-16 14:07:00 | By: 李怡 ]

一、設計理念：

《英語課程標準》指出：語言知識和語言技能是綜合語言運用能力的基礎。而培養學生的綜合語言運用能力是英語學習的總目標。本節課以

人物比較為載體，學習相同點與不同點的表達方法，豐富學生的語言知識，培養學生的語言技能，從而提高學生的綜合語言運用能力。

二、教材分析

1、教材的地位和作用：

本課是《新目標英語》八年級上冊“Unit 6 I’m more outgoing than my sister.Section A”。本課要分兩課時完成。內容是談論兩

個人/物的相同點和不同點，重點學習形容詞比較級的運用。這是在對形容詞進行了一年的學習之后，學生已經掌握形容詞的使用之后進行 的語言技能的提高。也是學習本冊書第十二單元最高級的基礎。

2、教學目標的確立及依據： 1）、語言知識與技能目標：

能夠用both正確表達人物或事物的相同點，能夠系統總結并熟練掌握形容詞比較級的運用，能夠根據要求完成對于各種比較的表達。2）、學習策略目標：

引導學生積極思考，抓住要點，及時歸納總結，正確運用，培養學生良好的學習習慣，掌握有效的學習策略。3）、情感態度目標：

能體會學習英語的樂趣，增強學習英語的自信心。4）、文化意識目標：

引領學生融入到語境之中、進入到完全英語交際的氛圍之中，培養學生的英語思維能力。

3、教學重點與難點： 1）、重點及突破方法：

用both表達相同點的用法及用形容詞的比較級表達不同點的用法是本課的學習重點。突破方法是分類練習、歸納總結，使學生在頭腦中形成 清晰的脈絡。

2）、難點及攻克方法：

難點是形容詞的比較級的構成，攻克方法是按比較級的構成規律進行分類練習、歸納總結，采用情景教學的方式，把知識直觀地展示給學生，并使學生得到充分的練習。

三、教學策略：

1、學情分析：

學生基礎知識掌握較好，但不太喜歡口語表達，部分學生基礎薄弱、歸納總結能力差。所以需要努力營照寬松、民主、和諧的教學氛圍，鼓

勵他們大膽嘗試；并且，課堂節奏要適當，既要使學生們跟得上，又不能拖沓。

2、教學方法及手段：

利用多媒體教學手段，采用情景交際教學法及運用看錄像的方式，有針對性地對both的運用和形容詞比較級的各種書寫方式進行訓練，繼而

指導學生利用比較歸納法和分類記憶法進行總結。之后，呈現習題進行訓練，培養并強化學生的語言實踐能力和自主學習能力。

四、教學程序設計：

1、新課導入：

本課重點是學會表達人物外貌和性格的相同點和不同點，因此，事先總結有關人物外貌和性格的形容詞是很必要的。所以，我以What does he / she look like? What is he / she like? 展開詞匯歸類的角逐，繼而導入新課。

2、探索新知：

1）、相同點的學習：即both的使用

①、借助多媒體呈現成對人物，并出現We both，引導學生自主發揮，用“both＋動詞”表述共有的外貌特征。之后，拓展提高，要求學生 介紹兩位較相似的人，鞏固提高以上所學。

②、借助多媒體呈現成對人物，并出現They are both,引導學生自主發揮，用“系動詞＋both”表述共有的外貌特征和性格特點，之后，拓 展提高，要求學生介紹兩個人物的相同點，鞏固提高以上所學。2）、不同點的學習：

①、比較級是本課教學的難點。為了攻克這一難點，我采用分類呈現的方法，把比較級的書寫規律直觀地展示給學生。②、趁熱打鐵，總結比較級的構成規律。

③、實踐應用：播放視頻，引導學生感知比較級的運用。之后，比較特異雙胞胎，比較秀蘭·鄧波的兒童照和成年照（這一步的設計也是為 第九單元的學習打下基礎）。

④、拓展與提高比較班內的兩個同學，找出兩者外貌和性格的不同點。由于初中階段英語的書面表達是以仿寫為主，所以我呈現了表達的 套用形式供學生參考。

3、能力提升：

運用猜謎的方式：先把全班學生的人名分別寫在條上，讓參加的學生抽條，之后說出條上學生與自己的相同點與不同點，其他人在他說的過 程中進行猜測，直至猜中為止。

4、評價：

用大屏幕呈現習題，鞏固所學。

5、作業：

從相同點和不同點兩個方面完成書面表達: “My Best Friend and I”。詞數：60~80詞。

6、小結：

學生總結本課內容。

五、反思：

首先，通過學習，學生對表述人物外貌和性格的形容詞進行了較為全面的總結。其次，由于引入時是分類引入的，學生對知識點的掌握也就在一開始就進入了分類狀態，所以在之后的綜合表達環節出現的混淆現象比預計 的要少。

最后，語言學習是一個循序漸進熟練的過程。因此，還應在以后的教學之中反復出現、反復練習，最后達到完全掌握，從而真正提高學生綜 合語言運用的能力。

第五篇：新人教版七年級英語上冊unit6課件

英語的教學一直是一個比較大的難題，要如何進行新人教版七年級英語上冊unit6的教學呢？以下是小編整理的新人教版七年級英語上冊unit6課件，歡迎閱讀。

教學內容：Unit 6 Do you like bananas?

教材解讀

本單元主要討論各種食物以及喜歡或不喜歡某種食物；詢問某人是否喜歡某種食物及回答；會描述一日三餐，會合理搭配一日三餐。

like的一般現在時、一般疑問句及肯、否定回答；肯定句和否定句。

通過本單元的學習，認識到在平日飲食中要做到不挑食、不偏食、合理飲食。

教學目標

一、知識與技能

1.掌握基本詞匯：food、banana、hamburger、tomato、broccoli、French fries、strawberry、orange、ice cream、salad。

2.掌握句型：Do you like bananas? Yes, I do./No, I don’t.二、過程與方法

通過聽說讀寫等任務型活動，熟練應用所學單詞和動詞詞組。

三、情感態度和價值觀

認識并了解各種食物，能分清水果和蔬菜并能認識到水果和蔬菜對人體有益。通過詢問對方是否喜歡某食物來引起話題。

教學重點

基本單詞、詞匯和句型。

教學難點

1.認識并掌握重點詞匯。

2.能流利地與對方開展關于食物喜好的對話。教法導航

采用任務型教學途徑并配以多媒體輔助教學，同時考慮學生的不同層次采取分層遞進的教學方法。

學法導航

讓學生在游戲的情景中感受到輕松愉悅、民主和諧的環境氣氛，學生積極主動參與，從而產生了強烈的求知愿望，增強學習興趣。

教學準備

PPT、關于食物的圖片。教學過程

Step 1: Greetings.Greet the students as usual.Step 2: Revision Show the students pictures and ask:What’s this? It’s a soccer ball.Do you have a soccer ball? Yes, I do./No, I don’t.Do you like it? Yes, I do./No, I don’t.Step 3: New words Show the students some food and ask:

2What’s this? It’s a hamburger.Do you like it? Yes, I do./No, I don’t.What are these? They’re bananas.Do you like bananas? Yes, I do./No, I don’t.運用圖片和對話教學單詞：hamburger、banana、tomato、broccoli、French fries、strawberry、orange、ice cream、salad，并運用這些單詞進行對話。

Step 4: Pair work Work in pairs and try to match the words with the pictures of 1a.Step 5: Listening 1b Listen and number the conversations.After listening, show the dialogue on the screen and get the students to practice the conversations, and then make their own conversations.Step 6: Listening Listen and circle the food you hear.First get the students to check their answers in groups and then report their answers.Step 7: Listen again Listen again and fill in the blanks.I like hamburgers.Do you like hamburgers? Yes, I do.Do you like______? No, I don’t like ______.Let’s have _______.Oh, no.I don’t like_________.Step 8: Group work Make a food survey in groups by asking: Do you like...? Then fill in the blanks to complete the form.How many students like hamburgers? How many students like bananas? Step 9: Summary Let’s sum what we have learned this class.Words:banana, hamburger, tomato, ice cream, salad, strawberry.Sentences:Do you like hamburgers? Yes, I do./No, I don’t.Step 10: Homework 1.Remember the words in this class.2.Practise the dialogue in pairs.課堂作業

1.寫出下列名詞

(1)漢堡 ____________(2)西紅柿 _____________(3)沙拉 ____________(4)草莓 ____________(5)梨 ____________(6)牛奶 __________(7)面包 __________(8)冰激凌 _________2.根據句意完成句子

(1)A:_______ you like salad? B:No, I _______./Yes, I ______.(2)I __________(喜歡)hamburgers.(3)_____________(你喜歡)hamburgers?(4)____________(我們吃)strawberries.參考答案：

1.(1)hamburger(2)tomato(3)salad(4)strawberry(5)pear(6)milk(7)bread(8)ice cream

2.(1)Do, don’t, do(2)like(3)Do you like(4)Let’s教學反思

這節課以學生的日常生活為話題，用豐富多彩的實物和圖片激發學生的學習興趣，學生踴躍參加課堂活動，效果很好。