八年级上册英语unit 6课件

八年级上册英语unit 6课件（精选7篇）

八年级上册英语unit 6课件 第1篇

在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，下面为大家分享了新目标英语八年级上册unit6的课件，一起来看看吧！

一、教学目标：

1.语言知识目标：

1)能掌握以下单词：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)能掌握以下句式结构：

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.情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1.教学重点：

1)掌握本课时出现的生词及表达方式。

2)进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2.教学难点

1.听力训练

2.阅读2b部分的短文并完成相关要求。

三、教学过程

Ⅰ.Warming-up and revision

1.Daily greeting.Check the homework.2.头脑风暴： 说出表示的职业名词

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

学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）

3.说理想，谈打算。

I want to be an engineer.I’m going to study math.让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用学生们自己刚才写的职业）

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.听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。

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.方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整个段落的意思来确定空格处应填的句子。综合段落的主旨大意及空格上下文的意思，确定最贴切的答案。

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.方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如：第4和第5小题都应是回答自己的想法。

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

1.Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关，……

1)此句中的planning为名词，表示“计划；规划”等意思，如：city planning（城市规划）等。英语中better planning类似汉语中的“合理规划”，指通过制定计划来更加充分的利用时间、空间、精力等。

2)have to do with这个结构表示“与……相关；与……有关联或有关系”。例如：What does this problem have to do with what we’re learning today?

这道题跟我们今天所学的内容有什么关系？

2.Sometimes the resolutions may be too difficult to keep.有时这些决定可能会太难而无法实现。

此处情态动词may表示推测，相当于汉语的“可能；或许；大概”之意。又如：You may be right this time, but I’m not sure.这一次你或许是对的，但我无法确定。

2)英语中too…to…是一种固定结构，表示“太……而不能够……”。又如：

The kid is too young to play this game.这孩子太小，不能玩这个游戏。

3)本句中的动词keep意为“履行（诺言等）；遵守（惯例等）”，这是keep的常见用法之一。类似的句子还有：

People hardly ever keep them!

人们很少履行它们（指计划）。

在这一语义下，常见的表示还有keep a promise(信守诺言)，keep one’s word(遵守承诺；说话算数)等。如：

We always keep our word.我们说话是算数的。

Homework

1.课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2.完成2e的任务；用这些词组来造句。

基础训练

汉译英。

１．吃早饭＿＿＿＿＿＿＿＿＿ ２．吃晚饭＿＿＿＿＿＿＿＿ ３．每天＿＿＿＿＿＿＿＿＿＿

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

7．大量的马铃薯＿＿＿＿＿＿＿＿＿8．喜欢吃蔬菜＿＿＿＿＿＿＿＿＿＿＿ 9．水果沙拉＿＿＿＿＿＿＿＿

１0．跑步明星＿＿＿＿＿＿＿＿＿＿＿ １1．我很喜欢打排球。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１2．他喜欢吃草莓。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１3．她不喜欢汉堡。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１4．你喜欢花椰菜吗？是的，我喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１5．你爷爷喜欢鸡肉吗？不，他不喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

１6.彼德午餐吃什么？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

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

18．他喜欢香蕉，但他不喜欢西红柿。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

19．早餐她只吃一个蛋，一个苹果和一些水。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

２0．你的朋友是个男孩还是个女孩？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

用括号中所给词的正确形式填空

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.单项选择

（）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

八年级上册英语unit 6课件 第2篇

2.情态动词could /should 的用法。

3.Why don’t you … ?结构表建议的运用。

4.如何谈论问题及提出建议。

5.在处理问题中学会自省与人际交往。

Important and difficult points (教学重难点)

1.should /could 情态动词的用法。

2.如何提出建议。

教具： a tape recorder5 , cards .

第一课时

课前准备：

教师：录音机，所学物品的图片、教学挂图。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤) (教学过程)

Step 1 Leading in(导入话题，激活背景知识)

1. Greetings and free talk .

2. Check the Homework(家庭作业) .

Step 2 Pre-task(任务前活动)

T: I want to buy a new guitar but I don’t have enough money .What should I do ?

Ss think it over ,and try to give his/her advice .

Write their advice on the Bb .

1. Borrow one . 2. Buy a second-hand guitar .

3. Get a part-time job . 4. Don’t buy a guitar .

5. Wait until next year .

Practice reading the advice by the Ss .

导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .

Step 3 While-task(任务中活动)SB Page 10 , 1a .

1. Read the instructions to the Ss . 2. Read the problems by the Ss .

3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .

4.Explain . 5. Talk about the answers with the class .Practice reading .

SB Page 10 , 1b .

Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .

Step 4 Post-task(任务后活动)SB Page 10 , 1c .

Look at the problems in activity 1a and make conversations .

Step 5 While-task(任务中活动)SB Page 11 , 2a .

1. Read the instructions .Make sure the Ss understand what should they do .

2. Point to the sentences below .

3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .

4. Play the tape again .Ss circle “could” or “should” .

5. Correct the answers .

SB Page 11 , 2b .

Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .

Step 7 Post-task(任务后活动)

Make conversations with peter and his friend with the help of 2a & 2b .

Step 8 Grammar Focus

Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .

Homework(家庭作业):

1. Go over the words .

2. My clothes are out of style ,what should I do ? Please give the advice .

八年级上册英语unit 6课件 第3篇

授课时间:2016年10月22日

指导专家:丁薇吉林省教育学院初中研训部英语教研员

吴晓威吉林省教育学院初中研训部英语教研员

一、教学分析与整体设计思路

(一) 教学内容分析

本堂课的课型为阅读课, 教学内容为人教版新目标八年级上册第六单元中的Resolutions一文, 内容贴近时代、贴近生活、贴近学生, 符合学生的兴趣要求。文章包涵着丰富的文化内容和情感教育内容, 体现了英语学习的工具性与人文性的统一。

通过阅读本篇文章, 学生能够明确如何有效地制订计划, 并下定决心互相监督完成计划, 从中感悟如何规划自己的生活并树立健康、积极的生活目标。

(二) 学情分析

笔者所面对的教对象在经历了一年多的初中英语学习后, 积累了一定量的词汇, 也有了一定的语言表达能力, 但是理解篇幅较长的文章对他们来说仍有一定的难度, 学生解决问题的能力还有待提高。

文章内容贴近学生的生活, 学生很感兴趣。学生处于学习语言的阶段, 比较渴望得到阅读策略与阅读技巧方面的指导, 希望能够掌握更好的方法帮助自己对语篇进行分析与理解。由于文本有一定的难度, 学生在学习本课前需要做好预习, 以更好地掌握本课的全部内容。

(三) 设计思路

阅读教学目标:一是学习阅读 (learn to read) , 二是阅读学习 (read to learn) 。所以本堂课的教学设计主要从阅读文本处理、技巧渗透、思维品质培养三个方面着手, 使学生在阅读过程中学习、积累并掌握词汇, 掌握有效的阅读技能, 并能够对阅读内容进行归纳与总结, 最终形成自己的语言积累。在了解文本的过程中, 学生也会意识到、感悟到如何规划自己的生活并与同伴互相督促, 树立健康、积极的生活目标。

具体思路如下:

1. 引领学生在读前预习中思考、预测将要学习的内容, 理解并学会predicting。

2. 引领学生通读文本, 了解大意, 然后进行细读环节, 通过特殊疑问词 (What, When, Why, How) 对文章第一段进行整合;通过微视频的导入引出文中的第二部分, 即不同种类的决心计划;并通过讨论的方式, 引领学生基于Smart原则制订合理的计划。学生从中学习并掌握skimming, scanning等阅读技能。

3. 通过思维导图引领学生进行读后思考, 领悟文章的启示意义, 完成思想的提升, 鼓励学生制订自己的目标并努力达成。

二、教学目标

在本课结束后, 学生能够达到:

知识目标:能够听懂、会读、理解本课词汇、句子以及文章内容。

能力目标:学生能够掌握一些阅读技能。

情感目标:在了解文本的过程中, 感悟如何规划自己的生活并制订相应的计划, 树立健康的、积极的生活目标。

三、教学过程

Step 1:Lead-in

Sing a song (Be what you wanna be)

【设计意图】用与本文话题相关的励志歌曲导入, 激发学生的学习兴趣, 让学生感到放松。学生唱完歌曲后, 笔者提出两个问题:What do you want to be when you grow up?How are you going to do that?学生回答完毕后, 笔者根据学生的回答内容自然导入本课话题———resolutions。

Step 2:Before reading

Learn new words and try to predict what we are going to learn according to the new words.

【设计意图】让不同层次的学生通过合作与交流自主完成词汇的学习, 并且预测所要学习的内容。预测是重要的阅读技能之一, 学生通过预测会形成对语篇的初步感知。

Step 3:While reading

1.Put the sentences in the right places.

2.Match the main idea of each paragraph.

【设计意图】第一步, 让学生通读全文, 并把句子放到文中相应的位置, 以使文章完整。第二步, 让学生在完成Matching后再一次通读全文, 找到文中关键句的位置, 使学生在完成任务的过程中掌握skimming这一阅读技能。

3.Read in details to find out five questions about resolutions.

【设计意图】让学生细读文章, 并围绕What is a resolution?这一话题进行学习, 运用scanning阅读技能解决任务。

4.Watch a video to know different kinds of resolutions.

5.Put different kinds of resolutions into the right places.

6.Work in groups to know different kinds of resolutions.

【设计意图】通过视频导出不同种类的resolutions, 并通过分类及小组活动促使学生熟练地区分不同种类的resolutions。

7.Read Part 3 to know what these resolutions have in common and the reasons why people can’t keep them.

8.Help the student to solve the following questions.

Can you make a resolution?

How to make good resolutions?

How do you keep them?

【设计意图】让学生了解Smart原则, 理解、明确如何制订合理的计划并学会如何达成。

Step 4:After reading

Work in groups of 5 to design a mind-map about resolutions and share with us.

【设计意图】指导学生运用mind-map, 先在头脑中设计构建resolutions, 进而制订resolutions.

Step 5:Peer Checklist

【设计意图】小组合作运用mind-map设计本组的resolutions, 并通过小组评价, 做到自评互评, 共同学习、共同改进。

Step 6:Summary

【设计意图】让学生对本堂课的收获进行总结和归纳, 并将其运用到自己的学习与生活中, 目的是进一步促进学生的情感发展。

板书设计:

Homework:

1.Go online for more information about resolutions.

2.Try to finish the mind-map of the resolutions.

【设计意图】让学生根据自己对文章的理解运用本堂课所学知识完成自己的mind-map, 目的是促进其思维的发展与解决问题能力的提升。

四、教学反思

通过本堂课的学习, 学生掌握了一定的语言知识和阅读技能。多媒体的引入使学生积极主动参与课堂, 了解西方文化。通过展示不同种类的resolutions, 学生可以在认知过程中感受如何制订resolutions。Smart原则的引入, 使学生明确了如何有效地制订计划, 并下定决心互相监督, 进而完成计划。学生在学习本文的过程中感悟如何规划自己的生活并树立健康、积极的生活目标。读后, 学生小组合作并运用mind-map设计构建resolutions, 进而制订resolutions并分享。

具体来说, 本堂课有如下五个优点:

第一, 课堂设计环环相扣, 选材贴近学生生活, 学生参与度高, 有话说, 有事做。

第二, 从开始的标题和生词的预测, 到文章段落的重新整合, 从明确的小组成员任务的设置, 到梯度性的课程渐进, 整堂课体现了高度的科学性。

第三, 严格把握教学过程中每个环节所需时间, 整课堂非常严谨。

第四, 思维导图的应用开拓了学生的思维, 学生在合作中得到了发展。

第五, 扎实有效的评价方式使学生在心理上获得自信和成功的体验, 一定程度上强化学生的学习动机, 内化学生人格, 从而使学生积极主动地投入学习。

八年级上册英语unit 6课件 第4篇

1. Pedro is much ____ than Paul.

A. tallB. tallerC. shortD. thin

2. Liu Li enjoys ____ to parties.

A. to goB. goC. goingD. goes

3. Tara is as ____ as Tina.

A. calmB. calmerC. calmestD. more calm

4. Sam talks ____ than Tom.

A. manyB. a fewC. muchD. more

5. Mary and James look ____ because they are twins.

A. sameB. the sameC. differentD. difference

6. Maria is good ____ her lessons.

A. forB. withC. atD. on

7. Holly is as ____ as Ruth.

A. popularB. more popularC. most popularD. popularer

8. Taking more exercise ____ you strong and healthy.

A. takesB. putsC. letsD. makes

9. Jane went on doing her schoolwork ____ it was late.

A. butB. thoughC. becauseD. if

10. ____ Tom ____ Sam like showing talent at the Art Festival.

A. Either, orB. Neither, nor

C. Both, andD. Not only, but also

Ⅱ.完形填空

Many people think some students are __1__ and rude. But teachers have __2__ views. Some kids run away from school on weekdays. It means that they are __3__ and aren’t interested in their lessons. They don’t know the importance of knowledge. They aren’t good __4__ their lessons.

Some kids like sports very much and don’t want to have other lessons. It means that they want to keep healthy and strong. They want to be __5__ than their parents. They like watching TV and playing computer games. It means they want to __6__ up with the modern science and technology. And they can learn a lot from them. Watching and playing too much are bad for health. Kids can do them __7__ two hours a day.

Some kids like __8__ friends and having birthday parties. It can improve their abilities of social intercourse. Birthday party will __9__ money. It isn’t a good habit. Parents should encourage kids to camp in the fields. They can know __10__ many wild animals and plants. And they can fit themselves to the nature.

1. A. politeB. wild C. goodD. nice

2. A. sameB. interestingC. oppositeD. important

3. A. outgoingB. calm C. funnyD. heavy

4. A. forB. withC. onD. at

5. A. tall B. tallerC. tallestD. the tallest

6. A. lookB. comeC. catchD. put

7. A. less than B. longerC. more thanD. shorter

8. A. makeB. making C. to makeD. made

9. A. take B. payC. spendD. cost

10. A. tooB. both C. elseD. neither

Ⅲ.阅读理解

(A)

You can make friends with all kinds of kids. If your friend is good at his lessons, he will discuss some questions with you. It will make you study hard so that you can catch up with your friend.

If your friend likes sports, he will ask you to take exercise with him. You will be tall, strong and healthy.

If your friend likes talking, you can have a conversation in English with him every day. It will improve your English. You can take part in all kinds of speech contests. Maybe you will be a speaker.

If your friend is outgoing, he will take you to some interesting places and parties. You can meet many new friends. You will be not shy any longer. You will be a warm, brave and lively kid.

If your friend is calm, you can sit together with him. You can think about your lessons, your school and other things. In a quiet place with a quiet friend will make you clear-headed and happy. It will help you a lot in the future.

根据短文内容，选择最佳答案。

1. A kid who is good at his lessons likes talking ____.

A. moviesB. musicC. lessonsD. TV plays

2. The friends who like sports will play ____ with you.

A. ballsB. the piano

C. computer gamesD. /

3. You can have a ____ with your friend who likes talking.

A. restB. talkC. coldD. shower

4. Your ____ friend will make you brave and lively.

A. tallB. interestingC. thinD. outgoing

5. A calm friend means he likes ____.

A. reading and writing B. keeping quiet

C. playing the violin D. staying at home

(B)

Dear Paul,

I have made a new friend who is an Australian boy. The boy named Pedro came to my school last month. His father works in a big company in China and his mother teaches us English.

He is different from me. He is a little taller than me. He is more athletic than me and much more outgoing than me. He likes sports very much. I’m not as good at sports as him. We both enjoy going to the parks on weekends. Sometimes I invite him to have Chinese food. He said that Chinese food is the best food in the world.

Of course Pedro is good at English and I’m good at Chinese. I often help him with his Chinese. Now he can speak Chinese well. He tries his best to talk with us in Chinese. He makes progress every day.

Please write to me soon. Welcome to my town on vacation.

Yours,

Huang Lei

根据短文内容，回答下列问题

6. Where does Pedro come from?

_____________________________

7. What does Pedro’s mother do?

_______________________________

8. What does Pedro look like?

_______________________________

9. Where does Pedro like going on Saturday and Sunday?

_______________________________________________

10. What language can Pedro speak now?

______________________________________

Ⅳ.词汇

A)根据句意及首字母提示，完成句子中的单词。

1. Liu Ying is more a____ than her sister Liu Li.

2. Tina doesn’t like sports. She is a c____ girl.

3. Don’t l____ at the people who are in trouble.

4. He doesn’t want to receive the o____ view.

5. Ping-pong is very p____ in the world.

B)用所给单词的适当形式填空。

6. Lin Ping is ____(interest) in English.

7. What Pedro said makes me ____(laugh) all the time.

8. Sam isn’t good at ____(play) basketball.

9. Tara is two centimeters ____(short) than me.

10. Tom and Tim are ____(twin) brothers.

Ⅴ.句型转换

将下列句子改为同义句，每空一词。

1. My car is not the same as yours.

My car is ____ ____ yours.

2. Sam is fatter than Tom.

Sam is not as ____ ____ Tom.

3. Tara does well in Chinese.

Tara is ____ ____ Chinese.

4. Paul always helps me study math.

Paul always ____ me ____ my math.

5. He has shorter hair than Pedro.

His hair ____ ____ than Pedro’s.

Ⅵ.补全对话

根据对话内容，在空白处填入一个适当的句子，有两项是多余的。

A. Would you like to make friends with him?

B. Dave is the same as me.

C. What does he look like?

D. Is Dave tall or short?

E. Is he an outgoing boy?

F. I think he likes sports very much.

G. What is it?

A: Wait a minute, Lin Ping. I have something exciting to tell you.

B: __1__

A: I made a new friend today. His name is Dave. He comes from

Australia.

B: That’s great!__2__

A: He is a tall, thin boy. But he looks strong.

B: __3__

A: He is as tall as me. But he is more athletic than me.

B: __4__

A: You are right. He said he would teach me how to play baseball

and I would help him with his lessons. __5__

B: I’d love to. Thank you.

Ⅶ.书面表达

在你的生日聚会上，来了一位你新交的朋友伊莎贝尔•金，根据表格中的信息，把她介绍给大家。

八年级上册英语unit 6课件 第5篇

教学内容：Unit 6 Do you like bananas?

教材解读

本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物及回答；会描述一日三餐，会合理搭配一日三餐。

like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。

通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。

教学目标

一、知识与技能

1.掌握基本词汇：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、过程与方法

通过听说读写等任务型活动，熟练应用所学单词和动词词组。

三、情感态度和价值观

认识并了解各种食物，能分清水果和蔬菜并能认识到水果和蔬菜对人体有益。通过询问对方是否喜欢某食物来引起话题。

教学重点

基本单词、词汇和句型。

教学难点

1.认识并掌握重点词汇。

2.能流利地与对方开展关于食物喜好的对话。教法导航

采用任务型教学途径并配以多媒体辅助教学，同时考虑学生的不同层次采取分层递进的教学方法。

学法导航

让学生在游戏的情景中感受到轻松愉悦、民主和谐的环境气氛，学生积极主动参与，从而产生了强烈的求知愿望，增强学习兴趣。

教学准备

PPT、关于食物的图片。教学过程

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.运用图片和对话教学单词：hamburger、banana、tomato、broccoli、French fries、strawberry、orange、ice cream、salad，并运用这些单词进行对话。

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.课堂作业

1.写出下列名词

(1)汉堡 ____________(2)西红柿 _____________(3)沙拉 ____________(4)草莓 ____________(5)梨 ____________(6)牛奶 __________(7)面包 __________(8)冰激凌 _________2.根据句意完成句子

(1)A:_______ you like salad? B:No, I _______./Yes, I ______.(2)I __________(喜欢)hamburgers.(3)_____________(你喜欢)hamburgers?(4)____________(我们吃)strawberries.参考答案：

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教学反思

八年级上册英语unit 6课件 第6篇

[ 2008-8-16 14:07:00 | By: 李怡 ]

一、设计理念：

《英语课程标准》指出：语言知识和语言技能是综合语言运用能力的基础。而培养学生的综合语言运用能力是英语学习的总目标。本节课以

人物比较为载体，学习相同点与不同点的表达方法，丰富学生的语言知识，培养学生的语言技能，从而提高学生的综合语言运用能力。

二、教材分析

1、教材的地位和作用：

本课是《新目标英语》八年级上册“Unit 6 I’m more outgoing than my sister.Section A”。本课要分两课时完成。内容是谈论两

个人/物的相同点和不同点，重点学习形容词比较级的运用。这是在对形容词进行了一年的学习之后，学生已经掌握形容词的使用之后进行 的语言技能的提高。也是学习本册书第十二单元最高级的基础。

2、教学目标的确立及依据： 1）、语言知识与技能目标：

能够用both正确表达人物或事物的相同点，能够系统总结并熟练掌握形容词比较级的运用，能够根据要求完成对于各种比较的表达。2）、学习策略目标：

引导学生积极思考，抓住要点，及时归纳总结，正确运用，培养学生良好的学习习惯，掌握有效的学习策略。3）、情感态度目标：

能体会学习英语的乐趣，增强学习英语的自信心。4）、文化意识目标：

引领学生融入到语境之中、进入到完全英语交际的氛围之中，培养学生的英语思维能力。

3、教学重点与难点： 1）、重点及突破方法：

用both表达相同点的用法及用形容词的比较级表达不同点的用法是本课的学习重点。突破方法是分类练习、归纳总结，使学生在头脑中形成 清晰的脉络。

2）、难点及攻克方法：

难点是形容词的比较级的构成，攻克方法是按比较级的构成规律进行分类练习、归纳总结，采用情景教学的方式，把知识直观地展示给学生，并使学生得到充分的练习。

三、教学策略：

1、学情分析：

学生基础知识掌握较好，但不太喜欢口语表达，部分学生基础薄弱、归纳总结能力差。所以需要努力营照宽松、民主、和谐的教学氛围，鼓

励他们大胆尝试；并且，课堂节奏要适当，既要使学生们跟得上，又不能拖沓。

2、教学方法及手段：

利用多媒体教学手段，采用情景交际教学法及运用看录像的方式，有针对性地对both的运用和形容词比较级的各种书写方式进行训练，继而

指导学生利用比较归纳法和分类记忆法进行总结。之后，呈现习题进行训练，培养并强化学生的语言实践能力和自主学习能力。

四、教学程序设计：

1、新课导入：

本课重点是学会表达人物外貌和性格的相同点和不同点，因此，事先总结有关人物外貌和性格的形容词是很必要的。所以，我以What does he / she look like? What is he / she like? 展开词汇归类的角逐，继而导入新课。

2、探索新知：

1）、相同点的学习：即both的使用

①、借助多媒体呈现成对人物，并出现We both，引导学生自主发挥，用“both＋动词”表述共有的外貌特征。之后，拓展提高，要求学生 介绍两位较相似的人，巩固提高以上所学。

②、借助多媒体呈现成对人物，并出现They are both,引导学生自主发挥，用“系动词＋both”表述共有的外貌特征和性格特点，之后，拓 展提高，要求学生介绍两个人物的相同点，巩固提高以上所学。2）、不同点的学习：

①、比较级是本课教学的难点。为了攻克这一难点，我采用分类呈现的方法，把比较级的书写规律直观地展示给学生。②、趁热打铁，总结比较级的构成规律。

③、实践应用：播放视频，引导学生感知比较级的运用。之后，比较特异双胞胎，比较秀兰·邓波的儿童照和成年照（这一步的设计也是为 第九单元的学习打下基础）。

④、拓展与提高比较班内的两个同学，找出两者外貌和性格的不同点。由于初中阶段英语的书面表达是以仿写为主，所以我呈现了表达的 套用形式供学生参考。

3、能力提升：

运用猜谜的方式：先把全班学生的人名分别写在条上，让参加的学生抽条，之后说出条上学生与自己的相同点与不同点，其他人在他说的过 程中进行猜测，直至猜中为止。

4、评价：

用大屏幕呈现习题，巩固所学。

5、作业：

从相同点和不同点两个方面完成书面表达: “My Best Friend and I”。词数：60~80词。

6、小结：

学生总结本课内容。

五、反思：

首先，通过学习，学生对表述人物外貌和性格的形容词进行了较为全面的总结。其次，由于引入时是分类引入的，学生对知识点的掌握也就在一开始就进入了分类状态，所以在之后的综合表达环节出现的混淆现象比预计 的要少。

八年级上册英语unit 6课件 第7篇

I’m going to study computer science Section A 1a-1c

一、教学准备:

多媒体课件

二、Teaching aims：

1、Knowledge aim:

要求学生掌握关于职业的名词：computer programmer , engineer, bus driver, basketball player, cook, teacher, pilot, scientist, doctor, violinist, pianist, Actor.., Sentence patterns： what do you want to be when you grow up?

I want to be a/an...How are you going to do that?

I’m going to...语法：be going to...表示一般将来时

2、Ability aims：

能听懂有关人生理想的词汇及表达；能听懂有关未来计划的表达；能进行有关人生的谈话；能进行有关将来计划的讨论；培养学生应用英语谈论将来计划；提高学生听、说、读、写等能力。

3、Emotion aims：

通过对人生理想的讨论，让学生从小就树立自己的人生理想，并且现在就下定决心，为理想而努力奋斗，使他们成为有理想，有抱负，有动力，健康成长的新一代青少年。

三、Teaching keys and difficulties：

1、重点词汇：computer programmer , engineer, bus driver, basketball player, cook, teacher, pilot, scientist, doctor, violinist, pianist, Actor...2、重点句型：what do you want to be when you grow up?

I want to be a/an...How are you going to do that?

I’m going to...3、难点：语法：一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆，学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，有时能力训练点。

四、teaching steps：

1、step1：Warming up :

Greeting with students, every talk about their dreams...(给课堂带来轻松愉快的氛围）

2、step2: Presentation:

Teach new words and expressions by showing the pictures.(借助多媒体展示图片引入新词汇，这样过渡自然，分解了教学难点，并且直观，形象，印象深刻。

4、step3: Oral practice

A:What do you want to be when you grow up?

B: I want to be a/an...A: How are you going to do that?

B: I’m going to...(通过造句的方式来巩固句型的用法及职业的单词）

5、step4: Listening practice

Let’s do listening practice.You will hear four conversations.Then draw a line between them.（根据学生的语言学习规则，充分调动学生的各个感官，这样既能锻炼学生的听力水平，锻炼学生的反应能力，同时又能让学生整体感知知识的脉络，便于学生对知识的掌握。通过听力练习完成1b教学内容，并且熟悉句型。）

6、step5: Homework:

remember the new words.use the sentence pattern make another sentence.make a conversation with your partner.教学反思

教学的效益。英语学习、英语教学越来越受到人们的普遍重视。随着时代的发展和社会的进步，英语已从一种工具变成了一种思想，一种知识库。没有掌握英语犹如缺乏一种思想，缺少了一个重要的知识源泉。可以这样说，学会英语，不但多了一双眼睛，一对耳朵，和一条舌头，甚至是多了一个头脑!因为语言是人类思维的工具，认识世界的工具，掌握一种语言也即掌握了一种观察和认识世界的方法和习惯。

通过这次实践教学，我总结以下几点反思：

反思

一、靠持续不断的语言知识，而不是“玩”来培养学生持久的兴趣，初中英语教学是要重视培养兴趣，但单靠唱歌游戏不能培养学生持久的兴趣。新鲜劲儿一过，孩子们就会厌倦。所以，唱歌游戏应该作为初中学生学习英语语言知识、技能的一些手段，而不是培养兴趣的手段。我们可以采用多种手段帮助学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调。在英语学习中，听、说、读、写、译五种能力是可以互补的。真正做到听说先行，读写跟上。光听说不读写，很难收到高效。只靠模仿不培养学习能力，也难减轻学习负担。所以初中学生还是应当认真进行语言学习。反思

二、英语应用能力需要相应的词汇，“不学习语言规则、不掌握相当数量的词汇，英语应用能力就是空中楼阁”。目前在中学的低年级的英语教学中，不要求学生掌握词汇，而只要求学生能根据提示或图片说出该单词，其本质无非是要学生们死记硬背，鹦鹉学舌。由于学生们没有相应的读音规则训练，不熟悉词汇的拼写规则，单词的音、形、意三者不能有效的结合在一起，因而导致了单词记忆的困难，并成了中学生学英语的瓶颈。

反思