第一篇：新目标英语八年级上册unit6课件
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
第二篇：新版新目标英语八年级上册unit6知识点总结
Unit6 I’m going to study computer science
Section A
1.be going to 的用法
①be going to +do 表示将来的打算、计划或安排
②常与表示将来的tomorrow, next year等时间状语或when 引导的时间状语从句连用.When引导的从句
用一般现在时态。
③各种句式变换
句式变换借助be 动词完成，be随主语有am, is, are 的变换
肯定句： 主语 + be going to + 动词原形 + 其他
He is going to take the bus there when he is free.否定句： 主语 + be not going to + 动词原形 + 其他 I’m not going to see my friends this weekend.一般疑问句： Be + 主语 + going to + 动词原形 + 其他
肯定回答： Yes, 主语 + be.否定回答： No, 主语 + be not.Are you going to see your friends this weekend?
Yes ,I am./
No, I’m not.特殊疑问句： 疑问词 + be + 主语 + going to + 动词原形 + 其他？
What is he going to do this weekend?
When are you going to see your friends? ④如果表示计划去某地,可直接用be going to+地点
We are going to Beijing for a holiday..⑤表示位置移动的动词，如go , come, leave ,move等常用进行时表示将来时态表示近期打算做某事。
The bus is coming.My aunt is leaving for Beijing next week.注意：be going to 与 will 的区别
① 对未来事情的预测用will + 动词原形，will 没有人称和数的变化，变否定句要在will 后面加not, 或者缩略式won’t, 变一般疑问句将will 提至句首。
Will planes be large in the future? Yes, they will./ No, they won’t.②will 常表示说话人相信或希望要发生的事情，而be going to 指某事肯定发生，常表示事情很快就要发生。I believe Lucy will be a great doctor.③ 陈述将来的某个事实用will.I will ten years old next year.④表示现在巨大将来要做的事情用 will.I’m tired I will go to bed.⑤ 表示意愿用will.I’ll tell you the truth.⑥ 表示计划、打算要做的事情用 be going to, 而不用 will.2.when 当……时”引导时间状语从句
如果主句和从句中的动作都发生在将来，主句用一般将来时，从句用一般现在时，She is going to be an astronaut when she grows up.when 与 while 的区别
when 表示“当…时候”，既指时间点，又指一段时间，when 引导的时间状语从句中的动词可以是终止性的也可以是延续性的。When the teacher came in, the students were talking.When she arrives, I’ll call you.while 表示“当…时候”，仅指一段时间，从句中的动作必须是延续性的，一般强调主从句的动作同时发生，while 还可以作并列连词，意为“ 而、却”，表示对比关系。
Lisa was singing while her mother was playing piano.Tom is strong while his younger brother is week.3.violin小提琴
violinist 小提琴家
piano钢琴
pianist 钢琴家
science科学
scientist科学家
drive开车
driver 司机
foreign外国
foreigner外国人
4.grow up 长大
grow into 成长为
practice doing sth 练习做某事
keep on doing sth 坚持做某事
表示动作的反复
keep doing sth 一直做某事
表示动作或者状态的持续 常跟v-ing 作宾语的动词有 考虑建议盼原谅：consider, suggest/advise, look forward to, excuse, pardon.承认推迟没得想： admit, delay/put off, fancy.避免错过继续练：avoid, miss, keep/keep on, practice.否认完成能欣赏： deny, finish, enjoy, appreciate.不禁介意与逃亡： can’t help , mind, escape.不准冒险凭想象： forbid, risk, imagine.5.be sure about 确信 对……有把握
make sure 确保
(1)be sure +about / of +n/pron/doing
对……有把握
She is sure of success.她确信会成功。
(2)be sure +宾语that 从句
肯定 有把握
主语为人=It’s certain that
We are sure that you can make it.(3)make sure + that 从句
Make sure that you can find out the truth.确保你能找出真相。(4)be sure to do sth 用于祈使句中，表示说话人对对方提出要求
务必 切记(5)be sure to do sth 表示说话人的推断
主语为人或物
It’s sure to rain tomorrow.He is sure to come.他一定会来。
6.take/ have acting/singing/dancing lessons 上表演/歌唱/舞蹈课
go to a cooking school 上烹饪学校
7.send（过去式sent）sb sth=send sth to sb 把某物寄/ 送给某人
My sister sent me a bike last week.=My sister sent a bike to me last week.send for 派人去请
8.Don’t worry.别担心
worry about=be worried about 担心…….He always worries about his son.= He is always worried about his son.Section B 1.learn to do sth 学习做某事
I began to learn to play the piano when I was five..make the soccer team, 组建足球队，成为足球队的一员
I want to make the soccer team next year.get/ do lots of exercise 做大量的锻炼
We should get lots of exercise every day.learn another foreign language 学习第二外语（另外一门外语）
get good grades 取得好成绩
2.make resolutions(to do sth)下决心（做某事）
We like making resolutions on New Year’s Day.keep resolutions 实现决心
I think making resolutions is easy, but keeping resolutions is hard.3.be able to 与can
(1)be able to+do 用于一般现在时态，一般过去时态，一般将来时态，be动词和主语保持一致
I am able to speak English, but I wasn’t able to speak English when I was five, I think I will be able to learn
another foreign language in five years.(2)can 为情态动词，用在现在时态中，也可用在过去时态中，过去式为could
I can speak English , but I couldn’t speak English when I was five.4.promise
(1)n 许诺，承诺
make a promise(promises)to sb 向某人许诺
keep a promise/promises
keep one’s promise 信守承诺
(2)v 承诺，许诺
promise to do sth 承诺做某事
promise+宾语从句
promise sb sth 向某人承诺某事
5.tidy
(1)adj 干净的，井井有条的 My room is tidy.(=clean)(2)v 打扫，把…..清理干净
Please tidy(=clean)your room when you are free.6.begin start(1)v 开始 begin/ start to do sth=begin/ start doing sth 开始做某事
I began/ started to learn English two years ago.= I began / started learning English two years ago.(2)start v
发起
start a club
(3)start n 开始，开端
the start of the movie = the beginning of the movie(beginning是n)
(4)at the beginning of ………在…….的开始
at the beginning of the new year
7.improve v 改善，提高
n improvement , 改善，提高
improve my English grade , improve my life
8.write down 写下write down your name= write your name down write it down(it为代词，只能放在中间)9.for the coming year coming 为动名词修饰名词
swimming pool, go to a cooking school
10.tell sb about sth 告诉某人关于某事，例如：Tell me about your English grade.11.wish
(1)n 愿望
常指美好的或难以实现的愿望Best wishes for you.(2)v 希望
wish to do sth 希望做某事
I wish to go to the moon one day.(常指较大的愿望)I hope to get good grades next year.(3)wish sb to do sth 希望某人做某事
My mother always wishes me to study all day long.12.fast food 快餐，熟食
Eating fast food is very popular in England.13.have to do with …….与……有关
have nothing to do with 与…….无关
This book has to do with Edison.Your Chinese has nothing to do with me.14.take up
(1)开始，从事，take up sth 开始从事某事 I took up soccer when I was five.take up doing sth 开始从事做某事，I took up playing soccer when I was five.(2)占据
This table takes up too much room.(room 为不可数名词，空间)
15.planning 不可数名词
规划
better planning 合理规划
city planning, 城市规划 16.weekly
(1)adj 每周的，一周一次的，放在名词之前
make a weekly plan 制定每周计划(2)adv 每周地，每周一次地
He watches TV weekly.(=once a week)
17.too……to……太……而不能，太……而导致to 之后的动作无法完成，主语是物时在形容词之后加for sb
Tom is too young to go to school.(Tom年轻-----Tom太年轻------而不能完成 go to school.), =not +形容词+enough+to do sth Tom is not old(此处not old =young)enough to go to school.=so+形容词+that +sb can’t do sth : Tom is so young that he can’t go to school.The box is too heavy for the little boy to carry.She is too poor to buy the sweater.=She is so poor that she can’t buy the sweater.18For this reason.因为这个原因
19.question
(1)n 问题，常与answer 搭配
answer my questions
(2)v 怀疑，询问
He likes questioning his father’s answers.18.mean（过去式meant）v
(1)意思，含义，后常接宾语从句，I mean you are a good boy.(2)打算用 mean to do sth
I meant to help you with your English.(3)意味着 mean doing sth
Success means working hard.(4)meaning n
the meaning of ….……的含义 19.own
(1)v 拥有
The man owns a big farm.(2)adj 自己的，放在形容词性物主代词之后，修饰名词
This is my own car.(3)owner 主人
20.drive to work 开车上班，ride to school 骑车上学 21.make
(1)make sb do sth 使某人做某事 The man makes his son do much housework every day.(2)make +宾语+形容词
Watching TV makes me relaxing.(3)make +宾语+名词
They make Tom their cook.他们让Tom 做他们的厨师。
22.everyday every day
everyday adj.每天的 在句中作定语，位于名词前。This is our everyday homework.every day 副词短语，在句中作状语，位于句首或句末。He reads books every day.23.remember v.记得、记住
forget 用法同
remember to do sth 记得去做某事
remember doing sth 记得做过某事
第三篇：新目标八年级英语课件
导语：课件（courseware）是根据教学大纲的要求，经过教学目标确定，教学内容和任务分析，教学活动结构及界面设计等环节，而加以制作的课程软件。它与课程内容有着直接联系。以下是小编整理新目标八年级英语课件的资料，欢迎阅读参考。
一、教学目标：
1、目标语言
重点词汇：1,want somebody to do 2.be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6.help somebody < to> do 7.look after my health 8.get good grades 9.study better 10.the same as 11.kind of unhealthy
重点句型：-含有以上词组的11句子。
综合能力：能阅读介绍饮食习惯方面的文章
2、情感渗透
学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。
二、教学准备：
教师准备：
1，设计课后巩固练习的幻灯片,2部分有关事务的幻灯片3录音机和磁带。学生准备收集自己和他人生活习惯的信息： 查找更多食物的英语名称。
预习导航:：
1、听单词录音，熟记Section A的新单词，并制作单图片。
2、完成1a，列出图中物品的英语单词，并识记新单词。
3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny.4、找出并区别I you my your his her。
三、教学过程：
1.预习导学或自测
1)很少/几乎不曾_______________
2)surf the lnternet _______________
3)大部分学生__________________
4)as for ________________________
5)一周两次_______________________
6)be good for ________________________
7)照顾___________________________
8)eating habits ______________________
9)六到八次_______________________
10)try to do sth ___________________
Step1.Revision.Ask and answer in pairs like this.What do you do on weekends/、、、/I often exercise How often do you exercise ?.I exercise five times a week.(设计说明)先有老师示范对话，询问学生周末日常活动，然后两人一组自由对话，利用图片进行。为新课学习作好铺垫。
Step2.Leading in.1，要求学生将单词和字母对应，完成1a任务,2，引导学生进行1B的pair work 活动，自编对话完成1b中的学习内容。
(设计说明)这里可巩固练习词组,want somebody to do.与 be good for并造句子。
Step3：
3．播放录音，要求学生完成2a的听力内容。
4．再播放录音，要求学生完成2b的听力内容，并将此词填在合适的位置。(设计说明)通过听力训练，使学生学会听关键词和推测词意的能力,并理解目标语言。
5．引导学生进行2c的Pair work活动，自编对话，完成2c中的学习内容。
6．引导学生阅读3a的短文，要求学生回答设计的问题，完成3a的内容引导学。合作探究 课文解析.3a
1)pretty表示“十分”作副词用，我们以前学过quite和very也有这种意思。其中它们的程度由浅入深为quite→pretty→very.相当健康：
2)I exercise every day, usually when I come home from
School.我每天锻炼身体，3)eating habits：
4)try to do sth意为
eg：他尽力通过考试：
5)Of course.：
6)So you see, I look after my health.所以你看，我很在意我的健康。
look after 意为
eg：Can you when I leave?
能帮我照顾一下孩子吗？
look还可以和许多词搭配，但意思不一样。
（1）look at
eg：Please look at the blackboard.（2）look for
eg：我在找我的笔
（3）look like
eg::你爸爸长什么样？
4）Good food and exercise
好的饮食和锻炼帮助我学得更好。
5）帮助某人做某事
6)be good for
7）be good at =do well in
8）be good to sb.9)和…相同
与……不同
不同:(n.)difference
eg.There are many(不同点)between the two pictures.10)although虽然，尽管,引导让步状语从句，与 同义，但不能与 同时出现在一个复合句中，可与still, yet同用。
11)保持健康： = be in good health =keep/ be healthy
4．拓展创新
注意sometimes与几个形似的词的区别。
A.sometime是副词，意为“在某个时候”，“某时”
B.sometimes:有时候是副词。
C.some time是名词词组，意为“一段时间”，做时间状语用
D.some times是名词词组，意为“几次，几倍”。
eg：（1）I met him in the street last month.(2)Will you come again next week?
(3)I will stay here for
5．引导学生阅读3b的短文，填单词，完成3b的内容。
1要求学生写一篇短文，谈一谈自己的生活和饮食习惯。
2．要求学生口头谈一谈父亲或母亲的生活和饮食习惯。
3，引导学生做调查，完成下列任务。
Activitiesfrequency
a.go to the movies
b.watch TV
c.shop
d.exercise
e.read
F,listen to music
(设计说明)循序渐进学习目标语言Step10.Do some exercises.综合能力训练P9自主学习
Step11.Summing-up
Stress the important phrases and sentences in this class.Step12.Homework
介绍你自己：
四、教学反思：
学后反思：今天我学会了＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
我还不明白的是：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
教后反思：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿
Unit 1 How often do you exercise？
第二课时Section B
一、教师寄语
A bold attempt is half success.（勇敢的尝试是成功的一半）
二、学习目标
知识目标：
Words:
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?
能力目标:
学会谈论饮食习惯。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。
三、教学重、难点
区分How many /how much, health/healthy, different/difference
四、学习过程
Step1.Free talk
同桌练习How often do you ……?及其回答
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
Step 4.合作探究
课文解析.3a 3b
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：
1.pretty:adj.漂亮的，美丽的 adv.很，相当
2.when:conj.当…的时候.引导时间状语从句
3.eating habits饮食习惯
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
6.get good grades:得到好的成绩
7.help sb.(to)do sth.8.the same as和…相同
9.different(adj.)-(n.)difference good Cbetter-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。
11.maybe:或许，大概,常放在句首
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
4)5)try to do sth 尽量做某事
6)come home from school放学回家
7)of course = certainly = sure当然
8）get good grades取得好成绩
9)some advice
10）hardly=not nearly / almost not几乎不
11)keep/be in good health保持健康
12）pretty healthy 相当健康
13)my eating habits 我的饮食习惯
14）drink milk 喝牛奶
15)so you see 正如你所看到的16）look after 照顾
17)my healthy lifestyle 我的健康饮食习惯
18）help sb.do sth 帮助某人做某事
19)the same as 和….一样
20）be different from 与….不同
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.Step7.完成综训section B
Step8.课后反思
我的收获：
我的不足：
我的疑问： 文章
延伸阅读：
The courseware role
The various teaching information suggested to learners;
(2)to provide information and information processing for the diagnosis, evaluation, prescription and learning of the learning process;
In order to improve learning motivation and motivation, it is used to strengthen the learning evaluation information of learning stimulation.It is used to the learning data, to realize the teaching strategy and the control method of learning process control.POWERPOINT is the best choice for teachers who have started their courseware theory and technology.Because the operation is very simple, most of the people can basically grasp at half a day.So, it can be beautiful idea on how to implement the case in the courseware design intent, how to enhance the effect of the courseware, as well as technical progress, is also a theoretical deepening, through the production of several related case, the concept of the courseware will be into the heart into the brain.Multimedia courseware
Refers to the multimedia teaching courseware according to teacher's teaching plans, to describe the need of teaching content through the computer multimedia(video, audio, animation, images, text to describe and class requirements.Vivid, it can vividly describe various teaching problem, increase the atmosphere of classroom teaching, improve the students' interest in learning, to broaden the students' knowledge, in 10 years the means, is widely used in middle and primary school teaching is the inevitable trend of modern teaching development.Electronic courseware advantage
Compared with traditional textbooks, electronic courseware has the advantage of the richness of resources and the autonomy of learning.Electronic courseware content is very rich, including textbooks, teaching plan, practice, self-test, reference books and related cases, etc., like a small library, brought great convenience to students' learning, students can grasp the learning progress according to their own specific conditions.Electronic lesson plans
Lesson plan is to describe how to class, usually is a teacher of the written word, preparation before class is an important part of the first-line teachers teaching, plays a key role in the whole teaching activity, the preparation of achievements is form the lesson plan.However, traditional teaching cases are often a result of personal achievement, and teachers form teaching cases according to their understanding of the content of knowledge and teaching design, mainly in the word electronic documents or written form.The disadvantage is that it cannot be Shared and modified in time.Electronic lesson plan design includes teaching material analysis, teaching design, review introduced, interaction between teachers and students, exercises to consolidate, etc.), blackboard writing, teaching reflection and other traditional link, also including courseware, such as links to database, friendship can give full play to the advantage of information technology new link.In a teaching case, full integration of the picture, the text, the sound, like the role of various media, stimulate students' interest in learning.Its biggest feature is to provide links, easy to call, vivid and intuitive.课件作用
①向学习者提示的各种教学信息;
②用于对学习过程进行诊断、评价、处方和学习引导的各种信息和信息处理；
③为了提高学习积极性，制造学习动机，用于强化学习刺激的学习评价信息；
④用于更新学习数据、实现学习过程控制的教学策略和学习过程的控制方法。
对于课件理论、技术上都刚起步的老师来说，POWERPOINT是个最佳的选择。因为操作上非常简单，大部分人半天就可以基本掌握。所以，就可以花心思在如何在课件中贯彻案例的设计意图上、如何增强课件的实效性上，既是技术上的进步，也是理论上的深化，通过几个相关案例的制作，课件的概念就会入心入脑了。
多媒体课件
多媒体教学课件是指根据教师的教案，把需要讲述的教学内容通过计算机多媒体（视频、音频、动画）图片、文字来表述并构成的课堂要件。它可以生动、形象地描述各种教学问题，增加课堂教学气氛，提高学生的学习兴趣，拓宽学生的知识视野，10年来被广泛应用于中小学教学中的手段，是现代教学发展的必然趋势。
电子课件优势
电子课件与传统的教科书相比，它的优势在于资源的丰富性和学习的自主性。电子课件的内容非常丰富，包括课本、教案、练习、自测、参考书籍和相关案例等，就像一个小型图书馆，给学生的学习带来了极大的便利，学生可以根据自己具体情况自由把握学习的进度。
电子教案
教案是描述如何进行一堂课的教学，通常都是教师书面上的文字，课前备课是一线教师进行教学的重要环节，在整个教学活动中占有关键作用，备课的成果表现是形成教案。但传统的教案往往是个人成果，教师按照自己对知识内容的理解和教学设计而形成的教案，主要以word电子文档或书面形式来表现。其缺点是不能及时共享和修改。
电子教案的设计既包括教材分析、教学设计（复习引入、师生交流互动、练习巩固等）、板书、教学反思等传统环节，还包括课件、资料库、友情链接等能够充分发挥信息技术优势的新环节。即在一个教案中，充分整合图、文、声、像等各种媒体的作用，激发学生的学习兴趣。其最大的特点是提供链接，便于调用，生动直观。
第四篇：七年级英语上册unit6课件
教学观念是崭新的，教学的目标重在培养学生的学习兴趣。力争面向全体学生。接下来小编搜集了七年级英语上册unit6课件，仅供大家参考，希望帮助到大家。
篇一：七年级英语上册unit6课件
教学内容
本单元的核心项目是“喜欢和不喜欢（like and dislike）”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。
教学目标
⑴知识目标：
A、学会询问对方喜欢与不喜欢的食物；
B、学习并激情些食物的词汇；
C、学会谈论自己与他人早、中、晚餐喜爱吃的食物；
D、学会营养配。
⑵能力目标：
A、能准备表达喜欢和不喜欢的食物；
B、能根据具体情景对话，与他人沟通信息，合作完成任务；
C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。
⑶情感目标：
A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识；
B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；
C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。
教学重点、难点
重点：
A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答；
B关于各种食物的词汇；
C名词复数的使用。
难点：一般现在时中单数第三人称的变化形式。
课时安排
第一课时Section A la –lc
第二课时Section A 2a –
4第三课时Section B la –2c
第四课时Section B3a –4 Self-check
Period One
课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
教学设计
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”喜欢”.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
课前准备
教师：搜集关于食物的图片，制作表格（见教学步骤）。
学生：准备上一节课的调查表格，作好对话和调查的准备。
教学设计
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
课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
学生：准备上一节课的家庭作业。
教学设计
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
课前准备
教师：搜集关于食物和人物图片，制作表格（见教学步骤）。
学生：准备表格。
教学设计
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.篇二：七年级英语上册unit6课件
一、教学目标
1.知识目标：new words and grammer focus
2.能力目标：talk about likes and dislikes freely.3.情感目标：to be friendly to your friends.4.学习策略：practising and listening for specific information.5.文化目标：the differences between english food and chinese food.二、教学重点
words and expressions.三、教学难点
how to talk about likes and dislikes.四、教学关键
let ss have more chances to practise.五、教具与学具
实物、教学磁带、录音机、多媒体课件等。
六、教材分析
本课的主要情景是在快餐店谈论自己的喜好，面对各种各样的水果和食物，主要学习疑问句do you like bananas?以及如何应答他人的询问.yes, i do./no, i don't.会用i like…/i don't like…句型表达自己的爱好。教学重点是句型的听、说两会；教学难点是灵活运用所学句型完成各项任务。
七、教学步骤
task 1，导课可以用袋子装个汉堡包，让一个同学来猜
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(课件呈现快餐店图片), 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.(展示课件，让同学看书上图，说出他们知道的食物名称)
2.let's come to the food counter.(通过课件学单词，每个图片下都有单词)画面出现一个橘子说orange，再出现多个橘子说orange.(之后呈现：banana, hamburger, pear, tomato, strawberry, french fries, broccoli, salad and ice cream)
3.a guessing game.(一共10个标号的盒子，通过课件点击图片，让同学猜测里面是那种食物)学生分成4组进行比赛。回答正确的小组可以得到一张食物图片，并贴在黑板上。
4.match the words with the things in the picture.(准备复印的纸，上面有10个单词和10幅图a-j)让同学用最短的时间完成连线，同时也给最快完成连线的小组在黑板上贴上一张食物图片作为奖励。这张纸也是下个环节的调查问卷。)
task 2, an interview.老师拿着装着食物的袋子，让同学用手触摸，在猜出食物名称的同时，老师呈现新课。
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…?(用课件提供给学生应该使用的句型并用连线的纸单，进行两个的问答)(circle the food names your good friend likes.生成一份点菜单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.(用课件呈现一张调查表，学生a和学生b的各有不同，两名同学互相提问，完成调查)
task 3.an employment.t： i want to find some good waters for my restaurant.还是以小组为单位，抢答，得分。(教师表演为同学服务的场景，表示业务忙想招聘服务员)
test 1.listening
t： listen and fill in the blanks.please tell me what you can hear.(课件内容为p32 2b)学生答完，集体对答案.test 2.memory.(考考你的记忆力)(课件)
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.学生互相出题，互相提问，重复正确小组加分。
test 3.food survey.t： make a food survey in groups.(表格见课件)4人为一组，一名组长提问，一名同学为记录员。然后以组为单位汇报调查结果，通过三关测试，让小组推举出本组表现好的同学做本组waiter。带上领结，伴着乐曲为同学提供食品。
task 4.enjoy yourselves.(让服务员走起来，为大家提供食品，大家边吃边用刚学习的话题进行交谈，选择自己喜欢的话题编成对话，谈话喜欢的歌曲，影星，动物…)之后选择一组汇取给大家。
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.
第五篇：新目标英语八年级下册课件
一、教学目标
激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、的记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
具体措施如下：
1、认真参加集体备课，积极讨论教学中的重难点及解决的方法。
2、认真钻研教材和课标，精心备课，认真上好每一堂课，确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。
3、多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。
4、充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。
5、在课堂和作业布置上体现知识的梯度，的扩大照顾面。
6、引导学生找出适合自己的学习方法，把握好学习的各个环节，让他们能养成自觉学习英语的习惯。
7、注重个别辅导，在面向全体学生的基础上，培优补差。
优秀生：许嘉鹏 金美子 于海波 李强 王春宁 杨旭 崔旭峰 藤林
学困生：丁兆梅 郑玉晶 孙伟峰 王林虎
8、不断学习，加强自身素质和业务能力的提高。
9、虚心向其他老师学习，加强与同事之间互相团结合作。
二、教学资源分析
1、教材的基本结构
《新目标英语》八年级（上册），全书共有十二个单元，另两个复习单元。本教材各单元话题灵活，贴近生活实际。
2、教学重点和难点
unit 1 how often do you exercise?
unit 2 what’s the matter?
unit 3 what are you doing for vacation?
重点：掌握假期活动；
难点：用现在进行时表示将来的概念。
unit 4 how do you get to school?
难点：正确使用how引导的特殊疑问句。
unit 5 can you come to my party?
重点：发出邀请，接受邀请，拒绝邀请。
难点：掌握情态动词have to。
unit 6 i’m more outgoing than my sister.难点：形容词比较级-er和more的区别。
unit 7 how do you make a banana milk shake?
unit 8 how was your school trip、重点：一般过去时的一般疑问句形式。
unit 9 when was he born?
难点：when was …？与when did …？的区别。
unit 10 i’m going to be a basketball player.难点：掌握be going to结构和want to be结构。
unit 11 could you please clean your room?
unit 12 what’s the best radio station?
重点：形容词的最高级。
难点：形容词比较级和最高级的构成法。
3、可利用的教学资源
多媒体教学资源、图片资源、广播影视节目、录音、录像资料、网络资源、直观教具和实物、报刊杂志等。
三、学生基本情况分析
通过初中一年的英语学习，很多学生已经能听的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交换信息。部分学生因为基础不够好，学习很吃力而自暴自弃。
四、教学方法设计
这学期仍然采用任务型教学模式。这学期主要通过任务型教学来训练学生的语言应用能力。任务型教学是从活动中获取知识。任务完成的过程，就是一个知识转化的过程；运用已有的知识，通过小组活动，学到新的知识，即完成从陈述性知识的到程序性知识的转变。教师备课时重点考虑如何设置一个合适的语言环境。这个大语言环境又是由各个小语言环境组成，其中一部分是陈述性知识，另一部分则是程序性知识。教师的作用是指导学生通过活动把的它们有机地联系起来，从而完成了知识迁移过程。此外我还会采用听说法、交际法、游戏教学法、情景教学法、动作教学法、全身反应法、合作学习法等。
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