第一篇：八年级上册英语unit 6课件
八年级上册英语unit 6的课件应该怎么设计？课件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。下面小编给大家带来八年级上册英语unit 6课件，欢迎大家阅读。
八年级上册英语unit 6课件
1【教材分析】
本模块以“Animals in danger”为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况, 并重点介绍了大熊猫的保护情况。在此基础上，学生可以根据自己的建议制定更合理的动物保护措施。
Unit 1 It allows people to get closer to them.【教学目标】
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.【教学重点】
New words and expressions.To learn the grammar knowledge of infinitive.【教学难点】
Cultivating the ability of expressing opinions.【教学方法】
PWP method, task-based method and interactive approach
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
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.对做……感兴趣
be interested in sth.对……感兴趣
be more interested in 对……更感兴趣
e.g.The boy is interested in the film.2.…because it allows people to get closer to them.to get closer to them在句中作宾语补足语，类似的结构有很多，例如：
ask sb.to do sth.请求某人做某事
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.允许某人去做某事
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 处于险境，处于危险之中
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放在名词place的后面做定语。
5.…because villages and farms are growing bigger and are taking away their land and forest.......因为村庄和农场越来越大，侵占了它们的土地和森林。
take away 表示“夺去，拿走”。代词要放在中间。
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
动词不定式的功能
Step 16 Summary
重点短语
in danger at last be interested in
think of take away in peace
in order to look after
动词不定式的功能
Step 17 Exercises
Do some exercises about the main points.Step 18 中考链接
Do the exercises in the entrance exam to senior high schools.Step 19 Homework
编写一个关于保护濒危动物滇金丝猴的对话。
【课后反思】
八年级上册英语unit 6课件
2一、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。
[八年级上册英语unit 6课件]相关文章：
第二篇：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
第三篇：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.
第四篇：八年级英语上册Unit6教学设计
八年级英语上册Unit6教学设计
[ 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。
最后，语言学习是一个循序渐进熟练的过程。因此，还应在以后的教学之中反复出现、反复练习，最后达到完全掌握，从而真正提高学生综 合语言运用的能力。
第五篇：新人教版七年级英语上册unit6课件
英语的教学一直是一个比较大的难题，要如何进行新人教版七年级英语上册unit6的教学呢？以下是小编整理的新人教版七年级英语上册unit6课件，欢迎阅读。
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
这节课以学生的日常生活为话题，用丰富多彩的实物和图片激发学生的学习兴趣，学生踊跃参加课堂活动，效果很好。
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