今天小编在这给大家整理了八年级下册英语课件unit7，本文共11篇，我们一起来阅读吧!本文原稿由网友“何苡”提供。
篇1：八年级下册英语课件unit7
新目标英语八年级（下）Unit7 Would you mind turning down the music教学设计
一、教学内容及分析
本单元是八年级英语下册的第七单元（Unit 7 Would you mind turning down the music?），主题是如何更礼貌的提建议，主要功能项目是“Make requests”和“Apologize”，本单元的语法要点是“Would you mind …?”和“Could you please…”等句型的运用，知识重难点为：“would you mind +动名词”和“Could you please +动词原形”等句型的正确运用，以及能够正确运用其否定形式。整个单元教材内容如下：
Section A是语言的基本输入和呈现部分，是本单元的语言基本内容。1a、1b、1c分别是看、听、说的任务环节，均围绕1a的卡通画而展开。可先创设情景引入，呈现Would you mind +动名词向别人提出请求的语言功能项目。再呈现Would you mind not+动名词，让学生充分利用1a的卡通画内容来练习。2a、2b是任务型听力，学生独立完成。2a是排序，2b是配对。2a是通过听力，展示Would you mind …?和Would you mind not…?在交际中的运用，2b是呈现如何向别人道歉。2c要求以2a、2b的听力材料来进行交际练习，体会向别人提出请求和向别人道歉的语言功能项目。在3a的教学中，要求学生看图，补全图片中的“请求”，3b的结对对话，要求学生用Would you, Could you, have to编对话，至于第4部分的groupwork，先可让学生制定“工作任务”，再进行对话。
Section B是综合的语言运用和知识的扩展部分。1a、2a、2b都围绕的卡通画展开，2c是2a、2b听力材料的操练对话，3a和3b是阅读和写作的训练，通过完成3a、3b的任务，加深学生对“提出请求，表达歉意”的理解和运用。Self check让学生通过活动对自己遣词造句能力及语言综合能力进行了自我评价，应由学生独立完成，但第2部分教师可组织学生看图讨论，然后再完成第2部分的任务。课后所选的阅读材料依然紧扣本单元的语言目标，学习掌握基本的阅读策略,即通过寻找主题句来快速获取文章大意，以获取更多信息的能力，从而帮助学生了解不同国家及文化背景下的礼仪，更好地遵守社会公德。
我将灵活运用这些活动内容，完成听，说，读，写的训练任务，并将其中的一些活动进行变化或整合，以提高课堂效益。因此在教学中采用创设情景、交际表达的思路，以活动为目的和方式促进语言的输出和运用。充分利用教材中的卡通画，来对话交流，让学生在运用中体验本单元的语言功能项目。第一课时主要学习如何更礼貌的提建议，以及如何做出合适的回答以听说训练为主。第二课时主要是通过听说读写训练，进一步学习“如何提出要求和表示歉意的句型”，我将SectionB1a-2c和SectionA3a-4整合在一起作为本节课的教学内容，主要考虑先把听说部分即SectionB1a-2c放在前半部分，易于调动学生学习积极性，然后再通过读写训练即SectionA3a-4，练习“向别人提出请求”和“向别人表达歉意”这一语言功能项目，提高学生综合运用语言的能力。第三课时的目标是让学生进一步通过读写训练，培养学生综合运用话题语言的能力，加深学生对“提出请求，表达歉意”的理解和运用。第四课时学习一篇阅读课文。第五课时，是一节复习课，通过大量练习来复习、归纳、拓展本单元语言知识，从而进一步提高学生的听说读写能力，完成本单元的目标任务。
二、学习者特征分析
本单元话题来自学生的生活经历，在八年级上册Unit 11学生已经学习了许多动词短语，为表达提供了语言基础。此外，学生已掌握了用祈使句和Can you…?/could you 及Could you please提出请求, 为本单元的学习打下了一定的基础。学生具有了学习本单元知识的认知前提，能自然的与本单元的话题衔接。（但是在语法上也就容易形成混淆。）同时，本单元是关于礼貌性的话题，内容贴近生活，学生比较容易进入角色。
初二下学期的学生们对英语学习还有着较浓厚的兴趣，并且经过新课程理念的熏陶及实践，已有了初步的自主、合作、探究、实践的能力。因此在考虑本单元教学设计时，我把“以学生为中心”及 “快乐学习”的`理念融入英语教学中，把本单元内容以多媒体课件展示，并配以丰富的图片及色彩，为学生的语言学习营造良好的氛围，从而增强学生的兴趣和留意力，使学生在愉悦的课堂活动中主动学习，快乐成长。
三、单元整体目标分析
1、知识与能力：
（1）语言知识
① Be able to pronounce and master the new words and phrases.
Words: mind, yard, dish, polite, perhaps, door, line, return, voice, term, Asian, Europe, impolite, allow, public, cough, break, smoke, drop, litter, cigarette, criticize, behave，etc.
Phrases: turn down, not at all, right away, wait in line, cut in line, keep down, at first, put out, pick up.
② Master the target language:
Would you mind moving your bike? Sorry, I will do it right away.
Would you mind not playing baseball here? Sorry, we’ll go and play in the park.
Could you please wash the dishes? Ok, I will do them in a minute.
③ Learn to make requests and apologies, using the target language.
④ Learn the modal verb that can express request.
（2）语言能力
（1）能正确运用Would you mind …?和Could you please …? 等句型来向别人提出请求或对于所犯的错误向别人道歉的能力。
（2）能正确运用will+动词原形来表达个人目的或意图的能力。
2、情感态度与价值观：
（1）使学生在学习中学会正确向别人提出请求或向别人道歉的方法，获得交际成功的快乐。（2）使学生体验交际中的委婉语气的使用，从而培养自己成为一个有礼貌、有道德的中学生。
四、重点、难点
1.重点：本单元的语言目的是“提出请求和道歉”，因此Would you mind …?和Could you please …? 以及Sorry, I’ll … 等句型的理解和运用，是本单元的重点。
2.难点：学生在使用Would you mind …?和Could you please …?时，应该提醒学生，would you mind +动名词，而Could you please +动词原形。此外，如用否定词not，not所放的位置，学生容易犯错，Would you mind not…? Could you please not …? 因此，这些内容的掌握和运用是学生学习的难点。
五、教法选择与学法指导 本单元主要运用“任务型教学法”，并辅助于情景交际教学法。
《英语课程标准》把“培养学生学习英语的爱好，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，从以下几个方面对学生进行学法指导。
首先，是自主学习法。在本单元中主要体现在学生看图片讨论、做听力、通过对话操练句型等环节中。
其次，是合作学习法，主要体现在自编对话，表演对话等环节中。
再次，是情景体验法。情景教学是本堂课自始至终的主线，如何请求别人做某事，就是让学生在相应的情景中体验出来的。
六、课时及教学内容安排
篇2：八年级英语unit7课件
一. 教学内容：
Unit 1 Past and present Graar
二. 教学目标：
掌握Unit1的语法: Present perfect tense 现在完成时的用法
三. 教学过程
（一）基本概念
1、定义
现在完成时用来表示之前已发生或完成的动作或状态，但它的影响现在还存在；也可表示持续到现在的.动作或状态。
2、构成： have (has) +过去分词。规律变化的过去分词与过去式的变化一样，在动词词尾加ed; 不规律变化的过去分词见不规律动词表，需要同学们记忆。
3、句型：
现以see the fil为例将现在完成时的肯定句，否定句和疑问句列表如下：
肯定句：I/u/We/The have seen the fil. He/She /It has seen the fil.
否定句：I/u/We/The have nt/ haven’t seen the fil.
He/ She/It has nt/hasn’t seen the fil.
疑问句：Have I/u/the seen the fil? es, u/ we/I/the have. N, u/ we/I/the haven’t.
Has he/she/it seen the fil? es, he/ she/ it has. N, he/ she/ it hasn’t.
（二）用法：现在完成时既涉及过去，又联系现在。
用法一：表示过去发生或已经完成的某一动作对现在造成的影响或结果。常与ust（刚刚），alread（已经），never（从来没有），ever（曾经），befre（以前），et（仍然），nce（一次），twice（两次），an ties（很多次），hw an ties（多少次），s far（迄今为止），during the past（last）three ears（最近三年来）等连用。
※ 副词的位置：①ust常用于肯定句中，放在have / has后，He has ust ce .
②never表示否定, 放在have / has后, He has never visited the Great Wall.
③ever用于疑问句中,句型为: Have / Has＋主语＋ever ＋过去分词？“……曾经……过吗？”用于询问某人过去的经历。Have u ever been t the far？
④befre用于句末，The wan has never heard f that befre.
⑤et 用于句末或nt 之后. Has the train arrived et? N, nt et.
⑥alread用于肯定句, have / has 之后或句末.We have alread finished it.
⑦s far用于句首或句末. S far, we have visited the n.
用法二：表示过去已经开始，一直延续到现在的动作或状态。时间状语有：
（三）现在完成时态中可以和表示一段时间的状语（fr，since，hw lng, all ne’s life）连用的动词必须是表示延续的情况或动作的动词，即延续性动词。如：be，have，nw，live，wr，stud，learn，teach，eep，spea，tal，draw，wait，wear，wal，sleep，drive，write，d，clean等。
I have been a teacher fr nearl 20 ears. Hw lng has he lived here?
（四）延续性动词的现在完成时可和包括“现在”在内的（到说话时仍未结束）表示一段时间的状语连用。如this rning，tda，this wee，these das
He has been t Beiing three ties this ear.
He has written tw letters this rning.（说话时间在上午）
He wrte tw letters this rning.（说话时间在下午或晚上）
（五）英语中还有一些动词的意义决定它们所表示的动作不能延续，只是一瞬间
就结束的动作,这类动词叫做“非延续性动词”，常见的有：ce，g，arrive，reach，see，hear，clse，pen，leave，begin，start，lse，bu，fall，in，die，get up，bece，brrw，lend，find，finish，receive等。这些动词可用于现在完成时，说明某个动作的结果还存在，但不能和表示一段时间的状语（hw lng，fr，since）连用。
He has ce bac.（√）
He has ce bac fr tw hurs.（×）
※ 但在否定句中，非延续性动词也可用表示一段时间的状语来修饰，如
I haven’t heard fr father fr a lng tie.
We haven’t seen hi since .
（六）当终止性动词（非延续性动词）与表示一段时间的状语（hw lng，since，fr，all ne’s life）相矛盾时,改正病句的方法有如下几种:
（1）用副词ag把现在完成时的句子改为过去时.
He has ce bac fr tw wees.（F）
改为: He cae bac tw wees ag.（T）
I have lst bie fr ten das. （F）
改为: I lst bie ten das ag. （T）
（2）用“It is / has been＋时间＋since＋过去时态”句型来改写。
He has ined the League fr 3 ears. （F）
It is 3 ears since he ined the League.（T）
I have bught the b fr 5 das. （F）
It is 5 das since I bught the b. （T）
He has died fr 20 ears. （F）
It is 20 ears since he died. （T）
（3）用“时间＋has passed＋since＋过去时态”句型来改写。
He has left he fr 20 ears.
改为: Twent ears has passed since he left he.
He has lst his pen fr 2 das.
改为: Tw das has passed since he lst his pen.
（4）用系表关系来改写.
He has died fr 20 ears.
改为: He has been dead fr 20 ears.
The factr has pened since 1999.
改为: The factr has been pen since 1999.
Hw lng has he left?
改为: Hw lng has he been awa?
（5）用相应的延续性动词替代非延续性动词。
He has bught the b fr tw wees.
改为: He has had the b fr tw wees.
常见的相应转换形式如下:
brrw / lend→eep, bu→have, finish / end→be ver, arrive /ce / g / ve / reach /get t→be in /at / be here /be there, begin / start→be n , pen→be pen , clse→be clsed, die→be dead , leave→be awa（fr）, g t schl→be in schl / be a student, get up→be up, fall asleep→be asleep , fall ill→be ill, get t nw→nw, lse→be lst, bece→be, return / ce bac / get bac→be bac, in→be in / be a…eber, in the ar→be in the ar /be a sldier, receive / get a letter→have a letter , catch / get a cld→have a cld, begin t stud→stud
他参军已有三年。
He has ined the ar fr three ears.（F）
改为：
He has been in the ar fr three ears / since three ears ag.
He has been a sldier fr three ears / since three ears ag.
He ined the ar three ears ag.
It is three ears since he ined the ar.
Three ears has passed since he ined the ar.
（1）He cae t ur village tw ears ag.=He ur village since tw ears ag.
（2）He left he three das ag. =He he fr 3 das.
（3）I bught the watch 2 wees ag. =I the watch since 2 wees ag.
（4）It is 5 das since I brrwed the b. =I the b fr 5 das.
（5）The fil has begun. = The fil fr half an hur.
（6）I gt t nw hi 10 ears ag. =I hi fr 10 ears.
（7）There is a factr. =There a factr fr 20 ears.
（8）Our schl pened in 1960. =Our schl since 1960.
篇3：七年级下册英语unit7课件
主题：It’s raining !
课时：共4课时.
授课对象：七年级学生
设计者：王建华/巩义市直第二初级中学
目标确定的依据
1.课程标准相关要求
课程标准三级目标要求七年级学生能听懂较慢语速、熟悉话题的简单对话；识别主题，获取主要信息；能引出话题并进行交谈，并能在口语活动中使用正确的语音语调。
2.教材分析
本单元要求学生能运用现在进行时来谈论人们正在进行的活动，能使用语言谈论天气，能用更丰富的语言问候。Section A集中呈现了一是运用How’s the weather?及描述天气的形容词来谈论不同城市的天气状况；二是继续是用现在进行时态来描述人们即兴的活动。难点是现在进行时中助动词Be和动词+ing的正确使用。Section B 是Section A的拓展延伸，话题上，拓展了谈论天气的表达法；在技能方面，进一步深化听说技能，加强读写训练。难点是现在进行时的另一种用法，即表示一段时间内正在进行的动作或状态。
3.学情分析
学生在小学阶段初步学习过现在进行时的用法，这些为七年级顺利学习
现在进行时奠定了知识基础。本单元内容是第二次出现的时态，在运用时，学生可能会与一般现在时混淆或在现在分词构成规则的使用上出现错误；另外学习以How 引导的.询问天气的特殊疑问句及回答，打招呼用语特殊疑问句及其回答。
I. Self Check 1
1. Tell Ss we've learned some words about feelings, weather and activities. Now discuss with your partners. Add more words in the box.
2. Ss work in pairs and add more words in the box.
3. Let some Ss read their words. Let other Ss add more words.
II. Self Check 2
1.Read the sentences below on the left and find the responses on the right.
2.思路指导：
首先，应通读所有选项，掌握对话的大意。可知本对话是一个打电话的情景，由打电话的常识可知左栏第一句话为首句，句意为“你好，我是詹妮”可知答语应是右栏中的第二句话。 由左栏第二句末的“我可以给她带个话吗？”一句可以确定其答语为右栏中的第三句话，“好的。你可以让她打电话876-54321吗？”。
当A方回答“没问题”后，B方应当表示感谢。
3. Ss read the sentences below and find the responses.
4. Check the answers with the class. Then let the Ss practice the conversation with a partner.
III. Self Check 3
1. Put these sentences in order to make a conversation. Then write your own conversation.
2. 思路指导：
本题要求将一对话排列正确的说话顺序。
首先，通读所有的句子，理解对话的大意。
其次，在通读对话的基础上确定对话的首句应是打招呼的“Hi, Jill”一句。
接下来，就可以确定“Not too bad.”是第二句。
比较询问天气的问句和询问在下雨天里在做什么事情，可知应先问天气情况。
最后，通读一遍对话，看是否通顺。
3. 学生们按指导方法，将对话的顺序排好。然后和伙伴练习这个对话。
4. 与伙伴共同编造一个与之相仿的对话。并向本小组的其他同学表演一下。 Homework
找一张你度假时照的照片，写一篇小短文向你的同学们介绍一下当时你度假的情况。包括以
下内容如下：
在何地度假
天气情况
你们正在进行的活动
你对假期的感受
教学反思 ：
优点：
通过上节课的复习自然过渡到这节课的教学内容，衔接恰当。
组织内容丰富详实，紧紧结合教学内容，课件制作简单明了，形式内容能紧紧吸引学生。 情景创设真实有趣，为课堂教学增加了趣味性和实用性，能够充分的调动学生的学习兴趣和学习积极性。
作业分层次设计，难易结合，但有区别，关注每位学生的发展。
缺点：
课堂节奏较快，没有考虑到学生之间接受能力差异。
对听力部分的处理节奏比较快。
对学生的情感教育比较欠缺。
课堂氛围比较严肃紧张，影响了教学效果。
篇4：新目标英语八年级上册unit7课件
Teaching and learning steps
Step 1 Learn to read the words on p127
1. Look at the new words and try to read them in pairs.
2. Let one student to read them out .
3. Correct the pronunciation.
Step 2 : Learn to rem ember words on p 103
一. Remember the words by looking at pictures.
1. robot
2. tree
3. rocket
4. astronaut
5. space station
6.moon
7. pet
8. parrot
9. the Word Cup
10. scientist
11.factory
12.earthquake
13.snake
14.toothbrush
二. Remember the words by matching itself with its meaning.
1. probably：maybe
2. unpleasant: not happy
3. housework: chores
三. Remember the words by th eir similar pronunciations and forms.
1. myself yourself herself himself
2. few fewer
3. look book took
4. which such
5. man human
6.bought thought
7. sound found
8. see seem
四. Remember the words
1. possible （可能的） impossible（不可能的）
2. bored（无聊的.,修饰人） boring（无聊的，修饰物）
3.interview （动词，采访） interviewer（名词，采访者）
五.Remember the words by their Chinese.
Step 3 Consolidation of words
听写单词，老师提学 生默。不会的，再 记忆，默写。
篇5：九年级英语unit7课件
九年级英语unit7课件
Unit 7 Teenagers should be allowed to
choose their own clothes.
教学目标：
1语言目标：理解并正确运用本单元的重点词汇
2 技能目标：熟练运用 “should (not) be allowed to do”谈论应该被允许和不应该被允许做某事;
熟练运用 “be (not) allowed to do”谈论被允许和不被允许做某事;
熟练运用 “I agree / disagree.”或“ I don’t agree.”表达自己的观点。
3 情感目标：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；
正确看待“家规”“班规”“校规”等，并能认真遵守；
明白父母、教师的合理建议对自己成长的重要性
4文化意识目标:
了解中外审美观的差异，形成自己的审美观，展示个性；
了解中西方关于青少年的不同文明准则。
教学重点：
重点语法：被动语态
重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, support
talk about, keep away from, make one’s own decision, get in the way of
重点句型：
I don’t think sixteen-year-olds should be allowed to drive.
I agree./ I disagree. I think sixteen is too young.
Do you think teenagers should be allowed to work at night?
Yes, I do. / No, I don’t.
教学难点：含情态动词 should的被动语态结构“should be allowed to”
课时划分：
Period One: Section A 1 (1a-2d)
Period Two: Section A 2 (3a-3c)
Period Three: Section A 3 (Grammar Focus-4c)
Period Four: Section B 1 (1a-2e)
Period Five: Section B 2 (3a-Self Check)
Section A 1 (1a-2d)
I. Presentation
Ask students: Do your parents allow you to watch TV? Yes, they do.
Present the sentence: You are allowed to watch TV.
Teach “allow sb to do sth “
“be (not) allowed to do sth”
“should (not)be allowed to do sth”
Present more sentence.
Do your parents allow you to exercise?
Yes, they do.
You are allowed to exercise.
Do your parents allow you to smoke?
No, they don’t.
You are not allowed to smoke.
Do your parents allow you to drive?
No, they don’t.
You are not allowed to drive.
Do your parents allow you to choose your own clothes?
No, they don’t.
You should be allowed to choose your own clothes.
Do your parents allow you to get your ear pierced?
No, they don’t.
You should not be allowed to get your ear pierced.
II. Warming up
Obey the school rules!
As a teenager, you have a lot of rules at school. Can you write down some of them?
Students should be allowed to speak English loudly.
Students shouldn’t be allowed to sleep in class.
Students shouldn’t be allowed to make noises.
Students shouldn’t be allowed to throw the rubbish in the classroom.
Students shouldn’t be allowed to get to class late.
Explain:
allow sb to do sth
允许某人做某事
be allowed to do sth
被允许做某事
should be allowed to do sth
应该被允许做某事
1a. Read the statements below. Circle A for agree or D for disagree.
1. Teenagers should not be allowed to smoke. A D
2. Sixteen-year-olds should be allowed to drive. AD
3. Students should not be allowed to have part-time jobs. AD
4. Sixteen-year-olds should be allowed to get their ears pierced. AD
5. Teenagers should be allowed to choose their own clothes. AD
III. Listening
1b Listen and circle T for true or F for false.
1. Anna can go to the shopping center by bus. T F
2. Anna wants to get her ears pierced. T F
3. Anna wants to choose her own clothes. T F
IV. Practice
1c Look at the statements in la and make conversations.
A: I don't think sixteen-year-olds should be allowed to drive.
B: I agree. They aren't serious enough.
V. Key phrases
1. be allowed to do 被允许去做
2. the shopping center 购物中心
3. driver’s license 驾驶执照
4. sixteen-year-olds 16岁的孩子
5. be worried about your safety 担心你们的安全
6. part-time jobs 兼职工作
7. get their ears pierced 穿他们的耳朵
8. their own clothes 他们自己的衣服
9. serious enough 足够严肃
VI. Listening
2a What does Molly think of Kathy’s statements? Listen and circle A for Agree,
D for Disagree or DK for Doesn’t Know.
Kathy Molly
1. Sixteen-year-olds should not be
allowed to work at night.
2. Larry shouldn't work every night.
3. He should cut his hair.
4. He should stop wearing that silly
earring.
5. He doesn't seem to have many
friends.A D DK
A D DK
A D DK
A D DK
A D DK
2b Listen again. What are Kathy’s and Molly’s reasons? Number their reasons in
the correct order.
_____ It looks cool.
_____ Young people need to sleep.
_____ He needs to spend time with friends.
_____ He needs time to do homework.
_____ It doesn't look clean.
VII. Practice
1. 2c Make a list of things teenagers should and should not be allowed to do. Discuss your list with your partner.
A: Do you think teenagers should...?
B: Yes, I .../No, I...
2. 2d Read the conversation and answer the questions.
1) Where do they go for school trip?
2) Does Mr. Smith allow students to take photos?
3) How to take photos?
3. Role-play the conversation.
VIII. Summary
1. Language points
allow的用法
1) Teenagers should be allowed to choose their own clothes.
2) Teenagers should not be allowed to smoke.
3) It is not allowed in the museum.
4) Do you think we may be allowed to take photos if we don't use a flash?
以上四句都含有重要的句型be allowed to do sth.，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。
运用：“sb. + should / should not + be allowed to do ...”
翻译：
我认为应该允许16岁的孩子开车。
我不同意，我认为16岁这个年纪太年轻了。
你认为应该允许13岁的孩子们做兼职工作吗？
安娜可以选择自己的衣服。
那个年龄的他们不够稳重。
同义句转换
They should allow us to have part-time jobs.
__________________________________________________________________.
We should allow children to spend time with their friends.
_________________________________________________________________.
The teacher should allow Anna to finish the picture.
__________________________________________________________________.
2. Explanation
1) sixteen-year-olds十六岁的青少年
它相当于一个名词,等于sixteen – year- old kids.
“一个16岁青少年的表达方式”
a kid of sixteen
a kid of sixteen years old
a sixteen-year-old kid
2) He doesn’t seem to have many friends.
主＋seem to do sth. 好像
e.g. His temperature seems to be all right. 他的体温好像完全正常。
seem的其他用法:
(1) seem+形容词
e.g. The question seems quite easy. 那个问题好像很容易。
(2) seem+名词
e.g. That seems a good idea. 那好像是个好主意。
(3) It seems + that 从句
e.g. It seemed that nobody knew anything about the matter.
看来没有人知道这件事。
IX. Homework
Talk about what should be allowed to do or should not be allowed to do in school or your family.
Section A 2 (3a-3c)
I. Discussion
Make a list of things teenagers should and should not be allowed to do. Discuss your list in groups.
A: Do you think teenagers should be allowed to…
B: Yes, I do. I think …
/No, I don’t. I think …
List
NO 1. Teenagers should be allowed to…
NO 2.
NO 3.
II. Reading
1. 3a. Read the poem aloud and discuss what the title means with your partner. Pay attention to the new words.
When I was a tiny baby crying all night, my mom sang to me and stayed by my side.
When I was tired and hungry, she gave me food and warm arms to sleep in.
When I was two running through the field, she made sure I was safe and kept me from danger.
When I fell and hurt myself, she gave me a hug and lifted me up.
When I was seven coughing badly, she said no ice-cream for me.
But I talked back loudly, “I should be allowed to eat some! Give it to me now!”
When I was nine watching scary movies, she said it’d give me awful dreams.
But I shouted back angrily, “I should be allowed to watch it! I’m not a baby!”
When I was a teen going out with friends, she said, “Please be back by ten!”
But I talked back again — “I should not be told what to do! I’m seventeen now!”
Now I’m an adult, thinking back to those times. I coughed for days after eating that ice-cream. And had scary dreams after watching that film. I was late for school from staying out past ten. I regret talking back, not listening to Mom. Mom knows best, and for me she wanted only the best!
The title: Mom Knows Best
3b. Read the poem again and answer the questions.
1. What did the mom do when the writer was a baby and a small child?
2. Why do you think the writer talked back to his mom when he was seven and nine years old?
3. How did the writer feel when he was a teenager and his mom said “Please be back by ten”?
4. After reading the whole poem, how do you think the writer feels about his mom?
Keys: 1. She always made sure the writer was safe, happy and comfortable and kept him from danger.
2. Because the writer thinks he should be allowed to choose what he wants to do.
3. He felt angry because he thought he should not be told what to do.
4. He feels his mom knows him best. He thinks his mom is the best. He is thankful to his mom.
III. Phrases and language points
1. 呆在我身边 2. 确信，确保
3. 远离 4. 拥抱我
5. 把我举起 6. 回嘴，顶嘴
7. 噩梦 8. 后悔做某事
1. When I was a tiny baby crying all night, my mom sang to me and stayed by my side.
crying all night是现在分词短语，在名词baby后作定语，起修饰名词的作用。
e.g. Do you know the young man waiting outside the school gate?
你认识在校门外等待的年轻人吗？
2. Now I’m an adult, thinking back to those times.
times指“时光，岁月，时代”。有时也会用days表达类似含义。
e.g. People started to play football in ancient times.
古代人们就开始踢足球了。
In those days, people used to write a lot more letters.
那时候人们更习惯写信。
3. I regret talking back, not listening to Mom.
regret vt. 遗憾，后悔
（1） regret doing sth. 后悔做了某事（表示对已经发生的事情感到后悔）。
（2）regret + n. / pron.
（3）regret + that / wh-clause
（4）regret to say / tell / inform ... 遗憾地说（告诉等）
e.g. I regret taking his advice at that time. 我后悔当初接受了他的建议。
I regret to say you failed in the exam. 我遗憾地说你考试不及格。
She immediately regretted her decision. 她立即后悔了她的决定。
We regret that you are allowed to go out 我们很遗憾你们不能外出。
I deeply regret what I said. 我非常后悔说了这些话
扩展:
remember to do sth.记得要去做某事
remember doing sth.记得做过某事
forget to do sth. 忘记要去做某事
forget doing sth. 忘记做过某事
活学活用
1. I remember ______ her at the party last week.
A. to meet B. being met
C. meeting D. to have met
2. Don’t you forget ____ the lights when you leave.
A. turning off B. closing
C. to turn off D. to close
3. I regret ______ that we have no news for you.
A. to say B. saying
C. to have said D. having said
IV. Speaking
3c. Think about a time you did something even though your mom or dad told you not to do it. Share your story with your partner.
How old were you?
Did you talk back to your mom or dad?
What happened?
How do you feel about it now?
V. Homework
What did your mother do when you were a small child? Write a short passage.
Section A 3 (Grammar Focus-4c)
I. Grammar Focus
根据课本内容，完成下列句子。
1. 我认为不应该允许十六岁的孩子开车。
I don’t think sixteen-year-olds ______ __ _______ to drive.
2. 我同意。他们还不够严谨。
I agree. They aren’t serious enough.
3. 你认为应该鼓励青少年去自己做决定吗？
Do you think teenagers ______ __ __________ to make their own decisions?
4. 不，我不认同这个。青少年还太小不能自己做决定。
No, I don’t agree with this. Teenagers are ____ ______ __ make their own decisions.
5. 不应该允许青少年去做兼职。
Teenagers ______ ___ __ _______ to have part-time jobs.
6. 不，我不同意。他们可以从工作当中学到很多。
I disagree. They can ______ a lot _______ working.
7. 你认为如果不用闪光灯的话可以允许我们拍照吗？
Do you think we ____ ___ _______ to take photos if we don’t use a flash.
8. 如果不用闪光灯的话，那么拍照是可以的。
If you don’t use a flash, then it may be OK.
II. 含有情态动词的被动语态
◆ 温故 ◆
在英语中，动词有两种语态，即主动语态和被动语态。主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。在前面两个单元我们已经学习了一般现在时的被动语态和一般过去时的被动语态，它们的结构为：are/ is +及物动词的过去分词, were/ was+及物动词的过去分词。
◆ 知新 ◆
本单元我们主要了解含有情态动词的被动语态。它的结构是什么呢？观察下面
例句中含情态动词被动语态的各种形式，然后补全结论中所缺的内容。
【例句】
1. Many trees should be planted in the mountains.
应该在山上种许多树。
2. You can take this book home. （改为被动语态）
→This book can be taken home (by you).
3. This problem can’t be worked out very easily. 这道题轻易算不出来。
4. Must the work be done at once? 这项工作必须立即完成吗？
【结论】
A. 含有情态动词的被动语态的结构为：情态动词+___+及物动词的________。
B. 含有情态动词的主动语态变为被动语态时，要把主动语态的._____变成被动语
态的主语。
C. 变为否定句时只需要在情态动词后加________。
D. 变为一般疑问句时只需把________提到句首。
【运用】
Ⅰ. 选择最佳答案。
( ) Young trees should ________ every year.
A. be planted B. planted C. plant
Ⅱ. 按要求完成下列各句，每空一词（含缩写）。
1. We must do the work right now. （改为被动语态）
____ ____ ____ __ ____ right now.
2. Teenagers should be allowed to go out with their friends on school nights. （改为否定句）
Teenagers _________ __ _______ to go out with their friends on school nights.
III. Practice
Work on 4a.
Rewrite the sentences according to the example.
1. You must clean your bedroom every day.
Your bedroom must be cleaned every day.
2. Parents should encourage teenagers to do social work for their community.
Teenagers ________________________________________________________.
3. Can Lucy do her homework tomorrow instead?
Can ____________________________________?
4. Do you think we must keep teenagers away from the Internet?
Do you think teenagers ____________________________________?
5. Parents should give teenagers chances to make their own decisions.
Teenagers ______________________________________________________.
Work on 4b.
Fill in the blanks with the correct forms of the words in brackets.
Should teenagers _______ (ask) to move out when they start working? In many Western countries, teenagers ____________ (allow) to move out at eighteen. Their parents believe that they should ____________ (educate) to take care of themselves from a young age. This way, when they ______ (start) working they can manage their own lives. However, in most Asian societies, it is not common for teenagers to _____ (move) out. Chinese parents believe that it is better for children to live with parents who can _____ (take) care of them. But the young should then look after their parents as they get older. That is why many Chinese adults _________ (continue) to live with their parents.
IV. Homework
You and your friend are starting an English club. Make a list of rules about what should and should not be allowed.
e.g. Members should be allowed to use dictionaries.
They should only use English-English dictionaries.
Section B 1 (1a-2e)
I. Presentation
1a. Read the questions. How often do you do these things? Write A for always, U for usually, S for sometimes and N for never.
Do you ever...
1. get to class late? ______
2. study with friends? ______
3. finish a test early? ______
4. worry about failing a test? ______
5. …
II. Speaking
1b. Talk about your answers in la.
A: Do you ever get to class late?
B: Yes, I sometimes get to class late.
III. Listening
1c. Listen and circle the things in la that Peter talks about.
Do you ever...
1. get to class late?
2. study with friends?
3. finish a test early?
4. worry about failing a test?
5. …
1d. Listen again. Match these sentence parts.
1. Peter is going to ... ___
2. He isn't allowed to ... ___
3. Peter wasn't allowed to... ___
4. He could ... ___
5. He should be allowed to ___
a. take the test.
b. pass the test.
c. fail a math test.
d. take the test later.
e. get to class late.
Explanation
1. fail a test 考试不及格（失败）
2. take a test 参加考试
3. pass the test 通过考试
4. be strict with 对某人严格要求
5. worry about 担心…
IV. Discussion
1e. Read the statements. Then discuss them with your group.
1. Peter should be allowed to take the test later.
2. Students need strict rules.
3. Parents should not be too strict with teenagers.
A: I think Peter should...
B: I don't agree.
C: I think...
e.g.
A: I think Peter should be allowed to take the test later.
B: I don't agree.
C: I think students need strict rules.
A: It’s not fair if they don’t even give him a chance.
B: The school has to have rules.
C: But if he explains what happened, the teacher will understand.
2a. Discuss the questions in your group.
Are you allowed to make your own decisions at home? What kinds of decisions?
V. Think about it
1. What’s your hobby?
2. Do you think hobby can get in the way of schoolwork?
VI. Reading
2b. First, look at the title of the passage. Answer “yes” or “no”. Find out how many in your group agree with you. Then read the passage. Does your answer change?
2c. Read the passage again and answer the questions.
1. What is Liu Yu’s hobby?
2. What does Liu Yu want to be when he grows up?
3. Why do Liu Yu’s parents not allow Liu Yu to practice his hobby at night?
4. Do you think Liu Yu should be allowed to practice his hobby as much as he wants? Why or why not?
Read the passage again and fill in the chart.
Parents’ pointsLiu Yu’s points
They worry about his ________.He wants to be a __________________.
They think he should spend more time on ___________.He just wants to do what he _______.
They think he needs to be ___________________________.He is serious about _______.
They think it’s a difficult dream to _______.He _______ himself.
VII. Language points
1. But sometimes these can get in the way of their schoolwork …
get in the way of 挡……的路；妨碍
e.g. Computer games will get in the way of his study.
电脑游戏会影响他的学习
2. My wife and I have supported every one of his races.
support v .& n. 支持
e.g. I hope you will support me in my efforts to discover the truth.
在我努力寻求揭发真相时，希望你能帮助我。
Your support has meant a lot to me during this difficult time.
在这困难时期，你的支持给了我很大的帮助。
3. …but I’m serious about running.
be serious about 对……是认真的
e.g. You should be serious about your job.
你应该认真对待你的工作。
4. My parents have always taught me how important it is to work hard at school and enter university.
enter v. 进来；进去
e.g. Please do not enter before knocking on the door.
进来前请先敲门。
He has no choice but enter that college.
他不得不进入那所大学读书。
5. I think I should be allowed to make this choice myself.
be allowed to do 被允许做某事
e.g. You will not be allowed to do that.
你将不被允许那样做。
及时练
1. When I was your age, my parents didn’t _________ me to go out at night.
A. let B. allow C. make D. ask
2. Should teenagers _______ allowed to make their own decisions?
A. is B. are C. be D. /
6. Only then will I have a chance to achieve my dream.
这是一个倒装句，正常语序是I will have a chance to achieve my dream only then. 但由于与前文的连贯性及强调的需要，only then 被置于句首。
英文的句子大多主语在前，谓语在后。但在一些句子中，由于修辞或句子结构上的需要，谓语被部分或完全置于主语之前，构成“倒装语序”。
only用于句子的开头，后接副词、介词短语或状语从句时，句子应倒装。例如：
Only yesterday did he find out that his watch was lost.
直到昨天他才发现他的手表丢了。
Only after a year did I begin to see the results of my work.
直到一年后，我才开始看到我工作的成果。
VIII. Learning actively
LEARNING ACTIVELY
When you learn any new language, actively use it in new sentences of your own.
2d. Look in the passage for the words in bold. Then use them actively to complete
sentences of your own.
1. My parents worry about ___________.
2. My parents have always taught me how important it is to ______________.
3. I am serious about _______________.
4. I think it is unfair _______________.
5. I have always wanted to be ______________.xK b1.C om
6. My parents have nothing against _________.
7. I need to think about what will happen if _______________.
8. I need to spend more time on ____________.
IX. Speaking
2e. Discuss the questions with a partner. Use the information in the passage to support your opinion.
What is your dream job? Do your parents support your dream?
X. Homework
1. Read the passage again after school.
2. Remember the words and expressions.
Section B 2 (3a-Self Check)
I. Revision
Dear friends,
I am unhappy these days because my parents don’t allow me to practice 1______
as much as I would like to. I am 2__________ about running. I want to be a
professional 3_____. I believe I can 4_______ my dream. But they are always talking
about what will happen if I don’t 5_________. I know my parents 6_________about
me, but they don’t believe in me. They think running may 7_____ in the way of my
schoolwork. So they don’t 8_____ me to practice running 9___ school nights. They
think I need to think about other possible jobs. What should I do? Should I be allowed
to make my 10_____ decision? How much time should I spend on my training and
my schoolwork? I need your help.
Please write to me soon!
II. Discussion
3a.With a partner, discuss at least one rule at home that you do not agree with. Why
do you not agree with it? Make some notes in the chart.
A: I don’t think we should be allowed to play computer games.
B: Sure, I agree with it. Because it is bad for us, we should follow the rule.
A: How about watch TV?
B: Well, I don’t agree with it. I think the rule should be changed. We can watch TV on the weekends.
A: Hum, do you think if we should be allowed to have part-time jobs?
B: I agree. We can learn a lot from working.
Rule
Why you agree or disagree with it How you think the rule should be changed
can’t play computer gamesagree --
sitting in front of the computer for hours playing games isn’t good
no need to be changed
can’t watch TV
disagree –
not all TV programs are bad for students; need to relax sometimes, rather than spend all the time studyingshould be allowed to watch TV programs that have educational value (such as documentaries); should be allowed to watch TV programs on weekends.
must be home for dinner every daydisagree –
takes away opportunities to spend time with friends; makes life uninteresting
should be allowed to have dinner with friends as long as I don’t stay out too late and it does not clash with any important family activity
III. Self Check
1. Match the words in the two columns and choose five phrases to make
sentences.
take
do
get
achieve
make
goshopping
photos
my dream
ears pierced
part-time work
a choice
get ears pierced
I would like to get my ears pierced when I am twenty-one years old.
take photos
This is a good place for tourists to take photos.
do part-time work
It is common for university students to do part-time work to help pay for their studies.
achieve my dream
I hope to achieve my dream of becoming a doctor.
make a choice
It is difficult for me to make a choice between these two bags as I like both of them.
go shopping
I go shopping with my parents every Saturday afternoon.
2. Complete the sentences using the correct forms of the words in brackets. Translate them into Chinese.
1. No matter how many difficulties we have, I believe all problems can________(solve) in the end.
2. Mobile phones should __________ (keep) off during the meeting.
3. Teenagers under 18 must _______________(not allow) to smoke or drink.
4. Many parents think learning from books must ______________ (put) first, so teenagers should______________ (not encourage) to work part- time.
Keys: be solved be kept not be allowed
be put not be encouraged
1.不管我们有多少困难，我相信所有的难题到最后都可以得以解决。
2. 开会时手机应该保持关机状态。
3. 18岁以下的青少年决不允许喝酒或抽烟。
4. 许多父母认为青少年在学校学习应该放在首位，因此他们不应该被鼓励去做兼职工作。
IV. 中考链接
1. The river smells terrible. People must ________________ dirty thing into it.
(南京市中考题）
A. be stopped to throw
B. be stopped from throwing
C. stop to throw
D. stop from throwing
2. This book _______ often _______ from the library. (北京市中考题）
A. aren’t; take away
B. taken away
C. isn’t; taken away
D. be taken away
Keys: BC
V. Homework
Write a diary entry explaining which rule(s) you do not agree with at home and how you think the rule(s) should be changed.
Use the following expressions to help you:
I do not agree with …
I think I should be allowed to …
I would like to …
I could … if I …
篇6：七年级英语unit7课件
七年级英语unit7课件
七年级英语unit7课件
一、学情分析
1、初一年级学生好奇心强，求知欲望大，对身边生活的新鲜事物特别感兴趣。
从认识角度来看，他们的具体形象思维占据重要位置，具有较强的模仿能力，比起初二三学生来说，敢于表现自己，这种种特点都有利于本节英语教学的开展。
2、学生已经学习了颜色、数字1-9及名词单、复数的有关知识。
这对本节课的学习打下一定的基础。
表示服装的单词尽管对学生来说是陌生的，但由于它们特别贴近生活，学生也会有兴趣去记。
本单元关于询问价格和购物的话题来自日常生活，因此也不难理解，特别是通过猜物品价格、讨论如何购物、角色扮演等活动可以大大激发学生学习英语的兴趣。
二、教材分析
《How much are there pants?》选自义务教育课程标准实验教科书七年级第七单元。
新课程非常重视任务型的'课堂教学特点，重视学生的知识与技能，强调学生在活动中完成任务，以达到利用英语进行听、说、读、写的能力。
本单元的中心话题的购物，主要语言功能项目的谈论服装、询问价格和表示感谢，语法结构是how much引导的问句及其回答，名词单、复数的使用和指示代词this,that, these,those的用法。
语言技能和语言知识几乎都是围绕着中心话题来展开的。
它贴近学生日常生活，是学生乐谈的话题。
学生通过学习有关服装的一系列词汇，并使用这些词汇询问价格，可以了解美圆与人民币的知识，培养跨文化交际的意识。
同时，通过购物这一教学过程，学生可以学会如何理财，养成不乱花钱的习惯。
三、本课教学目标
本单元通过学习使用How much引导的问句以及回答，让学生学会谈论物品的颜色和价格、对服装的喜好和购物时使用的礼貌用语等
1语言技能目标
⑴能准确表达服装的颜色、大小及长短等
⑵能对物品的价格进行问答等
⑶能使用礼貌用语进行购物等
2 语言知识目标
⑴掌握有关服装、颜色和数字的词汇，
⑵能正确使用目标语言对物品的价格进行问答等。
3 情感态度目标
通过本单元的学习，能使学生了解中西方不同的购物表达方式，以及通过购物，学会使用礼貌用语，养成勤俭节约、合理支配金钱的好习惯。
四 、教学的重点难点
<1>教学重点:
1.掌握一些服装类、颜色形状大小的词汇以及有关数字的表达。
2. 熟练运用数字.正确表示价格
3.在购物的情景中,熟练并正确使用句型:How much is…? It’s… How much are …? They are….
<2>教学难点:
1.指示代词this, that, these, those的适当使用。
2.How much引导的问句以及回答，以及句中主谓数的一致
五、教学过程
Step 1: Greetings.
Step 2: Lead in.
T: Do you like shopping ?
S: Yes, I/ we do.
T: What do you want to buy ?
Show some pictures of different clothes to Ss.
T: What’s this ? Do you know?
It’s a T-shirt/sweater/bag/skirt/hat.
(Write the names of the clothes on the Bb.)
T: What are these?
They are socks/shorts/pants/shoes.
(Write these new words on the Bb.)
Step 3: Read the words and then do the exercises.
1.Match the words with the pictures in 1a.
(Ask Ss to read the words and match the words with the pictures. Then check the answer.)
2.Listen and circle the things in the picture Ss hear in 1b.
(Ss should circle the green shorts, the white sweater and the brown hat.)
Step 4resentation
Show a jacket
T: How much is the jacket?
Ss: (Help students to answer)It’s …dollar(s)/yuan.
Show a hat
Ask students to practice like above.
Show a pair of shoes
T: How much are these shoes?
Ss: (Help students to answer)They are…dollar(s)/yuan.
Show a pair of socks
Ask students to practice like above.
Step 5：Practice
Show some things and ask students to practice in groups like above.
Step 6: Pairwork.
Let Ss make their conversations to practice the pattern in pairs.
Then ask several pairs of Ss to perform their conversations.
Homework
Write a new conversation in your exercise books.
篇7：高二英语unit7课件
高二英语unit7课件
一、教案背景
1，面向学生： 高二
2，学科：高二英语选修七Unit 1 Living well 3，
课时：period 2 4，
学生课前准备：
①小组内相互预习新单词。
②各小组派代表讲述每一段的大意。
③布置预习任务，要求学生以学习小组为单位在课前通过查阅书籍和英特网等收集残疾人及其生活、学习和工作等的故事。
二、教学目标
1. 知识目标
a. 掌握以下重点词汇和短语
ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.
b. 理解和运用以下重点句型 1. I have to adapt to my disability.
c. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.
2. 能力目标
a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。
b. 让学生理解残疾人及其生活情况，使学生明白身体有残疾并不意味着生活不如意，但 他们在日常生活和工作中比健全人面临着更大的挑战。
3.情感目标
a. 结合个人经历，充分体验残疾人的感受，提高学生理解、尊重、关心和帮助残疾人意识。加强合作意识、陶冶情操，培养正确的审美观和价值观。
b. 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。
三、教材分析
Living well高中英语选修7 第一单元的内容。本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。它在整个单元教学中占有十分重要的地位。这是对新课程目标中情感态度与价值观培养目标的全方位体现。
四、教学过程
Step1.Leading in(导入)
从提问入手引出残疾人的话题，通过观看影片和猜测游戏让学生了解这些残疾人的顽强意志及其取得的辉煌成就。
1)Ask students a questions
Do you know her name? What’s her disability? What’s she famous for? Play a video for students to watch.
视频：(播放《千手观音》片断)
2)A guessing game
Who are they? What are their disabilities? What’s their achievements?
Show the pictures of Edison, Stephen Hawking, Beethoven, Hellen Keller and Zhang Haidi.
Step2. Warming up
让学生将书本上的四幅图对应的人物与其取得的成就进行配对。让他们了解残疾的种类，简短地讨论各种残疾给人们的生活带来的种种不便。尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元的.Reading部分精彩故事做好了铺垫。
Gao Qiang 1. represented her country in an athletics competition and won a gold medal in the 50-meetre race.
Barry 2. owns a personal website on the Internet.
Sally 3. played a major part in the school play; takes singing and dancing lessons after school.
Rada 4. passed the university entrance exam; will train to be a teacher.
Step3. Pre-reading
通过介绍“Family village”，让学生说出这一网站的目的，重点在于该网站不仅对残疾人大有帮助，而且对健全人也同样有所裨益。以激发学生的阅读兴趣。
1.To give ordinary young people with a disability the chance to tell their personal stories.
2. Other disabled people also find the website beneficial.
3. The website is also a way for non-disabled people to understand more about how challenging life can be for people with disabilities.
Step4 . Reading
课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。
让学生通过略读填写下面信息表，以帮助学生了解Marty的疾病给生活带来的困难和他如何克服这些困难并取得成就的;并掌握scanning的阅读技巧，提高他们的阅读速度和快速寻找信息的能力。
五、教学反思
本节课通过形象的视频展现给学生逼真的画面，让学生更加的懂得残疾人和我们一样，我们应该尊重他们，而且要学习他们自强不息，坚忍不拔的精神。通过快速阅读和细读的训练，学生的阅读水平有了进一步的提高，另外还需要加强学生对课文的概括能力。
篇8：八年级下册的英语课件
一、设计的基本理念：
构建以人为本，以学生的学、练、测为主线的优化课堂教学模式，通过实施任务型、活动性教学，夯实学生语言基础，提高语言运用能力，培养学生参与、合作、探究的创新精神。
二、学情分析：
鉴于教学对象是农村中学的'学生，这些学生在小学阶段可能英语学习并不系统，学生几乎没有任何学习的基础，不过学生在初一上学期的学习中已经学习了很多词。所以本课需要教会学生在所给语境中正确地使用所学知识进行表达。
三、教学方法设计:
本课主要采用任务教学方法，同时采用发现式语法学习法、学生中心教学法，以及有语境的操练教学、游戏教学等方法。
四、教材分析：
一） 本课内容为牛津英语8a chapter 3 的导读课。八年级教材与六七年级不同，其内容长而繁琐，知识点零乱而复杂，学生在看到教材后都会产生一种恐惧感。习惯了六七年级的简短内容的他们不知该如何学习像八年级这样的课文。这一课是一个日记的记叙文，描述了一个抢劫案的发生，发展及结果。所以在这一课，教师根据故事的发展顺序分将课文分为五个部分并设计了一系列的不同形式的阅读任务来引导学生掌握阅读的方法。
二）教学目标:
1. 知识与技能：①本课为八年级的阅读课，存在大量生词。为了解决这些生词我将学生学会并理解生词作为教学目标。
②学生通过学习本课初步了解阅读的技巧。
2. 过程与方法：通过教师的引导学生运用自主、合作、探究的学习方法来了解并掌握阅读的技巧。
3. 情感态度与价值观：when someone in trouble, we should try to help them, but we do not need to put ourselves in danger, we can often help in an indirect way , by calling the proper authorities quickly.
三）教学重点、难点：
1. 因为生词是解决阅读的第一道关卡，所以将其定为重点， 通过大量的英文解释输入， 让学生以英文的思维方式来理解单词。
2.阅读技巧在八年级才开始系统地训练，课文长难度大，所以将阅读技巧作为难点，尝试训练。
四）教学设想：
1.整个教学过程分为三大块：pre-reading; while-reading and post-reading.
2. 课前制作ppt,创设教学情境。
五）学生课前准备：
1. 预习课文 2. 编排小品
六）教学时数： 一课时
五、教学过程：
i. pre-reading preparation
teacher’s activitiesstudents’ activitiesaims
step1
guessing game
show three telephone numbers to students.
step 2
ask students when we dial these numbers to ，lead in the topic of this lesson: dealing with trouble. step1
look at these pictures and guess who we make a phone call by dialling these telephone numbers
step 2
students think and learn the new words
dial = call a number l
in trouble
deal with trouble 创设情境，导入新课。从我们日常生活中常用的电话号码来引导学生理解为什么要打这些电话号码，要打给谁，从而引出本课的主题：dealing with trouble.
篇9：新目标英语八年级下册课件
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。
篇10：新目标八年级下册英语课件
【学习目标】
学会用将来时态预言。
【重点、难点】
1.will 构成的一般将来时态的陈述句、否定句、疑问句及回答。
2. There be 句型的一般将来时。
【导学指导】
温故知新 小组讨论设想未来世界的变化。运用be going to谈论将来的'计划和打算。
自主互助学习
知识剖析：
一般将来时态
构成: will / be going to +动词原形
1.用be going to do表示将来：主要意义，一是表示“意图”，即打算在最近的将来或将来进行某事。
Are you going to post that letter? I am going to book a ticket.
另一意义是表示“预见”，即现在已有迹象表明将要发生或即将发生某种情况。
It’s going to rain.
2.用will/ shall do表示将来：
You will feel better after taking this medicine. 助动词will+动词原形
I will not lend the book to you. 变否定句直接在will后加not
She will come to have class tomorrow.
Will she come to have class tomorrow? 变一般疑问句，直接把will提到句首。
Yes,she will/ No.she won’t .
3. fewer 与less及more表数量的用法。
1)few(形容词)“几乎没有，很少的”，修饰可数名词。其比较级、最高级为规则变化：
few-fewer-fewest“a few”表示“一些”“few”带否定含义，“几乎没有”。
2)little(形容词)“很少的，几乎没有的”(“小的，幼小的”)，修饰不可数名词。其比较级、最高级为不规则变化：little-less-least。例：There will be less pollution.
“a little”表“一些”，“little”带否定含义，“几乎没有”。
3)many“许多”，修饰可数名词。much“许多”，修饰不可数名词。
比较级、最高级为不规则变化：many / much -more-most。
重点难点释义:
1. In ten years 十年后 In+一段时间：…..之后
in 5 months :5个月后 in 3 years: 3年后 in a week: 一周后
I′ll be a reporter in ten years.十年后我会是一个记者
学习过程：
1.小组看图1a，完成下列对话。
A: Will people have ________ in their homes?
B: Yes, ________ ________. I think every home will have one.
2. 小组合作讨论预测未来世界的变化完成1a 。
3. 小组合作训练 1)will 构成的一般将来时态的陈述句、否定句、疑问句及回答。
2)There be 句型的一般将来时。
4. 听力技能提高。
1)听录音完成1b 。 2)听前预测2a/2b 。 3) 听录音完成2a/2b 。
5.综合运用能力提高。
小组合作运用将来时的句型对未来作出预测。完成1c/2c 。
【课堂练习】
一、根据汉语意思，完成句子。一空一词。
1. 书籍将会仅仅在电脑，而不在纸上。
Books _____ only _____ on computers, not _____ paper.
2. 今后在这座城市将会有更多的树木，更少的污染。
Will _____ _____ trees and _____ pollution in the city in future.
3.你认为人们家里将会有机器人吗?
Do you will be in people’s homes?
4. 他们不会去野营。我确信他们将来参加我们的聚会。
They _____ go . They _____ come to our party, I’m sure.
5.1后孩子们还要去上学吗?---不,他们将不用上学.
------ kids go to school 100 years
------ No, they
【要点归纳】
1.will 构成的一般将来时态的陈述句、否定句、疑问句及回答。
2. There be 句型的一般将来时。
【拓展练习】
一、单项选择
( )1.I ________ rockets to the moon when I grow up.
A. will put B. will fly C. will take
( )2.If there are ________ trees, the air in our city will be ________ cleaner.
A. less; more B. more; more C. more; much
( )3.I predict he will be an engineer ________ ten years because he is so interested
in making things.
A. in B. afterC. later
( )4.There were many famous predictions that never ________ .
A. come true B. came real C. came true
( )5.“The work of Picasso will never be ________ anything, ”someone said.
A. costB. worth C. spend
【总结反思】
篇11：八年级下册英语unit3课件
八年级下册英语unit3课件
教学内容：Unit 3 Could you please clean your room?
教学目标：
1语言目标：谈论做家务的词汇，及如何有礼貌的`提出要求。
2 技能目标：能听懂和谈论做家务的话题；能写出重点单词和重点句型。
3 情感目标：培养学生爱劳动，分享家务的能力。
教学重点
短语: do the dishes, make the bed, take out the rubbish, fold the clothes, sweep the floor, clean the living room ……
句子:
1. Could you please take out the rubbish?
. Sure. / Sorry, I can’t. I have to finish homework first.
2. Could I use your computer?
Sorry. I'm going to work on it now.
3. Well, could I watch TV?
Yes, you can. But first you have to clean your room.
教学难点：
Make polite requests
Ask for permission
课时划分：
Period 1 Section A 1a – 2d
Period 2 Section A 3a-3c
Period 3 Section A Grammar focus-4c
Period 4 Section B 1a-2e
Period 5 Section B 3a-self check
Section A1 (1a – 2d)
Step 1 Warming-up
Sing the song and dance to the music
Step 2 Presentation
1. Watch the photos and talk about them “What does he do every day?’ and learn these phrases: do chores, do the dishes, make the bed, take out the rubbish, fold the clothes, do the laundry, clean the living room.
2. Look these phrases and practice the conversation: Could you please take out the rubbish? Sure. / Sorry, I can’t. I have to finish homework first.
3. 1a Do you do these chores at home? Discuss them with your partner.
Step 3 Listening
1b Listen. Who will do these chores? Check (√) Peter’s mother or Peter.
Chores Peter’s mother Peter
do the dishes
sweep the floor
take out the rubbish
make the bed
fold the clothes
clean the living room
Step 4 Practice
1c Make conversations about the chores in 1a.
Make conversations.
Examples
A: Could you please...?
B: Yes, sure. /All right. /No problem./Certainly.
Sorry, I can't. I have to do...
Sorry, I can't. I am doing...
Step 5 Listening 2a&2b
Peter asks his father if he can do four things. What does his father say? Check (√) “yes” or “no”. Listen again. Draw lines to the reasons.
Peter wants to… Peter’s father says… His father’s reasons
go out for dinner. Yes No I have to do some work.
go to the movies. Yes No You have to clean your room
stay out late. Yes No I need to eat breakfast.
get a ride. Yes No You have a basketball game.
Step 6 Practice
2c Make conversations using the information in 2a and 2b
A: Could I use your computer?
B: Sorry. I’m going to work on it now.
A: Well, could I watch TV?
B: Yes, you can. But first you have to clean your room?
2d Role –play the conversation
Step 7 Language points and summary
1. help out 动词短语，表示在某人繁忙或
遇到困难时“给予帮助”。help和out之间还可以加入具体的“人”。
e.g. He helped me out with my task.
他帮我完成了任务。
They helped (us) out with the clean-up.
他们帮助我们做大扫除。
2. at least 至少
e.g. We should brush our teeth at least twice a day.
我们每天应该至少刷两次牙。
3. be back 回来
e.g. I won't be back till 11:00.
我11点以前回不来。
4. any minute now
一种常见的口语表达法，相当于“随时；马上；在任何时刻”的意思，表示事情有可能在极短的时间内发生或眼下就要发生。
minute还可以用second, moment, time等词替换。
e.g. Don't worry, he will come here any minute now.
别担心, 他会马上来这儿。
The guests are arriving any time now but we’re still not ready.
客人即刻就到，但我们还没有准备好。
We’re expecting them any moment now.
我们期待他们随时到来。
Step 8 Summary
1. New vocabulary
do the dishes, sweep the floor, take out the trash, make the bed, fold the clothes, clean the room
2. ---Could you please…？
---Yes, please. / Sorry, I can’t.
Step 9 Homework
1 List all the main phrases of doing chores that you know. （必做）
2 Make a conversation between you and your mother, using the sentence pattern “Could you please …?” （选做）
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