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仁爱英语名词教学课件

时间：2025年06月05日

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以下是小编精心整理的仁爱英语名词教学课件，本文共11篇，供大家参考借鉴，希望可以帮助到有需要的朋友。本文原稿由网友“shanghj588”提供。

篇1：仁爱英语名词教学课件

仁爱英语名词教学课件

一．教学目标：

1. 知识目标：

（1）词汇： lady, gentleman, for sale, satisfy, guest,

menu, wine, bill。

（2）句型：掌握英语就餐的重点句型。

Here’s a table for two.

Here’s the menu.

May I take your order?

We’d like Beijing Roast Duck and vegetable soup.

Anything else?

May I have the bill, please?

Which kind of drink would you like, beer, wine or a soft drink?

Here’s your change.

Thanks for coming!

（3）了解如何用英语来致开幕词。

Ladies and gentlemen, welcome to

International School!

We’ll try to satisfy all the guests.

Let’s wish them success! Enjoy yourselves!

2. 能力目标：着重训练学生口语应用能力，将所学的.知识运用到实际的就餐交际情景中去。

3. 情感目标：培养学生学习英语的浓厚兴趣，乐于参加各种英语实践活动，培养其合作能力，帮助学生了解西方饮食文化，树立学习英语的信心。

二.教学重、难点：

1.掌握如何使用就餐用语并进行情景交际。

Here’s a table for two.

Here’s the menu.

May I take your order?

Here’s your change.

Anything else?

May I have the bill, please?

Here’s your change.

Thanks for coming!

We’d like Beijing Roast Duck and vegetable

soup.

Which kind of drink would you like, beer, wine or a soft drink?

2.掌握一些重要的词组。

be for sale

satisfy sb

wish sb sth enjoy yourselves

3.着重培养学生的口语实际应用能力，尽量多给学生创造

语境说英语，解决哑巴英语的现状。

Ⅱ.Teaching aids 教具

多媒体课件

Ⅲ.Five-finger Teaching Plan 五指教学方案

Step 1 Review

1. Sing the song : Pat a cake in SectionCTopic2.

2. Free talk: Get two students to talk something about Daniel Igali.

3. Show the food and drinks for the students to look and say.

T: First foreign food(quick response).

S1…, S2…etc.

T：Now Row1,please.

T: There are so many kinds of foods and drinks. What

would you like to have? Let the students to ask and answer in chains.

S1: I’d like to have a hamburger and a glass of coke. What would you like to have?

S2: I’d like……

T: Thank you. Now here’s good news for you. Ren’ai International Food festival is open now！

Would you like to go with me?

Ss:Yes,I’d love to.

T: But we need to make an opening speech.Do you know how to make it?

S1:No I don’t.

T：Don’t worry.Let’s discuss in groups.

Ss:……

The teacher sum up the sentence patterns. Let the students read them aloud.

T：OK! Everything is ready. Well, I can’t wait to see the opening ceremony of the food festival. Let’s go! Step 2 Presentation

1.T: Boys and girls! Welcome to the food festival! Different delicious food are for sale,such as…… There are many people. They all look happy. There is a boy and a girl in the center.They are host and hostess. Now listen carefully and underline the sentences about the opening speech.

2. Please listen again and try to follow it.

篇2：仁爱英语多媒体教学课件

仁爱英语多媒体教学课件

学习课题：Lesson3: Would You Like Some Soup?

学习课型：新授课

学习课时：1课时

学习目标：

1、知识与技能

（1）、能正确听、说、读、写单词noodles / dumpings / soup/ rice ，知道单词的汉语意思并能运用这些单词回答“What’s this ?”的问句。

（2）、学会“Would you like … ？”句型的简单用法及其回答。

（3）、能把本课所学的单词、句型灵活熟练的应用于现实生活的交际中。

2、过程与方法

引导学生通过体验、合作、交流等学习方式，培养他们合作学习的意识以及运用英语解决实际问题的能力，从而促进学生交际能力和创新思维的发展。

3、情感、态度与价值观

以人为本，关注学生的情感，营造宽松、民主、和谐、活泼的课堂氛围。培养学生学习英语的`兴趣，学生在英语课堂活动中不断体验到进步与成功，树立起学习英语的自信心。进而养成乐于合作交流的学习品质。

学习重点：

1、新单词的正确拼读与拼写。

2、在课堂活动中理解并掌握本课所学新句型的用法。

学习难点：

能够熟练运用“Would you like … ? ”句型进行简单的情景交际。

学习方法：

学生自主学习与合作学习相结合。

学习过程：

一、师生问侯，增进情感

T: Hello,boys and girls! Nice to meet you!

Ss: Nice to meet you , too!

T: Now, let me introuduce myself. My name is …/You can call me Mr…. What’s your name ?

S1: My name is …

T : …

二、热身复习，引出新知

利用多媒体复习前面所学的单词与句型。(apple, orange, banana,…)

T: What’s this ?

S1: It’s an apple.

T : …

三、呈现新知，自主学习

1、利用多媒体呈现本课的新单词。（noodles, dumplings, soup, rice）

2、利用多媒体学习本课的新单词。

3、利用多媒体呈现本课的新句型及学习情景：

T : Are you hungry?

S1: Yes, I’m very hungry .

T : Would you like some …?

S1: Yes, please./ No, thanks.

四、创设情景，交际应用

1、情景活动一：利用多媒体呈现“争做优秀服务员”活动情景，学生按情景用英语进行交际。

W: Would you like some noodles?/…

G: Yes , please./ No , thanks .

2、情景活动二：利用多媒体呈现“星期天，朋友来我家作客”活动情景，学生以此情景为背景用英语进行交际活动。

S1: Hello,…Nice to meet you!

S2: Hello,…Nice to meet you, too.

S1: Are you hungry?

S2: Yes, I’m very hungry.

S1: Would you like some rice?/…

S2: Yes, please.

3、通过过程性和终结性两种评价，多方面多角度积极评价，鼓励学生。

五、课堂小结

利用多媒体引导学生对本课主要内容进行回顾小结

六、板书设计

利用多媒体展现本课的板书设计

A: Are you hungry,Jenny/…?

B: Yes, I’m very hungry.

A: Would you like some rice/soup/noodles/dumplings/…?

B: Yes, please./No,thanks.

七、课外延伸，学以致用。

利用多媒体呈现“以我等妈妈下班回家吃饭”的情景，要求学生根据此情景自编一组对话。

八、教学反思

本堂课中我比较关注学生的情感，并努力创造民主、和谐的教学气氛。学生只有对自己、对英语及其文化有积极的情态，才能保持英语学习的动力并取得较好的成绩。刻板的情态，不仅会影响英语学习的效果，还会影响学生其他能力的发展，情态是学好英语的重要因素。因此我努力创造宽松民主、和谐的教学空间，做到尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性；把英语教学与情感态度有机地结合起来，创造各种合作学习的活动，促进学生互相学习、互相帮助，体验成就感，发展合作精神，让学生在学习英语的过程中受到教育，思想得到升华；关注学习有困难的或性格内向的学生，尽可能地为他们创造学习语言的机会；建立融洽、民主的师生交流渠道。同时对学生进行有效的评价也极其重要。评价可以使学生认识自我，树立自信，有助于反思及调整自己的学习过程。所以在学习互动的过程，我对学生回答问题及学习过程中的表现进行及时的评价，寻找学生的闪光点，鼓励学生，明确努力的方向。

篇3：仁爱英语教学资源课件

仁爱英语教学资源课件

一、说教材

教材的地位及作用

本课是第5单元第2话题的A部分

本单元主要是有关学校生活的话题：Our School Life. 在Topic 1中通过一般现在时态学习了各种不同的上学方式，而本话题在Topic 1的基础上，学习学校生活中的各种活动，从而学习现在进行时态的用法。其中，Section A让学生初步了解现在进行时态的用法、含义。

教学目标

根据《英语课程标准》以及本单元的话题，我将本课的教学目标分为：知识目标、能力目标和情感目标3个方面。

（1）知识目标：

① 学习有关学校各种建筑物的生词和一些其他生词：

playground,gym,dormitory,lab,computer room,dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run②学习现在进行时态的含义和用法：

结构：be+v-ing

含义：本课中是表示说话时正在进行的动作或发生的事情。（但我们教师必须心中有数该时态还有另外两种含义：a表示当前一段时间内的活动或现阶段正进行的`动作；b表示将来）

（2）能力目标

①提高学生听说读写的能力

②培养学生主动参与学习活动、善于和他人合作的能力。

③培养学生学以致用的能力

（3）情感目标：培养学生热爱学习、热爱劳动、热爱运动的意识。

教学重点、难点：

（1）教学重点：理解现在进行时态的含义、用法，学习本课生词，培养学生合作学习的意识；（2）教学难点：现在进行时态的结构（be+v-ing），灵活运用现在进行时态，19个之多生词。

理论依据：（1）根据教学目标，确定本课19个生词和灵活运用现在进行时态为本课的重点难点。现在进行时态是课程标准要求学生掌握的重要时态之一，在其结构中，学生往往只注重v-ing而忽视be的使用，有时甚至遗漏。因此要注意对学生进行正确的、反复的语言输入。（2）《英语课程标准》中指出我们“要倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力”

二、说教法

1. 直观教学法。

根据校情，我在本课中尽量使用语言直观（包括肢体语言）、教具直观进行教学。课前安排2位善于绘画的学生把本课的1a、2a、3、4的图片画成4张大型的教学挂图。使用直观教学法是符合七年级学生的年龄特征（认识事物从感性认识上升到理性认识）。

2. 任务型语言教学法

任务型教学活动是让学生通过运用语言来完成各种各样的交际活动，学生通过交际的形式来学习和掌握语言。在教师安排的一个个“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。在本课中，根据《课标》中“倡导任务型的教学途径”,我为学生精心设计循序渐进的任务，在具体的语境中体会语言、运用语言。

三、说学法

我所采用的教法有助于学生掌握如下学法：

1.养成听的习惯。

2.学中用，用中学。

3.积极操练，重在口头。

四、说学情

本届学生来自“五湖四海”,英语基础两极分化严重，但他们有共性：形象思维能力强而抽象思维能力差。在教学中多采用肢体语言和直观教具，有利于学生学习语言。还有，学生的好奇心强和进取心强，教学中应该充分利用这两点，激发学生的学习兴趣，引导每一位学生参与教学活动，对表现好的学生给予及时的表扬。

五、说教学程序

Step 1 Review（复习）

Ask : How do you usually come to school? Do you often play basketball in the afternoon.?etc. On the Bb,write down:

I usually ride a bike to school.

I often play basketball in the afternoon.

I swim twice a week.

目的：复习旧知识，既复习一般现在时态的含义和用法，同时又为下两步骤作好了铺垫。

Step 2 Presentation （呈现）

Repeat the questions in step 1,and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool. Present the other new words in 3 of Page 10 in the same way. Then show a big picture about 3 on the Bb, ask“ What’s this?/what is it? ”to finish 3.

依据：《课标》中有“教师要善于结合实际教学需要，对教材进行适当的调整。”这里首先处理3,是因为Step 1中的活动都是离不开活动场所的，在谈论这些活动时顺势呈现出活动场所，既承上又启下，为后几步教学“埋下了伏笔”.

Step 3 Presentation （呈现）

Repeat Sentence 2 in Step 1 “I often play basketball in the afternoon.” in the same time present and write down the following with gestures: “Now I am playing basketball.” （write “am” “ing”with red chalk） Present “I am riding a bike. I am swimming.”in the same way. And then ask an excellent student to explain the use of “be + v-ing”. At last, present:

—what are you doing?—I am playing basketball/riding a bike/swimming.

—Are you riding a bike? —Yes, I am./No, I’m not. I’m…目的：利用语言直观生动地呈现出现在进行时态，同时充分利用集体教育资源，利用个别学生去影响集体，这往往比教师直接解释传授效果要更好。

Step 4 Drill（操练）

Work in pairs. A: What are you doing? B: I’m riding a bike/playing basketball/swimming. A: Are you swimming? B: Yes, I am./No, I’m not. I’m… （while doing actions）目的：让学生乐中学，学中乐。训练学生对现在进行时态的感性认识，培养学生的初步语感，培养学生积极参与、合作的能力。

Step 5 Listening and practice（听与练）

Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practise the conversation in pairs. Ask several pairs to act it out.

目的：学以致用，使学生在具体的语境中使用主语是I 和you的现在进行时态。

Step 6 Presentation （呈现）

A student do an action, ask him/her: What are you doing? Then ask the others: What is he/she doing? Ask two Ss or more do the same action, ask: What are A and B doing?（ present : dance, sleep, clean, ）目的：进一步认识现在进行时态，尤其是让学生自己感悟主语是复数和三单时be的变化，以及学习一些行为动词生词。

Step 7 Listening and practice（听与练）

Page 9 2a Books closed! Show a picture and play the tape for the Ss to find the answer Qs: What is Maria/Kangkang doing? What are Wang Lin and Li Mei/Wang Wei and Lin Tao doing? Then books open, practise the conversation in pairs. And finish 2b alone.

目的：学以致用，使学生在具体的语境中使用主语是复数和三单的现在进行时态。

Step 8 Consolidation（巩固）

Page 10 4 Books closed! Show a picture, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer and write down the conversation. Then the Ss work in pairs to make similar conversations about the other persons. Then write down their conversations.

目的：学以致用，使学生在具体的各种不同情况下中使用现在进行时态，培养学生综合运用语言的能力，同时也巩固了学校各种建筑物和设施的名称。

Step 9 Summary（小结）

Ask: What do we learn in this class?

现在进行时态： be+v-ing

含义：表示说话时正在进行的动作或发生的事情。

Pay attention to the form of v-ing

目的：帮助学生梳理当堂课所学知识内容。

Step10 Homework（作业）

Ask the Ss to write down the conversations in 4 in their exercisebooks.

目的：课外巩固现在进行时态的用法。

六、说板书

略

篇4：仁爱英语九年级课件

Unit 1 The Changing Word

Topic 1 My hometown has become more and more beautiful.

SectionA

【学习目标】

1.掌握现在完成时的构成，初步了解其用法，并学会运用have/has been to 和have/ has gone to 结构：

2.比较并找出一般过去时与现在完成时的不同用法；

3.学会描述假期生活。

【预习案】

一、读1a，完成1b的表格所缺的地点

二、在文中找到，划出并背诵下面的短语和句子

1.变化的世界________________________________ 9.一个合适的地方________________10.拍照________

2.长假过后__________________________________ 11.提高我的英语水平__________________________

3.度过一个愉快的暑假________________________ 12.顺便问一下___________13.根据1a的内容________

4.从…回来__________________________________ 14.孩子们的假期经历__________________________

5.巨大的变化_________________6.发生____________ 15.查出…和…的不同__________________________

7.越来越漂亮________________________________ 16.填空_____________________17.感觉舒服________

8.如此(那么)多的人___________________________ 18.患感冒______________19.很长时间_____________

【探究案】

一、语法重点导入--- (根据句意在横线上填入谓语动词的适当形式)

1. He ______________ (play) soccer on the playground now.

2. He ______________ (play) soccer on the playground yesterday.

3. He ______________ (play) soccer on the playground when I saw him yesterday.

4. He ______________ (play) soccer on the playground every day.

5. He ______________ (play) soccer on the playground tomorrow afternoon.

6. He ______________ (play) soccer on the playground 注意（6）句中的时间状语，看P118现在完成时讲解, 总结现在完成时用法

总结：

(1) 现在完成时中谓语动词的形式是---________________________ 看P140-142过去分词表，做P3---1b

(2) 经常搭配的时间副词有: just, already, yet, ever, never, before…

(3) 现在完成时句型转换

写出（6）句的否定句：___________________________________________________________________ 写出（6）句的一般疑问句并肯定回答：_____________________________________________________ 写出（6）句的划线提问句：_______________________________________________________________ 写出（6）句的反意疑问句：_______________________

(4) 观察1a中出现的现在完成时的句子并翻译理解

1. You have just come back from your hometown. 译：_________________________________________________

2. Great changes have taken place there. 译：_________________________________________________________

3. My hometown has become more and more beautiful. 译：_____________________________________________

4. Where have you been? I have been to Mount Huang with my parents. 译：________________________________

5. Where’s Maria? She has gone to Cuba to be a volunteer. 译：___________________________________________

(5) 现在完成时考点：have / has been to --- have / has gone to

练习：参看P118现在完成时讲解，完成P2(2)

区别：have / has been to表示曾经______________,现在_____________;

have / has gone to表示已经______________,现在______________.

二、在文中划出下面的句子并分析

注意： taken是take的______________形式

点拨：change有名词/动词两种词性，名词词意是_________/__________等; 动词词意是_________

1take place --- 发生、举办，指非偶然性事件的―发生‖，即这种事件的发生一定有某种原因或事先的安排区别：happen --- 发生、碰巧，一般用于偶然或突发性事件

注意：take the place of…--- 取代某人的`位置

练习：a. Jason ___________________________ Miss Li to teach us French next term.

b. The Olympic Games of ________________________ successfully in Beijing.

c. What ___________________________ to you yesterday?

’思考：so…that…意思是__________,引导_______状语从句区别：so that…意思是_______,引导_______状语从句练习：a.为了拍照，他爬得很高。____________________________________________________________________ b.他他爬得那么高，以至于能拍照。____________________________________________________________

3. There goes the bell. 译：_____________________________ 思考：这是个there提前引起的__________句回忆：副词here, there 提前到句首要引起主谓倒装，但是当主语为人称代词时不倒装。

练习：a. Here comes the No.31 Bus. 译：________________________b. There they are. 译：___________________

c. Jim跑过来了。译：___________________________ d.他跑过来了。译：____________________________ 拓展：看课本P105注解写出(3)句的同义句a.__________________________ b.____________________________

【归纳】

一、根据首字母提示完成单词，使句子完整通顺。

1. The b______ is ringing. Let’s begin our class.

2. She has made great p______ in English with the help of her teacher.

3. Miss Lin decided to help Mary as she f______ sorry for her.

4. By the w______, where’s your library?

5. I have been to an English training school to i______ my English.

二、根据句意及汉语提示完成单词或短语。

1. We have just ______ (回来) from London.

2. They were very tired. I ______ (同情) for them.

3. We haven’t seen our English teacher ______ (很长一段时间).

4. Where is Lin Mei? I have ______ (告诉……一些事) her.

5. He ______ (已经去) New York, in the USA.

三、用所给词的适当形式填空。

1. —Why is the room so clean?

—Because I ______ just ______ (clean) it.

2. Wang Hai spent a whole night ______ (work) on the computer.

3. They have no house ______ (live) in.

4. My father ______ (be) to the People’s Park many times, so he knows it very well.

5. I heard Lin Hong ______ (sing) a song when I went past.

2 / 195

SectionB

【学习目标】

1.继续学习现在完成时的用法；

2.比较新旧社会青少年的生活状况，启发同学们珍惜新社会的幸福生活。

【预习案】

一、读1a，回答下面的问题

1. Has Maria taken part in some volunteer activities during the summer holidays? __________________________

2. What has she done? _____________________________________________________________________________

3. What does she think of it? ________________________________________________________________________

二、读2a, 完成2b

三、在文中找到并划出下面的短语

1.参加…_______________________ 20.过着艰苦的生活______________________________

2.志愿者活动________________________________ 21.详细地描述…__________________________

3.在暑假期间________________________________ 22.支付他们孩子的教育经费______________________

4.残疾儿童__________________________________ 23.度过他们的童年______________________________

5.为…打扫房间______________________________ 24.为了…__________25.support their families________

6.喂他们吃饭____________7.为他们做饭___________ 26.做童工_________________________

8.一段美好的经历_______________________________ 27.日日夜夜_______________________

9.从…学到很多_________________________________ 28.足够的吃的__________________________________

10.the different forms of the verbs___________________ 29.现在的青少年________________________________

11.做一个关于…的调查__________________________ 30.飞速地发展__________________________________

12.make conversations_____________ 31.为贫困家庭提供帮助__________________________

13.跳绳______________14.网上聊天_______________ 32.受到很好的教育______________________________

15.暑假补课_________________________ 33.随着中国的发展______________________________

34.leisure activity___________35.a balanced diet______ 16.做农活___________________________

36.play musical instruments_____________ 17.一篇有关青少年的文章________________________

37.some other training__________________18.世界各地__________________19.过去___________

【探究案】

一、在文中划出下面的句子并分析

1. You have taken part in some volunteer activities during the summer holidays, haven’t you?

译：___________________________________________________________________

思考：haven’t you? 构成了句子的_____________部分

练习：根据时间状语的变化写出谓语动词的不同形式并完成后面的反意疑问句

a. He ____________(take) part in some volunteer activities during the last summer holidays, ________________? b. He ____________(take) part in some volunteer activities during the next summer holidays, ______________?

c. He ___________(take) part in some volunteer activities during the summer holidays every year, ________________? d. He must ________(take) part in some volunteer activities during the summer holidays every year, ______________?

2. What a wonderful experience! 译：________________________ 同义句：How _______________________ 感叹句转换练习：（根据P5---1a的图下提示词用what和how写感叹句）

a. 多么狭窄的公路啊！What______________________________! / How___________________________________! b. 多么艰苦的生活条件啊！What___________________________! / How__________________________________！注意：如果对行为动词感叹，只能用How引导！ c. 看！他跑得是多么快啊！_________________________________!

3. Though I had no time to travel, I still felt very happy. 译：_______________________________________________ 思考：你能将上句改为用but的形式吗？______________________________________________________________ 看课本P105注解并总结：though和__________引导______________从句，语气较弱，不与__________连用； ___________________和___________________也用于引导______________从句，带有强调的意味，语气较强。

4. Is that so? 译：________________________ 区别：Is that all? 译：________________________

链接：a. Do you think it’ll rain soon? I think so. 译：_____________________________________________________ b. Do you believe China will become No.1 in the world one day? I believe so. 译：________________________ 拓展：我希望如此___________________ 我猜是这样的____________________

注意：I hop not. _____________________ I don’t think so.____________________

5. In order to help support their families, they had to be child laborers.

思考：你能将上句改为…so that…形式吗？____________________________________________________________ 总结：in order to + 动词原形，在句子中做目的状语；so that 后面引导的是目的状语从句

练习：为了赶上早班车，他们起得很早。a.____________________________________________________________ b._________________________________________________________________________________________

【归纳】

一、根据汉语提示完成句子，每空一词。

1. His parents couldn’t afford his ______ (教育).

2. The government gives ______ (帮助；赞助) to poor families.

3. With the ______ (发展) of China, many more children live a happy life.

4. I think we can ______ much ______ (向……学习) the farmers.

5. To make us understand what has happened, he told us about the accident ______ ______ (详细地).

二、用所给词语的适当形式填空。其中一项是多余的。

describe, feed, though, article, education, develop

1. Li Ming failed in the exam again ______ he tried really hard.

2. China is the largest ______ country in the world.

3. The police asked her ______ the two men.

4. Mike, you come from the countryside. Have you ever ______ sheep?

5. In the past, many children couldn’t get a good ______.

三、单项选择。

1. —Have you ever been ______? —Yes. I have been to Australia.

A. abroad B. alone C. here D. healthy

2. —The radio says it’s going to rain. —______ Bad luck! We can’t go for our picnic.

A. Is that so? B. Thank you. C. Don’t worry. D. Pardon?

3. ______ it rains heavily, ______ farmers are still working in the fields.

A. Though; but B. Though; still C. Though; / D. Although; but

4. Athletes from more than 200 countries ______ the 2008 Olympic Games in Beijing.

A. took part in B. attended C. joined D. held

5. China is still a ______ country at the present time.

A. developed B. more developed C. highly developed D. developing

SectionC

【学习目标】

1.继续学习现在完成时；；

2.对比新旧北京，了解中国发生的重大变化；

3.同学们要珍惜现在的美好生活。

【预习案】

一、先看图，再读1a，完成1b（写出每段的段意）

二、在文中找到并划出下面的短语

1. infer the main idea________________________ 18.接受良好的教育_____________________________

2. the key words______________3. at present_________ 19.与…保持联系_________________________（P105）

4. compare your idea with Kangkang’s_______________ 20.远方的亲戚_________________________________

5.狭窄的公路___________________________________ 21.通过书信和电报的方式________________________

6.又小又黑的房子_______________________________ 22.改革开放____________________________________

7.艰苦的生活条件_______________________________ 23.变得更加高大明亮____________________________

8.简洁而缓慢地通讯_____________________________ 24.改善很多____________________________________

9.宽阔的环形公路_______________________________ 25.享受更加多样的业余活动______________________

10.高大而明亮的楼房____________________________ 26.不但…而且…_______________________

11.舒适的生活条件______________________________ 27.在互联网上______________28.另外还有_________

12.more kinds, quick and easy communications 29.变得更加简单而快捷__________________________

___________________________________________ 30.传真机_________________31.等等…____________

13.my report on Beijing___________________________ 32.取得飞速的进步______________________________

14.四十多年____________________________________ 33.成功地举办奥运会_____________________

15.(她)亲眼目睹北京的变化______________________ 34.记住过去_________________________

16.在20世纪60年代____________________________ 35.立足现在_________________________

17.有机会干…__________________________________ 36.展望未来_________________________

【探究案】

一、在文中划出下面的句子并分析

1. Usually, a big family were crowed in a small house.

译：________________________________________________

点拨：crowd --- 拥挤, 挤,聚集(动词)；人群，群众；一群(名词) crowded --- 拥挤的(形容词)

练习：a. There is a crowd of people in the hall.

译：________________________________________________

b. He succeeded in crowding into the train.

译：______________________________________________

c. Look! A crowd of ants are crowded in the hole.

译：_________________________________________

注意：拥挤的交通不能直译为 crowded traffic, 而是__________ /___________traffic

2. Life was so hard that people had no time or money to enjoy leisure activities.

思考：你能将上句改为too…to形式吗？

Life was _______ ______ ______ people ______ ______ time _______ money to enjoy leisure activities.

提高：The bed is so small that Tom can’t sleep well on it.

_____________________________________________

3. China has developed rapidly since the reform and opening-up.

译：_________________________________________

篇5：七年级仁爱英语课件

Unit1 Topic 2 Where are you from?

Section C

学习目标：

1.学习数字0-10 及短语zero, one, two, three, four, five, six, seven, eight, nine, ten ,telephone, number

2. 学习如何询问别人的电话号码及应答

What’s his telephone number?

His telephone number is (010)8267-6790.

3.了解单词音节和重音。做到语音正确。

学习重点：

数字的灵活运用学习难点：听音辨词

学习过程：

Step 1复习导入

1. (复习上节课的重要知识点。)

2. (朗读句子，并标出语调,巩固be from在不同人称的应用，复习国家名称。) Step2 问题导学 A.选择最佳答案

( )1 —Are they from Canada? —No, they ____.

A. are B. aren’t C. isn’t

( )2. —What’s ____ telephone number?

—It’s 8265-3412.

A. you B. your C. my

( )3. —____ are they? —They are XiaoLi and Jane.

A. Who B. What C. Where

( )4.. Mary ____ from Cuba.

A. is B. am C. are

( )5. “One one zero” 表示 ____。

A. 火警 B. 匪警 C. 急救中心

( )6.. —Is he Li Ping? —Yes, ____.

A. I’m B. he’s C. he is

B.根据句意及首字母提示填词。(5分)

1. —W____ are you from? 2. —What’s y____ name? —I’m from Shanghai. —My name is David.

3. —Are you f____ Zhengzhou? —No, we aren’t.

4. —What’s your telephone n ?—It’s (010)8659-7981.

5. —E me, are you Frank? —Yes, I am.

Step 3 呈现

1. (示范每个数字的'读音，要求学生先静听，再模仿。)

2. (师连续读出这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读，培养学生语感。)

3.(做出打电话的动作，理解telephone number的意思。)

T:What’s your telephone number?

S1:My telephone number is

Step 4. 精讲点拨

1— W____ is he? —He i____ Xiao Ming.

2. —Is she ____ Japan? —No, she ____.

3. —W ____ are they from? —They are from C____.

4. —What’s y____ QQ number?

—____ QQ number is 158141028.

5. —____ she Jane? —____, she is.

归纳小结：

重点句型:

What’s your telephone number? My telephone number is

What’s his telephone number?His telephone number is

当堂检测 A从Ⅱ栏中选出Ⅰ栏的正确应答语。 Ⅰ

( ) 6. How old are you?

( ) 7. Where are you from?

( ) 8. What’s your telephone number?

( ) 9. Is Miss Yang your English teacher?

( ) 10. Glad to meet you.

B.用适当的词填空。 Hello! My 1 is Kangkang. 2 am from China. This 3 my friend. 4 is his name? His name is Mike. 5 is from the U.S.A. His phone 6 is (010)6534-8719. Miss Zhao 7 my teacher. 8 is she from? She is from China, 9 . She is fine. 10 telephone number is (010)6534-8897.

1. ___________ 2. ___________ 3. ___________ 4. ___________

5. ___________ 6. ___________ 7. ___________

9. ___________ 10. ___________ 8. ___________

篇6：仁爱英语九年级unit4课件

仁爱英语九年级unit4课件

一、概述

本节课是仁爱版英语教材九年级上册 Unit 4Topic 1 Section A部分。本课是本单元的重要组成部分，也是核心教学，一课时完成。本课以口语练习为主，学生学习谈论“神州”五号和“嫦娥”一号，进而涉及电脑科技在航天领域的应用。本部分内容从令人关注的“神州”五号和“嫦娥”一号入手，贴近生活，时代感强。然后由飞船的成功运行联想到电脑科技。本部分是前后知识的载体。本话题的表达在今后的英语学习中都占有重要的地位。

二、教学目标分析

1.知识目标

学习词汇

hero launch spaceship prove lunar probe achieve manned send up legend the Soviet Union astronaut mankind

学习句型

（1）Who is the first Chinese to travel into space?

（2）China is the third nation to send a person into space..

（3）I hope I can travel to the moon one day.

（4）All of you must be very proud.

（5）That proves that China has made great progress in its space industry.

重点：宾语从句及宾语补足语

如：That proves that China has made great progress in its space industry.

China is the third nation to send a person into space..

难点：用大量不同的词汇正确来谈论“神州”五号和“嫦娥”一号。

2.能力目标

（1）能使用英语流利谈论“神州”五号和“嫦娥”一号。

（2）培养学生以讨论的形式与他人对话的能力，提高学生的语言交际能力；

（3）能在小组中积极与他人协作，从而开阔自己的视野，扩大知识面；

3.情感目标

（1）激发和保持学生英语学习的动机，实现“趣能”两得；

（2）在学生两两交流和小组合作交流中，培养学生的合作意识和团体协作精神；

（3）培养学生的爱国情感，激发学生的民族自豪感。

三、学习者特征分析

本节课的学习者特征分析主要是根据教师平时对学生的了解以及学生年龄段的思维发展情况而做出的：

1. 学生是闽清县杉村中学九年级的学生；英语基础普遍偏差。

2. 学生已经掌握了一些基本的词汇。但语言表达能力不强。

3. 本班的学生经过两年多的学习，有了一定的`英语基础知识和听说能力，正逐渐向读、写过渡，有了初步的自主、合作、探究、实验的能力；

4. 本班学生基础比较薄弱，但对英语有较大的兴趣，能够积极参与课堂活动；

5. 本班学生抽象思维能力较低，形象思维能力强，但注意力容易分散，对片面零碎的材料尚缺乏一定的概括分析能力。

四、教学策略选择与设计

为了贯彻“以人为本，以学生为主体，以教师为主导”的现代教育理念，我主要运用了以下的几种教学方法进行教学：

1. 任务型教学法：以完成任务为动力，把知识和技能融为一体，提倡学生主动参与，以学生为主体，师生合作、生生合作，体现教与学的互动交往；

2. 情景教学法：设置情景，激发学生兴趣，提高语言交际能力，突显语言交际功能；

3. 听说法：用师生互动的方式使学生对新知识的识记经过一个由形象思维到抽象思维的转化过程，加强记忆效果。除此之外本人还在教学设计中渗透听力训练法、多媒体辅助教学等。

五、教学资源与工具设计

1. 本课教材；

2. 相关的实物：录音机/聂海胜，费俊龙的照片/杨利伟的照片/米老鼠、唐老鸭及嫦娥奔月的图片/多媒体

3. 教学环境：多媒体教室

六、教学过程

为达到教学目标，充分发挥学生的主体作用，不断激发学生积极、主动、自觉地学习，我设计了以下的步骤来训练学生的听、说、读、写能力，尤其是“说”的能力。

Step 1 Review（复习）（5’）

Step 2 Presentation（呈现）（6’）

Step 3 Consolidation（巩固）（20’）

Step 4 Practice（练习）（6’）

Step 5 Project（综合探究活动）（8’）

Step 1 Review 第一步复习(时间:8分钟)

(复习旧知，导入话题。出示一幅Michey Mouse和Donald Duck的图片。)

T: Who are they?

Ss: They are Michey Mouse and Donald Duck.

T: Yes, they are so nice cartoon characters. Are they beautiful?

Ss: Yes.

T: Now we know, English shows us a beautiful world about western culture. As a matter of fact, in Chinese culture, there are also lots of beautiful characters.

(出示一幅《嫦娥奔月图》)

T: Do you know who she is?

S1: She is Chang’e.

T: Yes. She is a beautiful goddess.

(板书，释义，领读)

goddess. n.

This is an ancient legend.

(板书，释义，领读)

legend. n.

The story of her flying to the moon has been known by all the Chinese. It shows we have dreamed of exploring space for thousands of years.

Step 2 Presentation 第二步呈现(时间:10分钟)

1. (师生互动，紧承复习中的话题，以对话方式引出新的词汇。出示杨利伟走出太空舱的图片。)

T: Do you know who he is?

S2: He is Yang Liwei.

T: What does he do?

Ss: 宇航员。

T: Yes. He is an astronaut.

(板书，领读，释义)

astronaut. n.

He is the first person to travel into space in China. He is our national hero. In , he traveled around the earth in Shenzhou Ⅴ for 21 hours. Shenzhou Ⅴ is the first manned spaceship in China.

(板书，领读，释义，并要求掌握hero。)

hero→heroes (pl.) n.

manned. adj.

spaceship. n.

China is the third nation to send a man into space. Are we all proud?

Ss: Yes. All of us are proud.

T: What’s more, two years later, we sent up another spaceship.

(板书，领读，释义)

send up = launch v.

Who knows its name?

S3: Shenzhou Ⅵ.

T: Yes. It’s Shenzhou Ⅵ. There are two astronauts in it. Who are they?

(出示费俊龙与聂海胜在神六中的图片)

S4: Fei Junlong and Nie Haisheng.

T: Well done. They are great. Do you think so? Do you want to be an astronaut when you grow up?

Ss: Yes.

T: Great. OK. Let’s begin to learn the new lesson.

(板书课题。)

2. (播放1a录音，让学生听并回答问题。听完一遍后，让学生对1a有个整体的感知。)

T: Boys and girls, now let’s listen to the tape and try to answer the question:

What’s China’s first lunar probe? (要求学生了解词组lunar probe。)

Ss:Chang’e Ⅰ.

(让学生跟读1a，注意停顿。)

T: Good. Listen to the tape again and try to repeat it.

(然后，板书文中一些习惯用语和词组，分析解释，并要求掌握prove, achieve, point to。)

dream of doing sth.

It shows we have dreamed of exploring space for thousands of years.

point to

make great progress in doing sth.

lunar probe

achieve one’s dream

Step 3 Consolidation 第三步巩固(时间:10分钟)

1. (1)(让学生认真阅读1a, 以学生相互问答的方式完成1b。)

1. Who is Yang Liwei?

2. How many manned spaceships have been sent up into space by China?

3. What was the temperature in Shenzhou Ⅵ?

4. Do you know the legend of Chang’e? Please tell it to your classmates.

T: Read the dialog carefully, ask and answer the questions on the blackboard in pairs.

S5: Who is Yang Liwei?

S6: He is the first person to travel into space in China.

S7: How many manned spaceships have been sent up into space by China?

S8: …

(2)(分角色读对话，三人一组。)

T: Now, let’s read the dialog in roles with three students in a group. Are you ready?

S9 (画外音)

S10 (Michael)

S11 (Kangkang)

…

(3)(找两组同学来表演。)

T: Now I’d like to ask two groups to act it out. Who would like to do it first?

S12: …

S13: …

S14: …

…

(4)(找两位学生用自己的语言复述课文，加深对课文的理解。)

T: I’ll ask two students to retell the dialog. You should use your own words.

(要及时帮学生复述。)

Step 4 Practice 第四步练习(时间:10分钟)

1. (1) (展示神五的视频和图片，接着播放新闻点评，进行师生互动回答。)

T: Who is the man in the picture?

Ss: He is …

T: What is he famous for?

Ss: He is famous for …

T: Where did he go?

Ss: He went …

T: How long has he stayed in space?

Ss: He has stayed in space for …

(2) (让学生听2a录音填空，完成2a，核对答案。板书，解释。)

are being made

satellite

T: Listen to the tape and fill in the blanks.

…

(3) (再听2a录音, 写出关键词或短语，尝试复述。)

T: Listen to 2a, write down the key words and try to retell it.

first, 21 hours, 14 times, land, hero, After, second, 4:30, Oct. 17th, , five, last, big plans, are being made, a space station

2. (根据1a和2a, 完成2b。进行男女复述课文比赛。)

T: We have learned something about Shenzhou Ⅴ and Ⅵ. Now let’s finish 2b. Boys discuss and fill out the table about Shenzhou Ⅴ. Girls discuss and fill out the table about Shenzhou Ⅵ. And then I’ll ask some of boys and girls to retell them.

Step 5 Project 第五步综合探究活动(时间:7分钟)

1. (创设情景，两人编对话，谈论神五/六着陆时的心情感受。)

T: You may make dialogs with your partner. Talk about what you were doing when … landed successfully? How was your feeling then? What do you think about it?

S15: What were you doing when Shenzhou Ⅵ landed successfully?

S16: I was watching it on TV.

S15: How was your feeling then?

S16: I was very happy and proud.

…

2. (让学生给杨利伟发一封e-mail, 表达崇敬之情和向他们学习的决心，并希望他来学校做客，愿意与他交朋友。)

3. Homework:

根据提示，写一篇介绍航天英雄杨利伟事迹的文章。

杨利伟，中国优秀宇航员，65年生于辽宁。他自幼聪明好学，各门学科尤其数学和英语成绩优秀，87年成为一名飞行员，成为我国首批航天员，五年后成为我国首位登上太空的宇航员，10月15日于9时杨利伟乘坐“神舟五号”宇宙飞船升空。20xx年11月7日，杨利伟被授予“航天英雄”称号。杨利伟是我们心中的英雄，我们要向他学习。

参考词汇：

1. 飞行员pilot

2. 中国太空训练 the China’s Space Program

3. 授予 award

板书设计：

Spaceships are mainly controlled by computers.

Section A

hero - heroes(pl. ) It has proved that China has made great

point to progress in developing its space industry.

send up I think you can achieve your dream in the

It shows we have dreamed of exploring future.

space for thousands of years.

教学过程流程图

七、教学评价设计

本课主要通过小组竞赛的方式进行评价，把全班学生分为四组（Group1、Group2、Group3、Group4）, 评价内容主要包括学生朗诵课文、参与课堂游戏、单词或句子朗读、听力竞赛、两两对话、情景表演等几个环节，积累图标最多的小组获胜。

八、帮助和总结

我在设计这节课时，使课堂情景化、任务化、活动化，这节课总体上我感觉还不错，当然也存在一些不足之处。

我比较满意的地方是:

1.根据本班学生胡特点，采用情景任务型教学途径，利用多媒体教学，运用听力训练、情景教学、俩俩对话、小组合作、调查活动等任务活动设计教学任务，让学生在愉悦的英语学习环境中，热情高涨，快乐熟练地掌握知识点，同时寓教于乐。

2.根据教学需要，在处理教材时，我把知识内容进行整合、扩展，教学步骤清晰，层层深入。

3.语言点的教学方法比较新颖，引导学生通过自己的观察，探索重点词组的用法，培养学生获取听力信息的能力和自主学习的能力，同时提高了学生的归纳总结能力。

4.让学生谈论“神州”五号和“嫦娥”一号，通过小组合作学习形式，调动学生主体参与意识，培养学生的合作精神和爱国主义精神。

5.多媒体课件制作比较简洁、精美。把多媒体教学和黑板教学有机地结合起来，相辅相成，增强了主观性和趣味性，加大了课堂的密度，提高了教学效果。

但不足之处是,由于学生差异较大。优秀的学生表现踊跃，参与的课堂活动的机会较多，而其他学生参与的机会相对就少。所以很难让他们对学习产生积极性。我对积极发言的同学和竞赛获胜的小组表扬鼓励多，对学习困难的同学关注较少，鼓励不多。虽然在整个教学活动中都强调自我学习、互助学习、共同探究，但基础较差的部分同学可能消化不了，在完成某些活动中会感觉吃力。

篇7：仁爱七年级下册英语课件

Unit 5

一、教学目标

（一）语言知识

语音 /t/ /d/ /ts/ /dz/ /tr/ /dr/ /l/ /m/ /n/

词汇掌握wake，early,first，day,term，must,still,by，on foot,the same to,usually,always，Ms.,boat，ship，sea，train，by plane/air/airplane, etc.

理解 Subway Worm reporter，Net Bar,roller skating Measure dining hall，dormitory bookstore，etc.

（二）语法

1.一般现在时（Simple present）

2.频度副词（Adverbs of frequency）never， seldom， sometimes， often， usually， always， once， twice

3.现在进行时（Present continuous）

I’m looking for a book.

Are you doing your homework?Yes， I am./No， Im not.

Is he/she...?Yes， he/she is./No， he/she isn’t.

What are you doing now?I’m playing computer games.

What is he/she doing?He/She is...

4.谈论交通方式（Talking about means of transport）

How do you usually go to school? I usually go to school by bike.

（三）功能用语与话题

1.采访（Interviews）Our guest today is Michael from Class 2， Grade 1.

2.谈论日常生活（Talking about routines）

3.学校建筑（School buildings）swimming pool， playground， library， dormitory， lab， canteen， gym

4.谈论兴趣喜好（Talking about interests， likes and dislikes）I like the swimming pool best. Why do you like English? Because it’s interesting and easy.

5.借物（Borrowing things）How long can I keep it? Two weeks.

6.新闻（News）、海报（Poster）Attention， please! Here is the news.

7.谈论学校活动、科目和时间表（Talking about school activities， subjects and timetable）

8.谈论学校生活（Talking about school life）

（四）能力培养

听能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。

说 1能根据提示词说出意思连贯的校园生活的句子。

2能用简单对话描述校园生活。

3能根据图片或借助他人帮助描述自己或他人的校园生活。

4能与他人合作进行角色扮演，表现校园生活。

读 1能理解简单的书面表达。

2能准确地朗读课文。

3能读懂表现校园生活方面的.文章，包括校园新闻、海报、遗失声明、失物招领等。

写能写出表现校园生活方面的简单句子。能写出简单的校园新闻、海报、遗失声明、失物招领等。

情感态度培养学生积极向上的情感、活泼开朗的个性、浓厚的学习兴趣和大胆实践的精神，提高学习效率，培养学生热爱学校生活，乐于学校生活的意识。

学习策略积极探索适合自己的英语学习方法，利用现实生活中的学习资源，培养任务型学习方法与技巧。

二、教材分析

本单元的交际用语主要是围绕学生的学校生活展开的，谈论学生的上学方式、作息时间、课程安排、业余生活等内容，这些内容为学生所熟悉，便于展开讨论。

本单元的语法内容主要是学习一般现在时、现在进行时以及表示频度的副词。

Topic 1

Section A

教学目标：

1.谈论交通工具及如何上学。

2.学习句型：How do you usually come to school?

I usually come to school by subway.

本课重点1a和3a。难点：谈论交通工具及如何上学。

教具录音机

五指教学方案

课时建议：1～2

教学过程：

第一步：复习

1.教学生如何在开学的第一天相互问候。

T: Good morning， class! S: Good morning， Miss.../Mr...

T: Nice to see you again! S: Nice to see you， too.

学习问候语：

T: Happy New Year! S: The same to you.

然后老师说：Boys and girls.Today is the first day of our new term.

解释today， new term。

老师说：I often come to school by bus. My son often takes the subway to school. What about you?

学习词组by bus， take the subway。

Notes: subway（AmE）=underground（BrE）

2. 听录音3a，回答问题：

（1）How does Kangkang usually come to school?

（2）How does Sally always come to school?

两人一组作对话，然后请3～4对同学到前面表演对话。（对参加表演的同学给予鼓励。）完成3b。

第二步：呈现

1.老师向一些同学依次展示并学习词组：wake up， get up， go to school， by bike等，然后做动作练习。要一名同学在前作动作，其余同学猜测词组。

2.听录音1，回答问题：

What’s the time? / Is it time to get up?

Who wakes Kangkang up? 完成1。

3.利用图画，完成2。

4.听录音4，完成4。

第三步：巩固

1.放录音1和3a，学生跟读。

2.学生两人一组表演1和3a。

第四步：练习

1.分组活动，谈论自己早晨的活动情况。

2.双人活动，分别用不同的交通工具图片进行问答：

A:How do you usually come to school?

B:I usually come to school...

例如：on foot， by bike， by bus， by car， by train， by subway， by boat/ship， by plane/air,完成4。

3.让学生做一个调查报告，调查全班同学“How do you usually go to school?”按人数从多到少列成表格，向大家汇报：

In our class， fifteen students go to school by bike...完成5。

第五步：综合探究活动

1.学生以表格的形式展示自己的家人通常所采用的交通方式。

2.请同学据自己所了解的情况，介绍其它中学生早晨的活动情况，如:

“In our class， some students usually wake up at 6∶30. They get up at 6∶35...”

篇8：仁爱版英语ppt课件

仁爱版英语ppt课件

这是一个关于仁爱版英语教学ppt，主要介绍了说教材、说教法、说学法、说教学程序等内容。欢迎点击下载英语教学ppt哦。

仁爱版英语ppt课件

篇9：仁爱七年级unit5英语课件

仁爱七年级unit5英语课件

教材分析

(一).本节内容在教材中的地位与作用

本节是单元第一课时，通过观察多张照片，对其中人物所做事情的讨论，锻炼学生的观察能力及表达能力，通过进一步的游戏环节，拓展新的学习内容，体现了英语教育的趣味性和实用性。

(二).教学目标:

知识目标

1．掌握现在进行时的运用和表达的意思，关注人称和动词的搭配。

2．句型What are you doing?I’m doing sth..

What is he/she doing?He/she is doing sth..

Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.

3.掌握肯定句和一般疑问句的句型转换及其回答。

4.掌握各种描述动作的词组。

能力目标

1.培养学生学以致用的能力，养成良好的`观察能力。

2.培养学生主动参与学习，善于与他人合作学习的能力。

3.提高学生听说读写的能力。

情感目标

培养学生热爱学习，热爱劳动，热爱生活，珍惜生命的积极的人生观。

(三).教学重点、难点

教学重点：What are you doing?I’m doing sth..

What is he/she doing?He/she is doing sth..

Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.

教学难点：用be doing来表示说话的瞬间正在做某事。

采用让学生动手操作、合作探究、媒体演示的教学方法来突出重点、突破难点。

（四）.教具、学具准备（准备好以下相关的教具、学具）

1.教具:多媒体课件。

2.学具:笔、课堂练习本

教法选择与学法指导

本节课主要是对于正在发生的事情进行讨论，先利用欣赏电影片段吸引学生的注意力，教育学生要热爱生活，再利用观看照片来讨论某一瞬间发生的事情。并在课堂教学中将尽量为学生提供参与活动的场景，用任务型教学法让学生进行小组学习，抓住英语交际的机会，感知体验，大胆实践，使学生自得知识、自寻方法、自觅规律、自悟道理。

教学过程设计

Step 1. warm-up

1.Greeting :

Teacher: Hello, everyone. How are you? Today is a nice day, isn’t it?So what do you want to do? And why?点一个举手的学生回答，再面向全班: I like watching TV at home. Because it’s relaxing. Do you want to watch TV?得到肯定回答后，T：Now let’s go to watch TV.进入幻3，点击右下角的铃铛播放电影《泰坦尼克》结尾片段。看完后，T：Do you know its name? Do you like it? Why?学生回答后，老师显示字幕：Don’t let go. Love your life.

设计目的：通过观看著名的电影片段来吸引学生的注意力，向学生灌输热爱生活珍惜生命的情感教育。

Step2.导入

1、T:I have some photos.展示幻4的照片：Look! This is my life.I’mdoing some things at home.用红外线灯照射每张照片，学生可以通过照片明白句子的意思。老师指着每张照片带读句子(同时做出相应的动作)：I’m watching TV/cleaning/reading/talking on the phone/playing computer games/teaching.认读完最后一张自己上课的照片后，T: what’s my job? ... yes,I’m a teacher.

然后老师设计打电话的场景：hello, thisisMiss Liu. Today is a nice day. I’m watching TV at home. What about you?进行师生间的对话，起示范作用，让学生能仿造使用幻灯片上的句子回答，并对能使用其他动作回答的同学予以奖励。每个be doing形式都用红色标注，提示学生注意。

设计目的：通过展示老师自己的照片吸引学生的注意，输出新知识，用带读和创设情境的对话形式，让学生初步理解并能表达自己正在做某事。

Step 3:教授新课

展示幻5，T：now，let’s look at other photos. Who is in these photos?老师问几个举手的学生：what are you doing?然后让学生仿照进行pairwork活动:Can you ask your friend ‘what are you doing’?并请几组进行演示，每组演示之后，老师问大家：what is…doing?借机转换人称。

设计目的：创情设景，用学生自己的schoollife照片让大家有话可说，并可借机转换人称，转入下一环节。

展示幻6，T：now，we are in a happy apartment. These people are doing some things. Let’s listen to the conversation. Then tell me: What are these people doing?听完录音后，T ask S1:what is Jenny doing? S1: she is watching TV.T点击屏幕检验。T转向S2：Can you ask your friend about Dave and Mary？然后用以上问句依次请几组同学对图中人物内容进行问答。

设计目的：充分挖掘听力材料，利用其锻炼学生们的听说能力，并成功实现转换人称的问答，使学生能了解并掌握如何询问其他人正在做什么及其回答。

Step 4:合作学习

展示幻7，T：now，let’s make a survey in your group. What are your friends doing now? I’ll give you 3 minutes. You can ask 4 friends, and write down on the chart, then make a report.3分钟之后,T: Can you make a report?请每组派一代表汇报，并进行奖励,T可以插入问句：what is … doing ?。

设计目的：通过小组活动培养学生的合作学习能力和认真聆听他人的良好习惯。

Step 5:拓展新知

1、展示幻8，T：Look! Tom is doing something. Do you know, what is Tom doing?Oh, let me guess. Is Tom writing? S: No, he isn’t. T继续猜，直到S说Yes, he is.为止。点击可检验答案。再点击出现下一个人物。重复以上老师猜，学生答的活动。

设计目的：因为此片内容是书上有的，学生知道谜底，所以由老师做示范来猜，学生回答，锻炼学生认真听的习惯。

2、展示幻9，T：Now, It’our fun time. Do you know this cat? What’s his name? S: ... T: yes, he’s Tom.Now,Let’s talk about these pictures. You can ask your friends in your group,what is Tom doing?3 students as a group. And One ask, the others answer .每组发一份图片进行组内讨论。份图片进行组内讨论。3分钟后请几组学生演示，T:You can ask 2 questions.3人一组，一人用红灯照射图片问，另两人答，奖励表现良好的小组。

设计目的：在重温对话what is he doing?的同时，了解各图的内容，为下一环节做铺垫。

3、点击出现幻10和问句Is Tom sleeping?T: Now, What is Tom doing? Is Tom sleeping? (T做睡觉的动作)全班看着图片齐答:Yes, he is.或No, he isn’t.

T:Who wants to guess the next picture?请一个学生上台来背对屏幕玩猜谜游戏：示意全班问他：What is Tom doing?此学生边做动作边猜测：Is Tom drinking?全班齐答Yes,he is.或No,he isn’t.猜到者有奖。

设计目的：在游戏中学，在快乐中锻炼听说能力，避免了枯燥的教与学。

Step 6:语法总结

请一个学生对于此课所学进行总结，老师给予及时的评论，并点击进入幻11展示语法小结：现在进行时态。

设计目的：初一的内容是基础教学，语法在最后有必要呈现出来，让大家知道所学内容的专业术语。让学生自己总结更能加深印象。

篇10：仁爱八年级上英语课件

仁爱八年级上英语课件

教学目标

1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。

2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。。

3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。

通过本课的阅读，培养学生处理紧急事件的'基本能力，树立紧急事件时互相帮助的精神。

教学重难点

掌握情态动词should shouldn’t. 的用法

学习have的用法

教学工具

多媒体

教学过程

Step 1 Warming up and new words

1. Look at a picture and learn the parts of the body.

2. New words and phrases.

Step 2 Presentation

1a Look at the picture. Write the correct letter [a-m] for each part of the body.

___arm ___ back ___ ear ___ eye ___ foot

___hand ___ head ___ leg ___ mouth

___ neck ___nose ___ stomach ___ tooth

Step 3 Listening

1b Listen and look at the picture. Then number the names 1-5

Listen to the conversations again and fill in the blanks.

Conversation 1

Nurse: What’s the matter, Sarah?

Girl: I ___________.

Conversation 2

Nurse: What’s the matter, David?

Boy: I _________________.

Conversation 3

Nurse: What’s the matter, Ben?

Boy: I _________________.

Conversation 4

Nurse: What’s the matter, Nancy?

Girl: I _________________.

Conversation 5

Betty: What’s the matter, Judy?

Ann: She __________________.

Step 4 Speaking

1c Look at the pictures. What are the students’ problems? Make conversations.

Examples

A: What’s the matter with Judy?

B: She talked too much yesterday and didn’t drink enough water.

She has a very sore throat now.

A: What’s the matter with Sarah?

B: She didn’t take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on her jacket. Now she has a cold.

Step 5 Guessing games

Guess what has happened to the students by using the important sentences.

Step 6 Listening

2a Listen and number the pictures [1-5] in the order you hear them.

2b Listen again. Match the problems with the advice.

Step 7 Speaking

2c Make conversations using the information in 2a and 2b

A: What’s the matter?

B: My head feels very hot.

A: Maybe you have a fever.

B: What should I do?

A: You should take your temperature.

Step 8 Role–play

Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.

2d Role –play the conversation

Step 9 Language points and summary

1. What’s the matter?

这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。类似的问句还有:

What’s wrong? 怎么啦?

What’s wrong with you? 你怎么了?

What’s your trouble? 你怎么了?

What’s the trouble with you? 你怎么了?

What’s up? 你怎么了?

2. have a cold伤风, 感冒, 是固定词组

表示身体不适的常用词组还有:

have a bad cold 重感冒

have a fever 发烧

have a headache 头痛

have a stomachache 肚子痛, 胃痛

have a toothache 牙痛

Summary

1. 牙疼 have a toothache

2. 胃疼 have a stomachache

3. 背疼 have a backache

4. 头疼 have a headache

5. 喉咙疼 have a sore throat

6. 发烧 have a fever

7. 感冒 have a cold

8. 躺下并且休息 lie down and rest

9. 喝热蜂蜜茶 drink hot tea with honey

10. 喝大量水 drink lots of water

11. 看牙医 see a dentist

12. 量体温 take one’s temperature

13. 看医生 go to a doctor

Step 10 Exercises

根据上下文意思填空。

Mandy: Lisa, are you OK?

Lisa: I _____ a headache and I can’t move my neck. What ______ I do? Should I

_____ my temperature?

Mandy: No, it doesn’t sound like you have a fever. What _____ you do on the

weekend?

Lisa: I played computer _____ all weekend.

Mandy: That’s probably why. You need to take breaks _____ from the computer.

Lisa: Yeah, I think I sat in the _____ way for too long without moving.

Mandy: I think you should ____ down and rest. If your head and neck still hurt tomorrow, then go to a _______.

Lisa: OK. Thanks, Mandy.

翻译下列句子。

1. 你怎么了？我头痛。

2. 他怎么了？他发烧

3. 李雷怎么了？他喉咙痛。他应该多喝水。

4. 如果你的头和脖子明天仍然疼的话，请去看医生。

Homework

Make up a conversation between a doctor and a patient.

篇11：仁爱九年级上册英语课件

Unit 1 The Developing World

Topic 1 Our country has developed rapidly.

Section A

The main activities are 1a and

2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands

教学目标

1. Learn some new words and useful expressions:

cruel, proper, by the way, bell, chairwoman, yet, grandson

2. Learn the present perfect tense:

You have just come back from your hometown.

Where have you been, Jane? I have been to Mount Huang with my parents.

By the way, where’s Maria? She has gone to Cuba to be a volunteer…

3. Learn some functional sentences:

I felt sorry for them.

There goes the bell.

Ⅱ. Teaching aids 教具

录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:12分钟)

(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)

T: Listen! The bell is ringing. Let’s begin our class! (老师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握)

bell

Nice to see you again. Did you enjoy your summer holidays?

Ss: Yes.

T: (问其中一学生)Hi, Li Xueqing, where did you go during your summer holiday?

S1: I went to my grandparents’ home.

T: What did you do there?

S1: I went fishing, swimming and so on.

T: Wang Xue, where did you go?

S2: I went to West Lake with my father.

T: Wow! West Lake is a beautiful place. What did you do there?

S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards.

T: Li Yang, what about you?

S3: I had to stay at home to help my mother with the housework.

T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes?

S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English.

T: The English training school is a proper place to improve your English.

(板书生词，请学生猜汉语意思并领读，要求掌握。)

proper

Step 2 Presentation 第二步呈现(时间:12分钟)

1. (创设对话情境。Mr. Smith组织Class 2去野营。在校门口集合时发现Jim没来。对话呈现have/hhas gone to…，完成2。)

Smith: Hello! Everyone. Are we all here?

Ss: No, Jim isn’t here.

Smith: Do you know where he is?(教师帮助学生用has gone to和volunteer回答。)

Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.

(板书volunteer，让学生猜出意思。然后板书have/has gone to，解释并稍加操练。)

volunteer

have/has gone to …

(星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to …)

Jim: Good morning, Mr. Smith.

Smith: Good morning, Jim. You have just come back from Beijing. How was your trip?

Jim: Cool! And I have been to many places of interest.

(教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。)

He has been to school.

He has gone to school.

2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday?

(板书by the way，要求学生掌握)

by the way

T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences

during their holidays. Pay attention to what they have done.

(播放1a录音，注意文中主人公在暑假中的活动。)

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教师加重语气读has just come back。)

S1:Rita.

(学生若有疑问或答错，可再播放一遍录音。)

T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been?

S2: Mount Huang.

(教师引导学生用现在完成时表达。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S3: He has been to an English training school.

3. (重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。)

T: Listen to the tape again. And then talk about what they have done.

(多媒体展示康康、简、丽塔和玛丽亚的图像和has been to。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。)

S4: Kangkang has been to…

Rita has been to…

Jane has been to…

…

(教师展示印度童工图画。)

T: They are as old as you. What were they doing?

S4: They were working. They looked so tired and thin.

T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them.

(板书cruel，要求学生掌握)

cruel

Step 3 Consolidation 第三步巩固(时间:10分钟)

1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a.

(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)

(学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have / has been to 这一基本句型。)

2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays.

(学生三人一组进行问答。)

T: Who will try to act it out in front of class?

(挑几组学生进行表演，并对学生进行适时指导和鼓励。)

For example:

S1: I have been to West Lake.

S2: (指S1问S3) Where has he/she been?

S3: He/She has been to West Lake.

S2: (问S1) What did you do there?

S1: I went boating on the lake.

S2: (指S1问S3) What did he/she do there?

S3: He/She went boating there.

(教师引导学生区别一般过去时与现在完成时。)