新目标英语八年级上册unit6课件

新目标英语八年级上册unit6课件（精选13篇）

1.新目标英语八年级上册unit6课件 篇一

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。

2.新目标英语八年级上册unit6课件 篇二

总体来说, 这次课堂教学实施比较成功, 达到了公开教学应有的效果。从询问职业开始, 然后通过幻灯片展示各种职业类型, 一直到谈论理想, 整个过程如行云流水, 连贯自然。遵循了面向全体学生、倡导体验参与、开发课程资源等课标理念, 初步培养了学生的交际策略、资源策略等意识。教学任务基本完成, 各层次的学生均有所得。此外, 英语学习氛围宽松、民主、浓厚, 师生情感交融极为成功。

一、课堂优点

1.采用多媒体教学, 形象直观、省时高效。放映关于各种职业的幻灯片, 能激发学生的兴趣, 减少学生对母语的依赖。将新授的语言内容制作成演示文稿, 相比在黑板上板书省时不少, 而且高效。

2.本节课从学生熟悉的句型入手, 引出关于职业的单词, 如teacher, student, worker等, 然后放映幻灯片展示新的职业类型, 如engineer, pilot等, 最后谈论理想:What are you going to be?并进一步讨论:How are you going to do that? 这样的教学流程既科学合理、严谨有序, 又符合学生的认知规律。

3.从旧知识的复习到新知识的呈现, 过渡自然, 富有逻辑性。教师设问:What do you do? What does she/he do?自然引出关于职业的单词, 进而学习新的职业类型。这样的衔接很巧妙、很自然。

4.生词的呈现与记忆很直观, 且多样化。开展了 “Do you have quick eyes?” “Can you remember well?” “中英文互译”等教学活动。

5.教师在教学过程中基本起到了引导者、指挥者的作用, 能够立足于学生的学, 充分调动其主动性、积极性。呈现完“What are you going to be when you grow up? How are you going to do that?”后, 随即提供Tina等人的信息并要求对话操练, 起到了很好的巩固效果。

6.在“Choose one of the situations below to make conversations with your partner.”中采用了任务型教学法和合作学习法。

7.学生积极主动, 发言踊跃, 师生配合默契。

8.作业设计紧扣重点、难点, 达到巩固知识、学以致用的目的。

9.教学节奏中速, 教学容量适中。

二、美中不足

1.教学重点不够突出, 主次不分明。重点是学习关于职业的生词, 还是掌握句型“What are you going to be when you grow up? How are you going to do that?”从教学现象来看无法判断。

2.学生语言输入后未能进行充分有效的输出, 使语言停留在知识状态而没有转化为能力。

3.学生自主学习的空间与时间均不足, 教学尚未充分体现教为主导、学为主体的思想。

4.听、说、读、写四会的基本原则没有很好地遵循, 且忽视了“写”的技能培养。

5.时间分配不够合理, 花在生词教学上的时间几乎等同于句型学习的时间。

三、个人建议

1.在直观呈现生词后, 应让学生通过大量的对话操练来巩固和掌握它们。因为单词是死的, 只有在语境中才能活过来。皮之不存, 毛将焉附!

2.句型“What are you going to be when you grow up? How are you going to do that?”的操练, 应分三个阶段:控制→半控制→全开放。具体做法是:让学生先练习演示文稿中的对话例子, 然后根据所提供的信息编对话, 最后发挥想象畅谈自己的愿望与打算。

3.生词教学控制在15分钟以内, 拿出25分钟的时间学习句型“What are you going to be when you grow up? How are you going to do that?”把教学重点放在这两个句型上。

4.多一些自主, 少一些灌输。注重精讲多练。

附:教师素质

1.仪表端庄大方, 精神焕发。教态亲切自然, 富有感染力。

2.口语准确流利, 能用英语组织教学。

3.课堂驾驭能力强, 有一定的教学机智。

4.专业素质比较扎实, 有良好的教学功底。现代教学技术娴熟。

3.新目标英语八年级上册unit6课件 篇三

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3.s_ve_al4.p_lar

5.b_mb_ _6.c_mm_n

7.d_scr_be8.p_l_te

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Ⅱ.Look at the following pictures and complete the dialogue.看图,完成下列对话。

1.A:Hi, there. When did you start ____?

B:At nine o’clock.

A:So you’ve ____ skating for…

B:I’ve been skating for five hours.

A:Your fee will ____ ten yuan.

2.A:When ____ you start studying English?

B:In 1997.

A:So you have been ____ English since 1997.

B:Yes. I have been studying ____ for eleven years.

3.A:What do you ____?

B:I collect ____.

A:How long have you been ____ stamps?

B:I have been collecting stamps ____ I was a child.

A:You are great.

B:Thank you.

Ⅲ.Match the words with the pictures.将词与图画搭配起来。

1.pair____2.polite____3.teach____

4.collector____5.in line____

Ⅳ.Complete the sentence with the correct verb or time phrase.选词填空。

will he be/have you been/since he was three/did you/have you/three years ago

1. Lukas started collecting ____.

2. How long ____ collected records?

3. How long ____ having early Elvis albums?

4. Mark’s been collecting ____.

5. By the way, ____ start guitar lessons?

Ⅴ.Match the responses with the questions. Select the best match.把问题和答语连接起来。

Responses

1. She collects sea shells.

2. Because she loves the pretty colors.

3. She’s been collecting for three years.

4. Yes, she would.

5. She’d like to collect rare stamps.

Questions

(a) Would she like to collect anything else?

(b) Does Gabriella have a hobby now?

(c) What else would she like to collect?

(d) Why does she do it?

(e) How long has she been collecting?

Ⅵ.Look at the pictures and complete the article.看图完成下列短文。

Meals are more important than just eating food. They are social occasions and are sometimes business occasions as w____. It is d____ to know how to deal w____ every food but a good tip is to f____ your host. In a formal western meal, it might be uncommon to have a variety of forks and spoons beside the plate. If you are not sure, simply wait until someone else starts and follow their e____. H____, sometimes this is not the best a____. Once, the King of England had a dinner party for twenty g____. After the meal, c____ was served at the table. The King took his coffee cup off the saucer and his twenty guests followed his example. He then poured some cream into the saucer and his guests did the same. However, he then put the saucer on the floor…he was merely giving a treat for his d____.

4.七年级英语上册unit6课件 篇四

本单元的核心项目是“喜欢和不喜欢(like and dislike)”。围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学业会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定了坚实的基础。

教学目标

⑴知识目标：

A、学会询问对方喜欢与不喜欢的`食物;

B、学习并激情些食物的词汇;

C、学会谈论自己与他人早、中、晚餐喜爱吃的食物;

D、学会营养配。

⑵能力目标：

A、能准备表达喜欢和不喜欢的食物;

B、能根据具体情景对话，与他人沟通信息，合作完成任务;

C、通过听、说、读、写四项技能的训练，促进学生语言运用能力的提高。

⑶情感目标：

A、通过学习西文食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识;

B、通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神;

C、通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。

教学重点、难点

重点：

A动词like一般现在时的各种句式及一般疑问句的肯定、否定回答;

B关于各种食物的词汇;

C名词复数的使用。

难点：一般现在时中单数第三人称的变化形式。

课时安排

第一课时Section A la –lc

第二课时Section A 2a –4

第三课时Section B la –2c

第四课时Section B3a –4 Self-check

Period One

课前准备

教师：搜集关于食物的图片，多媒体教学课件，制作表格(见教学步骤)。

教学设计

Step One： New words.

① Present the new words.

T：Let’s play a aguessing game. Is it an apple in my bag?Touch and tell me the answer.

S1： (Touch and say)Yes, it’s an orange.

T：I like oranges. Like means”喜欢”. Read after me .L-I-K-E,like.

Ss： L-I-K-E,like.

T：Do you like oranges?

S2：Yes,I do.

T： Do you like oranges?

S3：No, I don’t.

(Teacher writes the title on the blackboard.)

T： Now today I have a lot of delicious food. First let’t look at some fruit. Look!(Show a picture of a banana.)

T：What’s this in English?It’s a banana. Read after me,B-A-N-A-N-A,banana.

Ss：B-A-N-A-N-A,banana.

T：Whtat color is it?

Ss：It’s yellow.

(Then look at some pictures and teach the other fruit words in the same way such as strawberry,apple.)

(Next go on learning the vegetables and the other food in the sme way with the pictures.)

T：Look at the pictures and fill in the chat according to the category.

Step Two：Grammar.

① Present the countable nouns and the uncountable nouns.

T：Look!What are these? (Show a picture.)

S1：They are oranges.

T：How many oranges are there?Let’s count. One,two.

S1：Two.

T：And what are these? (Show another picture.)

S2：They are apples.

T：How many apples are there? Let’s count them. One,two,three.

S2：Three.

T：What’s this?

S3：It’s broccoli.

T：Can we count it”Can we say a broccoli?

S3：Sorry, I don’t know.

T：We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.

T：Look at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)

T：Check the answers.

② Present the rules of noun plural forms.

T：look at the pictures,can you say them?

S：Yes,three tomatoes,two oranges, three strawberries.

T：Look at the three rules of plural forms. Are they the same?

S：Of course not.

Step Three： Drills.

① Present the new drills “Do you like…? Yes, I do/ No, I don’t.”

T：Oh,we have lots of delicious fruit. I like apples best.

(Holding apples)

Do you like them?

S1：Yes, I do.

S2：No, I don’t. I like salad.

T：Do you like salad?

S3：Yes, I do./No, I don’t.

(Ask some more students to practice like this.)

② Practice the drill.

T：Work in pairs.Ask and answer with your pictures.

(Before class the students have drawn some pictures of the food.)

Sa：Do you like…?

Sb： …

(Then ask more pairs to practice.)

T：Let’s open your books and do 1b.Listen and number1-3.

(The students listen and then check the answers.)

Step Four： Task.

T：Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.

(Then ask some students to report.)

S1：Five of the students like…, two of them like…

S2：…

Step Five ：Summary.

In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.

Homework.

Make a survey about your parent’s likes and dislikes using Do you like…?

Period Two

课前准备

教师：搜集关于食物的图片，制作表格(见教学步骤)。

学生：准备上一节课的调查表格，作好对话和调查的准备。

教学设计

Step One： Review the drill.

② Review the drill “Do you like…”?

③ The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.

Ss：…

Step Two： New drills.

① Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.

T：Kate, do you like tomatoes?

S1：Yes, I do.

T：Do you like ice cream?

S1：No, I don’t.

(The teacher points at Kate and asks the class.)

T：Does Kate like tomatoes?

Ss：Yes, she does.

T：Does Kate like ice cream?

Ss：No,she doesn’t.

(The teacher goes on asking Kate using the chart.)

T：Does your best friend Sue like tomatoes?

S1：Yes, she does.(Kate looks at her chart in her hand.)

T：Who is your best friend?

(The teacher points at Jane.)

S1：Sally is.

T：Does she like tomatoes?

S1：Sally is.

(The teacher points at Tony and Maria.)

T：Do your best friends like tomatoes?

S1：Yes, they do./No, they don’t.

(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)

T：Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.

(Then the teacher asks some pairs of the students to practice one by one.)

② Practice the drills.

T：Let’s work in pairs .

(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)

Sa：Does Bill like French fries?

Sb： … Does Bob like French fries?

Sa： …

Step Three： Task.

T：Do you love your parents?

S：Yes.

T：How do you show your love to them?

S1：I’ll do as they say.

S2：I’ll buy something for them when their birthday is coming.

S3：I’ll study better and better.

S4：I’ll make a big meal for them.

T：Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.

(The teacher have asked the students to have a survey last class.)

(Give a sample to the students)

T：Does your father like chicken?(Point to a student)

S1： No, he doesn’t.

T：Does your mother like eggs?

S1：Yes, she does.

T：Do they like bananas?

S1： Yes, they do.

T：Now work in groups and make a food survey.

(The students work in groups.)

S2：Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…

(Then ask more students to report.)

Step Four：Summary.

In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.

Homework.

Rewrite your conversation in the form of a passage.

Period Three

课前准备

教师：搜集关于食物的图片，多媒体教学课件，制作表格(见教学步骤)。

学生：准备上一节课的家庭作业。

教学设计

Step One： Check the homework.

T：Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)

Step Twp： Review the words.

T：You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.

(The teacher will give the students a minute to prepare it.Then ask someone to say.)

S： Salad, apples, bananas, ice cream…

(Choose the three students who said the most and give some food as presents.)

Step Three： New words.

① Present the new words.

T：How many meals do you have every day?

Ss：Three.

T：What are they?(The students can answer them in Chinese.)

Ss：They are “早餐、中餐和晚餐 ”.

T：Oh, yes. In English “早餐”we can say “breakfast”.

(Show a picture of the breakfast)

Read after me, “breakfast”.

B-R-E-A-K-F-A-S-T,breakfast.

Ss： B-R-E-A-K-F-A-S-T,breakfast.

T：Do you have your breakfast every day?

S1：No, sometimes I get up late, I have no time to eat.

T：I think it’s not good for your health.

(Teach the other two words lunch, dinner in the same way.)

② Practice the words.

T：Which meal do you like best?(Point to a student.)

S：I like breakfast best.

T：Why?

S：Because I like drinking milk.

T：Who also likes breakfast in our class? Please put up your hands.

T：Oh, so many students.You can sit in this team.

(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)

T：We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?

(Show a picture of three dinners.)

T：I have three meal plates. What do you want to put on it?

Let’s talk about it. Try to find the food what your group like most and tell us the reason.

(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)

S：In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.

(When the student is saying, the teacher puts the food onto the plate for breakfast.)

(Do it for lunch and dinner in the same way.)

T：Look at 1a, and write the number in the box next to the correct food.

(Then the students finish off 1a.)

T：How many other food words can you add to the chart?

Try to write them down in the chart.

(The students write them down as soon as possible and then read them. See who will add most.)

Step Four： Practice the listening.

T： Look! There are so many foods. Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)

S1： …

T： How about chicken? Do you like it ?

S1： …

T： Can you guess what food I like?

S1： Do you like…?

T： No, I don’t.

S2： Do you like…?

S3： Do you like…?

T： Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.

(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)

T： Now open your books and listen again. Fill in the chart.

(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)

T： Does Sandra like salad?

S： Yes, she does.

T： Work in pairs about the chart.

Step Five： Task.

Go on a picnic with a group of friends and make a list of food to buy.

① Divide the students into six groups.

② Talk about what the students in your group like and dislike and make a list.

③ The leader in each group reports to the class.

Step Six： Summary and homework.

Make a survey about “What do your parents like for three meals?” after class.

Period Four

课前准备

教师：搜集关于食物和人物图片，制作表格(见教学步骤)。

学生：准备表格。

教学设计

Step One： New words.

T： Do you like sports?

S： Yes, I do. / Of course.

T： What sport do you like best?

S1：I like playing football/ baskball /table tennis …

S2：I like 跑步.

T： Oh, Look! What is he doing?

(Show the students a picture of Liu Xiang.)

Ss： He is 跑步.

T： Yes, he is running. Now, read after me, run.

S： Run.

T： R-U-N, run.

S： R-U-N, run.

T： Do you know him?

S： Yes, he is Liu Xiang.

T： You are very clever. He is Liu Xiang. He’s a runner.

R-U-N-N-E-R,runner.

S： R-U-N-N-E-R,runner.

T： Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.

S： S-T-A-R,star.

T： Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?

Ss： “不健康的”.

T： Yes, you are clever. Read after me, healthy, unhealthy.

Ss： Healthy, unhealthy.

T： Look at these pictures. (Show these pictures of dessert.)

They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.

T： Read after me, dessert, D-E-S-S-E-R-T, dessert.

Ss： D-E-S-S-E-R-T, dessert.

Step Two： Task.

T： Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy? Discuss in four people and fill in the chart. (Each group will have a chart)

(Ask some groups to report.)

S： … are healthy food, … are unhealthy food.

T： So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.

Step Three： Learn to write about what somebody likes for three meals.

① Read the passage.

T： Look at Liu Xiang ! Do you know why he is very healthy?

S1： Maybe he runs every day.

S2： He takes good care of his health.

S3： Maybe he eats very well.

T： Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.

(The students read the passage and fill in the chart, then check the answers.)

S： Fruits…

T： Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.

(The students do 3b and check the answers.)

S： Four lunch …

② Practice.

T： I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)

S： I like apples and bread.

T： What about you? (Point to another student.)

S： I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)

T： Who can ask and answer like this?

Sa： What do you like to eat for lunch?

Sb： I like …

Sa： What do you like to eat for dinner?

Sb： I like …

(Then ask the students to work in pairs one by one.)

Step Four： Task.

① Write a passage about you like for three meals.

T： Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)

② Make a survey about your classmates for three meals.

T： Do you have any friends? (Ask a student.)

S： Yes, I do./ Of course.

T： Do you know what they like eating for each meal?

S： No/ Sorry, I don’t know.

T： OK. Let’s ask our friends and try to know what they like. Then fill in the chart.

(Then ask some students to report to the class.)

Homework.

5.八年级下学期英语课件新目标 篇五

Unit1 Where’s your pen pal from?

Section A

Teacher‘s words: Actions speak louder than words.

Language aims:

知识目标：

1. Words: Canada, France, Japan, the United States, Australia, Singapore, the United

Kingdom, Sydney, New York, Pairs, Toronto,  Tokyo, French, Japanese, pal,

country, live, language, world, like, dislike.

2. Phrases: talk about, be from/ come from, pen pal, speak English, a little与 little 的.区别，

my favorite subject, tell sb. about sth,  like doing sth.

3. Important sentences:

1) --- Where‘s your pen pal from?

2) --- Where does he live?

3) --- What language does he speak?

4) ---- What‘s your favorite subject?

能力目标：

学会谈论人们的国籍、居住城市及所说语言。

情感目标:了解世界，了解不同地区的人文风俗，学会理解和尊重异国文化。

教学重难点：

1、国家及城市名称。

2. come from的用法。

教学过程：

Ⅰ、预习检测：

1、来自______________

2.笔友______________

3.做运动______________

4.讲英语______________

5.给某人写信______________

6.住在______________

7.一点法语______________

8. 太难______________

9.去看电影______________

10.喜欢做某事______________

Ⅱ、情景导入：

1、To show a photo of Sydney and talk about it.

2. To ask the students some questions.

Ⅲ、自主探究：

1. The students open the books, turn to Page 81 and read the first letter. After that, the students answer three simple questions.

2. The students read after the tape and go on answering some more questions.

Ⅳ、合作交流：

1.The students read the letters that the teacher gives them and then choose one pen pal they like.

2.Do a report.

My partner‘s name is __________. His new pen pal‘s name is __________. He is _______ years

old. He is from __________. He lives in ___________. At school, he likes ______________. His favorite ___________ is __________________.   I think he can be my partner‘s pen pal. Do you think so?

Ⅴ、拓展创新： Groupwork

1、Discussion: In your group, do you like your pen pals? Who likes? Why? ( Tell some reasons )

2.Report.

In our group, ________of us like his pen pal. Because his pen pal … Ⅵ、典型例题解析。

1.Marry, please show ------ your picture.(2008), A. my    B. mine    C. I    D. me

解题：show后面应该加宾格形式，故应该选择D

6.新目标英语八年级上册unit6课件 篇六

1.患感冒 2.背痛 3.齐头并进

4.胃痛 5.咽喉痛 6.躺下休息

7.看牙医 8.多喝水 9.加蜂蜜的热茶

10.好主意 11.多休息 12.我不知道

13.筋疲力尽 14.健康的生活方式 15.传统中医

16.阴阳调和 17.均衡的饮食 18.健康食品

19.保持健康 20.玩得高兴 21.练习做某事

22.介意做某事 23.完成某事 24.放弃做某事

25.忍不住做某事 26.坚持做某事 27此刻

28.东道家庭 29.会话练习

Ⅱ.应掌握的句子：

1.你怎么了?我得了重感冒。

2.他怎么了?他胃痛。

3.魏芳怎么了?她背痛。

4.或许你应该看牙医。

5.李平应该躺下休息。

6.我们不应该上课吃东西。

7.我希望你很快好起来。

8.传统中医认为我们需要阴阳调和保持身体健康。

9.我相信每天晚上睡眠8个小时很重要。

10.吃均衡饮食以保持健康。

11.吃一些水果对你的健康有好处。

12.太紧张易怒的人或话吃了太多的阳性食物。

13.有一个健康的生活方式很容易，饮食平衡是很重要的。

14.学好英语不是很容易的。

15.我们进教室时，老师已经开始讲课了。

16.他的话是真的，但是我不信任他这个人。

17.这段时间我感觉不大好。

18.我很疲劳，而且经常头痛。

19.我很容易紧张，因为普通话没有长进。

20.医生叫他戒烟。

21.请把窗户关上好吗?

22.在这里吸烟你介意吗?

23.尽管天在下雨，他们仍然坚持工作。

7.新目标英语八年级上册unit6课件 篇七

《英语课程标准》中关于读的五级目标前3条要求:能根据上下文和构词法推断、理解生词的含义;能理解段落中各句子之间的逻辑关系;能找出文章中的主题, 理解故事的情节, 预测故事情节的发展和可能的结局 (教育部2012) 。从阅读教学现状看, 存在着诸多由忽视文本解读或者文本解读不到位而引发的教学失误及低效现象 (顾敏2014) , 如脱离文本讲解语言知识, 文本信息处理零散, 文本中的文化因素被忽略等。教师“包办式”的讲解代替了学生参与式的学习, 学生难以深入文本、挖掘内涵、享受阅读, 从而限制了学生阅读能力的提高 (杨延从2013) 。因此, 这里希望运用“三点一线”的文本解读实践方法, 促进学生阅读能力的提高。

一、“三点一线”文本解读理论框架

英语阅读文本是教学的载体, 它承载着话题、语言、结构等功能信息, 是作者思想的表现, 对其价值和内涵的发掘是进行有效教学的前提 (钟颖芳2015) 。根据文本话题, 将解读文本分为三大层次:一是教师引导学生与文本对话, 即了解文本知识 (what) 、梳理文本结构;二是学生借助文本与作者对话, 即了解文本内涵, 体验作者用意 (why) ;三是教师引导学生与自我对话, 即如何读写一体化 (how) , 前两个层次是input, 后一个层次是output。下面是“三点一线”的简易示意图 (见图1) , 以帮助我们理解:

二、以“三点一线”解读英语阅读文本的实践

(一) 介绍背景知识, 串联文本话题

阅读文本是初中学生学习英语和教师讲解语言点的主要材料。文本处理的方法能够帮助学生建立阅读意识, 即让学生知道在什么样的背景下进行文本阅读。如果在学生尚未了解背景的情况下, 教师就讲解所谓的语言点, 学生不停地做笔记, 不能收到良好的教学效果。在教学的过程中, 虽然学生碰到的语言障碍少了, 但是话题理解对学生来说仍然很突兀。所以, 教师应先介绍文本的背景知识, 通过各种方法引入话题, 唤起学生获得与文本相关知识的热情。教师在帮助学生激活背景知识的过程中, 学生获得了理解文本更充分的信息 (Anderson 2009:12) 。

本文以人教版《新目标英语》八年级下册Unit6 A n old man tried to move the mountains.Section A.3a-3c中的阅读课教学 (Page 43) 为例, 谈谈笔者处理文本的方式。

阅读文本分析:本单元学习中外传统故事, 本阅读文本的文体是记叙文 (描述故事) 。中心话题是讲述孙悟空的故事。学生比较熟悉《西游记》, 因此, 在背景知识介绍和导入话题环节, 笔者采用了以下做法:

Activity 1:Do a survey (见表1)

反思:先以调查问卷的形式激活学生已有的知识储备。学生知道传统故事的中文名, 但英文名就不一定知晓。通过此活动, 让学生快速了解故事的英文名称, 为阅读环节做好准备。

Activity 2:Having an eye test

Students try to say the name of the story as soon as they see the picture.

反思:通过“头脑风暴”的方式进一步激活学生已有的背景知识, 创造气氛, 串联了文本话题。

Activity 3:Watch a short video about Journey to the West and have a Prediction.

(1) Which book is talked about?

(2) Who is the main character?

反思:笔者通过简短视频, 使学生回忆电影、电视及图书等对《西游记》人物的描述, 为文本的阅读做好铺垫。在初中英语阅读教学中, 背景图式非常重要, 尤其当学生接触到节选的或是不够熟悉的文本材料时, 教师要在了解学生先前知识水平的前提下, 提供必要的背景资源。在文本阅读前激活背景知识, 能帮助学生更好地理解文本。

(二) 剖析语篇结构, 梳理文本脉络

经过前面的背景介绍和话题导入, 学生对该文本的话题已有了一定的了解, 教师可以引导学生解读文本, 即以主人公Monkey Kind为主线索, 引导学生寻找作者如何描写这个人物, 从外貌、性格、行为习惯及人们对Monkey Kind的评价等三点进行快速阅读 (Skimming) , 帮助学生获得文章的主旨, 从而快速清楚地梳理文本脉络。

Activity 4:Skimming

(1) Who is the main character?

(2) What can he do?

(3) Why do people like the Monkey King?

反思:阅读是学生掌握语言知识、提高语言应用能力的基础, 也是人们获得信息的主要来源。尤其对于二语学习者, 由于条件的限制, 阅读是其获得信息和培养语感的主要途径。略读的目的是通过梳理文本脉络让学生找到故事的主旨 (观点) , 明确作者的观点。学生通过回答问题, 了解作者的思路, 学习作者的文本结构, 获得该文本故事情节发展的基本要素, 让学生一目了然地了解文本结构及作者的行文方式。

(三) 深挖文本内涵, 升华情感目标

语言是文化的载体, 二者密不可分。在《英语课程标准》的分级标准中, 文化意识为语言综合运用能力的一个重要组成部分。因此, 教师必须帮助学生培养正确的情感态度和文化意识, 提高人文素养。在古典文学《西游记》中, 孙悟空是个机智勇敢、无私无畏、是非分明、目标明确、坚忍不拔、积极乐观、勇往直前的人物。笔者在教学中也深入挖掘文本内涵, 引导学生学习Monkey King的精神, 弘扬正能量。

1.We can infer from the passage that both Chinese and western children are_________when they watch the Monkey King.

A.excitedB.bored C.worried

2.We can learn from the Monkey King: (T or F)

(1) He is clever and brave.

(2) He likes helping the weak.

(3) He never gives up when he meets problems.

(4) He often asks for help from others when he can’t solve the problems by himself.

(5) To achieve your dream, you should keep on working for it.

(6) No one is perfect!Trust yourself!

反思:教师引导学生挖掘文本内涵, 让学生学会独立思考, 不断引导学生树立正确的人生观和世界观, 让学生学会辩证地看待事物, 使其能够理解“No one is perfect!Trust yourself!”学生不仅要读懂文本的内容, 更要读出文本中所蕴含的情感态度, 提高自身的人文素养。

“Unless he can hide his tail, he can not turn himself into a man.”Means:

■If he can hide his tail, he can not turn himself into a man.

■If he can not hide his tail, he can not turn himself into a man.

■If he can hide his tail, he can turn himself into a man.

反思:推断深层含义策略 (Making inference) 是阅读理解的最高层次, 也是训练学生高阶思维能力的重要载体。这要求学生综合理解文本信息, 识别作者的语气、态度、观点等, 从而做出评价性判断 (杨延从2013) , 提高学生对阅读文本信息的深层次理解和分析能力。

(四) 活用文脉思维, 强化语言运用

采用“三点一线”的文本解读法, 学生能较快抓住文章主线。当学生搭建文本框架、明了文本的内容后, 教师应强化学生对语言的运用。教师可以给学生一定的时间快速朗读、理解、背诵并内化, 然后要求学生进行深层次阅读和语言运用。拓展阅读运用, 即找准阅读拓展的切入点, 通过复述课文、角色扮演、辩论、采访、演讲、改写、仿写或续写文本等形式, 激活学生思维, 诱发其表达欲望, 促使其体验、感受、领悟和思考文本 (杨延从2013) 。在输出环节, 笔者设计了几个课堂活动任务 (见图2、图3、图4) :

Task 1:Retell the story

反思:贯穿主线的三个核心话题简单明了, 教师可以引导学生利用关键词来复述文本内容, 作为口语输出的重要载体。教师带领学生体验讲故事的全过程, 学生在深入理解信息、内化文本的基础上, 能更好地体会作者在行文中的逻辑关系, 学会有逻辑地进行思维和表达。

Task 2:Writing

Write another traditional folk story—Nezha Conq uers The Dragon King

1.Who is Nezha?

2.What can he do?

3.What can you learn from him?

反思:通过学习, Monkey King“不畏强权、为民忘我”的精神已深入学生的内心。同样不畏强权的民间故事还有很多, 如哪吒闹海。

三、反思与建议

采用“三点一线”的文本解读方式是笔者这两年来的研究课题。这种文本解读方式不仅让阅读材料有明确的框架, 学生易于分析、理解并运用, 而且为阅读后的写作做了铺垫。只要学生能在有限时间内学到更多的东西, 就说明提高了阅读能力和课堂效率。当然, 各种文体的最佳解读法也还在探索中, 还应在提升学生的学习能力、思维品质、文化意识和语言能力等方面下工夫。

参考文献

付薇.2015.初中英语阅读教学与学生思维能力的培养[J].中小学英语教学与研究, (1) :51-54.

顾敏.2014.融入思维导图的高中英语阅读文本解读[J].教学与管理, (5) .

教育部.2012.义务教育英语课程标准 (2011年版) [S].北京:北京师范大学出版社.

莎日娜.2015.以文本解读为基础, 提升英语课堂教学的语言运用能力[N].内蒙古师范大学学报 (教育科学版) , (7) :124-126.

杨延从.2013.运用语篇模式分析促进意义建构的实践[J].基础英语教育, (5) :44-48.

钟颖芳.2015.基于文本阅读的高中英语写作教学研究[J].福建基础教育研究, (1) .

8.新目标英语八年级上册unit6课件 篇八

1.参加某人的聚会 2.在星期六的下午 3.我非常乐意

4.为测验而学习5.去看医生 6.上一堂钢琴课

7.太多家庭作业 8.也许下一次吧 9.有趣得多

10.谢谢邀请 11.参加棒球比赛 12.生日聚会

13.寻找 14.弄清楚 15.和我一起打网球

16.给某人打电话 17.在星期四的晚上 18.在9月1日的早晨

19.加入某人一起 20.保持安静 21.足球比赛

Ⅱ.应掌握的句子：

1.你能在星期三来参加我的聚会吗?对不起，我不能去，我得帮助我的父母。

2.星期四他们能和我一起去看电影吗?不能，他们有太多的作业要做。

3.我能用一下您的钢笔吗?当然可以。

4.今天晚上你准备做什么?没什么事。

5.感谢你照顾我妹妹。

6.这件外套太小，请再给我拿一件。

7.这儿有两根尺子，一根很短，另一根很长。

8.吉姆和杰克在教室里看书，其他学生在活动。

9.我去查一下火车什么时候到。

10.我们俩都必须学好英语。

9.新目标英语八年级上册unit6课件 篇九

Unit 1 Where did you go on vacation ? Sectoin B 2b 7月15日，星期一

1.今天早上我和家人抵达马来西亚槟城。2.天气晴朗炎热，于是我们决定去宾馆附的海滩。3.我和姐姐尝试了滑翔伞运动，我感觉自己就像一只鸟。这太令人兴奋了！4.午饭我们吃了非常特殊的东西——马来黄面，可真是好吃呀！5.下午，我们骑自行车去了乔治市。6.如今那里有许多新的建筑，但是许多老房子依然还在。7.在乔治市的一处古老的地方——海墘街，我们看到了一百年前中国商人们的房子。8.我在想这里过去的生活是什么样子呢。漫步在乔治市真是很享受。

7月16日，星期二

9.一天的差异是多么大呀！10.我和爸爸决定今天登槟城山。11.我们本想徒步到山顶，但是天下起了小雨，于是我们决定乘坐火车。12.因为人太多，我们等了一个多小时的火车。13.当我们到达山顶的时候，雨下得很大。14.我们没有带雨伞，结果我们（被淋得又湿又冷，真实糟透了！15.并且因为糟糕的天气，底下的东西我们什么都看不到。16.爸爸没有带足够的钱，所以我们只吃了一碗米饭和鱼。因为我太饿了，饭的味道尝起来还真是不错

Unit 2 How often do you exercise? 第五中学的学生们在课余时间做什么？

17.上个月，我们询问了我们的学生一些有关课余活动的问题。18.我们的问题是有关锻炼、使用网络，以及看电视。以下是所获得的结果。

19.我们发现我们的学生中只有百分之十五每天锻炼。百分之四十五的学生一周锻炼四至六次。百分之二十的学生一周只锻炼一至三。还有百分之二十的学生根本就不锻炼！

20.我们都知道许多学生经常上网，但是让我们惊讶的是，有百分之九十的人每天使用网络，另外百分之十的学生每周至少使用网络三至四次。绝大多数学生上网娱乐，并非为了做功课。

21.对我们提出的有关看电视的问题的回答也颇有意思。只有百分之二的学生一周看一直三次电视，百分之十三的人一星期看四至六次电视。另外百分之八十五的人每天都看电视！虽然许多学生喜欢观看体育节目，但游戏类节目却是最受欢迎的。

22.通过使用网络或观看游戏类节目来放松是件好事，但我们认为最佳的放松方式是通过锻炼。它有益于身心的健康。23.诸如参加体育运动这样的锻炼方式不但有趣，而且当你和朋友、家人一起运动时，你们还可以共度时光。24.请记住：”旧习难改。”所以赶快锻炼起来，不要等到来不及了。

Unit 3 I’m more outgoing than my sister.25.杰夫.格林：我妈妈告诉我好朋友就像一面镜子。26.我比大多数孩子要安静持重，这便是我喜欢看书而且在班上学习更加努力的原因。27.我的好朋友袁力也不太说话，所以我们喜欢一块学习。28.我比较腼腆，所以我不那么容易交上朋友，但我想朋友就像书籍一样—他们不在多而贵在好。

29.黄磊：没有必要什么都一样。我最要好的朋友拉里就与我相当不同，他比我高大而且更加外向。30.我们俩都喜欢运动，但他网球打得更好，所以总赢。31.然而，拉里经常能够帮我激发出自己的所能，所以我的网球也打得越来越好。32.不过，拉里学习远不如我用功。我的成绩总是比他好，也许我应当多帮帮他。

33.玛丽.史密斯：我并不十分在乎我的朋友跟我一样或与我不同。34.我最喜欢的名言是“一个真正的朋友是在需要时给你帮助，使你感到。”35.我最好的朋友卡罗尔确实善良，而且颇有意思。事实上，她比我认识的任何一个人都有意思。去年我摔断了胳膊，但她逗我开怀大笑，并让我感觉好起来。36.我们无所不谈，可以分享任何东西。我知道她关心我，因为她随时都能够听我倾诉。

Unit 4 Where’s the best movie theater?

谁是达人?

37.每个人都有一技之长，但有的人真的是非常有才。38.看别人展示他们的才能总是非常有趣的，（所以）才艺展示节目越来越受欢迎。39.起初，美国有“美国偶像”和“美国达人秀”这样的节目。现在，世界各地都有类似的节目，比如“中国达人秀”。

40.所有的节目都有一个共同点：他们试图找到最好的歌手、最有天赋的舞者、最令人激动的魔术师、最滑稽的演员等等。41.各种各样的人都可以参加这个节目。但谁钢琴谈得最好？谁唱歌唱得最优美？那有你自己来决定。42.人们看这类节目的时候，通常承担着评判优胜者的角色。而且，获胜者总是能得到丰厚的奖赏。

43.然而，并不是每个人都喜欢看这类节目。44.有的人认为表演者的生活是杜撰出来的。比如就有人说自己是家境贫寒的农民，但事实上他们是演员。45.但是如果你不把这些节目太当回事，它们还是有看头的。46.而且有一点比较好，就是它们给人们提供了一条实现自己梦想的道路。

Unit 5 Do you want to watch a game show? 47.当人们说起“文化”这个词，我们（通常）会想到艺术和历史。48.但是在美国文化中有一个非常著名的象征，那就是“卡通片”。49.我们都知道并喜爱那只长着一对又大又圆的耳朵的黑色老鼠—— 米老鼠。50.80多年前，他第一次出现在卡通片《威利号汽船》中。这部卡通片1928年11月28日在纽约上映，成为第一部带有配音和音乐的卡通片。51.米老鼠的幕后之人便是沃尔特.迪斯尼。后来他变得非常富有和成功。在20世纪30年代，他制作了87部米老鼠卡通片。

52.有些人可能会问：为什么这个卡通动物形象如此受欢迎。53.其中一个主要原因是米老鼠就像一个普通人，但他在面对各种危险时总是想尽一切办法。54.在他早期的影片中，米老鼠没有你们幸运，总是遇到各种问题，比如失去房子或者女朋友——米妮。55.然而，他总是准备好去尽其所能。人们去电影院看这个“小人物”如何获胜。很多人都想成为米老鼠那样的人。

56.1978年11月18日，米老鼠成为好莱坞星光大道上拥有一颗星星的一个卡通形象。57.现在的卡通片通常不再像米老鼠那样简单，但大家依然知道并喜爱米老鼠。谁还有一对比米老鼠更著名的耳朵呢？

Unit 6

I’m going to study computer science.Sectoin B 2b

58.你知道决心是什么吗？决心就是一种承诺。59.很多时候，我们对他人许下承诺。（“妈妈，我保证我从学校回来后立即整理自己的房间。”）60.然而，你对自己许下的承诺就叫做决心。其中最常见的一种就是新年计划。61.一年的开始常常是制定计划的时候。我们在新年伊始制定计划时，希望我们的生活变得更好。62.有人把他们来年的打算和计划写下来。这能帮助他们记住自己的计划。其他人则把他们的愿望和计划告诉家人和朋友。

63.决心有很多种。64.其中一些与身体健康有关。例如，有些人跟自己承诺，他们将开始某种锻炼或少吃快餐。65.很多决心是关于自我提升的。这些决心是为了让自己成为一个更优秀的人。66.人可能会说，他们将开始培养某种兴趣爱好，比如画画、摄影、学弹吉他。67.还有些决心与合理的时间规划相关，比如制定一周学习计划。例如，一个学生可能需要安排更多的时间用来学习。

68.尽管决心各种各样，但它们大多数拥有一个共同的特点：那就是人们很少能够遵守它们！69.这其中还有很充分的原因。有时是因为决心太难而无法实施，有时人们干脆把它们抛在脑后。70.因此有人就说，没计划就是最好的计划。那你呢？来年你会制定计划吗？

Unit 7 Will people have robots ? Sectoin B 2b

Do You Think You Will Have Your Own Robot ？

你认为你将会拥有自己的机器人吗？

71.在观看关于未来的电影时，我们有时会看见机器人。72.通常它们像人类的佣人。它们帮着做家务，或者在肮脏或危险的地方干活。

73.现在已经有机器人在工厂里干活了。74.有些机器人能帮我们制造汽车，并且它们反复地干着简单的工作。75.将来做这样的工作的人会更少，因为它们很枯燥，但是机器人永远不会感到厌烦。

76.科学家们正在努力使得机器人看上去像人，并且与我们做同样的事情。77.在日本，有些机器人会走路、跳舞。这种机器人看起来很有趣。78.但是，一些科学家认为，尽管我们能够让机器人像人一样活动，却很难让它们像人类那样思考。79.例如，科学家詹姆斯.怀特认为，机器人永远不可能（像人一样）醒来后知道自己在哪里。80.但是，很多科学家不同意怀特先生的观点。他们认为在25到50年之后，机器人甚至能够像人类那样说话。

81.一些科学家相信，未来会有更多的机器人。然而，他们认为这可能需要数百年的时间。82.这些新型的机器人将会有很多不同的形状，有的会看起来像真人，其他的可能看起来像动物。83.比如，在印度，科学家们已经制造出像蛇一样的机器人。如果建筑物倒塌了，并且还有人在里面，这些蛇形机器人能够帮助搜寻埋在建筑物下面的人。84.这在20年前还是不可能的事，不过在100年以前，电脑、火箭看上去似乎也是不可能的。我们永远不知道未来会发生什么事！

Unit 8 How do you make a banana milk shake ?

Sectoin B，2b

美国的感恩节

85.在大多数国家，人们通常在特殊的节日里吃传统食物。86.在美国，感恩节就是这样一个特殊的日子。感恩节总是在（每年）十一月份的第四个周四，这也是人们感谢秋季所获得的食物的时刻。87.此时，人们也回忆起约400年前从英国迁来美国生活的首批旅行者。88.这些旅行者度过了一个漫长而又艰难的冬季，他们中很多人死去了。89.在接下来的那个秋天，他们为在新的家园能够活下来并且获得了食物而感恩。90.现在，大多数美国人依然通过和家人团聚吃大餐的方式来纪念这种感恩的思想。91.（感恩节）大餐中的主菜几乎总是火鸡（一种大型的禽类）。

92.做火鸡

下面是感恩节大餐中火鸡的一种烹饪方法：

93..首先，将一片面包屑、洋葱、盐和胡椒粉混合在一起。

94..接着，将上述含有面包屑的混合物放在火鸡肚子里。

95..然后，将火鸡放到烤箱中烹制数小时。

96..火鸡熟后，把火鸡放到一个大盘子上，浇上肉汁。

97..最后，将火鸡切成薄片，就着胡萝卜和土豆之类的蔬菜吃肉。

Unit 9 Can you come to my party ?

Sectoin B，2b 98.你好，戴维：

好主意！我真的特别喜欢斯蒂恩小姐。她帮我把英语提高了那么多。99.她要离开我很难过。这个送别会的确是表达“感谢”和说“再见”的最好办法。100.我可以帮忙买些食物和饮料。我还可以把斯蒂恩小姐带到欢送会，至于怎么做我已经有个好办法了啦。

荷薇 101.嗨，戴维，非常感谢你策划这个欢送会我很愿意参加，但是我那天没有时间。102.这个月底我们全家要去武汉看我的叔叔和婶婶。103.不过我很乐意帮忙，为聚会做些准备，比如设计些小游戏。如果需要我帮忙，就告诉我吧。

杰克 104.亲爱的同学们：

我相信你们现在都知道这个消息了，那就是我们最亲爱的老师—斯蒂恩小姐很快就要离开回美国去了。105.她要走我们很难过，因为她实在是一位有趣的老师。为了表达我们将会非常想念她，让我们下周五28号为她举办一个惊喜派对吧。

106.你们能来吗？如果能来，是否能帮忙做下面的事情呢？ 1）买些食物和饮料。2）策划一些小游戏。

3）准备游戏需要的用品（胶水、纸、钢笔等......)4）将斯蒂恩小姐带到欢送会，但事先不要告诉她，这样她才能感到惊喜。

107.期待你们大家的回复。

戴维

Unit 10 If you go to the party ,you’ll have a great time!

Sectoin B，2b

108.如今的学生经常有很多的烦恼。有时他们的问题与学习有关，有时与朋友有关。109.面对这些问题，他们能做什么呢？有人认为最糟糕的是什么也不做。110.来自伦敦的女孩劳拉.米勒就同意这一观点。“生活中的问题和烦恼是正常的，”劳拉说：“但我认为找人倾诉很有帮助。如果我们不找人聊聊，肯定会感觉更糟。”

111.有一次劳拉把钱包丢了，好几天心神不安。112.她不敢告诉父母这件事。她甚至每天步行三英里到学校，因为她没钱（乘车）。113.她一直在想：“如果我告诉父母，他们会生气的！114.最后，她告诉了父母这件事，他们非常理解。115.他爸爸说，他自己有时也因为粗心犯错误。116.他们给她买了一个新钱包，还让她再小心些。117.我会永远记得以后与人分享自己的问题。”劳拉说。

10.新目标英语八年级上册unit6课件 篇十

新目标英语八年级上册第七单元教案

How to you make a banana smoothie?教案 Section A 小寨乡中学初二英语组 Teaching aims: 1. Describe a process. 2. Follow instructions. 3.countable /uncountablenouns. How much/How many questions. Teaching difficult points 1.countable/uncountablenouns. 2. How much/How many questions. Teachingaids: A cup of smoothie fruit salad ingredients of making smoothie and fruit saladtape recorder Teaching steps Step1 Show a cup of banana smoothie, let some students taste it , Ask: How do you like it ?Answer… Ask: Do you knowhow to make a banana smoothie? Let me tell you. Step 2 Presentation 1)Take out a knife some bananas milk yogurt a blender. 2)Write these sentences on the blackboard. Peel the bananas . Cut up the bananas .Put the bananas and yogurt in the blender. Pour the milk in the blender.Turn on the blender. 3) Say: Look at me , Ill make a banana smoothie. Step 3Write ―the smoothie ―the milk in the blender ―the bananas ―the bananas ―the blender ―the bananas and yogurt in the blender fill in the blanks with turn on ,cut up , drink ,peel ,pour ,put. according to the pictures ,then numberthese sentences 1――5. Pair work A: How do you make a banana smoothie? Peel the bananas. …… Step 5 Presentation 1). Say : NowIll teach you how to make fruit salad. You need a teaspoon of cinnamon. a cup of yogurt. 2 teaspoons of honey.3 bananas.1 watermelon. 2 apples and one orange. You need 4 steps to make it .① First cut up three bananas, three apples and a watermelon.② Next put the fruit in a bowl.③ Then put in two teaspoons cinnamon and a cup of yogurt .④ Finally mix it all up. 2) Write the foursteps on the blackboard .Read them loudly. Pay more attention to the words: First . next . then and finally. 3) Let students say how to make fruit salad. Step 6 Presentation Say: look at the four steps above . please answer me?please answer me: How many apples do you need ? (two) How many bananas do you need ? (three) How many watermelons do you need ? (one) How many oranges do you need ? (one How many cinnamon do you need ? (a teaspoon of cinnamon) How many yogurt do you need ? (a cup of yogurt) How many honey do you need ? (two teaspoons of honey) Explain: countable and uncountable nouns. Step 7 Listening 2a 2b Section B Teachingaims: New language: add bread slice mayonnaise turkey relish meat mushroom other sandwich tomato sauce mustard mustard sentences: First… Next… Then… Finally… add… to… Teaching important and difficult. How to make differennt sandwiches. Teaching aids: tape recorder pictures. Teaching steps: Step One Point to the sandwich ingredients in the picture. say each word and ask students to repeat it. say what things do you like in a sandwich? write the words on the board. Ask: How to make this kind of sandwich? Step Two Look at activity 1a. Listen and circle the words that you hear. play the tape the first time. Students only listen play the tape again .This time students circle the words in activity 1a as they hear the words. Step Three. Read the instructions and point out the sample answer. say listen carefully and write the ingredients on the correct lines in the chart. Step Four Read the instructions. Ask students to take a few minutes to write down the things they use to make their favorite sandwiches. Ask students to work in pairs. Ask several pairs to say their conversations to the class. Step Five Read the instructions of 3a to the class. point to the words vegetables meat and others in the chart. say: now read the recipe and write the ingredients under the correct words in the chart. check the answers. Step six 3b.Read the instructions and the recipe to the class. say: now write a word in each blank use the words in the box. Home work: One : write a recipe for your favorite sandwich. Two: Self check 1.

11.新目标英语八年级上册unit6课件 篇十一

1、movietheater电影院

2、closeto…离……近

3、clothesstore服装店

4、intown在镇上

5、sofar到目前为止

6、talentshow才艺表演

7、10minutesbybus坐公共汽车10分钟的路程

8、have….incommon有相同特征(想法、兴趣等方面)相同

①Heandshehaveonlyonethingincommonwitheachother:bothenjoysmoking他和她都有一个共同点:都喜欢吸烟

②theyarebrothers,buttheyhavenothingincommon.他们虽是兄弟但却没有共同之处

9.aroundtheworld世界各地;全世界

10.moreandmore……越来越……

11、andsoon等等

12、allkindsof……各种各样的

13、noteverybody并不是每个人

14、beupto是……的职责;由……决定

15、makeup编造(故事、谎言等)①Itsnottrue.Shemadeitup.这不是真实的`情况，是她编造出来的。

②Ithinkitsveryunkindofyoutomakeupstoriesabouthim我认为你编造他的谣言很不厚道。

makeupfor补偿，弥补

Youshouldmakeupforlosttime.你应说把失去的时间弥补回来。

16、playarolein(doing)…在……方面发挥作用/有影响

①Dietplaysanimportantroleinthetreatment.饮食在治疗中起重要作用。

②Heplayedanimportantroleinwinningthebasketballgame.他在赢得这场篮球比赛上起了重要作用。

12.新目标英语八年级上册unit6课件 篇十二

新目标英语八年级上册第九单元 Period 1 教案

When was he born?教案 Period 1 Period1教案 TITLE=新目标英语八年级上册第九单元Period1 教学过程： process Students’ activities Teachers’ activities Before--class Do the research Searching for the occupations of different walks(行业) and divide them into various walks Give some help and provide some resources or website for them Choose one kind of way that they can illustrate their results easily and clearly In class List all the occupations Give all the occupations they have found Invite the students to list the occupation in order to enlarge the vocabulary The great people from different walks of work Show the great people from different walks of work and show their experience, personal information and their personalities as well Listen and look. Ask some questions to the students if necessary Choose the best group Choose the group who gives the best researching results Listen to the tape Listen to the tape and write down the birth year of each sports star Walk around and check the answers Answer the questions Check the answers Your future job Group work: What do you want to be in the future? And then record the answers of the group members Give them some advice if they need According to the searching results choose your example Suggest them to find a great person as an example so that students can learn from them Find out the reason why they become so successful Set an example to the students. And lead them to find the reasons from their personalities and educational background. Group work: If we want to be as successful as they are, what we should do? Ask them to tell us their final decision and the measure they’ll take After--class Short passage Write a short passage of what they should do to turn the dream into realities Tell them to write a short passage 教案点评： 在本课时的教学过程中，我感受最强烈的一点是学生在选择自己未来的职业和学习的`榜样上表现出了很强的判断能力。由于教学设计贴近学生的生活，在教学过程的开展中真正做到了主动学习和交流。 这节课是本单元的导入部分，让学生都够有足够的信息输入是决定着是否能够顺利完成所有任务的至关重要的因素。因此我在这个部分中首先让学生在课下对于本单元相关的单词进行了比较系统的学习，对学生自主学习能够进行有效的指导。 除了完成课本上的听力内容外，我还将课本上的内容进行了进一步的拓展。把公众人物与学生的未来发展结合在一起，启发学生从明星身上发现可以学习的优点。从而激发他们不断进步，努力发掘自己的潜力。 当然，作为本单元的第一个引入课任务的设计有些难，所以学生在刚刚开始的时候有一些不适应，对于任务中所需要的句型也不够了解。

13.新目标英语八年级上册unit6课件 篇十三

1.长头发 2.比较外向 3.正如你所看到的

4.在某些地方/方面 5.看起来一样 6.看起来不同

7.……和……是一样的 8.经常参加聚会 9.高一点

10.从某处拿/取出某物 11.将某物放入某物中 12.列出清单

13.穿漂亮的衣服 14.在学校受欢迎 15.擅长体育

16.使我发笑 17.对我来说并不重要 18.举起，抬起

19.相反的观点 20.小学生 21.善于与孩子相处

22.喜欢讲笑话 23.互相帮助 24.在业余时间

25.……其中之一 26.使用……做…… 27.为某事感到同情或难受

28.从……开始 29.向某人道歉 30.因…而著名

31、总计，总共 32.让/ 使某人做某事

II.应该掌握的句子

1.我每天骑车去上学，丽莎也一样。

2.蒂姆会打篮球，我也会。

3.我有点感冒，不过并不严重。

4.篮球和游泳是他的两个受好。

5.我觉得更糟糕了。

6.刘英不如她姐姐体育好。

7.上海的天气比北京的天气热。

8.长江是中国最长的河流

9.正如你所知，英语比数学有趣的多。

10.在某些方面我不如我的朋友好。

11.我妹妹的书包和我的一样。

12.他比我更擅长篮球。

13.我俩都很外向

14.我俩昨天都去那个聚会了。

15.这里是我的孪生兄弟的照片。给你。

16.你没必要一直呆在这里。

17.我喜欢交和我一样的朋友。