“lifejuan1”通过精心收集，向本站投稿了16篇七上英语unit3课件，以下是小编帮大家整理后的七上英语unit3课件，仅供参考，欢迎大家阅读。
篇1：七上英语unit3课件
教学设计
Period 1 Section A 1a1c
Ⅰ.教学准备
1．教师：录音机和录音磁带、多媒体课件、图片和物品实物。
2．学生：学习用品实物。
Ⅱ.教学目标
1．调动学生学英语和说英语的积极性。
2．使学生了解并掌握一些学习用品的英语表达。
3．学习本课的知识点。
(1)词汇：pencil，book， eraser，box，pencil box，schoolbag，dictionary，his，mine，hers
(2)句型：—Is this your pencil？Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books？Yes，they are./No，they aren't.They're hers.
4．训练学生在听录音时听懂简单英语词汇的能力。
Ⅲ.教学重点
(1)词汇：penci l，b ook，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine
(2)句型：—Is this your pencil？—Yes，it is.It's mine./No，it isn't.It's his.
—Are these your books？—Yes，they are./No，they aren't.They're hers.
Ⅳ.教学难点
让学生运用所学语言项目“Is this your pencil？Yes，it is.It's mine./No，i t isn't.It's his.”等内容对物品的所属进行提问和回答，能辨认物品的所有者。
Ⅴ.教学步骤
Step 1：Greetings an d talking
1．教师向学生表示友好的问候，并复习之前所学到的问候语。
2．建议教师采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行自由交际，给学生以语言实践的机会。
建议1：师生问答：教师向学生询问一些已经学过的物品的信息。
For example：
T：What's this in English?
S1：It's a pen .
T：Spell it，please.
S1：PEN.
T：What color is it?
S1 ：It's blue.
T：What's that in English?
S2：...
建议2：教师结合实物图片，读出课件上的一段英语短文，提出问题让学生回答。
For example：
T：This is my ruler.It's red.That is my sister's ruler.It is white.These are my brother's keys.They are yellow.And those are my father's keys.They are white.
Now answer the following questions：
1．What color is my sister's ruler?
2．Is the red ruler mine?
3．Are the yellow keys my father's?
Step 2：Leadin
建议1：Warm up
Learn the chant：my是我的，your是你的，男他的是his，女她的是her；
名词前面常站岗，限定所属有功劳。
从而导入本课时要学习的语言项目“Is this your pencil？”。
建议2：利用实物导入：出示学生的学习用品，教师根据出示的物品对学生进行提问，导入本课时要学习的语言项目“Is this your pencil？”。
For example：
T：What's this in Eng lish?
S1：It's a pen.
T：Is this your pen?
S1：Yes，it is.It's my pen.(The teacher helps S1 say：It's mine.)
T：Is that her pen?
S2：Yes，it is.It's her pen.(The teacher helps S2 say：It's hers.)
...
Step 3：Present the new words
建议1：教师把学生分成几组，每组选出一个代表，到黑板上用英语写出学习用品的名称，限时一分钟，看谁写的最多。写出最多者获胜。
建议2：教师通过多媒体展示一些学习用品的图片，让学生以小组为单位进行活动，用英语说出物品的名称。
For example：
T：Look at the pictures.Let's play a game.Who can say them in English as quickly as possible？If you can，you will be the winner.Let's begin.
S1：Pen，book，eraser..
Step 4：Practice the new words
1．训练学生拼读单词。
具体操作建议：先让全体学生齐读，再分组齐读，最后单个学生读。通过这种从整体到部分再到个体的机械操练，让学生熟练掌握本课所学单词。
2．教师让学生看课本P13图片，将单词与图中物品配对。
T：P lease look at the pictures in your books.Can you match the words with the things in the picture？Write the letters next to the words.
Give the students 2 minutes to finish 1a.
Then ch eck the answers in class.
Step 5：Task
1．教师说这儿有一些学习用品，他们分别是谁的'呢？下面有三个对话，请给对话编号。让学生听1b的录音，为对话编号。
2．让学生跟读1b的听力材料，然后让学生分角色操练1b部分的对话。
Step 6：Present the new sentences
建议1：利用Guessing game呈现本单元核心语言项目“Is this your pencil？”。
教师收集一些学生的学习用品，放在讲桌上，让学生来询问同学，找出物品的主人。可以反复做这个游戏，来训练本课时所学的句型“Is this your pencil？”，同时也激发学生的学习兴趣。
For example：
T：Let's play a guessing game.There are some things on the desk.Who can find the owners of them？Please come here and ask your friends.
S1：Is this your schoolbag?
S2：Yes，it is.It's mine.
S1：Are these your books?
S3：No，they aren't.They're hers.
...
建议2：把学生分成若干小组，小组内同学利用自己的学习物品，进行本单元语言项目“Is this your pencil？”的操练。让学生注意my，your，his，her，mine，his，hers的用法。
For example：
T：Please practice the sentence “Is this your...？” in your groups with your own school things.Pay attention to the use of “my，your，his，her，mine，his，hers”．
S1：Is this your dictionary?
S2：No，it isn't.It's his.Is that her eraser?
S3：Yes，it is.It's hers.Are these your rulers?
S4：No，they aren't.They are hers.Are those your pens?
S1：Yes，they are.They're mine.
Step 7：Practice the new sentences
1．让学生根据1c的要求，先练习1b 的对话。
建议教师先让全班齐读，然后把班级分成两部分，一问一答进行练习，最后让学生两人一组进行对话练习。这样由集体到部分，再到个人的操练，可以鼓励学生人人开口，增强他们的信心，培养他们的兴趣，更为下一步的操练做好准备。
2．教师让学生运用自己的学习物品来操练对话，并让学生向其他学生展示他们的对话。
Step 8：Task
在练习完1c部分的对话后，教师要给学生安排新任务，进一步操练和巩固所学句型。
建议1：展示一个表格，让学生根据表格信息来完成对话。
物品pencildictionaryeraserbooks
物品主人minehershismine
For example：
S1：Is this your pencil?
S2：Yes，it is.It's mine.Is that your eraser?
S1：No，it isn't.It's his.Are these her books?
S2：No，they aren't.They're mine....
S1：...
建议2：Have a contest
把几个学生的学习用品混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为获胜者。挑选物品的同时，要求学生用英语说出：This is my...The...is mine.That is her/hi s.. .The...is hers/his.
T：I'll put your things and your friends' things together.I want to see if you can identify which is yours and which is hers or his.The student who uses the shortest time will be the winner.
(Put the same number of the things together，and first ask them to pick out their own things and their partners' things.Then ask them to give a report，using the key words and target language.)
Step 9：Summary
本课我们主要学习了pencil，book，eraser，box，pencil box，schoolbag，dictionary，his，hers，mine等单词，重点学习了“—Is this your pencil？—Yes，it is.It's mine./No，it isn't.It's his.”这个句型。在下节课的学习中，我们会继续使用这个句型进行语言交际。
Step 10：Homework
1．Read the new words and the target language presented in this class .
2．According to your friends and their school things，write a report about the owners of the school things.
篇2：七年级英语unit3课件
七年级英语unit3课件
七年级学生活泼好动,在教学中,充分利用多媒体,图片、实物等,使英语学习与学生的'实际生活更贴近,激发学生学习兴趣，下面为大家分享了七年级英语unit3教学课件，欢迎借鉴！
教学目标
1.知识目标
a. 学习本课的词汇和短语：high, high school, ago, India, tent, put up, moon, each other, surprise, get a surprise, snake, scared, move, shout to, start, jump, up and down, wake, wake up, into, forest, ear
b. 掌握句型：see sb. doing sth.
2.能力目标
能够运用过去时态及所学词汇和句型复述Lisa’s last weekend.
3.情感态度目标
通过讲述过去发生的事，表达心情，体验生活，学会与人分享生活经历。
教学重难点
教学重点
1.本课词汇和短语
2.句型：see sb. doing sth.
3.复述短文
教学难点
复述短文
教学过程
Step 1. Warming up
1.A guessing game.(Show covered pictures, students guesswhat did the people do )
2.Talking.
a.Teacher talks about her last weekend.
b.Students talk about their weekend.
How was your last weekend?
What did you do?
Step 2 Before reading
1.Learn the new words.
2.A guessing game again about the new words.
went camping/ took a bus/ put up a tent/ made a fire andcooked/ sat under the moon and told stories/ slept near a fire/ shouted
3.Talk about animals.
T: What kind of animals are people sometimes afraid of?Why?
4.An experience to remember.(Teacher tells a story )
Step 3. While reading
1.Fast reading.
a. Put the three sentence in order.
b. Tick the right pictures .
2. Careful reading
a. Read the passage carefully and answer the questions in2b.
b. Give answers.(Teacher writes down the key words on theblackboard while students are answering the questions.)
3. Put the phrases in 2c in order
Step 4. After reading
Retell Lisa’s last weekend.(Give some pictures andphrases to help retell.)
Step.5 Language points
three week ago, put up, see sb. doingsth. wake up
Step 6. Exercises
选词填空。
ago, tent, surprise, moon, start
1. The ______ circles (围绕) the earth every 28 days.
2. They came to visitChinatwo days ____.
3. Do you know how to put up a ____?
4. She got a great _________ when she got the Iphone 5.
5. She _______ to learn English when she was ten.
Step 7. Homework
1.Try to retell Lisa’s weekend.
2.Make sentences with these phrases:
put up, wake up, shout to, get a surprise, see sb. doingsth.
六．板书设计
Unit 12 Whatdid you do last weekend?
Section B 2a-2c
interesting butscary/ went camping/ small village/India
scared/ shouted to/ jumped up and down/ woke up
篇3：牛津英语七上复习课件
牛津英语七上复习课件
牛津英语七上复习课件
复习目标
重点词汇：掌握重点词汇的词义和用法。
dream, capital, beach, sea, town, wooden, over, climb, ladder, quiet, rain, while, sitting room, street, share, friendly, above, dining room, grow, most, lie, bookshelf, shower, lamp, bath, in front of, chalk, below, printer, shelf, top, tidy, sixteen, seventeen, nineteen, seventy, ninety, thousand, million, arrive, seventh, sixth, come, exam, second, third, fourth, fifth, ninth, eleventh, twelfth, twentieth, sound, bathroom, afraid, still, message, at least, ground floor, swimming pool
重点句型：掌握重点句型用法。
The capital of Japan is Tokyo.
Your home is different from mine.
I like your garden behind the kitchen.
I share a room with my cousin.
May I speak to…., please?
Who’s calling, please?
My phone number is ……
Please ask him to call me.
I’ll ask him to call you back.
语法：序数词和基数词
写作：描述自己的理想家园。
复习要点：
1. [词汇篇] ： 写出下列四会单词；（见导学案）
2. [短语篇] ： 翻译短语：（见导学案）
3．[句型篇]:
1.Would you like to live in a __________?
① would like sth./to do sth.“想要某物/做某事” = want to do sth想做某事
② would like sb. to do sth.“想要某人做某事”
2 .I’d like to live next to a _______________.
next to固定词组，“相邻，隔壁，在……旁边，紧靠……”，
3.We sit on the big floor cushions and_______ ______ ________ the beach and the sea.
look out at…向外看…， look out of…向…外看 look into…向…里看
4.The house is __________ a river.
① over 介词，“在……正上方”
② over= more than “超过，多于”
③over “越过”。
5.I do not have_____ _____ _______.
own形容词，“自己的”，在句中作定语，修饰后面的名词。
还可以作名词，“自己的东西”，在句中作表语、宾语
6.My family and I often sit in the ____________ ____________ my mother makes dinner.
①My family and I，英语中当第一“我”和其它名词并列主语时，通常把“_______”放在最后。
②while 引导时间状语从句, 意为“在……期间”“在……时”,
7 .I share a bedroom with my sister
share动词，“分享，合用”，可以固定词组share …with…“与…分享…”。
8 .We often listen to music in our bedroom.
hear及物动词，“听”,指听到声音，并不表示注意听，强调听到的结果。
9.Our ________ are friendly and we are happy here
friendly形容词，“友好的”，固定词组为be friendly to…“对…友好”。
10.I can’t wait to see you.
can’t wait to do sth. “迫不及待地做某事”。
wait for sb.“等某人
wait for sb. to do sth.“等某人做某事”
11. That sounds great, Simon.
sound“听起来”，是连系动词，后面要跟_________________。常见的系动词：____________________
12. May I speak to Neil, please?
May I speak to ……？“我找……？”这是打电话的习惯用语。类似的还有：
This is …（speaking）.“我是……。” Is that …..?“你是……吗？”
Who is that（calling）? “你是谁？”
13. I have a room with twelve showers and four baths.
介词短语with…作后置定语， 如：a girl ___________ long hair一个长发女孩
14. Wilson lives two floors above Wendy. Mary lives six floors below Wendy. 注意介词的使用。
15 . “到达”的三种表达方式：①arrive at＋小地方，arrive in＋大地方 ②get to ③reach
⑴到达这里/那里/家①arrive here/there/home ②get here/there/home；此时不用reach
⑵到某人的家arrive at sb’s home, get to sb’s home, reach sb’s home
⑶不说到达具体的地方，只能用arrive。e.g. I’ll call you when he arrives.
⑷arrive on Sunday不能用arrive at/in Sunday。
你什么到达？ When will you _________________ ? 八点 __________________
4．【语法详解】方位介词、基数词、序数词
一方位介词
⒈常见的方位介词：above→below, behind→in front of, at, in, beside, between, among, inside→outside, next to, on, opposite, over→under, on the left/right of…
二基数词和序数词
数词有两种：表示数目多少的词叫做基数词；表示顺序先后的.数词叫做序数词。
⑴1－12的基数词：
⑵13－19均由3－9加后缀-teen构成。注意thirteen, fifteen, eighteen的拼法。
⑶20－90等十位数均由2－9加后缀-ty构成。注意twenty, thirty, forty, eighty的拼法。
⑷21－29由十位数20加个位数1－9构成，中间必须有连字符“-”；其他十位数依此类推。
⑸百位数由1－9加hundred构成，如果包含十位数及个位数，中间用and连接；如果只包含个位数，即十位数为零时，必须用and连接。
⑹千位数由1－9加thousand构成，百位数前不加and，其后的十位、个位数构成方法同前。
⑺英语中没有“万”这一单位，用thousand表示万。
⑻十万的说法。
⑼百万的说法
⒉基数词的用法
⑴基数词相当于名词，可以有复数形式。
⑵hundred, thousand, million, billion等词前有具体数词时，必须用单数形式。
⑶hundred, thousand, million表示不确定数目时，必须用复数形式，后接of短语
⑷表示“几十年代”或“几十岁”时，用逢十的基数词的复数。
in the 1970s中的1970s读作nineteen seventies，in one’s sixties在某人60多岁时
⒊序数词的构成
⑴1－12的序数词
⑵13－19的序数词，直接在基数词后加th。
⑶整位数的序数词的构成方法是：先将词尾-ty中的y变为i，然后加后缀-eth。
⑷两位数的序数词如果包含1－9的个位时，十位数用基数词，个位数用序数词，中间必须有连字符“-”。 ⒉基数词的用法
⑴基数词相当于名词，可以有复数形式。
〈记忆口诀〉基变序有规律，词尾大多加th。一、二、三特殊记，th从four起，八减t，九去e，f来把ve替；整十y变ie，若是遇到几十几，只变个位就可以。
【巩固练习】
词汇： A. 根据所给中文解释，及句意，首字母提示完成句子。
1. We all want to know different lifestyles in different _________(国家)
2. Paris is the ________(首都) of France.
3. Stephen’s has a ___________(木制的)bed
4 Be _____________(安静),please.The teacher is coming.
5. Mother is busy cooking in the _____________(厨房).
6. The window is _________________(对面)the door.
7. Children’s Day is on the _________ of June.
8. That kind boy often s_____________ his toys with the other children.
9.My d________ is to be an English teacher when I grow up.
B. 用所给单词的适当形式填空
1. It is my grandfather’s ______ (ninety) birthday today
2. Living in a ________(wood) house is a comfortable thing , I think.
3. Most school is _________ from Monday to Friday.(open)
4. My brother often (fly) a kite with me in the park on Sundays.
5. She looks young, but she’s at _______ forty. (little)
6.This is my ______(five)time to see you here.
7.He is a ______(friend) teacher and always smiles at others.
8.Jill always teaches me ________ (learn) English.
9. Please ask him ________ (call) me soon.
10. Our teacher is very f________ to us, she often helps us with our lessons.
书面表达
根据下列提示，写一篇短文(100词左右)向我们介绍一下你的梦想之家。
篇4：七年级英语下unit3课件
七年级英语下unit3课件
第1课时 Unit 3 This is sister。 （总第12课时）
Sectin A 1a—2d
设计人：周建
学习目标：1。 掌握本节课13个单词。
2 。初步介绍一下复数概念。
3。 学会运用介绍人句型： This / that is。。。以及these/thse are
和询问人句型 Is this / that。。。
学习重点：掌握指示代词 this / these ， that/ thse 用法
学习过程：
一、自主学习
学习任务一：熟练掌握本节课词汇。
1。个人试读，组内相互纠正发音。
2。老师领读，学生自己纠正自己发音。
3。自己读并记住汉语意思，组内检查。
4。小组竞赛，看谁记多而快。
5。认真观察1a图片，将单词与图中人物搭配，小组讨论并核对答案。
6。听录音，完成1b，小组核对答案。
学习任务二：
1 听录音，完成2a。2b，小组核对答案。
2 介绍家人，引入复数概念。
This is f________， and this is ________。 The are p_________。
把下列单词变为复数形式。
ther ———__________ father———_________ brther———_________ sister———________
friend———___________ grandfather———____________grandther———____________
总结名词变复数规则：______________________________________
不规则变化this———___________ that———__________ is———__________
学习任务三：熟练运用介绍人句型： This/that is以及 These/thse are和询问人句型 Is this/ that┅
1、看图片1a，引入： This is Dave。 This is his sister。
2、用This is┅These are┅句型依次介绍Dave 其他家人。
3、小组竞赛看谁介绍最多。
二、合作共建
小组讨论：远处人应如何介绍？
三、系统总结
总结如何介绍自己家人。
四、诊断评价
（一 ）英汉互译
his friends___________ these bs___________ her grandther____________
你父母亲___________ 他妹妹们____________ 那些女孩们____________
（二）选择
1。 These are _______________。 A father B ther C parents D parent
2。 This ______Zha Lin， Miss Brz5u。c]
1、听录音完成2a，再听一遍，选择2b中正确图画。
2、利用2分钟时间记住中关于家庭 成员名词，然后相互检查，小组竞赛展示单词 。
3、模仿听力内容，利用 照片或自制图片介绍自己家人。
二、合作共建（教师寄语：）
学会识别家谱 ，尝试自己制作自己家谱。
三、系统总结
篇5：小学六年级英语上册unit3课件
小学六年级英语上册unit3课件
第一课时
一、教学目标与要求:
1． 能够听、说、读、写短语：visit my grandparents,see a film,take a trip,go to the supermarket.
2. 掌握重点句子What are you going to do?I am going to ...进行简单的提问与回答关于计划的相关动作,并在真实场景中运用所学语言进行真实交流和运用。
3.在对话交流中使学生养成用英语交流的习惯,培养良好的语音,语调和语感。
二、教学重点、难点分析:
本课时的教学重点和难点是掌握四会短语和A Let's learn部分中进行简单的提问与回答关于计划的相关动作。
三、教学准备
多媒体课件 单词图片
四、教学步骤和建议:
Step1．Preparation
1.Greeting
2.Let’s talk about our life.引用学过句型?，操练交流。
Step2 Presentation
(1)展示本部分的图片?，向学生提出两个问题?，并让学生回答。 Who are they?What are they talking about ？教师组织学生分为3-4人一个小组，尝试着猜想他们在讨论什么，从而引出本节课讨论的有关be going to表示将来时简单计划的话题。 ?
单词呈现
(2）教师展示本节课的短语图片，引领学生学习这些重要的短语，并引导学生利用多种方法记忆短语visit my grandparents,see a film,take a trip,go to the supermarket。
听音正音
(3）听录音，指导学生完成探究学习1中的内容，并指导学生记忆关键词。
Pair work
(4）展示重点句型，并加以操练What are you going to do?I’m going to 组织学生讲所学短语运用到语句中，进行交流练习。
Step3 .Practice
1、听音贴图。
2、看图快读单词。
3、根据板书呈现的单词，利用句型“What are you going to do?I’m going to.自编对话
4、听力小练习，播放教师自编的'录音，指导学生完成探究学习2中的内容。
Step4． Production
Make a plan
(1)根据上部分内容，指导学生加以总结，再次出示重点语句，带学生朗读并翻译，理解其功能用法。 What are you going to do?I’m going to...。
(2)创编对话，指导学生制定一个简单的周末计划，完成任务。
(3)创设情境，小组内互相采访，创编简单的对话，讨论周六日的周末计划，小组内表演。
(4)小组内展示对话。
Step5.Progress
1、做配套相应的练习。
2、Summary：what have you learned today ?
3、Homework :
(1）学生背诵并抄写本课时的四会单词。
(2）制定一个简单的下周计划，运用be going to短语加以交流。
篇6：七年级上英语unit3重点句子
七年级上英语unit3重点句子
1.Didyouseeanycows?你看见奶牛了吗?
Yes，Idid.Isawquitealot.是的，我看见了许多。
2.Didyourideahorse?你骑马了吗?
No,Ididn’t.ButImilkedacow.不，我没有，但我挤牛奶了。
3.Howwasyourschooltrip?你的.学校旅游怎么样?
4.WhatdidTinado?蒂娜干什么了?Shepickedsomestrawberries.她摘了一些草莓。
5.Ivisitedmygrandparentsinthecountryside.我看望了我在农村的祖父母。
6.Iwentfishingeveryday.我每天钓鱼。
7.ThefarmershowedTinaaroundthefarm.农场主带领特纳参观了农场。8.Itgotverycloudyandweworrieditwouldrain.天阴得很厉害，我们担心将要下雨。
9.Thentheguidetaughtushowtomakeamodelrobot.然后，导游叫我们怎样制作机器人模型。
10.Allinall,itwasanexcitingday.总之，这是令人激动的一天。
11.EverythingwasaboutrobotsandI’mnotinterestedinthat.一切事情都是关于机器人的，我对那不感兴趣。
12.Theroomswerereallydarkanditwasdifficulttotakephotos.房间真的很暗，拍照很困难。
篇7：七年级上英语Unit 1课件
七年级上英语Unit 1课件
教学目标
1.知识与技能
通过询问他人名字和电话号码，学习英文姓名、形容词性物主代词和数字0-9，再进行听、说、读、写训练，熟练掌握其句型，从而了解中英文名字的不同表达法以及形容词性物主代词和数词的用法。
2.过程与方法
通过读音规则学习单词，再听录音，跟读，发出单词正确读音，并能用升降调大声朗读;通过观察和发现，学习形容词性物主代词和数词的用法，并能用大小写形式书写句子;通过听录音，跟读和对话等形式，学习询问名字和电话号码，并能在同学之间进行英语交流，特别注意中英文名字的不同表达法。
3.情感、态度与价值观
自我介绍和问候他人，教会学生如何礼貌地与他人交往;团队合作培养合作精神和交际能力;小组竞赛培养竞争意识和合作精神;学习中英文名字的差异并了解有关欧美国家的文化。
教学重难点
重、难点与关键
1. Topic: Making new friends
2. Functions: Introduce yourself, Greet people, Ask for and give telephone number
3. Structures:
Present tense to be
What questions
Possessive adjectives: my, your, his, her
4. Target language:
What’s your name? My name is Gina. I’m Gina.
Nice to meet you .
What’s your phone number? It’s 284-2942
5. Vocabulary: personal names; numbers; zero, one, two, three, four, five, six, seven, eight, nine, phone number; first name, last name; Hi, Hello
6. 正确使用形容词性物主代词：my, your, his, her, its, our, their; 区分：family name, last name, first name 的不同用法;注意这几个缩写词：what is –what’s , I am—I’m, name is – name’s; 认清英语姓氏和名字的排列顺序。
教学过程
Section B
Teaching aims
1.Learn the new words of Section B
2.Master the target language of introducing yourself and greeting people.
3.Learn some English names and some possessive adjectives.
Teaching key points and difficulties
1.New words: name, , answer, first, last, boy, girl
2.Sentence patterns:
What’s your/his/her name? My/His/Her name is ….
What’s your last/first name? My last/first name is ….
3. Grammar:
Personal pronouns: I, you
Possessive pronouns: my, your, his, her
4. 正确使用形容词性物主代词：my, your, his, her; 区分last name, first name 不同用法;注意这几个缩写词: what is— what’s, I am— I’m, name is — name’s; 认清英语姓氏和名字的排列顺序。
Teaching Procedure
Section B.
T: I’m Mary Brown. Mary is my first name and Brown is my family name. What’s your name?
S1: I’m Jenny Green. Jenny is my first name and Green is my family name.
2. Get Ss to practice in pairs and then check some rows of the students.
Step1. Consolidation
1.Get Ss to listen to the dialogues in 1b, 2a and 2b, and finish the tasks.
Step2. Practice
1.Get Ss to read the list of names in 3a and finish writing “F” and “T’.
2.Then get Ss to choose one or two first names and last names and fill the table in 3b.
3.After that, ask the student to work in groups according to the table in 3b like this:
A: What’s your first/last name?
B: My first /last name is …?
A: What’s his /her first /last name?
B: His /Her first /last name is …?
Step3. Summary
Go through Grammar Focus (P2) and get Ss to ask any question they get puzzled.
Step4. Homework
3.Learn the new words and the target language by heart.
4.Copy the sentences and do some exercises.
篇8：八年级下册英语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）
篇9：七上历史复习课件
第一单元史前时期――中国境内人类的活动
第1课中国早期人类的代表――北京人
一、元谋人：
1、我国境内目前已确认的最早的古人类是元谋人；距今时间约170万年；地点：云南省元谋县；元谋人已经能够制作工具，知道使用火。
2、在从猿到人的演变过程中，劳动起了决定作用。
3、会不会制造工具是人和动物的根本区别
二、北京人
3、发现者：裴文中；（发现第一个北京猿人头盖骨）
4、北京人使用打制石器（旧石器时代），过着群体生活；
5、北京人已经学会使用火，还会长时间保存火种。（北京人遗址中发现有灰烬、烧石、烧骨等）北京人用火烧烤食物、防寒、照明、驱兽，改善了生存条件。学会用火是人类进化史上的里程碑。北京人还掌握了简单的语言。
6、意义：北京人遗址是迄今所知世界上内涵最丰富、材料最齐全的直立人遗址。
三、山顶洞人：北京周口店龙骨山顶部；距今约3万年；已经掌握钻孔技术和磨制技术，有审美观念。
第2课 原始的农耕生活
一、半坡居民
3、生产工具：磨制石器（新石器时代）
4、生产活动：种植粟、饲养猪狗等家畜、狩猎捕鱼、采集野果；
5、房屋：半地穴式圆形房屋（北方寒冷干燥，可防寒保暖）
6、原始手工业：半坡人主要生活用具是陶器（彩陶上面有纹饰图案）、有装饰品、有乐器（陶埙）、会纺织、制衣（出土骨针、骨锥、纺轮）。
二、河姆渡居民
3、生产工具：磨制石器（骨耜）4、生产活动：种植水稻、饲养猪狗等家畜；
5、房屋：干栏式建筑，发现木结构水井（南方温暖潮湿，可通风防潮）
6、原始手工业：制作陶器和玉器、乐器（骨哨）、雕刻技术、使用天然漆。
三、原始农业的发展
1、我国农业历史悠久：最早种植水稻和粟；2、地点：黄河、长江、淮河等流域；
3、兴起和发展标志：农作物种植、家畜饲养出现、聚落、磨制工具（耒耜）发展。
第3课远古的传说
一、炎黄联盟：
1、部落联盟时期：距今约四五千年，黄河流域有炎帝、黄帝、蚩尤等较大的部落。
2、华夏族形成
（1）阪泉之战：炎帝失败归顺黄帝，炎黄联盟形成；
（2）涿鹿之战：炎黄联盟打败蚩尤，黄帝被推举为部落联盟首领。
（3）炎黄联盟逐渐形成了华夏族，后人尊崇炎帝和黄帝为中华民族的人文始祖，海内外华人也以“炎黄子孙”自称。
二、传说中炎黄的发明
1、炎帝：教民开垦耕种、制作生产工具、种植五谷和蔬菜、制作陶器、发明纺织、会煮盐、教人们通商交换、制作乐器琴瑟、具有最早的天文和历法知识。
2、黄帝：建造宫室、制作衣裳、挖掘水井、制造船只、会炼铜、发明弓箭和指南车；仓颉创造文字、伶伦制作音律、隶首发明算盘、他的妻子嫘祖擅长纺织缫丝。
远古传说不一定全部是真实的，只有经过考古文物证实的才是真实的。
三、尧舜禹的禅让：
禅让制：将部落联盟首领位子传给贤德之人。用“禅让制”推举出的首领有尧、舜、禹。
尧舜禹优秀品质：1、尧：鼓励人们开垦农田、适时耕种；2、舜：制定刑法、完善制度，稳定局势、派禹治水，解除水患；3、禹：用疏导的方法治理洪水，解除水患。
第二单元夏商周时期：早期国家的产生与社会变革
第4课早期国家的产生与发展
一、夏朝：（约公元前2070年――约公元前1600年）
1、约公元前2070年，禹建立夏朝――中国历史上第一个王朝，标志中国早期国家产生。都城是阳城；
2、启继承禹的位置――世袭制代替禅让制。
3、夏朝建立军队，制定刑法，设置监狱，还制定了历法“夏历”。
4、夏王朝都城遗址――二里头遗址。反映夏朝的阶级分化和等级界限以及夏朝的文明进程。
4、夏朝灭亡：夏桀暴政，约公元前1600年，商汤灭夏。
二、商朝：（约公元前1600年――公元前1046年）
1、商汤灭夏，建立商朝，都城在亳。（约公元前1600年）
2、盘庚把都城迁到殷（今河南安阳）
3、商纣王的残暴统治：公元前1046年，武王伐纣，商朝灭亡。
三、西周：（公元前1046年――公元前771年）
1、武王伐纣：牧野大战，商朝灭亡，西周建立，定都镐京。
2、西周的分封制：
①目的：稳定周初的政治形势，巩固疆土；加强周王朝对地方的控制，稳定政局，扩大统治范围。
②内容：周王根据血缘关系远近和功劳大小，将宗亲和功臣(对象)等分封到各地，授予他们管理土地和人民的权力，建立诸侯国。诸侯具有较大的独立性，可以在自己的领地内进行再分封。但要向周王进纳贡物，并服从周王调兵。
③实质：是西周奴隶制社会森严的等级制度。
周代贵族等级分为天子-诸侯-卿大夫-士。
④作用：西周开发了边远地区，巩固了统治，成为一个强盛的国家。
第5课青铜器与甲骨文
一：青铜器的高超工艺
1、出现―原始社会后期（甘肃齐家文化）
2、发展―商周时期
（1）特征：种类丰富、数量众多、制作工艺高超（“泥范铸造法”）
（2）功能：饮食、祭祀及军事等方面，并逐渐由食器等发展为礼器，成为王公贵
族象征身份地位乃至国家权力的代表性器物。
（3）代表性的青铜器： 迄今世界上出土的最重的青铜器―司母戊鼎；
工艺精美的青铜器―四羊方尊
（4）金文（铭文、钟鼎文）――刻在青铜器上的文字。
二、甲骨文
1、含义：商周时期刻在龟甲和牛羊等兽骨上的文字；
2、发现者：王懿荣；
3、价值：是中国已发现的古代文字中年代最早、体系较为完整的文字，对中国文字的形成与发展有深远影响。我国有文字可考的历史从商朝开始。
4、造字特点：象形、会意、指事、形声等。已具备汉字的基本结构。
第6课动荡的春秋时期
东周建立：公元前770年，周平王东迁洛邑，东周建立。东周前期称为春秋（公元前770年―公元前476年），东周后期称为战国（公元前475年―公元前2）
一、春秋时期经济发展
1、农业：铁制农具和牛耕出现，提高农业生产力水平。
2、手工业规模扩大，商业活跃，金属货币更多被使用。
二、春秋时期的政治景象――王室衰微，诸侯争霸
1、王室衰微
（1）原因：分封制逐步瓦解；（2）表现：周王室地位下降，诸侯国势力崛起；
（3）结果：诸侯争霸，社会动荡混乱。
2、诸侯争霸
（1）原因：各诸侯国政治经济发展不平衡；（2）口号：“尊王攘夷”
（3）霸主：齐桓公（首霸，任用管仲为相）、晋文公、楚庄王、秦穆公、吴王阖闾、越王勾践等；
（4）影响：①利：促进大规模民族交融；大诸侯国疆域面积扩大，有利于局部统一；②弊：给社会和人民带来巨大灾难。
第7课战国时期的社会变化
一、战国七雄
1、形成：三家分晋（韩赵魏），田氏代齐。齐楚秦燕赵魏韩，东南西北到中间。
2、战国时期的战争：兼并战争，规模大、参战兵力多、交战区域广、持续时间长。
桂陵之战（齐PK魏，围魏救赵）、马陵之战（齐PK魏，减灶诱敌）、长平之战（秦PK赵,纸上谈兵，东方六国再也无力抵御秦军的进攻）
二、商鞅变法
1、背景：铁农具和牛耕的使用进一步推广，社会生产力水平不断提高，新兴地主阶级的实力增强。为了适应社会政治经济的变化，各诸侯国统治者实行变法改革。
4、改革者： 商鞅 （商鞅语“治世不一道，便国不法古”）
5、内容：政治：①确立县制，由国君直接派官吏管理；
②废除贵族的世袭特权；
③改革户籍制度，加强对人民的管理；
④严明法度，禁止私斗。
经济：①废除井田制，允许土地自由买卖；
②鼓励耕织，生产粮食布帛多的人可免除徭役；
③统一度量衡；
军事：①奖励军功，对有军功者授予爵位并赏赐土地。
6、作用：经过商鞅变法，使秦国的国力大为增强，提高了军队战斗力，一跃成为最强盛的诸侯国，为秦统一全国奠定了基础。
7、改革（变法）的成功与否，不在于个人的生死，而在于改革（变法）的目的是否达到；在于改革（变法）是否顺应历史发展潮流，推动杜会的发展；在于把改革（变法）放在当时特定的历史环境中，采用当时生产力标准和实践标准。
战国时期经过变法改革，奴隶制度逐步被封建制度取代，我国封建社会形成了。
三、造福千秋的都江堰
两大系统工程：渠首和灌溉网
渠首的三个主体工程：鱼嘴、宝瓶口、飞沙堰
功能：防洪、灌溉、水运
2、影响：使成都平原成为沃野，被称为“天府之国”。2200多年来一直发挥作用，充分反映我国人民的智慧。
[七上历史复习课件]
篇10：八年级下英语unit3课件知识点
过去进行时
a)过去进行时由“was/were+动词ing形式”构成。以动词work为列，
b)其肯定式，
c)否定式，
d)疑问式以及简略答语见下表：
肯定式：I/He/She/Itwasworking.We/You/Theywereworking.
否定式：I/He/She/Itwasnotworking.We/You/Theywerenotworking.
疑问式和简略答语：WasIworking?Yes,youwere.
Washeworking?No,hewasn’t.
【注意】wasnot常简略为wasn’t;werenot常简略为weren’t
e)过去进行时的用法：过去进行时表示过去某一时刻或某一段时间正在进行的动作。这一特定的过去时间
f)除有上，
g)下文暗示以外，
h)一般用时间状语来表示
not…until直到…才。
表示动作在某时之前尚未开始，直到此时动作才开始。not…until可以用after或when来代替，但主句谓语动词要用肯定形式。Until为连词时后接时间状语从句，until作介词时，后面接表示时间的名词。Until用于肯定句多表示动作或状态一直延续到until所表示的时间为止，意思为“直到…”from..till…中till往往表示不太具体的时间。From…to…或from…until常用来表示具体的时间。
findit…todo，it在此句中为形式宾语代表动词不定式，动词不定式为真正的宾语，常用于这种用法的.动词有find,feel,think,make等。
“疑问词+不定式“结构相当于一个名词性从句，常常可用同等成分的从句代替。
改写时，只需在疑问词后面加一个适当的主语(这个主语一般与主句的主语一致)，并将不定式改成适当形式的谓语即可。
如，Wheretogoisstillaquestion.=Whereweshouldgoisstillaquestion.
when与while:when连接的状语从句是个特殊句型，“前一个分句(谓语动词用过去进行时)+when(作并列连词，意思为“这时，突然”)+后一个分句(谓语动词用一般过去时)”表示在前一个动作正在进行的过程中突然发生后一个动作，when强调动作的突然性，when后面的动词为非延续性动词;while表示“在….过程中”，强调在一段时间内，所以while引导的从句中的谓语动词必须为延续性动词。在状语从句中，若从句放在句首时，应用逗号与主句隔开。
感叹句的构成：What+a/an+形容词+单数名词+主语+谓语!Whatagoodbookitis!
What+形容词+复数可数名词+主语+谓语!Whateasyquestionstheyare!
What+形容词+不可数名词+主语+谓语!Whatcoldweatheritis!
How+形容词+主语+be动词!Hownicethewatchis!
How+副词+主语+谓语!Howhardtheyareworking!
takeplace,happen“发生”：takeplace指“发生事先计划或预想到的事物”;happen指“一切客观事情或情况的偶然或未能预见地发生”。两者都是不及物动词或短语，后面不能跟宾语，也不能用于被动语态;happen的意义很广泛，而takeplace仅用于历史上的事件，集会等，是先行布置而后发生或举行的事件，它不用于地震等自然界的现象。
happentodo巧遇sthhappenstosb某人遭遇某事
不定代词all,both,each,every与not连用时，只表示部分否定，在否定句中用and连接两个宾语，表语，定语，状语时，只表示部分否定，并且否定and后面的部分;如用or连接句中两个部分，则表示全部否定。
如，Sheisn’tabrightandbeautifulgirl.她并不是一个既聪明又漂亮的女孩。(部分否定)Sheisn’tabrightorbeautifulgirl.她是一个既不聪明又不漂亮的女孩。(全部否定)。
篇11：高一英语必修二unit3课件
一、Teaching Aims 教学目标
Teaching contains
From page 33-35
1.Target language语言目标
a. 重点词汇和短语
period, advise…on, continue, fee, fare, gold, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make + O + adj, imagine, in one way, blankets, degree, allow sb to do, guard, stop from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do.
b. 重点句子
It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34
After trying hard, I got a job in a gold mine. P34
He told me how to get the correct papers so I could in Johannesburg. P34
2.Ability goals 能力目标
Talk about great people
Express your points of view
Use the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and why
Learn to write a passage about a great person.
3.Learning ability goals 学能目标
Improve the Ss’ abilities of listening and speaking.
Enable the Ss to understand the important events completely.
Enable the Ss to get a good mastery of some words and expressions.
Enable the Ss to learn about the expressions of some famous people
Enable the students to learn how to talk about the famous great people.
二、. Teaching important points 教学重点
Understand the real meaning of the hero / heroine
Who is your hero / heroine ?
Why do you like him / her so much ?
三、Teaching difficult points 教学难点
The Attributive Clause ( 2 ) --- where, when, why.
Use the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and why
Learn to write a passage about a great person.
四、Teaching methods 教学方法
Fast reading and careful reading
Asking and answering activity to check the student’s understanding of the text.
Individual, pair or group work to finish each other
Discussion
五、Teaching aids 教具准备
Slide projector, Tape-recorder, computer
六、Teaching procedures and ways 教学过程
Step 1 Revision
Go over what has been learned in the last period.
Who do you admire greatly? Yao ming Luxun Newton
Step 2 Background about some characters
William Tyndale
William Tyndale ( 1484-1536 ) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the new medium of print, which allowed for its wide distribution. Beside translating the Bible, he also held and published views which were considered heretical, first by the Catholic Church, and later by the Church of England which was established by Henry VIII. Because his Bible translation also include notes and commentary promoting these views. His translation was banned by the authorities, and he himself was burned at the stake in 1536, at the instigation of agents of Henry VIII and the Anglican Church .
Gandhi
Gandhi ( Oct,2 1869- Jan, 30, 1948 ) was one of the founding fathers of the modern Indian state and an influential advocate of pacifism as a means of revolution. He helped bring about India’s independence from British rule, inspiring other colonial peoples to work for their own independence and ultimately dismantle the British Empire and replace it with the Commonwealth .His principle of satyagraha , often roughly translated as “ way of truth ”, has inspired generations of democratic anti-racist activities including Martin Luther King , Jr and Nelson Mandela . He often stated his values were simple: truth and non –violence.
Neil Alden Armstrong
Neil Alden Armstrong ( Aug, 5 1930 ) is an American pilot , astronaut, and the first person to walk on the moon .He was born in Wapakoneta , Ohio and served in the Korean War as a jet fighter pilot for the US. Navy. He attended Purdue University, where he was a member of a fraternity, Phi Delta Theta , and received a Bachelor of Science degree in 1955. The he became a civilian test pilot for NASA and piloted the 4000 mi/h X-15 rocket plane. From 1960 to 1962 he was a pilot involved in the cancelled U.S During the actual mission, he took manual control of the Lunar Module Eagle and piloted it away from a rocky area to a safe landing. Several hours later he climbed out of the LM and became the first person to flub line on the moon, with the words “That’s one small step for a man, one giant leap for mankind.”
Abraham Lincoln
President Abraham Lincoln, the sixteenth president of the United States (1861- 1865 )
Albert Einstein
Albert Einstein is one of the greatest scientists of the century in the world. He was born in Germany. His theory in physics helped the world to know more about the universe. So he was given the Noble Prize in 1921. However , in 1930s , because of Hitler’s rule, he was forced to leave his homeland and go to the U.S.A. He lived the rest of his life there and died in 1955, at the age of 76.
Marie Curie
Marie Curie ( 1867- 1934 ) , Polish scientist , ws born in Warsaw , on Nov 7th , 1867 , and died in France, on 4th July 1934. She graduated in Mathematics and Physical Science and got married in 1895 with the French physicist , Pierre Curie. During her work , the Curie couple discovered a new radioactive element named polonium in honor to Marie’s homeland . Together with Becquerel, she obtained the Noble Prize for Physics in 1903. She founded the Radium Institute of Paris , and was the main responsible until her death. In 1911 she was awarded the Noble Prize for Chemistry.
Sun Yatwen
Sun Yatwen ( Sun Yixian , Sun Zhongshan , SunWen 1866- 1925 ) is considered the founding father of modern China. Born in a peasant family . He was accorded the appellant of “ pioneer of the revolution ”
Qian Xuesen
He is widely considered as the “ father of the Chinese space program ”. As one of the leading rocket engineers at the California Institute of Technology. In the 1990s , he , who had worked on top-secret projects all his life, become one of the most well – known intellectuals.
Step 3 Reading
Get the students to comprehend the passage quickly and accurately, and
meanwhile help the Ss to form a good habit of reading. Read the passage on P34 to
get the answers to Part 1 and Part 2 of comprehending.
Silent reading
Read the text through in 3 mins, and then try to find the main idea of the text:
It tells us sth. that happened before Read the passage on Page 34 to get the answers to Part 1 and Part 2 of comprehending. ( 5 mins )
Understanding ideas
1. Why did Elias support Nelson Mandela?
2. What problems did Elias have?
3. Why did he support violence when he did not agree with it?
4. What would you have done if you were Elias?
Discussion of ideas
Here are some possible questions students could talk about:
1. Why did the white people not treat black people fairly in South Africa?
2. How do you think the white people stopped the black people from being treated fairly?
3. Is it right for some people in one country to treat other people in the same country differently?
篇12：高一英语必修二unit3课件
(1) 课题：Friendship
(2) 教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading
The third period: Grammar
The forth Period：Listening
The fifth period: Writing
(4)教学目标：
① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的'问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。
③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目： 直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation
(7) 教学煤体设计： A projector and a tape recorder.
(8) 教学过程：详见以下分课时教学设计。
(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
（10）教学反思或值得改进的地方： 见每个课时最后部分。
篇13：新目标英语八年级下册unit3课件
新目标英语八年级下册unit3课件
新目标英语八年级下册unit3课件
一、教学内容及分析
本单元以生活中发生的有趣事情及富有科普意义的不明飞行物UFO作为话题，其语言功能是谈论过去发生的事情，学会讲故事，进而培养学生热爱科学、探索科学、热爱生活的情感。是在学习了一般过去时态和现在进行时态的基础上，通过讲故事的方式，学习过去进行时态，继续巩固一般过去时态，学习when、while引导的时间状语从句，进而加深对一般过去时态和过去进行时态意义的理解和应用。
Section A：活动1a至2c主要通过听说的方式，描述UFO的发生过程， 在情景中呈现并学习了过去进行时态的意义及其结构，学习了when和while引导的时间状语从句。活动3a至活动4通过读写的'方式，通过任务驱动，讲述了UFO故事的结尾，然后通过小组交流活动，应用巩固过去进行时态。
Section B：在Section A的基础上进一步升华，应用前面学习的知识谈论学生身边常发生的事情，增强语言的真实实用性，教材编排按照先听说后读写循序渐进的方式，便于学生掌握和巩固。
Self Check目的是检测重点词汇、目标语言的应用，是学生单元复习和小结的指南。
教材以循序渐进的方式逐步呈现、操练、巩固、提高和复习新的语言，通过任务驱动的方式，从生活中来，到生活中去，体现语言的工具性和交际性。听、说、读、写贯穿整个学习过程，让学生体验合作交流的学习方式，感受语言学习之乐。
二、学习者特征分析
本单元的主要目标是学习掌握过去进行时态，巩固应用一般过去时态，学会讲故事或描述身边发生的事情，它是在学生已经学习了现在进行时态和一般过去时态的基础上继续学习的。对于八年级的学生，学生已经有了一定的词汇量，特别是要用好多的动词，学生有了一定的基础，这样便于教学内容的突破；更好的是教材选编了一些富有科普意义的UFO，更能激发学生的好奇心和学习兴趣，所以本单元的学习，学生应该能轻松的掌握。
三、单元整体目标分析
1、知识与能力：
（1）、Vocabulary（词汇）
A、New words and phrases barber shop，bathroom，bedroom，kitchen，UFO，alien，experience，accident，cutting hair，climbing，jumping，shouting，land，get out of，take off，follow，happen，scared，strange，amazing
B、Recycling shop，store，library，supermarket，museum，TV station，police，boy，girl，reporter，called，took a photo，eating lunch，crowded
（2）、Grammar（语法）
A、Structures（语言结构） Adverbial clause with when，while Questions and statements with past progressive
Review Past tense
B、Target language（目标语言）
What were you doing when the UFO arrived?
I was sitting in the barber’s chair.
The barber was cutting my hair.
While he was buying a souvenir, a girl called the police.
（3）、Functions（功能）T alk about past events. Tell a story.
2、过程与方法 本单元通过听说读写各种活动，了解了UFO，学习了UFO的故事发生过程，巩固掌握一般过去时态和过去进行时态，能够讲述或者复述故事，描述自己身边发生的事情。
3、情感态度与价值观：以有趣的UFO，激发学生探索自然，热爱科学的兴趣。以描述身边发生的有趣事情，激发学生热爱生活，享受生活，热爱学习的情趣。
四、重点难点 理解和掌握过去进行时态的意义功能，能区别一般过去时态和过去进行时态意义，熟悉句子结构，能应用运用这两种时态；掌握when，while的用法和区别及其引导的条件状语从句。
五、教法选择、学法指导与资源准备 根据学生特点及其对基础知识的掌握、教材编排特点以及语言教学的特征，我准备将教材作如下整合。第一课时，先从现在进行时态引出过去进行时态，两种时态对比，加深学生对两种时态的理解和知识间的前后联系，然后进行操练，进而教学when和while的用法，加深巩固和理解，接着教学Section B 1，2a，2b，2c；第二课时教学UFO专题，完成Section A；第三课时安排阅读复述教学，将教学内容进行升华；第四课时进行故事编排的写作教学，并进行单元复习小结，完成Self Check。采用以下教学法：情景创设呈现语言教学法、活动交流交际法、视听法、读写法、任务型语言教学法、成果分享教学，自学探究教学法等。培养学生自学探究意识，对学到的知识应该加以归纳、分析、比较，找出异同点；加强对新语言的操练。
资源准备：UFO视听材料，听力材料
六、课时及教学内容安排
篇14：七上英语作文
y View on Belin Chen After reading the article. He never worries about difficulties of his work, but also a hard-working learner. He tries learing languages of other countries, I think Belin Chen is wonderful. He is so outstanding. He is not only A talented actor. He has several good films。
篇15：九年级英语七单元课件
九年级英语七单元课件
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. A D
3. Students should not be allowed to have part-time jobs. A D
4. Sixteen-year-olds should be allowed to get their ears pierced. A D
5. Teenagers should be allowed to choose their own clothes. A D
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.
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。
篇16：七上秋天的怀念课件
七上秋天的怀念课件
七上秋天的怀念课件
【教学目标】
有感情地朗读课文，读出字里行间浓浓的母子情
从相关细节感悟母爱的无私与宽容
通过鉴赏菊花的描写深刻理解“好好儿活”的内涵
体会插叙对突出母亲形象的作用
【教学课时】2课时
【教学过程】
第一课时
一、导入课文
21岁的年轻人，本该与同龄人意气风发地去闯荡社会，去开拓自己的美好人生，可是，病魔却残酷地夺去了他的双腿，让他日复一日，年复一年地被禁锢在轮椅上。这位年轻人就是后来成了当代著名作家的史铁生。21岁的他，是如何跨越命运大逆转的那些苦难日子呢？
朗读课文
要求：有感情地朗读课文，读出“我”的绝望，读出字里行间母亲的理解、宽容、慈爱，读出我的悲痛，也读出我的乐观与坚强。
研读第一段
暴怒无常
“突然”“猛地”写出了我在突如其来的灾难面前易发怒，看不到生活的美好一面了。
母亲的理解、宽容、慈爱
“悄悄”写出母亲对我“暴怒”的理解，那是一种情绪的宣泄；“偷偷”又写出母亲担心我做傻事；“眼边红红的”写出了母亲强忍悲伤（抑制悲伤）；建议儿子去北海，是想让儿子散散心，想让儿子重扬生活之风帆；当儿子捶打自己的腿时，母亲“扑”“抓”的动作和那句“好好儿活”的话语，写出母亲害怕儿子经不住打击，坚强地鼓励儿子。
第一段段意
身患重病的母亲百般抚慰21岁遭遇重大挫折的'儿子
第二课时
研读第二段
概括第二段的情节
参考答案：母亲央求我去看菊花
“挡”的动作描写
秋天叶落，母亲为了我不触景生情，为了我不再悲伤、绝望，于是有了这个慈爱的动作。
分析“喜出望外”
儿子终于愿意去北海、出去转转了，表明儿子的情绪有所好转，儿子重新感受生活的美好也许成为现实。
母亲的激动与絮叨
A一会儿坐下，一会儿站起，“那就赶紧准备准备”
B回忆儿子当年的活泼可爱，这是幸福的回忆，这是幸福的絮叨。
母亲的敏感
对于“跑”“踩”一类字的敏感，用语的谨慎，写出了母亲时时处处站在我的角度着想，写出了母亲的慈爱。
母亲临终的牵挂
母亲没说完的话是什么？
插叙的作用
侍弄花儿可见母亲热爱生活，但是儿子遭遇重创后母亲没有侍弄花儿，因为她要细心照顾儿子、乐观地鼓励儿子。
妹妹说母亲整宿整宿地睡不了觉，母亲把自己的痛苦在夜晚咽下，决不在白天面对儿子时表现出来，写出母亲在儿子面前表现出的无私与坚强（坚韧）。
临终遗言，写出母亲对孩子的牵挂，希望儿子坚强地乐观地活下去。
鉴赏菊花的描写
1、排比句，写出了菊花开得灿烂，象征我对生命的渴望和眷恋；象征我变得乐观坚强；
2、我也看到了母亲的影子，菊花中有母亲的音容笑貌，菊花中有母亲的殷切嘱托“坚强自信地活下去”，我默默地对母亲说：我已经找到了自我。
对母亲的歉疚
1、摇着轮椅在园中慢慢走，又是雾罩的清晨，又是骄阳高悬的白昼，我只想着一件事：母亲已经不在了。在老柏树旁停下，在草地上在颓墙边停下，又是处处虫鸣的午后，又是鸟儿归巢的傍晚，我心里只默念着一句话：可是母亲已经不在了。把椅背放倒，躺下，似睡非睡挨到日没，坐起来，心神恍惚，呆呆地直坐到古祭坛上落满黑暗然后再渐渐浮起月光，心里才有点明白，母亲不能再来这园中找我了。--《我与地坛》
本文中有没有写到歉疚？
A可我却一直都不知道，她的病已经到了那步田地
B看着三轮车远去，也绝没有想到那竟是永远的诀别
