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初二英语unit1课件

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初二英语unit1课件

篇1：初二英语unit1课件

初二英语unit1课件

初二英语上学期unit1教案

一、Teaching aims and demands:

1. Learn how to ask others about their free-time activities, hobbies and how often they do those.

2. Learn to talk about the food that they and others like to eat and how to have a healthy diet. Decide which diet is the best one.

3. Talk about different eating habits.

4. Learn to read and write using the target language.

二、Teaching difficulties and importance:

1. The structures and usage of How often.

2. The usage of the adverbs, such as, sometimes, usually, always, never, and the usage of the words: most, some, all, etc.

3. Reading and writing

三、Teaching methods:

1.Cooperative and communicative methods.

2.Task-based Language Teaching Approach.

3.Multi-media Teaching.

四、Teaching aids:

ppt.

五、Teaching procedures:

Step1. Warming up

Show a video of a song (An apple a day keeps a doctor away.) and sing it together.

T: What songs sings about?

S1: It's about an apple.

S2: Apples are good for our health.

T: What other things are good for us/our health?

S1: I think milk is good for us.

S2: Fish is good for our health.

S3: Fruit is good for our health.

T: What about junk food? Is it good for us?

Ss: No, it's bad for our health.

T: How often do you eat junk food?

S1: I eat it only once a week.

S2: I never eat junk food.

S3: I hardly ever eat junk food.

T: As for eating junk food, I'm the same as you.

Step2 Review

T: Today, Dr Li wants to know our eating habits. Can you finish the survey? How are your eating habits?

Activities every day Three or four times a week Once or twice a week never

Eat vegetables 4分 3分 1分 0分

Eat fruit 4分 3分 1分 0分

Drink milk 4分 3分 1分 0分

Eat junk food 0分 1分 3分 4分

drink coffee 0分 1分 3分 4分

A. good (16分-20分) B. OK (8分---15分) C. bad (8分以下)

Conclusion: My eating habits are______________.

T: Look, Here are the results of my eating habits, I eat vegetables and fruit every day. I got 8 points. I drink milk once or twice a week. I got 1 point. I never drink milk and eat junk food. I got 8 points. So how are my eating habits?

Ss: Your eating habits are good.

T: Can you tell us your eating habits?

S1: I eat vegetables and three or four times a week. I drink milk every day. I never drink coffee. I eat junk food once a week. So I have good eating habits. (Then 3 more students to speak)

T: How are your eating habits?(one by one).

S: My eating habits are good/OK/bad.

T: Now, Dr. Li know our middle school students' eating habits. Here's the result( Show students a form). Can you tell us?

S: Most students…Some students….

Step3. Presentation

1.T: We know good eating habits are good for our health. What is good for our health?

S: Exercising every day.

T: Look, this is Katrina. What's the picture?

S: ……

T: Do you want to read Katrina's letter? Which one is the theme sentence? S: ……

T:Open the book, read quickly and find out the theme sentence.

S: I think the first sentence is the theme sentence. …but I'm pretty healthy.

T: Great! It is in the first sentence of the paragraph..

2. According to Katrina's letter, help her pen pal fill in the chart.

Read carefully.

Activities How often

Eat vegetables Every day

T: Can you put them into three parts?

S: Exercise, eating habits, sleep

T: What's the main idea?

S: She has a healthy lifestyle.

T: It writes about lifestyle. Katrina's lifestyle is healthy. What does a healthy lifestyle help us?

(Discuss in groups)

S: It helps us ….

T: So we should look after our health.

T: Some have healthy lifestyles, but some have unhealthy lifestyles. Bill is unhealthy.

Step4 Practice

1. According to the chart, can you finish Bill's letter (3b)

2. T: Bill is kind of unhealthy. Now, he is very heavy. He is very sad. Can you give some advice?

(Discuss in groups)

G1: Bill, you try to exercise every day.

G2: You should eat less junk food.

G3: …

T: What good advice! I think Bill is very thankful.

3. Enjoy the passages

T: From these two articles, we know Katrina is healthy and Bill is kind of unhealthy. I like the articles. Like this sentence: So maybe I'm not very healthy, although I have one healthy habit.

T: And what sentences do you like?Can you write down?

S:_________________________

Read loudly and try to remember.

S: __________________________

Step5 Homework (二选一)

1. Is your lifestyle the same as yours or different? What's your lifestyle?

Please write about your own lifestyle.

2. You are a reporter of 'China Sports'. And now you are asked to write an article about Yao Ming's lifestyle.你是一名中国体育的记者,现在要求你写一篇关于姚明的生活方式。(上网收集、查找资料。)

板书

I'm pretty healthy

篇2：初二上册英语unit1课件

初二上册英语unit1课件

【短语归纳】

1. go on vacation 2. stay at home 3. go to the mountains 4. go to the beach 5.visit museums 6. go to summer camp 7. quite a few 8. study for…. 9. go out 10. most of the time 11. taste good 12. have a good time 13. of course 14. feel like 15 go shopping 16. in the past 17 walk around 18. too many 19. because of 20. one bowl of… 21. the next day 22. drink tea 23. find out 24. go on 25. take photos 26. something important 27. up and down 28. come up

【语法】

1. buy anything special 买特别的`东西

①buy sth. for sb.=buy sb. sth.

②anything 不定代词，意为“某事；某件东西”，主要用于疑问句或否定句中。表示“任何事；任何东西”时，主要用于肯定句。

③anything special 特别的东西，形容词修饰不定代词时应后置

2. How did you like it? 你觉得它怎么样？=what do you think of …?

3. Did you go shopping? 你们去购物了吗？

go + doing表示去做某事，常用于表达从事某一体育活动或休闲活动 go fishing go swimming…..

4. The only problem was that there was nothing much to do in the evening but read.

唯一的问题是晚上除了读书没什么事情可做。

Nothing much to do 没什么事可做 nothing…but…除….之外什么也没有，but后可接名词或动词原形。

5.Still no one seemed to be bored 仍然没有人看起来无聊

seem 可作不及物动词或连系动词，意为“好像，似乎，看来”

seem+形容词看起来。。。 you seem happy today.

seem+to do sth. 似乎，好像做某事 I seem to have a cold.

It seem/seemed +从句看起来好像。。。；似乎。。。。

It seems that no one believes you.

Seem like 好像，似乎 It seems like a good idea.

6. I arrived in Penang in Malaysia this morning with my family.

Arrive 不及物动词，意为到达，arrive in 表示到达较大的地方，如国家，省，市；arrive at 表示到达较小的地方，如机场，商店，广场，村庄等。

7. So we decided to go to the beach near our hotel.

decide to do sth. I decided to buy a new car.

8. My sister and I tried paragliding.姐姐和我尝试了滑翔伞运动。

try doing sth. 尝试着做某事，表示一种尝试，做做看的想法，不一定付出很多努力。 try to do sth. 尽力，设法去做某事，表示想尽一切办法要把事情办成，强调付出一定的努力设法去完成。

9. I really enjoyed walking around the town.

enjoy后接名词，代词或动名词作宾语

10. What a difference a day makes!

What 引导的感叹句，what+名词+主语+谓语！此句式强调的部分是what 后面的名词。

11. We waited over an hour for the train because there were too many people.

too many 意为太多，其后接可数名词复数 too much 修饰不可数名词，意为太多，还可修饰动词作状语 much too 修饰形容词或副词，意为”太”

12.My father didn’t bring enough money…我爸爸没带足够的钱。。。

①Bring:指从别处带到说话者所在地 take:指从说话者所在地带到别处去

②enough 形容词，意为足够的，充分的，作定语修饰名词。 Enough 还作副词，意为足够地，充分地，用来修饰形容词或副词，一般置于被修饰词之后。

13.Because we forgot to bring an umbrella…因为我们忘记带雨伞

forget to do sth. 忘记要做某事（事情还没做）forget doing sth.忘记做过某事（事情已经做过了）

14.About one hour later, we stopped and drank some tea.

Stop doing sth.停止做某事 stop to do sth. 停下来去做另一件事

15.My classmates told me to keep going, so I went on.

①tell sb. to do sth. ②keep doing sth. 继续做某事，一直做某事

篇3：高一英语unit1课件

高一英语unit1课件

Unit 1 Good Friends

Teaching aims and demands:

a、Achieve language skills and related knowledge about the topic of friends and friendship;

b、Learn to express likes and dislikes and make apologies

c、Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d、Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend。

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them。

What should a good friend be like?

What qualities should a good friend have?

Should they be funny， smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING。 Ask some questions:

1。What doesn’t John like?

2。What does Joe think of music and skiing?

And then fill in the form on page 3。

Then ask the students to express their ideas freely。 Encourage the students to say more about friends。

Step 3 Listening

Ask the students to listen to the tape and fill in the blanks in the listening part。

Step 4 Talking/Practice

Ask the students to page 85。 Make a similar dialogue as in exercise 2。

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me。 You promised to … I’m very sorry… It won’t happen again。 I forgot。

Step 5 Homework

Finish Exercise 3 in the workbook。

Lesson2

Step1 Revision

Ask several students to present a speech about friends as a revision。

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island。 Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3。

Step 3 Reading

Before asking the students to read the text， first give the students a brief introduction about Tom Hanks， his films and the film Cast Away。

Then students read the text， and answer the following questions。

1。How does Chuck Noland come to a deserted island?

2。 In order to survive on the island alone， what does he need to learn?

3。 What does he understand at last?

4。 For us， what lesson we can learn from Chuck?

At the same time explain the language points if necessary。

Step 4 Post-reading

Discuss the following questions in the Part POST-READING。

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film。

Lesson3

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films。

Step 2 Language Study

Ask the students fill in the blanks with proper words。

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech。

Then ask the students to do the exercise in the Part Grammar on P5。

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out。

Step 5 Homework

Ask the students to finish the exercise2 in their workbook。

Lesson4

Step 1 Revision

Check the homework。

Step 2 Presentation

Present simples of e-mail to get the students a general idea of e-mail。

Step 3 Explanation

Tell the students some tips of writing an e-mail by learn the above e-mail simple。

Step 4 Writing

Ask the students to write an e-mail message。

Step 5 Homework

Ask the students to try to write an e-mail to their e-pal。

篇4：七年级英语Unit1课件

七年级英语Unit1课件

一、本单元的`教学内容为：

1、学习Aa--Hh 8个字母。

2 、学习hi、hello、good、morning、afternoon、

evening、fine、OK、thanks等词汇。

3 、学习不同时间见面时的问候语及其回答。

二、教学目标

A、语言知识目标：

1、词汇：字母 Aa --- Hh

八个人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

2、句型： Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. / I’m OK.

B、语言技能目标：

通过游戏等多种形式的学习活动，培养学生对初学知识的

听、说、读、写能力和灵活运用初学的日常交际用语的能力。

C、情感目标：

1. 激发学生学习英语的兴趣，发挥学生学习英语的积极性和主动性。

2．通过小组活动，培养学生的合作意识和团队精神。

3．在活动中培养学生的思维能力和创新能力。

D、教学策略：

1、以趣激学：以游戏和猜谜的方式激发学生参与热情。

2、以放促学：开放处理教材，利用学生自主搜集信息，实现知识的整合。

3、以任务导学：以话题为纲，以任务为主线，以合作交际为方式，培养学生用英语交流信息，获取信息和处理信息的能力。

篇5：英语必修二unit1课件

一、教学目标：

1. 能听懂、会说“Hello,.”,向他人打招呼。

2. 能认读单词hello,boat,coat，感受它们所含有的共同元音音素/ou/。

3. 能模仿录音中的语音、语调、熟练地说唱、表演小韵文。

4. 能得体地与人打招呼、问候。

二、教学重难点

1.学习打招呼用语“Hello,

2.熟练、准确地说出小韵文。

三、教学准备

教学课件，图片等

四、教学过程

【Listen and say】

1.导入

(1)教师亲切地和学生打招呼

Hello, boys and girls!引出

hello让学生初步感受这个单词的读音。并请同学们和老师热情地打招呼。

(2)和同学打招呼I’m your English teacher. I’m Miss Qu. So you can say hello,Miss Qu!。

What’s your name?学生说出自己的名字，和教师打招呼，和同学打招呼，教师进一步让学生练习hello。

(3)与本册书主角见面教师展示本书主角照片：Lingling，Yangyang，Baobao，Maomao，Guoguo等，让学

生们和他们打招呼。

2.学习对话一

(1)认识场景和人物

教师出示并引导学生观察第一幅主题图，设置新情景，

Today is Maomao’s first day in school. He meets new friends.

请学生观看第一段对话内容，观察人物并引导学生注意听两个人物的对话内容。

What do they say?学生重复对话内容。

(2)初听理解对话

播放对话，请学生听一听。

请学生重复对话。

(3)听录音模仿跟读

播放对话录音，请学生进一步听清、理解对话内容。

教师反复播放对话录音，请学生模仿录音中的语音、语调，进行跟读练习。

(4)在小组内分角色练习。

(5)小组展示。

3.学习对话二

(1)认识场景和人物增加Miss Wang和其他小朋友，走入教室的场景。

(2)初听理解对话

播放动画，鼓励学生说出听到的内容。

(3)听录音模仿

重放对话录音，请学生边听边看主题图，进一步听清、理解对话内容。

请学生模仿录音中的语音、语调。

(4)在小组内分角色练习。

(5)小组展示。

【Let’s act】

1.在小组内分角色表演对话部分并展示。

2.设置情景

同学们进入校园，互相打招呼。

【Point and say】

1.引入

教师说我们都认识了好朋友，那hello也认识了一些好朋友，

你们猜猜他们是谁呢？

2.词汇学习

(1)听并跟读模仿

(2)初步理解词义

呈现大量图片，帮助学生理解词义。力求形式多样、丰富多彩。

3.语音训练

(1)教师示范朗读因素/ou/及单词，请同学边听边看教师的口型。

(2)请学生关注o,oa的'发音，/ou/-hello/ou/-boat/ou/-coat尝试认读单词go

4.游戏

What is missing？

5. TPR

学生拍手说单词。

【Let’s say】

1.学习歌谣

(1)老师通过上个环节的律动，组成歌谣内容，学生看老师的动作，说出老师表演

的词汇。

(2)听歌谣录音，尝试说出歌谣中所听到的内容，教师将学生所说内容绘画于黑板。

(3)教师呈现歌谣的情景，学生再次理解歌谣。

2.说唱并表演歌谣

3.歌谣展示

教师给予激励评价。

【I can introduce】

请台下同学和台上的同学们打招呼。

例如：Hello,…

五、Homework

1.常规听读15~20分钟。

2.制作P3的三张小卡片。

3.背诵并表演歌谣。

篇6：七年级英语课文unit1课件

七年级英语课文unit1课件

一.基本信息教材分析

七年级英语unit1 sectionA,这部分首先通过图文将学生带人“上新学校，结交新朋友”的情境中，并逐渐在该语境中输入“与人打招呼”，“自我介绍”及“介绍他人”的核心句型和重点词汇。1a-1c通过图文及听力练习创设语境，引入单元话题，是整个sectionA的基础，重点是学习打招呼与自我介绍的基本词汇和基本目标语言结构，如：What’s your name?My name’s ...I’m...Nice to meet you. Nice to meet you ,too!等。2a—2c在此基础上给出了更为丰富的语言运用环境，以听力的形式巩固单元重点句型，包括询问和回答第三方的姓名，如：What’s his name?His name is...2d的角色扮演活动综合呈现了前面的内容：见面问候，自我介绍并询问第三方的姓名等。该活动要求学生能模仿并分角色表演对话，对学生提出了更高的语言综合运用能力的`要求。

二.教学目标

1、知识目标：

帮助学生掌握三会、四会单词，如：name,nice,to,meet,too,your,his,her,yes,no等; 同时让学生掌握自我介绍，询问对方及第三方的姓名，初次见面打招呼的交际用语。2. 能力目标：

对学生进行形容词性物主代词的启蒙；同时让学生懂得利用信息提示填写表格，或者利用信息介绍一个人。3. 情感目标：

通过向同学朋友咨询了解个人信息，学会与同学和睦共处、互相关心、得体交流，懂得待人以善以诚的道理。

三.教学重点与难点

教学重点，难点:

本部分教学重点难点是让学生学会自我介绍，询问对方和第三方姓名，掌握与初次见面的朋友打招呼，询问基本信息等交际功能。

四. 教学过程

在课堂的整体设计上我主要遵循整体教学的思路，运用情景教学法和交际法，分以下五个主要步骤进行，即：复习、新授、巩固、活动练习和作业。

第一步：复习1、在一个包里放橡皮、尺子、钢笔、铅笔、书等，找一名学生到讲台前，从包里随意抽取一样东西，向同学提问：“What’s this/that in English? ”“ How do you spell it?””What color is it?”让同学轮流回答2、双人活动。复习句型： Is this/that a/an …?每个同学拿几样东西相互提问:s1: Is this an apple?s2: Yes, it is. /No, it isn’t. It’s a/an …

第二步：新授1.1a

这个活动是以词汇教学为主要内容，其目的是了解学生的英语基础，同时也是教学新知识前的热身，还可以是对预备篇教学内容的复习。

1b 以听力的形式巩固学生对打招呼及自我介绍的核心句型的认知。

1，让学生听第一遍录音，整体感知三组对话的语境，完成1b的任务。教师检查学生完成情况，通过追问，让学生说出判断依据，引导学生明白抓关键词（名字）完成听力任务的学习策略。

让学生再听一遍，同时关注对话中的两人是如何打招呼及询问和介绍名字的，让学生找出相关的句子：I’m...My name’s...

让学生听录音并模仿对话。

第三步：巩固

1c. 学生两人一组表演

A:Hello!I’m...What’s your name?

B:My name is...

A:Nice to meet you.

B:Nice to meet you,too!

第四步：听力练习完成2a,2b

1，引导学生看图，了解对话发生的场景。

2，播放第一遍录音。让学生连续听四组对话，整体感知听力内容。

3，再放一遍，听录音前提醒学生注意名字，并抓住对话发生场景。完成2a。

4，核对答案，并让学生说出判断依据。

5，再听一遍，完成2b。在听之前，教师根据学生的实际情况在名字语言上给予必要的指导和帮助。

第五步：考考学生的记忆力

就听力内容问学生一些问题，看看谁记得多。比如：

What are the two boys’ names?Are they Eric and Mike?第五步巩固

活动2c这个活动是听力的延伸，要求学生以获取的听力信息为基础，通过对话熟悉，运用有关问候，自我介绍及介绍他人的目标语言结构。依据2c的内容，教师先与一名学生进行互动，为全班做出示范。然后学生两人一组练习对话。

五.学生学习活动评价设计

本课课堂教学中主要用的是形成性评价，其主要目的不是为了选拔少数优秀学生，而是为了发现每个学生的学习潜能，促进学生的学习，并为教师提供教学反馈，主要有三种形式，即学生自评、学生互评、教师评价。本课设计本着讲练结合的要求，把教学内容目标化，课堂教学交际化，而且在设计时充分考虑学生的现状，保证所有学生能够积极参与教学，多数学生能流利地表达自己的思想，并通过课下的反馈了解学生对本课的掌握情况；能重视知识传授与能力培养相结合，思维训练与操作训练相结合，循序渐进、因材施教，符合“以教师为主导，以学生为主体，以会学为主旨，以训练为主线”的四主要求。

六.教学反思

备课过程中我根据教材需要，设计采取多种教学法交互使用，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。主要以直观教学、交际性教学和任务型教学等，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，激发学生兴趣，活跃课堂气氛，提高了教学效果。

七.启发：

教学方法和学法的采用与改进：

1．让学生养成听的习惯。学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2．促进学生科学储备大量知识。学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3．引导学生及时巩固，反复记忆。凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。

4．鼓励学生积极操练，重在口头。在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。

篇7：英语必修一unit1课件

英语必修一unit1课件

一、教学内容：

Unit 1 of Module I Period Three（Grammar）

二、目标与要求

1、学习一般现在时态和现在进行时态。

2、一般现在时态和现在进行时态表达将来的动作。

3、对比一般现在时态和现在进行时态，掌握它们的用法和区别，进一步强化学生对该语法项目掌握的熟练程度和运用能力。

三、语法讲解

一般现在时

（一）时态构成：

一般现在时主要由动词的原形表示，如果主语是第三人称单数，则在动词原形后加-s或-es。

（二）时态的用法：

1、表示经常发生的动作、存在的状态和现阶段的习惯

常用的时间状语有：often, sometimes, usually, always, seldom, in the morning, every day, on Sunday 等。如：

He is always ready to help others.

The students have sports at five every afternoon.

Does he work hard?

2、表示不受时间限制的事实或普遍真理

Three plus two is five.

A plane is faster than a car.

China is in Asia.

Light travels faster than sound.

3、在含时间和条件状语从句的复合句中

主句用一般将来时，从句则用一般现在时表示将来动作。如：

I will stay at home if it rains tomorrow.

She'll go to see him as soon as she arrives.

When they come, they'll tell you something important.

4、在含宾语从句的复合句中

尽管主句用过去时态，但如果宾语从句所述内容是客观真理，从句谓语动词仍然用一般现在时。如：

The teacher told her pupils that the sun rises in the east.

5、表示已经安排或计划好将来必定会发生的动作或存在的状态

一般用be, come, go, arrive, leave, start等动词。如：

My birthday falls on May 2.

The meeting is at 2:00 p.m.

His ship leaves at 9:00 a.m.

6、图片说明、电影说明、解说戏剧内容及场景

动词常用一般现在时。如：

Scene 1 ( Mary and Miss Green are in the professor's room-a large ,pleasant room with many books. There is a big desk near the window. )

7、几个由here, there 开头的句子

动词用一般现在时表示现在正在进行的动作。如：

There goes the bell. Let's hurry.

Here comes the teacher.

现在进行时：

（一）现在进行时的构成

现在进行时由助动词be(am, is, are)+现在分词构成。am 用于第一人称单数，is用于第三人称单数， are用于其他各人称。

（二）现在进行时的用法

1）表示此时此刻正在进行的动作

The boys are reading magazines.

Are the students dancing?

Mr. Green is talking with Jim in the classroom.

2）表示目前这段时间内正在进行的动作（尽管此时此刻该动作并不在进行中）

-What's he doing this week?

-He is translating a novel.

They are learning Chinese in Beijing.

I'm working for an American company.

3）现在进行时常与副词always, constantly 等连用，表示反复出现或习惯性的`动作，含有说话者的赞扬、不满、讨厌、遗憾等情绪。如

The girl is always smiling happily.

You're always making the same mistake.

She's constantly changing her mind. 她经常改变主意

4）用进行时表示过程

It's getting cold. 天气变得越来越冷

The leaves on the trees are turning brown.

She's finding that chemistry is much more difficult than physics.

她渐渐感到化学比物理难学。

5）现在进行时可用来表示按计划安排即将发生的动作（见一般将来时有关讲解）

注意：英语里有些动词一般不用于进行时，它们在新教材里也被称为静态动词。

①表示知觉的动词，如see, hear, smell, taste, notice, feel 等；

②表示态度和感情的动词，如believe, agree, like, hate, want, think 等；

③一些不表示具体动作而表示某种抽象的关系或概念的动词，如have, depend, seem（似乎）, belong to（属于）, consist（组成）, possess（拥有，占有）等。

但当这些动词的词义改变时便可用于进行时。试比较：

I feel sick.

The doctor is feeling my pulse.

I can't see anything in the bowl.

Tom is seeing his friend off at the airport.

【家庭作业】

1. Exercises 2.3.4 of Lesson 1 on Page 54.

2. Exercises 1.2.3.4 of Lesson 3 on Page 58.

篇8：英语必修五unit1课件

一. Analysis of the teaching materials教学内容分析

课题：Book5 Unit1----John Snow Defeats “King Cholera”(Reading)

本课是一篇阅读课文，出自人民教育出版的高中英语学生用书必修五。在第一节课Warming up里面初步接触和了解了不同领域的科学家们对人类的贡献及其成果;并且在Pre-reading里通过若干问题的讨论，学生初步了解得出科学观点所需的过程。在此基础上，本节课介绍英国著名医生John Snow如何通过考察、分析、探究的科学方法，发现并控制霍乱这种传染病。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，以及了解科学发现的全过程具有科学的严密性，培养学生的逻辑分析能力。还通过各种课堂活动的开展，进一步培养学生准确获取信息、归纳文章大意以及运用文章内容，准确使用目标语表达的能力。

二. Analysis of the students学情分析

教学对象是高二学生，他们的英语基础知识和基本技能都是一般水平，而且他们普遍存在被动学习的`现象。因此，调动学生学习的积极性，设计针对不同层面学生的学习任务，引导学生通过思考、分析、讨论、归纳、交流、合作等方式进行扎实有效的学习是本节课教学的关键。

三. Learning Method学法指导

根据新课标的基本理念，给学生不同难度的教学任务，让学生有充分表达自己的机会。积极引导学生参与课堂活动，让学生在合作中学习、在体验中学习，形成自主学习和小组讨论结合的学习方法，运用有效的学习策略提高学习效率。合理调动各个层次学生的学习积极性和主动性，从而提高学生的学习兴趣。

四. Teaching Aims 教学目标

Ability Aim

1) To train the students’ ability in skimming & detailed reading.

2) To train the students’ ability of summarizing a passage.

Knowledge Aim

To lead the students to get some information on the steps of a scientific research through reading.

3. Emotional Aim

1).Get the students to adapt the scientific spirit in their pursuit of knowledge.

2). Develop the students’ ability of group cooperation and pair work.

五.Teaching important and difficult points 教学重难点

1). Understand the spirit of science and scientists.

2). Understand the details of each stage in examining a new scientific idea.

3). Make up a dialogue according to a certain situation and the content of this passage.

六.Teaching method 教学方法

1) Communicative Approach交际教学法;

2) Task-based Approach任务型语言教学法;

3) Cooperative Learning Approach合作学习教学法.

七. Teaching Aids 教具准备

Multi-media and the blackboard

八.Teaching Procedures 教学过程

Step I Revision (2 minutes)

1)Present the students a guessing game for them to review the great scientists and their contribution.

2) Review the ways of doing a scientific research.

Step II Reading (25minutes)

Let the students read through the whole passage and finish the required task and help them to have a better understanding of the article by providing some background information and analysis.

Task1 Skimming

Ask the students to look at the title and find out “Who, what”. Then read quickly to find out “when, where”.

Task 2 Detailed reading

The students are required to find out the detailed information according to the steps of a scientific research.

1) What is the problem? ------The cholera was the most deadly disease of its day. Neither its cause, nor its cure was understood.

2) Make up a question: Which theory to believe in?

Idea 1: Cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims.

Idea 2: People absorbed it with their meals.

3) What method did he use? ----- A map of the Broad Street

Teacher should help the students to analyse the map, For the map is the most valuable clue about the cause of the disease.

4) Analyse the results ---- What happened to the pump water?

5) Collect results ---- The water was from the river which had been polluted by the dirty water from London.

6) Find supporting evidence: What extra evidence did he find?

Key: Two other deaths. A woman and her daughter who lived far away but drank the water also

died.

7) Draw a conclusion with certainty ----- The polluted water carried the disease.

Task 3 Comprehending

Ask the students to number the events in the order that they happened to help them recall the

content of the passage.

Step III Summary (7 minutes)

1) Analyse the style of the passage.---- Narration

2) Summarize the content of the passage using about 30 words.

Ask some students to present their answers and give them advice to correct it. Then give a sample answer.

Step IV Reading and Speaking (10 minutes)

Part A 模仿朗读

请听课文录音(Paragragh 1)，并跟读课文，注意语音、语调和停顿。

Part B 角色扮演

角色：Anne and Jenny

情景：Anne向Jenny了解John Snow的故事

任务：请你扮演Anne，根据中文提示提问，你的同桌扮演Jenny，回答你的提问。

你知道有关John Snow 的故事吗?

2. 在那个年代，霍乱很可怕吗?

3. 他认为霍乱的起因是什么?

4. 他怎样证明(prove)自己的观点?

5. 他得出什么结论?

Sample dialogue:

1. Q: Do you know anything about John Snow?

A: Yes, John Snow was a famous doctor in London. He defeated “ King Cholera”.

2. Q: Was cholera very terrible in his day?

A: Yes, it was the most deadly disease at that time.

3. Q: What did he think was the cause of cholera?

A: He thought that people absorbed this disease into their bodies with their meals.

4. Q: How did he prove his theory?

A: He marked on a map the exact place where all the dead people had lived, which gave him a valuable clue about the cause of the disease.

5. Q: What conclusion did he draw?

A: He drew a conclusion that polluted water carried the virus.

Step V Homework (1minutes)

1 Read the passage fluently.

2. Act out the Role Play with your partner after class.

九. The design of the blackboard 板书设计

Unit 1 Great Scientists

---- John snow defeats “ King Cholera ”

1. Who Summary

2. What ――→ Narration

3. When

4. Where

Speaking ---- Part B

Q1 Do you … ?

Q2 Was cholera… ?

Q3 What did he think was… ?

Q4 How did he… ?

Q5 What… ?

篇9：八年级下英语unit1课件

八年级下英语unit1课件

一. 用所给词的适当形式填空。

1. They have a lot of tall since 3 years ago.(build)

2. It’s (possibly) to finish such a difficult task in a very short time.

3. Tom seems ( go skating) tomorrow. But he is very of the life.(bore)

4. My cousins both want to be great (science) so that they can make those

(predict) clear. They will try to stop people from making ( 更少污染)

5. That astronaut was not with that truth..(pleasant)

那个宇航员对那个令人不快的事实感到很不满意。

6. Tom takes five days (teach) that parrot==Tom spends five days (teach) that parrots

7.Many scientists are trying to make robots (walk), it’s difficult for them (finish)this

8.We all know that (predict) the future can be diffficult and many (predict) never came true.

9. Tom (is) a computer programmer in 7 years.

10. We should try our best to use people and money to do more work.(few/ little)

二.写出下列短语

1. 三只电动牙刷three 2。太空站

3。好几百只鹦鹉 of 4。在未来 the

4. 形状不同的巨大的机器人 robots different

5. 实现梦想 realize the dream===make the dream

6. 驾飞船到月球 to the moon. 7. fall in love with

8. 穿戴更随意些 more 9。Be the same as 反义be different

10. 活到200岁 live two hundred years old.

11. 通过电脑在家学习study at home

三.重点句型1have fun doing sth.

【句型介绍】意为“做某事有乐趣”，其中have fun 相当于enjoy oneself，表示过得愉快。【句式比较】 have a good / nice / wonderful time doing sth. / with sth.

Did you have a good / nice / wonderful time visiting that country?访问那国家你们快乐吗?

另表“做某事费力”have trouble/ difficulty/ problems/ a hard time doing sth./ with sth.

【特别提醒】句中fun及trouble 为不可数名词，前不能用冠词。可用great、much、a lot of，lots of等修饰。

习题 1.it’s fun (swim)in the sea, we had great fun (go swimming)there.

2. what fun they had (visit) that amusement park.

3. Noneknows what great trouble we had (find)your house.

4. We had fun playing computer games. 我们玩电脑游戏很愉快。

2 英语中集体名词，如family, class,team等作主语时，若作为一个整体看，其后的谓语动词用单数;若强调其组成成员，谓语动词用复数。类似还有police和the+形容词表一类人时

My family is a happy one. My family are all watching TV.

3 在比较级中，要注意than后面人称代词的格。

1)当句中的谓语动词是不及物动词时，than后代词用主格还是宾格，意思上通常没有区别。如： He runs faster than I / me. 他跑得比我快。

They get to school earlier than we / us every day. 他们每天都比我们到校早。

2)句中谓语动词是及物动词时，than后面人称代词用主格还是宾格在意思上就有差别了。试比较： I like you more than he. (=I like you more than he likes you.) 我比他更喜欢你。

I like you more than him. (=I like you more than I like him.) 你和他相比，我更喜欢你。

在比较句型中，than后面的谓语动词常常省略。也可以用相应的助动词来代替与前面相同的谓语动词，以避免重复。如：

Tom does better at the lessons than I (do). 汤姆功课比我好。

She ate less than I (did) for breakfast. 她早饭吃得比我少。

4. 不定式作定语时，应放在被修饰词的后面，一般指一个还没有发生的动作。

如： Do you have anything to say about this? 有关这件事你有没有什么要说的?

5. You'd better ... 是You had better ... 的缩写形式。 had better 为固定短语，意为“最好......”，后接动词原形，常用来提出建议或劝告，其否定形式是“had better not + 动词原形”。You'd better not stay there too long. 你最好别在那里呆得太久。

6. Such作形容词，意思是“如此的”“这样的”，修饰各种名词。

Such这样的。如It is such bad weather.天气如此恶劣。

Such常和表示结果的that从句搭配，表示“如此….以至于…”如

It was such a hot day that we all had to stay at home.

Such…that…和so…that…都可用来引出一个结果状语从句。由于such是形容词，所以that从句前有一个受such修饰的名词;而so 是副词，用以修饰形容词或副词，因此that从句前一般不出现名词。如

They are such kind-hearted teachers that people in the village all respect them.

The exam was so difficult that many students failed to pass it.

a)如名词是可数名词的单数形式，such和so位置不同：

such+a/an+形容词+单数名词=so+形容词+a/an+单数名词即such a nice girl=so nice a girl

b) 如果名词是不可数名词或名词复数，只可用such,不能用so.:

such+形容词+不可数名词或复数名词，如：such good weather， such clever kids

c)如果被修饰的不可数名词被much, little, 或复数名词被many, few等表示量的形容词修饰时，用so，不用such.

语法要点一般将来时的用法：1)表示将要发生的动作或情况;2) 不以人的意志为转移，肯定要发生的事情。The day after tomorrow will be National Day.后天是国庆日。

3. in/after:in是指以现在时间为起点的“在一段时间以后”。也可以表示“在将来多少时间之内”，句子中的谓语动词要用一般将来时态，对此提问用how soon

after常指以过去时间为起点的“一段时间之后”，所以它与过去时态连用。当after指某个特定的未来时刻或日期之后，或指以将来某一时间为起点的.若干时间之后时，它可以与将来时态连用。用”be going to +动词原形”也可表示将来时，表示将要发生的事，打算或决定要做的事。

4.more, less, fewer的用法区别：more为many, much的比较级，意为“更多”，可修饰可数与不可数名词。Less是little的比较级，意为“更好，较少”，修饰不可数名词。Fewer是few的比较级，意为“更少”，修饰可数名词复数。

【注意】few, little表示否定“几乎没有”==hardly any或not many/not much。

a few==several a little表示肯定“一点，几个”= a bit of ……。

5.would like sth意思为“想要某物“; would like to do意思为“想要做某事”。回答would like句型的一般疑问句时，其肯定回答为 “Yes, please.”;否定回答“No, thanks”或 “I’d like /love to, but….”

d) 当little表示“年纪小的”时，可用such+little+名词。

单选题( ) 1. It ________ us nearly a whole day to finish the work.

A. used B. cost C. took D. spent

( ) 2. There is ________ water in the jar, is there?

A. few B. little C. a few D. a little

( ) 3. This basket is ________ than that one. You can carry the light one.

A. more heavier B. much heavy C. much heavier D. very heavier

( ) 4. It’s polite ________ the old. We should learn from you.

A. of you to help B. for you to help C. of you helping D. for you helping

( ) 5. There are three ________ students in their school.

A. thousands of B. thousand of C. thousands D. thousand

( ) 6. There ________ an important meeting this afternoon. All of you should attend it.

A. will have B. will be C. will hold D. has

( ) 7. —________ will you come back from your work, Dad?

—In about half an hour, dear.

A. How long B. How often C. What time D. How soon

( ) 8. The boss makes the workers ________ long hours every day.

A. work B. to work C. works D. working

( ) 9. We had fun ________ the robots do many different kinds of things.

A. to watch B. watched C. watching D. watches

( ) 10. —Will you please ________ do that?

—OK, I won’t.

A. won’t B. not C. don’t D. can

11. 凯蒂不能参加运动会了。

Kitty ___________ ___________ ___________ ___________ take part in the sports meeting.

12. 昨天有好几百人来我们学校参观。

___________ ___________ people came to visit our school yesterday.

13. 彼得在上海找到了一份工作，他不得不在那里独自生活。

Peter finds a job in Shanghai, so he has to ___________ there___________.

14. 我们家乡的污染没有以前严重了。There is _______ _______ in our hometown than before.

15. 十年后你会是什么样子?

What ___________ ___________ ___________ ___________ in ten years? 根据要求完成句子(5分)

61. There will be a sports meeting this weekend. (改为同义句)

There ___________ ___________ ___________ be a sports meeting this week.

62. I think Sally will be a doctor in five years.(对画线部分提问)

___________ ___________ you think Sally ___________ ___________ in five years?

63. There will be fewer people in 100 years. (改为一般疑问句)

___________ there ___________ fewer people in 100 years?

64. There won’t be any paper money. (改为同义句)

There will be ___________ ___________ money.

65. My classmates often help me learn English. (改为同义句)

My classmates often ___________ me ___________ my English. 从方框中选择合适的句子完成对话。(有两项多余)(10分)

David (D) and Tina (T) are talking about what they are going to do in the future.

T: What are you going to do after leaving school?

D: I like to visit different places. (71) __________

T: (72) __________

D: Of course I do.

T: That’s good. You are good at spoken English. (73) __________

D: Really? I’m trying to learn it better. (74) __________

T: Maybe I’ll be a PE teacher. I feel like playing all kinds of games with children.

D: (75) __________

T: Yes. I hope my students will like me.

D: Good luck!

A. What do you want to be?

B. Do you like traveling?

C. Is that right?

D. It seems that you’ll enjoy your work.

E. Are you going to be a teacher?

F. I am thinking about becoming a guide.

G. Great. I will be proud(自豪的) to be a teacher.

书面表达(10分)

假如你是Jack，你有一个梦想，希望将来你家能有一个叫Superman的机器人帮你做很多事情，还可以和你一起玩。请展开想象，以My dream为题写一篇80词左右的短文。

My dream

I’m Jack. I’m dreaming of a more relaxing life in the future.I will buy a large apartment for my family, I hope I can have a robot called Superman. It will help me clean the room, cook the meal and feed my pet dog. It will be able to play soccer with me. If I am hurt or ill, it can look after me well. The robot will be one of my best friends. I also want to be an astronaut and fly a rocket to the moon,and if possible I will live on a space station. I think my dream will come true some day.

篇10：初一英语unit1课件

初一英语unit1课件

StepⅠ

Greet the class as usual.

StepⅡ 1a

1. First show the pictures of some countries on the screen. Learn the names of

these countries.

2. Now open your books. Listen to the recording. Please repeat the names of the

countries.(play the recording twice)

Step Ⅲ 1b

Listen and circle the countries in 1a you hear.

Play the recording the first time. Students only listen. Then a second time. This

time ask students to circle the country names they hear.

Then check the answers.

StepⅣ 1c

Read the c onversations in the picture.

Ask students to work in pairs, ask and answer questions about where they are from?

ask some pairs to present their conversations to the class.

StepⅤ. 2a

Point to the chart and ask the students to write the name of a country in t he blank

after each city.

StepⅥ. 2b, 2c, 2d

1. 2b Listen and c ircle the cities and countries you hea r on the recording.

2. 2c Listen again and complete the chart.

3. 2d Now use the information in the chart in 2c and make more conversations.

StepⅦ Grammar Focus

Review the grammar box. Ask students to say the questions and answers.

Step Ⅷ 3a, 3b,4

1. Finish the chart of 3a , then choose a country and make a conversation.

2. Quiz Name the place! play this game.

StepⅨ Summary

Summary the information in section A.

StepⅩ Homework

Have more practice after class.

Blackboard design

Unit 1 Where is your pen pal from?

Where is your pen pal from?

He’s from Canada.

Where does he live?

He lives in England.

What language does she speak?

She speaks English. Pre-task：Ask students to bri ng some thing that represents some country.

Step I. Task One

1. Match the cities and the map. (4 students a group)

2. Learn the new words with the pictures.

3. Listen and repeat. (1a)

4. Listen and circle. (1b)

Step II. Task Two - Guessing Game 1

1. Students watch the videos and then tell what countries they saw.

2. Ask students to show the things they brought, the other students will guess where they are from. If the students forgot to bring things to class, ask the students to do group work. They should say a sentence or a short paragraph and ask the other students to guess who she/he is. The

students can ask more questions.

For example:

Student A says: He can play basketball very well.

The others can ask: Where is she/he from? Where is he now?

Student A answers: He is from China. He is in the United States.

The others will guess: He is Yao Ming.

Get each group say one, the other groups ask and guess.

Step III. Listening

1. Finish 2a.

2. Listen and circle. (2b)

3. Listen and complete the chart. (2c)

Step IV. Task Three - Choosing a pen pal

Group work: 4 students a group

Get students to choose their favorite pen pals from other countries according to the cards given by teacher. The following card in only an example.

Name: Maria

Gender/Sex: Female

Be from: Canada

Born: On 29th July, 1990

Live: Toronto

Like: Dancing , basketball, English, thrillers,

Language needed：

My pen pal is Maria. She is from Canada. She lives in Toronto. She likes dancing, basketball, English and thrillers.

Step V. Task Four - looking for friends

Pair work:

After choosing their pen pals, get the students to look for friends and find out whose pen pals come from the same country and live in the same city.

Language needed：

1. -Where is your pen pal from?

-She/He is from….

2. -Where does she/he live?

-She/He lives in….

Step VI. Homework

1. Please write a letter to yo ur pen pal and tell her/him something about you.

2. Make a card for your favorite movie star or sp ort s tar.

S tep VII. Grammar Focus

1. Canada, South Korea, New Zealand, Japan, the United States,

Australia, Mexico, Brazil, Argentina, the United Kingdom, China

2. Soul, New York, Mexico City, Tokyo, Rio de Janeiro

3. -Where is your pen pal from?

-She/He is from …

4. -Where d oes she/he live?

-She /He lives in…

篇11：初二英语课件

初二英语课件模板

一、教学目标：

1.语言知识目标：

1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself

能掌握以下句型：

① —Where did you go on vacation? —I went to the mountains.

② —Where did Tina to on vacation? —She went to the beach.

③ —Did you go with anyone? —Yes, I did./No, I didn’t.

2) 能了解以下语法：

—复合不定代词someone, anyone, something, anything等的用法。

—yourself, myself等反身代词的用法。

3) 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。

2.情感态度价值观目标：

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

二、教学重难点

1. 教学重点：

1) 用所学的功能语言交流假期去了什么旅行。

2) 掌握本课时出现的新词汇。

2. 教学难点：

1) 复合不定代词someone, anyone, something, anything等的'用法。

2) yourself, myself等反身代词的用法。

三、教学过程

Ⅰ. Lead-in

1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。

Ⅱ. Presentation

1. Show some pictures on the big screen. Let Ss read the expressions.

2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows

something a person did in the past. Name each activity and ask students to repeat:

Stayed at home, Went to mountains, went to New York City 6. Went to the beach,

visited my uncle, visited museums, went to summer camp

3. Now, please match each phrase with one of the pictures next to the name of the

activity，point to the sample answer.

4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d

III. Listening

1. Point to the picture on the screen.

Say: Look at the picture A. Where did Tina go on vacation? She went to mountains.

Ask: What did the person do in each picture?

2. Play the recording the first time.

3. Play the recording a second time.

Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.

4. Check the answers.

IV.Pair work

1. Point out the sample conversation. Ask two Ss to read the conversation to the class.

2. Now work with a partner. Make your own conversation about the people in the picture.

3. Ss work in pairs. As they talk, move around the classroom and give any help they need.

4. Let some pairs act out their conversations.

V. Listening

1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.

2. Let Ss read the phrases in the chart of 2b.

3. Play the recording the first time. Ss listen and fill in the chart.

4. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”

5. Check the answers with the Ss.

VI. Pair work

1. Let two Ss read the conversation between Grace, Kevin and Julie.

2. Let Ss work in pairs and try to role-play the conversation.

3. Ask some pairs to act out their conversations.

VII. Role-play

1. First let Ss read the conversation and match the people and places they went.

2. Let Ss act out the conversations in pairs.

3. Some explanations in 2d.