演示文稿Unit6-Unit10
Unit6-Unit10期末作文经典范文人教版英语八年级下册
Unit 6 An old man tried to move the mountains .Language Goal: Tell a storyThe story of Yu GongOnce upon a time, there was an old man called Yu Gong. There were two mountains near his house. They were so high that it took a long time to walk to the other side, so he wanted to move them.One day, a man said that Yu Gong could never move them because he was old and weak. Yu Gong said his family would live and grow, but the mountains could not grow any bigger. Finally, the god was so moved by Yu Gong that he sent two gods to move the mountains away.From this story, it reminds me that anything is possible if we work hard .Unit7 What' s the highest mountain in the world ?Language Goal: Talk about geography and natureDear Dave ,I' m happy to be your pen pal. I' d like to tell you something about China .China is the biggest country in Asia. It' s almost as big as the USA. China has the biggest population in the world. The people here are friendly and hard-working. The Yangtze River is one of the longest rivers in the world. China is over 5000 years old. It has a much longer history than the US. The Qomolangma is the highest mountain in the world.I love China very much. Welcome to China and play with me .Yours ,Li LeiHow to Protect AnimalsMany wild animals are in danger, such as pandas and elephants. With the development of cities, the air is polluted and the water is not clean any more. Wild animals' living places are polluted badly. At the same time, many people kill them for their fur, skin, teeth and meat. The animals are becoming fewer and fewer. Some animals are even dying out.As we all know, animals are our friends, so it's our duty to protect wild animals. We should do something to protect them. First, the government should make laws to protect them. Second, we should make people realize the importance of protecting animals. We mustn' t buy those clothes or food that are made from endangered animals. Let' s take action to protect animals from now on .Unit8 Have you read Treasure Island yet ?Language Goal: Talk about recent events and experiencesMy Favorite BookAs a book lover, I have read a lot of books. My favorite book is Robinson Crusoe. I have already finished reading it. This book is really interesting, so I couldn' t put it down.Robinson was a brave man. When he was young , he dreamed of sailing on the sea. After he grew up , because of an accident, he had to live on an island alone for 28 years .When he first arrived on the island , he had nothing. Then he learned to grow fruit and vegetables. He even saved a man named Friday. Robinson taught him some English. He always tried to face any danger and he succeeded in returning home at last .The story encouraged me deeply . I love the book .My Favorite SingerMy favorite singer is Jay Chou. It took him a few years to become famous. His songs have enjoyed great success in many countries.I like his music very much. Many of his songs are about the world we live in. One of my favorite songs is “Dao Xiang”, which encourages people not to give up even when life is difficult.I feel happy and full of energy when I listen to his songs. I have introduced my best friend to Jay’s songs, and he enjoys the songs, too!Unit9 Have you ever been to a museum ?Language Goal: Talk about past experiencesHave you ever been to Beijing? It's the capital of China. It is in the north of China. And Beijing has a large population. It's about 20 million. The weather in Beijing is a little hot in summer and a bit cold in winter. Beijing is an old city with a long history. There are many places of interest, such as the Palace Museum, the Summer Palace and so on. They are all really wonderful. There are many different kinds of snacks like Beijing duck. You can taste everything that you like.Please come to Beijing on vacation. I'm sure you will fall in love with it.Unit10 I've had this bike for three years .Language Goal: Talk about possessions and things around youMy Favorite ThingMy favorite thing from childhood is my teddy bear. I’ve had it since I was five years old. My grandmother gave it to me on my birthday.I like the teddy bear so much because it’s dressed in my favorite color. It’s special to me because my grandmother made it for me. I think I will keep it forever to remind me of my grandmother.The teddy bear has given me many good memories. I remember when I was young and I was scared at night because I didn’t like the dark, I held my teddy bear to feel safe.The Changes in My HometownMy hometown is Shishou, Jingzhou. In the past, the air here was very clean. The environment was very good. The houses were small and old. People went to work on foot or by bike. It used to be a very quiet place.Now things have changed a lot. The houses are big and bright. Many people have their own cars. But there are fewer trees than before. The environment is not as good as before. The changes have brought young people a modern life. They all feel happy .I hope my hometown will be more and more beautiful so that we can live a happier life .。
6—10的认识课件
6—10的认识课件一、教学内容本节课的教学内容选自人教版小学数学教材一年级上册第五单元《6—10的认识》。
本节课的主要内容包括：6的认识、7的认识、8的认识、9的认识和10的认识。
通过本节课的学习，使学生掌握6—10各数的读写法，会数6—10各数，会写6—10各数，能运用6—10各数解决实际问题。
二、教学目标1. 让学生掌握6—10各数的读写法，会数6—10各数，会写6—10各数。
2. 培养学生的数感和逻辑思维能力，能运用6—10各数解决实际问题。
3. 培养学生独立思考、合作交流的能力，培养学生的数学素养。
三、教学难点与重点重点：6—10各数的读写法，会数6—10各数，会写6—10各数。
难点：理解数的组成，能运用6—10各数解决实际问题。
四、教具与学具准备教具：课件、黑板、粉笔、计数器。
学具：练习本、铅笔、橡皮。
五、教学过程1. 情景引入（5分钟）教师通过课件展示生活中的情境，如水果店、动物园等，引导学生观察并数一数其中的物品，从而引出6—10各数。
2. 数数练习（5分钟）教师引导学生用手势、计数器等方式，进行6—10各数的数数练习，巩固数数能力。
3. 读写练习（5分钟）教师出示6—10各数的卡片，引导学生正确读写这些数，并进行书写练习。
4. 数的组成（5分钟）教师通过课件展示6—10各数的组成，如6=5+1，7=6+1等，引导学生理解数的组成。
5. 解决问题（5分钟）教师出示实际问题，如“小明有7个苹果，他吃了一个，还剩几个？”引导学生运用6—10各数解决实际问题。
6. 课堂小结（3分钟）六、板书设计板书设计如下：6 7 8 9 105+1 6+1 7+1 8+1 9+1七、作业设计1. 练习册第67页，第1题。
答案：6 7 8 9 10（1）妈妈买了8个苹果，吃了一个，还剩几个？答案：7个（2）小华有9块糖，给了小明3块，还剩几块？答案：6块八、课后反思及拓展延伸课后反思：本节课通过生活中的情境引入，引导学生观察和数数，激发学生的学习兴趣。
人教版英语八年级上册Unit6-Unit10书面表达(话题作文)归纳练习10篇含答案
人教版英语八年级上册Unit6-Unit10书面表达(话题作文)归纳练习10篇（含答案）Unit6-Unit10书面表达(话题作文)归纳练习10篇Unit 6 I’m going study computer science.第一篇请你以"My Ideal Job"为题写一篇80词左右的短文,要求包括以下要点: 1）人们各有不同的理想职业; 2）你的理想职业是什么;3）你怎样为你的理想职业做准备。
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________第二篇某中学生英文报《习作园地》专栏面向中学生征稿，主题为“My dream job”请你根据下面的思维导图用英语写一篇短文，然后向该专栏投稿。
要求：1）短文内容应包括思维导图中的所有要点；2）紧扣主题，语言表达准确，语意要通顺、连贯；Everybody has his or her dream job. I also have my dream job. I want to be___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ______________________Unit 7 Will people have robots第一篇在这个日新月异、瞬息万变的年代，我们几乎每天都能见证新事物的诞生。
人教版八年级上册英语Unit6 - Unit10 作文讲解
人教版八年级上册英语Unit6 - Unit10 作文讲解Unit 6Topic：New Year’s ResolutionsNew Year’s Resolutions is coming. I'm going to make four resolutions for it.The first resolution is about my study. I'm going to study harder to get better grades.I am going to do my homework on time. If I meet some difficulties, I will ask my teachers for help. The second one is about my physical health. I'm going to get lots of exercise. For example, I can run three times a week. And I'm going to eat healthier food such as more fruit and vegetables. The third one is about my self-improvement.I'm going to take up a new hobby next year. I'm going to learn to sing. I think singing is a great activity. And it will make my family happy because they love to listen to music and sing together. As for the relationships with my family and friends, I'm going to spend more time with them and help them with housework or schoolwork.All in all, where there is a will, there is a way. As long as I try my best, I believe my resolutions can come true.Topic:life goals主要是谈论个人理想及未来的打算。
《Numbers6~10》School and Numbers PPT教学课件
学习进步！
Practice
情景选择。(多选) 放学了，你对老师和同学说A：BD_______ A. Good bye. B. Bye. C. See you late. D. See you later.
Summary
重点词汇：six seven eight nine ten 重点句式：See you later!
Unit 1 School and Numbers
Lesson 6 NuLeabharlann bers 6～10Review
Speak the numbers in English.
Presentation
Learn the numbers.
Presentation
介绍词组。
six chairs seven books eight rulers
nine pens ten pencils
Presentation
Let’s chant.
One, two. How are you? Three, four. Open the door. Five, six. Pick up sticks. Seven, eight. Don’t be late. Nine, ten. Say it again.
Presentation
How many boys?
Let’s count.
boy
girl
teacher book
crayon chair
desk
pen
pencil ruler
pencil box
Three.
Presentation See you later.
Jenny: Good bye. See you later! Li Ming: Bye!
2024年6—10的认识课件
2024年6—10的认识课件一、教学内容本节课我们将学习教材第3章“时间的认识”中的“6—10的认识”。
详细内容包括：认识6至10的数字；理解数字间的顺序关系；掌握6至10的数数规律；运用数字进行简单的计算。
二、教学目标1. 让学生掌握6至10的数字，并能熟练读写。
2. 培养学生理解数字间的顺序关系，形成数的概念。
3. 使学生能够运用6至10的数字进行简单的计算。
三、教学难点与重点教学难点：数字的顺序关系及计算方法。
教学重点：6至10的数字认识及数数规律。
四、教具与学具准备教具：数字卡片、计算器、时钟。
学具：练习本、铅笔、彩色笔。
五、教学过程1. 实践情景引入通过展示时钟，让学生观察并说出时钟上的数字。
引导学生发现时钟上的数字顺序与教材中的数字顺序相同。
2. 例题讲解（1）数字的认识：通过数字卡片，让学生认识6至10的数字，并能熟练读写。
（2）数字顺序关系：以时钟为例，让学生理解数字间的顺序关系。
（3）数数规律：引导学生发现数数规律，如：6、7、8、9、10。
（4）简单计算：运用数字进行加法和减法计算。
3. 随堂练习（1）让学生在练习本上写出6至10的数字，并进行读写练习。
（2）出示一些数字，让学生按照顺序排列。
（3）进行简单的加法和减法计算。
4. 小结六、板书设计1. 数字6至10的认识2. 数字顺序关系3. 数数规律4. 简单计算方法七、作业设计1. 作业题目（1）写出6至10的数字，并进行读写练习。
6 + 3 = 9 4 = 8 + 2 =7 5 =2. 答案（1）6、7、8、9、10。
（2）5、7、8、9、10。
（3）9、5、10、2。
八、课后反思及拓展延伸1. 课后反思本节课通过时钟、数字卡片等教具，让学生在实践情景中学习数字的认识、顺序关系、数数规律和计算方法。
学生在课堂上积极参与，学习效果较好。
2. 拓展延伸（1）让学生收集生活中的数字，观察并了解它们的意义。
（2）学习更多的数字，探索它们之间的顺序关系和计算方法。
6—10的认识课件
6—10的认识课件一、教学内容本课件主要依据教材《数学乐园》第三册第五章“6—10的认识”进行设计。
详细内容包括：认识6—10的数序及其数数规律；理解6—10的数的组成；掌握6—10的数的加减法运算；以及运用6—10的数解决实际问题。
二、教学目标1. 学生能够熟练掌握6—10的数序，并能运用数数规律进行数的排序。
2. 学生能够理解6—10的数的组成，并能运用数的组成进行加减法运算。
3. 学生能够运用6—10的数解决简单的实际问题，培养数学思维。
三、教学难点与重点教学难点：6—10的数的加减法运算、数的组成的理解。
教学重点：6—10的数序的认识、数数规律的运用。
四、教具与学具准备教具：课件、数字卡片、计数器。
学具：学生用数字卡片、计数器。
五、教学过程1. 实践情景引入（1）组织学生进行“数数接龙”游戏，让学生在实践中感受6—10的数序。
（2）通过展示生活图片，让学生找出其中的6—10个数，引入数的认识。
2. 新知讲解（1）讲解6—10的数序，引导学生发现数数规律。
（2）通过教具演示，让学生理解6—10的数的组成。
（3）引导学生运用数的组成进行加减法运算。
3. 例题讲解（1）以6—10的数的加减法为例，讲解运算方法。
（2）通过变式题，让学生巩固数的加减法运算。
4. 随堂练习（1）完成教材第51页的练习题。
（2）分组讨论，解决实际问题。
（1）让学生复述6—10的认识。
六、板书设计1. 6—10的数序2. 6—10的数的组成3. 6—10的数的加减法运算七、作业设计1. 作业题目：（1）完成教材第52页的练习题。
（2）运用6—10的数，编写一个数学故事。
2. 答案：（1）见教材第52页。
（2）示例：小明的书架上有6本书，妈妈又给他买了4本书，现在书架上有多少本书？八、课后反思及拓展延伸1. 反思：关注学生对6—10的认识，及时发现问题，调整教学方法。
2. 拓展延伸：（1）组织学生进行“数的接龙”游戏，提高数数能力。
B5-6-10 演示文稿
13. ---- A: Do you do exercises every morning ? ---- B: Yes, I do. (No, I don’t.) 14. Let’s take my skipping rope. 15. They all play in the playground. 16. That’s fantastic. 17. I skipped with the girls. 18. They don’t do morning exercises here.
11.take the skipping rope. 12.go into the classroom 13. in the morning (afternoon evening) 14.skip very well. 15.at o’clock. 16.get ready for school. 17. have Music (Chinese English Maths) 18. Huang Jianhao’s book.
句子
35.This man is blind. He can’t see. 36. This girl is deaf. She can’t hear. 37. These firemen can’t find people. These dogs help them. 38.There’s a program about dogs. 39. I(We You They) like dogs. 40.She (He It) likes dogs. 41.Dogs are very useful. (改成单数句) 42. I’m sorry. 43. He can’t walk. His friend helps him.
新目标九年级英语units 6～10课件.doc
新目标九年级英语units 6～10课件The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Listening practice using the target language．（2）Oral practice using the target language．2．Ability Objects（1）Train students’ listening skill．（2）Train students’ speaking skill．3．Moral ObjectsHave you ever had a bad day like Amy?Never mind．Let bygones be bygones．Ⅱ．Teaching Key Points1．Listening practice using the target language．2．Oral practice using the target language．Ⅲ．Teaching Difficult PointTrain students’ listening skill．Ⅳ．Teaching Methods1．Listening method2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep ⅠRevision1．Dictate some vocabulary words in units 6～10．2．Choose four or five words．Encourage students to make sentences with them．Step Ⅱ2aThis activity provides practice in listening for the general idea．Focus attention on the four pictures．Say．You are to listen to four conversations．Match the conversations with the correct pictures．Point out the sample answer．Say．Picture 2 matches the first conversation you will hear．Play the recording for the first time．Students only listen．Play the recording a second time．This time students listen and match the conversations with thecorrect pictures by writing the numbers in the boxes．Check the answers．Answers（from top to bottom）2, 1, 4,3TapescriptConversation 1Jin: Hello, Mrs．Tan．I’d like to be a volunteer．Can you help me?Mrs．Tan: Sure．What kind of volunteer work would you like to do?Jin: Well, I like working with kids．Mrs．Tan: Do you know how to play basketball? We need someone to help teach kids basketball．Jin: No, I don’t really like basketball．Is there anything else?Mrs．Tan: Sure．There’s a job cleaning up the parks．It’s every Sunday．Jin: That’s no good．I help take care of my grandmother on Sundays．Mrs．Tan: I see．Here’s another job．Do you know how to fix up bicycles?Jin: Sorry．I can’t even fix up my own bicycle．Mrs．Tan: Okay．Maybe this is a good one．We need someone to read to people at the hospital．You can do it any day you like．Jin: That sounds good．When do I start?Mrs．Tan: How about today?Conversation 2Peter: Hey, Kelly．Imagine y9u could travel anywhere．Where would you go?Kelly: Oh, I don’t know．I don’t like to travel．Peter: Come on! What if you could go anywhere? How about a jungle trek in India?Kelly: No．It’s too tiring．Peter: Oh, well, then what about a trip toFrance? You could see the museums．Kelly: No．I think France too touristy．Peter: Really? But there’s lots to see and do．Oh, I know．How about Hawaii? The weather is really warm．Kelly: Really warm? Yes, you’re right．I don’t want to go to Hawaii．It’s too hot!Peter: Okay．How about Singapore? Singapore is not too hot, too tiring or too touristy．You must want to go there．Kelly: No, Singapore is too expensive．Peter: Kelly, there must be some place you want to go!Kelly: Yes, there is．Peter: Really? Where?Kelly: I want to go home．Goodbye．Conversation 3Ben: Hi, Gu．I’m starting a band．Do you want to join me?Gu: Sure, Ben．I’d love to be in a band．Ben: Okey, good．What do you play?Gu: I don’t play an instrument．I sing．I like music with great lyrics．Ben: So do I．Who else can join our band?Gu: Well, there’s Dave．He plays the piano．But he prefers quiet music．Ben: Good．What about Harry? He plays the guitar, doesn’t he?Gu: Yes．But Harry loves music that’s loud．Ben: That’s OK．We can play loud music and quiet music．Gu: What kind of music do you like, Ben?Ben: Oh, I like music you can dance to．But there’s just one problem for our band．Gu: What’s that?Ben: I’m not a musician and I can’t sing．Conversation 4Zhang: Hi, Amy．How are you?Amy: Hi, Zhang．I’m glad to see you．I’ve had a bad day．Zhang: Why? What happened?Amy: Well, this morning I was late at the bus stop．The bus had gone so I had to walk to school．Zhang: That’s a long walk．Amy: Yeah．And then it started raining and I’d forgotten my umbrella．Zhang: Oh no! Did you get wet?Amy: Yes, I was late and wet．And, my class wasn’t at school．They had gone to the museum．Zhang: You missed a museum trip．That’s too bad．Amy: Then in the afternoon I went to the library to study for the math test．And guess what?Zhang: Oh no．What?Amy: I’d left my math book at home．Zhang: You are right．You did have a bad day．Step Ⅲ2bThis activity requires students to listen for specific information in the dialogues．Point out the four different question types next to the pictures in Activity 2a．Set a time limit of two minutes．Students go through the lists of questions．You are to listen to the same recording again．This time you need to listen for specific information in the dialogues that will help you answer the questions．Point out the sample answers．Play the recording twice or three times so that students have enough time to complete the task．Let students check their answers in pairs, and then with the whole class．AnswersIndia--too tiring; Singapore--too expensive;Hawaii--too hot; France--too touristyT F F T T2 5 13 4Gu--music with great lyrics;Dave--quiet music;Harry--loud music;Ben--music you can dance toStep Ⅳ2cThis activity lets students work in pairs to practice the conversations they have just heard．Read the instructions to the class．Point out the sample conversation in the box．Invite a pair of students to read it to the class．S A: I’d like to be a volunteer．Can you help me?S B: Sure．What kind of volunteer work would you like to do?S A: Well, I like working with kids．Write the conversation on the blackboard．Now work with a partner．Start by reading the sample conversation in the box with your partner．Then make conversations using information in activity 2b．As students talk, move around the room checking their work and offering language support as needed．Ask several pairs of students to say their conversations to the class．Step ⅤSummaryIn this class, we’ve done much listening and oral practice using the target language．Step ⅥHomeworkAsk students to write three conversations in activity 2c in their exercise books．Step ⅦBlackboard DesignReview of units 6～10The 1st periodⅠ．Analysis of the Teaching Material1．Status and FunctionThis is a revision unit, so it covers all the key vocabulary words and the target language presented from Units 6～10．All the activities are designed for students to review what they have learned and improve their listening, speaking, reading and writing skills．（1）In the first period, students review all the vocabulary words learned from units 6～10 by completing a crossword．（2）The activities in the second period are used to train students’listening for specific information using the target language．（3）The activities in the third period provide writing and speaking practice using the following target language:Where would you like to visit?I’d like to visit Holland．Why do you want to go there?I want to see the windmills and smell the flowers．By the time I was five, I had started learning English．Really? Where did you learn?I went to classes at an English language school．When was it invented?It was invented about a thousand years ago．Who was it invented by?It was invented by a Chinese man．（4）The activities in the fourth period provide writing and speaking practice using the following target language:Who’s your favourite singer?I really like Celine Dion．Really? I prefer Faya Wong．What would you like to do?I’d like to climb Qomolangma Mountain．Do you think you could do it?Yes．And in this class, students practice making some sentences using some phrasal verbs．2．Teaching Aims and Demands（1）Knowledge ObjectsTo make students review all the vocabulary words and the target language from Units 6～10．（2）Ability ObjectsTo improve students’ listening, speaking, reading and writing skills．To improve students’ communicative competence．（3）Moral ObjectsParents are tired after a day’s hard work．As sons or daughters, we should try to be helpful and do housework．3．Teaching Key PointsTo review the vocabulary words and the target language．To review the usage of the structurespresented from Units 6～10．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．5．Studying WaysTeach students how to master the target language and communicate with others．Teach students how to be successful language learners．Ⅱ．Language FunctionsExpress preference．Talk about places you would like to visit．Narrate past events．Talk about the history of inventions．Ⅲ．Target Language1．Where would you like to visit?I’d like to visit Holland．Why do you want to go there?I want to see the windmills and smell the flowers．2．By the time I was five, I had started learning English．Really? Where did you learn?I went to classes at an English language school．3．When was it invented?It was invented about a thousand years ago．Who was it invented by?It was invented by a Chinese man．4．Who’s your favourite singer?I really like Celine Dion．Really? I prefer Faya Wong．5．What would you like to do’?I’d like to climb Qomolangma Mountain．Do you think you could do it?Yes．Ⅳ．Structures1．Phrasal verbs2．Past perfect3．Passive voice （questions and statements）．Ⅴ．V ocabularyAll the vocabulary words from Units 6～10．Ⅵ．Learning Strategies1．Listening for specific information．2．Role playing．Ⅶ．Teaching TimeFour periodsThe First Period Ⅰ．Teaching Aims and Demands1．Knowledge ObjectsKey vocabulary that students have learned in Units 6～10．2．Ability ObjectsTrain students’ ability to creatively use the language they have learned．3．Moral ObjectsParents are tired after a day’s hard work．As sons or daughters, we should try to be helpful and do housework．Ⅱ．Teaching Key PointsKey vocabulary．Ⅲ．Teaching Difficult PointsTrain students’ ability to creatively use the language they have learned．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching AidsThe blackboardⅥ．Teaching ProceduresStep ⅠRevision1．Invite different students to say their answers to the exercises of the workbook．2．Get several students to share their sentences with adjectives with the whole class, Correct the mistakes if there are any．Then let the other students hand in their sentences．Correct the mistakes before returning them．Step Ⅱ1aThis activity reviews some of the vocabulary that students have learned in Units 6～10．In this activity, we’ll review some of the vocabulary in Units 6～10 by completing a crossword．First, please look at the clues with the headlines Down and Across．Explain down and across to the students．Call students’ attention to the crossword．Point out the sample answer．When my mother is tired, I try to be helpful and make dinner．Elicit the first answer to the list of across clues（hair）．Now please read the clues and complete the crossword．Get students to do the crossword in pairs．As students are doing this, walk around the classroom to make sure that all the students know what they need to do．Check answers by asking different students to read out and spell the answers．AnswersDown 1．helpful 2．radio 3．visit 4．Chinese 5．one 8．soon 9．culture 10．stop 12．got 13．songs 14．ocean 16．left 17．sick 18．that 19．are 21．atAcross 1．hair 4．clock 6．land 7．likes 9．costume 11．signs 15．pack 16．loud 18．traffic 20．bakery 22．betterStep Ⅲ1bThe activity requires students to creatively use the language they have learned．Ask students to choose four words from Units 6～10 and write a clue for each word．Use the sample conversation to illustrate the activity: Students work in pairs and take turns to say their clues for the words they chose from Units 6～10．Their partner tries to guess the words．Walk around the class and make sure students are using the words correctly．Ask a few students to say their clues and have the class guess the words．Optional activityA competition．Divide the students in half down the middle into two teams．A student from Team A says a clue for a word．A student from TeamB guesses the word．Team A gets one point for a correct clue and Team B gets one point for a correct word．Change them round．Team B says a clue while Team A guesses．The first ten-point team wins．Step ⅣSummaryIn this class, we’ve reviewed some of the vocabulary in Units 6～10．Step ⅤHomeworkSay and remember the vocabulary words in Units 6～10．Step ⅥBlackboard DesignReview of units 6～10The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Oral practice talking about places you would like to visit．（2）Oral particle narrating past events．（3）Oral practice talking about the history of inventions．2．Ability Objects（1）Train students’ speaking skill．（2）Train students’ writing skill．3．Moral ObjectThank all the inventors．It is they who make our life convenient and easy．Ⅱ．Teaching．Key Points1．Talk about places you would like to visit．2．Narrate past events．3．Talk about the history of inventions．Ⅲ．Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching AidsThe blackboard．Ⅵ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask different students to say their conversations to the class．Then let students hand in their homework and correct any errors before returning them．Step ⅡPart 3This activity provides writing and speaking practice using the target language．Point out the list of questions．Ask a students to say them to the class．Say, please write your answers to these questions．Point out the sample answer．Remind them to look back at the information in activity 2a to get extra help．Get students to complete the task on their own．Walk around the room offering help with names of different countries．Point out the sample conversation in the box．Invite a pair of students to say it to the class．The B student should think of something to finish the conversation．S A: Where would you like to visit?S B: I’d like to visit Holland．S A: Why do you want to visit there?S B: I want to see the windmills and smell the flowers．Write the conversation on the blackboard．Please work in pairs．Make conversations to talk about places you’d like to visit or you don’t want to go and give reasons．As the pairs work together, walk around the room listening in on various pairs and offering help as needed．Ask several pairs to say their conversations to the class．Answers will vary．Step ⅢPart 4The activity lets students work in pairs to practice writing and speaking skills．Point to the list of sentence starters．Read the sample answer．By the time I was five, I had started learning English to the class．Say, please complete these sentences using your own experience．Get students to complete the task individually．Point out the sample conversation in the box．Invite a pair of students to read it to the class．S A: By the time I was five, I had started learning English．S B: Really? Where did you learn?S A: I went to classes at an English language school．Write the conversation on the blackboard．Please work in pairs．Make conversations to narrate some of your past events．As the pairs work together, walk around the room listening in on various pairs and offering help as needed．Ask several pairs of students to say their conversations to the class．Answers will vary．Then encourage students to talk about what sorts of things they had done by different ages other than those ages in the book．Ask students to compare who had done the same things by different ages．Step ⅣPart 5This activity provides writing and speaking practice using the target language．Read the instructions to the class．Point out the sample conversation in the box．Invite a pair of students to read it to the class．S A: When was it invented?S B: It was invented about a thousand years ago．S A: Who was it invented?S B: It was invented by a Chinese man．Encourage students to go on with the conversation．S A: What is it used for?S B: It is used for many things including writing and printing．S A: How has it developed?S B: It has developed by being created by machine rather than by hand．S A: Is it paper?S B: Yes, it is．Write the conversation on the blackboard．Please think of an invention．Then talk to your partner and try to guess his or her invention．As the pairs are working together, move around the room offering help with names of the inventors and exact dates it necessary．Ask selected students to model their conversations to the class．Step ⅤSummaryIn this class, we’ve practiced talking about places you would like to visit, narrating past events andtalking about the history of inventions using the target language．Step ⅥHomework1．Collect more detailed information of different inventions．2．Reread the conversations in activities 3,4 and 5 to get a further understanding of the target language．Step ⅦBlackboard DesignReview of units 6～10The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Practice expressing preference．（2）Practice talking about what you would like to do．（3）Make sentences using phrasal verbs．2．Ability Objects（1）Train students’ speaking skill．（2）Train students’ writing skill．3．Moral ObjectsAs we know．everyone makes great efforts before he can success．So does your favourite singer．Work hard and efficiently, and you’ll succeed．Ⅱ．Teaching Key Points1．Express preference．2．Talk about what you would like to do．3．Phrasal verbs．Ⅲ．Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ．Teaching MethodsPractice method．Ⅴ．Teaching AidsThe blackboardⅥ．Teaching ProceduresStep ⅠRevisionAsk different pairs of students to say the conversations in activities 3,4 and 5 with books closed．Encourage students to make up their own conversation．Step ⅡPart 6This activity lets students work in groups to practice listening, speaking, reading and writing skills．Read the instructions to the class．Call students’ attention to the chart．Point out the sample answer．My favourite singer is Faya Wong．Invite two students to read the sample conversation in the box to the class．S A: Who’s your favourite singer?S B: I really like Celine DionsS A: Really? I prefer Faya Wong．Write the conversation on the blackboard．First please write your answers to the five questions in the first column in the chart．Then work in groups of there．Take turns asking for and sharing information in a circle．At the same time, fill in the second and the third columns in the chart．Get students to do the task individually first, then in groups of three．As students are doing this, walk around the room offering any help they may need．Ask different students to report his or her survey results．Answers will vary．At the end of the activity, vote on the class favourite singer, type of music, song, band and instrument．Step ⅢPart 7This activity provides writing and speaking practice using the target language．Point to the numbered list of blank lines．Say the sample answer climb Qomolangma Mountain to the class．Say．Please write some things you would like to do on the blank lines．Get students to complete the task individually．Point out the sample conversation in the box．Invite a pair of students to say it to the class．S A: What would you like to do?S B: I’d like to climb Qomolangma Mountain．S A: Do you think you could do it?S B: Yes．Write the conversation on the blackboard．Please work with a partner．Make conversations to talk about what you would like to do．As the pairs work together, walk around the room listening in on various pairs and offering help as needed．Ask several pairs of students to say their conversations to the class．Answers will vary．Step ⅣPart 8This activity lets students work in pairs to make sentences using phrasal verbs．Read the instructions to the class．Point to the phrasal verbs in the box．Invite a student to read them to the class．come up with put off write downput up hand out call upcheer up clean up set upInvite different students to say the meaning of each phrasal verb in their own words．Demonstrate how to play the game with the whole class．Put students in half down the middle into two teams．Each team chooses a square from the book．The first person on Team A makes a sentence using the phrasal verb in their chosen square．If the sentence is correct, he or she puts an "X" in the square．Then a person from Team B makes a sentence using the phrasal verb in their chosen square．If the sentence is correct, he or she puts an "O" in the square．The first team to make a row wins．Ask students to play the game in pairs．Remind students to be careful to make sure the sentences are correct．Move around the classoffering help as needed．Ask winning students for their sentences．Step ⅤSummaryIn this class, we’ve mainly reviewed expressing preferences, talking about what you would like to do and making sentences using phrasal verbs．Step ⅥHomework1．Make sentences using five of the phrasal verbs in activity 8．2．Finish off the exercises on pages 42～45 of the workbook．Step ⅦBlackboard Design。
八下U6-10教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 6 An old man tried to move the mountains话题：传说和故事功能：讲故事语法：1 学会在叙述故事中运用as soon as, unless, so… that等连词2 能借助how, what, who, why等引导的疑问句完成故事的叙述学习策略1 根据人物对白总结故事情节要点2 根据故事情节发展合理续写故事结局文化知识中国民间神话传说；西方童话故事等Section A1a To introduce Ss to the unit goal: offer help.1b To help Ss recognize the target language in natural speech.1c To help Ss use the target language in natural speech.2a To give Ss listening practice with the target language.2b To give Ss practice in listening for specific items in conversations.2c To give Ss practice in retelling or talking about a story.2d To give Ss the opportunity to use the target language in a controlled manner.3a To give Ss practice reading the target language in a typical English passage.3b To have Ss find specific information in a reading passage.3c To give Ss practice in writing the target language.4a To give Ss practice in using conjunctions unless, as soon as and so…that.4b To give Ss practice in choosing correct verb forms.4c To give Ss more practice in retelling a story.Section B1a To introduce Ss to the target language for another famous story, this time in a Western context.1b To give Ss practice in listening for events in a sequence.1c To give Ss practice in listening to the target language in context.1d To give Ss practice summarizing and retelling a story.2a To acquaint Ss with some famous Western fairy tales and the moral/social messages they contain.2b To help Ss make and talk about predictions.2c To give Ss practice summarizing key parts of a story and putting them in the correct sequence.2d To have Ss’ reread a story for deeper comprehension.2e To give Ss’ practice using the target language in a speaking context.3a To enable Ss to identify key language from a story which they can then use to summarize and talk about it.3b To give Ss the opportunity to use the target language in writing.Self CheckTo provide a comprehensive review of the key vocabulary and functions presented in the unit.教学反思：Unit 7 What’s the highest mountain in the world? Teaching aims：1.复习掌握形容词比较级和最高级用法2.复习掌握数词用法nguage Points :1.词汇: Asia, size ,desert, deep, bamboo, southeast, civilization, man—made, Per2.句型:Did you know that Qomolangma is the highest mountain in the word?It’s 1,025 meters deep.The world’s deepest salt lake is the Caspian.Difficulties:几个外国地名的读法及写法Step 1 PresentationShow a picture of Amazon and ask “Do you know the river? What’s its name? How long is it? Can you tell me something about? ”Help the students to answer: It’s the longest river in the world .its name is Amazon. It’s about 6,500 Kilometers long .Teach the new word “Amazon” In the same way, intr oduce these places “Qomolangma, the samara , the Caspian sea ”利用图片教授知识,便于让学生理解接受, 降低了知识的难度, 激发培养了学生学习英语的兴趣.Step 2 Work on 1cAsk the students to make a conversation using in the information in the chart in activity 1a.在学生初步掌握了新授知识的基础上, 两人一组进行对话练习, 巩固所学知识. Step 3 Make a surveyAsk the students to fill in the table with the help of the geography book .让学生查阅世界地理,填写世界之最,将英语课堂融合于地理知识.Step 4 Work on 1bShow a Chinese map and an American map and say: This is a map of chin a .China is one of the oldest Civilizations in the world. It has long history than America. Teach the new word “Civilization”In the same way to teach these new word “bamboo, southeast, and man—made”.利用图画授单词,加强学生感性认识, 为下一步听力做好准备.Play the tape and ask the students to listen and check the facts they hear, and then read after the tape.先做完题, 再让学生跟读,以便纠正学生语音语调.Step 5 work on 2a, 2bShow a car picture and a cheetah and say: this is a car, it can run 100—200 kilometers per hour. What’s this? It’s a cheetah .It can run as fast as the car. Tea ch the new words“Per”. In the same way to introduce some information in 2a. Then ask the students listen to the tape and number the facts.在做听力前介绍听力信息,降低听力难度, 激发学生兴趣.Homework:写一篇关于世界之最的小短文Period Two (2b, 2c, 2d, 3a, 3b)Teaching aims:1.能够复述本节课所学的课文.2.复习掌握主语+be+数词+meters/kilometers+high/deep/long/wide 句型Language points:1.词汇: Length ,speed , attract, peak, thick cover , top ,freezing ,indeed2.句型: The height of Qomolangma is 8,844 meters high.=The Qomolangma is 8,844 meters high.The cheetah can run kilometers per hour.More recently, it has become safer and faster to climb QomolangmaStep1: PresentationAsk the students to answer these questions:1.Which is the longest river in china?2.How high is the Qomolangma?3.Which river is longer ,the Nile or the Yellow River?复习上节课所学的内容,为教授下面2c做准备Step 2: work on 2cGet the ss to read the books and match the columns. Explain some sentences like this: Th e length of the Yangze River is 6,300 kilometers long.=The Yangze River is 6,300 kilometers long.展示同一个句子两种表达法, 开阔学生的思路。
《Numbers6~10》School and Numbers PPT教学课件[课件整理]
![《Numbers6~10》School and Numbers PPT教学课件[课件整理]](https://img.taocdn.com/s3/m/4024405031b765ce0508145b.png)
Presentation
How many boys?
Let’s count.
boy
girl
teacher book
crayon chair
desk
pen
pencil ruler
pencil box
Three.
Presentation See you later.
Jenny: Good bye. See you later! Li Ming: Bye!
Homework
和同学操练重点句型。
兴旺;一个企业,只有处处盛开团结互助 之花, 这个企 业才能 持续发 展和腾 飞。 ***就是一个团结互助的集体。从公司 领导, 到管理 人员,再 到每个 员工,人 人都深 深 地认识并真切的体会到了这个大家庭 的温暖, 互助的 种子深 深地扎 根在每 一个** *
人的 心中。
Presentation
Learn the numbers.
Presentation
介绍词组。
six chairs seven books eight rulers
nine pens ten pencils
Presentation
Let’s chant.
One, two. How are you? Three, four. Open the door. Five, six. Pick up sticks. Seven, eight. Don’t be late. Nine, ten. Say it again.
Practice
情景选择。(多选) 放学了，你对老师和同学说A：BD_______ A. Good bye. B. Bye. C. See you late. D. See you later.
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常见知识点归纳: 1.What kind of … 2.be lucky to do sth.
什么种类的… 很荣幸做某事
3.prefer doing… to doing… 比起…更喜欢….
4.prefer to do …rather than do…宁愿…也不愿… 5.be sure to do sth. 6.consider doing sth. 务必/一定做某事 考虑做某事 计划做某事
过去完成时 过去完成时的定义: 过去完成时表示在过去某时,或某一动作发生之前 就已发生的,或完成的动作,过去完成时强调动作 在“过去的过去”发生(包括已经结束). 过去完成时的谓语结构: had + 过去分词 过去完成时的判断 1.在宾语从句中,一般主句用过去时,从句动作在 主句动作之前就已发生的,从句常用过去完成时. 这时从句中常用“完成时五大副”,或“共计一段 时间”的时间状语, “次数短语”等. 2.一般句中用到下面的时间状语时,常用过去完成 时.
I don’t often use the pen that I bought last year.
3.昨天到我校参观的那个外国人来自于加拿大.
The foreigner who visited our school yesterday is from Canada.
4.你经常和我刚才看到的那个女孩谈话吗?
最好做某事
乐意去做某事
11.sth. cost sb. some money某物花费某人多少钱
显然, 很明显,很明白
13.It is believed that…
人们相信
做某事很方便
14.be convenient to do sth.
15.continue doing sth.
16.dream of doing sth.
7.plan on doing sth.= plan to do sth.
8.Could/Would you please do …? 表示客气委婉地 请求别人做某事,意为”请你…好吗?‖
9.It is best to do sth.
10.be willing to do sth. 12.It is clear that…
Do you often talk with the girl who I saw just now?
5.我喜欢人们友好的地方.
I like the place where the people are very friendly.
Summary:定语从句 定语从句的定义 在复合句中,修饰名词或代词的从句叫定语从句. 被修饰的名词或代词称为先行词,引导定语从句的 连词称为关系词,关系词放在定语从句和被修饰词 (先行词)之间,起联系作用,同时关系词又作定语从 句的一个成分.引导定语从句的关系词有关系代词 (that, which, who, whom, whose)和关系副词(where, when, why). 1. that在从句中可用来指人,也可指物;可作主语, 也可作宾语,作宾语时that可省略. 2.who用于指人,在定语从句中作主语或宾语. 3.which在从句中可用来指物;可作主语,也可作宾语
时态名称 主动语态谓语构成
被动语态谓语构成
一般现 动词原形(三单人称 is, am, are +过去分词 在时 除外) 一般过 动词的过去式 was/were+过去分词 去时 含情态动 情态动词+动词原形 情态动词+be+过去分词 词谓语 现在完 have/has+过去分词 have/has +been +过去分 词 成时 现在进 am/is /are +现在分 am/is /are + being+过去 词 分词 行时 was/were +being+过 过去进 was/were+现在分词 行时 去分词 一般将 will+动词原形 will +be+过去分词 来时
Summary: 被动语态
英语句子,根据主语与谓语动词关系的不同,通常 又分为主动语态句和被动语态句.
1.主动语态:主动语态表示主语是谓语动词的动作 执行者,即句子的动作是主语发出的. 2.被动语态:被动语态表明谓语动作不是主语发出 的, 主语反而是谓语动词的动作对象,即:是谓语 动作的承受者. 被动语态的谓语构成: “助动词+be+过去分词”, be动词一般有人称, 数 和时态的变化.
3.如果先行词同时由”一个指物, 一个指人的名 词或代词”构成时,只用that. e.g. The boy and the dog that are running on the road look very happy.
Exercise: Fill in the blanks with the given verbs. is spoken 1.English ______________ in many countries all over the world. (speak) be handed 2.You compositions should ________________ in this afternoon. (hand) was asked 3.The girl ______________ a question by Mr. Wu in class yesterday. (ask) 4.Li Ping _____________________a has been given pen, so he doesn’t need to buy one. (give) 5.This story carefully was _______ B by some students in the classroom a moment ago. A. listened B. listened to A at home. A. looked 6.You baby should be ______ after B. taken care
定语从句运用中应注意的事项 1.关系代词所代替的词即先行词的内容不能再出现. 2. “介词/介词短语+关系代词”引导的定语从句, 关系代词只能用which(指物)和whom(指人),that 或who不能用在介词后面. e.g. The chair on which a girl is sitting was mended well last night. 3.在下列情况下,只能用关系代词that: a.先行词是指物的不定代词,如:all, little, much, everything, something, anything, nothing等. e.g. That’s all that I have seen and heard.
a. by+过去某一时间点 “在…(某时)之前”, e.g. by last year b. by the end of +过去某一时间点 “在…(某时候)底之 前”, e.g. by the end of last year c.根据定义分析上下文句意,或在有时间状语等的情况下, 可确定某一动作是在过去某一时间或动作发生时间之前就 已发生或结束的动作,用过去完成时. Exercise: Fill in the blanks with the given verbs. had stopped (stop) 1.When I looked out of the window, the rain _______. 2.Just now the woman told me that Mr. Green ____________ had taught (teach) English for two years. had seen 3.The girl didn’t go to the cinema, because she__________ (see) before. learned 4.Wehad __________(learn) many English words by the end of l
2.指物的先行词被不定代词all, few, little, much, every, some, no等修饰,或被the only, the very, the same, the last等修饰限定,或被形容词最高级、序 数词修饰时,关系代词只能用that,不能用which.
Look, the tallest animal that is drinking water is an elephant.
使用被动语态时应注意以下问题:
1.在复合宾语中,make、 see 、 hear 、 watch 、 let 等使役动词或感官动词后的不定式to省去,但变 为被动语态时,要加上to. play e.g. We saw Li Ping______(play) on the playground. to play Li Ping was seen________(play) on the playground. 2.当谓语动词为短语时,变为被动语态后,动词后面 的介词或副词不能省略. e.g. We must speak to older people politely. Older people must be spoken to politely.
25.notice sb. do sth.
notice sb. doing sth.
注意某人做某事
注意某人正在做某事
26. ―在某世纪某年代”用结构“in + the + 数词的复数形 式(年代s)‖表示. e.g. in the 1880s=in the eighteen eighties 27. 表示“第几世纪”用“the+序数词+century‖ e.g. the twenty-first century. 表示在某一世纪用介词in;表示在某 一世纪初用“at the beginning of…‖ 28. ―the number of +n.复” 表示“…的数量”, 做主语时, 谓语动词用单数. ―a number of +n.复” 表示“许多, 大量”, 做主语时, 谓 语动词用复数.