英语八年级Unit 7 Review精品课件
八年级英语下册unit7课件
3. 序数词修饰最高级 Mike is the second tallest student in our class. 4.one of形+容词最高级+名词复数表示“最… 之一”
最高级 best worst least most farthest /furthest oldest /eldest
形容词与副词的原级
1.无比较对象时用。
I am tall. He is hungry.
2.原级前的修饰词。
very quite so too pretty. 3.肯定 as+原级+as
5. “the+比较级 , the + 比较级”表示“ 越…, 越 …” The more you exercise, the healthier you will be.
6. 表示不及另一方时，用“less+原级+than…” (双音节和多音节词)
He is healthier than she.
以辅音字母加 y 结尾双音节 词变 y 为 i 加 –er 或 –est
重读闭音节、末尾只有一个 辅音字母双写加 –er 或 –est
少数以er,ow 结尾的双音节 词加-er -est
eafralyt, hot, red, earlier t–heina,rlwieestt, sad bigcqagureiercbf-kuibgllyi,,gsgnlyeoaeswrtlrllooypww,ou,psuelfaurl,,
She is less healthy than he.
英语八年级Unit 7 Topic 2 Section C(共21张PPT)精品课件
Do you remember how to make a sandwich?
First, take two pieces of bread and spread butter on them. Next, cut a pear into small pieces carefully. Then, put them on the bread lightly. After that, put some honey over the pear slowly. Finally, put the pieces of bread together.
◆Talk about table manners for a formal western dinner party
First, when you sit down at the table, take your napkin and put it on your lap. You should keep the fork in your right hand. It’s polite to eat up the food on your plate. Don’t take more food than you need. You should speak quietly and smile a lot. When you drink to someone, you’d better raise your glass and take only a little. Remember not to drink too much.
formal, manner, napkin, lap, fork, dish, quietly, dine, elbow, spoon, chopstick, finger
八年级下册第七单元英语ppt
Learning gains from this unit
Critical thinking
Developed the ability to analyze and evaluate different perspectives in texts
Gained experience in making informed decisions based on evidence and reasoning
The author corporations many cultural references and allocations, such as the Victorian era, the works
of other authors, and traditional fairy tales
Understanding the cultural background of the story helpers readers better understand the characters, events, and themes in
1
Writing skills
2
Could further develop essay writing skills by practicing more timed writing assignments
3
Could improve grammar and punctation skills through additional practice and feedback
Listen to a paragraph and fill in the blanks with missing information
人教版八年级英语下册Unit7课件
人教版八年级英语下册Unit7课件一、教学内容1. 引入部分：通过谈论电视节目，引导学生思考一般疑问句的构成和用法。
2. 对话部分：学习对话中出现的新词汇和表达方式，理解对话内容，并能运用到实际情景中。
3. 阅读部分：阅读一篇关于电视节目的短文，提高学生的阅读理解能力，同时巩固本节课所学内容。
4. 语法部分：学习一般疑问句的构成及其回答方式，通过练习巩固知识点。
5. 练习部分：通过各种练习活动，让学生在实际情景中运用所学知识。
二、教学目标1. 学生能够掌握一般疑问句的构成及其回答方式。
2. 学生能够运用本节课所学词汇和表达方式进行日常交流。
3. 学生能够提高阅读理解能力，理解并运用文章中的相关信息。
三、教学难点与重点重点：一般疑问句的构成及其回答方式。
难点：运用所学知识进行实际交流和阅读理解。
四、教具与学具准备1. 教具：课件、黑板、粉笔。
2. 学具：课本、练习本、文具。
五、教学过程1. 引入部分：教师与学生谈论电视节目，引导学生思考一般疑问句的构成和用法。
例如：“你喜欢看电视节目吗？”，“你通常看哪些电视节目？”等。
2. 对话部分：教师播放对话录音，学生跟读并模仿语音语调。
然后，教师提问学生关于对话内容的问题，如：“他们在谈论什么？”，“他们为什么要这么问？”等。
3. 阅读部分：教师分发文章，学生独立阅读。
阅读结束后，教师提问学生关于文章内容的问题，如：“文章主要讲述了什么？”，“你从文章中学到了哪些新词汇？”等。
4. 语法部分：教师讲解一般疑问句的构成及其回答方式，并通过例句和练习让学生进行实际操作。
5. 练习部分：教师组织学生进行各种练习活动，如小组讨论、角色扮演等，让学生在实际情景中运用所学知识。
六、板书设计板书内容主要包括本节课的重点词汇和表达方式，以及一般疑问句的构成和回答方式。
七、作业设计1. 作业题目：(1) 根据本节课所学，编写一个关于电视节目的对话。
(2) 写一篇短文，介绍你喜欢的电视节目，并说明原因。
人教版八年级英语下册Unit 7 公开课课件
“They’re so cute and lovely. I take care of them like they’re my own babies. I wash, feed and play with them every day. They’re very special to me.”
Lin Wei loves her job, but it is a difficult one.
Pandas do not have many babies, maybe only one every two years. The babies often die from illnesses and do not live very long.
Adult pandas spend more than 12 hours a day eating about 10 kilos of bamboo. Many years ago, there were a lot more bamboo forests and pandas in China, but then humans started to cut down the forests. Scientists say there are now fewer than 2,000 pandas living in the remaining forests. Another 200 or so live in zoos or research centers in China and other countries.
_____ 16 _____ 120 ___✓___ 150
___✓__ 20 __✓___ 0.1
1c. Listen again and complete the sentences.
人教版八年级上册Review of Unit7Will people have robots课件
—Yes, that's why they're getting fatter and fatter.
C A. more
B. less
C. fewer D. much
( )5.__careful you are, ___mistakes you will make .
A. The more; the more
29.做这样/简单的工作
do such /simple jobs
30.看起来似乎不可能 31. 更少/更多……
seem (to be) impossible fewer/more+可数名词复数 less/more+不可数名词
自学指导与检测二10’: 一般将来时
一、概念：表示将来某个时间要发生的动作或存在的状态，也表 示将来经常或反复发生的动作，常与表示将来的时间状语连用， 如 tomorrow，next week，next year，in the future等。
e.g.:They'll have a test next week. 他们下周要进行测验。
We will/shall visit the Summer Palace. 我们要去游览颐和园。
I'm going to write a letter to my friend. 我要给我的朋友写一封信。
( )3.If there is ______ pollution, the air in our city will be _______dirtier.
A A．less; more B．more; much C．less; less D．more; more
( )4.— Many people eat_____ meat than they did before.
八年级英语下册unit7课件(一)
八年级英语下册unit7课件(一)Unit 7: The WeatherTeaching Content•Vocabulary related to weather•Sentence structures for describing weather•Listening and speaking activities related to weather •Reading and writing activities related to weather Teaching Preparation•Prepare flashcards or visual aids for weather vocabulary •Prepare listening materials or videos related to weather •Prepare reading materials or texts related to weather •Prepare writing activities or prompts related to weather Teaching Objectives1.To introduce and practice weather vocabulary2.To provide opportunities for students to practicedescribing weather using appropriate sentence structures3.To improve students’ listening and speaking skillsthrough weather-related activities4.To enhance students’ reading comprehension skillsthrough weather-related texts5.To develop students’ writing skills by engaging them inweather-related writing tasksDesign ExplanationThe design of this lesson aims to engage students in various activities related to weather, allowing them to actively practice and consolidate their understanding of the vocabulary and sentence structures. The lesson includes a combination of listening, speaking, reading, and writing activities to cater to different learning preferences and skills.Teaching Process1.Warm-up activity:–Show pictures of different weather conditions and ask students to describe them using the appropriatevocabulary.–Play a short video or audio clip of different weather conditions and ask students to identifythem.2.Vocabulary introduction and practice:–Present weather vocabulary using flashcards or visual aids.–Drill the pronunciation and spelling of the weather words.–Engage students in various vocabulary practice activities such as matching, fill in the blanks, orword association games.3.Sentence structure practice:–Introduce sentence structures for describingweather (e.g., “It’s sunny today,” “It’sraining heavily”).–Provide examples and model the sentence structures.–Ask students to practice forming sentences to describe different weather conditions.4.Listening and speaking activities:–Play a weather-related listening activity or video.–Ask comprehension questions to check understanding.–Engage students in speaking activities such as pair or group discussions about their favorite weatheror their experiences in different weatherconditions.5.Reading activity:–Provide students with a short passage or text about different weather conditions.–Ask students to read the text and answercomprehension questions.–Discuss the main points and key details in the text.6.Writing activity:–Assign a writing task related to weather, such as writing a weather forecast or describing amemorable weather experience.–Provide prompts or guiding questions to helpstudents structure their writing.–Collect and review students’ written work,providing feedback and suggestions for improvement.Post-lesson ReflectionThis lesson successfully engaged students in various interactive activities related to weather. The use of visual aids, listening materials, reading texts, and writing tasks provided students with different opportunities to practice and apply their understanding of weather vocabulary and sentence structures. The lesson could be further improved by incorporating more group activities and opportunities for student interaction. Additionally, providing students with real-life weather scenarios or dialogues could make the lesson more practical and relatable.Unit 7: The Weather (Continued)Teaching Content•Vocabulary related to weather•Sentence structures for describing weather•Listening and speaking activities related to weather •Reading and writing activities related to weather Teaching Preparation•Review flashcards or visual aids for weather vocabulary•Prepare additional listening materials or videos related to weather•Find more reading materials or texts related to weather •Prepare more writing activities or prompts related to weatherTeaching Objectives1.To reinforce weather vocabulary and sentence structures2.To provide extended opportunities for students topractice describing weather in speaking and writingactivities3.To further improve students’ listening and speakingskills through weather-related activities4.To deepen students’ reading comprehension skillsthrough additional weather-related texts5.To expand students’ writing skills by engaging them inmore challenging weather-related writing tasksDesign ExplanationContinuing from the previous lesson, this lesson builds upon the students’ existing knowledge of weather vocabulary and sentence structures. The focus of this lesson is toprovide additional practice and extension activities to further develop their proficiency in describing weather. The lesson includes more listening, speaking, reading, and writing activities to reinforce their understanding and skills.Teaching Process1.Warm-up activity:–Review the weather vocabulary by playing aflashcard game or a quick vocabulary quiz.–Ask students to describe the weather conditions outside the classroom at that moment.2.Vocabulary and sentence structure reinforcement:–Review the sentence structures for describing weather.–Provide additional examples and ask students to create their own sentences using different weathervocabulary.3.Listening and speaking activities:–Play a weather-related dialogue or conversation.–Ask comprehension questions and engage students in discussions about the dialogue.–Arrange pair or group activities where students role-play different weather scenarios.4.Reading activity:–Provide students with an extended reading passage about weather phenomena or climate change.–Ask students to read the text and answer more in-depth comprehension questions.–Encourage students to share and discuss their opinions on the topic.5.Writing activity:–Assign a more advanced writing task related to weather, such as writing a persuasive essay on theimpact of weather on daily life.–Provide prompts and encourage students to conduct research or gather information to support theirarguments.–Provide feedback on students’ writing and guide them in improving their critical thinking andpersuasive writing skills.Post-lesson ReflectionBuilding upon the previous lesson, this lesson successfully reinforced students’ understanding of weather vocabulary and sentence structures. The additional listening, speaking, reading, and writing activities provided opportunities for students to apply these language skills in various contexts. Students were able to engage in more in-depth discussions and express their opinions on weather-related topics. To further enhance the lesson in the future, incorporating real-life weather data, multimedia resources, or interactive online platforms relating to weather could make the learning experience more dynamic and captivating.。
英语八年级Unit 7 Review精品课件
It's January 4. 2.What day of the week is January 23？
It's Monday. 3.How many Saturdays are in this month？
B：___It__is very beautiful！ 5.A：How's the_w__e_at_h_e_r_today? B：It is nice and cool., 6．A：Is May your favourite month?
B：Yes，___it__is.,
Listening and Speaking ⅠListen and repeat.
I can use ordinal and cardinal numbers properly. ☆☆☆☆☆
Ⅳ Using “it” _It_i_s_w__ar_m__a_n_d__ra_i_n_y_. _____________________ _It_'_s_a_c_a_l_e_n_d_a_r_. _________________________ _It_'_s _o_n_M__a_r_c_h__1_1________________________ I can use “it” properly. ☆☆☆☆☆
plira
_A_ _p_ _r_ i _l_
tobcreo
_O_ c _t_ _o_ _b_ _e__ _r_
y s a d u r t a _S_ _a_ t _u_ _r_ _d_ __a_ _y_
ifdrya
_F_ _r_ i _d_ _a_ _y_
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Work in groups.Interview your classmates and fill in
the table.Then use the results to write a report.
Name
Favourite Season
Favourite Month
Favourite Holiday
SelfEvaluation Find more examples from this unit. Then mark your stars. ⅠTalking about Seasons and Weather
_H_o_w__is__th_e__w_e_a_th_e_r_t_o_d_a_y_?________________________ W__h_a_t_s_e_a_s_o_n_d_o__y_o_u_l_ik_e_？__________________________ _I_lo_v_e__g_re_e_n__g_ra_s_s_a_n_d__r_a_in_y__d_a_y_s_. __________________
1
one
first
January
2
two
second
February
3
three
third
March
4
four
fourth
April
5
five
fifth
May
6
six
sixth
June
7
seven
seventh
July
8
eight
eighth
August
9
nine
ninth
September
10
பைடு நூலகம்
ten
Unit 7 Days and Months
Unit Review
PPT教学课件
Building Your Vocabulary
Unjumble the words and discover the answer to
the riddle.
c m e b e r d e D _e_ _c_ _e_ m__ _b__ _e_ _r_
谢谢大家
ejnu
_J_ _u_ n _e_
amy
M__ a _y_
r b u f e r y a _F_ _e_ _b_ r _u_ _a_ __r_ __y
uljy
_J_ _u_ _l_ y
Riddle: On a calendar，Sunday comes before Monday. Where can you find Monday before Sunday？ Answer：
In a__d_i_c_t_io_n__a_r_y__.
Grammar in Use ⅠFill in the blanks with the correct forms of the given
words. Then complete the chart. 1.Mr.Liu loves summer.But his__se_c_o_n_d__(two)favourite
Zhang Li
summer
June
Children's Day
Linda
winter
December
Christmas
Example：
My classmates like different seasons and holidays. Zhang Li likes summer.He likes to go to the park on Children's Day. Children's Day is on June 1.Linda likes December.She likes to look at the beautiful Christmas lights.
Four. 4.What is the date of the fourth Tuesday？
It's January 24. 5.What is the date two days after the
third Monday？ It's January 19.
Putting It All Together
1.What is the date of the first Wednesday in the month？
It's January 4. 2.What day of the week is January 23？
It's Monday. 3.How many Saturdays are in this month？
Sit in the shade and stay real cool.
September and October， The leaves will fall. It's back to school with our soccer ball. November and December， And the weather is clear. That's 12 whole months， And it makes one year.
I can talk about dates in English., ☆☆☆☆☆
Ⅲ Numerals _o_n_e_—__fi_r_st___t_w_o_—__s_e_c_o_n_d_________________ t_h_r_e_e_—__t_h_ir_d___f_o_u_r_—__fo_u__rt_h_______________ _fi_v_e_—__fi_f_th_____s_i_x_—__si_x_t_h_________________
plira
_A_ _p_ _r_ i _l_
tobcreo
_O_ c _t_ _o_ _b_ _e__ _r_
y s a d u r t a _S_ _a_ t _u_ _r_ _d_ __a_ _y_
ifdrya
_F_ _r_ i _d_ _a_ _y_
onadym
M__ o _n_ _d_ _a_ _y_
tenth October
11
eleven eleventh November
12
twelve twelfth
December
Ⅱ Fill in the blanks.Then circle what “it” means in
each dialogue. 1.A：What's this ? B：__I_t is a hotel. 2.A：What's that？ B：__It__is a calendar., 3. A：What's the__d_a_t_e_today？ B：It is January 15. 4. A：Look at my new jacket !
Month by Month
January，January，ice and cold.
Brrrr brrr brrrr! Wear your coat. February，February，snow，snow，snow. Let's make a snowman！A man of snow!
March，March，March, the sun is high. I love March，but I don't know why. April，April，grass starts to grow Hurray！Hurray！No more snow! May，May，May，get your garden in. June，June，June，let's go for a swim. July is summer，August is too.
B：___It__is very beautiful！ 5.A：How's the_w__e_at_h_e_r_today? B：It is nice and cool., 6．A：Is May your favourite month?
B：Yes，___it__is.,
Listening and Speaking ⅠListen and repeat.
/ ʊə / /t/ /d/ /k/ /ɡ/
February hot do like green
usually let day look grass
skate down Christmas forget
right cold calendar against
Ⅱ Look at the calendar and answer the questions.
I can use ordinal and cardinal numbers properly. ☆☆☆☆☆
Ⅳ Using “it” _It_i_s_w__ar_m__a_n_d__ra_i_n_y_. _____________________ _It_'_s_a_c_a_l_e_n_d_a_r_. _________________________ _It_'_s _o_n_M__a_r_c_h__1_1________________________ I can use “it” properly. ☆☆☆☆☆