外研版 (新标准)八年级上册Unit 3 Language in use .教学ppt课件

这是一份外研版 (新标准)八年级上册Unit 3 Language in use .教学ppt课件，文件包含外语教研版中学英语八年级上Module6Unit3pptx、外语教研版中学英语八年级上Module6Unit3教学详案docx等2份课件配套教学资源，其中PPT共27页， 欢迎下载使用。
Module 6　Animals in dangerUnit 3　Language in use设计说明本单元是复习单元，集中总结和练习巩固动词不定式作宾语补足语、目的状语、定语等句子成分的用法，复习巩固本模块的重点单词、短语和句型。本课从指导学生朗读Language practice中的句子入手，引入语法的集中讲解，紧跟单元所设习题进行针对性训练。除语法的针对性训练外，还设置了词汇、阅读和听力的训练。另外，在本课的末尾还安排了制订野生动物俱乐部海报的实践性环节。所有这些环节的设置，旨在提升学生的语言运用和实践能力。教学目标通过本单元的教学，让学生达成以下目标：1.知识目标(1)复习巩固本模块所学生词、短语和句型。(2)练习巩固动词不定式作宾语补足语、目的状语等句子成分的用法。2.能力目标(1)能熟练运用动词不定式。(2)制订野生动物俱乐部的海报。3.情感目标关注野生动物保护，提升环境保护意识。重点难点重点：本模块的重点词汇、句型；动词不定式的基本用法难点：动词不定式在具体语境中的运用教学准备PPT课件授课时数1课时教学过程Step 1　Language practice1. Present the key sentences to the class. Read them with the whole class.      Step 2　Grammar summarySum up the grammar together with the whole class.动词不定式一、动词不定式的构成      动词不定式由“to + 动词原形”构成 (有时省略to)，to是动词不定式符号，其否定形式是“not to+动词原形”。 二、动词不定式的功能 动词不定式是一种非谓语动词形式，它没有人称和数的变化，在句子中不能充当谓语，但它可以保留动词的某些性质，比如它的后面可以接宾语构成动词不定式短语，也可以被副词等修饰。动词不定式（短语）可以在句中充当主语、状语、宾语、表语、定语和宾语补足语等句子成分。 1. 作目的状语     动词不定式（短语）作目的状语，既可以放在句子开头，也可以放在句子末尾。     Mary works hard to improve her Chinese.    玛丽努力学习来提高自己的汉语水平。     To know more about blue whales，I borrowed some books from the library.    =In order to know more about blue whales，I borrowed some books from the library. 为了更多地了解蓝鲸，我从图书馆借了一些书。     2. 作宾语补足语     动词不定式（短语）跟在某些动词的宾语后面，补充说明宾语的动作。     The zoo doesn’t allow visitors to feed the animals.    动物园不允许游客喂动物。     Mr Han told us not to make too much noise.     韩先生告诉我们不要弄出太多噪音。     Her words make us all laugh. 她的话使我们都大笑起来。     [注意]    (1)有些动词之后必须跟带to的动词不定式（短语）作宾语补足语，如allow，want，tell，ask，advise等。     (2) 有些动词之后必须跟省to的动词不定式（短语）作宾语补足语，如let，make，see，hear等。     (3) 动词help后作宾语补足语的动词不定式（短语），带to与省to均可。 即help sb. (to) do sth.。     3.作主语     动词不定式（短语）作主语时，通常以it作形式主语，动词不定式放在句子的后面，构成“It + be +形容词+ to do sth.”句型，表示“做某事是……的”。      It’s sad to think of pandas and other animals in danger.     ＝To think of pandas and other animals in danger is sad.     一想到熊猫和其他处于危险之中的动物就很令人伤心。 Step 3　Practice1. Match the two parts of the sentences.  (Activity 1 on Page 46)(1) Ask the students to read the two parts of the sentences.(2) Ask them to match the parts to make sentences.(3) Check answers in pairs first.(4) Elicit answers in complete sentences from the whole class.Answers:1 d)  2 e)  3 b)  4 c)  5 a)2. Complete the sentences with the correct form of the words in the box. (Activity 2 on Page 46)(1) Ask the students to read through the words in the box. Make sure they know their meaning.  (2) Ask the students to read the example and pay attention to the underlined words to make.(3) Tell the students to complete the sentences on their own and then check answers in pairs.Answers:1 to develop  2 to tell  3 to save  4 to feed(4) Get some students to read the full sentences.3. Complete the sentences. How many different sentences can you make?  (Activity 3 on Page 46)(1) Show the beginning of the sentences and ask the students to think of endings for each sentence with their own ideas. There may be different ideas.(2) Tell the students to work in pairs. One reads the first part of the sentence，the other says the rest of the sentence. Practise a few times.T1: I went to the nature park to…T2: see the pandas and other animals.T1: They asked the children…T2: not to swim in the river.T1: Let’s help them…T2: (to) carry the box.T1: We want…T2: to protect animals in danger.…4. Complete the conversation with the expressions in the box.  (Activity 4 on Page 47)(1) Read through the expressions in the box. Check and teach those the students don’t know.   (2) Tell the students to read through the conversation.(3)Ask them to work in pairs to discuss the possible answers. Then complete the conversation.(4) Check answers with the whole class.(5) Encourage two students to read the conversation in different roles. Correct the wrong answers or pronunciation after they have finished it.Answers:(1) d)  (2) b)  (3) c)  (4) e)  (5) a)5. Work in pairs. Act out the conversation in Activity 4. (Activity 5 on Page 47)(1) Ask the students to work in pairs to practise the conversation. And then change roles.(2) Ask different students to act out the conversation.(3) Have half the class be Tony and the other half be Daming. Ask them to act out the conversation. Change rules to act it out again if necessary.6. Complete the passage with the correct form of the words in the box. (Activity 6 on Page 47)(1) Ask the class to look at the picture on Page 47 and guess what the passage is about.(2) Ask the students to read through the words in the box to make sure they know the words.  (3) Get the class to read the passage and complete it with the words. Change the form of the words if necessary.(4) Elicit answers from the whole class.Answers: (1) to believe  (2) to protect  (3) to think  (4) To make  (5) to stop(5) Encourage some students to read out different parts of the passage.Step 4　VocabularyComplete the sentences with the expressions in the box. (Activity 7 on Page 48)1. Ask the students to read through the expressions in the box to see if they know the meaning.  2. Ask them to complete the sentences with the expressions on their own.3. Check answers in groups.4. Elicit answer in full sentences from the class.Answers: 1 in danger  2 in the wild  3 in peace  4 in order toStep 5　ListeningListen and complete the poster.  (Activity 8 on Page 48)1. Ask the students to read the first parts of the sentences and catch some information that may help with listening.2. Ask them to guess what might be written at the end of each part.3. Play the recording for the students to see if they have got the right answers.4. Elicit answers in full sentences from the whole class.Answers:1 help animals in danger2 get more ideas3 come to our meetings4 which kind of animal to help5 animals in danger5. Play the recording again. Show the typescript if necessary.Step 6　ReadingRead the email and choose the correct answer.  (Activity 9 on Page 48)T: Look at the email. Can you tell me who is it from?Ss: It’s from Sally.T: Yes. Sally is writing the email to Ms Jones. Where is Sally now?Ss: She is in the south of England.T: Now read the email carefully. Try to get more information.Ss: OK.…1. Ask the students to choose the correct answers on their own after reading.2. Elicit answers in full sentences from the class.Answers: 1. b)  2. a)  3. c)Step 7　Around the worldT: Look at the two pictures. What are they?Ss: They are a camel and a whale.T: Yes. Do you know something about them?S1: …S2: ……T: Next，let’s read a passage to find out more information about the animals.…T: OK. Now I’d like you to discuss the animals in groups.Step 8　Module task1. Work in groups. Discuss what you want people to know about the wildlife club. (Activity 10 on Page 49)T: Animals are our good friends. They are members of the world club. How sad that many animals are in great danger! How to help them? How to save them? What can we do to protect them? I think it’s a good idea to set up a wildlife club. Do you agree with me?Ss: Yes. T: Imagine that you are a member of the wildlife club. Now work in pairs to discuss what you want people to know about your club.…Go around the class monitoring and making suggestions. 2. Make a poster about your wildlife club. (Activity 11 on Page 49)T: Now I want each group to make a poster about your wildlife club，using the notes and the information you have decided. Try to make your poster beautiful and educational.3. Let each group show their posters to the whole class.Step 9　Homework1. Go over what you’ve learnt in Unit 3.2. Preview the new words and expressions in Module 7.当堂达标I.单项填空。1. You should ask Bob ______ his own clothes. He is ten years old now.  A. wash B. washes C. washing D. to wash2. I will try my best to stop my son from ______ the same mistakes.  A. make B. made C. makes D. making3. Mr Smith is good at telling jokes and he always makes his friends ______.  A. laugh B. to laugh C. laughing D. to laughing4. ________ her English speaking，Helen practises for two hours every day.  A. Improve B. Improving C. To improve D. Improves5. I got up early this morning ______ my grandma at the airport.  A. to pick up B. picking up C. picked up D. to picking upII.用所给单词的适当形式填空。1. Mary went to the bookshop ____________ (buy) some books about animals.2. My parents don’t allow me ____________ (watch) TV on weekdays.3. You needn’t worry. Let me ____________ (help) you.4. I often heard the girl ____________ (practise) the piano. 5. In order ____________ (protect) the animals，the government will set up two more nature parks.6. We’ll do what we can ___________ (save) the animals in danger.答案：I. 1—4　DDACAII. 1. to buy  2. to watch  3. help  4. practise  5. to protect  6. to save板书设计Module 6　Animals in dangerUnit 3　Language in use动词不定式1. 作宾语          动词之后2. 作目的状语      句末或句首3. 作宾语补足语    let，make，see等后省to4. 作定语          位于被修饰词之后5. 作主语          It + be +形容词+to do sth.教学反思