趣祝福范文大全：教案课件是老师教学工作的起始环节，也是上好课的先决条件，每位老师应该设计好自己的教案课件。写好教案课件，可以确保重要内容不被遗忘。栏目小编为大家整理的“八年级英语上册课件”或许能够为您带来新的启示，需要答案的朋友请来这里查看！
八年级英语上册课件 篇1
一、教学目标：
1、目标语言
重点词汇：
1,want somebody to do
2. be good for
3.pretty healthy
4.my eating habit
5.try to do
6.two or three times a week
7. help somebody do
8.look after my health
9.get good grades
10.study better
11.the same as
12. kind of unhealthy
重点句型：
含有以上词组的11句子。
综合能力：
能阅读介绍饮食习惯方面的文章
2、情感渗透
学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。
二、教学准备：
教师准备：
设计课后巩固练习的幻灯片,2部分有关事务的幻灯片3录音机和磁带。
学生准备收集自己和他人生活习惯的信息： 查找更多食物的英语名称。
预习导航:：
1、 听单词录音，熟记Section A的新单词，并制作单图片。
2、完成1a，列出图中物品的英语单词，并识记新单词。
3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny.
4、找出并区别I you my your his her。
三、教学过程：
1. 预习导学或自测
1) 很少/几乎不曾_______________
2) surf the lnternet _______________
3) 大部分学生__________________
4) as for ________________________
5) 一周两次_______________________
6) be good for ________________________
7) 照顾___________________________
8) eating habits ______________________
9) 六到八次_______________________
10) try to do sth ___________________
Step1. Revision.
Ask and answer in pairs like this.
What do you do on weekends/、、、/I often exercise How often do you exercise ?. I exercise five times a week.
(设计说明)先有老师示范对话，询问学生周末日常活动，然后两人一组自由对话，利用图片进行。为新课学习作好铺垫。
Step2.Leading in.
1，要求学生将单词和字母对应，完成1a任务,2，引导学生进行1B的pair work 活动，自编对话完成1b中的学习内容。
(设计说明)这里可巩固练习词组,want somebody to do.与 be good for并造句子。
Step3：
3．播放录音，要求学生完成2a的听力内容。
4．再播放录音，要求学生完成2b的听力内容，并将此词填在合适的位置。(设计说明)通过听力训练，使学生学会听关键词和推测词意的能力,并理解目标语言。
5．引导学生进行2c的Pair work活动，自编对话，完成2c中的学习内容。
6．引导学生阅读3a的短文，要求学生回答设计的问题，完成3a的内容引导学。合作探究 课文解析. 3a
1) pretty表示“十分”作副词用，我们以前学过quite和very也有这种意思。其中它们的程度由浅入深为quite→pretty→very.
相当健康：
2)I exercise every day, usually when I come home from
School.我每天锻炼身体，
3) eating habits：
4) try to do sth意为
eg：他尽力通过考试：
5) Of course.：
6) So you see, I look after my health. 所以你看，我很在意我的健康。
look after 意为
eg：Can you when I leave?
能帮我照顾一下孩子吗？
look还可以和许多词搭配，但意思不一样。
（1）look at
eg：Please look at the blackboard.
（2）look for
eg：我在找我的笔
（3）look like
eg::你爸爸长什么样？
4） Good food and exercise
好的饮食和锻炼帮助我学得更好。
5）帮助某人做某事
6) be good for
7）be good at =do well in
8）be good to sb.
9) 和…相同
与……不同
不同: (n.)differenceeg.There are many (不同点)between the two pictures.
10) although虽然，尽管,引导让步状语从句，与 同义，但不能与 同时出现在一个复合句中，可与still, yet同用。
11) 保持健康： = be in good health =keep/ be healthy
4．拓展创新
注意sometimes与几个形似的词的区别。
A. sometime是副词，意为“在某个时候”，“某时”
B. sometimes:有时候是副词。
C. some time是名词词组，意为“一段时间”，做时间状语用
D.some times是名词词组，意为“几次，几倍”。
eg：（1）I met him in the street last month.
(2) Will you come again next week?
(3) I will stay here for
5．引导学生阅读3b的短文，填单词，完成3b的内容。
1.要求学生写一篇短文，谈一谈自己的生活和饮食习惯。
2．要求学生口头谈一谈父亲或母亲的生活和饮食习惯。
3.引导学生做调查，完成下列任务。
Activitiesfrequency
a. go to the movies
b. watch TV
c. shop
d. exercise
e.read
F,listen to music
(设计说明)循序渐进学习目标语言Step10. Do some exercises.
综合能力训练P9自主学习
Step11. Summing-up
Stress the important phrases and sentences in this class.
Step12. Homework
介绍你自己：
四、教学反思：
学后反思：今天我学会了＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
我还不明白的是：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
教后反思：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿
Unit 1 How often do you exercise？
八年级英语上册课件 篇2
教材分析：教材设计激发学生的学习兴趣，提倡发挥学生的动手能力及自主学习能力。而本单元刚好是如何制作香蕉奶昔，可以培养学生的动手能力及创造能力。
设计理念：以听说训练为主线，通过看、听、说、演练、动手操作等一系列教学活动，使学生获得最基本的英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生思维能力和创造力的发展。
学情分析：八年级学生已经具备基本的听说能力，那么如何利用已经掌握的知识去解决实际的问题，尤其是操作能力，是我们教师应该努力的方向。
授课类型：多媒体演示课
课时安排：一课时
教学目标
(1)知识目标：学会重点短语，能独立描述制作香蕉奶昔的过程。
(2)能力目标：学生学会熟练制作奶昔，并能用英语进行描述。
(3)情感目标：培养学生学习英语的兴趣，完成任务过程中体验成功的喜悦，同时培养学生自主学习，合作学习及竞争意识。
教学重点：重点词汇：peel, cut up, turn on, 重点句式： How do you like ……? First …, then…, next…, finally….
教学难点：能独立描述制作香蕉奶昔的过程。
教学方法：利用多媒体辅助教学，给学生直观的感受，激发学生的学习兴趣。同时采用任务教学法，让学生通过小组合作学习完成任务。
教学过程：
I. 导入新课。先通过出示图片，让学生挑出，what is your favorite fruit? 然后展示奶昔的图片，让学生猜what’s this? 通过学生的猜测揭示答案奶昔。接下来出示奶昔的种类，然后告诉学生，老师会制作香蕉奶昔，do you know how to make a banana milk shake? 那么，现在就让我们一起学习制作香蕉奶昔吧。
II. 展示图片，让学生了解制作奶昔需要的工具和材料，并且教学生搅拌机这个单词。
III. 制作奶昔分六步完成，每一步先出示图片，通过图片，让学生猜测具体的操作，教师提示peel, cut up, turn on, pour…into, put…into.
IV. 让学生通过小组合作，完成奶昔的制作过程。（每人只说其中的一步）排序完成听力1b。（这部分先是根据所听内容排序，然后让学生自己按听到后的正确顺序，进行复述）
V. Pair work. 两人一组编造对话练习制作奶昔的全过程。然后把学生叫到前面，根据具体的操作并解说制作香蕉奶昔的过程。（通过小组合作进行表演，看最后哪个小组获胜）
VI. 听录音，完成2a, 2b. 让学生通过听力观察how many, how much 的用法。
How many 对可数名词的量提问，how much 对不可数名词的量提问。
Eg: how many bananas do we need?
How much milk do you want?
VII. 拓展练习。通过对制作香蕉奶昔的掌握，让学生看图片及材料和工具，写出制作汉堡和橙汁的全过程。
总结：本节学习了如何制作香蕉奶昔的全过程，动副短语的用法，对名词量的提问方法。关键是让学生学会学以致用，培养实际的操作能力以及创造力。
作业：（1）掌握本节课的重点短语及句型。
（2）用英语写一份制作西瓜奶昔的过程。（作业分层，照顾基础比较差的学生）
八年级英语上册课件 篇3
一、教材分析：
今天我说课的内容是 《join in 剑桥英语》 四年级上册第五单元 Free time 第一课时，本单元主要讲的是课余活动，而本课时主要介绍了活动单词及句型 I can.../I can’t...本课时的重点是能听、说、读 fly a kite, play football, play the guitar,play basketball,stand on my head,ride a horse 单词及词组，本课是本单元的起始课，为后面的学习埋下了伏笔。本课时是功能型的交际训练课，我采 用多样化的教学手段将听、说、玩、唱、演溶于一体，激发学生学习英语的兴趣和愿望，我把全班学生分成了小组，使学生通过小组合作 学习体验到成功的喜悦，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。
二、教学处理：
我引导学生采用听、看、说、唱、演等方法来学习本课，通过听、看达 到有所思、有所得。帮助学生掌握学习重点，多表扬、勤鼓励，使不同层次的学生都有学习积极性，在能力上均有所提高。
三、教法方法：
为了顺利完成以上的各项目标，更好地突出重点、突破难点，按 照学生的认知规律，我采用了讲读、直观演示、交际、愉快教学相结 合的方法。如多媒体电化教学比较形象、直观;在教学过程中启发、引导学生思维，培养不同层次的`学生大胆用英语交际的能力。
根据本课教材的特点，我除了采用常规的教学手段外，还采用现 代教学技术，使学生的多种感官共同参与到整个学习过程中，激发学 生学习兴趣，提高课堂效率。本课最大的特点就是充分运用了计算机 网络信息技术，把多媒体优化组合，动静结合，更能充分的发挥多媒 体深刻的表现力和良好的重现力。
1.导入设计： 在导入环节，我出示了各行各业精英的图片，让孩子们理解superstar的意思，并告诉孩子们只要努力，人人都可以成为明星，这节课要选出这节课的明星，鼓励孩子们赶快行动起来!很好的将孩子们带入了英语课堂。
四个任务由易到难循序渐进，在最后的展示环节将本节课带入高潮，为最后的写作奠定了基础。
3.趣味操练 模仿老师做动作：学生跟着我边读词组边做动作，我可能会故意 做错动作，如果学生没有跟着我做错动作，读的词组和动作一致就可 以得分，如果学生跟着我做错动作，就不能得分。 我说学生做和我做学生说：我说词组学生做相应的动作，做对得 分。我做动作学生说相应的词组，说对得分。
4.拓展运用 PPT 里出现了不同场景的图片，学生们可以用所学的功能句 I can…I can’t… 和所有活动的单词词组 draw, swim, dance, play the guitar, fly a kite, stand on my head 等，先小组讨论，再请学生说说在不 同场景中能做的和不能做的活动，也能培养学生的素质
通过本节课，网络信息资源不是一种辅助工具，而将成为基本的知 识载体、教学媒介和评价工具。在英语教学中合理运用网络信息，以 其生动、直观、形象、新颖的特征来优化英语课堂教学，使课堂学习气氛浓厚，学习氛围宽松，给学生提供更多的语言实践机会。
八年级英语上册课件 篇4
Section A
一、主要词汇：
surprise, skill, message, suppose, graduate, volunteer, experience, knowledge, border
report, pass, suppose, send, love, copy, aid, complete, gain
simple, thin, average, nervous, disappointing, true, lucky, mad, hard-working, lazy
二、语言目标：
1. He said he was mad.
2. She told me she would call me tomorrow.
3. He said he could speak three languages.
4. He said he was having a party for Lana.
三、语言结构：
1．直接引语与间接引语之间的转换；
2．掌握情态动词can 表示“能力”的用法‘
3．学会运用各种时态。
四、学法向导
1． 学会将直接引语转换为间接引语；
2． 学会用间接引语转述他人的话；
3． 各种时态要分清楚；
4． 形容词的用法。
五、教学过程
I 请本地教师组织教学，学生小组活动
1a
（教师）1. Points to the TV screens in the picture and have students read the words in those TV screens.
（教师）2. Point to the four questions in the box and red the questions to the class again. Then help students form small groups. Say, Now answer these questions and talk about some soap operas.
（教师）3. After five minutes, talk about the questions with the whole class. Ask students from different groups to tell what they talked about in their group. Focus on the ideas the students are talking about. But sometimes when a student starts to tell what another student said, you can help that student make a sentence such as: Anna said she didn’t watch soap operas. Bill said people get mad on soap operas.
1b
（教师）1. Point to the TV screens in activity 1a one by one. Ask different students to look at each picture and tell what is happening.
（教师）2. Play the recording the first time. Students only listen.
（教师）3. Play the tape a second time. This time say, Now, write the numbers 1 through 4 in front of the pictures. Put a number 1 in front of the picture you hear first on the recording, and so forth.
（答案）The TV screens should be numbered in this order:
1 3 4 2
（听力材料原文答案）Tapescript
Girl 1: What did Marcia say?
Girl 2: She said she was having a surprise party for Lana on Friday night.
Girl 1: What did Marcia say?
Girl 2: She said Lana thought she was coming to her house to study.
Girl 1: What did Lana say?
Girl 2: She said she was mad at Marcia.
Girl 1: What did Lana say?
Girl 2: She said she wasn’t going to Marcia’s house on Friday night.
1c
（教师）1. Read the instructions. Say, You will be talking with your partner as you do this activity.
（教师）2. Ask two students to read the example in the sample dialogue. Then say, Now work with your partner. Ask and answer questions abut each picture in activity 1a.
（教师）3. As students talk, move around the room offering help as needed.
（教师）4.Ask several pairs of students to say a question and answer to the class.
II 放完第二段视频后，
① 请本地教师组织教学，学生小组活动
2a
（教师）1. Point to the five sentences and ask different students to read the sentences to the class.
（教师）2.Point to and read the instructions to the class. Say, You will hear a conversation between two people who are talking about a soap opera on TV. Circle true or false after each statement.
（教师）3. Point out the sample answer. Say, This is statement tells what Ben said on the soap opera. The statement is true.
（教师）4. Play the recording .
（答案）5 4 1 3 2.
（听力材料原文答案）Tapescript
A: Did you see “Young Lives” last night?
B: No, what happened?
A: Well, Ben told Lana that Marcia was going to have a surprise party for her.
B: Really? What did Lana say?
A: Well, Lana was very excited. Lana told Ben that she would go to Marcia’s hose on Friday night after all.
B: Oh. Then what?
A: Marcia called everyone and told them she wasn’t going to have the party.
B: Oh, no!
A: Yeah, then Lana called Marcia and told her that she could bring some drinks and snacks to her house on Friday night.
B: Oh, wow…and what did Marcia say?
A: She told Lana she would be glad…
2b
（教师）1. Read the instructions. Say, This time you are going to circle the actual words people in the soap opera said. Point to the sentence after number 1 and read it to the class. Then point to the speech bubble in picture 1 and say, These are the words the actor in the soap opera said. Point to the sample answer. Say, Circle the correct word here..
（教师）2. Play the recording.
（答案）1. is 2. am 3. will 4. am 5. will
2c
（教师）1. Read the instructions.
（教师）2.Point out the pictures in activity 2b. Say, Use these words and pictures as you have your conversations.
（教师）3.Then have students work in pairs.
（教师）4.Check the answers by calling on different pairs to do one question and answer each..
② 全班讨论
Ask students to act out the situation shown in the pictures. Three students pretend to be Ben, Marcia, and Lana. Draw a large TV screen on the board and have these three students sit in front of it. Two other students pretend to be the two girls watching the soap opera on TV. They can sit on the floor. Ask the soap opera characters to read a line from activity 2b. Then have one of the girls report what that actor said. Repeat for all five pictures in activity 2b.
III 放完第三段视频后，
请本地教师组织教学，学生小组活动（教师）1. Read the instructions.
（教师）2. Read the article to the class, saying blank each time you come to a blank line.
（教师）3. Ask students to fill in the blanks on their own.
（答案）
1. was
2. thought
3. told
4. was
5. wasn’t
6. going
7. wasn’t
8. would
9. told
10. wasn’t
3b（教师）1. Read the instructions. Say, You can write anything you want. What do you think Ben and Lana and Marcia will do next?
（教师）2. Ask some students to read their episodes to the class..
4
（教师）1. Read the instructions. Students work in groups of four students.
（教师）2.Ask the students to complete the role pays on their own.
（教师）3. Ask a few students to show their role plays to the class.
注：黑色的斜体字是老师在课上组织教学时所用到的语言。
八年级英语上册课件 篇5
Teaching Plan For Unit 1
Teaching Materials & Analysis Contents Warming Up P1
Pre-reading P1
Reading P1-2
Comprehending P2
Learning about Language
Discovering useful words & expressions
Discovering useful structures P3-4
Using Language Listening & speaking P5-8
Reading, speaking & writing
Summing up
Workbook & Test P41-47
Importance 1. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.
2. Get students to learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their sense of cultural relics protection.
3. Enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.
4. Let students learn to give opinions and ask for opinions in English.
5. Let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.
6. Develop students’listening，speaking，reading and writing ability
Difficulties 1. Train students' thinking and analyzing ability by making them learn to tell from facts and opinions.
2. Develop students’ speaking ability by encouraging them to give opinions and ask for opinions in English.
3. Develop students’integrated skills.
Teaching Aims Topic cultural relics protection；
famous cultural relics in China and abroad
Vocabulary Words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate
Expressions in search of，belong to，in return，at war，less than，take apart，think highly of
Functional Items 1）Asking for opinions
2）Giving opinions
Structures the attributive clause
Arrangement
of time 1st Warming Up Pre-reading Reading Comprehending
2nd Language points
3rd Grammar
4th Using Language: Reading & talking
5th Using Language: Listening & speaking
6th Using Language: Reading & writing 1）Asking for opinions
7th Revision
1）Asking for opinions
The 1st Period
Unit 1 Contents Warming Up Pre-reading Reading Comprehending
Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，be long to，in return，at war，less than
1. Get students to learn the useful new words and expressions in this part.
2. Let students learn about the history of the Amber Room.
Ability 1. Let students read the passage In Search of the Amber Room to develop their reading ability.
2. Enable students to learn to talk about cultural relics.
Emotion 1. Stimulate students’sense of cultural relic`s protection by reading the passage In Search of the Amber Room．
2. Develop students’sense of cooperative learning.
Analysis
of the teaching materials Importance 1. Let students read the passage In Search of the Amber Room and learn about the history of the Amber Room.
2. Get students to learn different reading skills.
Difficulties 1. Develop students’reading ability.
2. Enable students to learn to talk about cultural relics.
Multimedia Computer PPT CD
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussion
Teaching Procedures
The 1st Period
Step 1 Warming up
1. Warming up by looking and talking
2. Give students 4 minutes to read the passage carefully，and do Exercise 1 and Exercise 2 in Comprehending on page 2.
3. Listening and reading aloud
Play the tape of the text for students to listen to and follow. Then ask them to read the text aloud.
4. Deal with some new words，expressions and structures.
5. Discussion of style. Let students discuss the following questions：，
How does this passage present facts about the Amber Room? Can you find the opinions?
What is the author's attitude towards the Amber Room? How do you know?
Step 2 Pre- reading
Turn to page 1 and finish Pre- reading part.
Step 3 Reading
1. Skimming for the general idea of each paragraph
Ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.
The general ideas
Paragraph The History of the Amber Room
1
2
3
4
5
2. Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
Do Exercise 1 and Exercise 2 in Comprehending on page 2.
3. Deal with any language problems students might meet while checking the
answers with the whole class.
4. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.
be used to do...， be made into， make the design for the room，
feel as hard, as stone， be of the fancy style，
give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，
be made to be a gift， serve as， add more details to...，
the search for， be made for， one of the great wonders，
art objects， look much like, at war，
remove... from.， remain a mystery， be ready for…
Step 4 Consolidation
Go over the key words with the students and write them on the blackboard. Give students 3 minutes to prepare and then ask some to retell the story of the Amber Room to the class.
Step 5 Closing down by having a discussion
Raise the following questions and discuss them with the students.
Can you imagine the fate of the Amber Room? What is it?
Do you think if it is worthwhile to reproduce the Amber Room? Why?
Step 6 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the text again and try to talk about the history of the Amber Room.
The 2nd Period
Unit 1 Contents Reading Comprehending & Learning about language
Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，belong to，in return，at war，less than
1. Get students to learn and grasp the important useful new words and expressions in this part
2. Let students learn some important and useful sentence patterns
Ability 1. Get students to use some useful new words and expressions correctly.
2. Enable students to make sentences after the useful sentence patterns.
Emotion 1. Stimulate students' interest in learning English.
2. Develop students’ spirits of cooperation and teamwork.
Analysis
of the teaching materials Importance 1. Enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.
2. Get students to master the patterns：“Sadly，although the Amber Room was considered one of the wonders of the world，it is now missing，and“There is no doubt that the boxes were then put on a train for Konigsberg.. .”
Difficulties 1.Let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to".
2.Get students to understand some difficult and long sentences.
Multimedia Computer PPT CD
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussion
Teaching Procedures
The 2nd Period
Learning about important language points
Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell the history of the Amber Room.
Step 2 Reading and finding
Get students to read through Warming Up，Pre-reading，Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.
a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.
Read them aloud and copy them down in the exercise book after class.
Step 3 Practice for useful words and expressions
1. Turn to page 3. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.
2. Give them several minutes to finish the exercises. They first do them individually，and then discuss and check them with their partners.
3. Check the answers with the whole class and explain the problems they meet where necessary.
Step 4 Vocabulary study
1. survive vt. & vi。
1）vi. continue to live or exist继续生存或存在
Few survived after the flood. 洪水后生还者极少。
The custom still survives. 这种风俗习惯还保存着。
2）vt. continue to live or exist in spite of nearly being killed or destroyed
幸存；幸免于
He survived the shipwreck. 在这次船只沉没事件中他幸免于难。
The plants may not survive the frost. 这些植物不经冻。
The house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。
3）vt. remain alive after sb.比某人长命
He survived his wife for many years. 他比妻子多活好多年。
【拓展】
survivor，person or thing that has survived幸存者；逃生者；残存物
survival n. 1）state of continuing to live or exist幸存；残存；生存
2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想
2. belong to: be the property of; be a member of 属于；是…的成员
The land belongs legally to the government. 该地依法属政府所有。
The blue sky belongs equally to us all. 蓝天为我们所共有。
They belonged to a younger generation. 他们属于年轻的一代。
【注意】
belong to不用于被动语态，也不用于进行时态。例如：
这本书现在属于我。
正：This book belongs to me.
误：This book is belonged to me.
误：This book is belonging to me.
3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报
I bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。
He presented her a notebook in return. 他回赠给她一本笔记本。
4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.
怀疑；不确定；不信任；不相信
There is not much doubt about it. 这没什么可怀疑的。
I have doubts about his competence. 我对他的能力有很大怀疑。
He has his doubt to this being true. 他怀疑这件事是否属实。
Please dismiss all doubts about it. 怀疑是人的天性。
I do not doubt of your success. 我不怀疑你的成功。
I doubt whether/if he is at home. 我看他不一定在家.
I do not doubt that he can recite it. 我相信他能把它背下来。
Can you doubt that he will win? 你不相信他会获胜吗？
I doubt what he said. 我不相信他说的话。
5．remain vi. usually not used the continuous tenses通常不用于进行时态
1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）
After the fire,very little remained of my house. 火灾过后，寒舍所剩无几。
If you take 3 from 8，5 remains. 8减3剩5。
2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等
It remains to be seen whether you are right. 你是否正确，以后可见分晓。
Much remains to be done. 要做的事情还很多。．
3) stay in the same place;stay behind停留，逗留；留下
I remained in London until May. 我在伦教一直待到五月．
She left，but I remained（behind)． 她走了，我没走。
4) continue to be；stay in the same condition仍然是；保持不变
We should remain modest and prudent. 我们应该保持谦虚谨慎。
Let things remain as they are. 保持现状吧．
【辨析]remain＆stay
remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。
remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：
This place remains cool all summer. 这个地方整个夏天都凉爽。
stay强调“某人或某物继续留在原地而不离开”。例如：
He stayed to see the end of the game. 他一直待到比赛结束。
Step 5 Sentence focus
1. This gift was the Amber Room，which was given this name because several tons of amber were used to make it.
这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．
这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。
非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：
The chairman，who spoke first，sat on my right.
主席坐在我的右边，他最先发言。
The speech，which bored everyone，went on and on.
那演讲一直在进行，大家都觉得厌烦。
关系副词where和when也能引导非限制性定语从句。例如：
On April 1 they flew to Beijing，where they stayed several days.
4月1日他们飞到北京，在那里待了几天。
I'm seeing the manager tomorrow，when he will be back from New York.
我明天要去见经理，他明天从纽约回来。
另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：
They have invited us to visit their country，which is very kind of them.
他们非常友好地邀请我们去访问他们的国家。
They usually take a walk after supper，which does them a lot of good.
他们通常晚饭后去散步，这么做对他们很有好处。
2. The design of the room was in the fancy style popular in those days.
屋子的设计是当时流行的极富艺术表现力的建筑式样。
这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。
popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：
They have a house larger than yours. 他们的房子比你的大．
The boys easiest to teach are in my class. 我班上的男生最好教了。
嵌这类后置的定语在意义上相当于定语从句。例如：
a house larger than yours= a house which is larger than yours
the boys easiest to teach＝the boys who are easiest to teach
3. In 1770 the room was completed the way she wanted.
1770年，这间唬拍屋按照她的要求完成了。
句子中的the way she wanted作状语，表示方式。此句实际为the room was
completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：
I was never allowed to do things the way I wanted.
我从来就不被允许按照自己的想法去做事情。
We have to make it work in the way（that/in which) they want it to.
我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）
He was looking at her in the way that surprised her.
他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）
4. There is no doubt that the boxes were then put on a train for Konigsberg，which was at that time a German city on the Baltic Sea.
毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。
这是一个复合句,that the boxes were then put on a train for Konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a German city on the Baltic Sea是Konigsberg的非限制性定语从句，先行词为Konigsbergo
同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：
They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。
The doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。
I have no idea when he will return.我不知道他何时回来。
* There is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：
There is no doubt that he is a fine scholar.
毫无疑问他是一位优秀的学者。
There is no doubt that you can find a way to solve this problem.
毫无疑问你能找到解决这个问题的办法．
Step 6 Using words and expressions
Turn to page 42. Ask students to do the exercises in Using words and expressions in the Workbook. The following procedures may be followed：
1. Go through the two exercises with students and make sure they know what to do.
2. Several minutes for students to finish them individually.
3. Check the answers with the whole class.
Step 7 Homework
1. Finish off the Workbook exercises. Do Exercise 3 in your exercise book.
2. Learn the useful new words and expressions by heart.
The 3rd Period
Unit 1 Contents Learning about language
Teaching Aims Knowledge Vocabulary words local
phrases
1.Get students to know the structures of the restrictive and non-restrictive attributive clauses.
2. Let students learn the usages of the restrictive and non-restrictive attributive clauses.
Ability Enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.
Emotion l. Get Ss to become interested in grammar learning.
2. Develop Ss' sense of group cooperation.
Analysis
of the teaching materials Importance 1. Get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.
2. Let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.
Difficulties Enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning & Practice
Teaching Procedures
Step 1 Revision
1. Check the homework exercises.
2. Dictate some important sentences in the passage In Search o f the Amber Room．
Step 2 Grammar revision
Ask students to review relative pronouns and relative adverbs and then do some related exercises.
Step 3 Learning about grammar
1. Let students pick out the sentences that use the attributive clauses from Warming up，Pre-reading and Reading，read them aloud and then translate them into English.
2. Ask students to study these sentences，and compare the sentence“This gift was he Amber Room，which was given this name because almost several tons of amber were used to make it with the others. Let them try to find the difference.
3. Sum up：Restrictive ＆ non-restrictive clauses.
Do the following pair of sentences mean the same thing?
My uncle，who lives in London，is very rich.
My uncle who lives in London is very rich.
The first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. Conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.
Step 4 Grammar practice
1. Let students finish Exercise 3 and Exercise 4 in Discovering useful structures on page 4 and exercises in Using Structures on page 43.
2. Check the answers with the whole class，and see how well the students did.
Step 5 Additional exercises
Provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.
Step 6 Homework
1. Finish off the workbook exercises. Do the exercises in Using Structures in your exercise book.
2. Preview the next part Using language.
The 4th Period
Unit 1 Contents Using language: Reading & Talking
Teaching Aims Knowledge Vocabulary words trial，consider，opinion，evidence，prove，pretend
phrases more than，even though
1. Get students to learn some useful new words and expressions in this part
2. Let students know what a fact is，what an opinion is and the difference between them.
Ability 1. Develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. Train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.
Emotion 1. Enable students to learn from Feng Jicai and protect cultural relics in their home town or city.
2. Develop students' sense of group cooperation and teamwork.
Analysis
of the teaching materials Importance 1. Develop students’reading skills by extensive reading.
2. Train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.
Difficulties 1. Enable students to learn to use reading strategies such as skimming and scanning.
2. Get Ss tolearn how to tell facts from opinions.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning & Practice
3. Discussing
Teaching Procedures
The 4th Period
Step 1 Revision
1. Check the homework exercises.
2. Ask students to translate some sentences using the attributive clause.
Step 2 Warming up by discussing
Tell students：We are going to read a passage about fact，opinion and evidence. Before reading it，let`s discuss the following questions.
1. If you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？
2. What makes a judge decide which eyewitnesses to believe and which not to believe?
Step 3 Reading
1. Ask students to turn to page 5．
2. Two minutes for students to read the passage fast and try to get the main idea.
3. Four minutes for students to read the passage again and answer the questions.
What is a fact?
What is an opinion?
What is evidence？
4. Ask students to listen to the tape and read the passage aloud.
5. Photocopy a brief newspaper article，preferably one which talks about. a crime trial. Then have students pick out the facts and opinions and give reasons for their answers.
Step 4 Talking
1. Ask students to turn to page 41 and make a dialogue giving facts and opinions.
2. Let them check and practice the dialogue in pairs and then give a performance for the class.
Step 5 Reading task
1. Show students Feng Jicai`s photo and one of his novels and talk about them.
2. Ask students to turn to page 45，read the passage Big Feng to the Rescue to try to find the best summary and answer these questions.
3. Let students discuss：How can we do to help Feng Jicai with his projects?
Step 6 Summing up
Ask students to choose one of the following to prepare and then report to the class.
1. Tell the differences between facts and opinions.
2. Tell something about how Feng Jicai protected the cultural relics of his hometown.
3. Talk about something which interests you in your own life.
Step 7 Homework
1. Finish off the Workbook exercises.
2. Read the two passages again and try to grasp the main idea of them.
The 5th Period
Unit 1 Contents Using language: listening & speaking
Teaching Aims Knowledge 1. Get students to learn some useful new words and expressions in this unit.
2. Let students learn the expressions of asking for opinions and giving opinions.
Are you sure he/she was telling the truth? How do you know that?
How can you be sure he/she was telling the truth?
Why/Why not？
I don't believe...，because...
That can't be true. It is（not) a fact.
I (don't) agree with you. I don't agree that..，
It can be proved. The truth is (not) easy to know.
I think they have said useful things.…has no reason to lie.
Ability 1. Enable students to catch and understand the listening materials.
2. Develop students’ability to get special information and take notes while listening.
3. Get students to learn how to ask for opinions and give opinions.
4. Let students write a short report.
Emotion 1. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.
2. Develop students’sense of group cooperation and teamwork.
Analysis
of the teaching materials Importance 1. Develop students' listening and speaking abilities.
2. Enable students to master different listening skills.
3. Let the students learn how to ask for opinions and give opinions.
Difficulties 1. Get students to listen and understand different listening materials.
2. Develop students’speaking ability.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussing
Teaching Procedures
The 5th Period
Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about facts，opinions and evidence.
Step 2 Warming up by talking
Ask students to talk about the story of the Amber Room and its fate. Tell the students：
No one knows exactly what happened to the Amber Room. A few people say that they were eyewitnesses who saw where the Amber Room was hidden. Listen to their stories. .-
Step 3 Listening on pages 5-6
Turn to page 6．Ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.
Step 4 Speaking on page 6
Turn to page 6．Ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.
Step 5 Listening on page 41
Ask students to turn to page 41，look at the picture and talk about the Aswan Dam and Abu Simbel temple. Let them listen to the tape and answer the questions and then check the answers with the class.
Step 6 Listening task on page 44
1. Ask students to look at the picture on page 44 and describe it. Then play the tape for students to listen to and get the main idea of the listening text.
2. Let students listen again and fill in the chart with details.
3. Ask students to listen to the tape a third time and try to get the right answers.
Step 7 Consolidation
Show students the three listening texts，let them read the texts aloud and then retell them.
Step 8 Homework
1. Finish off the Workbook exercises.
2. Read the listening texts again and try to retell them.
The 6th Period
Unit 1 Contents Using language: Reading & speaking
Teaching Aims Knowledge Vocabulary words treasure，besides
phrases search for，think highly of
1. 1. Get students to learn and master the new words and useful expressions：
2. Let students know the form of an English letter.
Ability 1. Develop students’writing ability by writing letters.
2. Enable students to express agreement and disagreement.
3. Enable students to express good reasoning and strong feelings.
Emotion 1. Stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.
2. Enable students to master writing skills and write excellent letters.
Analysis
of the teaching materials Importance 1. Develop students’writing ability.
2. Get students to use the expressions of expressing agreement and disagreement，and reasoning.
Difficulties 1. Get students to learn to express good reasoning and strong feelings.
2. Let students learn how to write a persuasive letter.
Multimedia Computer PPT
Teaching & Learning methods 1. Task-based Teaching & Learning
2. Cooperative learning
3. Discussing
Teaching Procedures
The 6th Period
Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.
Step 2 Warming up
Ask students to talk about cultural relics found in their daily life. Ask them what they would do if they found a rare cultural relic.
Step 3 Reading
Let students read the letter and answer some questions according to the letter.
Step 4 Writing
Ask students to have a class debate and write a report on their debate.
Step 5 Writing task
Suppose there is one cultural relic in your hometown that is worth saving or protecting. Write a letter to all the students of your school to encourage them to help save the cultural relic.
1. Let students read the outline as a guide.
2. Give 10 minutes to them to write the letter.
3. Ask as many students as possible to read their letters to the class.
Step 6 Homework
1. Finish off the Workbook exercises.
2. Write the two letters in your exercise book.
八年级英语上册课件 篇6
一、教材内容分析
本课是人教版八年级上册英语第一单元第三个话题的第一课时，主要谈话讨论如何给别人提出建议，并给予适当的评论。
二、教学目标（知识，技能，过程与方法情感态度、价值观）
1．知识与技能
（1）掌握Why don’t you get her a scarf ? That’s too boring .这种句型，并认识新单词。
（2）运用新句型熟练的进行小组对话。
（3）进行听力练习。
2．过程与方法
（1）能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说听的基本方法；
（2）能够通过两两说和综合说体验合作学习的过程和方法；
（3）能够仔细倾听老师和同学的发言，有语言表达和与同学交流的愿望。
（4）能够通过观看图片激发说话的欲望。
3．情感态度与价值观
（1）培养学习英语的兴趣；
（2）在学生两两交流和小组合作交流中，培养孩子合作意识和合作精神，能够相互配合完成一段通顺流畅的说话训练；
（3）使学生学会礼貌待人。
三、学习者特征分析
1学生是八年级的学生。
2学生已经学习了camera、hat,flowers 等物品的词。
3学生对 great,interesting,boring 这些评论性的词非常熟悉。
4学生好奇心强，对送什么礼物很感兴趣。
5学生善于表现自己，乐于交际。
6学生的听力能力不够强。
四、教学策略选择与设计
1谈话策略：运用谈话法引入新课。
2自主听读策略：学生通过自主听读拓展材料，在完成课标要求的基础上训练听说能力，积累和丰富英语词汇和句式。
3角色扮演法：让学生通过扮演不同角色，小组对话练习熟练地掌握重点句型。
五、教学环境及资源准备
1多媒体教室。
2 本课教材，课件。
六、教学过程
教学过程 教师活动 学生活动 设计意图及资源准备
Step1: Greeting Hello , cliass! How are you! Are you happy ... Greeting. 拉近教师和学生的距离。
Step2rensentation 1.教师放映幻灯片，设置妈妈的生日快到了，应该送什么礼物的情景引入新课。
2教师提问:Now, which do you want if it’s a gift for you? 学生畅所欲言: scarf/CD/bike/photo al
学生们自由发言,各抒己见bum/… 设置情景激趣引入新课。
初步感知新句型。
Step3earning new words
图片展示物体,让学生们跟读单词及描述性形容词。
学生跟读单词
学生们读(1a)的内容，将描述性形容词与物品一一对应,完成(1a)内容。 学习掌握新单词
Step4:Speaking practice图片展示情景引入句型及对话,展开课堂问答式的口语交际活动和小组活动。同时引导学生们使用所学句型谈论自己关于礼物的.喜好，可采取师生互动带动生生互动的方式。 学生练习句子并作角色扮演 帮助学生熟练的掌握重点句型
Step5istening
practice 1.播放（1b）（部分的录音，引导学生完成（1b）的教学内容。
2.播放(2a)部分的录音，引导学生完成教学听力任务。 学生听录音，完成（1b）（2a）的教学任务。 训练学生的听力。
Step6:Homework 让学生编写一段对话，讨论爸爸的生日时该买什么礼物。 完成作业。 复习巩固所学。
八年级英语上册课件 篇7
教案一：Unit 1 Where did you go on vacation?
1. 教学目标：
a. 学习并掌握目标词汇和短语，如vacation, activity, tourist, guide等。
b. 学习并掌握目标句型，如Where did you go? I went to…
c. 学会用过去式叙述过去发生的事情。
2. 教学准备：
a. PPT展示相关图片和单词。
b. 学生练习册。
c. 录音机和磁带。
3. 教学步骤：
a. 导入：利用PPT呈现一些度假图片，引导学生回忆并复习相关单词和短语。
b. 新词学习：教师通过幻灯片和板书介绍并讲解新单词和短语，并提供相关例句。
c. 句型学习：教师通过示范并操练句型“Where did you go? I went to…”，确保学生能正确运用。
d. 练习册：学生完成练习册相关练习，教师巡视并纠正错误。
e. 听力练习：播放录音，让学生根据听到的内容选择正确的答案。
f. 拓展活动：以小组为单位，要求学生同伴之间互相询问对方的假期并作简短介绍。
g. 总结与巩固：教师再次复习已学内容，巩固学生的知识。
h. 作业布置：布置相关作业，如复习单词和短语，完成练习册等。
4. 教学评价：
a. 能正确运用目标词汇和短语进行交流。
b. 能够运用句型“Where did you go? I went to…”进行简单的对话。
c. 能听懂简短的听力材料并选择正确的答案。
教案二：Unit 2 How often do you exercise?
1. 教学目标：
a. 学习并掌握目标词汇和短语，如exercise, often, sometimes, rarely等。
b. 学习并掌握目标句型，如How often do you…? I … every…
c. 学会用正确的频率副词表达自己的活动频率。
2. 教学准备：
a. PPT展示相关图片和单词。
b. 学生练习册。
c. 实物道具，如计数器，用来演示不同活动的频率。
3. 教学步骤：
a. 导入：利用PPT呈现一些运动图片，引导学生回忆并复习相关单词和短语。
b. 新词学习：教师通过幻灯片和板书介绍并讲解新单词和短语，并提供相关例句。
c. 句型学习：教师通过示范并操练句型“How often do you…? I … every…”，确保学生能正确运用。
d. 练习册：学生完成练习册相关练习，教师巡视并纠正错误。
e. 实物演示：教师使用计数器和实物道具演示不同活动的频率，引导学生用正确的频率副词表达自己的活动频率。
f. 拓展活动：以小组为单位，学生互相交流关于自己日常活动频率的话题，并写下来。
g. 总结与巩固：教师再次复习已学内容，巩固学生的知识。
h. 作业布置：布置相关作业，如复习单词和短语，完成练习册等。
4. 教学评价：
a. 能正确运用目标词汇和短语进行交流。
b. 能够运用句型“How often do you…? I … every…”表达自己的活动频率。
c. 能根据实物演示理解不同活动的频率，进行表达。
八年级英语上册课件 篇8
一 、教材分析
新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，结合职业教育的特点，我对教材进行了更为合理的设计。本单元话题是“友谊”，谈论有关交友和什么是真正的朋友，让学生从中增强对友谊的理解。Reading部分承载着整个单元最重要的语言和文化信息，也是在整个教学过程中需要重点处理的部分。通过阅读本篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方式，还要了解如何认识结交真正的朋友。
二、 学生分析
1.学生的认知心理：高一的学生他们正处在青春期，他们都有较高的求知欲和表现欲，希望自己的表现得到同学和老师的认可。特别是对他们熟悉的话题学生的兴趣会更浓，本单元的话题正符合学生的这一心理特点，所以我们教师要都设计各种任务型的课堂活动让学生人人都能参与活动，增强他们的英语学习积极性和学习自信心。
2.学生的英语知识基础：学生通过初中的英语学习，他们已具备了初步的语言表达能力，能用所学的语言知识谈论自己的喜好，但是，本单元的词汇量非常大，学生一时会很难适应，所以我们教师在充分了解学生的基础上因材施教，以防止两极分化现象的出现。
3.学生的思维能力：该年龄段的学生有很强的记忆力和模仿能力，但知识的拓展和运用的能力有待培养。我们教师要充分利用这一点在教学课本知识的同时，教会学生创造性地使用所学知识运用于实践。
三、 教学方式与教学手段
高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用以下几种教学方式与教学手段：
1.活动教学法:活动的内涵可理解为：“活”即活化、激活（activate）；“动”即行动（act）。
2.任务型教学法: 让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。
3.非测试性评价：本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
4.多媒体辅助:将本课所需要的动画、录音、图片、文字、图表音乐制成软件并使用百度搜索相关的图片和视频使抽象的语言变得直观，为学生运用英语进行交际创设情景。
四、学习目标设计
为了让学生真正掌握本课的知识结构与技能，我将采用多媒体等现代化手段及现身说法，为学生们创设一个个真实的生活环境，让他们很容易就能使用句型来进行小组问答及讨论。
知识目标:
1.语言知识目标：对学生的听说能力进行训练；使学生掌握重点词汇，短语及句式的用法。
2.文化知识目标：通过讨论与朋友,友谊相关话题,加深学生对友谊的理解,并学会在生活实践中妥当处理友情问题，使学生在学习英语知识的同时受到情感教育。
能力目标:
1.语言能力目标：提高学生听说读写的能力及交际能力。
2.智力发展目标：培养学生的观察力，想象力及表达力。
情感目标：
结合学校的养成教育，培养学生良好的行为举止及树立高尚的友谊观,。
学习重点:
1.谈论“友谊”话题，
2.初步认识相关词语和习惯表达：add up ，help out ，upset ，calm down ，ignore ，be concerned about ，walk the dog ，cheat ，have got to
学习难点:
学会处理友谊问题。
五、教学过程与教学资源设计
I．Guide in
借助多媒体播放歌曲：a forever friend。
【设计意图】创设语言环境，激发学生兴趣。
II． warming up.
1. If your friend is in danger of being attacked by a bear, what will you do？
2. In the following occasions, what will you do？
【设计意图】用大屏幕展示教材中的两个问题，说出需要朋友的原因及什么样的朋友才是好朋友，使学生对友谊持正确态度。
III．Dealing with problems in friendship
Everyone needs friends, but being a good friend can sometimes be hard work. Hearing how to solve problems in a friendship can make you a better and happier person.
【设计意图】设置朋友间相处常见的现实问题，使学生在认识“真正友谊”的基础上运用正确判断力解决实际问题，学生自由发表见解，提高表达能力。
Discuss the situation below and solve the problems wisely.
Common problems among teenagers
solution
Some of the common problems include forgetting friends’ birthday，not keeping problems，letting out friends’secrets and so on
Situation1：friends get angry with each other when they try to talk about sth difficult.
Situation2：friends don’t know how to apologize。
Situation3：some friends don’t know how to keep secrets
IV．Discussion
学生四人一组（含一组长），讨论下列话题，在交流中统一意见，由一人向全班汇报讨论结果。
【设计意图】讨论友谊话题，运用语言。
Topics：
1. Does a friend always have to be a person?
2. When your friend cheated you, what should you do?
3. Do you think a diary can become your friend? Why or why not?
4. What qualities do you think? a friend should have?
5. Do you think friendship is more important than any others?
V．A survey and self-reflection
Read the questions and consider which response fits you best.
1. Why am I close friends with this person now？
A. because being friends with him/her helps me feel important
B. because my friends would be upset if I ended the relationship
C. because she/he is someone I really enjoy sharing emotions and special events with
2. Why do I listen to my friends’ problems， or to what my friend has to say？
A. because my friend praises me and makes me feel good
B. because it’s interesting and satisfying to be able to share like that
C. because I nearly value getting to know my friend better
3. Why do I spend time with my friends？
A. because my friend would get mad at me if I didn’t
B. because it’s fun spending time with him/her
C. because think it is what friends are supposed to do
4. Why do I keep promises to my friend？
A. because I believe it is an important personal quality to live up to my promises to a friend
B. because it would threaten our friendship if I were not trustworthy
C. because I would feel bad about myself if I didn’t
scoring sheet
Question
1
A．1point
Question
2
A．1point
Question 3
A．1point
Question
4
A．1point
B．2points
B．2points
B．2points
B．2points
C．3points
C．3points
C．3points
C．3points
The teacher collect students’scores and summarize what are the true values of friendship and lead students’to improve in life to achieve successful friendship.
VI．Homework
本节课作业是让学生写一封书信，告诉收信人为何选择他或她为朋友。【设计意图】以此深化课堂内容，同时锻炼学生应用语言点以及进行写作的能力。
Write a letter to your best friend to tell him/her why you choose him/her to be your friend.
六、学习效果评价设计
教师效果评价
Have all the learning aims been reached? _________________
Have all the students learnt something in the lesson? ________________
What can be improved? _______________________
学生效果评价
1. What impressed me most in the class? ________________
2. what haven’t I understood yet? ________________
3. In what aspect do I need improvement? ________________
学生课堂活动评价
Class:
Name:
Score:
Items
Understandable
5 4 3 2 1
Logical
5 4 3 2 1
Creative
5 4 3 2 1
Active
5 4 3 2 1
Cooperative
5 4 3 2 1
Others
5 4 3 2 1
八年级英语上册课件 篇9
引言：
英语作为一门重要的国际交流语言，对于学生的学习和发展具有重要意义。《新目标八年级上册英语教案及反思》是一个对于教学内容和教学方法进行详细分析和总结的文献。本文将从教案的编写和反思两个方面进行详细阐述。
一、教案编写
教案是教师进行教学活动前的准备工作，对于教学的顺利进行起到了重要的指导作用。编写一份优秀的教案需要教师对课程的理解和掌握，针对学生的实际情况进行针对性的设计。
1. 教学目标的确定
教师首先要明确教学目标，即期望学生通过本课程能够达到的学习效果。目标要具体明确，可以包括知识、能力和情感态度等方面的目标。
2. 教学内容的选择
根据教学目标，教师需要选择恰当的教学内容。英语教学内容多样化，包括听、说、读、写等方面。教师需要根据学生的实际水平和学习需求，确定适宜的教学内容。
3. 教学过程的设计
教学过程设计是教案的关键部分。教师需要充分考虑学生的特点，以及他们在不同阶段的学习需求。合理的教学过程安排可以促使学生的积极参与，提高学习效果。
4. 教学方法的选择
教学方法是教师促使学生达到教学目标的重要手段。教师可以采取多种教学方法，如直观教学法、情境教学法、小组合作学习等，培养学生的学习兴趣和学习能力。
5. 教具和教材的利用
教具和教材是教师课堂教学的重要辅助工具。教师要善于选用教具和教材，帮助学生更好地理解和掌握知识。
二、教案反思
教案反思是教师对于教学活动进行自我评价和总结的过程，旨在提高教学效果和教师的教学水平。
1. 教学目标的合理性分析
教师可以对教学目标进行分析和评价，看是否能够真正达到预期的效果。如果发现目标设定不合理，可以进行相应的调整和改进。
2. 教学内容的适应性检验
教学内容是否适应学生的学习需求和水平是教师反思的一项重要内容。通过自我评价，教师可以发现不足之处，进一步完善和改进教学内容。
3. 教学过程的效果评估
教学过程是否有效、学生是否能够充分参与等是教师需要关注的问题。通过教学反思，教师可以找出问题所在，采取相应的措施提高教学过程的效果。
4. 教学方法的评估和调整
教学反思可以让教师对自己使用的教学方法进行评估和调整。教学方法是否能够达到预期的效果、是否需要改进等都需要教师进行综合考虑。
5. 教具和教材的评价和选择
教具和教材的选择是否合理、是否能够帮助学生更好地理解和掌握知识，是教师反思的一个重要方面。教师可以根据学生的实际情况，进行适当的选择和调整。
结语：
《新目标八年级上册英语教案及反思》是一本对于教学内容和教学方法进行详细分析和总结的文献，它对于提高教师的教学水平和指导学生的学习具有重要意义。教师应该根据教案编写和反思的要求，不断提高自己的教育教学能力，为学生的学习和发展提供更好的支持和帮助。
八年级英语上册课件 篇10
3. I’m sorry, I can’t. 对不起，我不能。
6. (That’s) too bad. 那是太糟糕了。
7. How about you, Jenny?
8. What about you, Wilson?
那你呢，Wilson?
9. I’d love to. 我愿意。
为考试做准备。
11. 11. Sorry, I must ...
对不起，我必须......
13. I can’t. I might have to ...
16. I can’t either. 我也不能。
2. I’m sorry, I’m not free.
很抱歉，我没空。
I might have to ...我也许必须......
3. I’ll buy ... = I will buy...
5. (否定)I’m afraid not.
6. (肯定) I’m afraid so.
我恐怕是这样。
9. I’m not available. 我没空。
11. Good luck!祝你好运!
12. It sounds great. 这听起来太棒了。 (It sounds + adj.)
14. See you then./ See you. 再见。
I’d love to come.
That’s really too bad.
5. What’s today? 今天几号星期几?
3. is leaving (Be + Ving) “现在进行时表将来”将要离开
7. have a surprise party for sb. 为某人举办一场惊喜派对
10. any of ...
13. think of sth.考虑......
15. without + Ving/n./pron.
16. so that ...
18. hear from sb.
1. like ... a lot 非常喜欢......
2. help sb. to do sth.
8. bring sb. to sp.
1. thanks so much for doing sth. 非常感谢做某事
3. at the end of (this month )在(这个月)末
9. let me know (let sb. do sth.)让我知道
3. the opening of ... ......的开幕式
6. invite sb,. to do sth.
八年级英语上册课件 篇11
Lesson 45
Ⅰ. Teaching Objectives
1. Learning new words about the weather and talk about the weather.
2. Learn to use exclamatory sentences.
3. Teaching a new tense the simple future tense.
Ⅱ. Properties
Recorder, Overhead Projector, Computer
Ⅲ. Language FOCUS :The simple future tense and exclamatory sentences.
Ⅳ. Teaching Procedures
Leading-in
1．教师身披一件厚外套,进班和学生打招呼时做出很冷的样子说：
How cold it is today! But it’s warm in class. So I will put off my coat.
然后把外套脱掉
2．把cold， warm两词写在黑板上， 问学生：Did you listen to the weather forecast yesterday? 然后放一段当天的天气预报的英语录音，将录音中出现的形容天气的词写在黑板上并解释。
cloudy sunny rainy wet windy snowy
Presentation
1．通过一段全国各地天气预报的动画图中各种天气的图标，解释其他天气的英文说法。
引导听录音，听前提问：
--What’s the weather like in Harbin today?
放一段Harbin的天气报告录音，请单个同学回答。之后再听一遍，集体重复问答。
再逐个听广州，兰州，上海的天气报告录音。比较各处天气，引出形容词的比较级。
colder, warmer, drier, hotter, wetter
2．不放录音，请学生根据图标自己复述，教师在必要时给与帮助。
Practice
Ask the students to make sentences about the weather. Then let them do some exercises.
A: What’s the weather like?
B: 1. It’s wet and windy.
2. It s rainy and windy.
3. It’s sunny and hot.
4. It s very snowy, but quite warm.
5. It s very rainy, but quite hot.
6. It s very dry, but quite cold.
Presentation
1．放一段明天全国各地天气预报的动画，引导学生注意其中的时态：一般将来时的构成。比较其与一般现在时的不同。
2．引导学生分析感叹句的构成。
Remember the structures:
1. How + adj. + subject + verb！
2. What + adj. + noun(singular or plural) + subject + verb!
e.g. How cold it is today!
What a cold day (it is today)!
Practice
1. Look at the chart below and ask the students to make sentences using the simple future tense.
Notes: 1) Mark “√” refers to affirmative sentences.
Mark “×” refers to negative sentences.
Mark “?” refers to general questions and make answers to all these questions.
2) Add a future time to the end of each sentence if necessary, eg. tomorrow, the day after tomorrow, tomorrow morning/afternoon/evening, next Sunday/year/month, later on, soon, …
2. Let the students do some translations.
1. 她是一位多么善良的女孩呀！
2. 这是一部多么有趣的电影呀！
3. 他们是多么有耐心的医生呀！
4. 这些书是多么新呀！
5. 今天天气是多么好呀！
Keys: 1. How kind the girl is! = What a kind girl she is!
2. How interesting the film is! = What an interesting film is!
3. How patient the doctors are! = What patient doctors they are!
4. How new these books are! = What new books they are!
5. How fine it is today! = What a fine day (it is today) !
3. Dialogue Practice
T: Look at Exercise Two. Listen to the tape and repeat after it.
Now let the students use the patterns to practise more.
At last, try to ask them to make some new sentences. For example:
1. A: How dry it is today!
B: Yes, but it’ll be wetter later on.
2.A: What a dry day!
B: Yes, and it’ll get drier, I’m afraid.
Exercises in class
Fill in the blanks
A. Exclamatory sentences practice.
1. ______ nice ties they are!
2. ______ lovely weather it is!
3. ______ funny the joke is!
4. ______ a good idea this is!
5. ______ clever you are!
6. ______ terrible that is!
7. ______ handsome actors they are!
8. ______ wonderful it is!
B. The simple future tense practice.
1. I ______ the museum tomorrow, (not visit)
2. It ______soon. (rain)
3. ______ I ______ for Julia at the school gate tomorrow morning? (wait) Yes, you ______.
4. They______ care of the children next Sunday, (take)
5. ______ you ______ to university next year? (go)
No, I ______. Because I m not old enough.
6. Peter______ us the truth this evening, (not tell)
Keys: A: l. What 2.What 3.How 4.What 5.How 6.How 7.what 8.How
B: 1.won’t visit 2.will rain 3.Shall/wait/will 4.will take 5.Will/go/won’t 6.won’t tell
Homework
1. Remember the adjectives of weather and make a dialogue.
2. Make three exclamatory sentences and another three sentences using the simple future tense.
The design of the blackboard
Lesson 45How cold it is today! What a cold day it is!
教案点评：
本设计导入部分利用真实的情节引入关于天气的词汇的教学，然后利用各种天气的图标来说明天气的说法，利用媒体搜集资源：天气预报，介入一般将来时的认识，但并非本课的重点，而是着重练习感叹句的运用，这样处理达到了本课的目标。
Lesson 46
Teaching Objection
1．学习方位词，并能在图中正确辨别。
2．学习并掌握表示将来时的用法。
3．能运用描述未来天气情况。
Main Points
The expression of weather; noun of locality; the expression of direction;
Difficult Points
The simple future tense
Teaching Aids
Recorder, Overhead Projector, Video
Teaching Procedures
Step 1 Revision
Revise the weather vocabulary by asking: What’s the weather like?
T: What's the date today?
Ss: It's December 28th.
T: What s the weather like?
Ss: It’s very rainy, windy and cold.
T: How cold it is today!
Ss: Yes, but it’ll be warmer later on.
T: What a cold day!
Ss: Yes, and it'll get colder, we' re afraid.
Step 2 Presentation
1. Part 1 Read and act
T: Now listen to the tape and try to understand it. And answer the question: What’s the weather like where Bruce’s father is?
After Listening the tape, check the answer: It’s warm and sunny.
Answer the following questions according to the dialogue
1. Where is Bruce now?
2. What ' s the weather like in Xinjiang?
3. What kinds of fruit does Bruce like very much?
4. What are his parents going to do?
5. Are they very happy to talk by telephone?
答案：1.Bruce is in Xinjiang, China.
2.It's cold in the morning, but turns very warm at noon.
3. He likes the grapes and melons very much.
4. They are going to hike.
5. Yes, they are.
2. Ask students to talk about the weather in Xinjiang?
Show these words: strange, dry, fruit, grapes, melons
The weather is very strange in Xinjiang. It’s cold in the morning, but turns very warm at noon. It’s also very dry, so the fruit here is very sweet. There are grapes and melons in Xinjiang.
3. Language Points
1) ring up, get into communication with sb by telephone.
eg. I’ll ring you up this evening.
ring up = call up(us)
2) hike [haik] V. go for a long walk in the country, taken for pleasure or exercise.
eg. They are going to hike tomorrow.
-hiker n. person who hikes.
4. Learning the nouns of locating by Overhead Projector
This is north/east/south/west/northwest/northeast/southwest/southeast.（手指着各个方向分别教学方位名词）
Note the different way of saying northeast, southwest, etc. in Chinese.
T: What part of China do we live in?
Ss: We live in the north/south/…of China.（教师可帮助学生回答）
T: What cities are in the north/south/east/southwest/…?
5. A Weather Report
T: Every morning I listen to the weather report. I like to hear what the weather is going to be like all around the world. Listen to this report and see what you can hear.
Play the tape several times for the students to listen to the tape.
Question: What will the weather be like in Northwest?
Check the answer: It will snow in the night.
6. Language Points
Explain that will is another way of saying going to be. Will expresses the simple future as be going to does.
Explain the sentence There will be a strong wind to the north of the Huai River.
there will be
It’s the way of expressing the simple future of there be.
e.g. I will go to the park this weekend.
The phrase to the north of expresses beyond some area.
e.g. Japan is to the east of China.
Prep in express inside some area.
Step 3 Practice
Fill in the form according the weather report
Places Weather Temperature
Most North China
Cold wet /cloudy
1.A strong wind2.(after tomorrow)Sunny
Northeast Above zeroBelow zero
Snow (night)/heavy
Beijing
Tianjin 2 ---9
Let the students look at the radio report and fill in the form..
Weather Report
Good evening. Let’s look at tomorrow's weather. In England the temperature is going to be around 15℃, except in the north where it’s going to be cooler; around 12℃.The day’s going to be generally fine, with a lot of sunshine, especially in the south. Over Wales and northern England, it’ll be cloudy in the afternoon and by early evening it’s going to rain. But only a little. In Northern Ireland, it’s going to be generally colder with strong winds and temperatures around 10℃.The story for Scotland is quite different - in the east of Scotland, it’s going to be wet and windy with temperatures around 5℃.To the north and west, however; up in the Highlands, the temperature’s going to be much lower around 2℃ and it looks like it’s going to snow in the evening.
North of England-South of England-Wales-Northern Ireland-East of Scotland-North and west of Scotland-
Keys:
North of England-cooler, around 12℃;
South of England - fine, with a lot of sunshine
Wales - cloudy in the afternoon, a little rain in the early evening
Northern Ireland - colder with strong winds, around 10℃
East of Scotland - wet and windy, around 5℃
North and west of Scotland - snow in the evening, around 2℃
Step 4 Exercise
Rewrite the sentences without changing their meanings.
1. Most of North and South China will have a cold wet day.
It _______ _______ cold and wet _______ most of North and South China.
2. It'll rain in Beijing.
Beijing will ______ ______.
3. The rain was heavy last night.
It ______ ______ last night.
4. The snow is heavy now.
There ______ ______ now.
5. What's the weather like today?
______ ______ the weather today?
6. We played happily in the park last Sunday.
We ______ ______ ______ ______ in the park last Sunday.
7. Bruce rings up his father in Sydney.
Bruce ______ his father ______ ______ in Sydney.
Answers: 1. will be, in 2. be rainy 3. rained heavily 4. is heavy snow 5. How is 6. had a great time 7. gives, a ring
Step 5 Homework
1. Read the dialogue and the text fluently.
2. Make a radio report of the weather in winter.
3. Finish off the workbook exercises.
The design of the blackboard
Lesson 46A Weather Reporthave a cold day in the night at timesstay above zero Have a great timefall below zero It will be + adj.in the daytime There will be + n.
教案点评：
本设计对词汇的处理比较自然，包括两个方面：利用图片，在语境中教学词汇；利用手势、方位和方位图教学表示方位的词汇。
Lesson 47
Teaching Objectives:
掌握谈论天气的词汇和用语；
掌握感叹句和一般将来时的用法。
Properties: Recorder, Overhead Projection
Teaching Procedures:
Step 1 Revision
Revise the vocabulary of direction.（可利用学生互相的位置进行表达）
Revise how to express the weather
Step 2 Read and act
Play the tape for the students to listen and repeat.
Have students read and act out the dialogue in pairs.
At last, let several pairs act it out.
Step 3 Read and learn
Play the tape for the students to listen and repeat.
Pay attention to the followings: play football, on our school playground, climb the mountain, have to do, stay home, do some reading. It’s better to do sth, on rainy days. I'm afraid… ,go roller-skating, would you like to do sth? play with sb, make a snowman.
Now encourage the students to make some different dialogues with the patterns given in students Book.
For Example:
Example 1
A: What a fine day today!
B: Yes, it’s sunny and not very hot. Will you go to Beihai Park with me?
A: Ok. Let s go and row a boat there.
B: That’s a good idea!
Example 2
A: Look! How heavy it rains!
B: Anna, you can't take a walk outside today, I'm afraid. What will you do?
A: I have to stay home and do some cleaning.
B: Good. It s better to do some cleaning on rainy days.
Example 3
A: Wow! What a heavy snow! I'm afraid you can't play football. Jack. What will you do?
B: I can go skiing. Would you like to go with me, Jim?
A: Certainly! Let’s carry our skiing-gears!
B: OK./Come on!
Step 4 Listening
Play the tape and ask What will the weather be like for Taiyuan?
Make sure the students get the answer. Then play the tape again and have the student write down the temperatures of the cities on Page 139.
Play the third time. Make sure the students finish the exercises. Then check the answer with the whole class.
Step 5 Exercises in class
Rewrite the following sentences.
1. He goes to school on foot every day. ( by bike tomorrow)
2. They don't have a meeting every Friday, (next Friday)
3. Does Polly often help his friends? Yes, he does. (tomorrow)
4.I play basketball with my classmates every afternoon. ( tomorrow afternoon)
5. Do you keep a diary in English this year? ( next year) No, I don’t.
Keys:
1. He will go to school by bike tomorrow.
2. They won’t have a meeting next Friday.
3. Will Polly help his friends tomorrow? Yes, he will.
4.I will play basketball with my classmates tomorrow afternoon.
5. Will you keep a diary in English next year? No, I won’t.
Step 6 Homework
1. Finish off the workbook exercises.
2. Make three different dialogues according to Exercise Two.
The design of the blackboard
Lesson 47 I don’t like the snow/ rain/ cold. The snow will stop later in the day. What a heavy snow! It’s better to do some reading on rainy days.
Lesson 48
Teaching Objectives:
复习辅音音标及有关字母和字母组合的拼读规则；
掌握本课的重点语言项目：
I think it will be …
I hope …
I don’t like the …
I love the …
掌握有关天气状况的词汇及表达天气的用语；
学会写weather report and an e-mail。
Properties: Recorder, Overhead Projector
Teaching Procedures:
Step 1 Revision
Write a short passage using the words given below
bad, last, not, long, think, get better, soon, radio, rain, stop, later on, so, go shopping, later.
Reference answer:
The weather is bad now. But it won’t last too long. I think it’ll get better soon. Because the radio says the rain will stop later on. So I'll go shopping later.
Step 2 Spelling and pronunciation
Play the tape for the students to listen and repeat.
Practise the individual sounds, the show flashcards with more words and get the students to pronounce the words.
Step 3 Practise
Revise the vocabulary of weather.
windy rainy sunny cloudy hot cold etc.
Teach the new word foggy by showing a picture.
Slides showing.
1
A: I think it will be windy/sunny/rainy/cloudy tomorrow.
B: I hope you ' re wrong. I don ' t like the wind/sun/rain/cloud.
I hope you ' re right. I love the wind/sun/rain/cloud.
2
A: I think it will be cloudy/windy/sunny/hot/rainy/cold tomorrow.
B: No, it won't! I think the weather will be much better/worse!
Read through the dialogue with the students.
Get the students to practise the dialogue in pairs. Substitute the words in the box to practise the dialogue. Ask several pairs to practise the dialogue.
Step 4 Presentation
Language Points.
1. I hope (that) subject + verb
I hope you’ll get well soon.
2. I love + noun.
I love my family and my school, and I love my country, too.
3. much + comparative degree.
Mike is much taller than Jim.
Step 5 Look, read and say
课前一天教师可让学生观看中央电视台的天气预报，或是收听电台的天气预报，教学此部分时先让学生说说昨天预报的天气情况，尽量用英语表达。或是让学生当播音员把Lesson 46的weather report用自己的语言说一遍。
Ask the students to look at the table, then read it together.
Ask them to guess what season it is.
Have the students to write their weather report individually.
Then choose several students to read their weather reports for the class.
Step 6 Practice
Listen to another model.
Tokyo→rainy-→ 11→-3
Model: Good morning! Here's the weather report for some big cities in the world. Tokyo is rainy. The high temperature will be 11. There'11 be plenty of rain in the daytime, but the low temperature tonight will be minus three. Wear warm clothes at night when you go out….That's the weather report for today. Thank you for listening.
(Ask the students to report that of the rest big cities-London, Ottawa, New York and Melbourne to their classmates. )
Step 7 Writing
T: Look at Exercise Four. Try to learn how to write an e-mail.
T: Read the e-mail form, and listen to a model.
Model:
Dear Miss West,
Welcome to our school! My name is Josie Zhou. I' m in Class One, Grade Two. You will come here next month, won’t you? Now let me tell you something about the weather here. The sky is usually blue in the daytime, the high temperature is about 6 and the low temperature is about minus 6. The weather here is really nice, isn't it? But you'd better bring some warm clothes because it'll get colder and colder. I' ll wait for your arrival and have a safe journey.
(Ask the students to discuss in class)
Step 8 Checkpoint 12
1. Grammar: the simple future tense and exclamatory sentences.
2. Useful expressions: later on, ring up. Happy New Year! The same to you.
eg. Merry Christmas! The same to you!
Note:
①Teachers: Happy Teachers ' Day!
Teachers: The same to you.
②Students: Happy Teachers’ Day!
Teachers: Thank you.
Step 9 Exercises in class
Write a Weather Report according to the following form about 50 words.
上海未来24小时天气预报
时间 天气情况 温度（℃）
今天晚上 有雨，部分地区有大雨 2-9
明天上午 有云，风向偏东，风力不大 9-12
明天下午 晴天 12-16
Answers:
Weather report of Shang hai for the next 24 hours. It will be rainy tonight. The lain will be very heavy in some places. The temperature will be 2 to 9. It will be cloudy tomorrow morning. There will be a wind to the east. It’s not strong. The temperature will be 9 to 12. After noon it will be sunny. The temperature will be 12 to 16.
Step 10 Homework
1. Write a weather report according to the model in Exercise Three.
2. Write an e-mail according to the pattern in Exercise Four.
3. Finish off the workbook exercises..
The design of the blackboard
Lesson 48 ch -ch - tch I think it will be … tomorrow. - ge j There’ll be beautiful sunshine. tr That’s the weather report for today. dr I hope … -ts-tes I don’t like the … -ds- des I love the …
八年级英语上册课件 篇12
1.了解通讯的基本特点。
1.培养学生搜集、筛选和整理信息的能力。
2.学习叙述、议论、抒情相结合的写法，培养阅读和写作的能力。
1.了解中队的发展情况及实力，培养学生的集体主义精神和爱国情感。
1.了解通讯的文体特征。
2.掌握本文围绕中心精心选材、巧妙组材的特点。
要保证我们祖国和人民的利益不受侵犯，就必须取大家之智慧，集大家之所长，以提高我国综合国力为目标，实现民族复兴。俗话说的好，国不可一日无“军”。国家要强盛，必须要有一个强大的军队。航母建设承载国人百年强国强军梦想，而只有舰载战斗机成功着舰起飞，中国首艘航空母舰——辽宁舰才是真正意义上的航母。让我们走进“我国航母舰载战斗机首架次成功着舰”的现场，去领略一下我们这支精锐军队的风采，去见证让人激动、自豪的“圆梦”时刻吧!
获悉我国将首次组织航母舰载战斗机着舰起飞的消息后，记者多方协调，随直升机飞降正在海上训练的辽宁舰，从高空中目睹了“航母就像汪洋中一片树叶”。现场采访中，记者获取了进入采访部位——辽宁舰岛塔台采访的机会，充分利用这个视角，全过程见证我国舰载战斗机首次着舰起飞。
娴熟：老练、熟练或灵活，形容对某种事物或工作很熟练。
定格：电影、电视片的活动画面突然停止在某一个画面上。文中指当时的相机记录下的场面。
1.教师范读，学生听读，在课文上标注生字词读音。
2.学生自读，了解课文大意，梳理文章结构。
介绍歼-15舰载机着舰前的准备，点明此项任务的危险。
描绘歼-15舰载机着舰的过程。
1.文章开头为什么描写渤海某海域海上恶劣的环境?
描写海风之大和海浪之汹涌，为下文舰载机着舰设置了集体环境，突出此时着舰之险，衬托了我国着舰技术的成熟。
2.文中引用着舰遇难事故数据有什么作用?
揭示我国航母舰载机首次着舰的意义——它承载着国人和海军官兵强军的梦想，交代舰载战斗机着舰是世界公认的风险的难题。渲染出紧张的氛围，引发读者的关注和继续阅读的兴趣，为下文写舰载机成功着舰后人们的喜悦作铺垫。
3.文章写着舰过程中，用具体时间显示进程，这样写有必要吗?
有必要。以时间为序更体现事件的紧迫性，给读者以真实感，给人一种身临其境的感觉。
4.这篇通讯在描写战机着舰过程时多次描写了四周人的神态和心情，简明扼要分析作者这样写的用意。
提示：战机着舰是这篇通讯的主要事件，而人们的神态和心情是辅助之笔，用以从侧面表现主题。要从气氛的烘托上、现场感的营造上、主题的突出上等角度综合分析其用意。表现人们对我国航母舰载机首次着舰的关注，烘托当时紧张的氛围、胜利的喜悦等。增强新闻的现场感，增强感染力。侧面表现舰载机着舰风险极大、意义重大，从而突出了主题。
请从修辞手法角度赏析下列文字。
声如千骑疾，气卷万山来。惊心动魄的一幕出现了：9时08分，伴随震耳欲聋的喷气式发动机轰鸣声，眨眼之间，舰载机的两个主轮触到航母甲板上，机腹后方的尾钩牢牢地挂住了第二道阻拦索。刹那间，疾如闪电的舰载机在阻拦索系统的作用下，滑行数十米后，稳稳地停了下来。”
提示：本段文字主要运用了细节描写(“震耳欲聋”“轰鸣”“眨眼之间”“刹那间”“疾如闪电”等)和对偶、比喻的修辞手法(“声如千骑疾，气卷万山来”)。
运用细节描写，生动形象地描绘出战斗机着舰的情形。“震耳欲聋”“轰鸣”描绘出战斗机着舰时巨大的声音，“眨眼之间”“刹那间”“疾如闪电”等词描绘出战斗机着舰时震撼人心的速度，“牢牢地”“稳稳地”表现了战斗机着舰的安全和平衡。运用对偶和比喻的修辞手法，增强文章气势，生动形象地表现了战斗机着舰时的浩大声势，具有感染力。
1.叙事完整，铺排有序。《一着惊海天》对舰载机首架次着舰这一重大事件，从身着马甲的工作人员到飞行塔台内指挥人员的连续对话，整个过程都做了完整记录。记叙紧紧围绕着检查阻拦索、塔台广播、着舰指挥员引导、战斗机降落这一套程序来展开，条理清晰，毫无杂乱之感。
2.重点突出，主次分明。舰载战斗机着舰实验，是一个复杂危险的系统工程，要把这一切完全记录下来是不可能的，也是没有必要的。读者关注的是着舰能否成功。作者就是抓住了这一环节来叙写。这个关键环节就是塔台指挥和着舰动作。作者集中笔墨叙写了着舰过程的状态，将此过程清晰展现在读者面前。
3.文风平实，脉络直观。作为科技类文章，要让读者有更清晰最科学的把握，语言不能太含蓄。作者在叙写中紧要处的口令和动作都用实词准确阐述，为的是让读者直观易懂，让舰载战斗机这一实验事件更加平实，为读者解开高科技的神秘面纱。
本文抓住歼—15舰载战斗机首次成功着舰这一历史意义的时刻，采用现场特写的写法，生动再现了举世瞩目的我国航母舰载战斗机首次成功着舰那惊心动魄的一刻。表达了作者强烈的自豪感和对工作人员由衷的景仰之情。
