八上英语课件

八上英语课件集合。

编辑辛苦筛选为大家推荐这篇足以参考的“八上英语课件”。学生们有一个生动有趣的课堂也是离不开老师提前备好教案课件，大家可以开始写自己课堂教案课件了。 教学过程中应该在教案和课件中得到准确的表达。如果您感到本页非常有用请将它添加到浏览器收藏夹中！

八上英语课件【篇1】

重点句型解析

1. As soon as the man finish talking, Yu Gong said that his family…

as soon as意为“一……就……”，引导时间状语从句。例如：

Please call back as soon as you arrive home.

请你一到家，就给我回电。

I’ll write to you as soon as I get there.

我一到那儿就给你写信。

As soon as I went in, Katherine cried out with pleasure.

我一进门，Katherine 就高兴的叫起来。

【拓展】as soon as 引导的时间状语从句前后时态搭配：

(1) 主句为一般将来时，从句用一般现在时表示将来。例如：

He will come to my home as soon as he gets to Beijing.

他一到北京就来我家。

(2) 主句为一般过去时，从句也用一般过去时。例如：

He took out his English book as soon as he sat down.

他一坐下，就拿出他的英语书。

2. Finally, a god was so moved by Yu Gong that he sent two gods to take the mountains away.

so…that…引导结果状语从句，意为“如此……以至于……”，此句型中，so是副词，常用来修饰形容词或副词。常用句型为：主语+谓语+ so+ adj./adv. + that从句。例如：

Our teacher is so kind that all of us like him.

我们的老师是如此好心以至于我们都喜欢他。

He runs so fast that nobody in my class can catch up with him.

他跑得那么快，我们班没有人能追上他。

【拓展】“如此……以至于……”归纳：

(1) so + 形容词 + a/an + 单数名词 + that从句 = such + a/an + 形容词 + 单数名词+ that从句。例如：

It was so fine a day yesterday that we all went out for a picnic. = It was such a fine day yesterday that we all went out for a picnic.

昨天天气很好，我们都出去野餐了。

(2) such + 形容词 + 复数名词/不可数名词 + that从句。例如：

They are such good students that the teacher likes them.

他们都是很好的学生，老师喜欢他们。

It was such fine weather yesterday that we went swimming.

昨天天气很好，我们去游泳了。

(3)当that前的名词有表示数量多少的many, much, few, little等修饰时，只能用so，不能用such。例如：

There was so much noise outside that we couldn’t hear the teacher.

外面嘈杂声很大，以致我们不能听到老师的话。

He had so many falls that he was black and blue all over.

他跌了这么多的跤，以致全身青一块、紫一块的。

3. It doesn’t seem very possible to move a mountain.

seem此处作连系动词，意为“似乎;好像”，后跟形容词作表语。可以和seem to be相互转换。例如：

He seems very angry. = He seems to be very angry.

他好像非常生气。

【拓展】

(1) “主语 + seem + (to be) +表语”，表语多为名词或形容词，以说明主语的特征或状态。例如：

Tom seems (to be) a very clever boy. Tom

看上去是一个非常聪明的男孩。

Mr. Black seemed to be quite happy.

Black先生好像十分快乐。

(2) “主语 + seem + 不定式”，此句型中，seem与不定式一起构成复合谓语。例如：

Mrs. Green doesn’t seem to like the idea.

格林夫人似乎不太喜欢这个主意。

The children seemed to be eating something in the room.

孩子们好像正在房间里吃东西呢。

(3) “It seems + that从句”，其中it是形式主语，that引导主语从句。例如：

It seems that no one knows what has happened in the park.

似乎没有人知道在公园里发生了什么事。

It seems to me that Mr. Brown will not come again.

在我看来布朗先生不会再来了。

(4) “There + seem to be + 名词”，to be可省略，seem的单复数要由后面的名词决定。例如：

There doesn’t seem to be much hope of our beating that team.

看来我们战胜那个队没有多大希望。

There seems no need to wait longer. 看来没有再等的必要了。

4. ...what’s possible unless you try to make it happen.

unless是连词，引导条件状语从句，意为“除非……;如果不……;除了……”，常引导一个否定意义的真实条件句，有时也可引导非真实条件句。unless引导的条件状语从句中的谓语动词常用一般现在时代替一般将来时。主要用于下列情况：

(1) 主句为肯定句：

You will miss the bus unless you hurry up.

你要不快点就会错过班车。

You’ll fail in chemistry again unless you work harder.

如果你不再加把劲，你化学考试还会不及格。

(2) 主句为否定句：

One can’t learn a foreign language unless he studies hard.

不下苦功夫是学不好外语的。

I will not go unless I hear from him.

如果我不收到他的来信，我就不去。

【拓展】unless与if…not的辨析

5. Did you hear our stepmother planning to kill us?

hear sb. doing sth.表示“听到某人正在做某事(正在进行)”。例如：

I heard him singing when I walked past the shop.

昨天我路过商店时，听见他正在唱歌。

八上英语课件【篇2】

一、老师用谈话式引入：

师：①你们喜不喜欢我上课？

生：②我们非常喜欢吴老师来上课。

二、引入正题：

师：我们写过哪些作文？谁来？＿＿＿＿＿＿＿？

生：我来：写过：写人、《我的爸爸》、《我的妈妈》、写事、写景（物）、《我的书包》、童话

师：你真了不起，竟会写那么多文章，既有写人写事，又有写景，还有编故事。

师：那么作文时，是怎样把话说清楚？比如，写人，抓住什么来写？

生：写人抓住人物的外貌特征，突出人物的性格。

师：老师真佩服你们，学过的知识记得那么牢，来把掌声送给自己送给同学。

师：请看老师刚发的两篇作文，看看它好在哪？

生：看

师：问：第一篇好，还是第二篇好，好在哪？

生：写。老师辛苦用事例写具体了

板书：内容具体把话说清楚

全班同学读板书。

其实无论写哪一类文章，要想把文章写好都必须做到：

内容 具体 把话说清楚

三、出发习作要求：

师：让学生读要求：

师：作文要求什么？是写什么的作文？

生：可写人、写事……

师：提示：人：亲人、朋友……

事：有趣、难忘、快乐……

景（物）：一个地方、动物、水果、蔬菜……

师：让学生同桌交流

最向写的师什么？把你要写的填上去？

师：展示学生的作品（一块评）

四、小结：

师：今次习作师自由的作文：

一定抓住把写的内容写具体，把话说清楚

师：同学们今堂课表现挺好

1.第八次教学设计

2.第二单元作文教学设计

3.单元导读课教学设计

4.八下四单元教学设计

5.百分数单元教学设计

6.现代文阅读单元教学设计

7.鸽巢问题单元教学设计

8.《教师口语与普通话》单元教学设计教案

9.作文《自我保护》教学设计

10.小学想象作文的教学设计

八上英语课件【篇3】

2.解释下列词语。

到了一处，我蹲下来，背起了母亲，妻子也蹲下来，背起了儿子。我的母亲虽然高大，然而很瘦，自然不算重，儿子虽然很胖，毕竟幼小，自然也轻。俱我和妻子都是慢慢地，稳稳地，走得很仔细，好像我背上的同她背上的加起来，就是整个世界。

1.给下列加点字注音。

tān huàn shì yǎng juã biã qiáo cuì fáng shàn wān dîu

瘫 痪 侍 养 诀 别 憔 悴 仿 膳 豌 豆 ..

课文讲述了重病缠身的母亲，体贴入微地照顾双腿瘫痪的儿子，鼓励儿子要好好活下去的故事，歌颂了伟大而无私的母爱.

课文写了四件事：

(1) 1当“我”发脾气时，母亲对我的抚慰.

(2) 母亲重病缠身，却不告诉儿子，不想给儿子增添痛苦.

2.“我”的双腿瘫痪之后，母亲的侍弄的花为什么都死了?

答：因为“我”的原因，母亲已精疲力竭，无力再照顾花了。

3.文中写到“我”坐在窗前看落叶，“母亲进来了，挡在窗前”。你怎样理解母亲挡住落叶的行为?

.答：因为母亲希望“我”的心情好一点，也有助于病情。

4.为什么“我”答应去看花，母亲竟高兴得坐立不安?为什么“我”责备她“烦不烦”，她却笑了?这说明什么?

答：因为母亲看到了“希望”，这是“我”第一次答应母亲带“我”去玩。

5.前面母亲说“好好儿活”和最后“我”说“要好好儿活”各有什么含意?这样写在文章结构上有什么作用?

答：因为母亲知道自己命不久矣，从而想让“我”以后照顾自己。后文写“要好好儿活”是“我”知道了母亲的良苦用心，决定好好照顾自己。在文章结构上起“前后呼应”的效果。

1、多读书：多读是建立在精读的基础上的。读文章时一定要注意它的内涵。反复看课文上的文章，将精彩之处做上标记，写上自己的感受、思考。

2、多练习写作，可以通过写日记的方法：不管是杂文、散文，还是小说，都可以写，写完了要反复修改，这样才能真正提高自己的写作能力。要多思考，学而不思则惘。

3、多注意观察：会发现生活中有很多素材可以成为写作的素材。

1、注重日常积累：语文考验的是自己肚中的墨水，若是自己没有一定知识累积的话，语文成绩自然不高。所以想要提升语文成绩，平时更应该注重诗词好句的积累。

2、学会理解文章：通过理清文章的结构层次，明确课文的内在逻辑，把结构层级作为记忆线索，形成知识网络，更能方便记忆。

3、学会观察周围：写作是源于生活的，最打动人的往往是细节之处。所以平时要多观察生活，写作时多做细节描写，才能真正为作文进行润色，让老师能眼前一亮。

八上英语课件【篇4】

一、介词in，at，on的用法

1. in + January/ February/ March/ April/ May/ June/ July/ August/ September/ October/ November/ December

2. on + Monday/ Tuesday/ Wednesday/ Thursday/ Friday/ Saturday/ Sunday

3. in + spring/ summer/ autumn/ winter

4. 年月季节in里装，点钟时刻at上，具体某天上下晚，无论某天on用上。

eg: at six o’clock 在六点钟

at noon/ night 在正午/ 晚上

in 在

in January 在一月

in winter 在冬天

in the morning/ afternoon/ evening 在早上/下午/晚上

on Monday/ May 1st 在星期一/ 在五月一日

on the morning of May 1st 在五月一日的上午

on a hot afternoon 在一个炎热的下午

注意：如果时间词前面有next，last，this，every等修饰语时，不带介词，如：

next Monday 下个周一

last night 昨天晚上

this morning 今天早上

every afternoon 每天下午

二、序数词 （书P81）

1. 口诀：基变序，有规律，多数词尾加-th。

一、二、三特殊记，词尾字母t, d, d。

八去t，九去e，字母f把ve替，然后再加-th。

遇到几十几，只变个位就可以。

序数词，表顺序，一般须加定冠词。

注意：表示“第几十”时将20及20以上的基数词中的y变为ie加th。

序数词的缩略式一般由阿拉伯数字加上序数词的最后两个字母构成。

2. 用法：(1)明确指明先后顺序或一系列事物按一定的规律排列时，序数词前用定冠词the。

e.g. This is the first lesson of this term.

This is the third time that you are late for school.

(2)不强调先后顺序时，序数词前用不定冠词a/ an，表示“又一，再一”。

e.g. We have tried three times. Shall we try it a fourth time?

(3)序数词前有物主代词时不用任何冠词.

e.g. This is my second book I read this year.

(4)序数词还可用作副词，此时不用任何冠词。

e.g. First, you are students. Second, you are in Class5, Grade6. Third, your English teacher is Miss Zheng. So you must study hard.

(5)在一些固定短语中序数词前不用冠词。

e.g. first of all 首先 at first 起初

(6)编号即可用序数词表示，也可用基础词表示。序数词位于名词之前，并加定冠词；基数词位于名词之后，且名词和数次首字母大写。一般情况下，用基数词比较常见。

第十课 Lesson Ten = the tenth lesson 第二部分 Part Two = the second part

练习五 Exercise Five = the fifth exercise 306房间 Room 306

三、日期表达法

1. 英语中的日期表达顺序为“月+日+年”或“日+月+年”。年份要用逗号隔开。如：月9日可表达为：September 9th, 2013或9th September, 2013

2. “日”用序数词表示，书写时定冠词可以省略，序数词的词尾th也可以省略，但是读时一定要读成序数词。例如：May 4/ May 4th，读作May the fourth或May fourth。

3. “年”用基数词表示，读年份时可将前两位数字作为一个单元，后两位数字作为一个单元。例如：读作nineteen ninety-six，而2013通常读作two thousand and thirteen。

4. 对日期提问用What’s the date? 对星期几提问用What day is it today?

四、重点词汇与短语

1. when是一个疑问副词，意为“什么时候，何时”用来询问时间，既可询问某个时段或时刻，也可询问具体的日期。如：

-When is the football match? -It’s September 15th.

-When do you watch TV? -At eight o’clock.

what time对时间进行提问，更强调“几点”

当询问做某事的时间时，what time与when可以互换。

2. How old+be+主语? = What is sb’s age? 对年龄进行提问。

答语常用：主语+be+基数词+year(s)/ month(s) old.，也可以直接说年龄。

eg: -How old is your mother? = What’s your mother’s age?

-She is forty-two years old.

3. 名词所有格

(1)名词后's，如果这个名词是以s结尾的，直接打'，表示...的

(2)如果两个名词并列，并且分别有's，表示“分别有”

Jim's and Mary's beds Jim的床和Mary的床（两张床）

只有最后一个名词有's，则表示“共有”

Lucy and Mary's bed Lucy和Mary的床（一张床）

4. birthday相关短语

birthday cake生日蛋糕 birthday present生日礼物 birthday party/ dinner生日聚会

birthday candles生日蜡烛 birthday song生日歌

5. have(1)“有；拥有”如：I have three soccer balls, but my brother doesn’t.

(2)“吃；喝”如：I usually have an apple and a hamburger for breakfast.

(3)“举行；举办”，后面跟表示活动的名词，指举办某种活动。如：

have a class meeting 开班会

have a music festival 举办音乐节

have tennis games 举办网球赛

have a book sale 举行减价售书活动

(4) 用于某些短语中，如：

have a look 看一看。

have a good time玩得高兴；过得愉快，相当于have fun或enjoy oneself (oneself随主语的变化而变化)。

6. game意为“游戏，运动”，指根据某规则而进行的具体表演，或有比赛性质的运动。也可以指大型运动会，如the Olympic Games奥运会

football game足球比赛 play games玩游戏

sport常指户外运动，侧重于锻炼身体。

7. trip n.名词，一般指短时间短途旅行。a trip to… 一次去…的旅行

八上英语课件【篇5】

人教版七年级上册语文单元知识点总结

一、重点字词

1.给下列加点字注音。

分歧qí 蹲dūn下

2.解释下列词语。

(1) 委屈：受到不应有的指责或待遇，心里难过。

(2) 粼粼：形容水的明净。

(3) 各得其所：每个人或每种事物都得到适当的安置。

二、重点句子背记知识清单

到了一处，我蹲下来，背起了母亲，妻子也蹲下来，背起了儿子。我的母亲虽然高大，然而很瘦，自然不算重，儿子虽然很胖，毕竟幼小，自然也轻。俱我和妻子都是慢慢地，稳稳地，走得很仔细，好像我背上的同她背上的加起来，就是整个世界。

三、文学(文体)常识背记知识清单

1.给下列加点字注音。

tān huàn shì yǎng juã biã qiáo cuì fáng shàn wān dîu

瘫 痪 侍 养 诀 别 憔 悴 仿 膳 豌 豆 ..

二、问题：

1.课文主要写了什么?

课文讲述了重病缠身的母亲，体贴入微地照顾双腿瘫痪的儿子，鼓励儿子要好好活下去的故事，歌颂了伟大而无私的母爱.

课文写了四件事：

(1) 1当“我”发脾气时，母亲对我的抚慰.

(2) 母亲重病缠身，却不告诉儿子，不想给儿子增添痛苦.

(3) 母亲央求“我”去看花

(4) 母亲的临终嘱托

2.“我”的双腿瘫痪之后，母亲的侍弄的花为什么都死了?

答：因为“我”的原因，母亲已精疲力竭，无力再照顾花了。

3.文中写到“我”坐在窗前看落叶，“母亲进来了，挡在窗前”。你怎样理解母亲挡住落叶的行为?

.答：因为母亲希望“我”的心情好一点，也有助于病情。

4.为什么“我”答应去看花，母亲竟高兴得坐立不安?为什么“我”责备她“烦不烦”，她却笑了?这说明什么?

答：因为母亲看到了“希望”，这是“我”第一次答应母亲带“我”去玩。

5.前面母亲说“好好儿活”和最后“我”说“要好好儿活”各有什么含意?这样写在文章结构上有什么作用?

答：因为母亲知道自己命不久矣，从而想让“我”以后照顾自己。后文写“要好好儿活”是“我”知道了母亲的良苦用心，决定好好照顾自己。在文章结构上起“前后呼应”的效果。

人教版七上语文的学习方法

1、多读书：多读是建立在精读的基础上的。读文章时一定要注意它的内涵。反复看课文上的文章，将精彩之处做上标记，写上自己的感受、思考。

2、多练习写作，可以通过写日记的方法：不管是杂文、散文，还是小说，都可以写，写完了要反复修改，这样才能真正提高自己的写作能力。要多思考，学而不思则惘。

3、多注意观察：会发现生活中有很多素材可以成为写作的素材。

人教版七上语文的学习技巧

1、注重日常积累：语文考验的是自己肚中的墨水，若是自己没有一定知识累积的话，语文成绩自然不高。所以想要提升语文成绩，平时更应该注重诗词好句的积累。

2、学会理解文章：通过理清文章的结构层次，明确课文的内在逻辑，把结构层级作为记忆线索，形成知识网络，更能方便记忆。

3、学会观察周围：写作是源于生活的，最打动人的往往是细节之处。所以平时要多观察生活，写作时多做细节描写，才能真正为作文进行润色，让老师能眼前一亮。

八上英语课件【篇6】

一.单词

treasure [?tre??] n. 财宝，财富

island [?a?l?nd] n. 岛屿

full of 满是…的，(有)丰富的

classic [?kl?s?k] n. 经典著作，名著

page [pe?d?] n. (书或纸张的)页，面，张

hurry ['h?r?] v. 匆忙，赶快

hurry up 赶快，急忙(做某事)

due [dju:] adj. 预期的，到期的

ship [??p] n. 船

tool [tu:l] n. 工具

gun [ɡ?n] n. 炮，枪

mark [mɑ:k] n. & v. 分数，记号;作标记

sand [s?nd] n. 沙滩，沙

cannibal [?k?n?bl] 食人肉者;同类相残的，凶残的

towards [t??w?:dz] prep. 向着，朝着，对于,关于

land [l?nd] n. & v. 陆地，大地，国土;着陆

fiction [?f?k?n] n. 小说，虚构，编造

science fiction 科幻小说

technology [tek?n?l?d??] n. 科技，工艺

French [frent?] n.& adj. 法语，法国人(的)

pop [p?p] n. 流行音乐

rock [rɑk] n. 岩石，摇滚乐

band [b?nd] n. 乐队

country music 乡村音乐

forever [f?r?ev?(r)] adv. 永远

abroad [??br?:d] adv. 在国外，到国外

actually [??kt???li] adv. 真实地,实际上,说实在的

ever since 自从

fan [f?n] n. 乐趣

southern [?s???n] adj. 南方的

modern [?m?d?n] adj. 现代的，现代化的

success [s?k'ses] n. 成功

belong [bi?l??] v. 属于

one another 互相

laughter [?lɑ:ft?(r)] n. 笑，笑声

beauty [?bju:ti] n. 美丽，美好的事物

million [?milj?n] num. 百万

record ['rek?:d] n. & v. 记录，唱片;录制，录音

introduce [??ntr??dju:s] v. 介绍，传入，引进

line [lain] n. 排，队，列

Alex 亚历克斯

Garth Brooks 加斯.布鲁克斯

the Beatles 披头四乐队

Treasure Island 《金银岛》

Alice in Wonderland《爱丽丝梦游仙境》

Little Women 《小妇人》

Oliver Twist 奥利佛.崔斯特

Robinson Grusoe 鲁滨逊.克鲁索

Tom Sawyer 汤姆.索亚

Harry Potter 哈利.波特

Nashville 纳什维尔(美国田纳西州府)

Tennessee 美国田纳西州

Country Music Hall of Fame Musuem 乡村音乐名人堂

二.知识梳理

1.on page 25 在第25页

2. the back of the book 书的背面

3. hurry up 赶快;匆忙

. in two weeks 在两周之内

5. go out to sea 出海

6. an island full of treasures 一个满是宝藏的岛屿

7. w rite about 写作关于……的内容

8. finish doing sth. 做完某事

9. w ait for another ship 等待另一艘船到来

10. learn to do sth. 学会做某事

11. grow fruits and vegetables 种水果和蔬菜

12. a few weeks ago 几个星期前

13. the marks of another man’ s feet 另一个人的脚印

14. not long after that 不久之后

15. run towards sp. 跑向某地

16. use...to do sth. 用……来做某事

17. signs left behind by someone 某人留下的标记

18. read the newspaper 看报

19. science fiction 科幻小说

20. can’ t w ait to do sth. 迫不及待地做某事

21. a good way to wake up 醒来的一个好办法

22. number of people 人数

23. used to do sth. (过去)常常做某事

24. study abroad 在国外学习

25. make sb. do sth. 使某人做某事

26. come to realize 开始意识到

27. ever since then 自从那时起

28. the southern states of America 美国的南部地区

29. belong to 属于

30. be kind to each other 善待彼此

31. trust one another 互相信任

32. the beauty of nature 大自然的美

33. have been to sp. 去过某地

34. do some research on sth. 对……做研究

35. hope to do sth. 希望做某事

36. see sb. do sth. 看到某人做某事

37. the firs t line in the song歌曲的第一行

38. enjoy success in享受……的成功

39. at the end of the day傍晚的时候

三.词汇讲解

1. finish doing

finish意为“完成，结束”，作及物动词时，其后可跟名词、代词或动名词。即：finish sth.或finish doing sth.。例如：

I finished my homework this morning.

我今天上午做完了作业。

When did you finish drawing the picture?

你什么时候画完那副画的?

Can you finish reading this book tomorrow?

明天你能读完这本书吗?

【拓展】

能接v.-ing作宾语的动词还有：practice; enjoy; mind; keep等。

practice doing sth. 练习做某事

enjoy doing sth.喜欢做某事

mind doing sth.介意做某事

keep doing sth. 一直做某事 例如：

In my class, most of the students enjoy singing English songs.

在我们班，大多数学生喜欢唱英语歌。

Do you mind opening the window? 你介意打开窗户吗?

2. finally

finally是副词，多修饰动态动词，位置较灵活，可位于句中、句首或句尾，位于句中时，要放在be动词、助动词和情态动词之后，行为动词之前。例如：

They finally found the lost child. 他们终于找到了丢失的孩子。

He worked out the math problem finally. 他终于解出了那道数学题。

【拓展】finally; at last和in the end的辨析：

(1) finally强调在列举论点时，引出最后一个内容，有表示盼望已久的事情终于实现了的含义。侧重最后的结果。例如：

They talked about it for hours, finally they decided not to go.

他们为此讨论了几个小时，最后决定不去了。

(2) at last强调经过曲折后才达到目的。表示期待的感情更为强烈。侧重指先后顺序，并且在句中的位置较为灵活。例如：

When they found him at last, he was almost dead.

当他们最终找到他时，他几乎死过去了。

(3) in the end在强调经过许多变化、困难之后才达到目的时，与at last的用法一样，且位置较为灵活。但在表示对将来的结局表示预测时，只能用in the end。例如：

He tried many different jobs, and in the end he became a postman.

他做过许多工作，最后当了一名邮递员。

3. remind

(1) remind是及物动词，意思是“提醒、使某人想起”，经常和介词of连用，构成动词短语remind sb. of sb. / sth.=remind sb. that+从句，意思是“使某人想起某事或者某人”。 例如：

Does that song remind you of your mother?

那首歌使你想起你的妈妈吗?

(2) 动词短语remind sb. to do sth. 的意思是“提醒某人做某事”。例如：

Please remind me to return the books to the library.

请提醒我把这些书还给图书馆。

4. sound stupid

sound在此是系动词，意为“听起来”，后面接形容词作表语。例如：

The song sounds wonderful! 那首歌听起来太精彩了!

The music sounds beautiful. 这首音乐听起来很美。

【拓展】

类似sound这种用法的词还有：feel(摸起来，感觉);smell(闻起来);look(看起来);taste(品尝)等。例如：

The food tastes delicious. 食物尝起来很美味。

I feel so happy today. Mum will buy me a new bike.

我今天很高兴，妈妈要为我买辆新自行车。

The old man looks very happy. 那个老人看起来很幸福。

These flowers smell very sweet. 这些花闻起来很香。

The tomatoes feel very soft. 这些西红柿摸起来很软。

【注意】smell; look等系动词不同于系动词be，它们在变疑问句或否定句时不能简单地提到主语之前或加not，而是要通过助动词do/does/ did等来帮助实现。例如：

Does it smell nice? 它闻起来很好吗?

The chicken doesn’t taste good. 鸡肉尝起来不好。

How do the children look? 孩子们看起来怎么样?

5. get married

(1) get married意为“结婚”。若问某人是否结婚，而不涉及结婚的对象，可用be / get married的形式，相当于系表结构。例如：

你结婚了吗?

【误】 Do you marry?/ Have you married?

【正】 Are you married?/ Have you got married?

(2) be / get married to sb. 意为“与某人结婚”。例如：

Alice was married to a doctor last month.

上个月爱丽丝和一位医生结婚了。

【拓展】

marry既可用作及物动词，也可用作不及物动词，意为“结婚;嫁;娶;与……结婚等”。常见用法如下：

(1) marry sb.意为“与……结婚”。例如：

John married Mary last week.

上星期约翰和玛丽结婚了。

(2) marry sb. to sb.意为“把某人嫁给某人”。例如：

She married her daughter to a businessman.

她把女儿嫁给了一位商人。

(3) marry 一般不与介词with 连用。

她和一位英国人结了婚。

【误】She married with an Englishman.

【正】She married an Englishman.

【正】She was / got married to an Englishman.

6. along

along作介词，意为“沿着”，课本中的along the way意为“沿路”。例如：

There are trees all along the road.

沿着这条路从头到尾都有树。

【拓展】along;across与through的辨析：

(1) along意为“沿着”，指沿着一条直线在水平方向上运动。例如：

I saw him running along the road.

我看见他正沿着这条路跑。

(2) across意为“横过，穿过”，主要表示从某物的表面横过。例如：

He walked across the road carefully.

他小心地走过马路。

(3) through意为“横过，穿过”，表示从某个空间或内部穿过。例如：

He walked through the forest alone.

他独自一人走过森林。

7. maybe

maybe作副词，意为“也许;大概”。例如：

Maybe he is a teacher. 也许他是个老师。

【拓展】辨析：maybe与may be

(1) maybe是副词，主要用于非正式场合，口语中常用。意为“也许，大概”。它通常放在句子的开头，在句子中作状语。例如：

Maybe they won’t come here tonight.

他们大概今晚不会来这儿。

Maybe she is happy.

也许她是幸福的。

(2) may be是“情态动词may+动词原形be”构成的，在句中做谓语，意为“可能是、大概是”。例如：

She may be at home. 她可能在家。(也可以说：Maybe she is at home.)

You may be right. 你可能是对的。(也可以说：Maybe you are right.)

8. be made of

be made of 意为“由……制成”，强调从制成品中仍可以看出原材料。

The desk is made of woods. 桌子是由木头制成的。

【拓展】

be made 后接不同的介词，具有不同的意义。

(1) be made from意为“用……制成”，强调从制成品中看不出原材料。

Books are made from woods. 书是由木头制成的。

(2) be made in 意为“由……制造(生产)”，强调生产地点，in后只接地点的名词。

The kind of watch is made in Shanghai. 这种手表是在上海制造的。

(3) be made up of 意为“由……组成”或“由……构成”， 强调由多种成分、团体、成员或单位等组成或构成。

Our class is made up of twenty-eight girls and sixteen boys.

我们班由二十八个女孩和十六个男孩组成。

(4) be made into意为“把……制成……”，注意表示原材料的词作句子的主语，表示制成品的词作介词into的宾语。

Glass can be made into all kinds of beautiful things.

玻璃可以制成各种各样漂亮的物品。

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八年级英语上册课件十篇

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八年级英语上册课件 篇1

What are you doing for vacation? 学习目标：   在这一单元中，我们要学习如何谈论假期的计划（Vacation plans），对将来的安排（Future plans） 语言目标：   1. 用现在进行时表示将来。   （Present progressive as future）   2. 用where , when , what , how long 提问的句子。 主要句型：   1. What are you doing for vacation ?   I’m spending time with my friends .   2. When are you going ?   I’m going next week .   3. How long are you staying ?   We’re staying for two weeks .   Step 1. National Day is coming . We all have a long vacation about 7 days . What are you  doing for vacation ?   Now Let’s talk about future plans .   在这里，我们用到What are you doing for vacation ?   同学们可能会奇怪，“be doing”结构不是现在进行时吗？在这一单元中，用现在进行时代表将要发生 的动作，表示对未来的计划和安排，译为“我将要…”，“我打算…”。   eg . What’s she doing for vacation ? 她假期要做什么？   She’s babysitting her sister . 她要看她妹妹。   这是我们进入初中以来第一次接触到将来时。这种用现在进行时表示将来动作的用法，实际上在英语中 是很常见的。   Now , answer my question .   “What are you doing for vacation ? ”   You may have lots of answers . Now , translate the following sentences into English , and  choose one as your answer .   Of course , you can add more activities if you like .     Exercise :   1. 我要去野营。   2. 我打算看望我的姨妈。   3. 我打算在家里看电视。   4. 她要照顾她的小妹妹。   5. 他打算玩篮球。   6. 他们要在家里休息。   7. 我要去山区徒步旅行。   8. Dave准备去骑单车。   9. Mary要去旅行观光。   10. Mike准备去钓鱼。   11. Isabella要去散散步并且租些录像来看。   Keys :   1. I’m going camping .   2. I’m visiting my aunt .   3. I’m watching TV at home .   4. She’s babysitting her sister .   5. He is playing basketball （for vacation）.   6. They are relaxing at home .   7. I’m going hiking in the mountains .   8. Dave is going bike riding .   9. Mary is going sightseeing .   10. Mike is going fishing .   11. Isabella is taking walks and renting videos .   Step 2 . We’re going to learn other questions to ask about one’s vacation plans .   除了用“What are you doing for vacation ? ”之外，我们还要学习其它几个问句，来帮助我们更好 地谈论假期的`计划。   1. When are you going ?   你什么时候去呀？   when表示对具体的时刻来提问，所以可以用on Monday ，（在星期一），on the 12th （在12号那天） nextweek （下周）、等等。   eg. I’m going the first week in June . 我将在六月份的第一周去。   2. How long are you staying ? 你要在那里呆多久？   How long 是对表示持续的一段时间来提问。因此回答时，也要用表示一段时间的时间状语，而不是具 体时刻。   eg. How long is he staying ?   He’s staying for a week . 他要呆一个礼拜。   或He’s staying until September . 他在那里一直到九月份。   3. Where are you going for vacation ? 你要去哪里度假？   I’m going to Italy （Greece or Spain ）.   我要去意大利（希腊或西班牙）。   4. What’s it like there ? 那里怎么样？   这个句型是我们在第二册中学习过的，当时我们对人提问，“What’s she like ? ”她这人怎么样。 现在是对地点对问，请你介绍一下对某地的看法与印象。   你可以回答：It’s beautiful ! It’s wonderful ! 等等。   5. How’s the weather there ? 那里的天气怎么样？   这也是上学期我们学过的句子。你可以用一系列表示天气的词来回答。   如It’s cool . （hot , humit , warm …）   6. Who are you going with ? 你准备和谁一块儿去？   I’m going with my parents . 我和我父母一块儿去。   学会了上面这些句子，我们又增加了许多谈话的内容。同学们在课外，可以勤练习。   Step 3. Section B. 3a P17   1. Read the article . After reading , answer my questions . Pierre Lambert’s Vacation Plans !   Pierre Lambert , the famous French singer , is taking a long vacation this summer !   He thought about going to Greece or Spain , but finally decided on Canada . “I always  take vacations in Europe , ”he said . “This time I want to do something different . I heard  that Canada is beautiful , and I know there are many people there who speak French . ”   Pierre is going to Canada’s Great Lakes region . He is leaving the first week in June and  staying until September . He plans to have a very relaxing vacation . “I’m taking walks ,  going fishing , and going bike riding . I’m hoping that the beautiful countryside will help  me forget all my problems . At night , I’m renting videos and sleeping a lot …a no-stress  vacation ! I can’t wait . I’ll be a new man when I return to Paris !   Questions :   （1）Where is Pierre going for vacation ?   （2）When is he going ?   （3）Why did he decide on Canada ?   （4）What is he doing there ?   （5）How long is he staying ?   Keys :   （1）Pierre is going to Canada’s Great Lakes region .   （2）He is going the first week in June .   （3）It is beautiful and there are many people there who speak French .   （4）He’s taking walks 、 going fishing 、 going bike riding .   At night , he’s renting videos and sleeping a lot .   （5）He is staying until September .   二. 重点、难点：   1. Pierre Lambert , the famous French singer , is taking a long vacation this summer .   著名法国歌星皮埃尔，在这个夏季，准备度个长假。   take a (long) vacation . 去度（长）假。   2. He thought about going to Greece or Spain , but finally decided on Canada .   他考虑要去希腊或西班牙，但最终决定去加拿大。   △think about （doing）sth . 考虑（去做）某事。   eg. He often thinks about going camping . 他经常考虑去野营。   △decide on 决定（后面加名词）   eg. decide on a blue coat 决定（要买）一件蓝色上衣   decide on Canada 决定（去）加拿大   3. I want to do something different .   我想做一些不寻常的事。   something 为不定代词，另外还有anything , nothing , somebody , anyone 等，都是不定代词。当 有形容词修饰这些不定代词时，切记放在这些不定代词的后面。   eg. something different 不寻常的事   somebody important 重要人物   Is there anything wrong ? 有什么不对的吗？   4. I know there are many people (who speak French ) there .   我知道，那儿有许多人讲法语。   在本句中，出现了一个重要的语法现象，定语从句。“Who speak French ”做为定语从句修饰前面的 词组many people . 许多人，什么样的人呢？说法语的人。这样，我们就很好理解了。从前，我们学过， the beautiful flower , 这里beautiful 做为定语，修饰flower ， 花，什么样的花？美丽的花。当单个 的词做定语，一般放在名词的前面，（注：修饰不定代词时需放在后边），而当一个句子做定语时，一般要 放在被修饰词的后面，这个句子则被称为定语从句。   eg . I’m waiting for that man (who is in black . )   我正在等那个穿黑衣服的人。   5. Canada’s Great Lakes region .   加拿大的五大湖地区。（加拿大与美国之间的五个大湖，   景色怡人，风景秀丽。）   6. He plans to have a very relaxing vacation .   △plan to do sth . 计划去做某事，to后面加动词原形。   eg. My classmates plan to go to a picnic .   我的同学们计划去野餐。   △have a very relaxing vacation .   过一个非常惬意的假期。   另外，have a good time 过得很愉快。   7. I’m hoping (that the beautiful countryside will help me forget all my problems . )   我希望美丽的风光能帮我忘记一切烦恼。   △在本句中，that引导的一整句话，都做为谓语hope的宾语，被称为宾语从句。这一整句都是“我所希 望的事”。that只是宾语从句的引导词，没有实际含义。   eg. The teacher said that some students left school at 5:30 yesterday .   老师说，昨天有些同学五点半才离校。   help sb do sth . 帮助某人做某事。   在Unit 1 中，我们学过“help me to study more”这

八年级英语上册课件 篇2

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3

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。

八年级英语上册课件 篇4

【学习目标】

1.引导学生学习关于电视节目的常用词汇与句型，掌握mind和stand的用法。

2.通过交流使学生能听懂谈论电视节目的对话;学会用英语简单谈论几种电视节目。

3.引导学生通过开展小组学习活动，培养协作意识;并能学会询问他人对某事物的观点并会正确表达自己的看法。

【学习重点】

教会学生用所学的功能语言谈论电视节目。

【学习难点】

通过交流表达和听力训练，引入各种学习方法和策略来学习“Whatdo you think of…?”

Learning action tips:

Play the wonderful film clips that students most like to see, guide studentsto talk about the film types and contents they most like to see.

Task 1

Learning action tips：Previewthe words on Page33-34 in the word list. Students read the wordsby phonetic symbols, then underline new words in the text and mark the Chinese meaning.At last finish the task in 1a.

【Method coach】

▲Let\'s watch a talk show. 让我们看谈话节目吧。

让某人做某事：Let sb. do sth.

【导练】

( C )Let\'s ______ for a walk, shall we?

A.togoB.going

C.go

▲stand

(1)作不及物动词时，意为“站立”，构成stand up, 反义词为sit down。

(2)作及物动词时，意为“忍受，忍耐”，一般多用于否定句中，构成短语can\'t stand (doing) sth. 不能忍受(做)某事。如：情景导入　生成问题

1.T：Whatdo you think of …?

S：________________________________________________________________________

2.T：Whichcharacter do you like best?

S：________________________________________________________________________

自学互研　生成能力

Task1Let\'sread the new words and the phrases.

1.I can read.(我会读)

sitcom, soap opera, news,mind, stand, educational, plan, hope, discussion, happen, expect

2.I can write.(我会写)

翻译下列短语：

(1)访谈节目talk__show(2)肥皂剧soap__opera

(3)游戏节目game__show (4)体育节目sports__show

(5)才艺节目talent__show (6)从……学learn…from

(7)计划去做某事plan__to__do (8)期待去做某事expect__to__do__sth.

(9)调查出，弄清find__out (10)希望成为hope__to__be

(11)将来的某一天one__day

3.I can summarize.(我会总结)

你能总结介词mind和stand的用法吗?

mind doing sth.表示“介意做……”，stand doing sth.表示“忍受做某事”。

【拓展】

其他接doing的动词：

(1)enjoy doing sth. 意为喜欢做某事。

(2)practice doing sth.意为练习做某事。

(3)finish doing sth. 意为完成做某事。

(1)I don\'t mind watching(watch) soap operas.

(2)I can\'t stand closing(close)the window.

(3)I\'ll practice skating(skate)every day in window.

(4)You should finish doing(do)your homework first.

Task2Let\'slisten to the tape and finish 1b，2a，2b.

Task3Makeconversations and interview.

1.I can practice.(我会练)

A：What do you (1) want__to__watch(想看)?

B：What do you (2)think__of(认为)soap operas?

A：Oh, I (3)can\'t__stand__them(我不能忍受). I think soap operasare really boring.

B：Well, (4)what__about__game__shows(游戏节目呢)?

A：I like watching game shows. I watchit every night.

B：(5)Why__do__you__like__it?(为什么?)

A：Because I think game shows are moreeducational.

B: Then let\'s watch gameshows.

I can\'t stand soap operas.我无法忍受肥皂剧。

【导练】

My brother can\'t stand writing (write) diaries.

八年级英语上册课件 篇5

新目标英语八年级上Unit5教案

一、教学目标： 1.语言知识目标：

1)能掌握以下单词：sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能掌握以下句型：

① What do you want to watch? ② What do you think of talk shows? ③ I can’t stand them.④ I don’t mind them.⑤ I like/love them./ I don’t like them.2)能了解以下语法：

动词不定式结构做动词的宾语；后面接动词不定式做宾语的动词。3）学会陈述自己的看法；学会谈论自己的喜好。2.情感态度价值观目标：

学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。

二、教学重难点 1.教学重点：

1)学习掌握各类电视和电视节目的名称。

2)掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。

2.教学难点：

掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。

三、教学过程 Step 1 Lead-in 学生们根据图片提示学习各类电视节目并且练习运用What do you think of…? Step 2 New words Learn the names of the TV shows.Step 3 Game 1.引导学生们看1a中的图片，根据提示依次说出每一部TV Show的名称。2.让学生们看图片及1a中的词汇，将图片与正确的词汇相连。3.Check the answers with the Ss.Step 4 Listening 1.T: Tell Ss to read the shows in the box.Make sure they know the meaning of the shows.2.Play the recording for the Ss to listen and number the shows1-4.3.Play the recording again.Check the answers with the Ss.Step 5 Pair work 1.Let Ss look at the pictures in the box.Then explain the meaning of each expression to the Ss.2.Let Ss read the conversation after the teacher.Then let Ss make their own conversation using the shows and expressions in the box.3.Let some pairs ask and answer about the shows.Step 6 Listening Work on 2a: 1.Read the shows in the box of 2a.Tell Ss to remember the information.2.Play the recording for the Ss to listen and number the TV shows [1-5].3.Play the recording again to check the on 2b: 1.Let Ss read the sentences below.Explain some main sentences for the Ss.Make sure they know what to do.2.Play the recording for the Ss to write the correct words in the blanks.3.Play the recording again to check the answers.Step 7 Pair work 1.Tell Ss ask and answer questions about the TV shows in 2a.They can use the information that is true for them.2.Let Ss read conversation after the teacher.3.Explain some main points for the Ss.4.Ss act the conversation in pairs.Ask some pairs to act out their conversations.

八年级英语上册课件 篇6

Unit 5 How much is it? 学习任务 1.能力目标 （1） 能够简单描述衣服、鞋子的大小，评论价格、颜色和款式，如：Its expensive\colourful. （2） 能够询问价格并做简略评价,如:How much is it? It’s…. （3） 能够听懂并发出与各种鞋类相关的简单指令,如:Put on your sneakers. 2.知识目标 （1) 掌握A 、B 部分read and write 中的单词和句子并能做到会听、说、读、写。 （2）听、说、认读A、B部分Let’s learn . Let’s talk 中的单词和句子. （3) 理解Let’s do. Let’s chant 等部分的内容. （4) 了解story time. Good to know 等部分的 内容. 3.情感、策略、文化等有关目标 （1）情感态度：能以得体的方式与人交际。 （2）文化目标： 了解英美两国与我国的衣物尺码标记的不同。   第一课时 课题：Unit 5 How much is it? A Lets learn Lets chant 教学重点：单词：colourful pretty cheap expensive 句子：It’s cheapprettyexpensivecolourful.来描述价格和颜色。 教学难点：单词expensive的读音。 根据实际情景运用本课时的四个形容词 教具准备：1、本课生词的单词卡片2、衣服的实物3、配套的教学VCD 4、配套的教学录音带5、课文配套挂图 教学过程： （一）复习（Revision） 1、Talk about the weather What’s the weather like today? What do you want to wear? 2、Show us your clothes学生们走到台前，介绍一下自己的衣服的颜色，样子。 T：“How much is it?Oh, it’s cheap.It’s expensive.It’s pretty.It’s colourful.” （二）呈现新课 （Presentation） 1、教师出示几件衣服的实物，并标出价格，说：“Guess, how much is it?” 引导学生回答价格，教师追问：“Is it cheap?Is it pretty?” 引导学生自己表述：“It’s cheapexpensivecolourfulpretty.” 教师根据学生的回答适时的出示相应的单词cheapexpensivecolourfulpretty.并进行带读，让学生进行认读练习。 2、教师出示Let’s learn部分的挂图。 T:“Look at that dress. It’s pretty. I want to buy it. It’s …yuan.” Students try to say like this. 3、观看VCD展示，跟读练习4、小组活动 学生两人一组。每个学生准备一些衣物单词的小卡片，在背面写出价格。 两人进行购物的对话练习。 教师先和一个学生进行示范（T: How much is that colourful dress? S: Very expensive. It’s …yuan. T: I want to buy it.） （三）趣味操练 （Practice） Guessing game： How much is it? 学生两人一组，运用一些衣物小卡片，猜测价格。 A: Guess, How much is it? B: It’s twenty yuan . A: No , too cheap. Guess again. B: … Let’s chant 听Let’s chant部分的歌谣，学生边说边两个人一组表演 （四）扩展性活动（Add-activities） Is it expensive? 每个小组拥有一套衣物、文具等物品的单词卡片和一套标有10-100元的几个卡片。 学生两个人一小组，一个学生任意搭配物品和价格，另一个学生进行描述：“It’s expensive…” 板书设计： Unit5 How much is it? Let’s learn：部分的挂图 第二课时 课题：Unit5 How much is it ?  A Lets talk  C Good to know 教学重点：句型：“Can I help you? How much is this skirt…? It’s colourful…” 教学难点：对新词的读音的指导和规范，如：“ninety-nine yuan.” 教具准备：1、本课生词的单词卡片 2、课文的配套挂图3、配套的教学VCD 4、相配套的教学录音带5、学生带来的衣服实物 教学过程 （一）复习（Revision） 1、let’s chant： 让学生边说，边两人一组表演歌谣 2、How much is your shirt? 教师找一名学生询问：Excuse me ,how much is your shirt?  It’s …yuan . Is it cheap?  Yes, it’s cheap and colouful. 学生们两人一组进行对话 （二）呈现新课 （Presentation） 1、教师在教室中挂上学生们带来的衣物，围绕教室挂满一圈。 2、教师和学生们进行对话的交流 T: Look at this shirt. It’s colourful.  S: Yes, it’s pretty. T: How much is it?   S: (请一个学生走到背面翻出价格)It’s one hundred yuan. It’s too expensive. 3、教师播放VCD，让学生观看故事，理解内容。 再看一遍，边看边模仿故事中人物的语气说一说。 分角色给VCD配音，小组练习和表演。 各小组展示 （三）趣味操练 （Practice） Group work：学生运用自己手中的卡片，进行对话和描述。 仿照Let’s talk部分中的对话。 （四）扩展性活动（Add-activities） 购物活动：教师发给每个学生1000元纸币（学生自己制作的），把教室分成四部分，组成四个服装店，每个店请一个学生扮演售货员。 让学生们仿照课文中的对话，进行购物活动。 活动完成后，小组中交流购物收获。运用How much is this skirt…? It’s cheap.等句子进行描述。 板书设计： Unit 5 How much is it?     第三课时 课题：Unit5 How much is it? A Read and write  C Story time 教学重点：听说认读掌握生词：skirt shirt jacket dress T-shirt 教学难点：单词拼读；书写指导 教具准备：1、本课生词的单词卡片2、配套的教学VCD 3、相配套的教学录音带 4、学生自己的衣物5、课文主题图6、大小写字母卡片 教学过程： （一）复习（Revision） 1、Free talk What color do you like? What color is your …? 2、Let’s chant： B部分的Let’s chant.的歌谣，边说边出示单词。 （二）呈现新课 （Presentation） 1、教师准备好一些大小不一的衣服。说：“I think this skirt is pretty.”然后教师穿一下，说：“But it’s too big.”然后再拿起一件，说：“This one, it’s nice. It’s fits me well.” 2、教师请一个学生上来选衣服，指导学生运用句子：This shirt is …, but it’s too …. 3、然后多请上几个学生上来说。 4、小组活动 学生们把自己的衣服带来，在小组中每个学生轮流挑选衣服，在这一过程中运用This shirt is …, but it’s too …. 5、观看VCD，认读句子，让学生逐句认读，小组认读。 6、教师指读生词，让学生抢答认读。小组比赛拼读，抽查学生的拼读。 7、两人一小组，一个拼，一个写。单词的抄写练习。 8、出示句子的`句卡，然后学生试读，教师提示学生注意第一个单词第一个字母大写，提示学生注意标点和占格。 （三）趣味操练 （Practice） 1、拼一拼，猜一猜 教师拼一个单词，让学生迅速说出词。学生小组做游戏。 2、听一听，拼一拼 每个小组一套字母卡片，请一个学生说词，小组拼，比比谁最快。 3、教师请几个学生穿上不同大小的衣服（有的服装不合适），然后大家一起来评论一下。运用句子This shirt is …, but it’s too …. （四）扩展性活动（Add-activities） 每个学生设计一套衣服，给自己的和别人的娃娃穿上，然后进行比较。运用本单元学过的句型。 板书设计： Unit5 How much is it?         第四课时 课题：Unit 5 How much is it?  B Lets learn  Lets do C Lets sing 教学重点：理解掌握几种鞋的单词，学会用pair of …描述鞋的数量，并在实际情境中运用。 教学难点：在实际情境中运用词汇。 教具准备：本课生词的单词卡片；教学录音带；教学VCD；各种鞋的实物和图片。 教学过程： （一）复习（Revision） 1、A部分Let’s chant：学生跟录音说一说，演一演。 2、Let’s talk：学生说一说，并进行角色表演。 3、Guessing game 教师将各种标有价钱的衣服放到一个大储物袋中，让学生猜一猜里面有什么，学生猜对后，取出并描述一下大小、价钱等。 （二）呈现新课 （Presentation） 1、教师出示大挂图，让学生结合图说一说What can you see? 引出新的各种鞋的单词。 2、通过引入情景表演，描述图中的各种鞋，引出a pair of …。 3、学生进行情景表演练习，并熟悉新的单词及a pair of …的用法。 4、出示VCD，让学生观看VCD（关掉录音），根据故事的内容给VCD配音。 5、播放VCD，学生看VCD理解含义。 6、学生分角色跟读。 小组表演、各小组展示。 7、教师放录音，发布指令，教师根据录音内容举起相应的鞋图，并做出相应的动作。学生在教师的指导下做出相应的动作，熟悉各种鞋的名称。反复练习后学生边听录音做动作边试着发布指令。 （三）趣味操练 （Practice） 教师出示各种鞋的图片，然后将一图片藏起，并询问：What are they? 学生猜到后，找到该图片，用学过的知识描述被藏起来的鞋子。 （四）扩展性活动（Add-activities） 学生运用学过的知识描述自己的鞋或其他同学的鞋。 板书设计： Unit 5 How much is it?   第五课时 课题：Unit 5 How much is it?  B Lets talk  Group work  C Lets check 教学重点：学习新句型：How much are they? A pair of …for …. 教学难点：在情景交际中正确使用How much are they? A pair of …for ….句型。 教具准备：1、单词卡片。2、衣物图片。3、教学VCD。4、教学录音带。 教学过程 （一）复习（Revision） 1、Let’s do：教师发出口令，学生听到口令后出示图片并做出相应的动作。 2、学生说唱本单元的歌谣。 （二）呈现新课 （Presentation） 1、教师出示Let&rsqu

八年级英语上册课件 篇7

Lesson 41

教学目标

学会12个月份、四季和顺数词的说法。学会表达日期。

教学用具

投影仪、录影机以及挂历和媒体设备等。

教学步骤

Step 1 Revision

老师可先做Duty Report， 除规定的内容外，必须让值日生回答以下几个问题： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday? 然后将答案（完全形式和缩略形式）写在黑板上，并让学生视听，初步了解英文日期的表达与中文顺序的不同。然后全班问学生几个问题：What day is our National Day? October 1st. / Oct.1st. Which month is the Spring Festival in? Usually in February. Who / Whose mother / Whose father was born in February / April / May / September / October? 最好先找几个学生是在已学过的这几个月份出生的，或他们的父母是在这几个月份出生的，这样可先复习学过的几个月份。按季节做以下表格。先填出学过的季节和月份。学完生词后填满表格。

Step 2 Presentation

Learn and practise

Today we’ll study the first month, the third month, the sixth month, the seventh month, the eighth month, and the eleventh month of the year.

以下单词符合发音规律，请同学们自己拼读, 应该不会有太大的困难。

March June July

以下单词可迁移

autumn August February January September November, December

past last sing spring sea season 先让学生根据旧单词读出划线部分，然后再读整个单词。

这些单词大多数拼读较复杂，可让学生把这些单词先在本上抄一遍。

然后让学生练习自己的生日，每个人说出自己的生日。可两人互相问答，练习说自己的生日，父母的生日，朋友的生日等。

最后教师问学生：

T: How many months are there in a year?

Students: There are twelve months in a year.

T: What are they? Can you say them in English?

Ss: They are January, February, March, April, May, June, July, August, September, October, November and December.

让学生填满表格。

Ask and answer

T: There are four seasons in a year. They are spring, slimmer, autumn and winter. Do you know when spring/summer/autumn/winter is in China?

让学生根据上面填写的表格进行对话练习：

S1: When is spring in China?

S2: It’s from March to May.

S1: When is summer in China?

S2: It’s form June to August.

… …

Notes:

1. We say “autumn” in Britain, and say “fall” in American English.

2. When we say four seasons, we should use preposition “in”--in spring, in summer, in autumn/fall, in winter.

3. Preposition “on”

On Monday, On Tuesday, On Wednesday, On Thursday, On Friday, On Saturday, On Sunday

4. Preposition “at”

at 6 o clock, at 120 clock, at this time of year.

5. Preposition “in”

in the morning, in the afternoon, in the evening.

然后让学生自己完成课本上第2部分的练习。

Learn and practise

T: Do you remember the cardinal numbers that we have learnt before?

Let’s count them from one to thirty - one. OK! Could you please write them down in your note - books? Who wants to write the cardinal numbers on due blackboard?

要一个学生来写下以前所学的数词：

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve … twenty-one … thirty thirty-one

然后问这个学生是否能把这些数词变成序数词：

first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, … twenty-first … thirtieth, thirty-first

让学生注意黑体字显示的特殊变化。

Step 3 Practice

T: Which is the first month of the year?

Ss: January is the first month of the year.

T: Show them the answers

1. January is the first month of the year.

2. February is the second month of the year.

3. March is the third month of the year.

4. April is the fourth month of the year.

5. May is the fifth month of the year.

6. June is the sixth month of the year.

7 .July is the seventh month of the year.

8. August is the eighth month of the year.

9. September is the ninth month of the year.

10. October is the tenth month of the year.

11. November is the eleventh month of the year.

12. December is the twelfth month of the year.

用投影片练习以下日期：

两千零三年一月一日 New Year’s Day 日期January the first, two thousand and three / Jan. 1st, , 星期 Wednesday

二月 Spring Festival 日期星期

三月八日 Women’s Day 日期星期

五月一日 Labour Day 日期星期

六月一日 Children’s Day 日期星期

七月一日 Birthday of the Party 日期星期

八月一日 建军节 日期星期

九月十日 Teachers’ Day 日期星期

十二月二十五日 Christmas Day 日期星期

然后让学生练习关于询问最近几天的日期 (pair work)，

S1: What day is it today?

S2: It’s November 3rd, /November the third, two thousand and two.

S1: What day was it yesterday？

S2: It was November 2nd, 2002.

… …

运用下面句型进行练习：

What day is it today / tomorrow? What day was it yesterday？ What the date today / tomorrow? What was the date yesterday? When is your birthday? When is your father’s birthday / your mother’s birthday / your friend’s birthday?

让学生统计本组的，生日，看看那一个月份过生日的最多。

Step 4 Consolidation

编一段小短文，假定我们班一月份有五个同学过生日，说出这五个同学的生日，我们准备给他们集体过生日，要开一个生日Party, 定一个日期。并向全班宣布时间、地点。

Step 5 Exercises in class

Filling in the blanks: (keys in the following brackets)

1. New Year is on January, _________(the first)

2 .May the first is _________(Labor Day)

3. We love our teachers, we say Happy Teachers day on _________ (September, the tenth)

4. Flowers come out in________(spring)

5. Our second school - term lasts from ____ to ____. (February to July).

6. June the first is _________. (Children’s Day).

7. ______ is our National Day. (October, the first)

8.We can make a snow man in _________(winter)

9. September is the _________ month of year. (ninth)

10. ________, the twenty - fifth is Christmas Day. (December).

Homework

1. Recite the numbers, seasons and months.

2. Make five English sentences according to this lesson.

3. Do workbook.

The design of the blackboard

Lesson 42

教学目标

学会描述四季天气，信的基本写法。

教学用具

投影仪、录音机以及用过的外国的信封、信纸等。

教学步骤

Step 1 Revision

1. Duty Report: 让值日生报告，包括以下问题： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday?等，并问学生What’s the weather like today? 老师可自己回答 It’s fine / cold.

2. Review the names of 12 months and four seasons.

Step 2 Presentation

1．通过叙述四季教新单词。如能配合媒体效果会更好。老师可看着媒体描述四季，让学生们注意听。

Spring is the first season of the year. The weather is very warm. 教warm, weather. I like spring best. Everything begins to turn green. Flowers come out. We can wear beautiful clothes, again. 教 come out. Summer is the warmest season of the year. It often rains, sometimes quite heavily, in the South. 教 heavily. The crops grow very quickly. 教 crop. Autumn is the busy season of the year. We often help them with their harvest. We really enjoy working on the farm. Because I like working better than having classes in the classroom. 教really. Winter is the coldest of the year. Old people don’t like it, but children like it. Because it sometime snows, sometimes very heavily. 教snow. Children can make a snowman. 教snowman.

引导学生讨论re-reading questions。先找一两个较好的同学说一说，再找几个小组的学生代表在全班展示。

2．观察信的格式

信纸的右上角写什么，称呼用什么标点，落款写什么。

阅读P.12, P.69和P.153三封信。让学生总结写信应有些什么套话。

老师可总结一封信的格式, 用你自己学校的地址。

观察SB P132 信封的写法。也可给让学生看一个真正的用过的信封、信纸。

让学生听录音，并跟读。

Step 3 Practise

1）让学生快速阅读这封信，Say something about the weather in spring, summer, autumn and winter in Hangzhou.

2）Say something about the four seasons in Beijing. 可以小组讨论后，代表发言，也可个人发言。

1. There are four seasons in Beijing.

2. It’s windy in spring. It’s warm in autumn.

It’s hot in summer. It’s cold in winter.

3. People like to have a picnic in spring.

They like to swim in summer.

They like to go outing in autumn.

They like to go skiing in winter.

Addition: How many kinds of sports do you know?

eg. running, skating, playing basketball, playing football, playing volleyball, the high jump, the long jump, relay race.

3）做Workbook

Step 4 Exercises in class

T: Let the students close their English books and fill in the missing words according to the letter. Then check the answers.

___1__Helen ,I___2___you are well. Thank you___3__your last letter. You__4___me about the weather here in China. There__5__four seasons in a year___6__spring,__7__, autumn and winter.

I think spring is the___8__season of the year. The weather___9___warmer, and the days___10__longer.___11__the fields everything begins to___12__. Trees__13__green, and flowers start to come__14__.

Summer__15___after spring. It is the__16__season. It often reins .sometimes quite__17___ The crops grow very quickly. Many people love this__18__of year, __19__it is good for___20__. I often go___21__, sometimes in a___22_near my home, and sometimes in a___23__. I enjoy it very___24__.

___25__is a busy season. The days get___26___and the nights get__27__. It is the harvest time, and all farmers are___28__.Often, we help them___29_the harvest.__30__month we helped them with the rice harvest. We really enjoyed__31__on the farm.

The coldest season of the year is winter. Some people___32___like winter, __33_I like it. Sometimes it snows, and the land is___34__white. Then we can play in the mow. I like to___35___snowmen.

How many seasons are__36___in your country? I___37__it is cold all the year __38__.There are not four seasons,__39__there?

_____40___

Wang Wei.

Keys: 1. Dear 2. hope 3. for 4. asked 5. are

6.here 7.summer 8.best 9.gets 10. get

11. In 12.grow 13.turn 14.out es

16.waimest 17.heavily 18. time 19.because 20.sports

21.swimming 22.lake 23.river 24.much 25.Autumn

26. shorter 27. longer 28. busy 29. with 30. Last

31.woiking 32.don’t 33.but 34.all 35.make

36.there 37.hear 38.round 39.are 40.Yours

Step 5 Homework

1. Read the letter fluently.

2. Make sentences with the useful expressions.

3. Try to write a short English letter.

假如Helen 给你也写了一封信，让你谈谈你家乡的四季，请你回一封信。

The design of the blackboard

Lesson 43-L44 教学设计方案

(一课时或两课时)

教学目标

掌握语音；谈谈自己对四季的看法，说说自己最喜欢那个季节，并说明理由。

教学用具

录影机、媒体设备。

教学步骤

Step 1 Revision

四季和12个月份。

Step 2 Presentation

老师朗读这些句子，朗读两遍，重读动词及反意部分。

It’s fine today, isn’t it? Yes, it is.

You’re from Japan, aren’t you? Yes, I am.

They are waiting, aren’t they? No, they aren’t.

He’s a middle school student, isn’t he? Yes, he is.

She is at home now, isn’t she? No, she isn’t. She is at school.

It was Sunday yesterday, wasn’t it? Yes, it was.

Jim knows the way Australians speak, doesn’t he? Yes, he is.

Han Meimei knows Jim a lot, doesn’t she?

They were watching TV yesterday evening, weren’t they? Yes, they were.

You like spring best, don’t you? No, I don’t. I like summer.

将这些句子用投影仪打出，让学生观察，并总结反意问句的构成，以及它的回答方式。

Step 3 Drill

然后可采用老师说主句部分，由学生练习缩略部分的方式练习。练熟后由学生说主句部分，老师说从句部分，直至练熟。也可在黑板上出一部分句子，写出主句部分，让学生写反意部分。目前只让学生练习前肯定后否定的反意问句，回答部分不必多花时间。

听录音，并跟读。

Step 4 Practise pair work

联系Part 2 可让学生自由发挥， 如两人谈谈北京的四季，和你家乡的季节，但主要练习反意问句及其回答。

教单词：true near nearly like unlike opposite

Step 5 Listen and repeat

Open your books and do Exercise One, Lesson 44

Pay attention to these pronunciations.

Read the words again.

T: Now let’s do Exercise Two. Listen to the tape and choose the correct answers on Page 134.

Then check the answers together.

Step 6 Consolidation

1．看图并谈谈北京的四季。一个学生可重点谈一个季节。练习Lesson 43 Part3.

2．让学生编一个对话，谈谈自己所喜爱的季节。引出一个十分有用的句型：That’s true.

仿照Lesson 44 Part3.

A: Which season do you like best, spring, summer, autumn or winter?

B: That’s an easy question. I think I like spring best.

A: Why?

B: Well, I like travelling. You can do a lot of sightseeing in spring. What about you?

A: Can you guess?

B: You like winter, don’t you?

A: Yes. How did you guess?

B: Because you like skiing.

A: That’s true, but I like summer better than winter.

B: Why?

A: Because I can have a long holiday in Summer then.

3．Listen Lesson 44 Part 4 Read.

把你听到的填写在下列表格中，对比中国，美国和澳大利亚。

Spring Weather Summer Weather Autumn Weather Winter Weather

China Mar- May Warm

England

Amer-ica Mar- May

Austra-lia

Keys

Spring Weather Summer Weather Autumn Weather Winter Weather

China Mar- May warmshort June-August hot Aug.-Nov. quite warm Dec.-Feb. very cold

England Mar.-- May longer than in China and USA Not too hot or too cold

Amer-ica Mar- May A nearly the same as China.

Austra-lia Dec.-Feb. The seasons are opposite of China. June-Aug.

Ask the students to look at the two pictures in students Book and describe the pictures in their own words.

Let them talk about the weather in China, in England, in the U. S. A. and in Australia.

4. Go over Checkpoint 11

A: Grammar

1. disjunctive questions 2. the prepositions: in, on and at

B: Useful expressions

1. turn green/yellow/… 2. this year/month/… 3. the next year/month/…

4. be different from 5. What is the date today? 6. What’s the weather like?

Step 7 Exercises in class

Listening practice.

Listen to a story and try to answer the following questions.

Everybody talks about weather. “Isn’t it a nice day?” “Do you think it will rain?” I think it s going to snow. These are common ways of starting a conversation in England.

Many people think that they can tell what the weather is going to be like. But they hardly ever agree with each other. One man may say, “Do you see it is cloudy in the east? It’s going to rain tomorrow.” Another man will say, “Yes, it’s cloudy in the east. We’re going to have fine weather tomorrow.”

People often look for the weather they want. When farmer needs water, he looks for something to tell himself that it's going to rain. When people play in a park on a rainy day, they are sure that the weather is going to be fine soon. They even sit eating their lunch while it rains.

Most people listen to what the weatherman says on the radio. But he doesn’t always tell them what they want to hear. Sometimes he makes a mistake, but he is still right more often than anyone else.

Questions.

1. How do English people start a conversation?

2. Do many of them think they can tell what the weather is going to be like?

3. Why do they hardly agree with each other?

4. What kind of weather do people think it’s going to be if they go out to play in a park in the rain?

5. Who is right more often about the weather?

Keys:

1. They usually talk about the weather.

2.Yes, they do.

3. Because each of them is so sure of himself that only he knows about the weather.

4. They think it s going to be fine.

5. The weatherman is.

Step 8 Homework

1. Make up a new dialogue according to Exercise Three.

2. Write about the weather of four seasons in China.

3. Read the text fluently and try to recite it.

4. Review Checkpoint 11 and the whole unit.

5. Go over disjunctive questions.

Blackboard Handwriting

八年级英语上册课件 篇8

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9

第三单元教学要点   教学要点： 一、本单元是一个说明文单元，《中国石拱桥》和《苏州园林》，《故宫博物院》是比较规范的说明文，其余则有一定的说明文性的小品。 二、本单元教学，要学生了解什么是说明文。 三、学习本单元，要理清说明文的顺序，了解常用的说明方法。 四、学习本单元后，要学生学习写作说明文。 教学时间：23课时  11 中国石拱桥  教学目的： 1．引导学生抓住中国石拱桥的特点。 2．列出文章结构，领会文章的内容。 3．激发学生热爱社会主义制度。 教学重难点： 1．重点：抓住中国石拱桥的特点，理清文章结构。 2．难点：课后思考练习题三，以形象的语言介绍一种事物。 学法指导：引导自读合作探究 教具准备： 小黑板 课时安排：3课时 教学过程： 第一 课 时 一．导入新课：  我们常常用桥梁来比喻友谊，因为是友谊就像桥一样把两个人连了起来。可见桥是在没有路的地方搭起来的路。根据史料和考察，在原始社会，我国就有了独木桥和数根圆木排拼而成的木梁桥。河北赵县的赵州桥是世界上第一座采用弓形拱的敞肩拱桥，欧洲在赵州桥建成七百年后才采用弓形拱的。我们的祖先的聪明才智值得我们每一位同学学习。 二．简介作者  茅以升是我国著名的桥梁专家、教育家、社会活动有。他主持设计的钱塘江大桥，是我国第一座由中国人自己设计的铁路公路两用桥；他还参加了新中国第一座现代化的大桥――武汉长江大桥的建造。本文最早以表于是1962年3月4 日《人民日报》，文笔通俗易懂，为读者介绍了中国石拱桥的特点，历史上的辉煌成就，及新中国成立后的发展，赞扬了我国劳动人民的聪明才智和社会主义制度的优越。 三．检查预习 1． 查字典，给加点的字注音。  弧形 拱桥 陡坡 匀称 惟妙惟肖  2． 读了本文，你了解中国石拱桥的特点以及赵州桥和卢沟桥的不同之处？ 四． 初读课文，看看作者写出了石拱桥的什么特点。  1． 提示：请同学们找出哪些段落是写赵州桥的，哪些段落是写卢光沟桥的？联系课后思考练习题一，填空。  2． 学生读，填空，教师巡视指导。  3． 总结：  名称 位置 修建年月 结构特征  赵州桥 横跨在河上 修建于公元6左右。 1全桥只有一个大拱，长达37。4米。 2大拱的两肩上，各有两面三刀个小拱。3大拱由28道拱圈拼成。4全桥结构均匀。  卢沟桥 位于永定河上 修建于公元1189到1192年间 由11个半圆形石拱组成，每个石拱长度不一，自16米到21。6米，桥宽约8米，路面平坦，几乎与河面平行。每两个石拱之间有石砌桥墩，把11个石拱联成一个整体，是一座联拱石桥。  中国石拱桥的特点是形式优美，结构坚固，历史悠久。 第 二 课 时 一． 复习上节课学过的内容 1． 听写 2． 说说中国石拱桥的特点。 二． 细读全文，理解作者是怎样说明石拱桥的特点的。  1． 为了说明中国石拱桥的特点，作者举了两个例子，一个赵州桥，一个卢沟桥，这种说明方法叫做――举例子。  2． 在写赵州桥和卢沟桥时，作者列举了许多精确的数字，这种用数字来说明事物的方法叫做――列数字。  3． 为了让人们更清楚的认识中国石拱桥的特点，作者的语言很具有逻辑性，例如课文第五自然段，在写赵州桥时，先介绍了桥的长度、宽度、设计施工的精巧。再分四点用数字分别说明。层次性很强。  4． 作者在介绍两座桥时，既抓住了它们之间的共同点，又注意到了它们之间的不同点，请同学们找出来。（共同点是都介绍了地点，修建年代，及它们的结构特点。不同点是在介绍赵州桥时顺便说明了桥的设计者，介绍卢沟桥时作马可波罗的话来赞扬其高度的技术成就和艺术价值，还介绍了卢沟桥的的特殊历史价值。这不但使行文有所变化，而且增强了文章的可读性。） 三． 引导学生学习课文的最后两段。  1． 第九段写什么，怎样写？（文章又分三点解释了到得如此辉煌的建筑成就的原因。先写……再写……最后写……）  2． 最后一段写什么，怎样写？（介绍了解放后我国石拱桥的修建情况，列举了我国修建的世界最长的独拱石桥――“长虹大桥”、我国劳动人民独创的钢筋混凝土拱桥――（双曲拱桥等，说明了我国桥梁事业取得的巨大成绩。 四． 引导学生体会说明文行文简洁、用词准确的语言特点。（联系课后思考练习题二） 五． 联系课后思考练习题三，引导学生用打比方的方法，把要说明的事理解释清楚。（我们常说用白纸写黑字，黑板其实就是一张黑色的纸，用白色的笔来写。我们把一张黑色的纸放大，再挂起来，就是一张黑板。）  第 三 课 时 一、完成课后习题。 二、拓展延伸:形象的语言介绍一种事物 板书设计： 中国石拱桥 概括说明 一般：形式优美，结构坚固 中国：历史悠久，形式多样 具体说明（举例） 赵州桥：现存最古老 独拱---37.4米（当时最长） 设计科学，施工巧妙 卢沟桥：联拱---265米 石狮千态万状，惟妙惟肖 具有纪念意义 教学后记：学生对中国石拱桥的构造等的认识把握得较好，对文中的说明方法也掌握得不错； 但对说明文的多种顺序出现在同一篇文章中的形式认识有难度。    12 桥 之 美  教学目的： 流利、有感情地朗读课文，理解作者喜爱桥的原因。 品味本文优美而又富有意蕴的语言。 学习从某一角度欣赏艺术作品的方法。 教学重点难点 品味本文优美而又富有意蕴的语言。 课时安排 3课时。 课前准备 布置学生预习课文，会写生字、准确注音，排除字词障碍。 课前学生借助网络或图书，查阅一些有关的图片资料，或依据课文内容绘制几幅 图画。(体现桥与周围环境的和谐统一)准备录音带、录音机、微机或投影仪。 教学步骤  第 一 课 时 导人新课。  马致远的“小桥流水人家”让人联想到家的温馨；徐志摩的《再别康桥》使人产生无限的惆怅……在诗人的眼中“桥”是人性化的，是情感的载体；在画家的眼中，桥则别有一番 韵味。今天就让我们跟随当代画家吴冠中去感受“桥之美”。(板书课题，“美”字写大，突出一下) 教师配乐范读课文。 (要求：注意语气、语速、语调及重音的把握) 学生自由朗读课文，思考以下问题： (多媒体或投影显示问题组) 问题．a．在作者的眼中桥美在何处?  b．为了说明桥之美作者主要举了哪些例子?  c．联系课文说说怎样欣赏一幅画? 四人小组讨论明确：  a．并不着眼于桥自身的结构美，而是缘于桥在不同环境中的多种多样的形式作用。  b．举了四个例子：乌镇苇丛上的石桥；江南乡间细柳下的石桥；水天间的长桥――颐和园的仿卢沟桥、苏州的宝带桥；形式独特的广西、云南、贵州山区的风雨桥。  c．画面的构成是否有块、线、面的搭配；画中的形象是否都能和周围的景物既形成对照又不失和谐。 ■研读与赏析  (过渡)通过阅读文章，我们不难看出作为画家，作者看桥淡化其结构、种类、功用，更重其美学价值。那么你能用优美的语言描绘文中你最欣赏的一幅画面吗7 重点研读第④小节。  (出示学生绘制的四幅图画) 四人小组讨论：  a．说说四幅图中你最喜欢哪一幅，用生动的语言描绘画面并说说为什么喜欢?  b．请有绘画天赋的同学点评。  c．我们应从哪些角度欣赏一幅艺术作品? 明确：  a．◆厚厚实实的平面铺开的苇丛使空间显得狭窄拥挤，令人产生憋闷感；间或出现的石桥轮廓简单鲜明，能使空间陡然显得疏朗开阔，令人觉得神清气爽。  ◆细弱的`柳枝拂着桥身厚重坚硬的石块，这里有形体上的强弱、轻重、动静之分，有颜色上的对比，还有变(柳枝年年发新芽)与不变(桥能历久不变)之别，种种不同，归结起来，其实是阳刚与阴柔这两种美的类型的不同，因桥的轮廓精心设计而和谐统一。  ◆长桥一般建筑在比较宽阔的水面上，打破了背景的单调感。桥是人们劳动的成果，出现在苍茫水面上的长桥，是人类创造力的体现。整个环境似乎有了灵气和生命。  ◆桥面上盖有廊和亭的桥，给人安闲、自在的感觉，这种感觉恰好与险峻的山峰、桥下的急流给人的感觉形成对照。  b．点评语言、欣赏的角度。  c．从色彩的搭配、画面构成(块、线、面)、景物的选择(强弱、明暗、动静等)是否对立统一……角度来判断。 美句赏析。  (过渡)吴冠中以他画家的真知灼见，不但告知了我们如何用“美学”的眼光来重新审视事物，而且他还用蕴涵丰富的语言引起我们强烈的感情上的共鸣。  a．找出意蕴丰富的语句，体味句子的情昧。  b．先四人小组讨论，再让小组派代表发言。 重点赏析以下语句： ◆茅盾故乡乌镇的小河两岸都是密密的芦苇，真是密不透风，每当其间显现一座石桥时，仿佛发闷的苇丛做了一次深呼吸，透了一口舒畅的气。 ◆早春天气，江南乡间石桥头细柳飘丝，那纤细的游丝拂着桥身坚硬的石块，即使碰不见晓风残月，也令画家销魂! ◆无论是木桥还是石桥，其身段的纵横与桥下的水波协同谱成形与色的乐曲。． ◆田野无声，画家们爱于无声处静听桥之歌唱，他们寻桥，仿佛孩子们寻找热闹。 (过渡)我们从《桥之美》中，体会到了桥的美感，真是赏心悦目。同是写桥的文章，《中国石拱桥》与之有什么不同之处呢? 课堂小结  同学们，今天我们在画家吴冠中的带领下，一起领略了桥的风采，生活中有多少美不胜收的景致，或纤弱或雄壮或含蓄……让我们练就一双慧眼去发现、去鉴赏这大干世界吧!  第 二 课 时 一、完成课后习题。 二、拓展延伸 比较本文与《中国石拱桥》在内容和写法上有何不同? 明确：本文是一篇带有说明性质的小品文。它的说明性体现在文中先点明在画家眼里桥美在何处，随后举了一些具体的例子。但是与《中国石拱桥》这种较为规范的说明文不同的是，在举例时，作者并不是用科学、平实的语言向读者解说，而是或描写景物，或抒发感情，文字极富表现力和感染力。 板书设

八年级英语上册课件 篇10

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。

英语写作课件集合

对于新入职的老师而言，教案课件还是很重要的，因此教案课件不是随便写写就可以的。 教学过程中应该在教案课件中促进学生的学习，教案教案会包含哪些部分？今天我们给大家整理的是一篇关于“英语写作课件”的文章，欢迎学习希望能有用于您！

英语写作课件(篇1)

高考英语有哪些必背的万能句子

1. 关于……人们有不同的观点。一些人认为……

There are different opinions among people as to ____ .Some people suggest that ____.

2. 俗话说(常言道)……，它是我们前辈的经历，但是，即使在今天，它在许多场合仍然适用。

There is an old saying______. It"s the experience of our forefathers，however，it is correct in many cases even today.

3. 现在，……，它们给我们的日常生活带来了许多危害。首先，……;其次，……。更为糟糕的是……。

Today, ____, which have brought a lot of harms in our daily life. First, ____ Second,____. What makes things worse is that______.

4. 现在，……很普遍，许多人喜欢……，因为……，另外(而且)……。

Nowadays，it is common to ______. Many people like ______ because ______. Besides，______.

5. 任何事物都是有两面性，……也不例外。它既有有利的一面，也有不利的一面。

Everything has two sides and ______ is not an exception，it has both advantages and disadvantages.

6. 关于……人们的观点各不相同，一些人认为(说)……，在他们看来，……

People's opinions about ______ vary from person to person. Some people say that ______.To them,_____.

7. 人类正面临着一个严重的问题……，这个问题变得越来越严重。

Man is now facing a big problem ______ which is becoming more and more serious.

8. ……已成为人的关注的热门话题，特别是在年青人当中，将引发激烈的辩论。

______ has become a hot topic among people，especially among the young and heated debates are right on their way.

9. ……在我们的日常生活中起着越来越重要的作用，它给我们带来了许多好处，但同时也引发一些严重的问题。

______ has been playing an increasingly important role in our day-to-day life.it has brought us a lot of benefits but has created some serious problems as well.

10. 根据图表/数字/统计数字/表格中的百分比/图表/条形图/成形图可以看出……。很显然……，但是为什么呢?

According to the figure/number/statistics/percentages in the /chart/bar graph/line/graph，it can be seen that______ while. Obviously，______，but why?

高考英语万能写作模板

一、英语书信的常见写作模板：

开头部分：

How nice to hear from you again.

Let me tell you something about the activity.

I’m glad to have received your letter of Apr. 9th.

I’m pleased to hear that you’re coming to China for a visit.

I’m writing to thank you for your help during my stay in America.

结尾部分：

With best wishes.

I’m looking forward to your reply.

I’d appreciate it if you could reply earlier.

二、口头通知常见写作模板：

呼语及开场白部分：

Ladies and gentlemen, May I have your attention, please? I have an announcement to make.

正文部分：

All the teachers and students are required to attend it.

Please take your notebooks and make notes.

Please listen carefully and we’ll have a discussion in groups.

Please come on time and don’t be late.

结束语部分：

Please come and join in it.

Everybody is welcome to attend it.

I hope you’ll have a nice time here.

That’s all. Thank you.

三、议论文模板

1.正反观点式议论文模板

导入：

第1段：Recently we’ve had a discussion about whether we should... (导入话题)

Our opinions are divided on this topic.(观点有分歧)

正文：

第2段：Most of the students are in favour of it.(正方观点)

Here are the reasons. First... Second... Finally...(列出2~3个赞成的理由)

第3段：However, the others are strongly against it. (反方观点)

Their reasons are as follows. In the first place... What’s more... In addition...(列出2~3个反对的理由)

结论：

第4段：Personally speaking, the advantages overweigh the disadvantages, for it will do us more harm than good, so I support it.(个人观点) オ

2.“A或者B”类议论文模板：

导入：

第1段：Some people hold the opinion that A is superior to B in many ways. Others, however, argue that B is much better. Personally, I would prefer A because I think A has more advantages.

正文：

第2段：There are many reasons why I prefer A. The main reason is that ... Another reason is that...(赞同A的原因)

第3段: Of course, B also has advantages to some extent... (列出1~2个B的优势)

结论：

第4段: But if all these factors are considered, A is much better than B. From what has been discussed above, we may finally draw the conclusion that ...(得出结论) オ

3.观点论述类议论文模板：

导入：

第1段：提出一种现象或某个决定作为议论的话题

As a student, I am strongly in favour of the decision. (亮明自己的观点是赞成还是反对)

The reasons for this may be listed as follows. (过渡句，承上启下)

正文：

第2段：First of all... Secondly... Besides...(列出2~3个赞成或反对的理由)

结论：

第3段：In conclusion, I believe that... (照应第1段，构成"总—分—总"结构)

4."How to"类议论文模板：

导入：

第1段：提出一种现象或某种困难作为议论的话题

正文：

第2段：Many ways can help to solve this serious problem, but the following may be most effective. First of all... Another way to solve the problem is ... Finally...(列出2~3个解决此类问题的办法)

结论：

第3段：These are not the best but the only two/ three measures we can take. But it should be noted that we should take action to...(强调解决此类问题的根本方法)

提出最终建议的万能模板

1、It is high time that we put an end to the (trend).该是我们停止这一趋势的时候了。

"It is high time" 打头，为该句增色。注：that 后跟虚拟语气，后跟动词的一般过去式，表示“是某人做。。。的时候了”或者“是某人不做。。。的时候了”

2、It is time to take the advice of ... and to put special emphasis on the improvement of ...该是采纳……的建议，并对……的进展给予非常重视的时候了。

去掉一个"high"，画风完全不一样，不用过去式，只需用"to do"来替代。

3、There is no doubt that enough concern must be paid to the problem of ...毫无疑问，对……问题应予以足够的重视。

"there is no doubt that"+被动还是蛮经典的组合。

4、Obviously,.... If we want to do something... , it is essential that...显然，如果我们想做某事，我们需要……

这句有些老生常谈，稍微不“常”的就是"essential" 替代了"important"。

5、Only in this way can we... 只有这样,我们才能...

Only+倒装，经典万能句式，还能看出点水平呢。

6、It must be realized that... 我们必须意识到...

把人人都会的"I realized"升格为被动语态，省略了主语，监考老师绝对会眼前一亮的!

英语写作课件(篇2)

高一英语写作课课件

教学目标

Target language目标语言

a重点词汇和短语

explore, characteristics

b重点句子

Write a short article explaining three problems you might meet on the moon..

You may ask the following questions as well as work out some more.

2 Ability goals 能力目标

Enable the Ss to write an article about your idea or hopes for traveling in space.

3 Learning ability goals 学能目标

Help the Ss to learn how to write a passage.

Teaching important& difficult points教学重点和教学难点

Teach the Ss how to write an article about a space travel.

Teaching methods教学方法

Task-based learning

Discussion.

Teaching aids教具准备

a projector, a computer

Teaching procedures & ways教学过程与方式

Step I Writing

The purpose of this writing is for students to think about what kind of equipment they would need to be safe in space. It’s a good opportunity for a discussion about the pains and pleasures that might occur when traveling in space. After the discussion, they can write down the problems and the way to solve them.

T: If you are going off on a holiday, what will you take?

S1: I will take clothes, shoes, food and many other things.

T: But for space travel, you need specialized equipment. What equipment should you take? We have discussed them in last lesson. Who can answer this question?

S2: oxygen can, spacesuit, gravity boots, water system, special food., special ropes, space buggy, sunglasses and space camera.

T: We take so many things with us in order to avoid many dangers. What are the dangers? If you don’t know many enough, let’s watch the film “Apollo”. It’s a film about an American space mission that went wrong. After that, you should write down the dangers and the way to solve them.

(Watch the film.)

Sample article:

If I visited the moon, I might have three problems: how to breathe, how to eat and how to move around.

I would have to carry all my air with me if I went to the moon. This is because the moon has no air of its own. So I would need oxygen tanks placed on my back so I could breathe all the time. I would have to take all my food with me if I went to the moon. In the spaceship, there is no gravity so the food would float around. So, I would make sure that it is specially made as space

food and then I would be able to eat it easily.

I would find it difficult to move around on the moon as I would weigh one-sixth what I weigh on the earth. This means I would bounce like a balloon if I try to walk. I would have to learn to walk differently so that I don’t fall over.

If I follow this advice, I think I will have a good holiday on the moon.

Step II Writing Task

The purpose of this writing task is for the students to use the information they have gathered on astronomy and their questions to each other to write an interesting and lively newspaper article. T: Have you ever remembered Oct.16th, ?

S: Yes, of course..

T: What happened on that day?

S: China’s first manned spaceship landed safely that day.

T: It’s a great moment for China and the whole world. How many preparations have they made for this space travel?

S: Not exactly. But they must have made full preparations for this manned space flight.

T: Do you admire Yang Liwei?

S: He is our hero.

T: Do you want to be a great man like him?

S: Of course, I’m dreaming of that.

T: You’ll get the chance if you work hard.. China has other new plans. The scientists plan to put a lab into space manned by scientists for short periods. They aim to visit the moon to look for valuable resources there as well as to study its environment and geological structures. Do you want to be that lucky scientist? Suppose you are the scientist who visits the moon in the future, please tell us your plan. For example, you can think about these questions and write down your plan.

1.What preparations should you make?

2.What will you see during your space travel?

3.What will you do on the moon?

Show sample article:

Going into space

Carry out research on the moon

I’ll visit moon soon. As a scientist, I have always wanted to visit it by myself. But it’s not an easy thing. So I should make many preparations. First I’ll take enough exercise in order to be strong. Then I’ll take enough and necessary equipment with me. I will make notes of what I’ll see on the moon because we’ll put a lab on it. Through experiments in the lab, we’ll collect valuable resources and study its environment and geological structures. We’ll also want to find out if it’s a good place for humans to live in in the future. I believe I’ll get what I want to get from the moon. (Teacher can supply other information for students. Show the following on the screen:)

China’s manned space programme has four goals:

1.to develop basic manned space flight technology;

2. to observe the earth and undertake experiments in space;

3. to help design space vehicles;

4. to accumulate experience for a large space station

T: Suppose you are part of this future programme, talk about what you’ll do, what you’ll see

and what you’ll get.

Step III Project

Ask students to collect as much information as they can about the nine planets in our solar system. Choose one planet that they would like to explore. Then write a research report. The report should include the four requirements on Page68.

1.One possible project:

Topic: Mars

The planet I have chosen is Mars because it’s the closest to the earth and it’ll be one of the first planets for us to explore. It’s named after the Roman god of war because from the earth it looks red in the sky.

Information

Position: 4th planet in our solar system

Distance from our sun: 228 million kms

Diameter: half the size of the Earth

Mass: one tenth the size of Earth

Gravity: one third of that of Earth

Surface size: same as dry land of Earth

Length of day: half an hour longer than Earth day

Time to circle the sun: two Earth years

Satellites: two

Air: 95% carbon dioxide 2% argon, 3% nitrogen, very little oxygen

Findings from space trips

The most important trips to Mars have been made by the US and USSR. They have both sent many spaceships but no people to visit Mars. They have discovered:

---there are two seasons on Mars: a warm, dusty, southern summer and cold, dusty-free northern winter.

---no life can live on Mars now, as the air doesn’t have enough oxygen

---there are some evidence of early life when there was water on Mars three million years ago ---changes in the color of Mars are produced by dust storms on Mars

---it has a north and a south pole made of frozen carbon dioxide gas

What I would like to find out

1.whether there is life under the surface of Mars

2.whether it would be possible for people to live on Mars

3.whether there is oil or jewels or rocks that would be useful for people on Earth

2.Another project:

Topic: Jupiter

Jupiter is the fifth planet from the Sun and is the largest one in the solar system. If Jupiter were hollow, more than one thousand Earths could fit inside. It also contains more matter than all of the other planets combined. It has a mass of 1.9 x 1027 kg and is 142,800 kilometers (88,736 miles) across the equator. Jupiter possesses 28 known satellites, four of which - Callisto, Europa, Ganymede and Io - were observed by as long ago as 1610. Another 12 satellites have been recently discovered and given provisional designators until they are officially confirmed and named.

Information

1.There is a ring system, but it is very faint and is totally invisible from the Earth. (The rings were discovered in 1979 by Voyager 1.)

2.The atmosphere is very deep, perhaps comprising the whole planet, and is somewhat like the Sun. It is composed mainly of hydrogen and helium, with small amounts of methane, ammonia, water vapor and other compounds.

3. At great depths within Jupiter, the pressure is so great that the hydrogen atoms are broken up and the electrons are freed so that the resulting atoms consist of bare protons. This produces a state in which the hydrogen becomes metallic.

4. Colorful latitudinal bands, atmospheric clouds and storms illustrate Jupiter's dynamic weather systems. The cloud patterns change within hours or days. The is a complex storm moving in a counter-clockwise direction.

5. emissions, similar to Earth's , were observed in the polar regions of Jupiter.

What I would like to find out

1.whether there is life under the surface of Jupiter

2.whether it would be possible for people to live on Jupiter

3.whether there is oil or jewels or rocks that would be useful for people on Earth

Step V Homework

Sum up the whole unit.

Collect the materials about stars, space travel and different ideas about the beginning of life..

英语写作课件(篇3)

一，英语标点符号与汉语标点符号的区别

英语里面的句号是实心点.汉语里面的句号是空心点。英语里的省略号是三点…汉语里的省略号是六个点……

英语里不使用顿号，而使用逗号汉语里要使用顿号英语中书名号用引号汉语使用书名号

英语中有连字符，在一行句末写不下时，可根据规则进行分割

二，选词

选用易懂常用的词，如写某人的职业时，尽量不用worker，而用farmer，doctor，teacher，cleaner等具体的词，如描述某个人时，尽量不用good，而用friendly，kind，smart，clever，warm-hearted等。

选规范贴切的词，如read，see，watch，look at来表示看，但具体搭配如：Let’s go to see the movies

Look at the blackboard please

don’t read in the sun

How many children like watching TV?

三，用词不当例析

我可以借用一下你的电话么？

错误may I borrow your telephone？

正确may I use your telephone？

Borrow的意思是从别人那里借入某物并保证还给别人，借出之物由借物人带走，用一段时间再归还。

这些杂志能借多久？

错误How long may these magazines be borrowed？正确How long may these magazines be kept？

Borrow是非延续性动词，不能与表示延续性的时间状语how long用在一个句子中，原句中的借多久实际上是借回去能保留多久

我请他帮我的忙

错误I pleased him to help me

正确I asked him to help me

Please是一种礼貌用语，他的后面不能接宾语加动词不定式的复合结构，这句话中的请的真实含义是请求，要求，请求某人做某事，英语当中通常用ask sb. to do sth.表达

四，句型

There be+主语有…

There are many trees on the hill.

五，谚语记忆

Actions speak louder than words.事实胜于雄辩

A good medicine tastes bitter.良药苦口，忠言逆耳

英语写作课件(篇4)

第三篇是让学生获取新句型: There are some …in/under.

第四篇是reading1听后让学生回答问题：Where is my market?

【设计意图：让学生听读与课本内容相关的短文，大信息量输入，丰富学生的语言，在语境中体会、理解新知。培养学生自主听读的能力及语感。通过听后反馈信息，在交流中进一步学习拓展句型。】

四. Cooperation and making dialogues 8分支架如下：

A: What can you see? B: I can see a … A: Where is the … B: It’s in/under the … A: What colour is it? B: It’s …两人一组练习展示。

【设计意图:此环节是对学生听读情境对话的反馈和运用，同时也是在语言输入的基础上为学生提供语言输出的机会，在老师的示范和引导下进行对话，培养学生灵活运用语言的能力。既能落实课标的要求，又能实现语言的迁移运用。】

五. Summary What did you learn?

【设计意图:总结本课学习的内容，使学生产生成就感，激发学习英语的兴趣。】

六. Homework

和同学们用自己的学习用具练习今天所学的句型。

【设计意图:复习巩固本课所学内容。】板书设计：

Unit 4 Where is my car?

desk in Where is …? under It’s in\under …

英语写作课件(篇5)

1.there be

There is a tall tree in front of our teaching building.

There are some students playing football on the playground.

2. think/find it + adj for sb to do sth

(1).I find it necessary to take down notes while listening.

(2).I feel it important to have some working experience.

(3).I found it impossible for me to work out all the problems in such a short time.

3. not…until

(1).I didn’t know the truth until she told me what happened.

(2).Yesterday I didn’t go to sleep until midnight.

4. Some…others

(1).Everyone is busy in classroom. Some are reading, others are writing.

(2).There are many foreign students in our class. Some of them are from Europe, others come from America.

5. not only…but also

(1).In just three years, she had not only finished all the lessons, but also received her doctor’s degree.

(2).Forests can not only fresh the air but also reduce noises.

6. such…that / so…that

(1).He is such a good student that everyone likes him.

(2).We were so deeply moved that we could not fall asleep that night.

7.too…to…

(1).They were too angry to say a word that day.

(2).He is too young to go to school.

8. in order to

(1).He worked very hard in order to realize his dream.

(2).In order to get there on time,we set off early in the morning.

9.be about to do sth when…/be doing sth when…

(1).I was about to go out when the telephone rang.

(2).I was walking in the street when I heard a lady cry “Help,help”.

10.used to

(1).He used to live in Shanghai.

(2).There used to be a tree in front of my house.

11.see/hear/watch/find sb do sth/doing sth

(1).I heard someone laughing.

(2).I saw him put the key in the lock,turn it and open the door.

12. have some difficulty in doing sth/with sth

Do you have any difficulty in understanding spoken English?

13.be busy doing sth/with sth

He was busy getting ready for his journey.

练习一：根据上下文关系用连接词把下列各句连接起来，组成一个单句、并列句或复合句。

1.a) Go to see the doctor at once.

b) Your cold may get worse.

Go to see the doctor at once, or your cold may get worse.

2. a) Alice was the first to complete her paper.

b) Alice made quite a few mistakes in her paper.

Alice was the first to complete her paper, but she made quite a few mistakes in it.

3. a) We were about to start off last night.

b) The phone in the living room began to ring.

We were about to start off last night when the phone in the living room began to ring.

4. a) Unfortunately, John’s car broke down on the way home.

b) John had to stop a car for a lift.

Unfortunately, John’s car broke down on the way home, so he had to stop a car for a lift.

5). a) He has made great progress in his studies.

b) All the teachers praise him.

He has made such great progress in his studies that all the teachers praise him.

6. a) Some people waste food.

b) Other people haven’t enough food.

Some people waste food, while others haven’t enough food.

7. a) It’s too late to go to the cinema now.

b) I have an important meeting to attend after lunch.

It’s too late to go the cinema now. Besides, I have an important meeting to attend after lunch.

8. a) Your aunt has no other thought but what is best for you.

b) I have no other thought, either.

Neither your aunt nor I have any other thought but what is best for you.

练习二：1、用but,then,instead,the next moment,when填空：

The accident happened at 7:15 on the morning of February 8, . I was walking along Park Road towards the east when an elderly man came out of the park on the opposite side of the street. Then I saw a yellow car drive up Third Street and make a sudden right turn into Park Road. The next moment the car hit the old man. He fell down with a cry. But the car didn’t stop to save the old man. Instead，it drove off at great speed.

2、用at last,then,so,up to now,that,when填空：

Don’t Lose Your Courage

Never shall I forget the first English lesson given by Miss Liu. On that day, when she entered the classroom, we found that she was a young and beautiful lady with a big smile on her face. Then she introduced herself saying that we should call her Miss Liu instead of Teacher Liu, a moment later, she let all of us go to the blackboard and say something about ourselves in English in turn. When it was my turn, I felt so shy and fearful that I didn’t dare to say a word before the class. She came up to me and said kindly, “Don’t be afraid. I believe you can do it. Come and have a try.” My face turned red when I heard that. At last, I went to the blackboard and was able to do it quite well. She praised for what I had done. Up to now, I can still remember her words in the first English lesson: “Practice makes perfect. Don’t lose your courage when you meet with difficulties. Try on and on until you succeed.”

英语写作课件(篇6)

Unit 12 Review and check

第三课时

一、教学内容：

Unit 12 A Listen and circle, B Listen and number .

二、教学目标：

1The Ss can understand what they have listened.

2The Ss can use the words correctly.

三、教学过程:

Step1Warm up.

1 Greeting.

T: May I come in?Ss : come in, please .

T: Good morning afternoon, boys and girls.

Ss: ……

3 Say a rhyme: Enjoy the day.

Step 2 Presentation.

1 Listen and circle.

1)教师准备一些事物图片，用句What this /that提问，学生用It’s a /an …回答。

2) Play a game .

游戏规则：教师把一件物品藏身后，请学生用句型Is this a/an …猜测物体，师用Yes, it is /No, it isn’t.It’s a /an …活动中，教师与学生互换角色。

3) Listen and circle.

2Listen and number

1)先以free talk的形式与学生进行交谈，重点放在第七单元至第十一单元所学的日常交际用语上。

2)Listen and number.

3)校正答案。

Step 3板书设计：

A: Is this a hot dog?B: Yes, it is.

A: Do you like…B: Yes, I do.

英语写作课件(篇7)

一、教学目标：

1． 能力目标：通过本次作文练习提高口语表达能力。

2． 知识目标：通过本次的写作提高学生的词汇量。

3． 情感目标：增强学生之间的了解，提升生生之间的友谊。

二、教学重难点：引导学生使用一些基本的简单的句型来介绍自己。

教学用具: 黑板、纸

三、教学过程：

1. 导入：今天班里来了一位新同学，你和他会展开怎样的对话呢

2. 课题呈现：

⑴今天我们就以introduce yourself为题来讨论一下这个话题。

(2)现在请你们讨论一下我们在对话过程中可能涉及到哪些话题呢？请同学来回答，师生共同总结可能遇到的话题

a. Where are you from？

b. Do you like the weather?

c. What’s your parents?

d. What fruit do you like?

（3）老师提示有可能遇到的词汇：China、America、

England、Singapore、sunny 、cloudy、snowy、rainy、doctor、nurse postman、teacher、watermelon、kiwifruit、apple banana、orange、friends等等

（4）请同学们和同桌就我们已经讨论并总结过的内容编一个小对话，要求把所有的内容都能够设计进去。

（5）请同学们表演自己的对话，在表演的过程中其他同学注意他们是否出现错误，是否有漏掉的信息点并且记下你不知道的词汇和句型。

3.评价最佳对话：在这里我们评出对话做的内容最丰富的，词汇量最佳的一组，你觉得你从这一组中能学到更多的词汇和句型对你的帮助最大。

4.习作练习。现在请你就你和你的同伴所编的小对话换一种形式写出来也就是Introduce yourself.将对话中所涉及的各种个人信息总结起来就是你自己的个人信息我们来试着写一下。

5.挑选个别同学的作文进行讲解，指出优点和缺点并且再次强调写作的方法和要求。

6.Homework:具体实践：

请你就今天你所学的到的相关信息写一篇作文Thisis me.80词左右。

提示：

①你的基本信息，姓名、年龄、等等

②你来自哪里

③你的父母是干什么的

④你喜欢吃什么水果等等。

四、课后小结

1. 有部分学生词汇量不够，造成了一定的写作困难。

2. 一些学生的中式思维句式，逻辑思维也比较乱。

3. 口语表达能力不够，无法用英语来较好的表达。

五、今后措施

1. 抓住作文的主题，要做到基本的句式正确，语句通顺。

2. 增加词汇量，基本句型的背诵。

六、教学反思：本课从学生的实际设计，要求学生能够用英语做简单的自我介绍，有一部分学生因为词汇量的干扰并不能很好的完成本节课的任务，但是大部分学生还是可以的，以后要注意培养学生的口语表达能力，注意词汇的记忆以及基本句型的掌握，从而提高学生能够的写作能力。

七、板书设计

英语写作课件(篇8)

课题：看图书面表达（Writing A Story）

教学目的：教会学生如何用英语描写一个过去的故事。

教学重点：引导学生先仔细观察所给图片，掌握故事的中心意思。然后 依次确定出描述每幅图所需的中心词，并由词成句，由句成文。最后对文章的篇章结构进行修改，实现用词准确，行文流畅。

教学辅助手段：电脑（或实物投影仪）

教学方法：讨论法

教学步骤：

一、展示 (Presentation)

1.通过计算机展示上次作为作业的看图书面表达材料。（帮助回 顾、加深印象）

2.将含有学生在作业中所犯典型错误的文章展示出来，作为改错进 行练习。

二、讨论 (Discussion)

1.学生两人一组，讨论文章的优缺点，并对错误之处进行修改。

2. 请找到错误的学生现场指出并改正错误之处，其他学生一起评判 对错：若改对了，教师可用鼠标单击文中的那处错误，原本隐含的修改部分便会显示出来；若没改对，可接着请其他学生帮忙。（在进行此步骤时，学生无须根据文章的先后逐行挑错，只要找到错误即可发言。）

3. 教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类（如：名词复数、动词时态、介词等），引起学生的重视。

三、展示 (Presentation)

通过计算机展示给学生一篇新的看图书面表达材料。要求学生仔细观察所给图片，掌握故事的中心意思。

四、讨论 (Discussion)

1.学生两人一组（必要时可变为四人一组，增强协作性），针对每幅图进行讨论，并确定描述每幅图的中心词。

2. 按图片的先后顺序，分别要求几组学生将他们的讨论结果告诉大家，由大家一起来讨论用词是否恰当及如何改正。同时，教师将这些词按图片顺序依次输入计算机，展示给大家（也可通过实物投影仪展示）。

五、练习 (Practice)

要求学生参考中心词，写出描述每幅图的一两个句子，输入计算机（若通过实物投影仪展示，可写在纸上）。

六、反馈 (Feedback)

1.通过计算机，选取两位学生所写的第一幅图的两组句子，展示给大家（也可通过实物投影仪展示）。和其他学生一起对句中的语法错误进行修改。

2. 重复此步骤，展示其它几幅图的句子。

3. 从每幅图的两组句子中各挑选一组，将这些刚改正的无语法错误的句子，通过计算机组合成文，重新展示给学生。

七、讨论 (Discussion)

要求学生先朗读全文（由于此时的文章是由各自独立的句子罗列而成，句子之间必然缺乏连贯性。学生只有通读全文，才会发现）。然后分组讨论如何对篇章结构进行修改，使文章更连贯。

八、反馈 (Feedback)

1.通过计算机，请学生先对他们认为不连贯的地方进行修改，教师引导其他学生进行讨论并给予必要的补充和修改，实现用词准确、行文流畅。

2.展示范文并指出范文中的精彩之处。

九、巩固 (Consolidation)

总结写此类看图书面表达的思路：掌握全文中心——确定每幅图的中心词——由词成句——由句成文——修改篇章结构。

十、作业 (Homework)

发给学生另一篇看图书面表达材料，要求学生根据本课所学思路独力完成。

Teaching Plan

I. Topic: Writing A story

II. Teaching Aim: According to the pictures of a story, teach the students how to write a story using the effective sentences.

III. Key Points: Teach the students how to get the key words of each picture and how to use effective sentences to complete a coherent composition.

IV. Teaching Aids: Computer

V. Teaching Method: Discussion

VI. Teaching Procedure:

Step 1.Presentation

Present the composition with the typical mistakes made by the students to the class.

Step 2.Discussion

1.Let the students work in pairs to discuss the composition and try to find out as many mistakes as they can.

2.Ask some students to correct the mistakes in public. At the same time, present the right ones to the whole class.

3.Classify the typical mistakes.

Step 3.Presentation

Present the pictures of a story to the class. Give the students two minutes to look through the pictures and try to get the main idea of the story.

Step 4.Discussion

1.Let the students work in groups of four to get the key words of each picture orally.

2. Ask several students to report their answers to the rest of the class. Present these key words to the whole class.

Step 5.Writing

According to the key words, ask the students to write down their own sentences about each picture.

Step 6.Feedback

1.Present two students’ sentences about Picture 1 to the class as models, and then correct their grammar mistakes with the whole class.

2.Present another two students’ sentences about Picture 2 to the class and correct the grammar mistakes too.

3.Repeat this step with the other pictures.

4.Choose either of the models from each picture to make up a passage. Present it to the class.

Step 7.Discussion Give the students a few minutes to discuss how to make these sentences more effective and how to make this passage more coherent.

Step 8.Feedback

rrect this passage with the whole class.

2.Present the model to the class.

3.Emphasize the way of writing this kind of composition.

Step 9. Assignment

Write another story as homework.

八年级上册英语课件范本6篇

老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据，好的教案课件是怎么写成的？我们听了一场关于“八年级上册英语课件”的演讲让我们思考了很多，经过阅读本页你的认识会更加全面！

八年级上册英语课件 篇1

一、教学目标：

1.语言知识目标：

1)学习掌握下列词汇：copy, return

2)进行一步复习巩固学习Section A部分所学的生词和词组。

3)对询问困难及提出的建议的句型，掌握其规则。

4)通过不同方式的练习，来熟练运用询问及提建议的表达方式。

2.情感态度价值观目标：

让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。

二、教学重难点言

1.教学重点：

1)复习巩固Section A部分所学的生词和词组，达到熟练运用的目标。

2)熟练掌握和运用询问困难和提建议的表达方式。

2.教学难点：

1) 总结询问问题和提出建议的句型，掌握规则。

2)练习运用所学的句型。

三、教学过程

Step 1 Warming- up and revision

1. Have a dictation of the new words learned in the last class.

make sth. clear (同义词) ___________

talk (同义词) _______________

not allow (同义词) ______________

worried (同义词) ______________

get along with (同义词) ____________

communicate (名词)_____________

old (比较级) _______________

2. Check the homework.

3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)

1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.

His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.

2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.

八年级上册英语课件 篇2

Section A1

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure

能掌握以下句型：

① ─What do you want to be when you grow up?

─I want to be a basketball player.

② ─How are you going to do that?

─I’m going to practice basketball every day.

③ Where are you going to work?

④ When are you going to start?

⑤ I’m not sure about that.

2) 能了解以下语法：

掌握一般将来时态的构成形式；

3) 用一般将来时态表达将要做的事情。

2. 情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1. 教学重点：

1) 学习一般将来时态的构成方式。

2) 学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。

2. 教学难点：

用一般将来时态表达自己未来的打算。

三、教学过程

Ⅰ. Lead-in

1. 介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式：

teacher, nurse, doctor, basketball player, runner, actor, actress…

2. 询问学生们想要从事的职业，从而引出句型：

─ What do you want to be when you grow up?

─ I want to be a basketball player.

3. 学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。

Ⅱ. Presentation

1. 播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：

computer programmer, cook, engineer, violinist, pianist, pilot, scientist,…

2. 让学生们看大屏幕来学习记忆这些生词。

3. Tell Ss to rank them [1-12]. 1 is most interesting, 12 is least interesting.

2. Try to remember the new words.

Ⅲ. Game

1. Show some pictures in the big screen.

2. Let Ss guess what he/she does.

3. Let Ss try their best to guess the job. See which group is the best.

Ⅳ. Listening

1. T: Tell Ss to read the words of jobs in the chart. Make sure they know the meaning of the words and sentences.

2. Play the recording for the Ss to listen and fill in the blanks.

3. Play the recording again. Check the answers with the Ss.

4. Play the recording again. Ss listen and match the jobs with activities.

5. Show the answers on the big screen.

Ⅴ. Pair work

1. Let Ss read the model with a partner.

2. Use the information in the chart of 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the chart.

Ⅵ. Listening

Work on 2a:

1. Let Ss look at the pictures below. Explain the activities in the pictures if necessary.

2. Play the recording for the Ss to listen and check (√) the correct boxes in the picture.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the chart below. Tell Ss that they’ll listen to Cheng Han’s plan for the future. They should answer the questions:

“What” means “What is Cheng Han want to be?”

“Where” means “where is Cheng Han going to work?”

“How” means “How is he going to do it? ”

“When” means “when is he going to start?”

2. Play the recording for the Ss to write the correct answers in the chart.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss to ask and answer about Cheng Han’s plans using the information in 2b.

2. Give a model to the Ss.

3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans.

4. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the two questions:

① What does Ken want to be? __________________________________

② How is he going to do that? __________________________________

③ What does Andy want to be? ____________________________________

2. Explain main points in the conversation.

The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介词by为“由……所著”之意。再如：a short story by Lu Xun (鲁迅的一部短篇小说)，the music by Mozart(莫扎特写的音乐)，paintings by Van Gogh(梵高的绘画)等。

Then you can be anything you want! 那么你就能当上你想做的人了。

此句的基本意思是you can be anything，不定代词anything指代未来所从事的某一职业，you want用来修饰anything。

3. Let Ss read the conversation after the teacher.

4. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Homework:

1. Recite the conversation in 2d after school.

2. 根据图片提示或自己的实际想法编写一个对话。

--What are you going to be when you grow up?

--I’m going to be a/an…

--How are you going to do that?

--I’m going to…

Section A2 (Grammar focus-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：college, education, medicine, university, London, article, send

2）进行下一步复习巩固学习Section A 部分所学的生词和词组。

3）总结一般将来时态的句子结构，并掌握其在不同句式中的句子结构。

4) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。

2. 情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。

2. 教学难点：

1) 掌握一般将来时态的句子结构，并掌握其在不同句式中的句子结构。

2) 能够熟练运用一般将来时态的句子来表达自己未来的打算和做法等情况。

三、教学过程

Ⅰ. Warming- up and revision

1. Have a dictation of the new words learned in the last class.

2. Game: Give some riddles on jobs to the Ss. Ss try to guess the job.

3. Ask and answer what they want to be and how they’re going to do that.

4. Role-play the conversation in 2d.

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

① 当你长大后，你想做什么？

What do you want ____ ___ When you _____ _____?

② 我想成为一名工程师。

I want to ______ ___ _________.

③ 你打算如何做？

How ______ you _____ to ____that?

④ 我打算努力地学习数学。

I’m _______ _____ ______ _____ really hard.

⑤ 想去哪里工作？

______ _______ you going to work?

⑥ 我打算搬往上海。

I’m ______ _____ ________ to Shanghai.

⑦你打算从什么时候开始？

When ______you _______ to _____?

⑧ 我打算完成中学和大学时开始。

I’m going to _____ _______I _____ high school and _________.

2. 学生们根据记忆，看大屏幕来完成填空练习。

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

Ⅲ. Try to Find

一、一般将来时态：

1. 表示即将发生的事或最近 ____________ 的动作。表示说话者的______________

例句：

我打算下个月去北京参观。

I’m going to visit Beijing next year.

她打算长大后，搬往上海。

She’s going to move to Shanghai when I grow up.

练一练：

① 玛丽要卖她的汽车。

Mary is going to sell her car.

② 今天早上我将不吃早餐。

Im not going to have breakfast this morning.

③ 你打算邀请约翰参加你的聚会吗？

Are you going to invite John to your party?

④ 你打算买什么？

What are you going to buy?

want to be的用法

Ⅳ. Practice

Work on 3a:

1. Tell Ss to read the sentences in 3a and match what these people want to do with what they are going to do.

2. 方法指导：指导：先读懂这些句子的意思。根据生活常识来进行推测，将职业与相关的活动相连。

比如，在第一题中，“我朋友相成为一名工程师。” 由常识可知答语应是学习数学；因此应选e句“她打算学习数学。”其他类似。

3.学生们，按老师指导的方法进行阅读，并根据常识来推测应采取什么样的活动。

4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

Work on 3b:

1. 让学生们阅读对话，整体把握对话的意思。

2. 然后仔细读对话，根据上下文意及时态来确定空格处所应填的词。

3. 和学生们一起校对答案。

4. 让学生们朗读并表演这个对话。

Ⅴ. Group work

1. 让学生们看表格中的四个特殊疑问词，告诉他们，在这个活动中要求学生们在表格中填写出自己的理想、实现理想的做法，工作的地点及开始的时间等问题。

2. 学生们与自己的小组成员一起来讨论自己理想、实现理想的做法，工作的地点及开始的时间等问题，同学们根据自己的实际情况，在表格先填写出自己打算成为什么职业的人；打算在哪里工作；打算如何做；打算什么时候开始。

3. 就上述问题，根据表格的提示，用英语进行讨论。

4. 让几个小组的同学来用英语问题上述四个问题。

(最后，可以经学生们评议来推举最有能力的小组）

Ⅵ. Exercises

If time is enough, do some more exercises on big screen.

重排下列句子，成为一段完整的对话。

A. Are you going to move to Hollywood?

B. Well, I’m going to take acting lessons.

C. What are you going to be when you grow up?

D. I’m going to finish high school and college first.

E. When are you going to start?

F. I’m going to be an actor.

G. And how are you going to become an actor?

H. No, I’m going to move to New York.

___, ___, ____, ____, ___, ___, ___, ____

Homework

1. 复习Grammar focus 中的内容。

2. 用正确的形式填空。

1） We are ____________________ (play) basketball tomorrow.

2）They __________________ (visit) their aunt next week.

3）_____Lucy______________(watch)movie with Lily tomorrow? No, _____ ______.

4）There ___________________________ (be) a football match tomorrow.

5）They ___________________ (not practice guitar) next week.

板书设计

Section B1 1a-2e

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork

2) 能掌握以下句式结构：

① ─What are you going to do next year?

─I’m going to take guitar lessons.

② Many resolutions have to do with self-improvement.

③ They’re going to take up a hobby like painting.

④ Sometimes the resolutions may be too difficult to keep.

2. 情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程

Ⅰ. Warming- up and revision

1. Daily greeting. Check the homework.

2. 头脑风暴： 说出表示的职业名词

teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…

学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）

3. 说理想，谈打算。

I want to be an engineer. I’m going to study math.

让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用学生们自己刚才写的职业）

Ⅱ. Presentation

1. T: Do you have any New Year’s Resolutions?

Let some Ss answer your questions.

2. Present some other New Year’s Resolutions on the big screen.

e.g. learn to play the piano; make the soccer team; get good grades; eat healthier food; get lots of exercise

3. Let Ss try remember these resolutions and think of other resolutions.

Ⅲ. Talking

1. Tell your partners your New Year’s Resolutions.

2. S1: I’m going to get lots of exercise. I’m going to make a basketball team.

S2: I’m going to learn another foreign language. I’m going to learn French.

S3: …

3. Let Ss say as many resolutions as they can.

Ⅳ. Listening

Work on 1c:

1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear.

3. Play the recording for the Ss to listen and circle.

4. Check the answers:

Work on 1d:

1. T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions. How are they going to do it? Listen and try to fill in the blanks.

听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。

2. Ss listen to the recording carefully and try to fill in the blanks.

3. Play the recording again and check the answers with the class.

Ⅴ. Group work

1. Work in groups. Make a list of resolutions and how you are going to make them work. Then discuss with your group.

2. Ask some pairs to act out the conversations.

3. Ask Ss the two questions:

Did you make any resolutions last year?

Were you able to keep them? Why or why not?

Ⅵ. Reading

1. T: This passage is about resolutions. Now read the passage quickly and match each paragraph with its main purpose.

2. Let Ss read the sentences in the box first. Let some Ss say the meanings.

3. Ss read the passage quickly and match each paragraph with its main purpose.

4. Let Ss underline the words and phrases that helped them decide.

Ⅶ. Reading

1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and chose which paragraph in the passage each sentence goes in.

2. 方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整个段落的意思来确定空格处应填的句子。 综合段落的主旨大意及空格上下文的意思，确定最贴切的答案。

3. Ss read carefully and try to find the answers to the questions.

4. Check the answers with the class.

Ⅷ. Reading

1. T: Read the passage again. Then answer the questions with short sentences.

2. 方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如：第4和第5小题都应是回答自己的想法。

3. Ss try to answer the questions. Then discuss the answers with your partners.

Explanation

1. Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关，……

1) 此句中的planning为名词，表示“计划；规划”等意思，如：city planning（城市规划）等。英语中better planning类似汉语中的“合理规划”，指通过制定计划来更加充分的利用时间、空间、精力等。

2) have to do with这个结构表示“与……相关；与……有关联或有关系”。例如：What does this problem have to do with what we’re learning today?

这道题跟我们今天所学的内容有什么关系？

2. Sometimes the resolutions may be too difficult to keep.

有时这些决定可能会太难而无法实现。

此处情态动词may表示推测，相当于汉语的“可能；或许；大概”之意。又如：You may be right this time, but I’m not sure. 这一次你或许是对的，但我无法确定。

2) 英语中too…to…是一种固定结构，表示“太……而不能够……”。又如：

The kid is too young to play this game.

这孩子太小，不能玩这个游戏。

3) 本句中的动词keep意为“履行（诺言等）；遵守（惯例等）”，这是keep的常见用法之一。类似的句子还有：

People hardly ever keep them!

人们很少履行它们（指计划）。

在这一语义下，常见的表示还有keep a promise(信守诺言)，keep one’s word(遵守承诺；说话算数)等。如：

We always keep our word.

我们说话是算数的。

Homework

1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2. 完成2e的任务；用这些词组来造句。

板书设计：

Section B2 3a-Self check

一、教学目标：

1. 语言知识目标：

1) 复习一般将来时态的构成。掌握生词own, personal, relationship

2) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。

3) 能够综合运用所学的知识来学习写作自己的新年决心。

4）通过完成Self check的中练习题来全面复习一般将来时态的用法。

2. 情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1. 教学重点：

1) 能够综合运用一般将来时态及所给的提示词来完成阅读填空的任务。

2）能够综合运用所学的知识来学习写作自己的新年决心。

2. 教学难点：

能够综合运用所学的知识来学习写作自己的新年决心。

三、教学过程

Ⅰ. Warming- up and revision

1. Have a dictation of the new words and expressions.

2. Fill in the blanks of the main idea of the passage in 2b: (On the big screen)

1. A resolution is a kind of p ________. We usually make resolutions at the b_______ of the year. We hope to i_______ our lives.

2. Some resolutions are about p_______ health. Many resolutions have to do with self-improvement. Some resolutions have to do with better planning, like making a w_______ plan for s___________.

3. Review the phrases. And make a sentence with it.

1) 在……的开端_________________

2) 写下；记录下 _________________

3) 关于；与有关系 _________________

4) 学着做；开始 做___________________

5) 有相同之处 ________________

6) 太……而不能 ________________

7) 向某人许诺 _____________

8) 提高某人的生活___________

Ⅱ. Lead-in

1. Ask Ss about their New Year’s Resolutions:

e.g.

T: What’s your New Year’s Resolutions, Mary?

Mary: I want to take up volleyball next term.

T: Great! What about you, Jack?

Jack：I’m going to make a soccer team. And we’re going to practice soccer every weekend.

…

2. Present some new words on the big screen. Explain them to the Ss. Ss try to remember them.

own, personal, relationship

Ⅲ. Reading

1. Tell Ss to work on 3b. Complete the first two paragraphs about resolutions with the words in the box.

2. 写作指导：

首先，阅读方框中的词汇，掌握其意思，然后阅读短文，整体把握短文大意。

其次，分析有空格的每个句子，根据上下文意及句子结构确定空格处应填哪一个词。

最后，将单词填在空格上，并完整的读一遍短文，看是否通顺。

3. Ss try to read the article and try to fill in the blanks.

4. Check the answers with the Ss.

Ⅳ. Writing

Work on 3b:

1. Read the headings below. Think about your own resolutions.

2. Write your own resolutions under the following heading.

(If you don’t have any ideas, you may go through the passage in 2b. )

3. Ss try to think about their own resolutions and try to write them down.

4. Check the answers with your partners.

Work on 3c:

1. Tell Ss to use the notes in 3b and write three more paragraphs about their resolutions.

In each paragraph, write what they are going to do and why.

2. 写作指导：

本文为写自己决心、及做法，并说明原因。

因此，时态应用一般将来时态；

应先根据3b的想法，说明自己的决心；然后，具体说一下自己打算怎样去实现这个理由；最后，再简单地说一些做此事的原因。

应注意一般将来时态的结构（be going to），不要丢掉be 动词am。这是同学们最易出现的错误。

3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。

4. Let some Ss read their passage to the class.

Ⅴ. Discussing

1. Discuss the environment in your city. Are the street and the park clean? Is the air clean? Is it quiet or noisy?

2. Tell Ss: It’s everyone’s duty to keep our city clean and tidy. Can you think of a plan to make it cleaner and greener?

3. Give Ss some examples:

We’re going to make the subway better. Then people don’t have to drive to work.

We’re going to plant more trees and flowers in the park and street.

…

4. Ss try to write about their own plans on a piece of paper.

5. Let some Ss read out their plans. See who has a best one.

Ⅵ. Self check

Work on Self check 1:

1. Match the jobs with the school subjects.

2. Check the answers. Then let some Ss make some sentences with them. e.g.

I want to be a computer programmer. I’m going to study computer science.

3. 指导： 复习运用句型结构：I want to be…, I’m going to …

4. 学生自主写句子，然后相互检查答案。

Work on Self check 2

1. Tell Ss to read the conversation and fill in the blanks with the right words.

2. Ss work by themselves.

3. Check the answers and explain some main points. e.g.

第三行：How; going; 分析句子结构，主、谓、宾语都有，可知应缺少状语成分；句意：你打算如何做？

3. 学生们分角色表演这个对话。

Work on Self check 3

1. Tell Ss to make their own plans using the phrases below.

2. Ss work with their partners. Write down their own plans.

3. Let some Ss read their plans. Correct any mistakes.

Homework

1. Review Section B.

2. Interview five of your friends. Ask them what they’re going to do next weekend. Then write a report.

八年级上册英语课件 篇3

1) leave的用法

1.“leave+地点”表示“离开某地”。例如：

When did you leave Shanghai?

你什么时候离开上海的？

2.“leave for+地点”表示“动身去某地”。例如：

Next Friday, Alice is leaving for London.

下周五，爱丽斯要去伦敦了。

3.“leave+地点+for+地点”表示“离开某地去某地”。例如：

Why are you leaving Shanghai for Beijing?

你为什么要离开上海去北京？

2) 情态动词should“应该”学会使用

should作为情态动词用，常常表示意外、惊奇、不能理解等，有“竟会”的意思，例如：

How should I know? 我怎么知道？

Why should you be so late today? 你今天为什么来得这么晚？

should有时表示应当做或发生的事，例如：

We should help each other.我们应当互相帮助。

我们在使用时要注意以下几点：

1. 用于表示“应该”或“不应该”的概念。此时常指长辈教导或责备晚辈。

例如：

You should be here with clean hands. 你应该把手洗干净了再来。

2. 用于提出意见劝导别人。例如：

You should go to the doctor if you feel ill.

如果你感觉不舒服，你最好去看医生。

3. 用于表示可能性。should的这一用法是考试中常常出现的考点之一。例如：

We should arrive by supper time. 我们在晚饭前就能到了。

She should be here any moment. 她随时都可能来。

3) What...? 与 Which...?

1. what 与 which 都是疑问代词，都可以指人或事物，但是what仅用来询问

职业。如：

What is your father? 你父亲是干什么的？

该句相当于：

What does your father do?

What is your father's job?

Which 指代的是特定范围内的某一个人。如：

---Which is Peter? 哪个是皮特？

---The boy behind Mary. 玛丽背后的那个男孩。

2. What...? 是泛指，所指的事物没有范围的限制；而 Which...? 是特指，

所指的事物有范围的限制。如：

What color do you like best?（所有颜色）你最喜爱什么颜色？

Which color do you like best, blue, green or yellow?

你最喜爱哪一种颜色？ （有特定的范围）

3. what 与 which 后都可以接单、复数名词和不可数名词。如：

Which pictures are from China? 哪些图片来自中国？

4) 频度副词的位置

1.常见的频度副词有以下这些：

always（总是，一直）

usually（通常）

often（常常，经常）

sometimes（有时候）

never（从不）

2.频度副词的位置：

a.放在连系动词、助动词或情态动词后面。如：

David is often arrives late for school.大卫上学经常迟到。

b.放在行为动词前。如：

We usually go to school at 7:10 every day.

我们每天经常在7：10去上学。

c.有些频度副词可放在句首或句尾，用来表示强调。如：

Sometimes I walk home, sometime I ride a bike.

有时我步行回家，有时我骑自行车。

3.never放在句首时，主语、谓语动词要倒装。如：

Never have I been there.我从没到过那儿。

5) every day 与 everyday

1. every day 作状语，译为“每一天”。如：

We go to school at 7:10 every day.

我们每天7：10去上学。

I decide to read English every day.

我决定每天读英语。

2. everyday 作定语，译为“日常的”。

She watches everyday English on TV after dinner.

她晚饭后在电视上看日常英语。

What's your everyday activity? 你的日常活动是什么？

6) 什么是助动词

1.协助主要动词构成谓语动词词组的词叫助动词（Auxiliary Verb）。被协助的

动词称作主要动词（Main Verb）。助动词自身没有词义，不可单独使用，

例如：

He doesn't like English. 他不喜欢英语。

（doesn't是助动词，无词义；like是主要动词，有词义）

2.助动词协助主要动词完成以下功用，可以用来：

a. 表示时态，例如：

He is singing. 他在唱歌。

He has got married. 他已结婚。

b. 表示语态，例如：

He was sent to England. 他被派往英国。

c. 构成疑问句，例如：

Do you like college life? 你喜欢大学生活吗？

Did you study English before you came here?

你来这儿之前学过英语吗？

d. 与否定副词not合用，构成否定句，例如：

I don't like him. 我不喜欢他。

e. 加强语气，例如：

Do come to the party tomorrow evening. 明天晚上一定来参加晚会。

He did know that. 他的确知道那件事。

3.最常用的助动词有：be, have, do, shall, will, should, would

7) forget doing/to do与remember doing/to do

1.forget to do忘记要去做某事(未做)；forget doing忘记做过某事(已做)

The light in the office is still on. He forgot to turn it off.

办公室的灯还在亮着，它忘记关了。(没有做关灯的动作)

He forgot turning the light off.

他忘记他已经关了灯了。 ( 已做过关灯的动作)

Don't forget to come tomorrow.

别忘了明天来。 (to come动作未做)

典型例题

---- The light in the office is still on.

---- Oh，I forgot___.

A. turning it off B. turn it off

C. to turn it off D. having turned it off

答案：C。由the light is still on 可知灯亮着，即关灯的动作没有发生，

因此用forget to do sth.而forget doing sth 表示灯已经关上了，而

自己忘记了这一事实。此处不符合题意。

2.remember to do记得去做某事(未做)；

remember doing记得做过某事(已做)

Remember to go to the post office after school.

记着放学后去趟邮局。

Don't you remember seeing the man before?

你不记得以前见过那个人吗?

8) It's for sb.和 It's of sb.

1.for sb. 常用于表示事物的特征特点，表示客观形式的形容词，如：

easy, hard,difficult,interesting,impossible等：

It's very hard for him to study two languages.

对他来说学两门外语是很难的。

2.of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，

如：good, kind, nice, clever, foolish, right。

It's very nice of you to help me. 你来帮助我，你真是太好了。

3.for 与of 的辨别方法：

用介词后面的代词作主语，用介词前边的形容词作表语，造个句子。如果道理上通顺用of，不通则用for。如：

You are nice. (通顺，所以应用of)。

He is hard. (人是困难的，不通，因此应用for。)

9) 对两个句子的提问

新目标英语在命题中有将对句子划线提问这一题型取消的趋势，现在采取的作

法是对一个句子进行自由提问。例如：

句子：The boy in blue has three pens.

提问：1. Who has three pens?

2. Which boy has three pens?

3. What does the boy in blue have?

4. How many pens does the boy in blue have?

很显然，学生多了更多的回答角度，也体现了考试的灵活性。再如：

句子：He usually goes to the park with his friends at 8:00 on Sunday.

提问：1. Who usually goes to the park with his friends at 8:00 on Sunday?

2. Where does he usually go with his friends at 8:00 on Sunday?

3. What does he usually do with his friends at 8:00 on Sunday?

4. With whom does he usually go to the park at 8:00 on Sunday?

5. What time does he usually go to the park with his friends on

Sunday?

6. When does he usually go to the park with his friends?

10) so、such与不定冠词的使用

1.so与不定冠词a、an连用，结构为“so+形容词+a/an+名词”。如：

He is so funny a boy.

Jim has so big a house.

2.such与不定冠词a、an连用，结构为“such+a/an+形容词+名词”。如：

It is such a nice day.

That was such an interesting story.

11) 使用-ing分词的几种情况

1.在进行时态中。如：

He is watching TV in the room.

They were dancing at nine o'clock last night.

2.在there be结构中。如：

There is a boy swimming in the river.

3.在have fun/problems结构中。如：

We have fun learning English this term.

They had problems getting to the top of the mountain.

4.在介词后面。如：

Thanks for helping me.

Are you good at playing basketball？

5.在以下结构中：

enjoy doing sth 乐于做某事

finish doing sth 完成做某事

feel like doing sth 想要做某事

stop doing sth 停止做某事

forget doing sth 忘记做过某事

go on doing sth 继续做某事

remember doing sth 记得做过某事

like doing sth 喜欢做某事

keep sb doing sth 使某人一直做某事

find sb doing sth 发现某人做某事

see/hear/watch sb doing sth

看到/听到/观看某人做某事

try doing sth 试图做某事

need doing sth 需要做某事

prefer doing sth 宁愿做某事

mind doing sth 介意做某事

miss doing sth 错过做某事practice doing sth 练习做某 be busy doing sth 忙于做某事

can't help doing sth

禁不住做某事

12) 英语中的“单数”

1.主语的第三人称单数形式，即可用“he, she, it”代替的。如：

he,she, it，my friend, his teacher, our classroom, Tom, Mary's uncle

2.名词有单数名词和复数名词。如：

man（单数）---men（复数） banana（单数）---bananas（复数）

3.动词有原形，第三人称单数形式，-ing分词，过去式，过去分词。如：

go---goes---going---went---gone

work---works---working---worked---worked

watch---watches---watching---watched---watched

当主语为第三人称单数的时候，谓语动词必须用相应的第三人称单数形式。

如：

The boy wants to be a sales assistant.

Our English teacher is from the US.

Their daughter makes her breakfast all by herself.

13) 名词的复数构成的几种形式

名词复数的构成可分为规则变化和不规则变化两种。

I 名词复数的规则变化

1.一般在名词词尾加-s。如：

pear---pears hamburger---hamburgers

desk---desks tree---trees

2.以字母-s, -sh, -ch, -x结尾的名词，词尾加-es。如：

class---classes dish---dishes

watch---watches box---boxes

3.以字母-o结尾的某些名词，词尾加-es。如：

potato---potatoes tomato---tomatoes

Negro---Negroes hero---heroes

4.以辅音字母加-y结尾的名词，将-y变为-i,再加-es。如：

family---families dictionary---dictionaries

city---cities country---countries

5.以字母-f或-fe结尾的名词，将-f或-fe变为-v，再加-es。如：

half---halves leaf---leaves

thief---thieves knife---knives

self---selves wife---wives

life---lives wolf---wolves

shelf---shelves loaf---loaves

但是：

scarf---scarves(fes) roof---roofs

serf---serfs gulf---gulfs

chief---chiefs proof---proofs

belief---beliefs

II 名词复数的不规则变化

1.将-oo改为--ee。如：

foot---feet tooth---teeth

2.将-man改为-men。如：

man---men woman---women

policeman---policemen postman---postmen

3.添加词尾。如：

child---children

4.单复数同形。如：

sheep---sheep deer---deer

fish---fish people---people

5.表示“某国人”的单、复数变化。

即“中日瑞不变英法变，其它国把-s加后面”。如：

Chinese---Chinese Japanese---Japanese Swiss---Swiss

Englishman---Englishmen Frenchman---Frenchmen

American---Americans Australian---Australians

Canadian---Canadians Korean---Koreans

Russian---Russians Indian---Indians

6.其它。如：

mouse---mice

apple tree---apple trees

man teacher---men teachers

14) 双写最后一个字母的-ing分词

初中阶段常见的有以下这些：

1.let→letting 让

hit→hitting 打、撞

cut→cutting 切、割

get→getting 取、得到

sit→sitting 坐

forget→forgetting 忘记

put→putting 放

set→setting 设置

babysit→babysitting

临时受雇照顾婴儿

→shopping 购物

trip→tripping 绊

stop→stopping 停止

drop→dropping 放弃

3.travel→travel(l)ing 旅游

swim→swimming 游泳

run→running 跑步

dig→digging 挖、掘

begin→beginning 开始

prefer→preferring 宁愿

plan→planning 计划

15) 肯定句变否定句及疑问句要变化的一些词

1.some变为any。如：

There are some birds in the tree.→There aren't any birds in the tree.

但是，若在表示请邀请、请求的句子中，some可以不变。如：

Would you like some orange juice?

与此相关的一些不定代词如something, somebody等也要进行相应变化。

2.and变为or。如：

I have a knife and a ruler.→I don't have a knife or a ruler.

3.a lot of (=lots of)变为many或much。如：

They have a lot of friends.（可数名词）→They don't have many friends.

There is lots of orange in the bottle.（不可数名词）

→There isn't much orange in the bottle.

4.already变为yet。如：

I have been there already.→I haven't been there yet.

16) in与after

in 与 after 都可以表示时间，但二者有所区别。

1.in 经常用于将来时的句子中，以现在为起点，表示将来一段时间。如：

He will leave for Beijing in a week. 一周后他会动身去北京。

2.after 经常用于过去时的句子中，以过去为起点，表示过去一段时间。如：

He left for Beijing after a week. 一周后他动身去了北京。

不过，如果after后跟的是具体的时刻，它也可用于将来时。如：

We will finish the work after ten o'clock.十点后我们会完成工作的。

3.注意区分以下的in的用法。

I'll visit him in a week. 一周后我会去拜访他。

I'll visit him twice in a week. 一周内我会去拜访他两次。

17) 不定冠词a与an的使用

1.a 用在以辅音音素开头的单词前。如：

There is a “b” in the word “book”. 单词book中有个字母b。

类似的字母还有：c, d, g, j, k, p, q, t, u, v, w, y, z。

She has a small knife. 她有一把小刀。

2.an 用于以元音音素开头的单词前。如：

There is an “i” in the word “onion”. 单词onion中有个字母i。

类似的字母还有：a, e, f, h, l, m, n, o, r, s, x。

Do you have an umbrella? 你有一把雨伞吗？

3.以元音字母开头的单词前面不一定都用an；以辅音字母开头的单词前面也不一定都用a.如：

a useful book

a universe

a one-letter word

an hour

an uncle

an umbrella

an honest person

18) 如何表达英语中的“穿、戴”？

英语中表示“穿、戴”的表达方法有好几种，常见的有以下这些：

1、put on 主要表达“穿”的动作。如：

He put on his coat.他穿上了他的外套。

You'd better put on your shoes.你最好穿上你的鞋子。

2、wear 主要表示“穿、戴”的状态。如：

The old man wears a pair of glasses.老人戴着一副眼镜。

The girl is wearing a red skirt.那女孩穿着一条红色的短裙。

3、dress 可作及物动词，有“给......穿衣”的意思，后接“人”，而不是

“衣服”。如：

Please dress the children right now.请立即给孩子们穿上衣服。

dress 也可作不及物动词，表示衣着的习惯。如：

The woman always dresses in green.那位妇女总是穿绿色的衣服。

4、be in 表示穿着的状态。如：

John is in white today.约翰今天穿白色的衣服。

The man in black is a football coach.

19) a little, a few 与 a bit (of)

a little, a few 与 a bit (of) 都有“一些、少量”的意义。他们的区别:

1. a little 意为“一些、少量”，后接不可数名词。如：

There is a little water in the bottle. 瓶子里有一点水。

还可以接形容词。如：

He is a little shy. 他有些害羞。

2. a few 意为“一些、少数”，后接复数的可数名词。如：

There are a few people in the room. 房间里有一些人。

3. a bit 意为“一点儿”，后接形容词。如：

It's a bit cold. 有点冷。

a bit of 后接不可数名词。如：

He has a bit of money. 他有一点儿钱。

4. a little和a few表肯定意义，little和few表否定意义；如：

There is a little soda in the glass. 杯子里有一点儿汽水。

There is little soda in the glass. 杯子里几乎没有汽水了。

I have a few Chinese friends. 我有一些中国朋友。

Few people like him. 几乎没有人喜欢他。

5. a little = a bit of, 后接不可数名词；

a little = a bit = a little bit = kind of, 后接形容词，意为“有

点儿”。

20) 关于like的用法

like 可以作动词，也可以作介词。

1、like 作动词，表示一般性的“爱好、喜欢”，有泛指的含义。如：

Do you like the color? 你喜爱这种颜色吗？

like 后可接不定式（like to do sth），也可接动词的-ing分词（like doing

sth），有时意思不尽相同。如：

She likes eating apples.她喜爱吃苹果。（习惯）

She likes to eat an apple.她喜爱吃一粒苹果。（平常不喜欢吃）

like 与 would 连用，后接不定式，表示愿望或客气的请求。如：

Would you like a cup of tea? 您愿意喝杯茶吗？

“喜欢某人做某事”可以用结构“like sb to do sth/doing sth”。如：

They all like me to sing/singing English songs.

他们都喜欢我唱英文歌。

2、like 作介词，可译成“像......”。如：

She is friendly to us like a mother.她对我们友好，就像母亲一样。

It looks like an orange.它看起来像个桔子。

3、区分以下句子：

A. What does he look like? 他长相如何？(指一个人的外貌特征)

B. What is he like? 他人怎么样？ (指人的性格特点)

C. The boy like Peter is over there. (句指外貌相似)

D. A boy like Peter can't do it. (指性格相似)

21) stop to do sth 与 stop doing sth

1. stop to do sth 意为“停下来去做某事”。如：

The students stop to listen to their teacher.

学生们停下来去听他们老师讲话。

2. stop doing sth 意为“停止做某事”。如：

The students stopped talking. 学生们停止了谈话。

与它们相反的句式是：go on to do sth “继续做某事（与刚才一事不同）”

和 go on doing sth “继续做某事（与刚才同一件事）”。如：

He finishes his homework and goes on to study English.

他完成了作业，接着继续去念英语。

They went on playing games. 他们继续玩游戏。

22) tell, speak, say 与 talk

1. tell 意为“告诉、讲述”，指某人把某一件事、一条信息传送给别人或讲

述一件事。如：

He tells me that he wants to be a teacher.

他告诉我说他想成为一位教师。

Father always tells interesting stories to us.

爸爸总是给我们讲有趣的故事。

tell sb sth 意为“告知某人某事”。如：

He told me something about his past. 他告诉我一些他的往事。

tell sb to do sth 意为“告诉某人去做某事”。如：

David told his son to do the homework. 大卫要他的儿子去做作业。

2. speak 意为“说话、讲话”，后面主要接语言。如：

He can speak English and a little Chinese.

他能讲英语和一点汉语。

speak to 意为“和.....讲话、谈话”。如：

Can I speak to Mr Zhang? 我能和张先生讲话吗？

speak of 意为“提到、说起”。如：

The book speaks of my hometown. 那本书提到我的家乡。

3. talk 意为“谈话、讲话”，如果只有一方对另一方说话时，一般用 talk to；

如果双方或多方交谈，多用 with。如：

Please talk to him right now. 请立即同他谈话。

He is talking with his friend. 他在和朋友交谈。

talk about 意为“谈论......”。如：

They are talking about the movie. 他们在谈论那部电影。

have a talk with 意为“与......交谈”。如：

Can I have a talk with you? 我可以和你交谈吗？

4. say 意为“说”。如：

Can you say it in English once more? 你能用英语再说一遍吗？

say to 意为“对......说”。如：

He said to his students that they would have a test.

他对他的学生说他们将有一个测试。

It is said that... 意为“据说”。如：

It is said that he could stay under the water for a long time.

据说他能呆在水里很长时间。

23) Excuse me! 与 I'm sorry!

1. Excuse me! 意为“打搅了！对不起！”，一般是为了与陌生人搭话，或者要打断对方所说（做）的事。如：

Excuse me, is there a hotel in the neighborhood?

请问，附近有旅馆吗？

Excuse me, could I say something? 打搅一下，我能说一些吗？

2. I'm sorry! 意为“对不起！”，表示道歉。如：

I'm sorry, Mr Zhang. I won't do it again.

对不起，张先生。我不会这么做了。

24) 表示时间的 in、on 与 at

in, on 与 at 都可以和表示时间的词（组）连用。

1. in 表示时间的一段或较长的时间。如：

in the morning 在上午 in May, 在五月

in a week 在一周之内（后）

It's Sunday, I can finish it in two days.

现在是星期天，我能在两天后完成。（星期二）

Rome was not built in a day. 罗马不是在一天内建起来的。

2. on 主要指在具体的一天。如：

on Sunday 在星期天 on May Day 在“五一”节

on a hot afternoon 在一个炎热的下午

He arrived in Beijing on April 26,2004.

他于204月26日到达北京。

3. at 表示时间的一点或比较短的时间。如：

at 8:00 在八点 at noon 在中午

I always get up at 6:00 every morning. 我总是每天早晨六点起床。

It's always warm at this time of year. 每年的这个时候总是暖和的。

25) Other及其用法

Other 及其相近的词（组），如 others, the other, the others, another,

any other 等，一直是中学生朋友们比较困扰的问题，平常的考试、作业中经

常出错。下面是它们的一些用法：

1、other 指其余的人或物，所有格是 other's，复数形式是 others;the other

指“两个人或物中的另一个”，其复数形式是 the others;others相当于“other + 名词”，所以不能充当定语，修饰名词。others指整体中去掉一部分后剩余的部分，但不是全部的，即 some...others （一些...其余的人...）;the others 强调整体中除去一部分后剩余的全部，即some...the others.

2、another泛指三个以上的不定数目中的“另外一个”。由 an 和 other 合

并构成，所以不能和冠词连用。another 修饰单数名词，比如：another pencil.

3、any other 指除去本身以外的“任何其他的人或物”，后面要用名词的单

数形式。

26) look 短语

常见的look短语有以下这些：

1.look at 朝......看 (look at=have a look at)

Please look at the map of China.请看中国地图。

2.look for 寻找

The old man is looking for his dog. 老人在寻找他的狗。

3.look like 看起来像

Nancy looks like her mother. 南希看起来像她母亲。

4.look the same 看上去一样

Li Ping and Li Jing look the same. 李萍和李晶看上去一样。

5.look up 查找

Please look up the word in the dictionary.请在词典中查找这个单词。

6.look over 仔细检查

The doctor looked over Mary carefully. 医生仔细检查了玛丽。

7.look after 照顾，照看

You must look after your old father. 你必须照顾你的老父亲。

8.look around 到处寻找、查看

We looked around, but we found nothing strange.

我们四处查看，但是我们没有发现奇怪的东西。

27) too，also与either

1.too用于肯定句和疑问句，一般放在句尾，其前常加逗号。如：

We are in the same school, too. 我们也在相同的学校。

Do you play soccer every day, too? 你也每天踢足球吗？

2.also用于肯定句和疑问句，一般位于实义动词前、be动词后。如：

Sandra is also a Korean student. Sandra 也是一个韩国学生。

3.either用于否定句，一般放在句末。如：

They don't know the answer, either. 她们也不知道答案。

4.as well as也有“也”的意思。如：

We have great mushroom pizza as well as soda.

He is a happy boy as well.

28) hard与hardly

1.hard既可作形容词，也可作副词。如：

It's a hard (adj.) question. (=difficult) 这是一个难的问题。

The boy studies very hard (adv.). 那男孩学习非常努力。

句子结构：It's hard for sb to do sth 做某事对某人来说是难的。如：

It's hard for him to finish the work. 完成那项工作对他来说很难。

注意区分：hard work 困难的工作

work hard 努力工作

3. hardly是频度副词，表示否定的意思。（=almost not）通常用在形容词、

副词和动词之前。如：

I can hardly see it. 我几乎看不到它。

29) sometime,sometimes,some time与some times

记忆：sometimes(有时)some times(好几次)sometime(某一次)some time(一段)

口诀：有s是有时，有时分开好几次，无s是某时，某时分开是一段。

1.sometime是时间副词，指不确定的将来或过去某一点时间（某时候或任何

时候），不指一段时间。如：

We'll go to Beijing sometime next month.

我们下个月某一时候会去北京。

2.sometimes是频度副词，指“有时”、“不时”的意思（=at times）。如：

Sometimes I get up very late on Sunday morning.

有时候我在星期天早晨起得很晚。

3.some time是名词词组，指一段时间（一些时间或若干时间）。如：

It took him some time to finish the book.她花了一些时间去完成作业。

4.some times指“几次”。如：

He met the woman some times last month. 上个月他见过那妇女几次。

30) exercise的一些用法

1.作不及物动词，译为“运动，锻炼”。如：

David exercises every morning. 大卫每天早晨进行锻炼。

2.作及物动词，译为“训练”。如：

Swimming exercises the whole body. 游泳能使身体得到全面的锻炼。

3.作名词，译为“体育锻炼、运动、体操、练习题”等。如：

It's good to do eye exercises every day.

每天做眼保键操对眼睛有好处。

Please do more exercise from now on. 从今以后请多做运动吧。

I have lots of homework to do tonight. 今晚我有很多的作业要做。

4.注意：exercise指具体运动或体操时是可数名词，复数形式为exercises；

泛指运动时是不可数名词。

31) maybe与may be

1.maybe是副词，译为“也许、可能”，相当于“perhaps”。如：

Maybe he can answer the question. 也许他能回答那个问题。

He maybe is from the USA, too. 他可能也来自美国。

2.may be中的may为情态动词，译为“可能是......”。如：

He may be from the USA, too. 他可能也来自美国。

She may be our English teacher. 她可能是我们的英语老师。

32) same与different

1.same指“相同的”，前面通常要有一个定冠词the，但是如果same前面已

经有this，those等词，就不能再与the连用了。如：

We are in the same class. 我们在同一个班级。

结构：the same as 与......一样 如：

His mark is the same as mine. 他的分数和我的分数一样。

2.different译为“不同的”，其后的可数名词应为复数形式。如：

We are in different classes. 我们在不同的班级。

结构：be different from 与......不同 如：

This sweater is different from that one. 这件毛衣与那一件不同。

different的名词形式为difference, 复数形式为differences。

33) 动词want的用法

1. want sth. 想要某物

They want some help. 他们需要一些帮助。

2. want sb. to do sth. 想要某人去做某事

My father wants me to help him on the farm.我父亲要我在农场上帮他。

3. want to do sth. 想要做某事

I want to study English in England. 我想要在英国学习英语。

4.want doing 需要...

Your sweater wants washing. 你的运动衣该洗了。

34) be good(bad) for、be good at的相关用法

1.be good for 对......有益

Doing morning exercises is good for your health.

做早操对你们的建康有益。

2.be good at 擅长于......

Li Ping is good at basketball. 李平擅长于篮球。

= Li Ping is good at playing basketball. 李平擅长于打篮球。

be good at = do well in 如：

I'm good at math. = I do well in math. 我擅长于数学。

3.be good to 对......好

Parents are always good to their children.

父母亲总是对他们的孩子好。

35) how many与how much

1.how many表示“多少”，对数量提问，后面接可数名词的复数形式。如：

There are four people in my family.

---How many people are in your family? 你家里有几个人？

We have seven classes every day.

---How many classes do you have every day? 你们每天上几节课？

2.how much也是表示“多少”，但它对不可数名词进行提问。如：

There is some milk in the bottle.

---How much milk is there in the bottle? 瓶子里有多少牛奶？

3.how much还可以对价格提问，表示“多少钱”的意思。如：

The yellow T-shirt is only 35 yuan.

---How much is the yellow T-shirt? 那件黄色的T恤衫多少钱？

36) with的几个用法

1.with表“和、同、与”。如：

Can you go to the park with me? 你能和我一起去公园吗？

2.with表“用、以、被”。如：

Don't write with the red pen. 不要用那支红色的钢笔写字。

3.with表“随着”。如：

Climate varies with the time of the year.气候随着时令的不同而不同。

4.with表“带有、有......的”。如：

The girl with long hair is my classmate. 长头发的女孩是我的同学。

5.with表“因为、由于”。如：

They were angry with hard work. 他们因为艰难的工作而生气。

6.一些with结构：

play with 与......一起玩

be angry with 对......生气

talk with 与......交谈

get on well with与......相处融洽

37) a lot of(lots of)与many,much

1.a lot of意为“许多、大量”,相当于lots of.它既可以修饰可数名词，又

可以修饰不可数名词。如：

I have a lot of friends in China. 我在中国有很多朋友。

The old man has lots of money. 那位老人有很多的钱。

2.many意为“许多”.它用来修饰可数名词。如：

Do you have many beautiful skirts? 你有很多漂亮的裙子吗？

3.much意为“大量”.它用来修饰不可数名词。如：

There is much water in the lake. 湖里有大量的水。

4.a lot of（=lots of）用在肯定句中，而many，much不受限制。如果将一

个含有a lot of（=lots of）的肯定句改为否定句或疑问句，要将它们

改为many或much。如：

We can see a lot of birds in the tree.

---We can't see many birds in the tree. 我们在树上看不到很多鸟儿。

He wants lots of soda.

---Does he want much soda? 他需要许多汽水吗？

38) help用法举例

help既可以作名词，也可以作动词。

1.help作名词，意为“帮助”。如：

He needs some help. 他需要一些帮助。

2.help作动词，也是“帮助”的意思。如：

Can you help me? 你能帮帮我吗？

3.help的结构：

help sb (to) do sth 帮助某人做某事

=help sb with sth 帮助某人做某事

如：They want to help the boy carry the heavy box.

=They want to help the boy with the heavy box.

他们想要帮助那位男孩搬那个重箱子。

39) well的用法

well可以作副词，也可以作形容词。

1.well作副词，意为“（某事干得）好”。如：

The boy draws very well. 男孩画得很好。

2.well作形容词，意为“健康、安好”。如：

I'm not feeling well. 我觉得不舒服。

40) ago与before

ago与before都表示“......以前”，但用法有所区别。

1.ago意为“以前”，表示从此刻算起的若干时间之前，常用于过去时的句子

中。如：He took a photo a week ago. 他一周前照了一张相片。

2.before作为副词时表示：

a.从过去某一时刻算起的若干时间以前，用于过去完成时的句子中。如：

The boy had already seen the comedy before.

那男孩以前已经看过那部喜剧片了。

b.笼统的“以前”，用于一般过去时或现在完成时的句子中，一般单独使

用，而ago不可以单独使用。如：

He's read this novel before. 他以前读过这部小说。

41) need的用法

1.need作实义动词，意为“需要”。如：

Do you need to stay at home? 你要呆在家里吗？

2.need作情态动词，一般用于对must的否定回答。如：

---Must he leave now? 他必须离开吗？

---No, he needn't. 不，他不必。

3.区分：

a.need作实义动词。

He needs to go.

He doesn't need to go.

Does he need to go?

Yes, he does./No, he doesn't.

b.need作情态动词，一般不用于肯定句。

He needn't go.

Need he go?

Yes, he need./No, he needn't.

42) decide的几种句式

1.decide to do sth 决定去做某事

They decide to fly kite on weekend. 他们决定在周末去放风筝。

2.decide on doing sth 决定做某事

They decide on flying kites. 他们决定放风筝。

3.decide on sth 就某事决定......

Betty decided on the red skirt. 贝蒂选定了那条红裙子。

4. decide的名词形式为decision，

结构：make a decision，意为“做决定”。如：

He has made a decision. 他已经做一个决定了。

43) too many,too much与much too

1.too many意为“太多”，用于修饰可数名词的复数。如：

There are too many students in our class. 我们班上有太多的学生。

2.too much意为“太多”，用于修饰不可数名词。如：

We have too much work to do. 我们有太多的工作要做。

3.much too表示“太”，用来修饰形容词或副词。如：

The box is much too heavy, so I can't carry it.

箱子太重了，所以我搬不动它。

44) can的用法

1.表示能力。如：

We can carry the heavy box. 我们可以搬得动箱子。

Who can sing an English song? 谁会唱英文歌？

2.表示惊讶、不相信等态度，主要用于否定句和疑问句中。如：

Can it be true? 这会是真的吗？

You can't be serious? 你不会当真吧？

3.表示允许，意思与may相近，主要用于口语中。如：

Can I smoke here? 我可以在这儿吸烟吗？

Can I go with him? 我可以跟他一起去吗？

新目标八年级英语上册第一单元复习

I. 应掌握的词组：

1. go to the movies 去看电影

2. look after=take care of 照顾

3. surf the internet 上网

4. healthy lifestyle 健康的生活方式

5. go skate boarding 去划板

6. keep healthy=stay healthy 保持健康

7. exercise=take (much) exercise

=do sports锻炼

8. eating habits 饮食习惯

9. take more exercise 做更多的运动

10. the same as 与什么相同

11. once a month一月一次

12. be different from 不同

13. twice a week一周两次

14. make a difference to 对什么有影响

15. how often 多久一次

16. although=though虽然

17. most of the students=most students

大多数学生

18. shop=go shopping

=do some shopping 购物

19. as for至于

20. activity survey活动调查

21. do homework做家庭作业

22. do house work做家务事

23. eat less meat吃更少的肉

24. junk food垃圾食物

25. be good for 对什么有益

26. be bad for对什么有害

27. want to do sth 想做某事

28. want sb to do sth想某人做某事

29. try to do sth 尽量做某事

30. come home from school放学回家

31. of course=certainly=sure当然

32. get good grades取得好成绩

33. some advice

34. help sb to do sth帮助某人做某事

=help sb with sth

35. a lot of vegetables

=many vegetables许多蔬菜

36. hardly=not nearly / almost not几乎不

37. keep/be in good health保持健康

II. 应掌握的句子：

1. How often do you exercise? 你（你们）多久锻炼一次身体？

How often + 助动词do(does或did) + 主语 + do sth.? 疑问词how often是问频率(多久一次),（在这里助动词do(does或did) 是起帮助构成疑问的作用）与一般现在时或一般过去时连用，回答一般是用表示频率的副词，如：once, twice, three times…, sometimes, often, quite, often, never, every day, once a week , twice a month , three times a month , three or four times a month 等。

翻译：“你们多久到工厂去一次？”“每星期两次。”

(“How often do you go to the factory?” “Twice a week. ”)

“他们多长时间举办一次舞会？”“通常每两周举办一次。”

(“How often do they have a dancing party?” “Usually, once every other week.”)

“他多久去购一次物？”“一个月一次。”

(“How often does he go shopping?” “He goes shopping once a month.”)

2. “What do you usually do on weekends?” “ I usually play soccer.”

“周末你通常做什么？”“我通常踢足球。”

第一个do为助动词, 在这起帮助构成疑问的作用；而第二个do则是实义动词。

翻译：What do you usually do on weekends? I often go to the movies.

What does she usually do on weekends? She sometimes go hiking.

3. “What’s your favorite program?” “It’s Animal World.”

“你最喜欢什么节目？”“动物世界。”

4. As for homework , most students do homework every day .

as for...意思是“至于；关于”，常用于句首作状语，其后跟名词、代词或动词的

-ing形式（即动名词）。如：

As for him，I never want to see him here. 至于他，我永远不希望在这里见到。

As for the story，you'd better not believe it. 关于那故事，你最好不要相信。

翻译：至于我自己，我现在不想去。

(As for myself, I don’t want to go now. )

至于那个人，我什么都不知道。

(As for the man, I know nothing about him.)

5. Mom wants me to get up at 6:00 and play ping-pong with her .

want to do sth. 意思是“想要做某事”；

want sb. to do sth.意思是“想要某人做某事”。如：

Do you want to go to the movies with me？你想和我一起去看电影吗？

The teacher doesn't want us to eat hamburgers.老师不想让我们吃汉堡包。

6. She says it’s good for my health.

be good for...表示“对……有益（有好处）”;其反义为：be bad for...。（这里for 是

介词，后跟名词、代词或动名词）如：

It's good for us to do more reading. 多读书对我们有好处。

Reading in bed is bad for your eyes.在床上读书对你的眼睛有害。

7. How many hours do you sleep every night?

8. I exercise every day , usually when I come home from school .

9. My eating habits are pretty good . 这里pretty相当于very 。

10. I try to eat a lot of vegetables , usually ten to eleven times a week .

try to do sth.表示“ 尽力做某事 ” ，不包含是否成功的意思而try doing sth.表示

“（用某一办法）试着去做某事”。如:

You’d better try doing the experiment in another way.

你最好试试用另一种方法做这个试验。

11. My healthy lifestyle helps me get good grades.

help sb.(to) do sth.帮助某人做某事

12. Good food and exercise help me to study better.

这里better是well的比较级，而不是good的比较级

13. Is her lifestyle the same as yours or different?

＝Is her lifestyle the same as your lifestyle or is her lifestyle different from yours? be the same as … / be different from …

14. What sports do you play ?

15. A lot of vegetables help you to keep in good health .

keep in good health = keep healthy = stay healthy

16. You must try to eat less meat .

try to do sth.表示“ 尽力做某事 ” ,不包含是否成功的意思,less是little的比较级

17. That sounds interesting.

这是“主语+系动词+表语”结构的简单句。sound（听起来），look（看起来），smell

（闻起来），taste（尝起来），feel（觉得），seem（好象），grow（变得）,get

（变得）等词在英语中可用作系动词，后跟形容词作表语。如：

It tastes good. 这味道好。

The music sounds very sweet. 这音乐听起来很入耳。

The smoke grew heavier and heavier. 烟雾变得越来越浓了。

新目标八年级英语上册第二单元复习

I. 应掌握的词组：

1. Have a cold 感冒 2. sore back 背痛

3. neck and neck 并驾齐驱，齐头并进

4. I have a stomachache 我胃痛

= I have got a stomachache

=There is something wrong with my stomach

= My stomach hurts = I have (got) a pain in my stomach

5. What’s the matter? 怎么了？

= What’s the trouble (with you)? = What’s your trouble?

= What’s wrong (with you)? =What’ the matter (with you)?

=What has happened to you? =Is there anything wrong (with you)?

= what’s up?

6. sore throat 咽喉痛

7. lie down and rest 躺下休息

8. see a dentist 看牙医

9. drink lots of water 多喝水

10. hot tea with honey 加蜂蜜的热茶

11.That’s a good idea 好主意

12.That’s too bad 太糟糕了

13.I think so 我认为如此

14. I’m not feeling well. 我觉得不太舒服

= I’m not feeling fine/all right. = I’m feeling ill/sick. =I feel terrible/bad.

= I don’t feel well.

15. get some rest 多休息

16. I have no idea = I don’t know

我不知道

17. stressed out 筋疲力尽

18. I am tired 我累了

He is tired. 他累了

19. a healthy lifestyle健康的生活方式

20. traditional Chinese doctors传统中医

21. a balance of yin and yang阴阳调和

22. you have too much yin.你阴气太盛

23. to eat a balance diet饮食平衡

24.healthy food 健康食品

25. stay healthy 保持健康=keep healthy=keep in good health = keep fit

26. enjoy oneself (myself, yourself, herself, himself, themselves, ourselves, itself

反身代词) 玩得高兴，过得愉快=have a good time = have a wonderful time

=have fun

27. enjoy sth. =like sth. (名词)喜欢某物,

enjoy doing sth.喜欢做某事=like dong sth

Practice doing sth.练习做某事，

mind doing sth. 介意做某事，

finish doing sth.完成某事，

give up doing sth.放弃做某事，

can’t help doing sth.忍不住做某事，

keep ding sth. 坚持做某事.

即：practice, mind, finish, give up, can’t help, keep 与enjoy用法基本相似

28.at the moment = now 此刻

29. Host family 东道家庭

30. Conversation practice会话练习

31.I’m sorry to hear that.听到此事我很难过

II. 应掌握的句子：

1． What’s the matter? I have a bad cold. 你怎么了？我得了重感冒。

翻译：他怎么了？他胃痛。

魏芳怎么了？她背痛。

2．Maybe you should see a dentist. 或许你应该看牙医。

翻译：我应该上床睡觉。

李平应该躺下休息。

我们不应该上课吃东西。

3．I hope you feel better soon. 我希望你很快好起来。

翻译：我希望他明天能来。

他希望能取得好成绩。

我们希望能取得一等奖。

我希望你喜欢我在纽约的学校。

4．Traditional Chinese doctors believe we need a balance of yin and yang to be healthy. 传统中医认为我们需要阴阳调和以保持身体健康。

翻译：老师认为我们应该努力学习以取得好成绩。

父母认为我们应该上大学以便得到一份好的工作。

你应该做锻炼来保持健康。

我相信每天晚上睡眠8个小时很重要。

吃均衡饮食以保持健康。

5．Eating Dangshen and Huangqi herbs is also good for this.

吃党参和黄芪等草本植物也对这有好处。

翻译：吃一些蔬菜和水果对你的健康有好处。

看电视太多对你的眼睛有害。

6．People who are too stressed out and angry may have too much yang.

太紧张易怒的人或许吃了太多的阳性食物。

7．It’s easy to have a healthy lifestyle, and it’s important to eat a balanced diet.

有一个健康的生活方式很容易，饮食平衡是很重要的。

翻译：学好英语不是很容易的。

上课注意听讲是必要的。

完成作业也很重要。

8．When you are tired, you shouldn’t go out at night. 疲倦时，晚上你不该外出。

翻译：他小的时候就知道应该努力学习。

他5岁就上学了。

我们进教室时，老师已经开始讲课了。

9．I believe him, but I can’t believe in him.

他的话是真的，但是我不信任他这个人。

10．I am not feeling very well at the moment. 这段时间我感觉不大好。

I’m tired and I have a lot of headaches. 我很疲劳，而且经常头痛。

11．I’m stressed out because my Mandarin isn’t improving.

我很容易紧张，因为普通话没有长进。

12．I practice playing the piano every day.我每天练习弹钢琴。

翻译：他每天练习踢足球。

我们应该每天练习说英语。

我们应该经常联系用英语写日记。

13．She had finished writing the letter when I went in.

我进去时，她已经写完信了。

翻译：他踢完足球去游泳了。

我洗完餐具后去商店了。

14．The doctor asked him to give up smoking.医生叫他戒烟。

翻译：不要放弃学英语。

15．Do you mind closing the window? 请把窗户关上好吗？

翻译：在这里吸烟你介意吗？

16．Mary couldn’t help laughing at his jokes.对于他的玩笑，玛莉忍不住笑了。

翻译：听到这个消息，我忍不住哭了起来。

17．They kept working though it was raining.尽管天在下雨，他们仍坚持工作。

翻译：我们应该坚持学英语。

新目标八年级英语第三单元复习

I.应掌握的词组：

1. babysit one’s sister 照顾妹妹

2. visit one’s grandmother 看望奶奶

3. spend time with friends

和朋友们一起度过时光

4. visit cousins 看望表弟等

5. Go to sports camp 去运动野营

6.go to the beach 去海滩

7. go camping 去野营

8. Go shopping 去买东西

9. go swimming 去游泳

10. go boating去划船

11. go skating 去溜冰

12. go walking去散步

13. go climbing 去登山

14. go dancing去跳舞

15. go hiking 去徒步远足

16. go sightseeing 去观光

17. go house-hunting 去找房子

18.go on a hike 徒步旅行，go bike riding 骑自行车旅行，go fishing 去钓鱼

19. do some shopping 买东西

20. do some washing 洗衣服

21. do some cooking 作饭

22. do some reading 读书

23. do some speaking训练口语

24. do some sewing 做缝纫活

25.that sounds nice 那好极了

26. at home 在家

27. how about=what about ……

怎么样？

28. how long 多长时间

29. how far 多远

30. how often 多长时间一次

31. how much, how many 多少

32. have a good time =have fun= have a wonderful time= enjoy oneself

玩得高兴，过得愉快

33. show sb. Sth.=show sth. to sb.出示某物给某人看

give me the book=give the book to me 给我书，

pass me the cup=pass the cup to me 把杯子递给我，

sell me the house=sell the house to me 把房子卖给我

buy me a book =buy a book for me 给我买书，

make me a cake=make a cake for me给我做蛋糕

34. get back=come back回来

35. rent videos租借影碟

36. take walks=go for a walk散步

37. think about 考虑

38. decide on= decide upon

决定一个计划

39. something different 不同的事情

40．a great vacation 一个愉快的假期

41. I can’t wait 我等不及了

42. the famous movie star 著名的影星

43. an exciting vacation

激动人心的假期

44. Ask her about her plans 向她询问她的计划ask sb. about sth.向某人询问某事

45. forget to do sth. 忘记要做某事，forget doing sth. 忘记做过某事

II.应该掌握的句子：

1．What are you doing for vacation? I’m babysitting my sister.

假期你要做什么？我要照顾我的妹妹。

翻译：周末他要做什么？他要去滑划板。

李平假期要做什么？他要去野营。

2．Who are you going with? I’m going with my parents.

你要和谁一起去？我要和父母一起去。

翻译：王林要和谁一起去观光？他要和他的朋友们一起去。

我要和同学们一起去游泳。

我和父母要去游览长城。

他们假期要做什么？他们要在家里放松放松。

3．When is he going camping? He is going on the 12th of February, .

4．I’m going to Tibet for a week. 我要去西藏一周。

翻译：你要去西藏多长时间？

他们假期要在家里呆一个月。

你要在香港呆多长时间？只呆4天，我不喜欢离开太长时间。

5．What are you doing there? I’m going hiking in the mountains.

你在那里要做什么？ 我要在山区里远足。

6．Show me your photos when we get back to school.

我们返回学校时，你把照片拿给我看。

翻译：我来把我的新照片拿给你看看。

他长大时想当一名时装杂志的记者。

7．Where are you going for vacation? I’m going to Hawaii for vacation.

你要去哪度假？我要去夏威夷度假。

翻译：他要去哪度假？他要去泰国度假。

8．I’m going to Hawaii for vacation in December, and I’m staying for three weeks.我要在12月去夏威夷度假，在那里呆3个星期。

翻译：他打算在11月2日去海南度假，在那呆大约1个月。

9．What is it like there? 那里什么样子？

翻译：那部电视剧怎么样？

那里的天气怎么样？

你和谁一起去？

你要呆多长时间？

10. Can I ask you some questions about your vacation plans?

我可以问你一些有关你假期计划的问题吗？

翻译：我能吃点肉吗？

他向我打听你家的情况。

11. He thought about going to Greece or Spain, but decided on Canada.

他考虑去希腊或西班牙，但是最后他决定去加拿大。

翻译：我总是在欧洲读假。

这次，我想有所改变。

我听说加拿大风景优美，而且我知道那里也有很多人说法语。

12. He is leaving the first week in June and staying until September.

他将在6月的第一个星期动身，一直呆到9月。

翻译：他想度过一个轻松的假期。

我想要过一个令人兴奋的假期。

我计划去美丽的乡村度过这段时间。

13. Please don’t forget to close the door when you leave.

你离开时，请别忘记关门。

14．She couldn’t wait to get home to see he parents.

她迫不及待的想回家看望父母。

翻译：我听说泰国是一个观光游览的好地方。

她星期二动身去香港。

我想要问你有关在中国旅游地点的问题。

八年级英语第四单元复习

I.应掌握的词组：

1.get to school 到校

2. get home 到家

3. how about=what about

…….怎么样？

4.take the subway 乘地铁

5.ride a bike 骑自行车

6.take the bus乘公共汽车

7.take the train乘火车

8.take a taxi乘坐出租车

9. go in a parent’s car 坐父母的车

10. by bike, bike bus,

by subway, by taxi,

by car, by train

(乘坐……车，放在句尾)

11. have a quick breakfast

迅速吃早饭

12. the early bus 早班车

13. how far多远

14. take sb. to sp.带某人到某处

15. doing sth. takes sb. Some time/ money

=It takes sb. some time/money to do sth.

=sb. spends dome time/money (on sth.)

=sb. spends some time/money (in) doing sth.

=sth. costs sb. some time/money

=sb. pay some money for sth.

花费某人多少时间/金钱做某事/某人花费多少金钱/时间做某事

16. bus stop公共汽车站，

train station火车站，

subway station地铁站，

bus station客运站

17. want to do sth.想做某事

18.walk to school 步行上学

19. in North America 在北美

20. in other parts of the world

在世界的其他地区

21. depend on=depend upon

依靠，靠……决定

22. not all 不是所有的

23. need to do sth.需要做某事

24. number of students学生数

25. a number of=many 许多number前可用large, great, small修饰其谓语是复数26.the number of….的数量，谓语是单数

27. don’t worry(about sth./sb.)别着急(为某人/事担心

28. around the world= all over the world世界各地，全世界

II.应掌握的句子：

1. How do you get to school? I walk to school.你是怎样到校的？我步行。

翻译：你们如何去上海？我乘飞机去，他坐火车去。

李平怎样到校的？骑自行车。

火车什么时候到站？

我们是今天早上到上海的。

2. How about the white shirt? 这件白衬衫怎么样？

翻译：他怎么样？

去游泳怎么样？

3. I usually walk but sometimes I take the bus.我通常步行，但有时坐公共汽车。

翻译：他总是骑自行车上学，但这次他乘地铁上学了。

4. How long does it take you to get to school? It takes about 10 minutes to walk and 15 minutes by bus.你需要多长时间到校？步行大约10分钟，乘汽车15分钟。

翻译：做早操每天花费他半小时。

建造这座桥工人们将花费1年多的时间。

我花了20分钟做作业。

这件新外套花了我母亲80元钱。

他花了20美圆买这个新玩具。

5. How far is it from his home to school? About 10 kilometers.

从他家到学校有多远？大约10公里。

翻译：从地球到月球有多远？大约38万公里远。

本溪到沈阳有多远？大约70公里远。

6. Lin Fei’s home is about 10 kilometers from school.林飞的家离学校大约10公里

翻译：我们学校到望溪公园大约7公里。

7. He leaves for school at around six-thirty. 他大约在6点30分动身去学校。

翻译：你什么时候离开本溪的？

我们下星期去北京。

我们不会离开北京到大连市。

8. Then the early bus takes him to school.然后，他乘坐早班车到学校。

翻译：他们李平送到医院。

请把书带到学校来。

张强把水果从书包里拿了出来。

我打算带一些苹果回家。

9. Thomas wants to know where Nina lives.托马斯想要知道尼娜住在哪里。

翻译：老师想知道她住的地方离学校有多远。

李平想知道到学校需要多长时间。

他们想知道他通常怎样到校。

我想知道她认为交通怎么样。

10. In Japan, most students take trains to school, although others also walk or ride their bikes. 在日本，大部分学生乘坐火车上学，尽管其他人也步行或骑自行车。

翻译：在中国，这要看你住在哪里。

在大城市，学生通常骑自行车或乘坐公共汽车上学。

在有河流或湖泊的地区，学生们通常坐船上学。

那一定要比乘坐公共汽车要有趣得多。

在北美地区，不是所有的学生都乘坐公共汽车上学。

世界的其它地区与美国不同。

在日本，到校的三个最常用的交通方式是：公共汽车，火车和自行车。

在中国，自行车和公共汽车是最常用的交通方式。

11. A small number of students take the subway to school.

小部分学生乘坐地铁上学

翻译：我有许多信件要写。

我们学校许多学生来自农村。

说汉语的人的数量要大于说英语的人的数量。

12. What do you think of the transportation in your town?

你对你们镇的交通认为怎么样？

翻译：你认为这本书怎么样？

下雨时，我乘坐出租车。

你住的离学校有多远？

13. She is dead but her memory still lives on.她虽然死了，但人们仍然怀念她。

翻译：羊靠青草维持生命。

八年级英语第五单元复习

I.应掌握的词组：

e to one’s party

参加某人的聚会

2. on Saturday afternoon

在星期六的下午

3. I’d love to 我非常乐意

4. I’m sorry 对不起

5. study for a test为测验而学习

6.go to the doctor 去看医生

7.visit one’s aunt 看望某人的姑姑

8.have a piano lesson 上一堂钢琴课

9. go to one’s guitar lesson

去上吉他课

10. too much homework

太多家庭作业

11. much too interesting 有趣得多

12.maybe another time 也许下一次吧

13.Thanks for asking（inviting）

谢谢邀请

14.go to the baseball game

参加棒球比赛

15.Birthday Party 生日聚会

16.go to the mall 去购物中心

17. soccer practice 足球练习

18. look for 寻找

19. find out 找到，弄清楚，查明

20.studu for the math test

为数学考试而学习

21. play tennis with me

和我一起打网球

23. I have a really busy week

我一周很忙

24. my cousin’s birthday party

我表弟的生日聚会

25. write soon 尽快回信

26.study for my science test

为科学考试而学习

27.给某人打电话的几种说法：

call sb. up,

call sb.,

phone sb.,

phone to sb.,

telephone sb.,

telephone to sb.,

phone sb. up,

ring sb.,

give sb. a ring,

give sb. a phone,

make a telephone call to sb.

28. on Thursday night 星期四晚上

29. be (go) on vacation 度假

30.next week下周

31.join sb.加入某人一起

32. Please keep quiet! 请保持安静, keep+形容词表示“保持某种状态”，

keep+(sb.)+doing 表示“（使某人）不停地做某事”，keep sth. 保存某物

33.football match足球比赛

34. culture club 文化俱乐部

35. try to do sth. 努力（企图）做某事,

try doing sth.试着做某事,

try one’ best to do sth. 尽力做某事

II.应掌握的句子：

1. Can you come to my party on Saturday afternoon? Sure, I’d love to.

星期六的下午你能来参加我的聚会吗？当然，我非常乐意。

翻译：你能在星期三来参加我的聚会吗？对不起，我不能去，我得帮助我的父母。

星期四他们能和我一起去看电影吗？不能，他们有太多的作业要做。

星期天你能和我一起去看电影吗？对不起，我得去看我的姑姑。

星期一李平能来上学吗？不能，他要去看医生。

他能干大事。 他会那样做的。

2. May I ask you some questions? Sure. / Of course. /Certainly.

我可以问您一些问题吗？当然可以。

翻译：我能帮你做这件事吗？当然可以。

我能用一下您的钢笔吗？当然可以。

杰克，我们去踢球吧。好主意。

今天晚上你准备做什么？没什么事。

3. I would love to go to your party. 我愿意参加你的聚会。

翻译：你想要喝茶还是咖啡？

我想要一千克大米。

我想要见见她。

吴老师想要我在会上发言。

我倒是希望明天能来，但恐怕来不了。

4. She isn’t very well these days and has to stay home.

她这几天身体不太好，只好呆在家里。

翻译：他知道她必须做什么以及需要什么。

我们必须去帮助他摆脱困境。

5. We can learn what we did not know. 我们能够学会原来不知道的东西。

翻译：我去年学会滑冰的。

我想学好英语。

我们要学会互相帮助。

我们应该学会如何学习。

6. Thank you for inviting me. =Thanks for asking (having, inviting)

谢谢你邀请我。

翻译：谢谢你的帮助。

感谢你照顾我妹妹。

上周日他邀请我参加他的生日聚会。

他没有邀请她同他们一起就餐。

谢谢你们来看我。

7. Maybe another time.或许下一次吧。

翻译：请再给我一块蛋糕好吗？

这件外套太小，请再给我拿一件。

我有支钢笔，一支给你，一支个吉姆，另一支给汤姆。

这儿有两根尺子，一根很短，另一根很长。

汤姆的脚一只比另一只大。

吉姆和杰克在教室里看书，其他学生在活动。

8. Can she go to the movies? No, she can’t. She’s playing soccer.

她能去看电影吗？不，她不能。她要踢足球。

翻译：他们能去音乐会吗？不，他们不能。他们要区参加聚会。

9. Read these dialogues and find out about another kind of football.

朗读这些对话，找出有关另一种足球的语句。

翻译：我去查一下火车什么时候到。

10. She and I are both students. 我和她都是学生。

翻译：我们俩都必须学好英语。

我们应该感谢你们俩。

星期五晚上，我要和一些朋友一起去看电影。

星期三，我要和校球队一起打网球。

我的美国朋友下一个假期要来看望我。

我不能加入你们一起，因为我得帮助我母亲。

你能在星期三的晚上来我们家与我们一起讨论科学报告吗？

八年级英语第六单元复习

I.应掌握的词组：

1. long hair 长头发

2.How are you? 你身体好吗？

3. How old 多大年纪

4. how tall 多高

5. how long ago多久前（的事）

6.more outgoing 比较外向

7. want/plan to do sth. 意欲，企图

8.here are photos of me 这是我的照片

9. as you can see 正如你所看到的

10.in some ways在某些地方

11. we look the same我们看起来一样，

They look different他们看起来不?

八年级上册英语课件 篇4

教案反思是教学过程中非常重要的一个环节，能够帮助教师更好地了解教学的不足之处，并及时纠正，从而提高教学质量。以下是一些有关八年级英语上册教案反思的建议：

1. 确定教学目标：在开始教学之前，教师应该清楚地确定教学目标，以便在课堂上引导学生朝着特定的方向前进。例如，教学目标可以包括提高学生的词汇量、提高听力技能、提高阅读理解能力等。

2. 设计有趣的教学内容：有趣的教学内容可以吸引学生的注意力，让他们更加积极地参与课堂活动。教师可以通过使用图片、视频、游戏等多媒体形式来设计教学内容。

3. 提供充分的练习机会：在课堂上，教师应该提供充分的练习机会，让学生通过练习来巩固所学知识。例如，教师可以设计单词拼写和阅读理解练习等。

4. 鼓励小组合作：小组合作可以帮助学生更好地理解知识点，并且可以培养学生的团队合作能力。教师可以在教学过程中鼓励小组合作，并设定奖励机制来激励学生。

5. 关注学生的反馈：在课堂结束后，教师应该关注学生的反馈，了解他们是否掌握了所学知识。如果教师发现学生需要更多练习，教师应该及时进行补充。

总结起来，教案反思可以帮助教师更好地了解教学的不足之处，并及时纠正，从而提高教学质量。

八年级上册英语课件 篇5

【学习目标】

1.学生学会关于假期去旅行的一些常用词汇与句型，并学会复合不定代词的用法。

2.通过与学生交流假期去哪里旅行的话题，提升学生的语言交际能力。

3.学生会用一般过去时态进行信息交流，形成环保意识，热爱大自然。

【学习重点】

学生能用所学的功能语言交流假期去了什么地方旅行。

【学习难点】

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

Learning action tips: leading in by showing PPT about the students’holiday trip.

Topics：Did you have a good time during the vacation?Yes，Idid. Did you go anywhere interesting with your parents?Can you tell us where you went on vacation?……Review the past tense.

Task 1

Learning action tips: Preview the words on Page2 in the word list. Studentsread the words by phonetic symbols, then underline new words in the text and markthe Chinese meaning. At last finish the task in 1a.

【知识链接】

1.复合不定代词有：

某人someone

任何人anyone

没有人no one

每个人everyone

某事something

任何事anything

没有东西nothing

一切everything

2.anyone与any one的区别

anyone通常指人，侧重于个体，后面不带of;any one既指人，又指物，侧重于整体，后面可接of。情景导入　生成问题

1.T：Didyou have a good time during the vacation?

S：________________________________________________________________________

2.T：Wheredid you go on vacation?

S：________________________________________________________________________

自学互研　生成能力

Task1Let\'sread the new words and the phrases.

1.I can read.(我会读)

anyone，anywhere，wonderful，quite a few，most

2.I can write.(我会写)

翻译下列短语：

(1)待在家里stay__at__home(2)去纽约城go__to__New__York__City

(3)去夏令营go__to__summer__camp(4)与某人一起去go__with__someone

(5)buy something special买特殊的东西

(6)遇见有趣的人meet__someone__interesting

(7)study for tests为考试学习

3.I can summarize.(我会总结)

Did you buy anything special?其中anything 是不定代词。

复合不定代词用法小结：

(1)带some的复合不定代词常用于肯定句中;带any的复合不定代词常用于否定句或疑问句中。

(2)当形容词修饰不定代词时，应放在其后面。

(3)复合不定代词作主语时，都作单数看待，其谓语动词用第三人称单数形式。

(1)I did somethinginteresting last summer.去年夏天我做了有趣的事情。

(2)Did you go anywherecool on vacation?假期你去凉爽的地方了吗?

(3)在那里我没见到人。　I didn’t see anyone there.

Task2Let\'slisten to the tape and finish 1b，2a，2b.

Task3Let\'smake conversations and interview.

1.I can practice.(我会练)

A：Grace，where did you go on vacation?

B：I went to (1)Central__Park(中央公园).

A：Oh，really?Did you go with anyone?

B：No.No__one(没有人)was here. Everyone wason vacation.

A：Did you buy (3)anything__special(特殊的东西)?

B：No.I bought nothing.

【导练】

( C )Did you see ______ in the dining room?

A.someoneB.some one

C.anyone D.anyone

八年级上册英语课件 篇6

What are you doing for vacation? 学习目标：   在这一单元中，我们要学习如何谈论假期的计划（Vacation plans），对将来的安排（Future plans） 语言目标：   1. 用现在进行时表示将来。   （Present progressive as future）   2. 用where , when , what , how long 提问的句子。 主要句型：   1. What are you doing for vacation ?   I’m spending time with my friends .   2. When are you going ?   I’m going next week .   3. How long are you staying ?   We’re staying for two weeks .   Step 1. National Day is coming . We all have a long vacation about 7 days . What are you  doing for vacation ?   Now Let’s talk about future plans .   在这里，我们用到What are you doing for vacation ?   同学们可能会奇怪，“be doing”结构不是现在进行时吗？在这一单元中，用现在进行时代表将要发生 的动作，表示对未来的计划和安排，译为“我将要…”，“我打算…”。   eg . What’s she doing for vacation ? 她假期要做什么？   She’s babysitting her sister . 她要看她妹妹。   这是我们进入初中以来第一次接触到将来时。这种用现在进行时表示将来动作的用法，实际上在英语中 是很常见的。   Now , answer my question .   “What are you doing for vacation ? ”   You may have lots of answers . Now , translate the following sentences into English , and  choose one as your answer .   Of course , you can add more activities if you like .     Exercise :   1. 我要去野营。   2. 我打算看望我的姨妈。   3. 我打算在家里看电视。   4. 她要照顾她的小妹妹。   5. 他打算玩篮球。   6. 他们要在家里休息。   7. 我要去山区徒步旅行。   8. Dave准备去骑单车。   9. Mary要去旅行观光。   10. Mike准备去钓鱼。   11. Isabella要去散散步并且租些录像来看。   Keys :   1. I’m going camping .   2. I’m visiting my aunt .   3. I’m watching TV at home .   4. She’s babysitting her sister .   5. He is playing basketball （for vacation）.   6. They are relaxing at home .   7. I’m going hiking in the mountains .   8. Dave is going bike riding .   9. Mary is going sightseeing .   10. Mike is going fishing .   11. Isabella is taking walks and renting videos .   Step 2 . We’re going to learn other questions to ask about one’s vacation plans .   除了用“What are you doing for vacation ? ”之外，我们还要学习其它几个问句，来帮助我们更好 地谈论假期的`计划。   1. When are you going ?   你什么时候去呀？   when表示对具体的时刻来提问，所以可以用on Monday ，（在星期一），on the 12th （在12号那天） nextweek （下周）、等等。   eg. I’m going the first week in June . 我将在六月份的第一周去。   2. How long are you staying ? 你要在那里呆多久？   How long 是对表示持续的一段时间来提问。因此回答时，也要用表示一段时间的时间状语，而不是具 体时刻。   eg. How long is he staying ?   He’s staying for a week . 他要呆一个礼拜。   或He’s staying until September . 他在那里一直到九月份。   3. Where are you going for vacation ? 你要去哪里度假？   I’m going to Italy （Greece or Spain ）.   我要去意大利（希腊或西班牙）。   4. What’s it like there ? 那里怎么样？   这个句型是我们在第二册中学习过的，当时我们对人提问，“What’s she like ? ”她这人怎么样。 现在是对地点对问，请你介绍一下对某地的看法与印象。   你可以回答：It’s beautiful ! It’s wonderful ! 等等。   5. How’s the weather there ? 那里的天气怎么样？   这也是上学期我们学过的句子。你可以用一系列表示天气的词来回答。   如It’s cool . （hot , humit , warm …）   6. Who are you going with ? 你准备和谁一块儿去？   I’m going with my parents . 我和我父母一块儿去。   学会了上面这些句子，我们又增加了许多谈话的内容。同学们在课外，可以勤练习。   Step 3. Section B. 3a P17   1. Read the article . After reading , answer my questions . Pierre Lambert’s Vacation Plans !   Pierre Lambert , the famous French singer , is taking a long vacation this summer !   He thought about going to Greece or Spain , but finally decided on Canada . “I always  take vacations in Europe , ”he said . “This time I want to do something different . I heard  that Canada is beautiful , and I know there are many people there who speak French . ”   Pierre is going to Canada’s Great Lakes region . He is leaving the first week in June and  staying until September . He plans to have a very relaxing vacation . “I’m taking walks ,  going fishing , and going bike riding . I’m hoping that the beautiful countryside will help  me forget all my problems . At night , I’m renting videos and sleeping a lot …a no-stress  vacation ! I can’t wait . I’ll be a new man when I return to Paris !   Questions :   （1）Where is Pierre going for vacation ?   （2）When is he going ?   （3）Why did he decide on Canada ?   （4）What is he doing there ?   （5）How long is he staying ?   Keys :   （1）Pierre is going to Canada’s Great Lakes region .   （2）He is going the first week in June .   （3）It is beautiful and there are many people there who speak French .   （4）He’s taking walks 、 going fishing 、 going bike riding .   At night , he’s renting videos and sleeping a lot .   （5）He is staying until September .   二. 重点、难点：   1. Pierre Lambert , the famous French singer , is taking a long vacation this summer .   著名法国歌星皮埃尔，在这个夏季，准备度个长假。   take a (long) vacation . 去度（长）假。   2. He thought about going to Greece or Spain , but finally decided on Canada .   他考虑要去希腊或西班牙，但最终决定去加拿大。   △think about （doing）sth . 考虑（去做）某事。   eg. He often thinks about going camping . 他经常考虑去野营。   △decide on 决定（后面加名词）   eg. decide on a blue coat 决定（要买）一件蓝色上衣   decide on Canada 决定（去）加拿大   3. I want to do something different .   我想做一些不寻常的事。   something 为不定代词，另外还有anything , nothing , somebody , anyone 等，都是不定代词。当 有形容词修饰这些不定代词时，切记放在这些不定代词的后面。   eg. something different 不寻常的事   somebody important 重要人物   Is there anything wrong ? 有什么不对的吗？   4. I know there are many people (who speak French ) there .   我知道，那儿有许多人讲法语。   在本句中，出现了一个重要的语法现象，定语从句。“Who speak French ”做为定语从句修饰前面的 词组many people . 许多人，什么样的人呢？说法语的人。这样，我们就很好理解了。从前，我们学过， the beautiful flower , 这里beautiful 做为定语，修饰flower ， 花，什么样的花？美丽的花。当单个 的词做定语，一般放在名词的前面，（注：修饰不定代词时需放在后边），而当一个句子做定语时，一般要 放在被修饰词的后面，这个句子则被称为定语从句。   eg . I’m waiting for that man (who is in black . )   我正在等那个穿黑衣服的人。   5. Canada’s Great Lakes region .   加拿大的五大湖地区。（加拿大与美国之间的五个大湖，   景色怡人，风景秀丽。）   6. He plans to have a very relaxing vacation .   △plan to do sth . 计划去做某事，to后面加动词原形。   eg. My classmates plan to go to a picnic .   我的同学们计划去野餐。   △have a very relaxing vacation .   过一个非常惬意的假期。   另外，have a good time 过得很愉快。   7. I’m hoping (that the beautiful countryside will help me forget all my problems . )   我希望美丽的风光能帮我忘记一切烦恼。   △在本句中，that引导的一整句话，都做为谓语hope的宾语，被称为宾语从句。这一整句都是“我所希 望的事”。that只是宾语从句的引导词，没有实际含义。   eg. The teacher said that some students left school at 5:30 yesterday .   老师说，昨天有些同学五点半才离校。   help sb do sth . 帮助某人做某事。   在Unit 1 中，我们学过“help me to study more”这

八年级英语下册课件

以下是幼儿教师教育网小编整理的“八年级英语下册课件”类希望对大家有所帮助。教案课件是老师在课堂上非常重要的课件，因此就需要我们老师写好属于自己教学课件。教师的成功备课离不开完备的教案。如果您觉得这篇文章有参考价值请别忘了把这篇文章收藏下来！

八年级英语下册课件【篇1】

When you play things, you must get good corporation with your players.

教学重点、难点：

1、I am throwing the basketball.

教具、学具：

some balls and story a tape and pictures

Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday IXXXde. Today IXXX. Tomorrow I am going toXX.

Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”

Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to

Note the word “player” in the lesson. A “players” plays something, such as a sport.

Play “What’s wrong” to practice the new past tense verbs, and other tenses and verbs.

Play “spelling Bee” to practice spelling any vocabulary in this unit.

Tech “Oh, what did you do” in Number 3 of the student book.

Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:

八年级英语下册课件【篇2】

教案：

教学主题：第二单元英语第二课

教学目标：

1. 学会问候语，如 Hello 和 Good morning/afternoon/evening 等。

2. 学会介绍自己，如 My name is \_\_\_\_\_\_\_\_\_\_\_\_. I am \_\_\_\_\_\_\_\_\_\_\_\_ years old. I am \_\_\_\_\_\_\_\_\_\_\_\_. I am from \_\_\_\_\_\_\_\_\_\_\_\_.

3. 学会表达感激之情，如 Thank you 和 Thank you very much 等。

4. 学会描述外貌，如 What is your \_\_\_\_\_\_\_\_\_\_\_\_\_? How are you?

5. 学会表达喜好，如 What is your favorite \_\_\_\_\_\_\_\_\_\_\_\_\_? Do you like \_\_\_\_\_\_\_\_\_\_\_\_?

6. 学会表达意见，如 What do you think of \_\_\_\_\_\_\_\_\_\_\_\_? How about \_\_\_\_\_\_\_\_\_\_\_\_?

教学准备：

1. 教材：英语教材

2. 教学资源：图片、视频、音频等

3. 教学工具：黑板、粉笔、教鞭等

4. 教学评估：考试、作业、口头表达等

教学步骤：

1. 引入：通过图片、视频等引入本单元的主题，并简单介绍本课的内容。

2. 知识讲解：通过黑板、PPT等向学生讲解本单元的知识点，并举例说明。

3. 练习巩固：通过练习、作业等方式巩固本单元的知识点，并帮助学生提高听说读写的能力。

4. 小组活动：通过小组讨论、角色扮演等活动，激发学生的学习兴趣，并提高学生的团队合作能力。

5. 总结回顾：总结本单元的知识点，回顾本课的内容，并提醒学生巩固本单元的知识。

教学反思：

本单元的教学旨在帮助学生掌握问候语、介绍自己、表达感激之情、描述外貌、表达喜好和表达意见等知识点，并提高学生的听说读写能力。在教学过程中，我注重了与学生的互动，通过小组活动和提问等方式，激发学生的学习兴趣，并提高了学生的学习效果。在练习巩固的过程中，我注重了学生的反馈，及时纠正学生的错误，并提醒学生巩固本单元的知识。在总结回顾的过程中，我总结了本单元的知识点，并提醒学生巩固本单元的知识。总的来说，本单元的教学效果较好，但也存在一些问题，如部分学生对于问候语的理解和表达能力较差，需要加强练习。

八年级英语下册课件【篇3】

教学目标

一、知识与技能

1. 掌握常用动词的过去分词的拼写形式以及熟练掌握already，yet在现在完成时中的应用。

2. 体会现在完成时在阅读文章《鲁滨逊漂流记》中的应用以及对阅读文章的理解分析。

3. 熟练掌握 already，yet 在现在完成时中的用法。

4. 掌握常用动词的过去分词形式。

5. 使用阅读技巧对阅读文章进行理解与分析。

二、过程与方法

将抽象知识具体化，帮助学生总结规律，系统地学习语法。调动学生的积极性，引导他们积极参与课堂。

三、情感态度与价值观

通过对《鲁宾逊漂流记》节选部分的学习，引导学生在生活和学习中要不抛弃不放弃。

教学重点

1. 体会现在完成时在阅读文章《鲁滨逊漂流记》中的应用以及对阅读文章的理解分析。

2. 熟练掌握already，yet在现在完成时中的用法。

教学难点

1. 使用阅读技巧对阅读文章进行理解与分析。

2. 熟练掌握already，yet在现在完成时中的用法。

教法导航

通过大量练习让学生主动掌握语法知识。

学法导航

练习、讨论、主动探求规律。

教学准备

多媒体。

教学过程

Step 1 Greetings

Greet the students as usual.

Step 2 Presentation

Introduce the movie：Robinson Crusoe.

The teacher shows some introductions on the screen to arouse the students’ interests.

Step 3 Learn the new words

ship，tool，gun，sand，else，cannibal，towards，land.

Step 4 Reading

3a, Read the passage and answer the following questions：

What does Robinson Crusoe wait for?

Why does Robinson Crusoe call the man Friday?

3b, Read the passage again. Find words that have these meanings.

1. You can use these to shoot things： _____

2. Something you use to travel in the sea： _____

3. A piece of land in the middle of the sea： ______

4. You can use these to cut things： ______

5. Signs left behind by someone or something： ______

3c, Correct the sentences:

1. Robinson Crusoe arrived on the island with enough food and drink.

2. Friday made a small boat.

3. Robinson had some food and tools when he first arrived on the island.

4. Robinson used the ship to build a house.

5. Friday saw some marks of another man’s feet on the beach.

6. Robinson tried to kill the two men.

After they finished the questions and let them check the answers.

Then get them read aloud the passage again and the teacher helps deal with the difficult points.

1) I will not give up and I will wait for another ship. 因此我不放弃，要等候另一只船。

another 既可用作形容词，也可用作代词。用作形容词时，意思是“又一的;再一的”，修饰名词，位于名词前;用作代词时，意思是“另一个”。

e.g. Just at that time，another man came in.

Saying is one thing and doing is another.

another还可以和数词连用，常放在数词的前面，意为“还;再;又”。

e.g. We need another three man to help do the work.

2) Not long after that，I saw some cannibals trying to kill two men from a broken ship.

在那之后不久，我看见一些食人肉质在试图杀死两个来自破船上的人。

see sb. doing sth.意为“看到某人正在做某事”，强调看到的动作正在进行。

e.g. Mary saw him cleaning the classroom.

玛丽看见他正在打扫教室。

see sb. do sth. 意为“看到某人做了某事”，强调看到动作的全过程。

e.g. Mary saw him clean the classroom.

玛丽看见他打扫教室了。

3) I named him Friday because that was the day I met him.

我管他叫Friday因为那是我遇见他的那一天。

name作动词，意为“命名;给…取名”。固定搭配“name + sb. + 名字”意为“给某人取名为…”。

e.g. Lucy named her little son David. 露西给她的小儿子取名为戴维。

Step 5 Grammar Focus

Read the following sentences (让学生体会现在完成时的用法)。

师生共同总结出下列内容：

1.表示过去发生或已经完成的某一动作对现在造成的影响或结果。

e.g. ---Have you had your lunch yet?

---Yes，I have. I’ve just had it. (现在我不饿了)

2. 表示动作或状态从过去某一时刻开始，一直延续到现在，而且可能还要继续下去。

e.g. I haven’t seen her these days.

I’ve known Bob for three years.

I’ve been at this school for over two years.

时间状语 already，yet，just，ever，never，before;for + 时间段;since + 过去的时间点;since + 段时间 ago;since + 一般过去时的句子。

构成：现在完成时是由“助动词have /has+ 动词的过去分词”构成的，规则动词的过去分词构成与过去式相同，不规则动词的过去分词则需逐个记忆。

Step 6 Practice

Exercises

1. go through the tasks in 4a and 4b，then finish 4a and check the answers.

Keys：I have just drunk some tea.

Have you found it?

He has already left.

did he leave?

She has already seen the film.

I haven’t told them yet.

2. Finish 4b and check the answers.

Keys：loves，has read，will be，finished，will write，hasn’t read.

3. Finish 4c and check the answers.

Make conversations and complete the chart. (Follow the conversation on page 60)

Step 7 Homework

Sum up what they have learned in this lesson.

课堂作业

用所给单词的适当形式填空。

1. Judy has already _______ (finish) reading Little Women.

2. Tom and Mike have already _______ (decide) to learn Chinese on Internet.

3. Have you ________ (read) Alice in Wonderland yet?

4. Robinson ________ (have) already built a house on the island.

5. It often ________ (snow) in North China in winter.

参考答案：1.finished 2. decided 3. read 4. has; snows

教学反思

教学的目的不仅仅是教给学生知识，而且也要教给他们用所学知识解决问题的能力和技能。为了检查教学活动的效果，要及时对课堂的活动加以总结和评价，使得学生在激励中成长、进步。

八年级英语下册课件【篇4】

八年级下册英语教案

主题一：环保

范文1：How to Protect the Environment

Environmental protection is becoming increasingly important in today's world. As individuals, we all have a responsibility to do our part in protecting the environment. Here are some simple yet effective ways to make a difference.

Firstly, we can start by reducing our use of disposable items. For example, instead of using plastic bags when shopping, we can bring our own reusable bags. This simple change can greatly reduce the amount of plastic waste produced.

Secondly, we should also make an effort to conserve energy. Turning off lights and appliances when they are not in use is a simple step that everyone can take to save electricity. Additionally, using energy-efficient light bulbs and appliances can also make a significant impact.

Thirdly, we should promote the use of public transportation and carpooling. Using public transportation not only reduces air pollution, but also helps to decrease traffic congestion. Carpooling with others can also reduce the number of cars on the road, thus reducing carbon emissions.

Furthermore, we should be mindful of our water consumption. Simple actions such as turning off the tap while brushing our teeth or taking shorter showers can help to conserve water. Additionally, fixing any leaks or drips in our homes can prevent water wastage.

Lastly, we should promote recycling and proper waste disposal. Separating recyclable materials such as paper, plastic, and glass from our regular garbage can greatly reduce the amount of waste that goes into landfills. Additionally, we should avoid littering and always dispose of our trash in designated bins.

In conclusion, it is vital that we all take steps to protect the environment. By following these simple tips, we can make a positive impact on our planet and ensure a better future for generations to come.

主题二：健康生活

范文2：Tips for Maintaining a Healthy Lifestyle

Maintaining a healthy lifestyle is crucial for our overall well-being. Here are some tips for staying healthy.

Firstly, it is important to eat a balanced diet. This means including a variety of fruits, vegetables, whole grains, and lean proteins in our meals. Avoiding excessive sugar, salt, and unhealthy fats can also help to prevent various health problems.

Secondly, regular physical exercise is essential for maintaining a healthy lifestyle. Engaging in activities such as running, swimming, or cycling can improve cardiovascular health and strengthen muscles. It is recommended to aim for at least 30 minutes of exercise most days of the week.

Thirdly, getting enough sleep is equally important. Lack of sleep can negatively affect both our physical and mental health. It is recommended for teenagers to get between 8-10 hours of sleep each night.

Furthermore, it is crucial to manage stress effectively. Chronic stress can lead to a variety of health issues. Engaging in activities such as meditation, yoga, or spending time with loved ones can help to reduce stress levels.

Lastly, it is important to avoid harmful substances such as tobacco, alcohol, and drugs. These substances can have severe negative effects on our health.

In conclusion, maintaining a healthy lifestyle is essential for our well-being. By following these tips, we can ensure a healthier and happier life. Remember, small changes can lead to big improvements in our overall health.

八年级英语下册课件【篇5】

Unfortunately, as an AI language model, I am not able to provide you with a pre-written essay or essay templates, but I can give you some guidance on how to write a theme-based essay on the 8th-grade English textbook.

First, determine the theme of the lesson or chapter. For example, suppose the topic is about environmental protection. Your job is to write about the importance of protecting the environment. Start by conducting research on the topic, gather valuable information from reliable sources, define your thesis statement, and create an outline.

You can start your essay by introducing the topic, highlighting the current environmental issues, and explaining why environmental protection is crucial. You may share some exciting facts or statistics to grab your reader's attention. Then, develop your thesis statement, explaining what you learned about environmental protection from the lesson or chapter.

Next, you can divide your essay into sections, such as the causes and effects of environmental degradation, the role of people in environmental protection, and the steps that individuals can take to contribute to environmental protection.

In the first section, you can discuss the causes of environmental degradation, such as overpopulation, pollution, deforestation, and climate change. You can explain their negative impacts on the environment, such as the extinction of species, global warming, and increase in natural disasters.

In the second section, discuss the role of individuals in environmental protection. Talk about how people can use their daily activities to reduce their carbon footprints, such as conserving energy, using green technologies, and avoiding single-use plastics. You can also touch on the importance of governments, non-governmental organizations, and international coalitions on environmental protection.

In the final section, provide some steps that individuals can take to contribute to environmental protection, such as reducing their waste, conserving water, planting trees, and advocating for environmental policies.

Lastly, you should conclude your essay by summarizing your main points and restating your thesis statement. You can also provide some key takeaways and encourage your readers to take action towards environmental protection.

In summary, writing a theme-based essay on an English textbook requires you to conduct thorough research, establish a clear thesis, develop an outline, and organize your ideas effectively. With the right approach, you can create an informative and insightful essay that demonstrates your understanding of the subject matter.

八年级英语下册课件【篇6】

教学目标：知识目标：1.bought, taught and thought

2.the story

3.a song

能力目标：1. past tense

2.where did you do?

3.What did you do?

情感目标：When you play things, you must get good corporation with your players.

教学重点、难点：1.I am throwing the basketball.

2.hitting and throwing

教具、学具：some balls and story a tape and pictures

教学过程：[==]

一. Class opening and review

Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I___de. Today I___. Tomorrow I am going to__.

Introduce

Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”

Use the student book

Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to?

Note the word “player” in the lesson. A “players” plays something, such as a sport.

Practice

Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs.

Play “spelling Bee” to practice spelling any vocabulary in this unit.

Tech “Oh, what did you do?” in Number 3 of the student book.

Use the activity book

Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:

板书：

Lesson4 Where did you go?

bought taught thought

Where did you do?

What did you do?

习题：

? 写出buy teach think 的过去式。

? 用Where did you do?练习说话。

? 用What did you do?练习说话。

八年级英语下册课件【篇7】

教学目标：

1、学生能正确说、读、写、用forget、remember

2、学生能用下列句子进行会话：

Do you remember this? Yes, it is a . (No, I forget.)

教学重点：

1、学生能正确说、读、写、用forget、remember

2、学生能熟练运用下列句子进行会话：

Do you remember this? Yes, it is a . (No, I forget.)

教学难点：学生能用下列句子进行会话：

Do you remember this? Yes, it is a . (No, I forget.)

教 具：词卡、录音机

课 时：1课时

教学过程：

一、问侯：

二、唱歌：

三、操练：复习25课单词

四、教授forget、remember

1、示范：

教师装作忘记然后又想起某物体的英语名称，如：装作忘记怎样说bag

和 book，教师用手势和面部表情让学生看明白意思，指关物体进行下列对话：

师：What is this? I forget how to say it in English. I forget. Say it, please, class.

生：I forget.

师：Oh, I remember. It’s a bag. I remember. Say it, please,class.

生：I remember.

然后，师再指另一件物品，

师：I forget what this is. What’s this? Do you remember?

生：It’s a book.

师：Oh, yes, you remember. Now I remember, too.

2、跟读课文录音：

3、练习：用游戏“Go Fish”的'变化形式做游戏。在游戏中，一生向另一生展示一张卡片并问：Do you remember this? 如对方有这张卡片，便回答：Yes, it is a . 如对方没有这张卡片，则回答No, I forget.

4、角色扮演：

5、《活动手册》 No.1

6、游戏：

五、结束本课教学：

作业：1、熟练本课对话

2、做《活动手册》

板书：

Lesson 26 Looking at Picture

remember forget

Do you remember this?

Yes, it is a .

八年级英语下册课件【篇8】

一、教案

1. 教学目标

a. 知识目标：学习并掌握关于描述人物特征的词汇和句型，如外貌特征、性格特征等。

b. 技能目标：培养学生运用所学词汇和句型进行描述和比较的能力。

c. 情感目标：培养学生的合作意识和团队精神，增强学生的自信心和积极性。

2. 教学重点

a. 学生能够正确运用所学的词汇和句型进行描述人物特征。

b. 学生能够用英语简单描述自己和他人的外貌特征和性格特征。

3. 教学难点

a. 学生能够用比较级和最高级句型对人物进行描述和比较。

b. 学生能够用英语详细描述人物的外貌特征和性格特征。

4. 教学准备

a. 教师准备：PPT课件、教学素材、小组活动准备、课堂展示材料等。

b. 学生准备：学生课本、学习笔记、课堂参与物品等。

5. 教学步骤

a. Step 1: 导入新课

- 呈现一张描述人物特征的照片，引发学生对外貌特征和性格特征的思考和讨论。

- 利用幻灯片展示，引导学生从图片中学习描述人物的词汇和句型。

b. Step 2: 学习新知

- 分组活动：将学生分成小组，每组分一位学生做模特，其他组员描述他的外貌特征和性格特征。组内对比，评选出最佳描述和最佳模特。

- 引导学生运用所学词汇和句型进行描述。

c. Step 3: 讲解语法

- 教师进行比较级和最高级句型的讲解，引导学生掌握运用。

d. Step 4: 实践运用

- 学生完成课本上的习题，对比和评价句子的准确性和描述的详细程度。

e. Step 5: 总结归纳

- 教师对本节课学习的重点、难点进行总结，梳理并提醒学生记忆。

二、反思

本节课的教学目标是学习并掌握描述人物特征的词汇和句型，培养学生描述和比较的能力。通过小组活动、实践运用等多种教学方法，让学生在实践中学习、运用和巩固所学内容。整堂课的教学过程基本顺利，但也存在以下几个问题：

1. 学生参与度不高：在小组活动中，个别学生参与度较低，导致整个小组工作效率不高。需要提前做好激发学生兴趣和参与的准备工作，引导学生积极参与。

2. 难度过高：部分学生对比较级和最高级句型掌握不牢固，导致在实践运用中出现困难。教师在讲解语法时需要使用简单明了的语言，配合具体例子进行解释，帮助学生理解和掌握。

3. 教学资源不足：课堂展示材料不够丰富，限制了学生的视觉体验和思维拓展。教师应准备更多的图片、视频等资源，以刺激学生的学习兴趣和主动探索。

总的来说，本节课的教学过程还有待改进和完善。需要更有趣、实践性的活动和教学资源，激发学生的学习兴趣和参与度。同时，在讲解语法知识时，要注意使用简单易懂的语言，帮助学生更好地理解和掌握。通过不断改进和反思，提高教学质量，促进学生的主动学习和全面发展。

八年级英语下册课件【篇9】

《人教版八年级下册英语课件》篇章主题范文

篇章一：My Summer Vacation（我的暑假）

My summer vacation was really enjoyable. First, I visited my grandma's house in the countryside. There, I helped her plant some vegetables and played with my cousins. We rode bikes and went swimming in the nearby lake. It was a lot of fun.

After that, I went to the beach with my family. We rented a cottage and spent a week there. We swam in the ocean and built sandcastles. We also had a bonfire and made s'mores. It was a great time with my family.

Finally, I went to a summer camp with my friends. We did a lot of outdoor activities like hiking, canoeing, and zip-lining. We also had campfires and shared stories. It was a great bonding experience with my friends.

Overall, my summer vacation was a great mix of relaxation and adventure. I can't wait to do it all again next year.

篇章二：The Benefits of Exercise（运动的好处）

Exercise is important for maintaining a healthy body and mind. Firstly, it can prevent a lot of health problems such as heart disease, high blood pressure, and obesity. Regular exercise also helps improve sleep and reduces stress and anxiety. It can even help prevent depression.

Exercise also has many benefits for the brain. It can improve cognitive function, including memory and thinking skills. It increases blood flow to the brain, which is important for maintaining brain health. Exercise also helps release endorphins, which are natural mood boosters.

Finally, exercise is a great way to socialize and make new friends. Joining a sports team or fitness group is a fun way to meet people who share your interests. It's also a great way to stay motivated and accountable.

In conclusion, exercise is essential for overall health and well-being. It has many physical and mental benefits and should be included in everyone's daily routine.

八年级英语下册课件【篇10】

教案设计：

本单元的教学目标主要包括：

1. 学会本单元的生词和短语，能够进行简单的拼写和记忆。

2. 掌握本单元的语法知识，能够进行简单的句型转换。

3. 培养学生的英语听说能力，能够听懂和说出简单的英语。

教学重点和难点：

教学重点：本单元的语法知识，包括时态、语态、主谓一致等。

教学难点：培养学生的英语听说能力，包括听懂和说出简单的英语。

教学方法：

1. 听力训练：通过听录音或者播放音频，让学生掌握本单元的生词和短语，并能够进行简单的句型转换。

2. 口语训练：通过对话练习，让学生掌握本单元的语法知识，并能够进行简单的句型转换。

3. 阅读训练：通过阅读文章，让学生掌握本单元的生词和短语，并能够进行简单的句型转换。

4. 游戏教学：通过游戏的形式，让学生更好地掌握本单元的语法知识。

教学评价：

教学评价主要包括课堂表现评价、作业评价和考试成绩评价。

课堂表现评价：通过课堂上的表现，如回答问题、积极参与课堂讨论、认真听讲等，来评估学生的学习效果。

作业评价：通过作业，如填空题、选择题、对话练习等，来评估学生对本单元的掌握情况。

考试成绩评价：通过学生的考试成绩，如单元测验、期末测验等，来评估学生对本单元的掌握情况。

反思：

通过这次教学，我发现学生对于本单元的语法知识掌握情况不够好，需要加强听力和口语训练，以及提高学生的阅读水平。

八年级英语下册课件【篇11】

新教材（冀教版）八年级英语（下册）

Lesson 25 Let’s Do An Experiment!

LESSON PRERATATION

Words and phrases:

science, experiment, fill, prove, theory, jar, upside, observe, right side up, upside down.

LESSON STRUCTURE

CLASS OPENING:               Greed each other.

KEY STEPS:

STEP 1: Ask the class to discuss the questions in the “Think About It”.                                  STEP 2: Let the students listen to the tape carefully with the following           question:” Why does Danny say they should do this experiment outside?” ; “ What’s Brain’s theory? ”; “ What will Brain do?”; “Does Danny have the same theory as Brain’s?”

STEP3: listen to the tape again. The student’s better read the dialogue at the same time. After reading and listening, let the students fill in the chart by themselves.

What do we need when we do the experiment?

Water,  a jar, A piece of cardboard

How do we do it?(steps)

1.   fill…in…;

2.   cover…with…;

3.   turn…upside down.

What are Brain’s and Jenny’s theories?

1.   The floor gets wet.

2.   The floor won’t get wet.

Reason

discuss

Step 4: after filling it, ask the students to describe the experiment. Then, write it in the exercise-book.

Step 5. read the dialogue and act it out by the students.

Step 6. homework. Be ready to give us a morning report of tomorrow.

Language Notes:

Explain some sentences and phrases.

1.I fill a jar with water.

fill…with…

On hearing the news. Her eyes filled with tears.

2.I turn the jar upside down.

upside down

That picture is upside down.

3.I think the floor will get wet.

The days gets longer in spring.

4.I’m sure that the floor won’t get wet.

Tom ia sure that he will win the game.

5.We can prove who’s right.

My theory will prove (to be) right some day.

6.We’ll do the experiment and observe what will happen.

I observed her dance.

CLASS CLOSING:

Say good-bye to the students.

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