八年级上册英语课件

八年级上册英语课件5篇

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八年级上册英语课件精选篇1

Unit 6 Section A教学案

(第一课时)

【Learning objectives】

Knowing : 本课的9个单词

Habit----forming: 掌握形容词比较级的变化规则。

Practising: 运用比较级，谈论人物的个性特征。

【Important points】 比较级的变化规则及谈论两人的差距。

【Learning process】 (教师寄语: Practice makes perfect)

一、自主学习 (教师寄语: No pains, no gains)

Task 1. 形容词比较级的变化规则

1、写出下列词的反意词：

tall thin long calm

old good

2、 掌握形容词比较级的变化规则：

把下列符合要求的单词对号入坐：

thin long calm funny quiet serious outgoing smart athletic short big heavy early interesting beautiful wild

1、在词尾直接加er: taller

2、以字母e结尾的单词，直接加r: later finer nicer

3、双写最后一个辅音字母，加er: bigger

4、辅音字母加y结尾的单词，变y为i加er: easier

5、多音节词和部分双音节词，在词前加more:

more beautiful

6、不规则变化词：many/more good little

Task 2. 谈论人物的个性特征

1、记忆并练习下列对话：

-Is that Tara?/That is Tara,isn't it?

-No, it isn't. It's Tina. Tara's shorter than Tina.

①、对两人进行外貌、性格的比较，应用：

形容词比较级+than

例：我比我妹妹高。

我妈妈比我爸爸更外向。

②、两人一组，利用形容词作替换练习。

2、听力练习：

①听录音，选出你听到的单词：

funny funnier outgoing more outgoing athletic more athletic serious more serious smart smarter quiet quieter

②再听一遍，判断下列句子的正误。

a、Tina is funnier than Tara.

b、Tara is more outgoing than Tina.

c、Tina is more athletic than Tara.

d、Tara is more serious than Tina.

e、Tina is smarter than Tara.

f、Tara is quieter than Tina.

用上面判断结果练习下列句型：

- Is Tina funnier than Tara? -Yes,he is.

二、合作共建

运用比较级对班内两个同学进行比较。

三、系统总结 (教师寄语：Tomorrow comes never.)

1、总结比较级的变化规则。

2、比较两人性格差异应用哪个句型?

四、诊断评价 (教师寄语: Look before you leap)

一、补全句子：

1、She is more outgoing t his sister.

2、Jim is (shorter) than Tom.

3、Kate is (athletic)than Mary.

4、This story is (funny)than that one.

5、She is (good)than me at swimming.

二、句型转换

1、Mike is tall, but John is taller.(合成一句)

。

2、Tina is taller than Tara.(变同义句) 。

3、more, Tom , than, is , athletic, Sam.(连词成句)

。

三、汉译英：

1、Sam 的头发比Tom 的短点儿。

2、我妈妈比Mary 的妈妈高。

3、我比Tom 更健壮。

4、Tom 比Sam 更聪明吗?

五 、反思：

学后反思：

教后反思：

八年级上册英语课件精选篇2

The First Period

Teaching aims and demands:

Aims of basic knowledge:

1. Key vocabulary: robot, everything, paper, use, tree, building, pollution, fewer, less

2. Key structures:

1) Will there be less / fewer / more…?

No, there won’t. There will be more/less/fewer...

2) Kids won’t go to school.

3) They will study at home on computers.

Aims of abilities:

1. Be able to listen for specific information on what will happen in the future;

2. Be able to talk about what will happen in the future using the target language;

Aims of emotion and evaluation:

Encourage the students to work hard at their lessons preparing for their own future.

Teaching Methods:

1. Listening and speaking.

2. Communicative approach.

3. Task-based approach

Key Points:

1. Master the usage of the indefinite tense.

2. Talk about what will happen in the future.

3. Review the Simple Past Tense and the Simple Present Tense.

Difficulties:

How to use correctly the simple past tense and the present progressive tense.

Teaching procedure:

Step 1 Warm up

1. Greetings;

2. Duty report

Step 2 Presentation

1. Draw a time line on the blackboard and mark the line as the following:

5 years ago now 1 year from now 5 years from now

2. Introduce the indefinite future tense

1) Get the students to read aloud the sentences several times until they can say them correctly.

2) Prompt the students to say what they think the word will is used for.

Step 3 Practice (1a-1c)

1. Get the students to look at the picture and then talk about what they have seen in it. Teach the new word robot at the same time.

2. Ask the students how the world will be different 100 years from now. Check A or D to complete 1a.

3. Listen and circle the predictions you hear in 1a. Complete 1b.

4. Students read the conversation in 1c together.

5. Pair the students to practice making conversations about the predictions in 1a.

Step 4 Listening (2a-2b)

1. Have the students read the sentences in 2a first, teaching the new word pollution using a picture of a factory producing a lot of black smoke and make sure they know what they are asked to listen for.

2. Play the recording for the students to listen and circle the words they hear.

3. Deal with 2b in the same way.

Step 5 Practice (2c-2d)

1. Get one top student to co-operate with the teacher acting out the dialogue in the box in 2c.

2. Have the students work in groups of four.

3. Get some groups to act out the conversations they have made.

4. Role-play the conversation in 2d.

Homework

The Second Period

Teaching Aims and Demands.

Aims of basic knowledge:

1. Key Structures: 1) Five years ago, Sally was …/ played 2) Today Sally is…/plays 3) In five years Sally will be…/ will play…

Aims of abilities:

Be able to use the three different tenses to depict the past, present and future actions or states.

Aims of emotion and evaluation:

Enable the class to get to know that one creates his own and that only by his hard work can he cherish a bright future.

Teaching Methods:

1. Task-based approach 2. Team work

Teaching Procedure:

Step 1 Warm up

1. Greetings2. Revise the formation of the past tense.

3. Revise the useful words.

1) Get the students to brainstorm the words and write on the blackboard.

2) Get the students to brainstorm the names of the animals.

Step 2 Presentation

1. Draw the time table on the blackboard.

5 years ago now 5 years from now

2. Show the pictures depicting the past, today and the future of your own and say:

Five years ago, I was a farmer. Now I am a teacher. In five years, I will be retired.

Five years ago, I played table tennis. Now I play the piano. In five years, I will play the violin.

3. Have the class read aloud the sentences after the teacher.

4. Encourage some to tell what they have found out about the use of the three tenses.

Step 3 Grammar focus

1. Have the class read through the sentences in the table and raise questions if they don’t understand any of the sentences.

2. Review the use of “more, fewer, less”. Make sure the students understand.

Step 4 Practice (3a)

1. Ask some students to complete the sentences. 2. Check the answers and explain.

Step 5 Pair work (3b)

1. Ask some students to complete the sentences. 2. The students practice the conversations again in pairs.

Step 6 Draw (3c)

1. Have the students look at the pictures they have prepared and write about them using the structures in 3c. The teacher walks about and offers a helping hand.

2. Put the students into groups of four, describe the future of the city..

Home assignment

The Third Period

Teaching aims and demands.

Aims of basic knowledge:

1. Key and difficult vocabulary:

space, fly, moon, fall, fell, alone, pet, probably, dress, which, even, took, wrote

2. Key structures: I think I’ll be/do…

Aims of abilities:

1. Learn to talk about one’s life in future using the target language.

2. Be able to read for the information about future.

Aims of emotion and evaluation:

1. Help the students get to know their bright future is created by themselves not someone else.

2. Through the debate on one’s future, develop the friendship and the cooperative spirits among the students.

Teaching procedure:

Step 1 Warm up

1. Greeting. 2. Duty report – My home town in ten years

Step 2 Presentation (1a-1b)

1. Have the class read through the words in 1a and teach the new ones using pictures: astronaut, rocket, space, space station.

2. Get the students to read aloud the words after the teacher until they can say them correctly. 3. Think of other words and write them in the chart in 1a.

Step 3 Listening (1c-1e)

1. Play the recording again for them to listen for the details to fill in the blanks. Complete 1d.

4. After-listening: get some to tell the class what they have done and why. Refer the students to the listening materials and check the answers.

Step 4 Reading (2a-2d)

1. Ask some students to say what they know about robots.

2. Read the article carefully and march each paragraph with the questions it discusses.

3. Check answers in 2b.

4. Read again quickly and complete the sentences in 2c.

5. Check answers and read the article together.

6. Fill in the blanks in 2d and then check the answers.

Step 5 Writing (2e)

1. What kinds of animals might robots look like in the future? Ask some students.

2. What do you think these robots will be able to do?

3. Write your answers and discuss them with your partner.

Home assignment

The Fourth Period

Teaching aims and demands.

Aims of basic knowledge:

1. Key vocabulary: the key words in this unit.2. Key structures: the key structures in this unit.

Aims of abilities:

1. Comprehensive use of what has been learned in this unit.2. Cooperative study

Aims of emotion and evaluation:

1. Cultivate the spirits of cooperation. 2. Encourage the students to work hard for their future.

Teaching Methods:

1. Elicitation method 2. Guided reading

Difficulties:

Make the students understand that everything is possible if we put our heart into it.

Teaching procedure:

Step 1 Warm up

1. Greetings 2. Duty report – My parent’s/friend’s future life in ten years

Step 2 Revision

1. Revise the key words and structures in this unit and the use of the indefinite future tense.

Step 3 Reading (3a)

1. Read the article quick and then fill in the blanks with the words in the box.

2. Check answers and read together.

Step 4 Writing (3b-3c)

1. Complete the chart in 3b and please add more items.

2. Write about your life 20 years from now. Use 3a and 3b to help you.

Step 5 Discuss (4)

1. Discuss how you think a robot will help students with schoolwork in the future.

2. Discuss how you think a robot will help other people in the future.

3. Write down your group’s ideas and then show them to the class.

4. Draw a picture about your robot.

Home assignment

The Fifth Period

Teaching aims and demands.

Aims of basic knowledge:

Key vocabulary and structures: all in this Unit

Aims of abilities:

1. Be able to talk about future.2. Talk about them using the target language.

Aims of emotion and evaluation:

Through reading about the robot, help the students to understand that man can create their own future by their own efforts.

Teaching Methods:

1. Guided reading 2. task-based approach

Teaching procedure:

Step 1 Warm up

1. Greetings 2. Duty report – My parent’s/friend’s life in ten years

Step 2 Presentation

1. The robot in my mind

1) Have the students think about the robots with the following questions in mind:

What does your robot look like? What can it do?

2) Put the students into groups of four and do brainstorming exercise and write a report on the result of the group work..

Step 3 Complete the chart

1. Read the words in the box.2. Put the words in the correct columns in the chart.

Step 4 Fill in the blanks

1.Complete the conversation.2.Read the conversation together.

Home assignment

八年级上册英语课件精选篇3

Module 8 Around town

Unit1 How do I get to the Forbidden City?(1-4)教学设计

外研版八年级(上)

玉林市兴业县一中 李雪红

一、教材分析:

本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。

二、学情分析：

学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。

二、教学目标: (Teaching aims)

1、Knowledge Objects

a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool,

square， structures, left, right, opposite, chairman,

between, turn, corner, along

b. Key structures ____ How do I get to…?

Can you tell me the way to….?

Go straight ahead.

Go along…../Go across….

Turn left into….

It’s opposite…/on the corner of…/

between…and...

2.Ability Objects

To understand the conversation of giving directions

To understand the sentences telling positions

To learn how to give directions

3.Moral Objects

Students can help the others.

三、教学重、难点：学生能熟练运用本节课重点句型

四、教材分析： 本单元是在通过日常的问候和交谈后，自然引出在

五、策略与方法：

1.教法

(1)直观教学法：借用多媒体展示画面，给学生直观的感觉，创建真实的语言环境，引导学生在情景中学习语言，在学习新的语言知识后，创造地运用语言。

(2)开展多种类型的任务活动，提供给学生合作交流的时间和空间，促使学生为完成任务和同学进行合作以及为完成任务进行探究性学习。 (3)听说法：借用大量的听力材料训练学生的听力能力;通过创设形式多样的活动情景，培养学生的口语表达能力。

2.学法

通过学生的观察和生活实际，让他们在电教设备的帮助下，在模拟现实的环境中，运用合作交流、互相探究等多种学习方法，促进同学互相帮助，为学生创建助人为乐、积极向上的和谐氛围。 六、教学准备：

制作本课多媒体课件 七、教学思路：

由学生已知的知识引入到新的知识,由学生描述熟悉的线路来激发学生的学习兴趣. 八、教学流程：

导入→教学单词—呈现→语言点学习→操练→巩固

本节课在多媒体的辅助下，直观生动地呈现给学生学习语言的需要图片，为学生搭建了一个很大的语言练平台，在导入环节中，通过图片，使学生轻松愉快学习有关地点的词汇，学生积极参与对话练习。在课堂中教师设计了一个轻松愉快的接近生活的语言环境，充分体现了学生开口说英语的欲望。利用师生互动 、生生互动形式，调动学生学习积极性，轻松愉快地学习知识，达到了教学目的。

八年级上册英语课件精选篇4

教学流程(Teaching process)

Step1：让学生观察三个苹果，引导学生描述这三个苹果。

This apple is big.

This apple is bigger than that one.

This apple is the biggest of all..

Step2:[利用课件]总结The Superlative forms of Adjectives and Adverbs (重点为Adjectives)。

1、This apple is the biggest of all (big)

2、This computer is the most expensive of all. (expensive)

3、 The weather is the worst. (bad)

4、This car is the best of the three.(good)

5、Blue Moon Cinema is the closest to my home.(close)

6、Red star Cinema is the cheapest. (cheap)

7、Super Cinema is the most popular.(popular)

8、Blue Moon Cinema has the most comfortable seats.(comfortable)

Step3:归纳形容词最高级变化规律(副词的变化随后会触类旁通) ①原级 ②原级 ③原级 ④原级 tall large big outgoing calm late thin beautiful short fine fat difficult wild nice hot athletic quiet serious small interesting high important

popular

Step4用最高级描述班级之最：

eg1:Wen Gang is the tallest and Wang Fei is the nicest .

eg2: Li Ping studies best and Pan Fei runs fastest.

Step5:(小组协作)运用动画图片描述中国之最和世界之最：

The Chang jiang River(the longest ),Qumulangma(the highest ).Taiwan Island.( the biggest ), Xing Jiang province(the largest population).

小结：

作业布置：

用最高级描述你的家人之最。

八年级上册英语课件精选篇5

Unit 5 Topic 3

Section A

Section A 需用1~2个课时。

重点活动是1a和2。

教学目标：

1.学习描述身体感觉的句子。

2.继续学习表达对他人关心和建议的句子。

3.复习表达个人情感的句子。

教学过程：

第一步: 复习

教师叫一个学生站起来扮演一个生病的学生，进行师生对话,复习打电话及询问病情的语言。

Teacher: Hello! May I speak to Li Ming?

Student: Hello! This is Li Ming speaking.

Teacher: What’s wrong with you?

Student: I have a cold.

Teacher: Oh, I’m sorry to hear that. Don’t worry! Take a good rest.

Student: Thanks a lot.

第二步：呈现

1.放录音1a,请学生听录音回答下列问题:

① Is Michael feeling better?

② What is he worried about?

③ Does he like ginger soup?

教师将句子写在投影片或黑板上,在放录音前展示给学生,让学生带着问题去听1a。

2.让学生打开课本,跟读刚才所听对话,检查答案，然后由教师给出答案供学生参考。

3.再读对话,划出其中的生词,教学生词：tense, injection, ginger, soup, bitter, test, take it easy。接着学生跟录音读单词，然后教师点拨重点、难点，教师在黑板上写出这些重点句子：

It makes me so tense.

The nurse there makes me nervous.

make+宾语+形容词，使某人或物保持某种状态

Calm down!

And medicine tastes so bitter.

第三步：巩固

1.再放一遍录音，完成1b。

2.让学生跟录音读课文，熟记重点，然后分角色扮演活动。

3.让学生做1c，比一比看谁做得快。完成后让他们举手读出他们所写单词，评比谁写得最好最完整。 第四步：练习

1.放录音2，让学生跟读，同时找出重点、难点的句子。

2.教师把这些句子板书在黑板上。

Some programs on TV make me want to sleep.

If we have time, we’ll come over to see you again.

I’m nervous about the test at the the end of the month.

Take it easy.

Jim can play instead of you.

instead of 代替、替换

3.每四人一组，分角色扮演。

4.学生用自已的语言复述1a,2的内容。

第五步：综合探究活动

1.听录音3完成练习，学习“恐惧”与“安慰”的情感表达。

2.给学生创设一个情景：假设班里的一位同学病了，没有上学。(学生可任选一位同学)别的三或四位同学相约去看他(她)。自由发挥，编写一段含有询问病情及安慰和建议的对话。