教师准备课堂教案和课件是展现其敬业精神的一种方式，而时钟指向了编写课件的这一刻了。精心构划教案，顺利的课堂教学只是时间问题，如何编写出一份高质量的课堂教案？今天，留学群的编辑带来了一篇关于“八年级上册英语课件”的深度解析文章，阅读完之后，不妨把它收藏起来，作为参考的宝典！
八年级上册英语课件(篇1)
Teaching aims and demands:
1) To train the students’ ability of reading
2) To talk about some famous actors, actresses and directors
3) To learn something about Steven Spielberg
Teaching focuses and difficulties:
1) To understand the passage
2) To learn something from Steven Spielberg
Teaching procedures:
Free talk with the students and enjoy some pictures.(films/ actors/actresses/directors)
Listen to the tape and tick the things that are mentioned in the passage.
Oscar ( ) birth year ( ) Sophie’s Choice ( ) Schindler’s List ( )
Speed ( ) Schooling ( ) The Matrix ( ) Film Academy ( )
marriage and family ( ) ET ( )
multiple choice :
1) How many of Steven Spielberg’s moives are mentioned in the passage_______?
2) When he was young, Steven Spielberg took English as his major______.
A. because it was his dream B. because he didn’t do very well at school
C. in order to get a job in a film studio D.because English is his mother tongue
3) The phrase “take off”( in Para2 ) has the same meaning as the one in “_______.”
A. The plane was crashed soon after it took off
B. He took off his hat and said hello to me
C. After Meryl Streep won her first Oscar as Best Actress, her career really took off
D. When his wife was sick in hospital, he took off from work
4) What can be inferred (推断) from the passage______?
A. All of Spielberg’s films are real blockbusters
B. If you learn English well, you will succeed
C. Behind every successful man there must be a great woman
D. Hard work and perseverance (坚持不懈) is the way to success
5) What do you think of Steven Spielberg______?
A. He’s brave B. He doesn’t work hard
C. His grades were low D. He has a gift (天赋) for directing films
1. Discussion: “When asked about the secret of his success, Steven Spielberg said that he owes
much of his success and happiness to his wife and children.” What does he mean? Make a choice and then explain why.
( ) He wants to thank his family because he has little time to be with them.
( ) His family’s support helped his career take off.
( ) His wife gave up her own career just for him.
( ) Others:_________________________________________________.
2. Summary: What can we learn from Steven Spielberg?
Assignment:
Write a passage about one of your favorite film stars.
八年级上册英语课件(篇2)
Section A
一、主要词汇：
surprise, skill, message, suppose, graduate, volunteer, experience, knowledge, border
report, pass, suppose, send, love, copy, aid, complete, gain
simple, thin, average, nervous, disappointing, true, lucky, mad, hard-working, lazy
二、语言目标：
1. He said he was mad.
2. She told me she would call me tomorrow.
3. He said he could speak three languages.
4. He said he was having a party for Lana.
三、语言结构：
1．直接引语与间接引语之间的转换；
2．掌握情态动词can 表示“能力”的用法‘
3．学会运用各种时态。
四、学法向导
1． 学会将直接引语转换为间接引语；
2． 学会用间接引语转述他人的话；
3． 各种时态要分清楚；
4． 形容词的用法。
五、教学过程
I 请本地教师组织教学，学生小组活动
1a
（教师）1. Points to the TV screens in the picture and have students read the words in those TV screens.
（教师）2. Point to the four questions in the box and red the questions to the class again. Then help students form small groups. Say, Now answer these questions and talk about some soap operas.
（教师）3. After five minutes, talk about the questions with the whole class. Ask students from different groups to tell what they talked about in their group. Focus on the ideas the students are talking about. But sometimes when a student starts to tell what another student said, you can help that student make a sentence such as: Anna said she didn’t watch soap operas. Bill said people get mad on soap operas.
1b
（教师）1. Point to the TV screens in activity 1a one by one. Ask different students to look at each picture and tell what is happening.
（教师）2. Play the recording the first time. Students only listen.
（教师）3. Play the tape a second time. This time say, Now, write the numbers 1 through 4 in front of the pictures. Put a number 1 in front of the picture you hear first on the recording, and so forth.
（答案）The TV screens should be numbered in this order:
1 3 4 2
（听力材料原文答案）Tapescript
Girl 1: What did Marcia say?
Girl 2: She said she was having a surprise party for Lana on Friday night.
Girl 1: What did Marcia say?
Girl 2: She said Lana thought she was coming to her house to study.
Girl 1: What did Lana say?
Girl 2: She said she was mad at Marcia.
Girl 1: What did Lana say?
Girl 2: She said she wasn’t going to Marcia’s house on Friday night.
1c
（教师）1. Read the instructions. Say, You will be talking with your partner as you do this activity.
（教师）2. Ask two students to read the example in the sample dialogue. Then say, Now work with your partner. Ask and answer questions abut each picture in activity 1a.
（教师）3. As students talk, move around the room offering help as needed.
（教师）4.Ask several pairs of students to say a question and answer to the class.
II 放完第二段视频后，
① 请本地教师组织教学，学生小组活动
2a
（教师）1. Point to the five sentences and ask different students to read the sentences to the class.
（教师）2.Point to and read the instructions to the class. Say, You will hear a conversation between two people who are talking about a soap opera on TV. Circle true or false after each statement.
（教师）3. Point out the sample answer. Say, This is statement tells what Ben said on the soap opera. The statement is true.
（教师）4. Play the recording .
（答案）5 4 1 3 2.
（听力材料原文答案）Tapescript
A: Did you see “Young Lives” last night?
B: No, what happened?
A: Well, Ben told Lana that Marcia was going to have a surprise party for her.
B: Really? What did Lana say?
A: Well, Lana was very excited. Lana told Ben that she would go to Marcia’s hose on Friday night after all.
B: Oh. Then what?
A: Marcia called everyone and told them she wasn’t going to have the party.
B: Oh, no!
A: Yeah, then Lana called Marcia and told her that she could bring some drinks and snacks to her house on Friday night.
B: Oh, wow…and what did Marcia say?
A: She told Lana she would be glad…
2b
（教师）1. Read the instructions. Say, This time you are going to circle the actual words people in the soap opera said. Point to the sentence after number 1 and read it to the class. Then point to the speech bubble in picture 1 and say, These are the words the actor in the soap opera said. Point to the sample answer. Say, Circle the correct word here..
（教师）2. Play the recording.
（答案）1. is 2. am 3. will 4. am 5. will
2c
（教师）1. Read the instructions.
（教师）2.Point out the pictures in activity 2b. Say, Use these words and pictures as you have your conversations.
（教师）3.Then have students work in pairs.
（教师）4.Check the answers by calling on different pairs to do one question and answer each..
② 全班讨论
Ask students to act out the situation shown in the pictures. Three students pretend to be Ben, Marcia, and Lana. Draw a large TV screen on the board and have these three students sit in front of it. Two other students pretend to be the two girls watching the soap opera on TV. They can sit on the floor. Ask the soap opera characters to read a line from activity 2b. Then have one of the girls report what that actor said. Repeat for all five pictures in activity 2b.
III 放完第三段视频后，
请本地教师组织教学，学生小组活动（教师）1. Read the instructions.
（教师）2. Read the article to the class, saying blank each time you come to a blank line.
（教师）3. Ask students to fill in the blanks on their own.
（答案）
1. was
2. thought
3. told
4. was
5. wasn’t
6. going
7. wasn’t
8. would
9. told
10. wasn’t
3b（教师）1. Read the instructions. Say, You can write anything you want. What do you think Ben and Lana and Marcia will do next?
（教师）2. Ask some students to read their episodes to the class..
4
（教师）1. Read the instructions. Students work in groups of four students.
（教师）2.Ask the students to complete the role pays on their own.
（教师）3. Ask a few students to show their role plays to the class.
注：黑色的斜体字是老师在课上组织教学时所用到的语言。
八年级上册英语课件(篇3)
1、教材的地位及作用：
第二册第六单元第一节课，本单元围绕Where’s the … ? It’s next to the … ?这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点。通过学习的Where’s the … ? It’s next to the … ?进一步加深对询问/指点方向的语法现象的理解和运用。同时通过Where’s the … ? It’s next to the … ?在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。
知识目标：
(1)学习、掌握Where’s the … ? It’s next to the … ?
(2)学习单词bank, theatre … 。
能力目标：提高学生听、说、读、写及知识自学的综合能力。
确立教学目标的依据：
根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学习询问/指点方向Where’s the … ? It’s next to the … ?
难点：句型Where’s the … ? It’s next to the … ?在实际生活中的应用。
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到街区里。同时激发学生学习兴趣，使学生在参与询问/指点方向的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：
通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里?当学生猜出去农场时， 我们便“上车”， 一路欢歌去农场。随着“嘎”的刹车声，电脑打出农场全景， 给学生一种身临其境的感觉，导入正课。
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在街区问路为主线，通过询问/指点方向的句型Where’s the … ? It’s next to the … ?在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计15个街区模型，让一对对学生上街 问路，并配有本课的重点Where’s the … ? It’s next to the … ?使学生在玩中进一步体会到句型Where’s the … ?It’s next to the … ?在实际生活中的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。
本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动听的节奏。进一步巩固，加强对本课内容的理解和运用。
Language points:
1. Look at the picture.
look at 看 look through 查看 look up 向上看 look out 向外看 look over复习
2.the post office.
合成词：(1)写成一个单词：bookshop. (2) 写成开放式：post office (3) 用连字符连接：pencil-box.
5. excuse me 的用法：
6. Thank you all the same.
教学评价是整个教学过程中的一个不可分割的重要组成部分。本课是在《新课程标准》理念指导下的较能体现“自主、合作、探究”的学习方式，它较之传统教学方式相比有一个很大的区别--能使每一个学生都能积极地参与到课堂学习及课外活动中去。与之同时，带来的问题是：人是千差万别的.，每个人接受知识、获取知识的方式与快慢都有可能与别人存在明显的差异，这是客观存在的现象，更是完全自然的现象，这也就决定了在学习成效上存在明显的差别。有的学生发展较快，有的学生发展较慢，教师如果用一把尺子来量每一个学生所取得的成绩，势必是不合理、不科学的。为此，教师要对每一个学生的实际水平与课堂中在小组中的表现作深入的了解，为他们定一个“水平线”，并坚信每一个学生都能在原有基础上超越这条线，只要有点滴的进步，哪怕是隐性的，也要给予大张旗鼓的表扬与激励，让他们充分体验合作的乐趣，充分享受成功带来的快感。这样的评价，比量化的评价更有效果，比一刀切的评价更有针对性与实际意义;这样的评价，可以激起部分学生再接再厉，可以燃起部分学生“奋发”的欲望;这样的评价，不一定要形成文字，只要教师心中有一把可长可短的尺子。
本课以“小组合作学习”，作为一种教学方法、教学模式，绝不是一种简单的形式，不应该成为一种外部强加的过程，而应该是一个内部需要的自然过程。“合作”二字，对于未来的社会、二十一世纪的人才而言，是必需的;“小组合作学习”，对于未来的课堂可能更是必需的。因此，我们必须对其作一些思考，哪怕只是瀚海中的一朵小小的浪花，也是有价值的。
由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。
八年级上册英语课件(篇4)
Lesson 37
Teaching Objectives:
掌握there be结构的过去时态的运用；
学会采访某人。
Properties: Tape recorder. Overhead projector, posters of bands
Language FOCUS: give a concert journalist band the Beatles Sweden-Swedish
Teaching Procedures:
I. Revision
Revise the past tense forms of the verbs.
move –moved do –did get –got find –found is –was are -were
Step 2 Leading - in
课前教师可准备The Beatles的歌曲：yesterday。先播放这首歌曲，然后告诉学生这首歌曲是The Beatles乐队的演唱的。接着让学生说说他们对这个乐队的了解。教师课前要对这个乐队的背景知识进行了解，在上课时要介绍他们的一些知识。
Step 3 Listen, read and act
Play the tape for the students to listen. Ask Why do they call the band “yesterday”?
Teach the words tonight and concert.
Play the tape again for the students to listen and repeat. Ask them to finish the chart, making sure the Ss understand the dialogue.
Explain the words and phrases;
Sweden→Swedish give a concert journalist the Beatles
Have the students read the dialogue to each other and act it out.
Retell sth. about the Swedish rock band according to the dialogue.
Step 4 Practise
Make up a similar interview.
eg. interview “the Beatles” or one’s favourite band.
Step 5 Ask and answer
Have the students work in pairs-one is the journalist and the other is Erik. Then switch roles and read the dialogue again.
Choose several pairs to say their dialogue for the class
Step 6 Exercises in class
Complete the dialogue according to Lesson 37.
A: Hello! I am a ______ from the CCTV.
B: Hello! I’m Erik, a ______ in the Swedish ______ band.
A: Is this your first visit ______ China?
B: No, we ______ here last year.
A: ______ were you only three singers in your band?
B: Became one of ______ left the band last month.
A: Why do you ______ your band ‘Yesterday’?
B: Because we like old ______.
A: You come from ______. Why do you sing ______ English?
B: Most Swedish people can ______ English. People in many countries can ______ English songs.
A: When are you going to give a ______?
B: We are going to make it ______.
A: This evening? That s great! Can you sing some songs in ______?
B: Sorry, but I want to learn Chinese. Next time I may sing a Chinese song _______ you.
A: OK. Good ______ this evening!
B: Thank you! Bye!
Answers: journalist singer rock to were Why us call music Sweden in speak understand concert tonight Chinese for luck.
Step 7 Homework
Writing: my Favourite Band/Singer
Introduction of the band + why do you like it.
Finish off the workbook exercises.
The design of the blackboard
Lesson 37the Swedish rock band your first visit to…visit China leave the bandgive a concert a band called The Beatles’
教案点评：
由学生感兴趣的The Beatles的歌曲yesterday引入本课两部分要谈论的话题，先入为主的方法使学生对本课的内容一开始就产生了兴趣。
Lesson 38
教学目的
（1）掌握重点单词和词组：at the end of ,gave a concert , more than
（2）熟练掌握一般过去时的用法
（3）能回答课文的问题并能根据上下文判断单词的意思。
教具：教学磁带，图片和卡片。
教学过程
Step 1 Revision.
（1）Dictation:要求学生写出下列单词的过去式：give, enjoy, jump, fall, break, sing, learn,
（2）教师指导学生比较一般现在时和一般过去时的区别。
主语+动词过去式 主语+动词原形（当主语为第三人称单数动词词尾加s）
（3）Ask the Ss to say something about the Swedish band “Yesterday” they knew about from the last lesson, so as to lead to today’s topic.
Step2 Leading - in
课前教师布置学生从网站、杂志、电视等媒体中搜集有关The Beatles的知识，他们演唱的歌曲，联系上一课所学的知识，加深对这个乐队的了解。
T: Last time, we know a Swedish band “Yesterday” is visiting China and is going to give a concert in Kunming. In today’s lesson, let’s go to their concert and find out what happened.
Discuss the following question in small group.
A.Do you like music?
B.Which band does you like best?
C.Why do you like it?
Step3 Presentation
1. Look at the picture and describe what the concert is like. Do you think it’s a successful concert?
2. Have you ever been to a concert? Can you describe one that gave you very deep impression?
3. Answer the questions according to what one heard.
When and where did the Swedish rock band give their concert?
How many people were at the concert?
Why were there so many people?
Were there many old people there? Why not?
How many singers were there at the start of the concert?
What happened in the middle of the concert?
Did the concert go on after Max left?
What did Erik do at the end of the concert?
How did he learn the Chinese song?
Did Elsa sing a song in Chinese?
4. Open the books and ask the Ss to go over the passage slowly by themselves after understanding the general idea of the passage.
5. Explain
(1) more than less than
eg. There’re more than 100 teachers in our school.
(2) fall (fell) down
eg. Babies often fall down when they are learning to walk.
(3) go on = continue
eg. Go on trying and you II succeed.
Let’s go on to discuss the next project.
I’m sorry to interrupt you. Please go on with your speech.
(4) at the end of at the start/beginning of
eg. At the start of the new term, I made many plans, but I found few were done at the end at the term.
6. 最后教师让学生根据课文填写此表
7. Retell the passage.
Step 4 Exercises in class
___1___the night of April 21, the___2___rock band “Yesterday”___3___a concert in Kunming. More than 5000 people were at the concert and___4___of them were young people.
___5___the concert an accident happened. The Max___6___and___7___his leg. He was taken to hospital. The other two singers___8___the concert. Eriks even___9___a Chinese song, because he likes___10___Chinese songs.
1. A. on B. at C. in
2. A. Sweden B. Swedish C. Swiss
3. A. gives B. given C. gave
4. A. many B. plenty C. most
5. A. At B. At the end of C. In the middle of
6. A. fell down B. fell off C. fell over
7. A. broken B. broke C. breaks
8. A. went on B. went on to C. went on with
9. A. sang B. sings C. song
10.A. listen B. listening to C. hearing
Key: ABCCCABCAB
Translation:
1．我们学校有五千多学生。
There are ________ ________ five thousand students in our school.
2．在音乐会中间，一个歌手出了事故。
One of the _______ ______ a ________ ________ in the ________ _______ the concert.
3．他叫那个小女孩不要跳来跳去。
He asked the child _________ _________ jump _________ ________ ________.
4．我很细心，但我的弟弟很粗心。
I’m very _______, but my brother is very ________.
5．昨天他从自行车上摔下来，摔坏了腿。
He ______ ______ from the bike and ______ his leg yesterday.
6．我正努力学英语，我想学得非常好。
I’m ______ ______ ______ English and I want to learn it ______.
Answers: 1. more than 2. singers had, little accident, middle of 3. not to, up and down 4. careful, careless 5. fell down, broke 6. trying to learn, well
Step5 Summary
学生自己总结课文的重点词组和课文内容
Homework
1. Retell the passage
2.Wb. Exercise
3.学生写一篇日记记述一次表演。
The design of the blackboard
教案点评：
本设计步骤清晰，主要通过课文的图片展开学生的自主活动：想像当时的情景，并描述一场音乐会。最终以一个表格理解课文中整个音乐会的经过。
Lesson 39
Teaching Objectives:
掌握一般过去时的运用。
Properties: Maps, Pictures of Xinjiang and Tibet
Teaching Procedures:
Step 1 Revision
Talk about the Beatles.
Step 2 Leading - in
Have you ever been to Tibet or Xinjiang? Showing pictures of the two places and ask the Ss to say sth. from their own knowledge. Tell Ss Erik has been there.
Step 3 Practice
1. Ask the Ss to do the match exercise by themselves.
2. Check the answer
3.Teach the words part, tourist. Explain the phrases go back and in a hurry.
3. Have the students practise the dialogue together.
4. Act out the interview.要求学生分别扮演Li Weiyin 和Erik，表现Li Weiyin采访Erik的真实情景。
Step 4 Ask and answer
Have the students pretend one is a journalist and the other is either Erik OR Elsa in pairs. Practise the dialogue.
Interview Erik and Elsa. Ask one group of Ss to be interviewers and prepare interview possible questions. The other Ss are Erik and Elsa. They should be ready for being interviewed.
Choose several pairs to act out the interview.
Step 5 Exercises in class
Translation:
1．你去北京旅游过吗？
Did you _______ Beijing?
2．我喜欢新疆的音乐和舞蹈。
I like Xingjiang’s _________ and ________.
3．吐鲁番有许多美味的葡萄。
There are ________ _________ _________ _________ in Tulufan.
4．你来北京之前，去过中国其他什么地方？
Did you visit _______ _______ _______ of China before you _______ to Beijing?
5．昨天他起床迟了，所以急匆匆地去学校。
He ________ _________ _________ yesterday, so he went to school ________ _______ ______.
Answers: 1. visit 2. music, dancing 3. lots of delicious grapes 4. any other place, came 5. got up late, in a hurry
Step 6 Homework
1. Writing; Interview Erik and Elsa
2.Finish off the workbook exercises.
The design of the blackboard
Lesson 40
Teaching Objectives:
掌握本课的重点短语：get married
掌握一般过去时的运用，谈论自己的家庭成员。
掌握本课的辅音和字母及字母组合的拼读规则。
Properties: Tape recorder, Overhead projector
Teaching Objectives:
Step 1 Revision
Ask the Ss to say out the interview between a journalist and Erik and Elsa.
Step 2 Spelling and pronunciation
Play the tape for the students to listen and repeat.
Ask the Ss to summarize the pronunciation rules of the sounds /s/ /z/ /sp - / /st-/ /sk-/ /sw- / /sm - / give some example words.
Read the words in the book and check their voices to see if they are correct
Then show flashcards with more words and get the students to pronounce the words.
Do Wb Lesson 40, Ex. 1. Have the students practise pronouncing the words.
Step 3 Listening
Play the tape for the students to listen. Ask What is Max’s problem?
Play the tape two more times and have the students circle the place where Max’s passport is.
Step 4 Reading
Ask the Ss to read the passage by themselves, bearing the following questions in mind.
What band did Elsa’s mother and father like a lot?
What is her father good at? And what isn’t he good at?
Play the tape for the students to listen.
Get the students to guess the meaning of science. Teach subjects by saying, Englsih, maths and science are all subjects in school.
Have the students tell you What other subjects do you have?
Have the students read the passage. Say what happened in each year
1948____________
1958___________
1966___________
1967___________
1974___________
___________
Explain the usage of “marry”.
marry, vi. eg. Harry didn’t marry until 50.
marry. vt. ~ sb. eg. John is going to marry Jane.
be/get married eg. They’ve got married for 4 years.
Step 5 Writing
A Family Member
First let the students to talk about a member of his family.
When and where was he born?
What did he do?
What did he like?
要求介绍家庭成员的过去经历，用一般过去时进行介绍。
Step 6 Rhyme. Friendship
Have the students read over the rhyme and practise it.
告诉学生要珍惜友谊，让他们谈谈友谊的可贵。有时间的话可以让学生进行讨论。
Step 7 Exercises in class
Fill in the blanks according to the text.
Elsa’s father was born is ______, the capital of Sweden. When he was at school, he was bad at ____ and ______. His _____ sport was football. In 1967, he ______ Elsa's mother. He liked ‘The Beatles’ ______.
Answers: Stockholm maths science favourite manned best
Step 8 Homework
1.Finish off the workbook exercises.
2. Writing: A Family Member
The design of the blackboard
八年级上册英语课件(篇5)
本学期的英语教学主要以围绕培养学生的语言运用能力的同时，更加重视培养学生的语言学习策略和技能，这些策略和技能是帮助学生进一步学好英语的基础，让学生掌握了一定语言运用技巧后，能够学会用英语表达思想、与人交流。
本学期教材设计具有交际意义的任务和活动，目的是让学生在课堂上“活起来，“动”起来，希望学生充分参与，能够与老师合作。
教材分析：
本套教材根据学生心理特点、认知水平和兴趣爱好来编写。
1、教材不仅帮助学生学习英语语言知识，更重要的是帮助学生发展语言运用能力，让学生学会用英语表达思想、学会交流。
2、教材充分考虑学生的生活实际和学习需要，教材的内容和活动都与学生的生活和兴趣紧密相连，目的是让学生在英语学习中不感到枯燥乏味，而是有话可说、有话想说、有活能说。
3、教材进一步丰富了文化教学的内容，包括民族文化。英语国家的文化和非英国国家的文化。通过文化内容的.学习，使学生视野更开阔，思想更丰富，思维更活跃，交流更得体。
学情分析：
八年级学生，总体基础明显参差不齐，有几个学生根本没有学习目标，一两个完全放弃学习，纪律不够好，这成了班级英语成绩的总体提高的拦路虎。另外，学生在情感态度、学习策略等方面还存在诸多需要进一步解决的问题。例如：很多学生不明确英语学习的目的;有些学生在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律。
教学重难点：
重点： 继承学习词汇和习惯用语，语法知识点：频率副词、询问情况、方式状语、提出邀请、形容词比较级、最高级等。 重难点：
1、状语从句和形容词。
2、Wh-引导的特殊疑问句，表示频率的副词，情态动词should/shouldnt的用法，When 引导的状语从句，被动语态。
教学措施：
1、认真钻研教材，提高自己驾驭教材的能力。
2、准确引导优秀生，抓好中等生，辅导好学困生。
3、作业批改到位，发现问题及时反溃或单独辅导。
4、认真备课，认真上课，尽量提高课堂的效率。
5、要求学生背诵并默写部分对话，培养语感。
6、认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。
八年级上册英语课件(篇6)
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.
八年级上册英语课件(篇7)
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。