八年級(jí)英語(yǔ)上冊(cè)課件十篇

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八年級(jí)英語(yǔ)上冊(cè)課件 篇1

What are you doing for vacation? 學(xué)習(xí)目標(biāo)： ? 在這一單元中，我們要學(xué)習(xí)如何談?wù)摷倨诘挠?jì)劃（Vacation plans），對(duì)將來(lái)的安排（Future plans） 語(yǔ)言目標(biāo)： ? 1. 用現(xiàn)在進(jìn)行時(shí)表示將來(lái)。 ? （Present progressive as future） ? 2. 用where , when , what , how long 提問(wèn)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 . ? 在這里，我們用到What are you doing for vacation ? ? 同學(xué)們可能會(huì)奇怪，“be doing”結(jié)構(gòu)不是現(xiàn)在進(jìn)行時(shí)嗎？在這一單元中，用現(xiàn)在進(jìn)行時(shí)代表將要發(fā)生 的動(dòng)作，表示對(duì)未來(lái)的計(jì)劃和安排，譯為“我將要…”，“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。 ? 這是我們進(jìn)入初中以來(lái)第一次接觸到將來(lái)時(shí)。這種用現(xiàn)在進(jìn)行時(shí)表示將來(lái)動(dòng)作的用法，實(shí)際上在英語(yǔ)中 是很常見(jiàn)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. 我要去野營(yíng)。 ? 2. 我打算看望我的姨媽。 ? 3. 我打算在家里看電視。 ? 4. 她要照顧她的小妹妹。 ? 5. 他打算玩籃球。 ? 6. 他們要在家里休息。 ? 7. 我要去山區(qū)徒步旅行。 ? 8. Dave準(zhǔn)備去騎單車(chē)。 ? 9. Mary要去旅行觀光。 ? 10. Mike準(zhǔn)備去釣魚(yú)。 ? 11. Isabella要去散散步并且租些錄像來(lái)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，我們還要學(xué)習(xí)其它幾個(gè)問(wèn)句，來(lái)幫助我們更好 地談?wù)摷倨诘腵計(jì)劃。 ? 1. When are you going ? ? 你什么時(shí)候去呀？ ? when表示對(duì)具體的時(shí)刻來(lái)提問(wèn)，所以可以用on Monday ，（在星期一），on the 12th （在12號(hào)那天） nextweek （下周）、等等。 ? eg. I’m going the first week in June . 我將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 是對(duì)表示持續(xù)的一段時(shí)間來(lái)提問(wèn)。因此回答時(shí)，也要用表示一段時(shí)間的時(shí)間狀語(yǔ)，而不是具 體時(shí)刻。 ? eg. How long is he staying ? ? He’s staying for a week . 他要呆一個(gè)禮拜。 ? 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（希臘或西班牙）。 ? 4. What’s it like there ? 那里怎么樣？ ? 這個(gè)句型是我們?cè)诘诙?cè)中學(xué)習(xí)過(guò)的，當(dāng)時(shí)我們對(duì)人提問(wèn)，“What’s she like ? ”她這人怎么樣。 現(xiàn)在是對(duì)地點(diǎn)對(duì)問(wèn)，請(qǐng)你介紹一下對(duì)某地的看法與印象。 ? 你可以回答：It’s beautiful ! It’s wonderful ! 等等。 ? 5. How’s the weather there ? 那里的天氣怎么樣？ ? 這也是上學(xué)期我們學(xué)過(guò)的句子。你可以用一系列表示天氣的詞來(lái)回答。 ? 如It’s cool . （hot , humit , warm …） ? 6. Who are you going with ? 你準(zhǔn)備和誰(shuí)一塊兒去？ ? I’m going with my parents . 我和我父母一塊兒去。 ? 學(xué)會(huì)了上面這些句子，我們又增加了許多談話的內(nèi)容。同學(xué)們?cè)谡n外，可以勤練習(xí)。 ? 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. 重點(diǎn)、難點(diǎn)： ? 1. Pierre Lambert , the famous French singer , is taking a long vacation this summer . ? 著名法國(guó)歌星皮埃爾，在這個(gè)夏季，準(zhǔn)備度個(gè)長(zhǎng)假。 ? take a (long) vacation . 去度（長(zhǎng)）假。 ? 2. He thought about going to Greece or Spain , but finally decided on Canada . ? 他考慮要去希臘或西班牙，但最終決定去加拿大。 ? △think about （doing）sth . 考慮（去做）某事。 ? eg. He often thinks about going camping . 他經(jīng)?？紤]去野營(yíng)。 ? △decide on 決定（后面加名詞） ? eg. decide on a blue coat 決定（要買(mǎi)）一件藍(lán)色上衣 ? decide on Canada 決定（去）加拿大 ? 3. I want to do something different . ? 我想做一些不尋常的事。 ? something 為不定代詞，另外還有anything , nothing , somebody , anyone 等，都是不定代詞。當(dāng) 有形容詞修飾這些不定代詞時(shí)，切記放在這些不定代詞的后面。 ? eg. something different 不尋常的事 ? somebody important 重要人物 ? Is there anything wrong ? 有什么不對(duì)的嗎？ ? 4. I know there are many people (who speak French ) there . ? 我知道，那兒有許多人講法語(yǔ)。 ? 在本句中，出現(xiàn)了一個(gè)重要的語(yǔ)法現(xiàn)象，定語(yǔ)從句?！癢ho speak French ”做為定語(yǔ)從句修飾前面的 詞組many people . 許多人，什么樣的人呢？說(shuō)法語(yǔ)的人。這樣，我們就很好理解了。從前，我們學(xué)過(guò)， the beautiful flower , 這里beautiful 做為定語(yǔ)，修飾flower ， 花，什么樣的花？美麗的花。當(dāng)單個(gè) 的詞做定語(yǔ)，一般放在名詞的前面，（注：修飾不定代詞時(shí)需放在后邊），而當(dāng)一個(gè)句子做定語(yǔ)時(shí)，一般要 放在被修飾詞的后面，這個(gè)句子則被稱為定語(yǔ)從句。 ? eg . I’m waiting for that man (who is in black . ) ? 我正在等那個(gè)穿黑衣服的人。 ? 5. Canada’s Great Lakes region . ? 加拿大的五大湖地區(qū)。（加拿大與美國(guó)之間的五個(gè)大湖， ? 景色怡人，風(fēng)景秀麗。） ? 6. He plans to have a very relaxing vacation . ? △plan to do sth . 計(jì)劃去做某事，to后面加動(dòng)詞原形。 ? eg. My classmates plan to go to a picnic . ? 我的同學(xué)們計(jì)劃去野餐。 ? △have a very relaxing vacation . ? 過(guò)一個(gè)非常愜意的假期。 ? 另外，have a good time 過(guò)得很愉快。 ? 7. I’m hoping (that the beautiful countryside will help me forget all my problems . ) ? 我希望美麗的風(fēng)光能幫我忘記一切煩惱。 ? △在本句中，that引導(dǎo)的一整句話，都做為謂語(yǔ)hope的賓語(yǔ)，被稱為賓語(yǔ)從句。這一整句都是“我所希 望的事”。that只是賓語(yǔ)從句的引導(dǎo)詞，沒(méi)有實(shí)際含義。 ? eg. The teacher said that some students left school at 5:30 yesterday . ? 老師說(shuō)，昨天有些同學(xué)五點(diǎn)半才離校。 ? help sb do sth . 幫助某人做某事。 ? 在Unit 1 中，我們學(xué)過(guò)“help me to study more”這

八年級(jí)英語(yǔ)上冊(cè)課件 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繼續(xù)生存或存在

Few survived after the flood. 洪水后生還者極少。

The custom still survives. 這種風(fēng)俗習(xí)慣還保存著。

2）vt. continue to live or exist in spite of nearly being killed or destroyed

幸存；幸免于

He survived the shipwreck. 在這次船只沉沒(méi)事件中他幸免于難。

The plants may not survive the frost. 這些植物不經(jīng)凍。

The house survived the storm. 經(jīng)過(guò)暴風(fēng)雨襲擊，這所房屋并未倒塌。

3）vt. remain alive after sb.比某人長(zhǎng)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；殘存物

survival n. 1）state of continuing to live or exist幸存；殘存；生存

2) person, thing, custom，belief, etc. that has survived from an earlier time 遺老；遺習(xí)；舊風(fēng)俗；舊思想

2. belong to: be the property of; be a member of 屬于；是…的成員

The land belongs legally to the government. 該地依法屬政府所有。

The blue sky belongs equally to us all. 藍(lán)天為我們所共有。

They belonged to a younger generation. 他們屬于年輕的一代。

【注意】

belong to不用于被動(dòng)語(yǔ)態(tài)，也不用于進(jìn)行時(shí)態(tài)。例如：

這本書(shū)現(xiàn)在屬于我。

正：This book belongs to me.

誤：This book is belonged to me.

誤：This book is belonging to me.

3. in return: as payment or a reward for sth. 作為對(duì)某事的酬謝或回報(bào)

I bought him a drink in return for his help.我請(qǐng)他喝酒以酬謝他的幫助。

He presented her a notebook in return. 他回贈(zèng)給她一本筆記本。

4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.

懷疑；不確定；不信任；不相信

There is not much doubt about it. 這沒(méi)什么可懷疑的。

I have doubts about his competence. 我對(duì)他的能力有很大懷疑。

He has his doubt to this being true. 他懷疑這件事是否屬實(shí)。

Please dismiss all doubts about it. 懷疑是人的天性。

I do not doubt of your success. 我不懷疑你的成功。

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來(lái)。

Can you doubt that he will win? 你不相信他會(huì)獲勝嗎？

I doubt what he said. 我不相信他說(shuō)的話。

5．remain vi. usually not used the continuous tenses通常不用于進(jìn)行時(shí)態(tài)

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. 火災(zāi)過(guò)后，寒舍所剩無(wú)幾。

If you take 3 from 8，5 remains. 8減3剩5。

2）be left to be seen, done, said, etc. 留待以后去看、去做、去說(shuō)等

It remains to be seen whether you are right. 你是否正確，以后可見(jiàn)分曉。

Much remains to be done. 要做的事情還很多。．

3) stay in the same place;stay behind停留，逗留；留下

I remained in London until May. 我在倫教一直待到五月．

She left，but I remained（behind)． 她走了，我沒(méi)走。

4) continue to be；stay in the same condition仍然是；保持不變

We should remain modest and prudent. 我們應(yīng)該保持謙虛謹(jǐn)慎。

Let things remain as they are. 保持現(xiàn)狀吧．

【辨析]remain＆stay

remain和stay都指“繼續(xù)停留”或“繼續(xù)保持某種狀態(tài)、關(guān)系或行動(dòng)”，二者?？苫Q。

remain強(qiáng)詢“繼續(xù)停留于一處或保持原狀態(tài)，情況性質(zhì)不改變”。例如：

This place remains cool all summer. 這個(gè)地方整個(gè)夏天都涼爽。

stay強(qiáng)調(diào)“某人或某物繼續(xù)留在原地而不離開(kāi)”。例如：

He stayed to see the end of the game. 他一直待到比賽結(jié)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.

這件禮物就是唬拍屋，它之所以有這個(gè)名字；是因?yàn)樵爝@間房子用了好幾噸瓏拍．

這是一個(gè)復(fù)合句，句中which was given this name because several tons of amber were used to make it為非限制性定語(yǔ)從句，從句中又含有原因狀語(yǔ)從句because several tons of amber were used to make it。

非限制性定語(yǔ)從句，修飾物時(shí)用which, whose；修飾人時(shí)用who, whom, whose。非限制性定語(yǔ)從句和它的先行詞之間只是松散的關(guān)系，往往是對(duì)先行詞作補(bǔ)充說(shuō)明，這種從句在朗讀時(shí)有停頓，在文字中通常有逗號(hào)與主句隔開(kāi)。例如：

The chairman，who spoke first，sat on my right.

主席坐在我的右邊，他最先發(fā)言。

The speech，which bored everyone，went on and on.

那演講一直在進(jìn)行，大家都覺(jué)得厭煩。

關(guān)系副詞where和when也能引導(dǎo)非限制性定語(yǔ)從句。例如：

On April 1 they flew to Beijing，where they stayed several days.

4月1日他們飛到北京，在那里待了幾天。

I'm seeing the manager tomorrow，when he will be back from New York.

我明天要去見(jiàn)經(jīng)理，他明天從紐約回來(lái)。

另外，由which引導(dǎo)的非限制性定語(yǔ)從句，有時(shí)候修飾整個(gè)句子或句子中的某個(gè)部分。例如：

They have invited us to visit their country，which is very kind of them.

他們非常友好地邀請(qǐng)我們?nèi)ピL問(wèn)他們的國(guó)家。

They usually take a walk after supper，which does them a lot of good.

他們通常晚飯后去散步，這么做對(duì)他們很有好處。

2. The design of the room was in the fancy style popular in those days.

屋子的設(shè)計(jì)是當(dāng)時(shí)流行的極富藝術(shù)表現(xiàn)力的建筑式樣。

這是一個(gè)“主系表”結(jié)構(gòu)的句子,in the fancy style...在句子中用作表語(yǔ)，注意介詞in的用法，此處表示“以……方式，以……式樣，以……風(fēng)格”。類似用法有in a different way等。

popular in those days是形容詞短語(yǔ)修飾the fancy style,形容詞詞組作定語(yǔ)時(shí)，通常都作后置定語(yǔ)。例如：

They have a house larger than yours. 他們的房子比你的大．

The boys easiest to teach are in my class. 我班上的男生最好教了。

嵌這類后置的定語(yǔ)在意義上相當(dāng)于定語(yǔ)從句。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，這間唬拍屋按照她的要求完成了。

句子中的the way she wanted作狀語(yǔ)，表示方式。此句實(shí)際為the room was

completed the way she wanted it to be completed, the way表示“方式；方法”，在定語(yǔ)從句中作狀語(yǔ)時(shí)，后面的從句的引導(dǎo)詞常常用that或in which或省略。例如：

I was never allowed to do things the way I wanted.

我從來(lái)就不被允許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.

我們必須按照他們的想法把事情辦好。（此句中way在從句中作狀語(yǔ)）

He was looking at her in the way that surprised her.

他看著她的樣子讓她很驚訝。（注意此句中that可用which替換way在定語(yǔ)從句中作主語(yǔ)）

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.

毫無(wú)疑間，這些箱子后來(lái)被裝上火車(chē)運(yùn)往哥尼斯堡，當(dāng)時(shí)它是波羅的海邊的一個(gè)德國(guó)城市。

這是一個(gè)復(fù)合句,that the boxes were then put on a train for Konigsberg是同位語(yǔ)從句，表示與之同位的doubt的實(shí)際內(nèi)容。which was at that time a German city on the Baltic Sea是Konigsberg的非限制性定語(yǔ)從句，先行詞為Konigsbergo

同位語(yǔ)從句常用that來(lái)引導(dǎo)，但隨著與其同位的名詞不同，也可由when, where,whether, how等來(lái)引導(dǎo)。例如：

They had to face the fact that the nearest filling station is thirty kilometers away. 他們不得不面對(duì)這樣一個(gè)現(xiàn)實(shí)：最近的加油站還在30千米外。

The doctors came to the conclusion that the patient was suffering from cancer. 醫(yī)生們作出了診斷結(jié)果：病人身患癌癥。

I have no idea when he will return.我不知道他何時(shí)回來(lái)。

* There is no doubt that...可作為固定句型來(lái)用，意思是“毫無(wú)疑間……”。例如：

There is no doubt that he is a fine scholar.

毫無(wú)疑問(wèn)他是一位優(yōu)秀的學(xué)者。

There is no doubt that you can find a way to solve this problem.

毫無(wú)疑問(wèn)你能找到解決這個(gè)問(wèn)題的辦法．

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.…h(huán)as 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.

八年級(jí)英語(yǔ)上冊(cè)課件 篇3

1.了解通訊的基本特點(diǎn)。

1.培養(yǎng)學(xué)生搜集、篩選和整理信息的能力。

2.學(xué)習(xí)敘述、議論、抒情相結(jié)合的寫(xiě)法，培養(yǎng)閱讀和寫(xiě)作的能力。

1.了解中隊(duì)的發(fā)展情況及實(shí)力，培養(yǎng)學(xué)生的集體主義精神和愛(ài)國(guó)情感。

1.了解通訊的文體特征。

2.掌握本文圍繞中心精心選材、巧妙組材的特點(diǎn)。

要保證我們祖國(guó)和人民的利益不受侵犯，就必須取大家之智慧，集大家之所長(zhǎng)，以提高我國(guó)綜合國(guó)力為目標(biāo)，實(shí)現(xiàn)民族復(fù)興。俗話說(shuō)的好，國(guó)不可一日無(wú)“軍”。國(guó)家要強(qiáng)盛，必須要有一個(gè)強(qiáng)大的軍隊(duì)。航母建設(shè)承載國(guó)人百年強(qiáng)國(guó)強(qiáng)軍夢(mèng)想，而只有艦載戰(zhàn)斗機(jī)成功著艦起飛，中國(guó)首艘航空母艦——遼寧艦才是真正意義上的航母。讓我們走進(jìn)“我國(guó)航母艦載戰(zhàn)斗機(jī)首架次成功著艦”的現(xiàn)場(chǎng)，去領(lǐng)略一下我們這支精銳軍隊(duì)的風(fēng)采，去見(jiàn)證讓人激動(dòng)、自豪的“圓夢(mèng)”時(shí)刻吧!

獲悉我國(guó)將首次組織航母艦載戰(zhàn)斗機(jī)著艦起飛的消息后，記者多方協(xié)調(diào)，隨直升機(jī)飛降正在海上訓(xùn)練的遼寧艦，從高空中目睹了“航母就像汪洋中一片樹(shù)葉”?，F(xiàn)場(chǎng)采訪中，記者獲取了進(jìn)入采訪部位——遼寧艦島塔臺(tái)采訪的機(jī)會(huì)，充分利用這個(gè)視角，全過(guò)程見(jiàn)證我國(guó)艦載戰(zhàn)斗機(jī)首次著艦起飛。

嫻熟：老練、熟練或靈活，形容對(duì)某種事物或工作很熟練。

定格：電影、電視片的活動(dòng)畫(huà)面突然停止在某一個(gè)畫(huà)面上。文中指當(dāng)時(shí)的相機(jī)記錄下的場(chǎng)面。

1.教師范讀，學(xué)生聽(tīng)讀，在課文上標(biāo)注生字詞讀音。

2.學(xué)生自讀，了解課文大意，梳理文章結(jié)構(gòu)。

介紹殲-15艦載機(jī)著艦前的準(zhǔn)備，點(diǎn)明此項(xiàng)任務(wù)的危險(xiǎn)。

描繪殲-15艦載機(jī)著艦的過(guò)程。

1.文章開(kāi)頭為什么描寫(xiě)渤海某海域海上惡劣的環(huán)境?

描寫(xiě)海風(fēng)之大和海浪之洶涌，為下文艦載機(jī)著艦設(shè)置了集體環(huán)境，突出此時(shí)著艦之險(xiǎn)，襯托了我國(guó)著艦技術(shù)的成熟。

2.文中引用著艦遇難事故數(shù)據(jù)有什么作用?

揭示我國(guó)航母艦載機(jī)首次著艦的意義——它承載著國(guó)人和海軍官兵強(qiáng)軍的夢(mèng)想，交代艦載戰(zhàn)斗機(jī)著艦是世界公認(rèn)的風(fēng)險(xiǎn)的難題。渲染出緊張的氛圍，引發(fā)讀者的關(guān)注和繼續(xù)閱讀的興趣，為下文寫(xiě)艦載機(jī)成功著艦后人們的喜悅作鋪墊。

3.文章寫(xiě)著艦過(guò)程中，用具體時(shí)間顯示進(jìn)程，這樣寫(xiě)有必要嗎?

有必要。以時(shí)間為序更體現(xiàn)事件的緊迫性，給讀者以真實(shí)感，給人一種身臨其境的感覺(jué)。

4.這篇通訊在描寫(xiě)戰(zhàn)機(jī)著艦過(guò)程時(shí)多次描寫(xiě)了四周人的神態(tài)和心情，簡(jiǎn)明扼要分析作者這樣寫(xiě)的用意。

提示：戰(zhàn)機(jī)著艦是這篇通訊的主要事件，而人們的神態(tài)和心情是輔助之筆，用以從側(cè)面表現(xiàn)主題。要從氣氛的烘托上、現(xiàn)場(chǎng)感的營(yíng)造上、主題的突出上等角度綜合分析其用意。表現(xiàn)人們對(duì)我國(guó)航母艦載機(jī)首次著艦的關(guān)注，烘托當(dāng)時(shí)緊張的氛圍、勝利的喜悅等。增強(qiáng)新聞的現(xiàn)場(chǎng)感，增強(qiáng)感染力。側(cè)面表現(xiàn)艦載機(jī)著艦風(fēng)險(xiǎn)極大、意義重大，從而突出了主題。

請(qǐng)從修辭手法角度賞析下列文字。

聲如千騎疾，氣卷萬(wàn)山來(lái)。驚心動(dòng)魄的一幕出現(xiàn)了：9時(shí)08分，伴隨震耳欲聾的噴氣式發(fā)動(dòng)機(jī)轟鳴聲，眨眼之間，艦載機(jī)的兩個(gè)主輪觸到航母甲板上，機(jī)腹后方的尾鉤牢牢地掛住了第二道阻攔索。剎那間，疾如閃電的艦載機(jī)在阻攔索系統(tǒng)的作用下，滑行數(shù)十米后，穩(wěn)穩(wěn)地停了下來(lái)?！?/p>

提示：本段文字主要運(yùn)用了細(xì)節(jié)描寫(xiě)(“震耳欲聾”“轟鳴”“眨眼之間”“剎那間”“疾如閃電”等)和對(duì)偶、比喻的修辭手法(“聲如千騎疾，氣卷萬(wàn)山來(lái)”)。

運(yùn)用細(xì)節(jié)描寫(xiě)，生動(dòng)形象地描繪出戰(zhàn)斗機(jī)著艦的情形?！罢鸲@”“轟鳴”描繪出戰(zhàn)斗機(jī)著艦時(shí)巨大的聲音，“眨眼之間”“剎那間”“疾如閃電”等詞描繪出戰(zhàn)斗機(jī)著艦時(shí)震撼人心的速度，“牢牢地”“穩(wěn)穩(wěn)地”表現(xiàn)了戰(zhàn)斗機(jī)著艦的安全和平衡。運(yùn)用對(duì)偶和比喻的修辭手法，增強(qiáng)文章氣勢(shì)，生動(dòng)形象地表現(xiàn)了戰(zhàn)斗機(jī)著艦時(shí)的浩大聲勢(shì)，具有感染力。

1.敘事完整，鋪排有序。《一著驚海天》對(duì)艦載機(jī)首架次著艦這一重大事件，從身著馬甲的工作人員到飛行塔臺(tái)內(nèi)指揮人員的連續(xù)對(duì)話，整個(gè)過(guò)程都做了完整記錄。記敘緊緊圍繞著檢查阻攔索、塔臺(tái)廣播、著艦指揮員引導(dǎo)、戰(zhàn)斗機(jī)降落這一套程序來(lái)展開(kāi)，條理清晰，毫無(wú)雜亂之感。

2.重點(diǎn)突出，主次分明。艦載戰(zhàn)斗機(jī)著艦實(shí)驗(yàn)，是一個(gè)復(fù)雜危險(xiǎn)的系統(tǒng)工程，要把這一切完全記錄下來(lái)是不可能的，也是沒(méi)有必要的。讀者關(guān)注的是著艦?zāi)芊癯晒ΑＷ髡呔褪亲プ×诉@一環(huán)節(jié)來(lái)敘寫(xiě)。這個(gè)關(guān)鍵環(huán)節(jié)就是塔臺(tái)指揮和著艦動(dòng)作。作者集中筆墨敘寫(xiě)了著艦過(guò)程的狀態(tài)，將此過(guò)程清晰展現(xiàn)在讀者面前。

3.文風(fēng)平實(shí)，脈絡(luò)直觀。作為科技類文章，要讓讀者有更清晰最科學(xué)的把握，語(yǔ)言不能太含蓄。作者在敘寫(xiě)中緊要處的口令和動(dòng)作都用實(shí)詞準(zhǔn)確闡述，為的是讓讀者直觀易懂，讓艦載戰(zhàn)斗機(jī)這一實(shí)驗(yàn)事件更加平實(shí)，為讀者解開(kāi)高科技的神秘面紗。

本文抓住殲—15艦載戰(zhàn)斗機(jī)首次成功著艦這一歷史意義的時(shí)刻，采用現(xiàn)場(chǎng)特寫(xiě)的寫(xiě)法，生動(dòng)再現(xiàn)了舉世矚目的我國(guó)航母艦載戰(zhàn)斗機(jī)首次成功著艦?zāi)求@心動(dòng)魄的一刻。表達(dá)了作者強(qiáng)烈的自豪感和對(duì)工作人員由衷的景仰之情。

八年級(jí)英語(yǔ)上冊(cè)課件 篇4

【學(xué)習(xí)目標(biāo)】

1.引導(dǎo)學(xué)生學(xué)習(xí)關(guān)于電視節(jié)目的常用詞匯與句型，掌握mind和stand的用法。

2.通過(guò)交流使學(xué)生能聽(tīng)懂談?wù)撾娨暪?jié)目的對(duì)話;學(xué)會(huì)用英語(yǔ)簡(jiǎn)單談?wù)搸追N電視節(jié)目。

3.引導(dǎo)學(xué)生通過(guò)開(kāi)展小組學(xué)習(xí)活動(dòng)，培養(yǎng)協(xié)作意識(shí);并能學(xué)會(huì)詢問(wèn)他人對(duì)某事物的觀點(diǎn)并會(huì)正確表達(dá)自己的看法。

【學(xué)習(xí)重點(diǎn)】

教會(huì)學(xué)生用所學(xué)的功能語(yǔ)言談?wù)撾娨暪?jié)目。

【學(xué)習(xí)難點(diǎn)】

通過(guò)交流表達(dá)和聽(tīng)力訓(xùn)練，引入各種學(xué)習(xí)方法和策略來(lái)學(xué)習(xí)“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. 讓我們看談話節(jié)目吧。

讓某人做某事：Let sb. do sth.

【導(dǎo)練】

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

A.togoB.going

C.go

▲stand

(1)作不及物動(dòng)詞時(shí)，意為“站立”，構(gòu)成stand up, 反義詞為sit down。

(2)作及物動(dòng)詞時(shí)，意為“忍受，忍耐”，一般多用于否定句中，構(gòu)成短語(yǔ)can\'t stand (doing) sth. 不能忍受(做)某事。如：情景導(dǎo)入　生成問(wèn)題

1.T：Whatdo you think of …?

S：________________________________________________________________________

2.T：Whichcharacter do you like best?

S：________________________________________________________________________

自學(xué)互研　生成能力

Task1Let\'sread the new words and the phrases.

1.I can read.(我會(huì)讀)

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

2.I can write.(我會(huì)寫(xiě))

翻譯下列短語(yǔ)：

(1)訪談節(jié)目talk__show(2)肥皂劇soap__opera

(3)游戲節(jié)目game__show (4)體育節(jié)目sports__show

(5)才藝節(jié)目talent__show (6)從……學(xué)learn…from

(7)計(jì)劃去做某事plan__to__do (8)期待去做某事expect__to__do__sth.

(9)調(diào)查出，弄清find__out (10)希望成為hope__to__be

(11)將來(lái)的某一天one__day

3.I can summarize.(我會(huì)總結(jié))

你能總結(jié)介詞mind和stand的用法嗎?

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

【拓展】

其他接doing的動(dòng)詞：

(1)enjoy doing sth. 意為喜歡做某事。

(2)practice doing sth.意為練習(xí)做某事。

(3)finish doing sth. 意為完成做某事。

(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.(我會(huì)練)

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

B：What do you (2)think__of(認(rèn)為)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(游戲節(jié)目呢)?

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

B：(5)Why__do__you__like__it?(為什么?)

A：Because I think game shows are moreeducational.

B: Then let\'s watch gameshows.

I can\'t stand soap operas.我無(wú)法忍受肥皂劇。

【導(dǎo)練】

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

八年級(jí)英語(yǔ)上冊(cè)課件 篇5

新目標(biāo)英語(yǔ)八年級(jí)上Unit5教案

一、教學(xué)目標(biāo)： 1.語(yǔ)言知識(shí)目標(biāo)：

1)能掌握以下單詞：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)能了解以下語(yǔ)法：

動(dòng)詞不定式結(jié)構(gòu)做動(dòng)詞的賓語(yǔ)；后面接動(dòng)詞不定式做賓語(yǔ)的動(dòng)詞。3）學(xué)會(huì)陳述自己的看法；學(xué)會(huì)談?wù)撟约旱南埠谩?.情感態(tài)度價(jià)值觀目標(biāo)：

學(xué)會(huì)談?wù)摿餍形幕?，了解各類電視和電視?jié)目的名稱和自己的喜歡。注意引導(dǎo)學(xué)生們形成正確的文化觀念，大力培養(yǎng)學(xué)生們的跨文化意義，形成自己獨(dú)立的個(gè)性。

二、教學(xué)重難點(diǎn) 1.教學(xué)重點(diǎn)：

1)學(xué)習(xí)掌握各類電視和電視節(jié)目的名稱。

2)掌握動(dòng)詞不定式結(jié)構(gòu)做動(dòng)詞的賓語(yǔ)；了解后面接動(dòng)詞不定式做賓語(yǔ)的動(dòng)詞。

2.教學(xué)難點(diǎn)：

掌握動(dòng)詞不定式結(jié)構(gòu)做動(dòng)詞的賓語(yǔ)；了解后面接動(dòng)詞不定式做賓語(yǔ)的動(dòng)詞。

三、教學(xué)過(guò)程 Step 1 Lead-in 學(xué)生們根據(jù)圖片提示學(xué)習(xí)各類電視節(jié)目并且練習(xí)運(yùn)用What do you think of…? Step 2 New words Learn the names of the TV shows.Step 3 Game 1.引導(dǎo)學(xué)生們看1a中的圖片，根據(jù)提示依次說(shuō)出每一部TV Show的名稱。2.讓學(xué)生們看圖片及1a中的詞匯，將圖片與正確的詞匯相連。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.

八年級(jí)英語(yǔ)上冊(cè)課件 篇6

Unit 5 How much is it? 學(xué)習(xí)任務(wù) 1.能力目標(biāo) （1） 能夠簡(jiǎn)單描述衣服、鞋子的大小，評(píng)論價(jià)格、顏色和款式，如：Its expensive\colourful. （2） 能夠詢問(wèn)價(jià)格并做簡(jiǎn)略評(píng)價(jià),如:How much is it? It’s…. （3） 能夠聽(tīng)懂并發(fā)出與各種鞋類相關(guān)的簡(jiǎn)單指令,如:Put on your sneakers. 2.知識(shí)目標(biāo) （1) 掌握A 、B 部分read and write 中的單詞和句子并能做到會(huì)聽(tīng)、說(shuō)、讀、寫(xiě)。 （2）聽(tīng)、說(shuō)、認(rèn)讀A、B部分Let’s learn . Let’s talk 中的單詞和句子. （3) 理解Let’s do. Let’s chant 等部分的內(nèi)容. （4) 了解story time. Good to know 等部分的 內(nèi)容. 3.情感、策略、文化等有關(guān)目標(biāo) （1）情感態(tài)度：能以得體的方式與人交際。 （2）文化目標(biāo)： 了解英美兩國(guó)與我國(guó)的衣物尺碼標(biāo)記的不同。 ? 第一課時(shí) 課題：Unit 5 How much is it? A Lets learn Lets chant 教學(xué)重點(diǎn)：?jiǎn)卧~：colourful pretty cheap expensive 句子：It’s cheapprettyexpensivecolourful.來(lái)描述價(jià)格和顏色。 教學(xué)難點(diǎn)：?jiǎn)卧~expensive的讀音。 根據(jù)實(shí)際情景運(yùn)用本課時(shí)的四個(gè)形容詞 教具準(zhǔn)備：1、本課生詞的單詞卡片2、衣服的實(shí)物3、配套的教學(xué)VCD 4、配套的教學(xué)錄音帶5、課文配套掛圖 教學(xué)過(guò)程： （一）復(fù)習(xí)（Revision） 1、Talk about the weather What’s the weather like today? What do you want to wear? 2、Show us your clothes學(xué)生們走到臺(tái)前，介紹一下自己的衣服的顏色，樣子。 T：“How much is it?Oh, it’s cheap.It’s expensive.It’s pretty.It’s colourful.” （二）呈現(xiàn)新課 （Presentation） 1、教師出示幾件衣服的實(shí)物，并標(biāo)出價(jià)格，說(shuō)：“Guess, how much is it?” 引導(dǎo)學(xué)生回答價(jià)格，教師追問(wèn)：“Is it cheap?Is it pretty?” 引導(dǎo)學(xué)生自己表述：“It’s cheapexpensivecolourfulpretty.” 教師根據(jù)學(xué)生的回答適時(shí)的出示相應(yīng)的單詞cheapexpensivecolourfulpretty.并進(jìn)行帶讀，讓學(xué)生進(jìn)行認(rèn)讀練習(xí)。 2、教師出示Let’s learn部分的掛圖。 T:“Look at that dress. It’s pretty. I want to buy it. It’s …yuan.” Students try to say like this. 3、觀看VCD展示，跟讀練習(xí)4、小組活動(dòng) 學(xué)生兩人一組。每個(gè)學(xué)生準(zhǔn)備一些衣物單詞的小卡片，在背面寫(xiě)出價(jià)格。 兩人進(jìn)行購(gòu)物的對(duì)話練習(xí)。 教師先和一個(gè)學(xué)生進(jìn)行示范（T: How much is that colourful dress? S: Very expensive. It’s …yuan. T: I want to buy it.） （三）趣味操練 （Practice） Guessing game： How much is it? 學(xué)生兩人一組，運(yùn)用一些衣物小卡片，猜測(cè)價(jià)格。 A: Guess, How much is it? B: It’s twenty yuan . A: No , too cheap. Guess again. B: … Let’s chant 聽(tīng)Let’s chant部分的歌謠，學(xué)生邊說(shuō)邊兩個(gè)人一組表演 （四）擴(kuò)展性活動(dòng)（Add-activities） Is it expensive? 每個(gè)小組擁有一套衣物、文具等物品的單詞卡片和一套標(biāo)有10-100元的幾個(gè)卡片。 學(xué)生兩個(gè)人一小組，一個(gè)學(xué)生任意搭配物品和價(jià)格，另一個(gè)學(xué)生進(jìn)行描述：“It’s expensive…” 板書(shū)設(shè)計(jì)： Unit5 How much is it? Let’s learn：部分的掛圖 第二課時(shí) 課題：Unit5 How much is it ?? A Lets talk? C Good to know 教學(xué)重點(diǎn)：句型：“Can I help you? How much is this skirt…? It’s colourful…” 教學(xué)難點(diǎn)：對(duì)新詞的讀音的指導(dǎo)和規(guī)范，如：“ninety-nine yuan.” 教具準(zhǔn)備：1、本課生詞的單詞卡片 2、課文的配套掛圖3、配套的教學(xué)VCD 4、相配套的教學(xué)錄音帶5、學(xué)生帶來(lái)的衣服實(shí)物 教學(xué)過(guò)程 （一）復(fù)習(xí)（Revision） 1、let’s chant： 讓學(xué)生邊說(shuō)，邊兩人一組表演歌謠 2、How much is your shirt? 教師找一名學(xué)生詢問(wèn)：Excuse me ,how much is your shirt?? It’s …yuan . Is it cheap?? Yes, it’s cheap and colouful. 學(xué)生們兩人一組進(jìn)行對(duì)話 （二）呈現(xiàn)新課 （Presentation） 1、教師在教室中掛上學(xué)生們帶來(lái)的衣物，圍繞教室掛滿一圈。 2、教師和學(xué)生們進(jìn)行對(duì)話的交流 T: Look at this shirt. It’s colourful.? S: Yes, it’s pretty. T: How much is it? ? S: (請(qǐng)一個(gè)學(xué)生走到背面翻出價(jià)格)It’s one hundred yuan. It’s too expensive. 3、教師播放VCD，讓學(xué)生觀看故事，理解內(nèi)容。 再看一遍，邊看邊模仿故事中人物的語(yǔ)氣說(shuō)一說(shuō)。 分角色給VCD配音，小組練習(xí)和表演。 各小組展示 （三）趣味操練 （Practice） Group work：學(xué)生運(yùn)用自己手中的卡片，進(jìn)行對(duì)話和描述。 仿照Let’s talk部分中的對(duì)話。 （四）擴(kuò)展性活動(dòng)（Add-activities） 購(gòu)物活動(dòng)：教師發(fā)給每個(gè)學(xué)生1000元紙幣（學(xué)生自己制作的），把教室分成四部分，組成四個(gè)服裝店，每個(gè)店請(qǐng)一個(gè)學(xué)生扮演售貨員。 讓學(xué)生們仿照課文中的對(duì)話，進(jìn)行購(gòu)物活動(dòng)。 活動(dòng)完成后，小組中交流購(gòu)物收獲。運(yùn)用How much is this skirt…? It’s cheap.等句子進(jìn)行描述。 板書(shū)設(shè)計(jì)： Unit 5 How much is it? ? ? 第三課時(shí) 課題：Unit5 How much is it? A Read and write? C Story time 教學(xué)重點(diǎn)：聽(tīng)說(shuō)認(rèn)讀掌握生詞：skirt shirt jacket dress T-shirt 教學(xué)難點(diǎn)：?jiǎn)卧~拼讀；書(shū)寫(xiě)指導(dǎo) 教具準(zhǔn)備：1、本課生詞的單詞卡片2、配套的教學(xué)VCD 3、相配套的教學(xué)錄音帶 4、學(xué)生自己的衣物5、課文主題圖6、大小寫(xiě)字母卡片 教學(xué)過(guò)程： （一）復(fù)習(xí)（Revision） 1、Free talk What color do you like? What color is your …? 2、Let’s chant： B部分的Let’s chant.的歌謠，邊說(shuō)邊出示單詞。 （二）呈現(xiàn)新課 （Presentation） 1、教師準(zhǔn)備好一些大小不一的衣服。說(shuō)：“I think this skirt is pretty.”然后教師穿一下，說(shuō)：“But it’s too big.”然后再拿起一件，說(shuō)：“This one, it’s nice. It’s fits me well.” 2、教師請(qǐng)一個(gè)學(xué)生上來(lái)選衣服，指導(dǎo)學(xué)生運(yùn)用句子：This shirt is …, but it’s too …. 3、然后多請(qǐng)上幾個(gè)學(xué)生上來(lái)說(shuō)。 4、小組活動(dòng) 學(xué)生們把自己的衣服帶來(lái)，在小組中每個(gè)學(xué)生輪流挑選衣服，在這一過(guò)程中運(yùn)用This shirt is …, but it’s too …. 5、觀看VCD，認(rèn)讀句子，讓學(xué)生逐句認(rèn)讀，小組認(rèn)讀。 6、教師指讀生詞，讓學(xué)生搶答認(rèn)讀。小組比賽拼讀，抽查學(xué)生的拼讀。 7、兩人一小組，一個(gè)拼，一個(gè)寫(xiě)。單詞的抄寫(xiě)練習(xí)。 8、出示句子的`句卡，然后學(xué)生試讀，教師提示學(xué)生注意第一個(gè)單詞第一個(gè)字母大寫(xiě)，提示學(xué)生注意標(biāo)點(diǎn)和占格。 （三）趣味操練 （Practice） 1、拼一拼，猜一猜 教師拼一個(gè)單詞，讓學(xué)生迅速說(shuō)出詞。學(xué)生小組做游戲。 2、聽(tīng)一聽(tīng)，拼一拼 每個(gè)小組一套字母卡片，請(qǐng)一個(gè)學(xué)生說(shuō)詞，小組拼，比比誰(shuí)最快。 3、教師請(qǐng)幾個(gè)學(xué)生穿上不同大小的衣服（有的服裝不合適），然后大家一起來(lái)評(píng)論一下。運(yùn)用句子This shirt is …, but it’s too …. （四）擴(kuò)展性活動(dòng)（Add-activities） 每個(gè)學(xué)生設(shè)計(jì)一套衣服，給自己的和別人的娃娃穿上，然后進(jìn)行比較。運(yùn)用本單元學(xué)過(guò)的句型。 板書(shū)設(shè)計(jì)： Unit5 How much is it? ? ? ? ? 第四課時(shí) 課題：Unit 5 How much is it?? B Lets learn? Lets do C Lets sing 教學(xué)重點(diǎn)：理解掌握幾種鞋的單詞，學(xué)會(huì)用pair of …描述鞋的數(shù)量，并在實(shí)際情境中運(yùn)用。 教學(xué)難點(diǎn)：在實(shí)際情境中運(yùn)用詞匯。 教具準(zhǔn)備：本課生詞的單詞卡片；教學(xué)錄音帶；教學(xué)VCD；各種鞋的實(shí)物和圖片。 教學(xué)過(guò)程： （一）復(fù)習(xí)（Revision） 1、A部分Let’s chant：學(xué)生跟錄音說(shuō)一說(shuō)，演一演。 2、Let’s talk：學(xué)生說(shuō)一說(shuō)，并進(jìn)行角色表演。 3、Guessing game 教師將各種標(biāo)有價(jià)錢(qián)的衣服放到一個(gè)大儲(chǔ)物袋中，讓學(xué)生猜一猜里面有什么，學(xué)生猜對(duì)后，取出并描述一下大小、價(jià)錢(qián)等。 （二）呈現(xiàn)新課 （Presentation） 1、教師出示大掛圖，讓學(xué)生結(jié)合圖說(shuō)一說(shuō)What can you see? 引出新的各種鞋的單詞。 2、通過(guò)引入情景表演，描述圖中的各種鞋，引出a pair of …。 3、學(xué)生進(jìn)行情景表演練習(xí)，并熟悉新的單詞及a pair of …的用法。 4、出示VCD，讓學(xué)生觀看VCD（關(guān)掉錄音），根據(jù)故事的內(nèi)容給VCD配音。 5、播放VCD，學(xué)生看VCD理解含義。 6、學(xué)生分角色跟讀。 小組表演、各小組展示。 7、教師放錄音，發(fā)布指令，教師根據(jù)錄音內(nèi)容舉起相應(yīng)的鞋圖，并做出相應(yīng)的動(dòng)作。學(xué)生在教師的指導(dǎo)下做出相應(yīng)的動(dòng)作，熟悉各種鞋的名稱。反復(fù)練習(xí)后學(xué)生邊聽(tīng)錄音做動(dòng)作邊試著發(fā)布指令。 （三）趣味操練 （Practice） 教師出示各種鞋的圖片，然后將一圖片藏起，并詢問(wèn)：What are they? 學(xué)生猜到后，找到該圖片，用學(xué)過(guò)的知識(shí)描述被藏起來(lái)的鞋子。 （四）擴(kuò)展性活動(dòng)（Add-activities） 學(xué)生運(yùn)用學(xué)過(guò)的知識(shí)描述自己的鞋或其他同學(xué)的鞋。 板書(shū)設(shè)計(jì)： Unit 5 How much is it? ? 第五課時(shí) 課題：Unit 5 How much is it?? B Lets talk? Group work? C Lets check 教學(xué)重點(diǎn)：學(xué)習(xí)新句型：How much are they? A pair of …for …. 教學(xué)難點(diǎn)：在情景交際中正確使用How much are they? A pair of …for ….句型。 教具準(zhǔn)備：1、單詞卡片。2、衣物圖片。3、教學(xué)VCD。4、教學(xué)錄音帶。 教學(xué)過(guò)程 （一）復(fù)習(xí)（Revision） 1、Let’s do：教師發(fā)出口令，學(xué)生聽(tīng)到口令后出示圖片并做出相應(yīng)的動(dòng)作。 2、學(xué)生說(shuō)唱本單元的歌謠。 （二）呈現(xiàn)新課 （Presentation） 1、教師出示Let&rsqu

八年級(jí)英語(yǔ)上冊(cè)課件 篇7

Lesson 41

教學(xué)目標(biāo)

學(xué)會(huì)12個(gè)月份、四季和順數(shù)詞的說(shuō)法。學(xué)會(huì)表達(dá)日期。

教學(xué)用具

投影儀、錄影機(jī)以及掛歷和媒體設(shè)備等。

教學(xué)步驟

Step 1 Revision

老師可先做Duty Report， 除規(guī)定的內(nèi)容外，必須讓值日生回答以下幾個(gè)問(wèn)題： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday? 然后將答案（完全形式和縮略形式）寫(xiě)在黑板上，并讓學(xué)生視聽(tīng)，初步了解英文日期的表達(dá)與中文順序的不同。然后全班問(wèn)學(xué)生幾個(gè)問(wèn)題：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?guī)讉€(gè)學(xué)生是在已學(xué)過(guò)的這幾個(gè)月份出生的，或他們的父母是在這幾個(gè)月份出生的，這樣可先復(fù)習(xí)學(xué)過(guò)的幾個(gè)月份。按季節(jié)做以下表格。先填出學(xué)過(guò)的季節(jié)和月份。學(xué)完生詞后填滿表格。

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.

以下單詞符合發(fā)音規(guī)律，請(qǐng)同學(xué)們自己拼讀, 應(yīng)該不會(huì)有太大的困難。

March June July

以下單詞可遷移

autumn August February January September November, December

past last sing spring sea season 先讓學(xué)生根據(jù)舊單詞讀出劃線部分，然后再讀整個(gè)單詞。

這些單詞大多數(shù)拼讀較復(fù)雜，可讓學(xué)生把這些單詞先在本上抄一遍。

然后讓學(xué)生練習(xí)自己的生日，每個(gè)人說(shuō)出自己的生日。可兩人互相問(wèn)答，練習(xí)說(shuō)自己的生日，父母的生日，朋友的生日等。

最后教師問(wèn)學(xué)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.

讓學(xué)生填滿表格。

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?

讓學(xué)生根據(jù)上面填寫(xiě)的表格進(jìn)行對(duì)話練習(xí)：

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.

然后讓學(xué)生自己完成課本上第2部分的練習(xí)。

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?

要一個(gè)學(xué)生來(lái)寫(xiě)下以前所學(xué)的數(shù)詞：

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

然后問(wèn)這個(gè)學(xué)生是否能把這些數(shù)詞變成序數(shù)詞：

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

讓學(xué)生注意黑體字顯示的特殊變化。

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.

用投影片練習(xí)以下日期：

兩千零三年一月一日 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 建軍節(jié) 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

然后讓學(xué)生練習(xí)關(guān)于詢問(wèn)最近幾天的日期 (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.

… …

運(yùn)用下面句型進(jìn)行練習(xí)：

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?

讓學(xué)生統(tǒng)計(jì)本組的，生日，看看那一個(gè)月份過(guò)生日的最多。

Step 4 Consolidation

編一段小短文，假定我們班一月份有五個(gè)同學(xué)過(guò)生日，說(shuō)出這五個(gè)同學(xué)的生日，我們準(zhǔn)備給他們集體過(guò)生日，要開(kāi)一個(gè)生日Party, 定一個(gè)日期。并向全班宣布時(shí)間、地點(diǎn)。

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

教學(xué)目標(biāo)

學(xué)會(huì)描述四季天氣，信的基本寫(xiě)法。

教學(xué)用具

投影儀、錄音機(jī)以及用過(guò)的外國(guó)的信封、信紙等。

教學(xué)步驟

Step 1 Revision

1. Duty Report: 讓值日生報(bào)告，包括以下問(wèn)題： What day is it today / tomorrow？What day was it yesterday? What is the date today / tomorrow? What was the date yesterday?等，并問(wèn)學(xué)生What’s the weather like today? 老師可自己回答 It’s fine / cold.

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

Step 2 Presentation

1．通過(guò)敘述四季教新單詞。如能配合媒體效果會(huì)更好。老師可看著媒體描述四季，讓學(xué)生們注意聽(tīng)。

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.

引導(dǎo)學(xué)生討論re-reading questions。先找一兩個(gè)較好的同學(xué)說(shuō)一說(shuō)，再找?guī)讉€(gè)小組的學(xué)生代表在全班展示。

2．觀察信的格式

信紙的右上角寫(xiě)什么，稱呼用什么標(biāo)點(diǎn)，落款寫(xiě)什么。

閱讀P.12, P.69和P.153三封信。讓學(xué)生總結(jié)寫(xiě)信應(yīng)有些什么套話。

老師可總結(jié)一封信的格式, 用你自己學(xué)校的地址。

觀察SB P132 信封的寫(xiě)法。也可給讓學(xué)生看一個(gè)真正的用過(guò)的信封、信紙。

讓學(xué)生聽(tīng)錄音，并跟讀。

Step 3 Practise

1）讓學(xué)生快速閱讀這封信，Say something about the weather in spring, summer, autumn and winter in Hangzhou.

2）Say something about the four seasons in Beijing. 可以小組討論后，代表發(fā)言，也可個(gè)人發(fā)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 給你也寫(xiě)了一封信，讓你談?wù)勀慵亦l(xiāng)的四季，請(qǐng)你回一封信。

The design of the blackboard

Lesson 43-L44 教學(xué)設(shè)計(jì)方案

(一課時(shí)或兩課時(shí))

教學(xué)目標(biāo)

掌握語(yǔ)音；談?wù)勛约簩?duì)四季的看法，說(shuō)說(shuō)自己最喜歡那個(gè)季節(jié)，并說(shuō)明理由。

教學(xué)用具

錄影機(jī)、媒體設(shè)備。

教學(xué)步驟

Step 1 Revision

四季和12個(gè)月份。

Step 2 Presentation

老師朗讀這些句子，朗讀兩遍，重讀動(dòng)詞及反意部分。

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.

將這些句子用投影儀打出，讓學(xué)生觀察，并總結(jié)反意問(wèn)句的構(gòu)成，以及它的回答方式。

Step 3 Drill

然后可采用老師說(shuō)主句部分，由學(xué)生練習(xí)縮略部分的方式練習(xí)。練熟后由學(xué)生說(shuō)主句部分，老師說(shuō)從句部分，直至練熟。也可在黑板上出一部分句子，寫(xiě)出主句部分，讓學(xué)生寫(xiě)反意部分。目前只讓學(xué)生練習(xí)前肯定后否定的反意問(wèn)句，回答部分不必多花時(shí)間。

聽(tīng)錄音，并跟讀。

Step 4 Practise pair work

聯(lián)系Part 2 可讓學(xué)生自由發(fā)揮， 如兩人談?wù)劚本┑乃募?，和你家鄉(xiāng)的季節(jié)，但主要練習(xí)反意問(wèn)句及其回答。

教單詞：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．看圖并談?wù)劚本┑乃募?。一個(gè)學(xué)生可重點(diǎn)談一個(gè)季節(jié)。練習(xí)Lesson 43 Part3.

2．讓學(xué)生編一個(gè)對(duì)話，談?wù)勛约核矏?ài)的季節(jié)。引出一個(gè)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.

把你聽(tīng)到的填寫(xiě)在下列表格中，對(duì)比中國(guó)，美國(guó)和澳大利亞。

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

八年級(jí)英語(yǔ)上冊(cè)課件 篇8

3. I’m sorry, I can’t. 對(duì)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。

為考試做準(zhǔn)備。

11. 11. Sorry, I must ...

對(duì)不起，我必須......

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，我沒(méi)空。

I might have to ...我也許必須......

3. I’ll buy ... = I will buy...

5. (否定)I’m afraid not.

6. (肯定) I’m afraid so.

我恐怕是這樣。

9. I’m not available. 我沒(méi)空。

11. Good luck!祝你好運(yùn)!

12. It sounds great. 這聽(tīng)起來(lái)太棒了。 (It sounds + adj.)

14. See you then./ See you. 再見(jiàn)。

I’d love to come.

That’s really too bad.

5. What’s today? 今天幾號(hào)星期幾?

3. is leaving (Be + Ving) “現(xiàn)在進(jìn)行時(shí)表將來(lái)”將要離開(kāi)

7. have a surprise party for sb. 為某人舉辦一場(chǎng)驚喜派對(duì)

10. any of ...

13. think of sth.考慮......

15. without + Ving/n./pron.

16. so that ...

18. hear from sb.

1. like ... a lot 非常喜歡......

2. help sb. to do sth.

8. bring sb. to sp.

1. thanks so much for doing sth. 非常感謝做某事

3. at the end of (this month )在(這個(gè)月)末

9. let me know (let sb. do sth.)讓我知道

3. the opening of ... ......的開(kāi)幕式

6. invite sb,. to do sth.

八年級(jí)英語(yǔ)上冊(cè)課件 篇9

第三單元教學(xué)要點(diǎn) ? 教學(xué)要點(diǎn)： 一、本單元是一個(gè)說(shuō)明文單元，《中國(guó)石拱橋》和《蘇州園林》，《故宮博物院》是比較規(guī)范的說(shuō)明文，其余則有一定的說(shuō)明文性的小品。 二、本單元教學(xué)，要學(xué)生了解什么是說(shuō)明文。 三、學(xué)習(xí)本單元，要理清說(shuō)明文的順序，了解常用的說(shuō)明方法。 四、學(xué)習(xí)本單元后，要學(xué)生學(xué)習(xí)寫(xiě)作說(shuō)明文。 教學(xué)時(shí)間：23課時(shí) ?11 中國(guó)石拱橋 ?教學(xué)目的： 1．引導(dǎo)學(xué)生抓住中國(guó)石拱橋的特點(diǎn)。 2．列出文章結(jié)構(gòu)，領(lǐng)會(huì)文章的內(nèi)容。 3．激發(fā)學(xué)生熱愛(ài)社會(huì)主義制度。 教學(xué)重難點(diǎn)： 1．重點(diǎn)：抓住中國(guó)石拱橋的特點(diǎn)，理清文章結(jié)構(gòu)。 2．難點(diǎn)：課后思考練習(xí)題三，以形象的語(yǔ)言介紹一種事物。 學(xué)法指導(dǎo)：引導(dǎo)自讀合作探究 教具準(zhǔn)備： 小黑板 課時(shí)安排：3課時(shí) 教學(xué)過(guò)程： 第一 課 時(shí) 一．導(dǎo)入新課： ?我們常常用橋梁來(lái)比喻友誼，因?yàn)槭怯颜x就像橋一樣把兩個(gè)人連了起來(lái)?？梢?jiàn)橋是在沒(méi)有路的地方搭起來(lái)的路。根據(jù)史料和考察，在原始社會(huì)，我國(guó)就有了獨(dú)木橋和數(shù)根圓木排拼而成的木梁橋。河北趙縣的趙州橋是世界上第一座采用弓形拱的敞肩拱橋，歐洲在趙州橋建成七百年后才采用弓形拱的。我們的祖先的聰明才智值得我們每一位同學(xué)學(xué)習(xí)。 二．簡(jiǎn)介作者 ?茅以升是我國(guó)著名的橋梁專家、教育家、社會(huì)活動(dòng)有。他主持設(shè)計(jì)的錢(qián)塘江大橋，是我國(guó)第一座由中國(guó)人自己設(shè)計(jì)的鐵路公路兩用橋；他還參加了新中國(guó)第一座現(xiàn)代化的大橋――武漢長(zhǎng)江大橋的建造。本文最早以表于是1962年3月4 日《人民日?qǐng)?bào)》，文筆通俗易懂，為讀者介紹了中國(guó)石拱橋的特點(diǎn)，歷史上的輝煌成就，及新中國(guó)成立后的發(fā)展，贊揚(yáng)了我國(guó)勞動(dòng)人民的聰明才智和社會(huì)主義制度的優(yōu)越。 三．檢查預(yù)習(xí)?1． 查字典，給加點(diǎn)的字注音。 ?弧形 拱橋 陡坡 勻稱 惟妙惟肖 ?2． 讀了本文，你了解中國(guó)石拱橋的特點(diǎn)以及趙州橋和盧溝橋的不同之處？ 四． 初讀課文，看看作者寫(xiě)出了石拱橋的什么特點(diǎn)。 ?1． 提示：請(qǐng)同學(xué)們找出哪些段落是寫(xiě)趙州橋的，哪些段落是寫(xiě)盧光溝橋的？聯(lián)系課后思考練習(xí)題一，填空。 ?2． 學(xué)生讀，填空，教師巡視指導(dǎo)。 ?3． 總結(jié)： ?名稱 位置 修建年月 結(jié)構(gòu)特征 ?趙州橋 橫跨在河上 修建于公元6左右。 1全橋只有一個(gè)大拱，長(zhǎng)達(dá)37。4米。 2大拱的兩肩上，各有兩面三刀個(gè)小拱。3大拱由28道拱圈拼成。4全橋結(jié)構(gòu)均勻。 ?盧溝橋 位于永定河上 修建于公元1189到1192年間 由11個(gè)半圓形石拱組成，每個(gè)石拱長(zhǎng)度不一，自16米到21。6米，橋?qū)捈s8米，路面平坦，幾乎與河面平行。每?jī)蓚€(gè)石拱之間有石砌橋墩，把11個(gè)石拱聯(lián)成一個(gè)整體，是一座聯(lián)拱石橋。 ?中國(guó)石拱橋的特點(diǎn)是形式優(yōu)美，結(jié)構(gòu)堅(jiān)固，歷史悠久。 第 二 課 時(shí) 一． 復(fù)習(xí)上節(jié)課學(xué)過(guò)的內(nèi)容 1． 聽(tīng)寫(xiě) 2． 說(shuō)說(shuō)中國(guó)石拱橋的特點(diǎn)。 二． 細(xì)讀全文，理解作者是怎樣說(shuō)明石拱橋的特點(diǎn)的。 ?1． 為了說(shuō)明中國(guó)石拱橋的特點(diǎn)，作者舉了兩個(gè)例子，一個(gè)趙州橋，一個(gè)盧溝橋，這種說(shuō)明方法叫做――舉例子。 ?2． 在寫(xiě)趙州橋和盧溝橋時(shí)，作者列舉了許多精確的數(shù)字，這種用數(shù)字來(lái)說(shuō)明事物的方法叫做――列數(shù)字。 ?3． 為了讓人們更清楚的認(rèn)識(shí)中國(guó)石拱橋的特點(diǎn)，作者的語(yǔ)言很具有邏輯性，例如課文第五自然段，在寫(xiě)趙州橋時(shí)，先介紹了橋的長(zhǎng)度、寬度、設(shè)計(jì)施工的精巧。再分四點(diǎn)用數(shù)字分別說(shuō)明。層次性很強(qiáng)。 ?4． 作者在介紹兩座橋時(shí)，既抓住了它們之間的共同點(diǎn)，又注意到了它們之間的不同點(diǎn)，請(qǐng)同學(xué)們找出來(lái)。（共同點(diǎn)是都介紹了地點(diǎn)，修建年代，及它們的結(jié)構(gòu)特點(diǎn)。不同點(diǎn)是在介紹趙州橋時(shí)順便說(shuō)明了橋的設(shè)計(jì)者，介紹盧溝橋時(shí)作馬可波羅的話來(lái)贊揚(yáng)其高度的技術(shù)成就和藝術(shù)價(jià)值，還介紹了盧溝橋的的特殊歷史價(jià)值。這不但使行文有所變化，而且增強(qiáng)了文章的可讀性。） 三． 引導(dǎo)學(xué)生學(xué)習(xí)課文的最后兩段。 ?1． 第九段寫(xiě)什么，怎樣寫(xiě)？（文章又分三點(diǎn)解釋了到得如此輝煌的建筑成就的原因。先寫(xiě)……再寫(xiě)……最后寫(xiě)……） ?2． 最后一段寫(xiě)什么，怎樣寫(xiě)？（介紹了解放后我國(guó)石拱橋的修建情況，列舉了我國(guó)修建的世界最長(zhǎng)的獨(dú)拱石橋――“長(zhǎng)虹大橋”、我國(guó)勞動(dòng)人民獨(dú)創(chuàng)的鋼筋混凝土拱橋――（雙曲拱橋等，說(shuō)明了我國(guó)橋梁事業(yè)取得的巨大成績(jī)。 四． 引導(dǎo)學(xué)生體會(huì)說(shuō)明文行文簡(jiǎn)潔、用詞準(zhǔn)確的語(yǔ)言特點(diǎn)。（聯(lián)系課后思考練習(xí)題二） 五． 聯(lián)系課后思考練習(xí)題三，引導(dǎo)學(xué)生用打比方的方法，把要說(shuō)明的事理解釋清楚。（我們常說(shuō)用白紙寫(xiě)黑字，黑板其實(shí)就是一張黑色的紙，用白色的筆來(lái)寫(xiě)。我們把一張黑色的紙放大，再掛起來(lái)，就是一張黑板。） ?第 三 課 時(shí) 一、完成課后習(xí)題。 二、拓展延伸:形象的語(yǔ)言介紹一種事物 板書(shū)設(shè)計(jì)： 中國(guó)石拱橋 概括說(shuō)明 一般：形式優(yōu)美，結(jié)構(gòu)堅(jiān)固 中國(guó)：歷史悠久，形式多樣 具體說(shuō)明（舉例） 趙州橋：現(xiàn)存最古老 獨(dú)拱---37.4米（當(dāng)時(shí)最長(zhǎng)） 設(shè)計(jì)科學(xué)，施工巧妙 盧溝橋：聯(lián)拱---265米 石獅千態(tài)萬(wàn)狀，惟妙惟肖 具有紀(jì)念意義 教學(xué)后記：學(xué)生對(duì)中國(guó)石拱橋的構(gòu)造等的認(rèn)識(shí)把握得較好，對(duì)文中的說(shuō)明方法也掌握得不錯(cuò)； 但對(duì)說(shuō)明文的多種順序出現(xiàn)在同一篇文章中的形式認(rèn)識(shí)有難度。 ? ?12 橋 之 美 ?教學(xué)目的： 流利、有感情地朗讀課文，理解作者喜愛(ài)橋的原因。 品味本文優(yōu)美而又富有意蘊(yùn)的語(yǔ)言。 學(xué)習(xí)從某一角度欣賞藝術(shù)作品的方法。 教學(xué)重點(diǎn)難點(diǎn) 品味本文優(yōu)美而又富有意蘊(yùn)的語(yǔ)言。 課時(shí)安排 3課時(shí)。 課前準(zhǔn)備 布置學(xué)生預(yù)習(xí)課文，會(huì)寫(xiě)生字、準(zhǔn)確注音，排除字詞障礙。 課前學(xué)生借助網(wǎng)絡(luò)或圖書(shū)，查閱一些有關(guān)的圖片資料，或依據(jù)課文內(nèi)容繪制幾幅 圖畫(huà)。(體現(xiàn)橋與周?chē)h(huán)境的和諧統(tǒng)一)準(zhǔn)備錄音帶、錄音機(jī)、微機(jī)或投影儀。 教學(xué)步驟 ?第 一 課 時(shí) 導(dǎo)人新課。 ?馬致遠(yuǎn)的“小橋流水人家”讓人聯(lián)想到家的溫馨；徐志摩的《再別康橋》使人產(chǎn)生無(wú)限的惆悵……在詩(shī)人的眼中“橋”是人性化的，是情感的載體；在畫(huà)家的眼中，橋則別有一番 韻味。今天就讓我們跟隨當(dāng)代畫(huà)家吳冠中去感受“橋之美”。(板書(shū)課題，“美”字寫(xiě)大，突出一下) 教師配樂(lè)范讀課文。 (要求：注意語(yǔ)氣、語(yǔ)速、語(yǔ)調(diào)及重音的把握) 學(xué)生自由朗讀課文，思考以下問(wèn)題： (多媒體或投影顯示問(wèn)題組) 問(wèn)題．a(chǎn)．在作者的眼中橋美在何處? ?b．為了說(shuō)明橋之美作者主要舉了哪些例子? ?c．聯(lián)系課文說(shuō)說(shuō)怎樣欣賞一幅畫(huà)? 四人小組討論明確： ?a．并不著眼于橋自身的結(jié)構(gòu)美，而是緣于橋在不同環(huán)境中的多種多樣的形式作用。 ?b．舉了四個(gè)例子：烏鎮(zhèn)葦叢上的石橋；江南鄉(xiāng)間細(xì)柳下的石橋；水天間的長(zhǎng)橋――頤和園的仿盧溝橋、蘇州的寶帶橋；形式獨(dú)特的廣西、云南、貴州山區(qū)的風(fēng)雨橋。 ?c．畫(huà)面的構(gòu)成是否有塊、線、面的搭配；畫(huà)中的形象是否都能和周?chē)木拔锛刃纬蓪?duì)照又不失和諧。 ■研讀與賞析 ?(過(guò)渡)通過(guò)閱讀文章，我們不難看出作為畫(huà)家，作者看橋淡化其結(jié)構(gòu)、種類、功用，更重其美學(xué)價(jià)值。那么你能用優(yōu)美的語(yǔ)言描繪文中你最欣賞的一幅畫(huà)面嗎7 重點(diǎn)研讀第④小節(jié)。 ?(出示學(xué)生繪制的四幅圖畫(huà)) 四人小組討論： ?a．說(shuō)說(shuō)四幅圖中你最喜歡哪一幅，用生動(dòng)的語(yǔ)言描繪畫(huà)面并說(shuō)說(shuō)為什么喜歡? ?b．請(qǐng)有繪畫(huà)天賦的同學(xué)點(diǎn)評(píng)。 ?c．我們應(yīng)從哪些角度欣賞一幅藝術(shù)作品? 明確： ?a．◆厚厚實(shí)實(shí)的平面鋪開(kāi)的葦叢使空間顯得狹窄擁擠，令人產(chǎn)生憋悶感；間或出現(xiàn)的石橋輪廓簡(jiǎn)單鮮明，能使空間陡然顯得疏朗開(kāi)闊，令人覺(jué)得神清氣爽。 ?◆細(xì)弱的`柳枝拂著橋身厚重堅(jiān)硬的石塊，這里有形體上的強(qiáng)弱、輕重、動(dòng)靜之分，有顏色上的對(duì)比，還有變(柳枝年年發(fā)新芽)與不變(橋能歷久不變)之別，種種不同，歸結(jié)起來(lái)，其實(shí)是陽(yáng)剛與陰柔這兩種美的類型的不同，因橋的輪廓精心設(shè)計(jì)而和諧統(tǒng)一。 ?◆長(zhǎng)橋一般建筑在比較寬闊的水面上，打破了背景的單調(diào)感。橋是人們勞動(dòng)的成果，出現(xiàn)在蒼茫水面上的長(zhǎng)橋，是人類創(chuàng)造力的體現(xiàn)。整個(gè)環(huán)境似乎有了靈氣和生命。 ?◆橋面上蓋有廊和亭的橋，給人安閑、自在的感覺(jué)，這種感覺(jué)恰好與險(xiǎn)峻的山峰、橋下的急流給人的感覺(jué)形成對(duì)照。 ?b．點(diǎn)評(píng)語(yǔ)言、欣賞的角度。 ?c．從色彩的搭配、畫(huà)面構(gòu)成(塊、線、面)、景物的選擇(強(qiáng)弱、明暗、動(dòng)靜等)是否對(duì)立統(tǒng)一……角度來(lái)判斷。 美句賞析。 ?(過(guò)渡)吳冠中以他畫(huà)家的真知灼見(jiàn)，不但告知了我們?nèi)绾斡谩懊缹W(xué)”的眼光來(lái)重新審視事物，而且他還用蘊(yùn)涵豐富的語(yǔ)言引起我們強(qiáng)烈的感情上的共鳴。 ?a．找出意蘊(yùn)豐富的語(yǔ)句，體味句子的情昧。 ?b．先四人小組討論，再讓小組派代表發(fā)言。 重點(diǎn)賞析以下語(yǔ)句： ◆茅盾故鄉(xiāng)烏鎮(zhèn)的小河兩岸都是密密的蘆葦，真是密不透風(fēng)，每當(dāng)其間顯現(xiàn)一座石橋時(shí)，仿佛發(fā)悶的葦叢做了一次深呼吸，透了一口舒暢的氣。 ◆早春天氣，江南鄉(xiāng)間石橋頭細(xì)柳飄絲，那纖細(xì)的游絲拂著橋身堅(jiān)硬的石塊，即使碰不見(jiàn)曉風(fēng)殘?jiān)?，也令?huà)家銷(xiāo)魂! ◆無(wú)論是木橋還是石橋，其身段的縱橫與橋下的水波協(xié)同譜成形與色的樂(lè)曲。． ◆田野無(wú)聲，畫(huà)家們愛(ài)于無(wú)聲處?kù)o聽(tīng)橋之歌唱，他們尋橋，仿佛孩子們尋找熱鬧。 (過(guò)渡)我們從《橋之美》中，體會(huì)到了橋的美感，真是賞心悅目。同是寫(xiě)橋的文章，《中國(guó)石拱橋》與之有什么不同之處呢? 課堂小結(jié) ?同學(xué)們，今天我們?cè)诋?huà)家吳冠中的帶領(lǐng)下，一起領(lǐng)略了橋的風(fēng)采，生活中有多少美不勝收的景致，或纖弱或雄壯或含蓄……讓我們練就一雙慧眼去發(fā)現(xiàn)、去鑒賞這大干世界吧! ?第 二 課 時(shí) 一、完成課后習(xí)題。 二、拓展延伸 比較本文與《中國(guó)石拱橋》在內(nèi)容和寫(xiě)法上有何不同? 明確：本文是一篇帶有說(shuō)明性質(zhì)的小品文。它的說(shuō)明性體現(xiàn)在文中先點(diǎn)明在畫(huà)家眼里橋美在何處，隨后舉了一些具體的例子。但是與《中國(guó)石拱橋》這種較為規(guī)范的說(shuō)明文不同的是，在舉例時(shí)，作者并不是用科學(xué)、平實(shí)的語(yǔ)言向讀者解說(shuō)，而是或描寫(xiě)景物，或抒發(fā)感情，文字極富表現(xiàn)力和感染力。 板書(shū)設(shè)

八年級(jí)英語(yǔ)上冊(cè)課件 篇10

教案一：Unit 1 Where did you go on vacation?

1. 教學(xué)目標(biāo)：

a. 學(xué)習(xí)并掌握目標(biāo)詞匯和短語(yǔ)，如vacation, activity, tourist, guide等。

b. 學(xué)習(xí)并掌握目標(biāo)句型，如Where did you go? I went to…

c. 學(xué)會(huì)用過(guò)去式敘述過(guò)去發(fā)生的事情。

2. 教學(xué)準(zhǔn)備：

a. PPT展示相關(guān)圖片和單詞。

b. 學(xué)生練習(xí)冊(cè)。

c. 錄音機(jī)和磁帶。

3. 教學(xué)步驟：

a. 導(dǎo)入：利用PPT呈現(xiàn)一些度假圖片，引導(dǎo)學(xué)生回憶并復(fù)習(xí)相關(guān)單詞和短語(yǔ)。

b. 新詞學(xué)習(xí)：教師通過(guò)幻燈片和板書(shū)介紹并講解新單詞和短語(yǔ)，并提供相關(guān)例句。

c. 句型學(xué)習(xí)：教師通過(guò)示范并操練句型“Where did you go? I went to…”，確保學(xué)生能正確運(yùn)用。

d. 練習(xí)冊(cè)：學(xué)生完成練習(xí)冊(cè)相關(guān)練習(xí)，教師巡視并糾正錯(cuò)誤。

e. 聽(tīng)力練習(xí)：播放錄音，讓學(xué)生根據(jù)聽(tīng)到的內(nèi)容選擇正確的答案。

f. 拓展活動(dòng)：以小組為單位，要求學(xué)生同伴之間互相詢問(wèn)對(duì)方的假期并作簡(jiǎn)短介紹。

g. 總結(jié)與鞏固：教師再次復(fù)習(xí)已學(xué)內(nèi)容，鞏固學(xué)生的知識(shí)。

h. 作業(yè)布置：布置相關(guān)作業(yè)，如復(fù)習(xí)單詞和短語(yǔ)，完成練習(xí)冊(cè)等。

4. 教學(xué)評(píng)價(jià)：

a. 能正確運(yùn)用目標(biāo)詞匯和短語(yǔ)進(jìn)行交流。

b. 能夠運(yùn)用句型“Where did you go? I went to…”進(jìn)行簡(jiǎn)單的對(duì)話。

c. 能聽(tīng)懂簡(jiǎn)短的聽(tīng)力材料并選擇正確的答案。

教案二：Unit 2 How often do you exercise?

1. 教學(xué)目標(biāo)：

a. 學(xué)習(xí)并掌握目標(biāo)詞匯和短語(yǔ)，如exercise, often, sometimes, rarely等。

b. 學(xué)習(xí)并掌握目標(biāo)句型，如How often do you…? I … every…

c. 學(xué)會(huì)用正確的頻率副詞表達(dá)自己的活動(dòng)頻率。

2. 教學(xué)準(zhǔn)備：

a. PPT展示相關(guān)圖片和單詞。

b. 學(xué)生練習(xí)冊(cè)。

c. 實(shí)物道具，如計(jì)數(shù)器，用來(lái)演示不同活動(dòng)的頻率。

3. 教學(xué)步驟：

a. 導(dǎo)入：利用PPT呈現(xiàn)一些運(yùn)動(dòng)圖片，引導(dǎo)學(xué)生回憶并復(fù)習(xí)相關(guān)單詞和短語(yǔ)。

b. 新詞學(xué)習(xí)：教師通過(guò)幻燈片和板書(shū)介紹并講解新單詞和短語(yǔ)，并提供相關(guān)例句。

c. 句型學(xué)習(xí)：教師通過(guò)示范并操練句型“How often do you…? I … every…”，確保學(xué)生能正確運(yùn)用。

d. 練習(xí)冊(cè)：學(xué)生完成練習(xí)冊(cè)相關(guān)練習(xí)，教師巡視并糾正錯(cuò)誤。

e. 實(shí)物演示：教師使用計(jì)數(shù)器和實(shí)物道具演示不同活動(dòng)的頻率，引導(dǎo)學(xué)生用正確的頻率副詞表達(dá)自己的活動(dòng)頻率。

f. 拓展活動(dòng)：以小組為單位，學(xué)生互相交流關(guān)于自己日?；顒?dòng)頻率的話題，并寫(xiě)下來(lái)。

g. 總結(jié)與鞏固：教師再次復(fù)習(xí)已學(xué)內(nèi)容，鞏固學(xué)生的知識(shí)。

h. 作業(yè)布置：布置相關(guān)作業(yè)，如復(fù)習(xí)單詞和短語(yǔ)，完成練習(xí)冊(cè)等。

4. 教學(xué)評(píng)價(jià)：

a. 能正確運(yùn)用目標(biāo)詞匯和短語(yǔ)進(jìn)行交流。

b. 能夠運(yùn)用句型“How often do you…? I … every…”表達(dá)自己的活動(dòng)頻率。

c. 能根據(jù)實(shí)物演示理解不同活動(dòng)的頻率，進(jìn)行表達(dá)。

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