以下是励志的句子的编辑为您搜罗的符合您要求的“八年级下册英语课件”清单，欢迎浏览本文内容。教案课件是教师授课中的关键环节，编写教案课件是每位教师日常必须从事的工作。精心设计的教案必须考虑到学生的生活实际情况。

八年级下册英语课件 篇1

1.掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质。

2.通过学习如何赠送礼物，对比中西方文化的不同。

Important points :

1.What should I get sb ? 2.Why don’t you get/buy sb sth ?

3.What about /How about sth ? 4.It’s/They are too + adj .

5.Present perfect tense .

Difficult points(教学难点) :

1.too + adj : 太… 2.adj + enough :足够

Sructures(语言结构)

1.What should I get my sister ?

2.Why don’t you get a camera ? hat’s too expensive .

3.How about some tennis balls ? hey are too cheap .

4.What about a watch ? That’s too personal .

5.What’s the best present you have ever received ? A bike .

第一课时

Teaching of new lesson (新课教学)

Step 1 Assign the task

In this unit students learn to compare qualities .

SB Page 60 , 1a .

1.Ask Ss to read the list of gifts and any words they don’t understand .Use simple drawings or use the words in other sentences to explain their meaning .

2.Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of ? Add them to the chart .

3.Discuss the answers .

SB Page 60 , 1b .

1.Point out the picture and the gifts in the second boy’s thought bubbles .Ask Ss to say the name of each gift .

2.Then ask a pair of students to read the conversation .

3.Play the recording the first time .Ss only listen .

4.Then play the recording a second time .Number the sentences from 1 to 4 .

5.Check the answers .

SB Page 60 , 1c .

1.Read the instructions and then have Ss work in pairs .

2.Check the answers by calling on several different pair of students to say their conversations to the class .

Step 2 Warm up (热身)

SB Page 61 , 2a .

1.Point out the chart and read the instructions .Say , You will hear three conversations .After each conversation , put a check after the name of the person who is going to receive the gift .

2.Play the recording and ask Ss to make checkmarks in the chart .

3.Check the answer .

SB Page 61 , 2b .

1.Point out the suggestions and Comments .Review the meaning of any terms students are not sure of .

2.Point out the sample answers .

3.Play the recording several times .Fill in the suggestions and comments on this chart .

rrect the answers .

SB Page 61 , 2c .

1.Ask two students to read the example in the sample dialogue in activity 2c .Say , Please work with your partner .

2.Ask one or tow pairs of students to say their answers to the class .

Step 3 Grammar Focus

Review the grammar box .Ask students to say the statements and responses .

Exercise –designing for 第一课时: 汉译英

1.我该给爸爸什么样生日礼物?照相机怎么样?那太贵了!

2.为什么你不给妈妈买一条围巾呢?那不够有趣。

教学后记

第二课时

Teaching of new lesson

Step 1 Pre-task(任务前活动)SB Page 62 , 3a .

1.Point out the chart in activity 3a .Review the meaning of any words Ss don’t understand .

2.Ask Ss to work in pairs .

3.Point out the example in the sample dialogue .Then complete the first question and answer exchange with a student .

4.Ask the pairs to continue on their own .Move around the room checking the progress of the pairs .

rrect the answers .

SB Page 62 , 3b .

1.Read the instruction .Say ,This activity is just like activity 3qa .But this time you are going to talk about real gifts that you have received .

2.Ask a pair of students to read the example in speech bubbles to the class .Ask several other students to do this .

3.Then ask Ss to work in pairs .As they talk , move around the room checking progress and offering language support as needed .

Step 2 While-task(任务中活动)SB Page 62 , Part 2 .

1.Read the instructions .Ss can practice several times .

2.Ask two students to read the dialogue .

3.Ask Ss to complete the work in pairs .

4.Ask a few students to share the sample conversation .

教学后记:

第三课时

Teaching of new lesson

Step 1 Assign task

SB Page 63 , 1a .

1.This activity reviews earlier vocabulary and introduces some new words .

2.Point out the pet shop in the picture .Ask different students to point to and say the names of the animals they see there .

3.Read the instructions .Ask Ss to write the names of the animals in the picture in the correct parts of the diagram .

4.Discuss the answers .

SB Page 63 , 1b .

1.Ask a student to read the example in the sample dialogue .

2.Ask Ss to do the activity in small groups .

3.Ask different students of each group to tell the class what is the most unusual pet and most popular pet .

SB Page 63 , 2a & 2b .

1.Point out the write-on lines on front of each pet .Say , You will listen to the recording and write your answers on these lines .

2.Read the instructions and answer any questions students may have.

3.Play te recording .

rrect the answers .

SB Page 63 , 2c .

1.Read the instructions for the activity

2.Point to the example .Ask two students to read the questions and answers to the class .

3.Then have Ss work in pairs .

4.Check the answers by calling on different pairs to do one question and answer each .

Step 2 While-task(任务中活动)

SB Page 64 , 3a .

1.Read the story to the class .After you finish ,ask if Ss have any questions about the words or phrases on the article .

2.Say ,Now read the story again .Write the answers to the two questions .

3.Check the answers .

SB Page 64 , 3b .

1.Point to the picture and read the instructions .

2.Point out the list of good and bad things about hamster .

3.Ask Ss to finish the writing on their own .Ask Ss work , move around the classroom checking the work .

4.Ask a student to read his or her completed article to the class .

SB Page 64 , 3c .

1.Read the instructions .

2.Remind Ss not to say the name of the animal they are writing about on their articles .

3.Ask Ss to write their articles on their own .

SB Page 64 , Part 4 .

1.Read the instructions .Ask if any students have pets .If so ,ask about the advantages and disadvantages of such pets .

2.Ask a few groups to share their lists .

教学后记:

第四课时

Teaching of new lesson

Step 1 Self CheckSB Page 65 , Part 1 .

1.Ask Ss to fill in the blanks on their own .

2.Check the answers .

3.Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful .

SB Page 65 , Part 2 .

1.Read the instructions .

2.Ask Ss to read the passage on their own .

3.Ask Ss to work on their own .

4.Ask a few groups to share their lists .

Step 2 While-reading

1.Ask Ss what English songs they like best .Then look at the picture .Ask Ss to describe what is happening in the picture .

2.Read the reading strategy with the students. Encourage Ss to use it to read the story .

3.Ask Ss to read the article once .Ask Ss to raise their hands and say which words and sentences they don’t understand .

4.Ask Ss to read the article again for comprehension .

SB Page 67 , 3a .

1.Ss complete the task .Remind them to look at the story again for extra help .

2.Check the answers .

八年级下册英语课件 篇2

本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。

本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。

采用自主学习、小组合作学习、Role playing、pair work等方式开展听、说、读、写的学习活动。教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。在教学中创设切实可行的任务型教学活动、突出交际性。引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。

1. 语言知识目标：

1) 能掌握以下词汇：字母Aa ~ Hh, good, morning, Good morning!, hi, hello

2) 能掌握以下句型：

① Good morning, Helen!

② Hello, Frank!

③ Hi, Bob!

3) 能理解用英语打招呼的不同说法，并能灵活运用。

4) 能掌握字母Aa ~ Hh的字母顺序，读音及书写。

2. 情感态度价值观目标：

让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是的老师。

1. 教学重点：

1) 认识一些简单的英文名字，并为自己取一个英文名字。

2) 学习用英语进行见面打招呼，并能体会不同的打招呼用语的奥妙所在，做到灵活运用。

3) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。

2. 教学难点：

1) 学习掌握字母Aa ~ Hh的字母顺序，读音及书写。

2) 认识一些简单的英文名字，并为自己取一个英文名字。

Listen to a “Good morning!” song. Then Ss learn to sing this song.

(利用JEFC教材中的Good morning!歌曲导入新课.)

1. Come into the classroom and greet the class with a smile and say Good morning! Now, introduce the words “teacher” and “class” by using gestures. Repeat this several times and have the class repeat after you. Students can answer as a whole group, as rows and as individuals.

Ss: (Repeat after teacher) Teacher; Class

2. Point to yourself and say I’m Miss/Mr. … Have them repeat. Explain the terms Miss and Mr. in Chinese. Ss repeat this a few times with rows and individuals.

Ss: Morning, Miss/Ms. … (Ss repeat)

Ss: Good morning, Ms., Mr. … (Ss repeat)

3. Leave the classroom, return and say Good morning, class! Help the students respond with Good morning, Miss/Mr. … Say Sit down, please. Now let’s start the lesson.

Ⅲ. Game (Choose an English name.)

1. T: We have many new friends in our class this year. They are from the U.S.A. and England. Who are they? Do you want to know them? Now please look at the screen.

八年级下册英语课件 篇3

1 . 一下车，我们便飞快地往观景台攀爬去。站在观景台上放眼远眺，再没有比秋雨洗浴后的铜鼓岭更迷人了。整座铜鼓岭，都是苍翠欲滴的浓绿，风一吹，林涛四起，像群山深深的呼吸，给人一种神秘幽远的感觉。收眼近瞧，茂密的灌木丛里，鲜艳的野花在山风的轻抚下翩翩起舞。山上还有一座风吹能动但却不会倒的大石头，叫“风动石”。风动石屹立在那，就像一位长者在眺望着美景。天上的云朵飞快地移动着，就像波涛汹涌的大海，从天外滚滚而来，显得分外壮美。西边山脚下的月亮湾犹如一面巨大的明镜，无数雨点落进水里，就像一颗颗跳跃的珍珠。真是“水光潋滟晴方好，山色空蒙雨亦奇”，让人仿佛走进了连绵不断的画卷中。

3 . ThedoorisgreenThewindowsareyellow门是绿色的，窗户是黄色的。

4 . 我喜欢自然，喜欢没有束缚的感觉。破土而出的小草，粼粼湖水，幽微的花香，舞动的柳条儿，对我总是有着磁铁般的吸引力，让我为之驻足，为之惊叹，它们的美是细小的，甚至微不足道，然而却是那样的质朴，透露出一种生命的自然气息。

5 . 霎时，豆大般的雨滴从天而落。滴到了我的手上，慢慢地流到手指上，滴下。“啊!下雨啦!”一声尖叫在人群中播洒。街上的人们纷纷跑进一家商店里。我也跑，我用我全身的力量跑回家。。。。。。

6 . What’shisname?HisnameisZhangPeng他叫什么名字?他叫张鹏。

7 . takeone’splace代替，取代；入座；就位

8 . 。Whichsportdoyouprefer？=Whichsportdoyoulikebetter？你更喜欢什么运动？Ipreferskating。=Ilikeskatingbetter。我更喜欢滑雪。

9 . asaconsequenceof=inconsequenceof=asaresultof由于…的原因

10 . Putyournotebookinyourbag把你的笔记本放进书包。

八年级下册英语课件 篇4

作为一位无私奉献的人民教师，总不可避免地需要编写说课稿，借助说课稿可以让教学工作更科学化。怎么样才能写出优秀的说课稿呢？以下是小编为大家整理的八年级英语下册第三单元优秀说课稿，欢迎阅读与收藏。

一、教材分析:

本单元是人教版初中英语八年级下册 Unit３，主题是“家务和许可”，其功能项目是“礼貌地请求”和“征求许可”。语言目标是要求学生学会用情态动词could来礼貌地进行请求或者征求他人的许可。本节我要讲的是本单元的Section A的第一节。

二、教学目标:

根据以上我对本单元教材内容的分析，我确定以下教学目标：

知识与能力：学会表示家务的短语；学会用could表示礼貌的请求以及征求许可，并能作出相应的回答。

过程与方法：本课采用问题导入方法，教师提问学生在家中是如何帮助父母的，大部分学生都会回答做家务，由此过渡到关于家务和许可的话题，然后教授与家务相关的短语和表达。多采用对话的形式，让学生练习用could表示礼貌的请求和征求许可，让学生学会灵活运用这一结构来进行表达。

情感、态度与价值观：教会学生在日常生活中礼貌、得体地表达自己的请求和意见。引导学生养成良好的生活习惯和劳动习惯，让学生意识到帮助父母减轻负担的重要性，让学生乐于在生活中多做自己力所能及的事情来帮助父母。

三、教学的重、难点:

基于上述对教材的分析，我确定本节的教学重点为一些动词短语和could表示礼貌的请求和征求许可的用法。

教学难点为could表示礼貌的请求和征求许可的用法。

四、教学方法:

通过形式多样的课堂活动和丰富的.练习，让学生能够轻松地掌握本单元的知识要点，提高英语听说读写的能力。

五、教学过程设计

Unit 3

The First Period (Section A)

Step 1 Lead-in

("良好的开端是成功的一半", 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础。)

T: Do you often help your parents to do some housework at home? What do you usually do ?

学生们纷纷站起来说说自己在家做的事情，过渡到本节的内容。

Step 2 Speaking

教师出示几张做家务的图片，引导学生学习一些有关做家务的动词短语。由1a部分的图片引出本节的目标语言，然后要求学生两两对话多多练习目标语言，达到能脱口而出的目的。

Step 3 Listening

接下来的听力要求学生自主完成1b的内容。通过听来巩固目标语言的用法。

Step4 Tips

帮助学生总结本节的语言结构，同时归纳一下英语中表示请求的句型。并要示学生在小组内合作的形式举出相应的例子，然后板书到黑板上让全班来分享。不妥的地方教师可以学生修正。

Step 5 Practice

要求学生自主完成5个单选题来检测学生的学习情况。先独立完成，再小组讨论，最后全班交流。

Step 7 Summary

回顾本节课所学内容，同时能意识到要在生活中多帮助父母做一些力所能及的事情。

八年级下册英语课件 篇5

1.What time do you get up?

What time +助动词do/does +主语+动词原形，询问某人做某事的具体时间。

what time do you begin class in the morning?

注：What’s the time=What time is it?也是用来询问时间，意为“几点了”。用it作答。

What’s the time? It’s 7:30.

2.I usually get up at five o’clock.

1)句中usually与often 一样都是频度副词，常用于动词be 之后，行为动词之前。always 意思是“总是”、“永远”，表示动作重复，状态继续，中间没有间断。

We always get up before six o'clock.

He is always thinking of others.

always>usually>often>sometimes>seldom>never

2)介词 at 常用于具体时刻之前，意义为 在…… ，如：at 5：00 在5：00钟。

(1)人物的所在之处，如：at my uncle’s home 在我姑姑家, at the station 在火车站.

(3)指速度或价格.如：she buys the book at a good price 她以优惠的价格买了这本书。

on，at，in这三个常用介词都可以表示时间和地点，但具体用法不同.

①on用在日期、星期几、节日前，也表示在具体某一天及具体某一天的上午、下午和晚上。

on November 1st on Monday on Children’s Day on Tuesday evening

②in用于月份、季节、年份前，当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in，泛指一般的上、下午，晚上也用in 。

Early in the morning of National Day，I got up to catch the first bus to the zoo.

③将来时态表“过一段时间后” 及“在...期间” 和“在某个季节，某年、某月” 都用in。

Xiao Ming was born in December of .

3. What a funny time to eat breakfast!

(1)What a/an +形容词+单数名词+主语+谓语!

what a good girl she is!

(2)What+形容词+可数名词复数+主语+谓语!

What good girls they are!

(3)What +形容词+不可为名词+主语+谓语!

What terrible weather it is!

4、He works at a radio station.

work:人们日常工作和生活中从事的体力和脑力劳动，各类工作。不可数名词

take a walk=have a work=go for a walk 散步

6、either...or...

“要么、、、要么、、、”，连接句子中两个并列的成分，表示两者之一。

当连接两个主语时，谓语动词应该与最近的一个主语在人称和数上保持一致，即就近原则。

7.People love to listen to him.

love to do sth.=like to do sth.very much.喜欢做某事，强调具体活动。

而love doing sth.=like doing sth. very much则强调习惯。

Do you come out to play with me?你喜欢出来和我玩吗?

I like watching TV.我喜欢看电视。

hear 意为“听见”，表示听的结果，而listen to则表示“听”，强调的是“听”的动作。

Let’s listen to the music.

We listen but don’t hear.

9. He gets home at 7：00，and he watches morning news on TV.

1)句中get 意为 “到达 ”，后接地点名词时，要加介词to，后接副词时，不能加to.

She gets to school at six o’clock.

注： home 是一个副词，所以其前不能加介词to，但home也可作名词，这时其前有物主代词时，可以加to，

She gets to her home at eight o’clock .

a piece of news 一条新闻 ，two pieces of news 两条新闻 。

We often watch football game on TV.

10、lots of=a lot of 既可以修饰可数名词复数形式，也可以修饰不可数名词。

11.What time is it?-几点了?-It’s eight thirty. 八点三十分。

本句是就具体时刻进行提问的，what time 意为“几点”，这是特殊问句，它的同义句为：

What’s the time? /What time is it by your watch? 在回答这个句子时,要用It’s +钟点。

4：25→four twenty-five，6：58→six fifty-eight，7：→seven o clock

逆读法：分钟为+介词to/past+钟点数，可分两种情况：

1)分钟为不超过半小时，用分钟数+past(/pa：st/过)+钟点数。

4：23→twenty-three past four，5：19→nineteen past five.

2)分钟数超过了半小时，用(所差的)分钟的+to+(下一个)钟点为。

7：31→twenty-nine to eight，10：58→two to eleven

在逆读法中分钟数逢 “五”逢 “十”可省略minute(s)。否则应加上。当然，英语习惯上把十五分钟(fifteen)称作一刻a quarter，三十分钟(thirty)称为half/half，因此10：30，可以用两种表达方式，half past ten，ten thirty。

12.Thanks for your letter.

Thanks for your help.

Thanks for telling me the good news.

13. Do you want to know about my morning?

1)该句中 want to do…句型。表示“想要做某事”，该短语中want为及物动词，后面的to do

I want to play the drum.

I want to see my old teacher next week.

3)know about 知道有关…，了解有关…，句中about 意为“关于，有关”的意思。

17.Please write and tell me about your morning.请写信告诉我你的早晨。

释：1)tell sb. about sth.告诉某人有关某事的情况。

My father often tells me about China.

2)write sb. a letter=write a letter to sb.给某人写信。

She often writes me a letter=She often writes a letter to me.

15.in the morning/afternoon/evening 在上午/下午/晚上

what time翻译为“几点”问的是具体的时间，一般回答要具体到小时。

What time do you go to school?

I go to school at half past seven o’clock.

回答具体到点钟，且注意在几点前边的介词用at。

when也是对时间的提问，但与what time的区别是：用when提问，回答既可以是具体的时间，也可以是不具体的时间，如：in the morning，last year，in 等范围大的时间。

向对方询问具体时间时，即几点几分，只能用what time，不能用when。

询问年份、月份、日期时，只能用when，不能用what time。

(1)整点时间可表示为“钟点数+o’clock”或直接读钟点数，省去o’clock。如：

It’s ten o’clock a. m. 现在是上午十点整。

(2)非整点时间可直接采取读数法。如：

It’s eight-thirty. 是八点三十分。

7:45→seven forty-five 11:05→eleven-five

(3)非整点时间的分钟数不超过30分钟，也可用介词“past”。如：

10:15→ a quarter past ten或fifteen past ten

8:15→a quarter past eight或fifteen past eight

9:30→half past nine或thirty past nine

(4)非整点时间的分钟数超过30分钟，用介词to。如：

9:45→a quarter to ten或fifteen to ten

此句话还有几种表达方式。如：

What is the time? 几点了?

What time is it by your watch? 你的手表几点了?

( )1.--What's the time? --______one-thirty.

A. Its B.It's C.This is D.They're

( )2.I usually _______ at nine-thirty at night.

A. get to school B.get up C.go to bedD.go home

( )3.He likes ______ the radio. wwW.x kB 1.c Om

A.listens B.to listen to C. listens to D.to listen

( )4.I _______ at seven.

A. go to the school B.go to a school C.go to school D.go school

( )5.We only have _______ shower.

( )6.My sister _______ home at 5:00 every day.

A. gets B.gets toC.get D.get to

( )7.We can watch Beijing Opera _____ TV.

( )8.Let's ________.

A. take a shower B.have a shower C.take the shower D.A and B

( )9.My brother ____ the morning TV every day.

A. watches B.watch C.watches D.see

( )10.--______ do you usually go to bed?

--At six.

A. What time B.How time C.When D.A and C

( )11. Zhang Min usually gets up _______.

A. at six thirty B.at thirty six C.on six thirty D.on thirty six

( )12.Rick often does ______ homework at 6:00.

( )13.--______ do people have dinner?

--At home. A.What B.When C.WhereD.B and C

( )14.In our school, school _____ at 7:30.

One day , an old man was selling a big elephant . A young man came up to the elephant and began to look at it slowly . The old man went up to him and said in his ear . “Don’t say anything about the elephant before I sell it . Then I will give you some meat .” “All right .”said the young man . After the old man sold the elephant , he gave the young man some met and said : “Now, can you tell me how you see the bad ears of the elephant ?” “I didn’t find the bad ears .”said the young man . “Then why do you look at it slowly ?”asked the old man . The young man said : “I never see an elephant before, and I want to know what it looks like.”

( )1________ the elephant.

A. The young man bought B. The old man sold

C. The two men sold D. The young man sold

( )2. The young man looked at the elephant . He wanted to find _____.

A. its bad ears B. some meat C. a good elephant D. what it looks like

( )3. The young man ________.

A.knew the elephant wasn’t good B. found the bad ears but didn’t tell it .

C. looked after the elephant D. got some meat

( )4.We know that ________.

A. the two men were not honest B. the young man wasn't a bad man

C. the old man was a good man D. the elephant was a very good one

( )5. The young man looked at the elephant slowly because he _______.

A. liked elephant B. wanted to buy it

C. didn’t see any elephant before D. wanted to help the old man

八年级下册英语课件 篇6

Introduction

Eight grade is a crucial year for every student as they prepare to transition into high school. As an English teacher, it is my responsibility to provide my students with the necessary skills and knowledge they will need to succeed. In this English lesson plan, my aim is to introduce my class to various reading, writing, speaking and listening activities.

Lesson Outline

1. Lesson title: Reading Comprehension

Objective: Students will be able to understand and interpret various texts.

Activity Description: The primary objective of this lesson is to enable students to comprehend different texts. I will begin by selecting a text that is challenging yet accessible to students. I will then read the text aloud and ask students to identify and explain the key ideas, characters, and events. Lastly, I will ask the students to answer comprehension questions based on the text.

Assessment: I will evaluate the students on their ability to interpret the text by checking their responses to comprehension questions.

2. Lesson title: Writing an Argumentative Essay

Objective: Students will be able to write a persuasive essay.

Activity Description: In this lesson, students will learn how to construct a persuasive essay. I will provide the students with a prompt that requires them to choose a stance on an issue and defend it. I will then guide them through the process of creating an outline, conducting research, and forming an argument. The students will then use their research and outline to write the essay, focusing on proper sentence structure, organization, and persuasive techniques.

Assessment: I will evaluate the students' essays based on the clarity and strength of their arguments, sentence structure, and the coherence of their essays.

3. Lesson title: Speaking Fluently

Objective: Students will be able to speak clearly and confidently.

Activity Description: In this lesson, my objective is for the students to improve their spoken English skills. I will begin by modeling effective speaking techniques, such as clear pronunciation and body language. I will then give students time to practice speaking, either in pairs or small groups. I will provide them with topics, questions or prompts around which to speak to keep them engaged and focused.

Assessment: I will evaluate the students on their ability to speak clearly, confidently, and fluently.

4. Lesson title: Listening Comprehension

Objective: Students will be able to comprehend and respond to spoken English.

Activity Description: In this lesson, students will practice their listening comprehension skills. I will begin by playing an audio or video clip, either real-life or simulated, and then provide students with a set of questions to answer about what they heard. I will then play the clip again to ensure that the students have correctly understood the content.

Assessment: I will evaluate the students on their ability to answer the questions accurately, and their attention and concentration span during the activity.

Conclusion

In conclusion, teaching eight graders requires a lot of dedication, patience, and creativity. As a teacher, I am responsible for imparting critical knowledge, skills and values to my students. My four lessons in this lesson plan - Reading Comprehension, Writing an Argumentative Essay, Speaking Fluently and Listening Comprehension - will put students on the right track for academic and personal success in high school and beyond.

八年级下册英语课件 篇7

Unit 4 Why don’t you talk to yourparents?

Section A 1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：allow, wrong, guess,deal, work out

能掌握以下句型：

① —What’swrong?

—I’m really tried because I studied until midnight last night.

② You could give him a ticket to a ball game.

③ I think you should ask your parents forsome money.

④ Why don’tyou talk to him about it?

2) 能了解以下语法：

(1)能够运用所学知识谈论问题和困难、提出建议并做出选择;

(2)能根据对方所提出的问题，给出一些合理的建议。

2.情感态度价值观目标：

培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。

二、教学重难点

1. 教学重点：

1) Talk about the problems.

2) Learn the new languagepoints.

2. 教学难点：

能根据对方所提出的问题，给出一些合理的建议。

学会表达建议的一些方式。

三、教学过程

Step 1 Warmingup

1. 导入学生们平时在学校和生活中存在的问题。

T: What’s the matter/ What’s wrong?

S: He has too much homework to do.

T: Do he like to do it?

S1：No, he doesn’t. Because hedoesn’t have any free time to do things he likes.

…

Step2 Talking

1. Lookat these problems. Do you think they are serious or not? Ss discuss withtheir partners and give some advice.

① I have to study too much so I don’t getenough sleep.

② Ihave too much homework so I don’t have any free time to do things I like.

③ Myparents don’t allow me to hang out with my friends.

④ Ihave too many after-school classes.

⑤ I got into a fight withmy best friend.

Step 3 Listening

1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning ofthe sentences.

2. Play the recording forthe Ss to listen and circle the problems you hear in 1a.

3. Play the recordingagain. Check the answers with the Ss.

Step 4 Pair work

1. Let Ss read the conversationin the box.

2. Use the information in 1a to make other conversations.

3. Let some pairs act outtheir conversations.

e.g. A: What’swrong?

B: I’mreally tied because I studied until midnight last night.

A: Why don’t you go tosleep earlier this evening?

4. Language points

1) allow v. 允许;准许

allowsb. (not) to do sth. (不)允许某人做某事

e.g. My parents don’tallow me to stay up late. 我父母不允许我熬夜。

Mr. Smith allowed Mike to drive there. 史密斯先生允许迈克开车去那里。

2) wrong adj. 错误的;不对的

= notright

e.g. Some words on theadvertisement are wrong. 广告上的一些字错了。

Step 5 Listening

Work on 2a:

T:Peter has some problems. What advicedoes his friend give him? Fill in the blanks with could or should.

1. Let Ss read the sentences in 2a.

2. Play the recording for the Ss to listen and writethe words in the blank.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain somemain sentences for the Ss. Make sure they know the meaning of each sentence.

2. Play the recording forthe Ss to write the letters (a-e) next to the advice in 2a.

3. Play the recording againto check the answers.

Answers: 1. d 2. e 3. a 4. c 5. b

Exercise:

Listen again. Fill in theblanks.

Boy 2 had a ______ with his best friend. He could______ him a letter. But he isn’t good at writing letters. He ______ call him____, but he doesn’t want to talk about it on the ______. He ______ talk to himso that he can say he’s sorry but it’s not ____. He ______go to his house buthe doesn’t want to _______ him. He could take him to the _____________, but hedoesn’t want to wait that long.

Step 6 Pair work

1. Tell Ss to make aconversation using the information in 2aand 2b.

2. Let one pair to read outtheir conversation first.

3. e.g. A: What’s thematter, Peter?

B: Ihad a fight with my best friend. What should I do?

A: Well,you should call him so that you can say you’re sorry.

B: ButI don’t want to talk about it on the phone.

4. Ss act the conversationin pairs. Ask some pairs to act out their conversations.

Step 7 Role-play

1. Ss read theconversations and try to understand the meaning.

2. Read the conversationafter the teacher.

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

4. Explain some new wordsand main points in the conversation.

(1) guess

e.g. Let us guess the height of the building.

让我们来猜一下这个建筑物的高度。

(2) big deal, deal

big deal是英语中的一个固定搭配，表示 “重要的事情或状况”，多用于非正式交流。作否定用法时，常说It’s not a big deal或It’s no big deal.表示说话人并不认为某事有什么了不起。

e.g. There's a soccergame on TV this evening but I don’t have to watch it. It’s no big deal. 今天晚上电视上有一场足球赛，但我不一定要看。没什么大不了的。

It’s a big deal, David, bigger than you know.

这事挺重要的，戴维，比你所知道的要重要。

What's the big deal? It’s only a birthday, not the end of the world.

有什么了不起的?这不过是个生日，又不是世界某日。

(3) work out

work out 解决(问题);算出

e.g. Mike worked out thedifficult problem by himself.

迈克自己算出了那道难题。

Isit possible to work out the problem? 有可能解决这个问题吗?

Homework:

Write three conversationsabout your problems and your friends’ suggestions.

A: I have too manyafter-school classes.

What could I do?

B: You could …

Section A 2 (3a-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：get on with; relation, communication, argue, cloud, elder, instead, whatever, nervous, offer, proper, secondly, communication, explain, clear

2)阅读短文，能按要求找到相应的信息。

3)通过阅读提高学生们的阅读能力。

4) 了解在如果生活中发生了一些不尽如人意的问题，应当如何面对理性地去解决。

2. 情感态度价值观目标：

人的一生并不都是一帆风顺的，难免有一些挫折的困难，如果生活中发生了一些不尽如人意的问题，我们学会冷静对待，学会合理的办法去理性地去解决。

二、教学重难点

1. 教学重点：

1) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。

2. 教学难点：

1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学过程

Step 1 Revision

Some Ss give some problems. Other Ss give advice.

Problems and advice:

1. I have to study too much so I don’t get enough sleep.

Why don’t you go to sleep earlier this evening?

2. I have too much homework so I don’t have any free time to do things I like.

Why don’t you go camping with your friends this weekend?

3. My parents don’t allow me to hang out with my friends.

Why not read some interesting books at home?

4. I have too many after-school classes.

Why don’t you talk about it with your parents?

5. I got into a fight with my best friend.

Why not call him up?

Role-play the conversation of 2d.

Step 2 Presentation the new words

1. relation n. 关系;联系;交往

e.g. Their relation seemed quite close. 他们的关系看起来很亲密。

2. argue v. 争吵;争论

e.g. The couple began to argue about the child’s education.

那对夫妇开始就孩子的教育问题争吵。

3. proper adj. 正确的;恰当的

e.g. It’s not proper to visit a friend too late in the evening.

太晚了，去看朋友不合适。

4. nervous adj. 焦虑的;担忧的

e.g. Don’t be nervous. It is just a small test. 不要紧张。就是个小测试而已。

5. clear adj. 清楚易懂的;晴朗的

e.g. The sun shone out of a clear sky. 天空晴朗，阳光灿烂。

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