八年级下英语Unit5SectionB 3a说课比赛课件

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八年级下英语5单元课件ppt课件

To develop students’ understanding of the concept of heroes and heroines in literature.
Objective 1
To enhance students’ reading comprehension and critical thinking skills through analyzing heroes and heroines in selected stories and novels.
Recognizing accents and dialects
03
The ability to understand different pronunciations and speech patterns, especially when they deviate from the standard language.
Learning and replicating standard pronunciation, ensuring clear communication.
Adopting more effective communication styles, such as active voice, inclusive language, and clear transitions.
Help students identify and analyze the main themes and sub-themes in the texts, understanding how they are developed and reinforced throughout the text.
Evaluating source credibility

人教版八年级下册第五单元Section B 阅读课说课课件PPT模板

巧。激活学生的听、说、读、写技能，培养阅读能力并加强对过去进行时的理解与运用。
• （三）难点
• 1、学生能够根据图片和标题预测文章内容的技巧； • 2、学生能学会用skimming and scanning 的阅读技巧，同时使用关
键词查找信息，培养快速获取文章信息的能力；
• 3、学生能够在挖词填空的过程中巩固文章的重点短语和句型，以及能够根据思维导图进行复述课文，从而培养学生的口头输出能力。
铺垫。
• 3、多媒体辅助教学法 • 课前精心准备课件，课件涵盖阅读课中的听力、问题、关键词、情景
图片等内容。
• 4、任务型教学法 • 本篇文章教学将使用任务型教学策略：阅读前—阅读中---阅读后
• 文段阅读过程中，运用提问、表格、挖词填空、复述等方法，引导学生熟练使用阅读技巧，完成阅读任务。
• 5、思维导图教学法 • 思维导图中，所给语言支架可为学生复述课文、口头输出提供帮助，
• Phrases: in silence, take down, at first, have meaning to • Sentences： Although some people may not remember who
killed him, they remember what they were doing when they heard the news.
• 设计意图：本环节为教材2d的内容，其中涉及文中的长难句和难点短语理解，因此，在此环节中对文章的难点进行突破讲解。
Step 5 Post-reading
Task1:Fill in the blanks to complete the passage
设计意图：本环节设计挖词填空，学生在填空的同时巩固复习文中的重点短语和本单元所涉及的过去进行时及文章的大意。

人教版八年级下册Unit 5课件(共31张PPT,内嵌音视频)

2. He arrived at school at e8i:g3h0t. F
3. He still didn’t catch the bus although her ran to the bus stop. T 4. While he was waiting for the bus, it suddenly started to rain heavily. T 5. While he was busy looking for the umbrella in his schoolbag, a car
B
3
2
D
C E
2b Listen again. Fill in the blanks in the sentences in 2a.
My alarm didn’t go off so I __w_o_k_e_ up late.
Listen again. Fill in the blanks in the sentences in 2a.
Mary: What were you doing last night, Linda? I called at seven and you didn’t pick up. Linda: Oh, I was in the kitchen helping my mom. Mary: I see. I called again at eight and you didn’t answer then either. Linda: What was I doing at eight? Oh, I know. When you called, I was taking a shower.
She was helping her mom. At 7:00

八年级下 Unit Five Section B3a说课稿

八年级下 Unit Five Section B3a说课稿刘平江夏一初中一、教材分析：1.教材的地位及作用：第五单元第三节课，本单元围绕“参加聚会”为话题，引入因果关系这一表达方法，从而要求掌握条件状语从句的主、从句的时态问题。

2.教学目标：（知识目标、能力目标、情感目标、学习策略目标）知识目标：掌握be happy, travel around the world, go to college, make a lot of money, be famous, get an education, agent等单词和词组以及以if引导的状语从句。

能力目标：提高学生听、说、读、写能力。

情感目标：①通过形象、生动的教学使学生掌握正确使用以if引导的状语从句。

②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。

学习策略目标：①善于抓住用英语交际的机会。

②积极参与，善于合作。

确立教学目标的依据：根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。

此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

3.重点与难点：重点：生词和词组以及听力。

难点：以if引导的状语从句。

确立重点与难点的依据：根据课程标准的要求，及本课在教材中所处的地位和作用。

二、说教法：为了更好地突出重点，突破难点，我主要采用了任务型教学法：新课标倡导的“玩中学，学中玩”的理念也很受学生欢迎。

三、说学法：1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。

2.积极参与，善于合作。

例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。

四、说流程：StepⅠ课前准备和复习（7分钟）通过图片，造句的形式练习状语从句。

八年级下英语5单元课件ppt课件ppt

Simple Sentence
It consists of a subject and a predicate.
Compound Sentence
It consists of two or more simple sentences joined by a conjunction.
Complex Sentence
Historical Context
Explain the historical period or event that the article is related to, including significant political, economic, or cultural developments that might have influenced the author's perspective.
Key Themes and Lessons
Summarize the main themes and messages taught in this unit.
Discuss how these themes are explored through the various texts and activities.
Voice analysis
Active Voice
The subject of the sentence does the action.
Passive Voice
The subject of the sentence receives the action.
Sentence Structure
Article structure
01
Overview of Article

八年级下英语5单元课件ppt

对样本文进行深入分析，讲解其优点和可借鉴之处，帮助学生提高写作水平。
05
CATALOGUE
Introduction to Cultural Background
Related cultural background knowledge
01
Western table etiquette
The courseware introduces the basic rules of table etiquette in
Western music and art, including classical music, operas,
paintings, and sculptures.
Comparison of Chinese and Western Cultures
Differences in values
The courseware compares the differences in values between Chinese and Western cultures, such as individualism vs collectivism, privacy vs openness, and indirectness vs directness.
详细描述
设计真实语境中的练习，如写作、翻译等，让学生在实际运用中加深对词汇和语法的理解，提高语言实际运用能力。
Reading and writing exercises
the West, including seating arrangements, order of serving
dishes, and polite ways of eating and drinking.

人教版英语八年级下册Unit5SectionB(2a2d)说课稿

2.鼓励学生积极参与课堂活动，关注口语表达能力较弱的学生，给予更多支持和鼓励；
3.灵活调整教学节奏，确保教学计划顺利进行。
课后，我将通过以下方式评估教学效果：
1.收集学生的课堂练习和课后作业，分析他们的掌握情况；
2.与学生交流，了解他们在课堂上的收获和困惑；
3.反思自己的教学方法和手段，查找不足，不断调整和改进。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价并提供有效的反馈和建议：
1.让学生回顾本节课所学内容，进行自我评价，总结自己在课堂上的收获和不足；
2.教师针对学生的表现给予积极的评价和鼓励，同时指出需要改进的地方，给出具体建议；
3.组织学生互相评价，借鉴他人的优点，提高自己的学习能力；
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。选择这些方法的理论依据如下：
1.任务型教学法：通过设计真实、有意义的任务，让学生在完成任务的过程中自然地运用目标语言，提高他们的语言实际运用能力。
2.情境教学法：根据学生的认知特点，创设贴近生活的情境，激发学生的学习兴趣，使他们更愿意参与到课堂活动中。
教学难点为：1.对现在进行时态、一般过去时态和一般将来时态的运用和理解；2.描述兴趣爱好和生活方式时，词汇和语法结构的灵活运用；3.在实际语境中，正确使用所学句型和表达方式。
二、学情分析导
（一）学生特点
本节课面向的八年级学生，年龄在14-15岁之间，他们正处于青春期，具有强烈的好奇心和求知欲。在认知水平上，他们已经具备了一定的英语基础，能够进行简单的英语交流和阅读理解。此外，他们对新鲜事物充满兴趣，喜欢参与互动性强的活动，但学习习惯尚在养成中，需要教师在教学中加以引导和培养。

人教版八年级英语下册Unit 5 Section B-3公开课课件

2. W___h_e_n_I told my older brother about the
strange light in the sky, he just laughed and didn’t believe me.
3. _W__h_i_l_e_ my brother was laughing, the
2. Fill in the blanks with the correct forms of the words in brackets.
When I_w_a_s_ (be) in the sixth grade, I_j_o_i_n_e_d_ (join) a piano competition. I __p_r_a_c_ti_c_e_d____ (practice) for four hours every day and my piano teacher ___ca_m__e__(come) three times a week to__h__el_p__ (help) me. Then the big day finally __a_r_r_i_v_e_d_ (arrive). I __w_a_s_ (be) so nervous when they __c_a_l_le_d_ (call) my name. I __w_e_n_t__ (go) up and_s_ta_r_t_e_d_ (start) to play.
television news reported that other people had seen the light as well.
9、要学生做的事，教职员躬亲共做；要学生学的知识，教职员躬亲共学；要学生守的规则，教职员躬亲共守。2021/7/282021/7/28Wednesday, July 28, 2021

英语人教版八年级下册unit5 说课

New version of PEPInterpretationUnit5 What were you doing when therainstorm came?Section A(3a-3c)The storm broughtpeople closer together.Gaomiao Middle SchoolFang Yuanyuan2017.5.2Interpretation of The storm broughtpeople closer together.Good morning, everyone! it’s my pleasure to have such an opportunity to share some of my teaching ideas. I hope you will enjoy my speech. First, let me introduce myself. My name is Fang Yuanyuan, and I’m working as an English teacher in Gaomiao Middle School for four years.Today my topic is the reading passage The storm brought people closer together, which is in Unit 5 of Grade 8. I divide my speech into four parts, namely my understanding of this lesson; teaching methods and aids；teaching procedures and blackboard design.I. Now let’s start with part1. My understanding of this lesson.1. At first I’d like to introduce the analysis of the teaching material. This lesson is a reading passage. It plays a very important part in this unit. By studying the lesson, the students can improve their reading ability and develop good reading habits. What’s more, we should get the students to understand some difficult sentences to understand the passage better.2. Now I’ll talk about the teaching aims of this period.First, the knowledge aims are to let the students master some useful words and expressions and by the end of the lesson, the students will have a better understanding of the text.Second, the ability aims are to develop the students reading ability by fast reading and careful reading and let them learn different reading skills.At last, for the emotion aims, I’ll stimulate the students to help each other and develop the students’ sense of cooperati on.3.The teaching importances and difficulties.The teaching important points are how to improve the student’s reading ability.The teaching difficult points for the students are how to use “when”and “while”.II. Now let’s focus on the second part about my teaching methods and aids:As for our rural school students, t hey don’t often use English to express themselves and communicate with others. Some students are not active in the class because they are afraid of making mistakes. So during the lesson, I arrange a lot of activities to let all of them join in to attract their interest and let them be confident.And I will adopt fast reading to get a general idea of the text and careful reading to get the detailed information; pair or group work to get every student to be active in class; question-and-answer activity and free discussion make the students smooth away the difficulties.I’ll use the teaching aids, such as the multimedia to make the classmore lively. With the help of the computer and PPT, I think the efficiency of the class will be greatly improved.III. Here comes the most important part, the teaching procedures:Step1. Lead-inI will lead in the topic by showing some pictures with sound, and they are strong winds, black clouds, lightening and heavy rain, and ask them if they have remembered a rainstorm in their mind.Step2. Self-study (Prediction for reading)I’ll get the students to look at the title and the pictures and guess what the text might be about.Step3. Reading1. Fast readingAsk the students to read the passage quickly and guess the meaning of the words. Guide the students to find out key words and sentences to get the main idea and the structure of the text. And also, tell five sentences true or false.2. Micro-classBy a micro-class, the students can learn all the new words in a new and interesting way. With the help of it, the students can grasp them easily.3. Careful readingFirst, the students are required to read the whole text carefully to match the right order on the screen. It shows the main structure of the text. The purpose is to train the students’skills of scanning and lead the students to find out the important facts and detailed information.Then I will list the main structure of the text: before the storm, during the storm, and after the storm. And in every part, there are some main words and phrases which is connected with the whole text need to fill in, or some questions to be answered. That can make students understand the text more easily and improve the students’reading comprehension. And also, some parts need students to cooperate with each other so that the students can enjoy the happiness of helping each other.Step4. Extension1. DiscussionTo understand the passage better, I will get the students to have a discussion in groups about the questions:(1) What other things can bring people closer together?(2) How can we help each other in times of difficulty?These questions are after the text and they are open-ended questions, so the students can provide different kinds of answers. I invite some group members to report in front of the whole class to stimulate them to speak in public. I think the ability to use English is the most important.2. Show some pictures and a funny video.To make students get more information about the text,I show some pictures and a funny video that union is strength.Step5. Summary (Retelling the text)Since the students in the class are in different levels, first I will let them to fill in the blanks to get a general idea of the text. And I’ll ask the students to retell the story in their own words.Step6. HomeworkAt the end of the lesson, I’ll tell the students to retell the passage and write it down in their own words.I think homework is important. It is necessary for the students to do some exercises after class to consolidate the knowledge they have learned.I want to improve the ability of their writing and train the ability of do-it-yourself.IV. Part 4. Blackboard designAt last, let me show you my blackboard design: The title is in the middle. On the left are the main words and phrases in the text and on the right is the main structure of the text.The blackboard design is to let the Ss have a clear idea to get the main content of this lesson, and it should be clear and artful.In this lesson, I lead the students understand the passage step by step, and help them to retell the text. In the whole period I just act as a director,giving the students some detailed task and letting the students explore the knowledge by themselves. The students are very active, and I fulfill the teaching aims very well. But there are some new language points in the passage, so I will explain them for the students next class.And in the end, I want to say“Gifts of roses, hand there are lingering fragrance.”Thanks for your listening！Blackboard design:。

八年级英语下学期5单元教材分析说课稿新目标(PPT)4-3

四、教学目标
(一)知识目标
1.掌握如何提出邀请： Can you come to my party? Can you go to the movies? Can she go to the baseball game? Can they go to the concert? 2. 掌握如何应答： Sure, I’d love to. I’m sorry, I can’t. I have to go to the doctor. No, she can’t. She has to have a piano lesson. No, they can’t. They’re going to a party. 3. 掌握如何书写邀请卡及拒绝回函： 4 . can、have to、be过听力、对话练习、完成邀请卡等方式帮助学生掌握如何“提出邀请、接受邀请、拒绝邀请并提出理由”。学习、巩固can、have to、be doing sth.的用法。
• Section B 通过听力、阅读、写作、小组练习等方式，继续巩固“提出邀请、接受邀请、拒绝邀请并提出理由”话题的学习。通过大量的练习让学生熟练掌握can、have to、be doing sth.的用法。
Self Check 通过填空帮助学生复习所学的重点词汇；通过阅读邀请卡写回函帮助学生巩固所学的内容。
酒石酸锑钾（俗称吐酒石）曾用作治疗血吸虫病的药物。它后来逐渐被吡喹酮所取代。锑及其化合物用于多种兽医药剂，例如安修马林（硫苹果酸锑锂）用作反刍动物的皮肤调节剂。锑对角质化的组织有滋养和调节作用，至少对动物是如此。含锑的药物也用作治疗家畜的利什曼病的选择之一，例如葡甲胺锑酸盐。可惜的是，它不仅治；区块链https:/// ；疗指数较低，而且难以进入一些利什曼原虫无鞭毛体所在的骨髓，也就无法治愈影响内脏的疾病。金属锑制成的锑丸曾用作药。但它被其他人从空气中摄入后会导致中毒。在一些安全火柴的火柴头中使用了三硫化二锑。锑-4和铍一起用于中子源：锑-4释放出伽马射线，引发铍的光致蜕变。这样释放出的中子平均能量为4 keV。锑的硫化物已被证实可以稳定汽车刹车片材料的摩擦系数。锑也用于制造子弹和子弹示踪剂。这种元素也用于传统的装饰中，例如刷漆和艺术玻璃工艺。世纪年代前曾用它作牙釉质的遮光剂，但是多次发生中毒后就不再使用了。安全编辑锑和它的许多化合物有毒，作用机理为抑制酶的活性，这点与砷类似；与同族的砷和铋一样，三价锑的毒性要比五价锑大。但是，锑的毒性比砷低得多，这可能是砷与锑之间在摄取、新陈代谢和排泄过程中的巨大差别所造成的：如三价锑和五价锑在消化道的吸收最多为%；五价锑在细胞中不能被定量地还原为三价（事实上在细胞中三价锑反而会被氧化成五价锑）；由于体内不能发生甲基化反应，五价锑的主要排泄途径是尿液。急性锑中毒的症状也与砷中毒相似，主要引起心脏毒性（表现为心肌炎），不过锑的心脏毒性还可能引起阿－斯综合征。有报告称，从搪瓷杯中溶解的锑等价于毫克酒石酸锑钾时，锑中毒对人体只有短期影响；但是相当于克酒石酸锑钾时，就会在三天后致人死亡。吸入锑灰也对人体有害，有时甚至是致命的：小剂量吸入时会引起头疼、眩晕和抑郁；大剂量摄入，例如长期皮肤接触可能引起皮肤炎、损害肝肾、剧烈而频繁的呕吐，甚至死亡。 [] 锑不能与强氧化剂、强酸、氢卤酸、氯或氟一起存放，并且应与热源隔绝。锑在浸取时会从聚对苯二甲酸乙二酯（PET）瓶中进入液体。检测到的锑浓度标准则是瓶装水低于饮用水，英国生产的浓缩果汁（暂无标准）被检测到含锑44.7μg/L，远远超出欧盟自来水的标准μg/L。各个组织的标准分别是：世界卫生组织：μg/L 日本：μg/L 美国国家环境保护局、加拿大卫生部和安大略省环境部：μg/L 德国联邦环境部：μg/L 根据《中华人民共和国国家标准污水综合排放标准》，锑（Sb）

八年级下册英语人教版八年级下册unit-5-section-b-3a-3b(熊晓蓉)

1
They are creative
2
3
have learned the past
continuous tense
Have learned reading
Contents
1 Teaching Material 2 Students’ Analysis 3 Teaching Methods 4 Learning Methods 5 Teaching Procedure 6 Blackboard Design
Teaching procedures
writing
1
pre-writing (10mins)
2
while-writing (25mins)
3
post-writing (10mins)
Pre-writing ---Free Talk1:
A:What were you doing at the time of the rainstorm ?
How to write an article using the past continuous tense 怎样使用过去进行时写作文 3. Moral Objects（情感目标） Lead Ss to learn the sense of self-protection in time of difficulty.引导学生在困难时期自我保护
This was a day Kate Smith will never forget. She remembers working in her office near the two towers. “My friend shouted that a plane just hit the World Trade Center! I didn’t believe him at first, but then I looked out of the window and realized that it was true. I was so scared that I could hardly think clearly after that.”

新目标八年级下册unit5sectionB If I become an athlete, will I be happy 说课稿

大家好这堂课的教学内容是新目标英语八年级下册Unit5 SectionB 3a “If I become an athlete, will I be happy?”本课时是一篇关于如果成为一名运动员，会不会开心的阅读文章，本篇阅读主要围绕成为一名运动员后的优势和劣势来展开。

本课时需要帮助学生们完成对文章的理解，并帮助学生解决一些重点的字、词及语法问题。

在本课时中需要达到的教学目标是：1、培养学生的阅读能力2、让学生掌握重难点单词，短语及语法3、在英语教学中，对学生进行必要的德育素质教育。

在本课中要求学生掌握下列的词汇和短语：athlete，Professional，charity，injured，lawyer，organize，complain，against，be able to do，all the time，make a living，have a difficult。

学生在掌握以上词汇及短语的同时并要求会运用“if”“will”句型描述自己的未来计划。

在处理本课时，我会用到初中英语课文五步交际法教学，既导入，略读，精读，查读，巩固与拓展。

下面是具体的教学步骤：第一步导入，这是一篇关于运动员题材的文章，我会首先给学生看一张大家都熟悉的运动员的图片抓住学生的注意力并提起他们对本堂课的兴趣例如：姚明。

我会让学生们就自己所了解的描述姚明，引导大家运用本课的单词和短语描述姚明，这样就可以学习并巩固本课重点单词和短语，然后我会抛给学生一个问题“Are the happy，Why？”在学生分小组进行讨论后得出答案。

这样不仅调动了学生的积极性，也为在接下来的阅读中打下了基础。

第二步略读，在第一步的基础上，趁热打铁，要求限定时间，让学生只阅读每段的首句，借助对首句的理解，以最快的速度获得文章的大意，我会给学生提出一个问题“What does the passage talk about?”，这样同学们就可以带着问题去阅读。