人教版八年级下册英语课件

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人教版八年级下册英语课件7篇

作为一名老师，要上好英语课程，需要提前设计好课件。下面是小编为你准备的人教版八年级下册英语课件，快来借鉴一下并自己写一篇与我们分享吧！

人教版八年级下册英语课件

人教版八年级下册英语课件（精选篇1）

Unit 5 If you go to the party , you’ll have a great time !

Teaching goals:

1. Words and expressions in this unit .

2. Target language :

Are you going to the party ?

Yes , I am . I’m going to wear my jeans .

If you do , you’ll have a great time .

You should wear your cool pants .

3. 掌握现在进行时态表示将来(Present progressive as future ).

4. 学习条件状语从句: if + will .

5. 进一步了解情态动词should的用法.

6. 学习谈论因果关系.

7. 做出决定是否做某事.

Important and difficult points :

1. 学习运用be going to 和will构成的一般将来时。

2. if 引导的条件状语从句。

Teaching aids : teaching cards , a tape recorder .

人教版八年级下册英语课件（精选篇2）

Period 1

Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,grammar focus .

Teaching procedures :

Step 1 Leading in

Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .

Repeat with other sets of pictures .

Step 2 Pre-task

SB Page 34 , 1a .

1. Point out the pictures and ask Ss to tell what they see .

2. Ask some students to read the statements and responses .

3. Have Ss match the statements and responses on their own .

Step 3 While-task

SB Page 34 , 1b .

1. Play the tape and get Ss to check their answers to activity 1a .

2. Talk about the answers together .

SB Page 34 , 1c .

1. Ask two Ss to read the example in the sample in activity 1c.

2. In pairs , get Ss to talk about what happened in the pictures .

3. Ask some pairs to present their conversations to the class .

SB Page 35 , 2a & 2b .

1. Read the instructions .Make sure the students know what to do .

2. Play the recording .Ss listen and write down their answers .

3. Correct the answers .

Step 4 Post-task

SB Page 35 , 2c .

1. Ask two students to read the sample dialogue .

2. In pairs ,get the students to role play the conversation between Andrea and her friend .

3. Ask a few pairs of students to practice their conversations for the class .

Step 5 Grammar Focus

SB Page 35 , Grammar Focus .

1. Review the grammar focus .Ask Ss to say the statements and responses .

2. Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can.

3. Ask some groups to share their sentences with the class .

Homework :

Have Ss write their sentences on their exercise books.

教学后记:

人教版八年级下册英语课件（精选篇3）

Unit1 Topic1 Section A 教学设计

【摘要】 Review some useful sentences in order to know about students’ holiday. Then learn some new words and phrases, and lead to the future tense with be going to. Let students master the important point by practicing in the class.

【关键词】

1.almost, against, term, cheer, cheer „ on, team, win, row, quite, bit, quite a bit / a lot, join,

2.The future tense with be going to:

【教材分析】

1.本课教材的重点内容是掌握一般将来时态“be going to”的使用。

2.对本课的重点句型要进行重点提示和操练。如：“be going to+do”; Which sport do you prefer, „ or „?(prefer doing)

3.让学生理解cheer „on 和 plan to do sth的用法。

1.教材地位及作用

本课的教材起到一个引领与创设情境的作用，把询问假期活动的内容与新学期的打算以对话的形式复合在一起，既起到复习巩固的作用又能引导学习新知识的渴望。在口头练习和交际会话中可以适当的拓展，让学生能够熟练掌握一般将来时态的应用。

2.Teaching aims and demands :

1.Learn some new words and phrases:

almost, against, term, cheer, cheer „ on, team, win, row, quite, bit, quite a bit / a lot, join,

2.Learn the future tense with be going to:

3. Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays.

(2)Would you like to come and cheer us on?

3.The important point、The difficult point:

1.Learn the future tense with be going to:

2.Learn the new words and phrases:

【学情分析】多数学生能够做好预习，并根据老师的引导比较有热情的学

习对话，并能熟练应用本节课的重点知识，但也有一小部分同学由于假期复习不到位造成知识暂时性衔接不上，需要巩固语法知识的应用。

【教学策略】创设大量的场景进行情景对话，教学中可以采用角色扮演的方法，让学生更深刻的掌握生词，短语和句型。同时也可以让学生自行设计一些表示将来计划做的事情，进行生生，师生共同训练。

【教学过程】

Ⅱ. Teaching aids:

Recorder and multimedia

Ⅲ. Five-finger Teaching Plan：

Teaching procedure

Step 1 Review

Review the movement project names that we learned, lead to the new words.

1.Show some of the motion picture, and through the dialog between teachers and students ,introduce a new sports item name.

T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?

Ss: „

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.

T: Look at the picture. Do you know what they are doing? S1, please.

S1: They are playing basketball.

T: Do you like playing basketball?

S1: Yes, I do. / No, I don’t. T: How many players are there in the basketball team?

S1: There are five players.

T: What are they doing? S2, do you know?

S2: They are playing volleyball.

2.Use blackboards about practice derived words ,use of prefer. T: Which sport do you like better, cycling or rowing?

S3: Rowing.

T: Good! The phrase “like „ better” means “prefer”.

T: S4, which sport do you prefer, basketball or soccer?

S4: I prefer basketball.

…

Step 2 Presentation

By asking and answering between the teacher and students, Show some new words and sentences in 1a，let students master pattern the sentence “be going to„”

1. Use “plan to do sth.”to lead to pattern the sentence “be going to+do”.

T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.

S1: Yes, I do.

T:So you plan to play volleyball tomorrow afternoon, right?

S1: Yes. T: OK. When we plan to do something, we can say we are going to do something.

T: When I tell you my plan, you retell it with be going to. OK, boys and girls?

Ss:OK.

T: I plan to go out for dinner tonight. S2, please.

S2: You are going to go out for dinner tonight.

T: I plan to climb mountains tomorrow. S3, please.

S3: You are going to climb mountains tomorrow.

T:Good! When we express something that is going to happen or we plan to do something, we can use be going to do sth.

2. Let the students talk about outdoor activities plan tomorrow, and points out the general interrogative sentence, the transition to 1a.

T: OK, S4, please tell me what you plan to do tomorrow afternoon.

S4: I’m going to swim with my brother tomorrow afternoon. T: Are you going to swim?

S4: Yes, I am.

3. Learn new words and phrase: against, cheer, cheer„ on. Show a upcoming basketball Poster.

T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?

Ss:Yes, we’d love to./I’d love to.

T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.

(Show a small blackboard)

4.Read 1a, draw the question difficulty and key words and then explain the difficult points of teaching.

Step 3 Consolidation

The creation of scenarios, the dialogue in a real context, training students' oral communication ability

1.Act out the dialogs in roles according the key words.

2. Lead the students to practice the pattern sentence be going to+do T: S1, what are you going to do this term?

S1: I’m going to learn English better.

T: What about you, S2?

S2: I’m going to study math hard.

T: Oh, it’s a good plan. S3, do you know what your partner is going

to do?

S3: Yes. He is going to learn rowing.

T: Discuss with your partner what you are going to do this term. T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.

Example:

S4: Hi, S5.

S5: Hi, S4. I am going to play „ Are you going to play with us?

S4: I’m afraid I can’t. I have to do my homework first. By the way,

I saw you play „ almost every day during the summer holidays.

S5: Yes. You know I am going to play in the „ game against Class 2

this Saturday. Would you like to come and cheer us on?

S4: Of course. I’d love to. And I hope you will win.

Step 4 Practice

1.Make conversations according to the example and the pictures in 2 in pairs. Learn and mater “ quite a bit /a lot ” and “ club”.Finish2.

T: Which sport do you prefer, „ or „?

S1: I prefer „

T: What about you, S2?

S2: I prefer „

T: S3, do you often go swimming?

S3: Yes, very often.

T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”

T: S4, do you go rowing much?

S4: Yes, quite a lot/a bit.

T: S5, do you go skiing much?

S5: Yes, quite a lot / a bit.(肯)

S6: No, seldom.(否)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.

T: Discuss with your partner which sports club you would like to join. S7: I am going to join the school rowing club.

S8: „

2.Listen to 3 and finish 3.

Step 5 Project

The report and write sentences, training of students integrated use of this class grammar and sentence pattern ability.

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you prefer, „ or „?

(2)Do you „ much?

(3)Are you going to „ next week?

2. Homework:

Be going to made five sentences, with a different person, sentence pattern.

板书设计：

人教版八年级下册英语课件（精选篇4）

一、指导思想

针对本学年学校要求教材整合的实际，因此在本学期的英语教学中我准备应用：

1、整体设计，体现灵活开放，设计以学生技能，语言知识，情感，学习策略和文化意识的发展为基础;

2、学生主体，尊重个体差异;

3、采用任务型的教学模式，让学生感知、体验、实践、合作;

4、注重过程评价，关注学生发展，激励学生学习兴趣和自主学习能力发展的评价体系。让英语学生学习生活中成为最实用的工具而非累赘，让学生在学习英语的过程中，体味到轻松和快乐。

二、班级学生情况分析

八年级(3)(4)班从整体而言，学生成绩两级分化严重，这也是初二学生的特点。优秀的学生英语基础好，善学习会思考，成绩出色;而还有部分同学英语基础差，个别同学甚至连26个字母都背不全，学习还懒散，对英语课兴趣不大，主要表现在：

(1)在听、说、读、写等的技能未达标，连音标和单词的拼读都有待提高;

(2)上课时精力不，对英语有的抵触心理;

(3)学生自觉性很差。

(4)学生在情感，学习策略还诸多需要解决的问题。例如：学生学习英语的目的不明确，学习习惯有待进一步养成，课前预习课后复习有待加强。

三、教材分析

本册书共有十个教学单元，每个单元都列出了明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为sectiona和sectionb、reading三部分。sectiona部分是基本的语言内容，sectionb部分是知识的扩展和综合的语言运用。每个单元还附有selfcheck部分，学生可用来自我检测本单元所学的语言知识。在本书主要安排了一般将来时，过去进行时，句子的成分，情态动词，现在完成时及宾语从句等语法内容，增加了复习单元文化背景知识和学习策略等部分，并增加了任务型学习成份和语篇输入。

人教版八年级下册英语课件（精选篇5）

一、指导思想与教学总目标

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。

要求学生有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。

二、教材简要分析

八年级英语下册共十个单元，每单元设计一个话题，并以此为中心，通过语言结构、功能项目为主线展开，采用任务型语言教学方式，以循序渐进的生活化的学习程序引导学生学会运用英语，有目的地做事。新教材中设计了许多活动，如填写问卷、调查、访谈、书信、邮件往来等，使学生在语言学习中更好地体验、实践、参与、合作与交流，同时增加了学生在课堂上的互动，为任务型教学创造了条件。同一话题随着学习的深入，内容不断充实，通过“滚动”呈现学习，不断深化。如提建议话题，在七年级出现，在本教材Unit8也“滚动”呈现,支持话题的“任务”、“活动”也不断“升级”，伴随语言学习不断从“低级”走向“高级”，贯穿于教材始终。此外，教材中每个单元设计的 Pair work、Group work、Survey及Game为课堂活动提供了丰富的资源。

每个单元以一个话题为中心，分设Section A，Section B和Self check三个部分，自成一体，又相互照应：Section A是单元基本语言内容的呈现，Section B是语言知识的扩展、深化与运用，是Section A的延伸。Section A与Section B是实现单元话题的主要载体。两部分在教材中都有明确的要求。Self check是将单元基础词汇、词语用法、语言运用等进行提炼，供学生了解、检查对本单元所学内容的掌握情况。

本册主要内容是健康与急救、could、should的用法、时间状语从句、用过去式学会讲故事、复习巩固比较级和级、和现在完成时态。

三、教学手段和措施。

(一)、学习借鉴太谷24字课堂教学模式。

“24字”是指：①导入明标②自学质疑③小组交流④展示点拨⑤训练拓展⑥小结反思。

利用学案导学进行教学。“学案”由学习目标、知识结构、认知方法和技能训练四个要素组成。教师设计学案时，首先根据课程标准，制定教学目标和学生活动内容，着力点放在“学习活动设计”上，它包括学习内容和学法指导，如观察、联想、对比、归纳、思考、讨论等;还要拟定培养学生何种思维方法，训练何种能力，指导何种解题方法等，要准确、具体，使静态的学习内容动态化。同时充分考虑学生的个性差异，认知水平的高低，通过启发性、趣味性等问题设计和学案的情景设计，使学生进入角色，激起兴趣，达到全体学生自主学习的目的。“导学”包含两个方面的内容。一是“导”，教师要立足于“主导”地位，即创设情境、明确任务;组织学习、适时点拨;合理评价、情感推动。二是“学”，其中包括扫除显性障碍和找出疑难问题，也包括对教学内容要点的梳理和重点目标的明确。应当注意的是，这里教师的“导”是为学生自学服务的，学生的“学”是在教师的指导下进行的，二者相互配合，相辅相成。

(二)、使学生明白学习目的。学生是学习的主体，老师不能代替学生读书，代替学生感知，代替学生观察、分析、思考，代替学生明白任何一个道理和掌握任何一条规律。要学好英语，首先要使学生认识到学这一语言的目的和意义。因此我结合本地区学生的实际情况，通读和节选教材，围绕着最简单、最基本、最常用的英语词汇、句型、交际会话等进行教学，使学生对英语产生兴趣，形成学习动机。

(三)、努力建立融洽的师生关系。树立正确的学生观，正确认识学生的主体地位。我用自己满腔的爱去关心、尊重学生，耐心细致地指导学生，沟通和学生的思想感情，使自己成为学生欢迎和爱戴的人。上课时我是学生的老师，循循善诱和激发学生学习的积极性，大胆求异创新;课后我却成为他们的好朋友，无话不谈，亮起心灵之光;生活上，我是他们的父母，关怀备至。

(四)、积极创造语言情景。八年级英语这本教材充分吸收了国际上新的外语教学理念和实践经验，注重对学生综合语言能力的培养和训练，强调以学生为主体的有意义的语言实践活动，为教学营造了轻松愉快、积极向上的学习氛围。教材图文并茂，安排了大量生动有趣的活动内容，使英语学习变得容易而有趣。教材围绕着实用的话题，逐步开展教学内容和实践活动，符合中学生的年龄、心理特征和学习语言的规律。