八年级英语上册教案.docx

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1、八年级英语上册教案 在英语教学过程中，可以给学生多设置一些场景，然后让学生自己组织对话来演示。在教学之前，每个初二八年级英语老师都要提前打算初二八年级英语教案，它能让教学活动顺当进行。你是否在找正打算撰写“八年级英语上册教案”，下面我收集了相关的素材，供大家写文参考！ #199925八年级英语上册教案1 一、指导思想 本学期的英语教学要面对全体学生，关注每个学生的情感思想，敬重个体差异，不卑视，激励不同特性的学习见解,帮助学生建立自信;以学生技能，语言学问，情感看法，学习策略和文化意识的发展为基础对目标进行整体设计;用活动点燃学生的学习热忱，激励学生体验参加，让学生在老师的指导下通过感知、体验

2、、实践、参加和合作等方式，实现任务目标，感受胜利;注意过程评价，促进学生发展，建立能激励学生学习爱好和自主学习实力发展的评价体系。 二、学情分析 部分同学对基础学问的驾驭不是很扎实，有许多学问点理解得不透彻、易混淆，有少部分同学连基本的句子结构都没驾驭。但绝大多数学生学习看法比较端正，能坚持默好英语单词，有大声朗读英语课文的好习惯，这有利于本学期的英语教学。在一年半的初中生活中，学生驾驭了肯定的学习方法，积累了一些学习阅历。但也有部分学生根本没有养成良好的学习习惯，导致成果越来越差。在学习上总处于被动地位，因此培育学生良好的学习习惯，使他们驾驭敏捷多变的学习方法是特别重要的，也只有这样才能大幅

3、度地提高教学成果。 三、教材分析 本学期教材共有10个单元，均是新授课，增加了大量的新单词和短语，每单元也在上学期的基础上增加了一篇阅读课文，内容在长度和难度上都有增加，语法学问现在完成时和形容词副词的比较等级也是学生学习的一个难点，加上本学期教学时间短，要在较短的时间内完成较大较难的教学任务也是对老师们的一种考验。所以仔细钻研教材、探讨教学方法、提高教学效果是本学期英语老师们的一项艰难任务。 四、教学目标 1.基础学问：驾驭课本中最常用的词汇和习惯用语，会读、会写、能听懂，在口头、笔头练习中能够运用，能连贯地朗读学过的课文，语音语调基本正确，基本驾驭学过的单词和词形改变，驾驭本教材中出现的语

4、法：情态动词could,should的用法，过去进行时态，现在完成时态，形容词副词的比较等级等。能运用正确的句型谈论本教材中所涉及的功能项目，进行简洁的沟通，如谈论健康问题、提建议、恳求许可、讲解并描述已发生的事情或经验等。 2.学科学问的拓展：在驾驭了四会要求的基础学问的前提下，适当拓宽加深语言学问，通过读、写训练加以巩固， 3.努力培育学生听、说、读、写的综合实力，让学生多读、多听。本学期大力推行“小组合作”模式，加大对学生合作互助的指导，让好学生带动困难生，进行学情激励，学法指导和学困帮助，同时加高校生的练习时间，重视学生动手习惯和动手实力的培育。 五、详细措施 1.在教学过程中，采纳情

5、景教学法，让学生身临其境，主动主动地参加到课堂教学中去，提高学生实际运用语言的实力。 2.保持早读这个良好的习惯，规定内容，老师督促监测，确保学生完成背诵任务。背诵任务采纳分层布置，成果差一点儿的学生，可以记文章中的单词、常用短语或者是美丽句式，成果好的学生可以背诵对话或课文，默写更佳，培育语感。 3.摒弃过去的让学生罚抄单词、课文或不吃饭的无效方法，采纳激励的方式每天布置少量的单词、短语、句型听写，刚好反馈，贵在坚持。 4.坚持每日一测、周测、月测等评价形式，每天、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。 5.设计全面、高效的课外

6、作业，培育学生良好的书写习惯，做到整齐、规范、正确地书写。 6.中等班级以上每周布置适量的翻译练习，娴熟运用句子结构和一些重点句型，为流畅的书面表达做好铺垫。 7.听力的提高不是一朝一夕能完成的，所以每天早上或者中午的听力训练，尤其是在老师的监督和辅导下是很有必要的，因为学生的低自觉性和低主动性是普遍现象。 六、教学进度 略 #199843八年级英语上册教案2 1.Words & phrases : keep out , loud , argue , Whats wrong ? football , either , except , themselves , include ,etc

7、 . 2.情态动词could /should 的用法。 3.Why dont you ?结构表建议的运用。 4.如何谈论问题及提出建议。 5.在处理问题中学会自省与人际交往。 Important and difficult points (教学重难点) 1.should /could 情态动词的用法。 2.如何提出建议。 教具： a tape recorder5 , cards . 第一课时 课前打算： 老师：录音机，所学物品的图片、教学挂图。 学生：英语点金教练及相关的学习用具 Teaching procedures(教学步骤) (教学过程) Step 1 Leading in(导入话题，激

8、活背景学问) 1. Greetings and free talk . 2. Check the Homework(家庭作业) . Step 2 Pre-task(任务前活动) T: I want to buy a new guitar but I dont have enough money .What should I do ? Ss think it over ,and try to give his/her advice . Write their advice on the Bb . 1. Borrow one . 2. Buy a second-hand guitar . 3. G

9、et a part-time job . 4. Dont buy a guitar . 5. Wait until next year . Practice reading the advice by the Ss . 导入: In this unit we are going to talk about problems people have and learn how to give these people advice to tell people what we think they should do . Step 3 While-task(任务中活动)SB Page 10 ,

10、1a . 1. Read the instructions to the Ss . 2. Read the problems by the Ss . 3. Ask Ss to write the problems in the “Serious” or “Not serious” columns . 4.Explain . 5. Talk about the answers with the class .Practice reading . SB Page 10 , 1b . Make sure the Ss understand what should they do .Play the

11、tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers . Step 4 Post-task(任务后活动)SB Page 10 , 1c . Look at the problems in activity 1a and make conversations . Step 5 While-task(任务中活动)SB Page 11 , 2a . 1. Read the instructions .Make sure the Ss understand what sho

12、uld they do . 2. Point to the sentences below . 3. Play the tape the first time .Ss only listen .Pay attention to Peters friends advice . 4. Play the tape again .Ss circle “could” or “should” . 5. Correct the answers . SB Page 11 , 2b . Read the instructions .Pay attention to Peters answers .Play th

13、e tape again .Check the answers . Step 7 Post-task(任务后活动) Make conversations with peter and his friend with the help of 2a & 2b . Step 8 Grammar Focus Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should . Homework(家庭作业): 1. Go over the wor

14、ds . 2. My clothes are out of style ,what should I do ? Please give the advice . 教学后记: #199792八年级英语上册教案3 教学目标 一、学问与技能 1. 驾驭新单词和短语。 2. 在不同的情境中正确、娴熟地运用表示委婉恳求的句型。 3. 培育听、说、读、写四项基本技能。 二、过程与方法 观看，感受，仿照，实践。 三、情感看法与价值观 相识到不仅在家庭中，在生活中的其他状况我们也要主动参与，勇于实践。 教学重点 在不同的情境中正确、娴熟地运用表示委婉恳求的句型。 教学难点 培育听、说、读、写四项基本技能。 教

15、法导航 创设情境，实践演练。 学法导航 通过听说读写，独立思索，小组合作完成学习任务，提高各项实力。 教学打算 图片，多媒体。 #199793八年级英语上册教案4 Unit 1 Playing Sports Topic 1 Are you going to play basketball? Section A The main activities are 1a and 2. 本课重点活动是1a和2。 .Teaching aims and demands 教学目标 1. Learn some new words and phrases: almost, against, term, cheer

16、, cheer on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2. 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. Learn the future tense with be goin

17、g to: (1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going to join the school rowing club? 4. Talk about preferences: Which sport do you prefer, cycling or rowing? I prefer rowing. 5. Talk about sports and games. . Teaching aids 教具 图片/海报/教学挂图/录音机/小黑板 . Five-finge

18、r Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟) 复习学过的运动项目名称，引诞生词。 1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。) 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 hol

19、idays? Did you do sports during your summer holidays? Ss: (板书并要求学生驾驭。) term T: We all know doing sports is good for our health. Now lets review some sports and learn some new ones. (展示学生在打篮球的图片。) T: Look at the picture. Do you know what they are doing? S1, please. S1: They are playing basketball. T:

20、 Do you like playing basketball? S1: Yes, I do. / No, I dont. T: How many players are there in the basketball team? (板书并要求学生驾驭。) team S1: There are five players. (展示学生在打排球的图片。) T: What are they doing? S2, do you know? S2: They are playing volleyball. (老师帮助该生回答。) (板书并要求学生驾驭。) volleyball (用同样的方式引诞生词cy

21、cle, row, skate, tennis, table tennis, ski。) (板书，并让学生跟读，要求学生理解cycle, ski;驾驭row, skate, tennis, table tennis。) cycle, row, skate, tennis, table tennis, ski 2. (用黑板上有关运动的生词操练，导出prefer的用法。) T: Which sport do you like better, cycling or rowing? S3: Rowing. T: Good! The phrase “like better” means “prefer

22、”. (板书并要求学生理解。) prefer T: S4, which sport do you prefer, basketball or soccer? S4: I prefer basketball. Step 2 Presentation 其次步 呈现(时间:10分钟) 通过师生对话，呈现1a中部分生词及功能句，并使学生初步驾驭be going to句型。 1. (利用plan to do sth.，导入“be going to+do”结构。) T: Im very glad you all like doing sports and know a lot about them. Do

23、 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. (板书，学习新语法。) be going to do sth. T: When I tell you my plan, you retell it wi

24、th 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

25、 or we plan to do something, we can use be going to. 2. (老师让几个学生说说明天户外活动的准备，并引出be going to结构的一般疑问句式，过渡到1a。) T: OK, S4, please tell me what you plan to do tomorrow afternoon. S4: Im going to swim with my brother tomorrow afternoon. T: Are you going to swim? S4: Yes, I am. (板书，学习新句型。) Are you going to

26、 swim? Yes, I am. (老师视学生驾驭的状况来确定是否要进行更多的操练。) 3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer on。) 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, wed love to./Id love to. (板书，让学生猜

27、词义，并要求驾驭。) against, cheer, cheer . on (出示教学挂图，让学生看图片揣测对话内容，导入1a。) 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. (出示小黑板。) (1) Which class is Michaels class going to play against? (2) Is

28、Kangkang going to cheer them on? (听后核对答案。) 4. (学生朗读1a，画出疑难点和关键词，然后老师说明疑难点。) (出示小黑板，领读关键词;说明并要求学生驾驭almost和win。) basketballsawplayalmostevery dayagainstSundaygametermcome cheer onId love tohopewin Step 3 Consolidation 第三步 巩固(时间:10分钟) 创设情景，编对话，在真实的语境中培育学生口头沟通实力。 1. (依据小黑板上的关键词，分角色表演对话。) T: OK. Now you

29、can use the key words above to act out the dialog in roles. 2. (老师引导学生，通过探讨新学期的安排来操练be going to+do句型。) (老师先做示范，然后让学生两人一组练习。) T: S1, what are you going to do this term? S1: Im going to learn English better. T: What about you, S2? S2: Im going to study math hard. T: Oh, its a good plan. S3, do you kno

30、w 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. 3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。) T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and yo

31、u 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. (板书) be going to, play, Im afraid, homework, summer, play against, I hope (学生两人一组编对话，老师进行激励启发，必要时应赐予帮助。) Example: S4: Hi, S5. S5: Hi, S4.

32、I am going to play Are you going to play with us? S4: Im afraid I cant. 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:

33、Of course. Id love to. And I hope you will win. (让几组学生到教室前面表演类似的对话，评出表演组及演员等。) (老师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们娴熟驾驭其用法，并自然过渡到2。) Step 4 Practice 第四步 练习(时间:10分钟) 完成2和3，培育学生听说实力，并通过大量操练，使他们娴熟运用含有be going to的一般疑问句及驾驭prefer的用法。 1. (通过看图片，练习be going to的用法，导入2。) T: Look at the pictures, what ar

34、e they going to do? Ss: (Picture 1) They are going to go skating. (Picture 2) They are going to go skiing. 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

35、often go swimming?” means “Do you go swimming much?” (板书，并领读，要求学生驾驭quite, bit和quite a lot/a bit。) quite, bit very often = quite a lot/a bit I go swimming very often.= I 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

36、bit.(肯) S6: No, seldom.(否) T: Oh, you dont like sports. It isnt good. I think you should join a sports club, and maybe you will like sports there. (板书，教学生词，并要求学生驾驭。) join, club T: Discuss with your partner which sports club you would like to join. S7: I am going to join the school rowing club. S8: (

37、学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。) 2. (让学生听3录音，并完成3。) T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3. (再放录音3，核对答案。) 3. (做一个运用“be going to+do”句型的嬉戏。) (选择若干学生上台，做关于运动的动作，该动作要能使同学们明白

38、并胜利猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证明自己的揣测是否正确。) T: Please do an action about your favorite sport. (S10表演一个动作。) S9: Are you going to play basketball? S10: No, Im not. S9: Are you going to play volleyball? S10: Yes, I am. #199794八年级英语上册教案5 一、教学目标： 1. 语言学问目标： 1) 能驾驭以下单词：anyone, anywhere, wonderf

39、ul, quite a few, most, something, nothing, everyone, of course, myself, yourself 能驾驭以下句型： where did you go on vacation? i went to the mountains. where did tina to on vacation? she went to the beach. did you go with anyone? yes, i did./no, i didnt. 2) 能了解以下语法： 复合不定代词someone, anyone, something, anythi

40、ng等 的用法。 yourself, myself等反身代词的用法。 3) 一般过去时态的特别疑问句，一般疑问句及其确定、否定回答。 2. 情感看法价值观目标： 学会用一般过去时进行信息沟通，培育学生的环保意识，酷爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言沟通假期去了什么旅行。 2) 驾驭本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等 的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 . lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些

41、什么事情，谈论过去发生的事情。 . presentation 1. show some pictures on the big screen. let ss read the expressions. 2. focus attention on the picture. ask: what can you see? say: each picture showssomething a person did in the past. name each activity and ask students to repeat: stayed at home, went to mountains,

42、went to new york city 6. went to the beach,visited my uncle, visited museums, went to summer camp 3. now, please match each phrase with one of the pictures next to the name of theactivity，point to the sample answer. 4. check the answers. answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d iii. listening 1.

43、point to the picture on the screen. say: look at the picture a. where did tina go on vacation? she went to mountains. ask: what did the person do in each picture? 2. play the recording the first time. 3. play the recording a second time. say: there are three conversations. the people talk about what did on vacation. listen to the recording and write numbers of the names in the right boxes of the picture. 4. check the answers. iv.pair work 1. point out the sample conversation. ask two ss to read the conversation to the cl