八年级英语教案设计
下面是我整理的 八年级 英语教案设计，希望对大家有帮助。 八年级英语教案设计一： The First Period Teaching aims and demands: Aims of basic knowledge: 1. Key vocabulary: robot, everything, paper, use, tree, building, pollution, fewer, less 2. Key structures: 1) Will there be less / fewer / more…? No, there won’t. There will be more/less/fewer... 2) Kids won’t go to school. 3) They will study at home on computers. Aims of abilities: 1. Be able to listen for specific information on what will happen in the future; 2. Be able to talk about what will happen in the future using the target language; Aims of emotion and evaluation: Encourage the students to work hard at their lessons preparing for their own future. Teaching Methods: 1. Listening and speaking. 2. Communicative approach. 3. Task-based approach Key Points: 1. Master the usage of the indefinite tense. 2. Talk about what will happen in the future. 3. Review the Simple Past Tense and the Simple Present Tense. Difficulties: How to use correctly the simple past tense and the present progressive tense. Teaching procedure: Step 1 Warm up 1. Greetings; 2. Duty report Step 2 Presentation 1. Draw a time line on the blackboard and mark the line as the following: 5 years ago now 1 year from now 5 years from now 2. Introduce the indefinite future tense 1) Get the students to read aloud the sentences several times until they can say them correctly. 2) Prompt the students to say what they think the word will is used for. Step 3 Practice (1a-1c) 1. Get the students to look at the picture and then talk about what they have seen in it. Teach the new word robot at the same time. 2. Ask the students how the world will be different 100 years from now. Check A or D to complete 1a. 3. Listen and circle the predictions you hear in 1a. Complete 1b. 4. Students read the conversation in 1c together. 5. Pair the students to practice making conversations about the predictions in 1a. Step 4 Listening (2a-2b) 1. Have the students read the sentences in 2a first, teaching the new word pollution using a picture of a factory producing a lot of black smoke and make sure they know what they are asked to listen for. 2. Play the recording for the students to listen and circle the words they hear. 3. Deal with 2b in the same way. Step 5 Practice (2c-2d) 1. Get one top student to co-operate with the teacher acting out the dialogue in the box in 2c. 2. Have the students work in groups of four. 3. Get some groups to act out the conversations they have made. 4. Role-play the conversation in 2d. Homework The Second Period Teaching Aims and Demands. Aims of basic knowledge: 1. Key Structures: 1) Five years ago, Sally was …/ played 2) Today Sally is…/plays 3) In five years Sally will be…/ will play… Aims of abilities: Be able to use the three different tenses to depict the past, present and future actions or states. Aims of emotion and evaluation: Enable the class to get to know that one creates his own and that only by his hard work can he cherish a bright future. Teaching Methods: 1. Task-based approach 2. Team work Teaching Procedure: Step 1 Warm up 1. Greetings2. Revise the formation of the past tense. 3. Revise the useful words. 1) Get the students to brainstorm the words and write on the blackboard. 2) Get the students to brainstorm the names of the animals. Step 2 Presentation 1. Draw the time table on the blackboard. 5 years ago now 5 years from now 2. Show the pictures depicting the past, today and the future of your own and say: Five years ago, I was a farmer. Now I am a teacher. In five years, I will be retired. Five years ago, I played table tennis. Now I play the piano. In five years, I will play the violin. 3. Have the class read aloud the sentences after the teacher. 4. Encourage some to tell what they have found out about the use of the three tenses. Step 3 Grammar focus 1. Have the class read through the sentences in the table and raise questions if they don’t understand any of the sentences. 2. Review the use of “more, fewer, less”. Make sure the students understand. Step 4 Practice (3a) 1. Ask some students to complete the sentences. 2. Check the answers and explain. Step 5 Pair work (3b) 1. Ask some students to complete the sentences. 2. The students practice the conversations again in pairs. Step 6 Draw (3c) 1. Have the students look at the pictures they have prepared and write about them using the structures in 3c. The teacher walks about and offers a helping hand. 2. Put the students into groups of four, describe the future of the city.. Home assignment The Third Period Teaching aims and demands. Aims of basic knowledge: 1. Key and difficult vocabulary: space, fly, moon, fall, fell, alone, pet, probably, dress, which, even, took, wrote 2. Key structures: I think I’ll be/do… Aims of abilities: 1. Learn to talk about one’s life in future using the target language. 2. Be able to read for the information about future. Aims of emotion and evaluation: 1. Help the students get to know their bright future is created by themselves not someone else. 2. Through the debate on one’s future, develop the friendship and the cooperative spirits among the students. Teaching procedure: Step 1 Warm up 1. Greeting. 2. Duty report – My home town in ten years Step 2 Presentation (1a-1b) 1. Have the class read through the words in 1a and teach the new ones using pictures: astronaut, rocket, space, space station. 2. Get the students to read aloud the words after the teacher until they can say them correctly. 3. Think of other words and write them in the chart in 1a. Step 3 Listening (1c-1e) 1. Play the recording again for them to listen for the details to fill in the blanks. Complete 1d. 4. After-listening: get some to tell the class what they have done and why. Refer the students to the listening materials and check the answers. Step 4 Reading (2a-2d) 1. Ask some students to say what they know about robots. 2. Read the article carefully and march each paragraph with the questions it discusses. 3. Check answers in 2b. 4. Read again quickly and complete the sentences in 2c. 5. Check answers and read the article together. 6. Fill in the blanks in 2d and then check the answers. Step 5 Writing (2e) 1. What kinds of animals might robots look like in the future? Ask some students. 2. What do you think these robots will be able to do? 3. Write your answers and discuss them with your partner. Home assignment The Fourth Period Teaching aims and demands. Aims of basic knowledge: 1. Key vocabulary: the key words in this unit.2. Key structures: the key structures in this unit. Aims of abilities: 1. Comprehensive use of what has been learned in this unit.2. Cooperative study Aims of emotion and evaluation: 1. Cultivate the spirits of cooperation. 2. Encourage the students to work hard for their future. Teaching Methods: 1. Elicitation method 2. Guided reading Difficulties: Make the students understand that everything is possible if we put our heart into it. Teaching procedure: Step 1 Warm up 1. Greetings 2. Duty report – My parent’s/friend’s future life in ten years Step 2 Revision 1. Revise the key words and structures in this unit and the use of the indefinite future tense. Step 3 Reading (3a) 1. Read the article quick and then fill in the blanks with the words in the box. 2. Check answers and read together. Step 4 Writing (3b-3c) 1. Complete the chart in 3b and please add more items. 2. Write about your life 20 years from now. Use 3a and 3b to help you. Step 5 Discuss (4) 1. Discuss how you think a robot will help students with schoolwork in the future. 2. Discuss how you think a robot will help other people in the future. 3. Write down your group’s ideas and then show them to the class. 4. Draw a picture about your robot. Home assignment The Fifth Period Teaching aims and demands. Aims of basic knowledge: Key vocabulary and structures: all in this Unit Aims of abilities: 1. Be able to talk about future.2. Talk about them using the target language. Aims of emotion and evaluation: Through reading about the robot, help the students to understand that man can create their own future by their own efforts. Teaching Methods: 1. Guided reading 2. task-based approach Teaching procedure: Step 1 Warm up 1. Greetings 2. Duty report – My parent’s/friend’s life in ten years Step 2 Presentation 1. The robot in my mind 1) Have the students think about the robots with the following questions in mind: What does your robot look like? What can it do? 2) Put the students into groups of four and do brainstorming exercise and write a report on the result of the group work.. Step 3 Complete the chart 1. Read the words in the box.2. Put the words in the correct columns in the chart. Step 4 Fill in the blanks 1.Complete the conversation.2.Read the conversation together. Home assignment 八年级英语教案设计二： 计划课时：1个课时 一、教学目标与要求: 1.能够简单地描述制作某个东西的过程和步骤. 2.培养学生团结协作和动手能力 二、教学向导: 1.语言目标 How do you make a banana milk shake? Peel three bananas. Cut up the bananas. Put the bananas and ice cream in the blender. Pour the milk into the blender. Turn on the blender. Drink the milk shake. 2.学习策略与思维技巧 通过对话练习和对上下文进行逻辑排序巩固所学知识. 通过合作学习,培养学生的动手能力与合作精神. 3.重点词汇 first , next , then , finally ,shake , milk shake , blender , turn on , cut , cut up ,peel , pour , into , pour into 4.语言结构 a.巩固祈使句的用法 b. 描述做某件事过程的词: first , then , next , finally 5.语言功能 描述制作食物的过程. 6.跨学科学习 社会实践 :制作食物 三. 教学 方法 : 采用多媒体教学, 小组讨论法 ， 实物 操作法 四.Teaching procedures Step one. Lead in Unit7 How do you make a banana milk shake? Using “ Did you ever eat dumplings? Did you drink ever fruit juice?” Who makes them for you? Now you should learn to make them by yourself. Today we are learning to make a milk shake。 It’s a banana milk shake. Let’s learn Unit Seven How do you make a banana milk shake? Section A 1a-1c can teach you how to make a banana milk shake. Step two. First, we are learning new words. Work in groups to pronounce new words. After students learn to pronounce new words of Section A 1a-1c. The teacher asks a few students to read these words. The teacher teaches students to read them. Step three. Next, what ingredients do we need? Please look at the Microsoft PowerPoint4,5,6and7. Read them three times. Step four. Now we know what we need. Then how to use them. Let’s learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers. Step five . Let’s learn 1b to know the correct instructions of how to make a banana milk shake. There are six instructions in making a banana milk shake. Listen to the tape and put the instructions in the correct order. Students look at Picture 3 on Microsoft PowerPoint and check their own answers. Step six Let’s go over how to make a banana milk shake. Look at Microsoft PowerPoint10 ,11,12,13,14and15 and read them three times. Step seven . Ask two students make a banana milk shake by themselves, other students look at the pictures16,17,18,19,20and21 to give the instructions and watch the process . After the two students make a banana milk shake, ask a few students to taste it and ask “How do you like a banana milk shake? or What do you think of a banana milk shake?” Step eight Sum up the process of making a banana milk shake. 1. first , next , then , finally 2. ingredients: bananas milk ice cream blender 3. important words: peel cut up put…in/into pour… into turn on drink 4. 总结 祈使句 Step nine. Work in groups to write down the process of how to make a banana milk shake on a paper and report their results, finish the teaching of 1c. Step ten. Homework: Our parents are busy working hard every day, they are too tired every day. Make a banana milk shake for your parents this weekend, and write down the process in your exercise book.
八年级英语下册教案
教案是教师为了顺利而有效地开展教学活动,根据教学大纲的要求,以课时或课题为单位对教学内容、教学步骤、 教学 方法 等进行具体的安排、设计的一种教学文书。这是我整理的 八年级 英语下册教案，希望你能从中得到感悟!
八年级英语下册教案(一)
【课题】 Unit10 Section A 3a -4 (1课时)
【学习目标】
1. 知识目标：继续学习反义疑问句的用法
2. 情感目标：描述与陌生人聊天注意的事项，学习该聊些什么，如何将话题展开。
通过学习与陌生人聊天来达到了解关心别人并增进友谊。
【重点、难点】
掌握反意疑问句的结构及运用。
【导学指导】
温故知新 (一分种内，完成下列单词及 短语 ，组内互相交换检查.)
1.中午______ 2.含沙的_____ 3.再见_____ 4.浏览____ 5.下雨天______
6.在周末____ 7.去 游泳 __________ 8.看起来像______
9 .忘记带雨伞_______________ 10.排队等候
自主互助学习
学生观察3a中的图片相互讨论并预测3a答案
知识剖析：学习反意疑问句，特别要注意的问题
1.陈述句如果是there be结构时，疑问句部分仍用there。如：
There once was a man named Saint Nicholas, wasn’t there?
2. 在 英语口语 中，“I am +表语结构”，后面的反意疑问句多用aren’t I 来体现。
如： I am very interested in learning English, aren’t I?
3. 陈述句的主语是动词不定式，动词的-ing形式或从句，疑问部分的主语多用it来体现。如：Taking care of our environment is very important, isn’t it?
What he said it is right, isn’t it?
4. 陈述句中含有not, no, hardly, neither, never, few, little, too …to等否定词或具有否定意义的词时，疑问部分常用肯定形式。如：
Few people knew the news, did they?
Tom has never been to England, has he? 但陈述句中如果带有否定意义的前缀和后缀的单词时，整个 句子 仍视为肯定句，反意疑问部分多用否定形式。
如：She is unhappy, isn’t she?
5. 陈述句的主语是nobody, no one, everyone, somebody等不定代词时，反意疑问部分的主语多用they(当强调全体时)或he(当强调个体时)。如果陈述句的主语是something, nothing, anything, everything等不定代词时，反意疑问部分的主语多用it。
如：No one knows him, do they?
Someone is waiting for you, isn’t he?
Nobody says a word about the accident, do they?
Everything seems all right, doesn’t it?
6. 陈述句是主从复合句时，如果主句的谓语动词是think, believe, expect, feel, guess等词，且主语是第一人称I时，反意疑问部分的人称、时态与宾语从句保持一致，同时还要考虑到否定的转移。如：
I believe that the boy can get a ticket for you, can’t he?
八年级英语下册教案(二)
【课堂练习】
( )1.—Do you think it will stop raining noon ?
—Well , it is really hard to say .
A. in B. by C. on D. for
( )2. —This is great weather , isn’t it ?
—It is sure . But it’s a little hot me .
A. to B. on C. with D. for
( )3.After you finish your homework ,you can go online for a while ,but you are not allowed computer games .
A. doing , playing B. to do , playing
C. doing , to play D. to do , to play
( )4.Why come a little earlier ? We have had a lot of delicious food prepared .
A. don’t B. don’t you C. not to D. aren’t you
( )5. ____I haven’t been to America.
——_____.
A. So have I B. Neither have I C. So I have D .Neither I have
【要点归纳】
反意疑问句
八年级英语下册教案(三)
【拓展练习】
A.用所给单词的适当形式填空
1.I am sure that it`s a_________________(rain) day tomorrow,do you think so?
2.The day after tomorrow my grandmother is going to have her____________(ninety) birthday.
3.This is a__________________(sand) field,so you can`t plant any rice in it.
4.There is something wrong with my head,I am not ___________________(I) today.
5.I have never ___________________(see) the film which is named “Hero”.
B.完成下列反意疑问句。
1 .It’s very hot today, _______________ ?
2. He can speak Chinese, _______________ ?
3. Meimei studies in a middle school, _______________ ?
4. He never gets up late , _______________ ?
5. Don’t go out at night, _______________ ?
6. He never loves cold weather , _______________ ?
7. You finished the task yesterday, _______________ ?
8. It _______________ a good day for swimming, is it?
9. Tom has been to Singapore , _______________ ?
10. The story is little interesting, _______________ ?
【 总结 反思 】
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