英语教案八年级

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.

一份优秀的英语教案是 八年级 英语教师上好一堂课的保障。下面是我为大家精心整理的新人教版八年级下册英语的教案，仅供参考。 新人教版八年级下册英语教案(一) Section B 1a-2e 教学目标 一、知识与技能 1. 掌握新单词和 短语 。 2. 在不同的情境中正确、熟练地使用表示委婉请求的句型。 3. 培养听、说、读、写四项基本技能。 二、过程与 方法 观看，感受，模仿，实践。 三、情感态度与价值观 认识到不仅在家庭中，在生活中的其他情况我们也要积极参加，勇于实践。 教学重点 在不同的情境中正确、熟练地使用表示委婉请求的句型。 教学难点 培养听、说、读、写四项基本技能。 教法导航 创设情境，实践演练。 学法导航 通过听说读写，独立思考，小组合作完成学习任务，提高各项能力。 教学准备 图片，多媒体。 新人教版八年级下册英语教案(二) 教学过程 Step 1 Greetings Greet the students as usual. Step 2 Preparation T：When I was a teenager，my parents often asked me to clean my room. Sometimes they asked me to buy some things. Now I often ask my daughter to take out the trash. What chores do your parents usually ask you to do? S1：My mother usually asks me to buy some food. S2：My mother often asks me to make my bed. S3：My father always asks me to clean my bike. S4：They ask me to clean my bedroom. T： Do you ask your parents to do anything? What do you ask them to do? S1：I ask my mother to make bed for me. S2：I ask my father to buy some books for me. ... Step 3 Practice T：Look at the items in 1a，Section B. What can teenagers ask their parents to do? What do parents ask their teenagers to do? Write “parents” or “teenagers” next to each phrase. Ask students to go through the phrases first. Give some explanations about the key words. teenager：someone who is between 13 and 19 years old snack：something eaten between meals borrow：borrow sth from sb lend：lend sth to sb/lend sb sth invite：invite sb to sth (a wedding， party， meal， etc.) ; invite sb to do sth Then check their answers. Step 4 Pair work Let students use the phrases in activity 1a to make conversations between parents and teenagers. First，get a pair of students to read the sample conversations. Then students make their own conversations. Step 5 Listening 1c, T：Now listen to the conversation between Sandy and her mom. Please check each item in activity 1a they talk about. Put a check mark in front of each phrase you hear. Play the recording，students only listen. Play the recording a second time. Students listen and check the items. Check the answers with the whole class. 1d, T：From the conversation，we know Sandy will hold a party. She will invite some friends to the party. But she needs to do some preparation. She asks her mom to help her. And Dave is one of Sandy’s friends. He will also help Sandy do the preparation. So what is Sandy’s mom going to do? What is Sandy going to do? What are Sandy and Dave going to do? Let’s listen again and fill in the chart in activity 1b. Play the recording a third time. Ask students to write down the things the three people are going to do. Pause the tape where necessary. Then check the answers. Step 6 Pair work 1e T：Suppose you are having a party. Make a list of things you need to do. Some things are already given. Write more things you need to do. Get students work in pairs and add more things to the list. For example：buy some CDs，decorate the walls，make some gifts ... T： Now make conversations and ask your partner to do some of the things for you. Then ask some pairs to demonstrate their conversations. Step 7 Discussion Say：Doing chores has advantages and disadvantages. What’s your opinion? Ask some students to report their opinion. Then say：Suppose you are Ms. Miller or Mr. Smith，after reading the two letters，work in groups and discuss the advantages and disadvantages of doing chores. After a few minutes，ask some groups to report their opinions. Step 8 Reading Say：Read the letters again and try to find out the phrases in 2d. Ask some students totranslate the phrases first and then ask them to work in pairs to write one sentence with each phrase from the letters. Then ask some students to report their sentences. Step 9 Homework 1. Finish the chart in 2c according to Ms. Miller and Mr. Smith. 2. Discuss the questions in 2e with a partner. 新人教版八年级下册英语教案(三) 课堂作业 I. Match the sentences ( )1. Could I speak to Sam，please? ( )2. Would you like to come to my birthday party tonight? ( )3. May I come in? ( )4. What about going out for a walk? ( )5. Shall I open the door? ( )6. Will you (please) lend your pen to me? a. Good idea! b. Yes，please. c. Certainly. Hold on，please. d. I’d love to. e. Sorry，I’m afraid not. f. Come in，please. II. Translate the sentences into English. 1. 你能接一下电话吗? ______________________________________ 2. 你能把书带到教室里去吗? ______________________________________ 3. 你能帮我打扫房间吗? ______________________________________ 4. 我能打开窗户吗? ______________________________________ 5. 我可以借你的车吗? ______________________________________ 参考答案：I. c d f a b e II. 1. Could you answer the phone? 2. Could you take the book to the classroom? 3. Could you help me clean the room? 4. Could I open the window? 5. Could I borrow your car? 教学 反思