初中八年级英语教案

初中八年级英语教案

初中八年级英语教案 【篇一： 2013 年八年级上英语教案】 unit 1where did you go on vacation? new york city; central park ，exam ，were ，rainy ， delicious ， expensive ，inexpensive ．crowded ．flew ， kite ，later ，felt ，little, corner, discuss ，etc where did you go on vacation? i went to the mountains ． did she go to central park ？yes ，she did ．no, she didn ’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1． master the vocabulary 2．master the key patterns: where did you go on vacation? i went to the mountains ? did she go to central park ？yes ，she did ．no, she didn ’t 单元教学重难点 1．vocabulary and expressions 2. grammar focus ：where did you go on vacation ？i went to the mountains. did she go on central park ？ yes, she did ． no, she didn ’ t use the past tense to talk about activities that happened in the past in english with the following sentences ： where did you go on vacation? did you go to? ？yes. ? /no ，? such as; go abroad, go hiking, go climbing, summer camps, and so on 接近学生的生活， they are all interested in talking about it. section a 中 1a. 1b. 1c. 2a. 2b. 2c. grammar focus 教学目标 知识与能力 1. match the vocabulary ：new york city ，central park ，exam ． 2. master and use ：where did you/ they /he / she go ， vacation? i / they /he /she went to the mountains ＼new york city ＼beach ＼summer camp ． did you go to the beach ？ yes ，i did ．no, i didn ’t． 过程与方法 通过例子 who went to the movies last saturday? 引出动词 go 的 过去式 went ，从而引出一般过去时态。教学重、难点及教学突破 重 点 l. the vocabulary ：new york city, central pads ，exam ． 2. language ： where did you/they/he/she go on vacation? i/they/he/she went to the mountains/ new york cit y/ beach /summer camp did you go to the beach? yes ，i did. no, i didn ’t. 难点 use the language to talk about past events ． language: where did you go on vacation? 及答语的学习 step 1 greetings good morning/afternoon, everybody step 2 free talk ask the students to talk about what they did last weekends step 3 presentation 1 finish 1a ． ask questions about what students did last saturday （1）who went to the movies last saturday? （point to one student who raises his or her hand. ） sara went to the movies last saturday. （repeat ．write this sentence on the board. underline the word went ．） (2) ask ：who visited a friend last saturday ？ （point to one student who raises his or her hand ．） carlos visited a friend last saturday ． （repeat ．write this sentence on the board. underline the word visited ．） 2．point to the words went and visited in the sentences on the board ． say ，we use these words to talk about things that happened in the past. （write these pairs of words on the board ：go--went, visit -- visited ） ask: can you point out the words that talk about the past? this activity introduces the key vocabulary ． students raise their hands ． and give the right answer: i did. students raise their hands to answer. read ． 强化记忆 point to went and visited ． step 4 practice 1a 1．focus attention on the picture ．ask: what at can you see ？ say, each picture shows something a person did in the past ．name each activity and ask students to repeat ；went to the mountains ，went to new york city, went to summer camp ， visited my uncle ，stayed at home ，went to the beach ，visited museums. 2．point to the numbered list of activities ．say each one again and ask the students to repeat ． 3．now, please match each phrase with one of the pictures ．say ， write the letter of each picture next to the name of the activity ． 4．check the answers. answers ： 1．e 2 ．b 3 ．d 4. c 5 ．a 6 ．f 7. g read after the teacher aloud to learn the new phrases ． read after the teacher 。 do it and then discuss the keys in pairs ． step 5 listening1b 1．point to the picture. on the screen say, look at picture a ，where did tia go on vacation? yes ，she went to the mountains ． ask ，what did the person do in each scene? 2．play the recording the first time. 3．play the recording a second time. say ，there are three conversations. the people talk about what they did on vacation ．listen to the recording and write numbers of the names in the right boxes in the picture. please write only 5 numbers. point out the sample answer next to the picture showing went to the mountain. 4．correct the answers ． answers ： （1) went to the mountains (2)visited my uncle (3）stayed at home (4) went to new york city (5)went to summer camp practice the dialogue in pairs ．eg. ---where did the boy go on vacation? ---he went to new york city ． only listen. listen and number the pictures(1-5) ．and then discuss in pairs. at last raise their hands to tell the result read it loudly. play the tape. write play---played, visit ---visited on the board ．say ， we studied the pronunciation of these --- ed endings in unit 5. they are both spelled --- ed ， but we pronounce one /d/ and the other /id/ ．ask students to repeat these pairs ：play －played ，visit 一 visited ． listen carefully and learn the pronunciation of-ed. step6 summary 1. ask the ss to summarize all the key words and sentences in this period 2. get the ss to ask any questions they feel puzzled step7 homework 1. learn the target languages by heart 2. preview section b 教后反思 unit 2how often do you exercise? i. teaching article: unit one ii. teaching aims and demands( 教学目的和要求 ): what do you usually do on weekends? i sometimes go to the beach. how often do you eat vegetables? every day. most of the students do homework every day. iii. teaching importance and diffcult( 教学重难点 ): talk about how often you do things. the first period i. teaching aims and demands 1. knowledge objects name of activities. aderbs of frequency. what do you usually do on weekends? i often go to the movies. 2. ability objects writing skill. listening skill. communicative competence 3. moral object keep a diary every day in english. ii. teaching key points watching tv, reading, shoping skateboarding, exercising iii. teaching difficulties always, usually, often, sometimes hardly, ever, never what does she do on weekends? she often goes to the movies. iv. teaching methods discover method. listening and writing methods ；pairwork. v. teaching aids a tape recorder. large monthly calendar showing the days of the week. a projector vi. teaching procedures step 1 greet the class t: i ’ll introduce myself first. i ’ll be your english teacher this term. do you li ke english? i hope we ’ll get along very well. i ’m not only your teacher, but can be your friends. we ’ll be happy together. now let ’s begin. this class we ’ll learn unit1. how often do you exercise? please open books at page1. step 2 section a 1a first look at the picture. ask a few students to say what they see in the thought bubbles. each though bubble shows something a person does on weekends. then mae each activity. ask students to repeat each one. one girl is shopping. another girl is reading. this boy is watching tv. these girls are skateboarding. point out the sample answer. then ask students to list all the activities in the thought bubbles if they don ’t know to write the activities, use bilingual dictionaries. then ask the students who finishes first to write the answers on the board. check the answers on the board and ask students to correct their own activities. step 3 display a large calendar that shows the days of the week. tell students saturday and sunday are the weekend. ask students to repeat weekend. then show three new words. how often 多久一次 hardly adv. 几乎不；几乎没有 ever adv 曾； 曾经 step 4 1c pairwork first ask two students to read the sample in speech bubbles. what do you usually do on weekends? i often go to the movies. now work with a partner. make your own conversations about the people in the picture. for example.step 5 summary this class we ’ve learnt some names of activities: watching tv, reading, skateboarding, exercising, shopping. and we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never. step 6 homework now homework: keep a weekend dairy showing what you do on weekend. you can write down they do from the time you get up until you go to sleep. step 7 blackboard design unit 1 how often do you exercise? watching tv reading skateboarding exercisingshopping what does she usually do on weekends? she often goes shopping. the second period i. teaching aims and demands 1. knowledge objects adverbs of frequency. name of activities. wh-question and answers. 2. ability objects 3. moral objects do more exercise and keep healthy. ii. teaching key points evey day , once a week, twice a week, three times a week,once a month, twice a month watch tv, surf the internet, read english books, go to the movies iii. teaching difficulties how often do you watch tv? ----twice a week. what does he do on weekends? ----he sometimes watched tv. how often does chung watch tv? ----he watches tv twice a week. iv. teaching methods discover method listening and reading methods. communicative qpproach. v. teaching aids a tape recorder. some color paper for an activity. vi. teaching procedures step 1 greet the class. step 2 learn some new words 【篇二：八年级英语电子教案】 unit.1where did you go on vacation? （一）目标确定的依据 . 1.课程标准相关要求 . ⑴掌握本单元至少 42 个生词。 4 个短语，丰富词语的积累。不懂的 词语借助英汉词典或联系上下文来理解。 (2)能够正确书写规则和不规则动词过去式，会使用这些过去式谈论 过去的事情。 (3) 通过大量练习，能正确使用不定代词。 2.教材分析 作为本册第一单元学习内容，本单元学习是训练学生的听读技能， 使其学会一般过去时的疑问句及答语，并能够在各种句式中准确熟 练地使用不定代词。 3.学情分析 学生在七年级的词汇、语句学习中已建立一定的过去时和不定代词 的基础，对于过去式的理解及使用难度不大。但学习如何在特定语 境中准确地熟练使用不定代词，正确书写不规则动词过去式，对学 生有难度。教学时应反复训练，引导学生对文中反身代词的选择， 反身代词与形容词的搭配，反复揣摩、体味，以突破学习难点。 第一课时 总第一课时备课 8 月 20 日上课 8 月 26 日 （一）学习目标 1.通过认读生词表和书写练习，正确认读、书写 6 个生词。正确读 写并积累运用。 2.通过听录音，正确填写表格中所缺失的语言信息。 3.通过个别读、分组读、齐读等多种读书形式，练习正确、流利地 朗读对话。背诵涉及重要短语的句子。 （二）评价任务 1.正确书写 anyone, anywhere, wonderful, few, quite a few, most 共 6 个词语。 2.听力训练，通过预测、推理以及选择注意力，使学生理解听力材 料文章大意和细节，从而提高听力水平。 3.能利用过去式，简单问答过去发生的事情。 （三）教学过程 教学环节一：检查预习，导入新课。目标 1. 活动一：读 1a, 将活动与相关图片搭配。 活动二：利用 1a 活动， 1c 句式，两人结对形式练习一般过去时问 答过去的事情。 教学活动二：听力训练。 活动一：听录音，将人物与活动、地点匹配，完成 1b,2a 。 活动二：听录音，判断信息正误，完成 2b 图表。 教学环节三：阅读 2c2d 对话，说出一般过去时问答结构和不定代 词的用法。 活动一：读对话，学会利用一般过去时问答。 活动二：读对话，说出不定代词和形容词的怎么正确搭配。 活动三： 会背对话中重要短语。 (四 ) 当堂训练测试 exercises in class 单项选择或根据汉语提示完成句子。 1. did you go______________( 有趣的地方 )? 2. did you do_________________ last month? ( 特殊的事情 ) ()3. there is ________ with the watch. it works very well. a. anything wellb. nothing wrong c. something wrongd. wrong something ()4. peter has _______ to do at the moment. let ’s give him ________ to read. (something, anything, nothing, everything) ()5. i can ’t find _______ sit on the bus. a. somewhereb. nowherec. anywhere d. everywhere 6. you ’re sad all the afternoon. maybe you need ________ like me 让你振作起来 ). a. everyone b. someone c. anyone d. no one ()7. these books are nice. you can take _______ of them. a. someone b. everyone c. anyone d. any one 8. there ’s __________________ in today ’s newspaper. (没有新东 西) ()9. these questions are very difficult. i think ____ can answer them. a. someone b. everyone c. anyone d. no one 10. i want to do _______________________ ( 不同的事情 ) today. 根据上下文完成对话。 a. _____ _____ you go on vacation? b. i went to the mountains. a. _____ you go with _________? b. yes, i went with my mother. a. did you buy ________ special last month? b. no, i bought ___________. a. did you meet anyone interesting? b. yes. i ______ an englishman. (五 ) 课后反思： 不少学生误以为，英语是知识型、理解型的课程，仅满足于老师讲 的内容听懂了，而没有把主要精力用在听、说、读、写实践练习上， 所以就无法形成语言技能，不能熟练掌握，就会边学边忘，越学越 困难，最终导致掉队。 【篇三：八年级上册英语教案】 八年级英语教学进度安排表 八年级英语教学计划 一、教材分析： 八年级英语是人教版的系列教材之一，它采用任务型语言教学 (task- based language teaching) 模式，融会话题、交际功能和语言结构， 形成了一套循序渐进的生活化的学习程序。本书在原书的结构与内 容的基础上增加了复习单元，文化背景知识与学习策略部分，并增 加了任务型学习成分和语篇输入。本书每个单元都列出了明确的语 言项目，主要的功能项目和语法项目，需要掌握的基本词汇，并分 为 a 部分和 b 部分。 a 部分是基本的语言内容， b 部分是知识的扩展 和综合语言应用。每个单元还附有 self-check 部分，学生可采用自 我检测本单元所学的语言知识。 二、学生情况分析 今年任教八年级英语教学工作。八年级 3 班共有学生 52 名，八年级 5 班共有学生 53 名。相对于八年级 3 班，八年级 5 班同学的基础稍 弱，但八四班同学普遍记忆力较好，学习热情高，课堂气氛活跃， 通过师生共同努立，相信会赶上八 3 班。八 3 班大部分同学学习积 极，认真，塌实。但是，两班均有个别学生学习成绩很差，甚至， 有个别同学已经放弃了对英语的学习。本期应对这些同学多加关注， 让他们找回自信，重拾兴趣。通过上学期教学，发现同学们识记能 力较强，但对知识的应用能力较差，尤其表现在书面表达上。本学 期应在这方面常抓不懈。 三、教学目标及教学重、难点 教学目标 针对本班实际情况，我制定了以两方面的教学目标： (一)、语言技能： 听： 1、能听懂课文大致内容 2、能抓住简单语段中的观点； 说： 1、能使用恰当的语调和节奏表达课文大意； 2、能经过准备就一般 话题作短暂表达 读： 1、能理解阅读材料中不同的观点和态度； 2、能识别不同文体的特 征； 3、能通过分析句子结构理解难句和长句； 写： 1、能简单写出连贯且结构较完整的句子； 2、能默写课文； 3、能在写作文中基本做到文体较规范、语句较通顺； （二）语言 知识： 语音： 1、逐步做到语音、语调自然、得体； 2、根据语音辨别和书写不太熟悉的单词或简单语句。 词汇： 1、运用词汇描述比较复杂的事物、行为和特征，说明概念等； 2、 尽可能学会使用规定的习惯用语或固定搭配。 3、掌握生词约 216 个、词汇和习惯用语约 79 个。 语法： 1、进一步掌握描述时间、地点、方位的表达方式； 2 、进一步理解、 掌握比较人、物体及事物的表达方式； 3、使用适当的语言形式进行 描述和表达观点、态度、情感等； 4、学习、掌握基本语篇知识并根 据特定目的有效地组织信息。 功能： 1、掌握询问信息、谈论物件，表示否定，表示不肯定，表示发生在 某一过去时间之前的行为。 2、灵活运用已经学过的常用功能项目，进一步学习并掌握如何描写 与分类，描写物体，和叙述等语言功能项目； 3、恰当理解和表达义务、道歉和应答，忠告等交际功能； 教学重 点、难点 教学重点 教学重点是每单元的 a 部分。 a 部分是基本的语言内容，该部分是 以一幅新语言功 能在实际生活中应用的图画展开的，所有重点词汇都在图画中描绘 出来。 教学难点 教学难点是每单元的 b 部分。 b 部分是每个单元知识的扩展和综合 的语言应用。该部分是在循环 a 部分所呈现的语言的同时引出新的 词汇。 教学措施 一、听、说、读、写、四种技能相结合的教学模式。 在Ｇ o for it 中，听力教学与阅读教学是与写作教学结合在一起的， 为了使学生更好地掌握，采用四种技能相结合的教学方法。书中所 有对话都配有录音，每部分第一个活动都需要学生边听边看图。然 后让学生确认录音中提及的物体，说话人或被谈话人，或者填出确 实单词。 二、开展结对活动和小组活动 可以为学生分配搭档，也可以让他们自己选择，在开展结队活动之 前，要确保每个人都要理解词汇的意义并指导活动如何进行。 三、运用先学后教，当堂训练的教学模式，精讲基础知识，加强基 本训练，培养运用语言交际的能力。 在训练中，要尽量使语言形式与语言本身相联系，不要做过多地语 法及语言形式的练习。 四、教学具体措施 1、摸清学生基本情况，逐步激励学生对英语产生学习兴趣。 2、重视课堂教学质量，逐步提高学生英语交际能力。 3、有意识培养学生听力、表述、朗读、书写和作业的基本能力。 4、重视思维过程系统编排，由浅入深，由易到难，由已知到未知， 循序 渐进，点面结合，逐步扩展，循环往现，以加深影响。