學生八年級英語教案怎么寫？校級通識教育課程一般包括人文、社會科學和自然科學課程，以提高學生的知識素養、道德品質和身心素質。下面是小編為大家帶來的學生八年級英語教案七篇，希望大家能夠喜歡！

學生八年級英語教案（精選篇1）

Language goal

In this unit, students learn to talk about jobs.

New language

What do you do? I'm a reporter

What does he do.' He's a student.

What do you want to be? I want to be an actor .

What does she want to be? She wants to be a police officer

names of jobs and professions

Section A

Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.

Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.

la This activity introduces the key vocabulary.

Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.

Point to the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,

Say, Now you will hear three conversations. The conversations are about three of the people in this picture.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.

Correct the answers.

1 c This activity provides guided oral practice using the target language-

Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.

Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.

Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.

As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.

2a This activity gives students practice in understanding the target language in spoken conversation.

Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?

Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.

Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.

Correct the answers.

2b This activity gives students practice in understanding the target language in spoken conversation.

Point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)

Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.

Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample

2c This activity provides guided oral practice using the target language.

Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)

Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"

Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.

As students work In pairs, move around the room monitoring their work. Offer language support as needed.

3a This activity introduces the names for the places where people work, and gives reading practice using the target language.

Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.

Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.

Ask students to work alone. Say, Write the number of each job in the square next to each workplace.

Check the answers.

3b This activity provides guided oral practice using the target language.

Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.

Then point out the conversation in the speech bubbles. Ask two students to read It to the class.

Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.

Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.

As students work in pairs, move around the room monitoring their work. Offer language support as needed.

4 This activity provides listening and speaking practice using the target language.

Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.

Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.

Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.

Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.

Play the game using drawings by several different students.

Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.

Section B

New language

Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class:

help wanted ads from an English-language newspaper

1 a This activity introduces the key vocabulary.

Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?

Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.

Check the answers.

1 b This activity provides guided oral practice using the target language.

Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.

Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.

1 c This activity provides an opportunity for oral practice.

Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.

Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.

2a This activity provides listening and writing practice with the target language.

Call attention to the two headings and ask a student to read die headings to the class.

Point out the blank lines where students will write the name of a job (under the words wants to be).

Play Ihe recording the first time. Students only listen.

Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."

2b This activity provides listening and writing practice with the target language,

Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.

Play the recording again. Students only listen.

Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"

Play the recording. Students write their answers.

Check the answers.

2C This activity provides open-ended oral practice using the target language.

Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.

Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.

Ask individual students to tell the class about what they want to be and why.

3a This activity provides reading and writing practice using the target language.

Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.

Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.

Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.

Check the answers.

3b This activity provides reading and writing practice using the target language.

Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.

Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.

Check the answers,

3c This activity provides writing practice using the target

language.

Point out the blank strip of newspaper where students can write their own ads.

Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.

Ask students to read their ads to a partner. Ask the pairs to correct each other's work.

4 This activity provides guided oral practice using the

target language.

Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.

Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.

As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.

學生八年級英語教案（精選篇2）

一、教學內容

1.語音：1)復習音標及字母組合[u:] u, oo; [u] u, oo, oul; 2)學習音標及字母組合[(+] ure, ua

2.語法：1)小結本單元所學to be going to+動詞原形的用法;2)小結本單元出現的形容詞比較等級的規則變化和不規則變化。

二、教具

錄音機;音標卡片、小黑板等。

三、課堂教學設計

1.復習值日生報告。

教師出示事先準備好的寫有形容詞原級的小黑板，要求學生迅速寫出其比較級、級形式。

2.教師出示音標卡片，復習[u:] [u]兩個元音的讀音，啟發學生分別給出含有這兩個元音的單詞。教師可將這些單詞書寫在黑板上，并用彩色粉筆寫出讀這些音的字母或字母組合。

教[(+]這個雙元音的讀音。學生初步掌握其讀音后，重復上一步驟。

3.放課文第1、2部分錄音，學生打開書跟讀，反復三遍。指導學生做練習冊習題1。

4.指導學生閱讀復習要點中例詞、例句。教師小結該要點中所列兩項語法內容。

5.指導學生做練習冊習題。

6.布置作業

1)練習朗讀本課第1、2部分中的音標、單詞、短語和句子;2)結合書后有關語法講解，溫習本單元語法項目;3)抄寫復習要點中例句及詞語;4)完成練習冊習題。

四、難點講解

形容詞比較等級(Ⅰ)形容詞比較等級的規則變化和不規則變化。本單元只介紹單音節形容詞和少數雙音節形容詞的變化：

1)一般在詞尾加-er或-est，分別構成比較級和級。例如： small----smaller----smallest。

2)以字母e結尾的形容詞，加-r或-st,例如：nice----nicer----nicest。

3)重讀閉音節詞尾只有一個輔音字母時，雙寫這個輔音字母，再加-er或-est。例如：big----bigger----biggest。

4)以輔音字母+y結尾的雙音節形容詞。改y為i，再加-er或-est。例如： easy----easier----easiest。

此外，少數形容詞還有不規則變化，需要認真記憶。例如：

good----better----best; many----more----most等。

學生八年級英語教案（精選篇3）

Unit 1 My name’s Gina

Period One

課前準備

教師：準備游戲時所用的圖片(食物、蔬菜、動物)。

學生：準備表演時所需道具(服裝、假發)。

教學設計

Step One :Present the sentence patterns.

1. Play a game “How many words do you know?”(利用小游戲調動學生的積極性，同時通過對冠軍的介紹引出本課。)

Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture(圖片略)to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)

(Group 2 is the champion group. They can write 11 words.)

2. Introduce the champion group to the class.(引課方式貼近生活，學生易于接受)

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?

S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you ,too.

Ss: Hello! What’s your name?

S2:I’m Sun Ping. How do you do?

Ss: How do you do ?

Step Two: Drills.

1. Make introductions.(通過句型的操練使學生更加熟練掌握所學的句式。)

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li. How do you do?

Sa：How do you do?

2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.)

Step Three: Make friends.

1. Make new friends.(用談話的方式完成任務，生動活潑，同時更容易向學生進行美德教育。)

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?

Ss: OK.

Example:

Sa: This is my new friend. His name is Sun Nan.

Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2. The New comers.(以表演的形式完成，使課堂氣氛達到高潮。)

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign”students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions?

Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.

Homework

“How do you meet new visitors at home?

Period Two

課前準備

教師：準備歌曲磁帶(歌詞)、情景圖片及上課所需表格。

學生：需要向父母了解自已名字的含義。

教學設計

Step One: Revise the sentence patterns.

1. Sing an English song.(用唱歌的方式既帶動了氣氛，又復習了所學內容。)

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

Hello! Hello! What’s his name? His name’s Peter.

Hello! Hello! What’s her name? Her name’s Anna.

2. Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3. Act out the dialogues.(在特定的情景下表演對話更符合實際，更貼近生活。)

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.)

Example:

(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.

Sb: Thanks, I will.

Step Two: Choose English names.

1. Play a name game.(有效引出“英文名字”這一主題。)

Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.

Example:

S1: My name’s Tony.

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.

S5:…….

2. Choose English names.

1).Find out first names and last names.(用小組的方式完成名字的識別。)

Teacher: Congratulations to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

Jenny Gina Alan Mary Jim Tony Tom Bob Mike

Green Miller Jack Smith Brown Linda Nick Kim Hand

Period Three

課前準備

教師：準備所需的歌曲磁帶、名片樣本及各項表格。

學生：制作名片所需的紙張、畫筆等。

教學設計

Step One: Present the English numbers.

1. Sing the song “Ten Little Indian Boys”.(歌曲歡快有趣，比起單純教授單詞更為有效。)

Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t have their telephone numbers.

S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

2. Listen to the conversation and write the telephone number.(通過聽力復習單詞。)

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1. Make a survey about your partners’ telephone numbers.(調查組內成員的電話號碼，重點練習所學句式。)

Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.

Name

Telephone numbers

Li Lei

Liu Yu

Lin Fang

Yin Kailin

S1: Hello, Liu Yu. What’s your telephone number?

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2. Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.)

Example:

My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…

3. Listen and match the names and telephone numbers.(制作電話號碼簿這一任務能夠大面積調動學生裝的參與意識。)

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

4. Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”

學生八年級英語教案（精選篇4）

本學期從九月一日開學到元月二十日左右放假，將近5個月，這段時間里八年級英語備課組完成了開學初制定的計劃。本冊書共有12個模塊包含以下一些內容：英語學習的方法、家鄉的環境、體育活動、交通工具及出行方式、瀕危動物及保護、交通事故人口問題和不同國家的生活方式等等這些話題;語法知識包括：提建議的句式、形容詞和副詞的比較級以及最高級、動詞不定式、過去進行時、冠詞及大數字、祈使句以及情態動詞表猜測的用法等知識。

這個學期我們八年級英語備課組的全體老師在學校各級部門的指導下，在教研組長的帶領下，團結一致，關注每位學生，努力使每個學生在原有基礎上都能得到發展，因此在全體八年級英語教師的共同努力下，我們八年級備課組做了以下幾項工作：

一、認真備課。

備學生、備教材、備方法、備考試：通過相互間的教學交流，不斷地改善教法，努力使自己的教法適合自己的學生，從而使學生獲得有效的學習方法。每次考試命題都能考查學生的語言技能、語言知識、語言交際能力。

從集體備課、導學案的設計 、作業的選取、作業的批改、教學反思等都體現了老師們踏踏實實的工作作風。備課確定的必備內容，如：第一單元的口語訓練是和本單元話題有關的對話，作業要求對本單元基礎知識進行考查;第二單元的口語訓練是和本單元有關的一篇短文，這篇短文同時也是為寫作服務的，作業要求是閱讀、完形填空或者選詞填空，和中考接軌;寫作案要求從字—詞—句—段—文入手。備課組內盡可能做到了信息暢通，資源共享，集思廣益，互相合作，充分發揮集體備課的優勢。

二、努力改進課堂教學方法，提高課堂效率。

老師們根據自己的計劃，采取了具體的行動，盡最大的努力使工作精細化，具體化。如韓三霞老師詞匯記憶的落實，張磊老師課文背誦、學生講題的落實，并進行課堂教學的小分層，作業的分層，課后的個別輔導，一個一個小目標的落實等，老師們具體做了以下努力：

1。 狠抓詞匯量：詞匯量的多少直接影響到學生的英語水平，所以我們始終把抓詞匯的過關作為學習英語的重點工作來抓。我們按模塊整理英語教材的重點詞匯、重點句子、句型及語法歸類，按單元整理，然后印發給學生，要求學生記憶、理解每一模塊的重點詞匯、詞組及語法，通過抓基礎知識提高學生的閱讀、寫作能力。

2、強化閱讀的訓練： 在抓基礎的同時，對閱讀與寫作進行了強化訓練。閱讀訓練： 每天堅持讀1篇文章，分題材，每階段重點練會各種題型和題材，教授學生做閱讀理解和完形填空的技巧，讓學生在訓練中體驗做題技巧，從而達到會做題會閱讀的目的。

3、強化寫作訓練：每一個模塊都有一個話題和語法點，根據此話題和語法點給學生準備了寫作導學案，通過導學案對學生進行字—詞—句—段—文的寫作輸入工作，然后布置寫作內容，批改、示范點評，讓學生取長補短，不斷提高寫作水平。

4、強化聽力訓練： 充分利用早自習系統地對學生進行了十五套模擬聽力題的訓練，并集中指導聽了幾套有代表性的綜合聽力應試題，以便使學生熟悉題型，適應語速，靈活把握技巧。課堂上還根據所學內容和話題，設計合適的聽力問題，培養學生聽的能力。

5。學校后一個階段提出了生本課堂，就是把課堂還給學生，學生能自己學會的老師不講，學生能教會學生的老師不講，老師講解的是學生共同出現的問題。這樣的課堂既提高了學習效率，又培養了學生自學和及和他人合作的能力。這個方法很好，但由于剛接觸，難免有點把握不準，不敢大膽的放手給學生，這種方法還需以后繼續摸索學習。杜老師生本課堂做得很好，是我們學校的榜樣。

三、期中、月考進行質量分析并從中找出提升空間：

質量分析的目的是總結好的經驗。每次考試后， 都要進行橫向縱向比較，分析考試的得與失，每次都對各題型的得失情況進行詳盡的分析，明白教學的差距在哪，教師本身的教學策略是否需要調整、怎么調整、學生的潛力在哪等，從而找到師生提升的空間，實現整體進步

總之，八年級英語組教育教學工作任務能圓滿完成得益于學校的正確領導，那么多有經驗的老師的幫助。而且本組人員互相合作，不斷探討科學的教學方法，為學生的進步打下良好的基礎。

學生八年級英語教案（精選篇5）

本學期來，和七年級相比，總覺得上得比較吃力，課后落實也花了不少時間，但是差生面在擴大，高分學生人數減少，學生的閱讀水平沒有提高。在英語課堂教學中總是覺得學生應該掌握的知識內容并沒有把握的很好。尤其是在上練習課的課堂上，讓學生用學過的單詞詞組翻譯句子時，沒有多少學生能夠正確地翻譯出來;在做一些知識單項選擇題時，也總發現學生或多或少犯一些不應該犯的錯誤。就其原因，可以從以下幾個方面來說：

一、學過的單詞，老師要求背出，學生總是借口其他作業太多，沒時間背，往后一拖再拖，即便能背出來，也是臨時死記搶記出來的。等到其他需要的時候又忘了已學過的知識。

二、上過的新課，相應的配套練習，不自覺去獨立完成，總希望老師和他們一起來做。有的甚至只是為了應付老師布置并要上交的作業的任務，就直接抄襲他人的答案，不管正確與否。

三、在英語學習中，必須死記硬背的東西有點多，關聯的東西不多，因此表面上看感覺還可以，但真正一考起來，問題就出來的很多，而且差距也很大。比如在最近這次月考中，問題就明顯出來了，尖子生不是很多，落后面比較大。

針對以上情況，要改變這種局面，我覺的要做的事很多。首先，要培養學生良好的學習習慣，課前多預習，課堂45分鐘讓學生集中注意力聽講，把老師講的內容真正聽懂。不是似懂非懂。課后認真完成配套練習，不懂的地方，多向老師或成績好的學生請教。并且多多督促成績較差的學生自己主動完成作業，而不是去抄襲他人的答案。其次，學生學習要主次分明，主要學科課后時間分配相應的應當多一些，特別是對英語學科，因為它畢竟不是自己的母語，在學習過程中多少有點困難。但是如果現在基礎不打好的話，以后想要提高的話就更難了。第三，要讓學生靈活掌握學過的知識點，學習要講究方法，舉一反三，融會貫通，只有這樣，學生才能把所學的知識串聯起來，不容易忘記。

總之，要讓學生明白，學習英語不是一天兩天的事，是要靠平時慢慢積累起來的。而且也要讓學生知道學習主要是在于自己的主動性。

學生八年級英語教案（精選篇6）

教學目標：

1、能夠理解并會朗讀Let's read部分，能夠完成選詞填空練習。

2、能夠完成Task time的任務。

3、能寫簡單的路線說明并了解寫信的基本格式。

教學重點難點：

重點和難點：能夠聽、說、認讀句子：Start from the bus stop……Look for me near the door.

教學準備：

錄音機和錄音帶，本課時的教學掛圖。

教學過程：

一、熱身

師生共唱歌曲“Ten Little Candles Dance”。

二、預習

師生進行日常會話。

三、新課導入

Let's read。

(1)教師課前安排一名學生站在教室外面充當郵遞員，引出句子：This letter is from Sarah。

(2)教師出示教學掛圖說：Look!It's Sarah's birthday.How old is she?Where is her home?How can we get to her home?Let's read again.讓學生帶著問題閱讀對話，提出不懂的單詞或句子，教師答疑。

(3)教師指導學生完成選擇填空。

(4)指導學生朗讀。

(5)拿出事先準備好的指示路徑的六個句子，隨意打亂順序。讓學生來排序。

四、鞏固和延伸

完成作業本中的作業。

學生八年級英語教案（精選篇7）

教學目標：

1、能夠聽、說、讀、寫單詞或短語：hospital，cinema，post office，bookstore;能夠聽、說、認讀短語：science museum.

2、能夠聽、說、認讀句型：Where is the library?It's near the post office并進行關鍵詞的替換操練。

3、能夠理解并會吟唱Let's chant的歌謠。

4、能夠聽懂并基本會唱歌曲Where are you going?

教學重點難點：

重點：掌握Let's learn部分的四會單詞和短語。

難點：正確書寫四會單詞和掌握三會單詞museum的發音。

教學準備：本單元Let's start部分的教學掛圖。錄音機和錄音磁帶

教學過程：

一、熱身

日常對話。

二、新課呈現

Let's learn。

(1)教師出示本單元的主情景圖，將hospital，post office，bookstore，cinema，zoo，park，library，school等一一呈現在學生面前。

(2)拼讀音標的練習。

將這些單詞的音標全部展現出來，給學生10分鐘的時間，以小組為單位拼讀音標。

(3)成果驗收。

請學生來拼讀音標。

(4)快速認讀單詞的比賽。

(5)將所學的單詞卡片都貼在黑板上面，要求學生根據卡片的位置來描述，這幾個地方的位置。繼而引出on the left;near;next to;on the right;behind;in front of等表示方向的詞。

Let's start/Let's chant。

1、教師呈現掛圖，學生根據掛圖自學。

2、聽錄音，跟讀。

3、鞏固和延伸