八年級英語教案設計如何寫？各種英語教師被聘請和培訓承擔教學任務，英語教材和教輔材料種類繁多，形式多樣。下面是小編為大家帶來的八年級英語教案設計七篇，希望大家能夠喜歡！

八年級英語教案設計精選篇1

Unit 1 Playing Sports

Topic 1 Are you going to play basketball?

Section A

The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ.Teaching aims and demands 教學目標

1. Learn some new words and phrases:

almost, against, term, cheer, 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 going 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.

Ⅱ. Teaching aids 教具

圖片/海報/教學掛圖/錄音機/小黑板

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:7分鐘)

復習學過的運動項目名稱，引出生詞。

1. (展示一些有關運動的圖片，并通過師生對話，引出新的運動項目名稱。)

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 holidays? Did you do sports during your summer holidays?

Ss: …

(板書并要求學生掌握。)

term

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.

(展示學生在打籃球的圖片。)

T: Look at the picture. Do you know what they are doing? S1, please.

S1: They are playing basketball.

T: Do you like playing basketball?

S1: Yes, I do. / No, I don’t.

T: How many players are there in the basketball team?

(板書并要求學生掌握。)

team

S1: There are five players.

(展示學生在打排球的圖片。)

T: What are they doing? S2, do you know?

S2: They are playing volleyball. (教師幫助該生回答。)

(板書并要求學生掌握。)

volleyball

(用同樣的方式引出生詞cycle, row, skate, tennis, table tennis, ski。)

(板書，并讓學生跟讀，要求學生理解cycle, ski;掌握row, skate, tennis, table tennis。)

cycle, row, skate, tennis, table tennis, ski

2. (用黑板上有關運動的生詞操練，導出prefer的用法。)

T: Which sport do you like better, cycling or rowing?

S3: Rowing.

T: Good! The phrase “like … better” means “prefer”.

(板書并要求學生理解。)

prefer

T: S4, which sport do you prefer, basketball or soccer?

S4: I prefer basketball.

…

Step 2 Presentation 第二步 呈現(時間:10分鐘)

通過師生對話，呈現1a中部分生詞及功能句，并使學生初步掌握be going to句型。

1. (利用plan to do sth.，導入“be going to+do”結構。)

T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.

S?1: 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.

(板書，學習新語法。)

be going to do sth.

T: When I tell you my plan, you retell it with 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 or we plan to do something, we can use be going to.

2. (教師讓幾個學生說說明天戶外活動的打算，并引出be going to結構的一般疑問句式，過渡到1a。)

T: OK, S4, please tell me what you plan to do tomorrow afternoon.

S4: I’m going to swim with my brother tomorrow afternoon.

T: Are you going to swim?

S4: Yes, I am.

(板書，學習新句型。)

—Are you going to swim?

—Yes, I am.

(教師視學生掌握的情況來決定是否要進行更多的操練。)

3. (展示一幅即將進行籃球賽的海報，引出單詞against, cheer和短語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, we’d love to./I’d love to.

(板書，讓學生猜詞義，并要求掌握。)

against, cheer, cheer ... on

(出示教學掛圖，讓學生看圖片猜測對話內容，導入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 Michael’s class going to play against?

(2) Is Kangkang going to cheer them on?

(聽后核對答案。)

4. (學生朗讀1a，畫出疑難點和關鍵詞，然后教師解釋疑難點。)

(出示小黑板，領讀關鍵詞;解釋并要求學生掌握almost和win。)

basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win

Step 3 Consolidation 第三步 鞏固(時間:10分鐘)

創設情景，編對話，在真實的語境中培養學生口頭交流能力。

1. (根據小黑板上的關鍵詞，分角色表演對話。)

T: OK. Now you can use the key words above to act out the dialog in roles.

2. (教師引導學生，通過討論新學期的計劃來操練be going to+do句型。)

(教師先做示范，然后讓學生兩人一組練習。)

T: S1, what are you going to do this term?

S1: I’m going to learn English better.

T: What about you, S2?

S2: I’m going to study math hard.

T: Oh, it’s a good plan. S3, do you know 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. (創設情景，依據1a編對話，鞏固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 you 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.

(板書)

be going to, play, I’m afraid, homework, summer, play against, I hope

(學生兩人一組編對話，教師進行鼓勵啟發，必要時應給予幫助。)

Example:

S4: Hi, S5.

S5: Hi, S4. I am going to play … Are you going to play with us?

S4: I’m afraid I can’t. 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: Of course. I’d love to. And I hope you will win.

(讓幾組學生到教室前面表演類似的對話，評出表演組及演員等。)

(教師出示2中運動項目的圖片，引導學生鞏固be going to + do句型，使他們熟練掌握其用法，并自然過渡到2。)

Step 4 Practice 第四步 練習(時間:10分鐘)

完成2和3，培養學生聽說能力，并通過大量操練，使他們熟練運用含有be going to的一般疑問句及掌握prefer的用法。

1. (通過看圖片，練習be going to的用法，導入2。)

T: Look at the pictures, what are 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 often go swimming?” means “Do you go swimming much?”

(板書，并領讀，要求學生掌握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 bit.(肯)

S6: No, seldom.(否)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.

(板書，教學生詞，并要求學生掌握。)

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: …

(學生兩人一組完成2，除了可以用書上所給的運動名稱，也可用他們所知道的其他運動名稱進行對話。)

2. (讓學生聽3錄音，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.

(再放錄音3，核對答案。)

3. (做一個運用“be going to+do”句型的游戲。)

(挑選若干學生上臺，做關于運動的動作，該動作要能使同學們明白并成功猜出運動名稱。猜到的同學要用be going to+do詢問做動作的同學，以證實自己的猜測是否正確。)

T: Please do an action about your favorite sport.

(S10表演一個動作。)

S9: Are you going to play basketball?

S10: No, I’m not.

S9: Are you going to play volleyball?

S10: Yes, I am.

…

(讓學生盡量多表演動作。)

Step 5 Project 第五步 綜合探究活動(時間:8分鐘)

通過作報告和寫句子，培養學生綜合運用本課所學語法及重要句型的能力。

1. (小組活動，在小組中做采訪并向全班同學作報告。)

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you prefer, … or …?

(2)Do you … much?

(3)Are you going to … next week?

2. Homework:

用be going to造五個句子，要求用不同的人稱、句式。

板書設計：

Are you going to play basketball?

Section A

prefer be going to + do sth.

cheer … on We are going to have a basketball game against Class Three on Sunday.

quite a bit / a lot Which sport do you prefer, cycling or rowing?

I prefer rowing.

Are you going to join the school rowing club?

Yes, I am./No, I’m not. I’m going to …

Section B

The main activities are 1a and 2a. 本課重點活動是1a和2a。

Ⅰ. Teaching aims and demands 教學目標

1. Learn some new words and phrases:

dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single

2. Go on learning the future tense with be going to:

—What are you going to be when you grow up?

—I’m going to be a dancer.

3. Talk about the favorite sports and players:

(1)—What’s your favorite sport, Maria?

—Basketball, of course.

(2)—Who’s your favorite player?

—LeBron James. / I like Yao Ming best.

Ⅱ. Teaching aids 教具

圖片/小黑板/錄音機

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:8分鐘)

通過談論喜愛的運動項目及新學期的計劃，導入新課。

1. (學生在小組內進行鏈式對話，討論他們所喜愛的運動項目，注意使用prefer。)

T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?

S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?

S2: I prefer … What about you, S3?

S3: I prefer … S4, which sport do you prefer, volleyball or soccer?

S4: I prefer …

2. (教師詢問學生新學期計劃，復習“be going to+do”。)

T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?

S5: I’m going to join an English club.

S6: I’m going to learn to play basketball. I want to be a good player.

S7: …

3. (教師通過展示圖片導入本課新單詞。)

T: Look at the girl in the picture. What is she doing now?(教師指著圖片問。)

S8: She is sleeping.

T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.

(板書，讓學生猜詞義，并要求掌握。)

dream, job, future, in the future, grow, grow up

T: We know her dream job is to be a teacher in the future. What about you?

S9: My dream job is to be a teacher in the future.

S10: My dream job is to be a basketball player in the future.

(教師通過詢問學生長大后的職業引出一般將來時的特殊疑問句。)

T: S11, are you going to be a dancer when you grow up?(教師出示舞蹈演員的圖片，幫助學生理解。)

S11: No, I’m not.

T: What are you going to be when you grow up?

S11: I’m going to be a teacher.

(板書，教學生詞和新句型。要求學生理解dancer;掌握新句型。)

dancer

What are you going to be when you grow up?

I’m going to be a teacher.

(讓學生兩人一組做類似操練。)

Step 2 Presentation 第二步 呈現(時間:10分鐘)

呈現1a，繼續學習be going to的特殊疑問句式。

1. (教師展示一些運動員的圖片，如劉翔、姚明、邁克爾?菲爾普斯等，導入1a對話。)

T: Look at the pictures. Can you tell me their names?

Ss: They are Liu Xiang, …

T: Who’s your favorite player, S1?

S1: My favorite player is …

T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:

(出示小黑板上的問題，聽1a錄音。)

(1)Who’s Michael’s favorite player?

(2)What is Michael going to be when he grows up?

(3)What’s Maria’s dream job?

(核對答案。)

2. (出示小黑板，依據1a完成表格。)

T: Read 1a and complete the information about Yao Ming in the table.

Player Yao Ming

Height

Play for

T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.

(板書并要求學生理解player, Houston Rockets;了解NBA。)

player

Houston Rockets

NBA

3. (再放1a錄音，讓學生跟讀，并注意語音語調。)

T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!

Step 3 Consolidation 第三步 鞏固(時間:10分鐘)

分角色表演并做調查報告，完成1b，使學生學會運用目標語言談論自己喜愛的運動、運動員及夢想。

1. (讓學生根據小黑板上的聽力問題和表格中的信息，兩人一組進行對話。)

T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.

2. (讓學生四人一組討論他們所喜歡的運動、運動明星以及未來的夢想，并完成表格。然后匯報討論結果，完成1b。)

T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.

Example:

T: S1, are you ready? Please report.

S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.

Step 4 Practice 第四步 練習(時間:12分鐘)

完成2a，2b和3，培養學生通過自主閱讀獲取相關信息的能力。

1. (教師出示張怡寧、菲爾普斯、劉翔的圖片，通過師生對話，談論這些運動明星。)

T: I have some photos of famous sports stars, who are they? Can you say something about them?

S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.

(板書并要求學生理解Olympic。)

Olympic

S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教師幫助學生回答。)

T: Do you know an active runner named Liu Xiang?

S3: Yes.

(板書，教學生詞，并要求學生掌握single和active;理解runner和athlete。)

athlete, single, active, runner

T: Do you like him?

S3: Of course, I do.

T: OK. Do you know anything about him?

S3: …

(教師根據學生所說的情況，對劉翔做簡短介紹，并呈現生詞及詞組。)

T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.

(板書，教學生詞，并要求學生掌握break(broke), record, gold, give up;理解medal。)

break(broke), record, gold, give up, medal

(讓學生回答問題，核對答案。)

2. (播放2a錄音，讓學生跟讀，完成2b，并核對答案。)

T: Listen and read after the tape. Then finish 2b and check the answers.

3. (讓學生再讀2a，找出生詞和疑難點，教師解釋并板書生詞和關鍵詞，要求學生掌握shame，為復述短文做準備。)

T: Please read 2a again and find out the key words.

Liu Xiang — active — broke … record — won — give up — shame;

Phelps — eight — in swimming — first athlete — single;

Zhang Yining — table tennis players — twice

4. (教師讓學生根據上面板書的關鍵詞復述短文。練習、鞏固2a。)

T: Please retell the passage according to the key words.

5. (播放3錄音，完成短文。)

T: Now listen to the tape of 3. Complete the passage by yourselves.

(播放錄音，核對答案。)

T: Listen to the tape again and check your answers. Are you right? Good.

Step 5 Project 第五步 綜合探究活動(時間:5分鐘)

通過制作自己喜歡的運動員的名片，學會描述一些運動員。

1. (小組討論并制作自己喜歡的運動員的名片。)

T: Please make a card about your favorite sports player.

(教師出示小黑板上的表格。)

Name Card

Name

Gender

Age

Birthday

Country

Job

2. Homework:

用英語描述自己喜歡的運動、運動員及夢想。

板書設計：

Are you going to play basketball?

Section B

grow up What are you going to be when you grow up?

in the future I’m going to be a dancer.

play for What a shame!

give up

Section C

The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ. Teaching aims and demands 教學目標

1.Learn some new words and phrases:

mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax

2.Go on learning the future tense with be going to + do:

(1)There is going to be a school sports meet next weekend.

(2)She is going to take part in the high jump and the long jump.

(3)—What are you going to do tomorrow morning?

—I’m going to play soccer. I like it very much.

3.Go on talking about the favorite sports and reasons:

I like playing soccer very much. Because it makes me strong and it is popular all over the world.

4.Talk about plans and intentions.

5.Improve the students’ ability of reading.

Ⅱ. Teaching aids 教具

圖片/錄音機

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:8分鐘)

運用體育活動的圖片，復習運動項目的名稱，并導入部分生詞。

1. (復習上節課所學的運動項目的名稱。教師展示一些體育活動的圖片。學生使用圖片，三人一組，到講臺前進行問答表演，說出自己喜歡的體育活動。)

T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?

S1: S2, what’s your favorite sport?

S2: Skating. And you, S3?

S3: I prefer…

…

2. (快速問答，導入新課，找一名平時喜歡運動的同學。)

T: S4, do you like sports?

S4: Yes, I do.

T: Do you often go mountain climbing?(出示登山的圖片。)

S4: Yes, I do.

T: When do you often go mountain climbing?

S4: On Sundays.

T: S5, please talk about S4 according to what he/she said.

S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.

(再找一名喜歡運動的同學。)

T: S6, do you like doing exercise?

S6: Yes, I do.

T: How often do you do exercise?

S6: Every day.

T: How long do you spend doing exercise every day?(必要時可譯成漢語。)

S6: About thirty minutes.

T: S6 spends about thirty minutes in doing exercise every day.

(板書并要求掌握。)

mountain, exercise, do exercise, spend, spend …(in) doing sth.

T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”

(板書，讓學生猜hour詞義，并要求掌握。)

hour

T: S7, please talk about S6 according to what he/she said.

S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.

T: Well done. You are very clever.

Step 2 Presentation 第二步 呈現(時間:10分鐘)

學習1a，使學生區分一般現在時和一般將來時的用法。

1. (教師展示一幅一小女孩打棒球的圖片。)

T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?

Ss: She is playing baseball and she plays it pretty well. (教師可幫同學回答。)

(板書領讀并要求掌握生詞。)

baseball, pretty, pretty well

(教師展示一幅學校運動會的圖片，特別指出跳高和跳遠兩個項目。)

T: (教師手指圖畫)There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.

S1: Yes, I do.

(板書，解釋生詞和短語，并要求掌握。)

weekend, take part in

T: Which sport are you good at?

S1: Running /…

T: Are you good at the long jump or the high jump?(教師邊說邊指著圖片中的跳遠和跳高項目。)

S1: I’m good at the long jump/the high jump.

(板書，讓學生猜詞義，并要求掌握jump，理解the long jump和the high jump。)

jump, the long jump, the high jump

2. (聽1a錄音，回答下列問題。)

T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:

(板書)

(1)Which sport is Ann good at?

(2)How long does she spend in the gym every day?

(核對答案。)

3. (讓學生再聽1a錄音，跟讀并注意語音語調。)

T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步 鞏固(時間:8分鐘)

完成1b和1c，培養學生從簡單的文章中找出關鍵信息的能力。

1. (讓學生再讀一遍1a，完成1b。)

T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b.

(核對答案。)

2. (根據1b，完成1c。)

T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.

(核對答案。)

3. (根據Ann的活動時間表，描述Ann一周的運動情況。)

T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.

Example:

Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. …

T: Each group can choose one student to report. Let’s begin.

(對表現好的小組，進行表揚和鼓勵。)

Step 4 Practice 第四步 練習(時間:12分鐘)

完成2。鞏固be going to的特殊疑問句的用法。

1. (討論運動對人體的益處，引出生詞，必要時用圖片或體態語幫助學生理解生詞，導入2。)

T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports?

S1: I feel better.

S2: I am strong.

…

T: Yes, we all know doing sports is good for our health. It’s a good way to keep fit/healthy.

(板書，解釋并要求掌握詞組。)

be good for

keep fit / healthy

T: S3, do you often do sports?

S3: Yes, quite a lot.

T: Why?

S3: Because it can keep me fit / healthy.(可幫助學生回答。)

T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning?

S4: Yes, I do.

T: Why?

S4: Because it’s good for my legs, heart and lungs.(可幫助學生回答。)

(板書，領讀，并解釋畫線生詞，要求學生掌握heart;理解lung。)

heart, lung

T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy.

(板書，領讀生詞，并要求掌握。)

relax

2. (教師展示一幅NBA球賽的圖片，上面有很多人在觀看比賽，教師指著圖片問。)

T: What are they doing?

Ss: They are having a basketball game.

T: Yes, basketball games are popular all over the world.

(板書，解釋生詞和詞組，并要求學生掌握。)

popular

all over

T: Do you know other popular games all over the world?

八年級英語教案設計精選篇2

一. 說教材

1. 教材簡析

本課位于人教版八年級上10 單元的第一部分。主要是通過學習動詞的一般將來時態，討論人生理想和將來打算，計劃。目的是通過對人生理想的討論使青少年在這個如花的季節不僅對未來有美好的憧憬，而且要從現在做起，為健康的理想而奮斗。

2. 教材地位

本單元從時態上是一般將來時，是繼一般過去時之后的又一重要時態;從話題上看是談論未來的打算，是讓學生從小就樹立自己的人生理想，而下一單元的話題是家務勞動，這正應了中國的老話“前車之鑒，后車之師”“一屋不掃何以掃天下”。所以本單元無論從知識還是從情感方面都是承上啟下的一個單元。

3. 教學目標

(1) 知識目標

關于職業的名詞;關于一般將來時態的表達

(2) 能力目標

能聽懂有關人生理想的詞匯及表達;能聽懂有關未來計劃的表達;能進行有關人生的談話;能進行有關將來計劃的討論。

(3) 情感目標

通過對人生理想的討論，讓學生從小就樹立自己的人生理想，并且現在就下決心，為理想而努力奮斗。使他們成為有理想，有抱負，有動力，健康成長的新一代青少年。

4. 教學重點。難點。

(1)學會描述自己的人生理想和表示奮斗的想法。

(2)重點：動詞的一般將來時態的學習

(3)難點：理想主義的教育與現實的矛盾

5 本課學情

情感基礎調查—通過對學生人生理想的調查，了解到部分學生沒理想;或有不切實際的理想;或有輕視努力的過程的思想;

知識基礎—過去時，比較級的知識。

6本課特點

詞匯量小，語法點少(需擴展話題)

情感教育的份量大(需挖掘學生生活，延伸內涵，觸動心靈)

7教學設計的創新體現

三條主線，兩個同步，一個中心。

三個調查— 整個課的展開圍繞三個調查—(父輩夢想，成功故事，我的理想);

三條主線— 在對比中發展—(父輩經歷，成功人生，我的道路，)

兩個同步—(知識傳授與情感體驗)。達到同步和諧發展，不露痕跡，潤物細無聲。

一個中心— 學生中心：課前備學生，課堂任務型。

八年級英語教案設計精選篇3

一、 Analysis of the text教材分析

1. Teaching 教學內容：Talk about personal traits and how to compare people 談論人物的個性特征及如何對比人物

2.Statue of the Text教材的地位和作用

從教材的整合來說，本部分既有形容詞用法的延續，又為后面形容詞級的學習打下基礎，具有承上啟下的作用;從本單元來說，它既是本單元的基本語言知識，又為本單元知識的擴展和綜合語言的運用奠定堅實的基礎。因此，上好這一課，既可以讓知識學習具有一定的延續性，又為后面的教學做好鋪墊。

3.Teaching goals教學目標：

1)Language goal 知識目標 讓學生掌握本課的詞匯運用。

2)Ability goal 能力目標 讓學生學會用英語與他人談論人的個性特征和使用形容詞進行比較的話題，以及進一步提高學生的英語語言表達能力;

3)Emotional goal 情感目標 激發學生的學習興趣，體驗英語語言的美，體驗知識間的相互聯系。讓學生充滿自信，體驗成就感和合作精神。而且通過學習比較級使學生懂得在學習和生活中應相互理解、相互幫助、相互學習。

4. Important points重點：掌握形容詞比較級的變化規則及句型

5.Difficult points難點：使用比較級自如表達

二、Teaching Methods 教學方法：

根據英語“課標”的要求，課程要從學生的學習興趣、生活經驗和認知水平出發，發展學生的綜合語言運用能力，提高跨文化意識和形成自主學習能力。因此，我將在教學中采用多媒體輔助教學、任務型教學模式，結合聽說法、競賽法以循序漸進的方式來進行教學。

采用聽說法和多媒體輔助教學來導入和呈現本節的基本詞匯和句型，目的在于用師生互動的方式，共同觀察圖片，激活學生對所學知識的興趣，使學生對新知識的識記經過一個由形象思維到抽象思維的轉化過程，因此記憶效果更好。

采用任務型教學模式，在活動中以競賽法來突出重點，培養學生綜合語言運用能力，這樣不僅激活學生的主體意識，而且激活了英語語言，使學生的自信感逐步增強，從而體驗到成功的喜悅。

三、Learning Methods學法：

教法的選擇固然重要，但學法也是必不可少的，我們都知道，學生的學習過程并不是孤立于課堂教學之中，應遵循學生的身心發展規律和學習規律，教師在教學的過程中要倡導學生體驗、實踐、參與、合作與交流的學習方式。瑞士心理學家讓?皮亞杰的“建構主義理論”指出：學習是獲取知識的過程，但知識不是通過教師傳授得到的，而是學習者在一定的情景下，借助他人(包括教師和學習伙伴)的幫助，利用必要的學習資料，通過建構的方式而獲得的。結合我校的學情，在本節教學中我主要采用歸納法和小組合作學習的方法。使用歸納法讓學生歸納總結形容詞比較級的變化規則;使用小組合作學習的方法，讓學生參與競賽和故事表演，使學生用心去體驗集體的力量，去感悟合作的魅力，在活動中體驗合作成功的快樂。

四、Teaching Steps教學程序：

Activity I 活動一：Leading in激趣導入

在本活動中通過聽說法配合多媒體輔助教學導入新課，用多媒體顯示圖畫，讓學生認識并掌握本課所要學的基本詞匯。利用兩個人物之間的不同，引出比較級的句子。讓學生認識比較級的基本句型。本環節以學生原有的知識為切入點，對比兩者之間的不同，不知不覺地將學生引入新課，達到潤物無聲之效果。

Activity II 活動二：Warming up單詞熱身練習

要想讓學生正確地使用比較級, 首先應掌握形容詞比較級的變化規則。因此, 我給出一系列形容詞及其比較級形式, 讓學生通過仔細觀察并得出形容詞比較級的變化規則，然后朗讀記憶。在這一環節，我使用了教學的歸納法, 意在培養學生的自主探究能力、觀察能力和歸納能力。

Activity III 活動三：Comparing句子熱身練習

在學生掌握了比較級的變化規則后，便可以開始進行句子的熱身練習。要求學生倆人一組用比較級來表達自己與同伴之間的差異，正確地認識自我。此項活動從貼近學生的學習、生活入手，記憶深刻，使學生很容易掌握重點和難點，準確描述人物的個性特征。

Activity IV 活動四：A guessing game“猜謎”游戲

——Who is he/she? 他/她是誰?

我認為要充分挖掘教材的內涵，利用游戲來培養學生的聽力能力和積極參與教學的主動性，要求一位學生描述班里的另一位學生，并和自己作比較，其他學生猜所描述的人是誰，這樣可以給學生更多的發言機會來表達自己的思想。不僅反饋于上一環節的活動，也突出了本節的重點。學生在游戲中逐漸學會了用比較級自如表達，這也是突破難點的一個過程。

Activity V 活動五：Competition小組競賽

本活動采用任務型教學模式及小組自由合作學習的方式，這個環節的步驟是：把全班分為四個小組，每組抽取一個號碼，在規定的時間內使用比較級對所抽取的圖畫進行描述，說出句子最多的小組獲勝。此項活動可以培養學生的合作精神和競爭意識，同時可以訓練學生快速思維的能力。

Activity VI 活動六：Acting知識的拓展

此環節是通過任務型教學途徑，分小組用所給的圖畫續編并表演故事。然后評出小組。這項活動要求學生積極與他人合作，共同完成學習任務，進一步培養了學生運用所學的知識鍛煉口語表達能力、和邏輯思維能力。

此項活動后的小結也是本課的總結: “From this story we know, when we are better than others. Don’t laugh at others. When someone is better than you, don’t be frustrated. No one is perfect. We should learn from each other and help each other.” 這個故事告訴我們一個道理：當你比別人強的時候，不要嘲笑別人;當你在某些方面不如別人時，不要自卑。沒有人是完美的。在生活和學習中，我們應該相互幫助、相互學習。

Activity VII 活動七：Exercises鞏固訓練

用本節課學過的內容進行當堂訓練、當堂鞏固，做到“堂堂清”。

五、Homework作業：

《英語課程標準》建議教師把“任務型”教學活動延伸到課堂之外的學習和生活之中。因此，我在家庭作業布置中，分常規性作業和探究性作業兩類：

常規性作業： 背記本單元的生詞。

探究性作業：寫作文一篇，標題是“My Friend and I”。

(要求：寫出你和你的朋友之間的相同點和不同點。)

六、Blackboard Design 板書設計：

They are twins.

They are both lovely.

Xiaoya is calmer than Li Wen.

Li Wen is more outgoing than Xiaoya

A is 形容詞比較級 than B

補充：學生在使用比較級時容易出現的問題：

1. 比較的對象不一致。如：My hair is longer than you.

2. 雙音節形容詞的比較級形式使用混亂。

八年級英語教案設計精選篇4

一. 分析教學內容,確定教學目標

本課是Unit11的第一課時。其主目標是能用 “Could you please do things?” “Could I please do things?”談論如何委婉地提出請求或征求別人的許可, 及回答語“Sure / Certainly / I’m glad to .”能禮貌地拒絕,“Sorry, I / you can’t,. I / you have to do…”并表達自己的理由, 陳述自己的好惡。以do housework 和調查做力能所及的事為話題，學會運用“Could you please do things?”“Could I please do things?”是本課的語言目標。

本課的學習內容(target language)有：學習名詞trash, clothes, floor, cleaning, , living room, washing. 情態動詞can could.. 動詞fold, cook, need to, sweep, take out, use, wash, give并且復習運用情態動詞have to. 區別make與do在短語中的用法.

通過本課的學習，教師適時對學生進行愛的教育，使他們能理解父母，幫助分擔家務，學會與他人溝通，這亦是素質教育的“以人為本”的目標體現。

【重要詞組】

do the dishes, sweep the floor, take out the trash. fold your clothes,　clean the living room, do chores, have to do sth, like to do (doing) sth, make dinner, make your bed

重要句型及語法如下:

Could you please clean your room? Yes, sure.

Could you please do the dishes? Sorry, I can’t. I have to do my homework.

Could I please go to the movies? Yes, you can.

Could I please use the computer? No, you can’t. You must do the dishes at first.

二.學生學情分析

本課話題來自學生的生活經歷，學生在初一已經學習了許多動詞短語，為表達提供了語言基礎，此外，學生已初步掌握了用祈使句和Can you…?/Can I…? 提出請求和建議, 為本課的學習打下了鋪墊。

活動設計的話題從談論家務---對家務的看法(好惡)---父母和孩子之間承擔的家務---- 社交、休閑活動等生活的各個方面，各任務層層遞進，與學生的生活緊密相連，又是學生饒有興趣的內容，為表達提供了真實的材料，使得學生在各個活動中想說、有話說，使活動參與的范圍廣，達到任務的真實性，有效性。

在學習中學生受到愛的教育，學會愛父母，愛家庭，愛勞動，學會如何與人交往，學會表達自己對事情的看法，使他們的個性得到張揚。

三.單元重點和難點

1.重點。

1)學習和復習一些常用的動詞短語。

2)委婉地提出請求、征求許可做某事。

Could you/I please do things? Yes, Sure. / 。I/You can.

Sorry, I / you can’t,.., I / you have to do…”

3)學習如何請求他人的幫助。

2.難點。

在實際的生活中委婉地表達自己的請求和征求許可，獲取幫助

四. 教學過程

1. Warming up

Enjoy ourselves. Watch cartoon Small Potato’s Sunday.

看動畫片段《小土豆的星期天》導入本課話題和新詞匯“chores”。小土豆周末一人在家。他過了一個非常快樂而充實的星期天。幫助父母做了許多家務活。片段的主題使學生聯想到本課的話題。

2. Learn new words and phrases

What kind of chores can you find in the cartoon?

學生通過在動畫片段里找家務活，利用已學的簡單詞匯如make breakfast等導入新單詞的學習。

Look! What is it used for?

看圖。通過問學生這些清潔用品的用處學習動詞詞組do chores, do the dishes, make the bed, take out the trash, fold the clothes, clean the living room.

3. Memory game.

What is she doing? Do you still remember?\

通過記憶力游戲，讓學生適時對所學詞匯進行回憶以及進一步的鞏固。并適當活躍課堂氣氛。從這里開始對學生的活動進行分組競賽。

4. Discuss.

What do you usually do on Sunday?

先通過已學的簡單句型，讓學生再一次對所學的詞匯進行練習。并在討論后讓學生做Pair work來熱身。

5. Listening. 1b

Peter’s chores or Mom’s chores?

通過聽力來鞏固目標詞匯。

6. Make a survey.

Discuss in groups of four.

Draw a smiling face on the chore you like and draw a crying face on the chore you dislike

Then give a report.

通過做調查，復習句型I like … because…以及I don’t like … because…

學生在做調查的過程中了解自己同學的喜歡，為下一步如何委婉地提出請求做好鋪墊。

調查表格附下：

Chores Like Don’t like

do the dishes

sweep the floor

take out the trash

make your bed

fold your clothes

clean the living room

7. Pair work

Ask your partner for help

告訴學生可以向同桌尋求幫助，請求別人幫助你做自己不喜歡干的家務活。

導入目標語言Could you please do things? Yes, Sure.

Sorry, I have to do…

并進行對話練習。

8.Game

啞劇表演。一位學生利用Could you please do things?委婉地提出請求。另一位學生表演動作。活躍課堂氣氛。

9.Pair work

Act out strict father or mother.

角色扮演。一位學生扮演嚴格的父母。一位學生扮演孩子。

學習目標語言如何征求許可做某事。Could I please do things? Yes, Sure.

No， you must …

并做Pair work

10.Interview

How to be a better boy and girl?

讓學生以小組的形式，采訪自己的同學。討論一次自己的周末計劃。要幫助爸爸媽媽做什么家務活。在學習中學生受到愛的教育，學會愛父母，愛家庭，愛勞動。并且復習已學句型 I’m going to do…

11. 頒獎。給每個小組里的最能干者發獎。適時給學生愛勞動，愛父母的教育

12. 總結本節課的教學重點。

13. Homework

Read the words and phrases you learn today.

Make a dialogue between you and your parent about doing the chores.

八年級英語教案設計精選篇5

一 、Teaching content:(教學內容)

1.New words and phrases:hole,large,root,seedling,cover,fill,dirt,pack,dust,storm,dirty,

northern,bottom, fill……with,by the way,dust storm,turn into,for sure,in the bottom of…

2.Understand the meaning of text.

3.Talking about how to plant a tree.

二、Teaching goals：(教學目標)

1.Master the new words and phrases,understand the meaning of text.

2.Learn about how to plant a tree.

3.Why we should plant trees?How to protect the environment in our daily life?

三、Key points:(重點)

New words and phrases,the text.

四、Difficult points:(難點)

How to plant a tree?What are the basic steps for planting a tree?

五、Teaching aids:(教學輔助) Recorder, pictures or cards.

六、Type of the lesson:(課程類型) New lesson.

七、Teaching procedure：(教學過程)

Step 1.Analysis of the student.(學生分析)

1.Greet the students in English and make sure they can response correctly.

Do the duty report: a student on duty can say whatever he/she likes to say.

2.Review:In last unit,we talked about the weather and spring,and we talked about some activities in spring,and we knew that,when we think of spring,we think of a season of fresh air,we think of new life,green plants all around us.

3.Review the grammar:Word building.

Step 2. Lead in.(引入)

Homework check.

Come to “Think About It”

When is Tree planting Day in China?

What are the basic steps for planting a tree?

Step 3. New lesson.(新課)

No. 1 prepare lessons before class.

Teach the new words and phrases.make sure the Ss can read it correctly.

No. 2Text:Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.

At last,the teacher explain the text in Chinese,make sure the Ss can understand the meaning of text.

No. 3Important sentences:

It's also a great way to learn about nature.

It's fun and important to plant plants.

No. 4Word building:

north →northern dirt →dirty

No. 5 Finish “Let's Do It!”

Step 4. Play the tape for the Ss to follow.

Make the Ss listen the text,then let them read follow the tape.

Step 5.Summary. (小結)

Sum up the text what we learned,the new words,phrases,and sentences.

Sum up the grammar.

Step 6. Homework.(作業)

Finish the activity book and the practice.

Copy the new words and phrases twice.

Step 7.Blackboard-writing:(板書)

The new words,the master phrases,important sentences.

The grammar and practice.

八。Teaching reflection:(教后反思)

八年級英語教案設計精選篇6

【學習目標】

1.知識目標：學習反義疑問句的用法

2.技能目標：提高學生的聽說以及閑聊在英語表達中的定義和操練。

3.情感目標：了解聊天的文化知識。

【重點、難點】

掌握反義疑問句的運用。

【導學指導】

溫故知新 復習短語

go swimming 去游泳 wait in line 排隊 hate doing sth. 討厭做某事

So am / do I 我也是。

It looks like rain 看上去要下雨了。

wait for the bus/ train 等車 be late for/to 遲到

I hope so/not. 我希望如此/我不希望這樣。

自主互助學習

1、學生觀察1a中的圖片相互提問：A:what can you see in picture 1?

B: I can see……. A:What are they doing? B: They are …….(學生通過相互提問熟悉圖畫內容，為聽力做準備。)

2、教師讓學生歸納1a-2c中所出現的反意疑問句，讓學生觀察、總結反意疑問句的構成。知識剖析: 反意疑問句要點簡述

反意疑問句又叫附加疑問句，是在陳述句后，對陳述句所敘述的事實提出的疑問。

其基本結構有兩種：一是“肯定陳述句+簡略否定問句”;

二是“否定陳述句+簡略肯定問句”。

反意疑問句的前后兩部分在時態、人稱和數上都要保持一致。

如：It looks like rain, doesn’t it?

He doesn’t need to work so late, does he?

幾種特殊情況：

1. 陳述部分是there be 句型，疑問部分也用 there be 句型。

There is a book on the desk, isn’t there?

2. 陳述部分如有 nothing, nobody, never, few, little, hardly 等否定詞時(不包括加否定前綴變來的，如：dislike, unhappy等)，疑問部分用肯定形式。

They have never been to the farm, have they?

There is little water in the glass, is there?

He dislikes history, doesn’t he?

3. 陳述部分為祈使句時，反義部分用 will you , won’t you 。以Let’s開頭的祈使句，疑問部分用 shall we .

Go to the cinema now, will you?

Let’s have a party, shall we?

4. 陳述部分含賓語從句時，疑問部分一般反問主句，但主句含有 I/We think/believe/suppose … 時， 疑問部分要反問從句(要注意否定轉移情況)。

He knew that the woman was a thief, didn’t he ?

I don’t think he is a good student, is he?

【課堂練習】

一、單項選擇

( )1.The poor man needs our help,_____ he?

A. isn’t B. aren’t C. doesn’t D. hasn’t

( )2.It seldom rains here in spring,_____?

A. is it B. does it C. isn’t it D. doesn’t it

( )3.You don’t drink milk in the morning,_____?

A. do you B. don’t you C. are you D. aren’t you

( )4.—Look at the sky . I think the rain is going to stop soon.

—_____.

A. Me too B Very good C. Yes, I do D.I hope so

【要點歸納】

1、掌握反意疑問句的結構及運用。 2、學會使用I hope so.

【拓展練習】

1.完成下列句子，找出正確圖片，將圖片代碼填入題前括號內。

( )1.He is a singer,__________ __________?

( )2.They are playing baseball,__________ __________?

( )3.He walks to school every day,__________ __________?

( )4.It looks like rain,__________ __________?

( )5.You like this dress,__________ __________?

【總結反思】

八年級英語教案設計精選篇7

課前準備：

教師：錄音機，所學物品的圖片。

學生：英語點金教練及相關的學習用具

Teaching procedures(教學步驟) :

Step 1 Leading in(導入話題，激活背景知識)

1.Greetings and free-talk .

2.Check the Homework(家庭作業) .

Step 2 Pre-task(任務前活動)SB Page 21 , 1c .

1.Look at the pictures .Please say something about the picture .

2.Read the sentences and explain the new words .

3.Match the sentences with the pictures .

4.Check the answers .

Step 3 While-task(任務中活動)SB Page 21 , 2a & 2b .

1.Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart .

2.Play the recording the first time .Ss only listen .

3.Play the recording a second time .Check the phrases they hear on the recording .

4.Listen again .Pay attention to the persons who did each thing in the chart above .Match the phrases with the persons .

5.Play the tape again and correct the answers .

Step 4 Post-task(任務后活動)SB Page 21 , 2c .

Pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word “while” ,S2 complete the sentence .

① While John was walking to school , he saw a cat in a tree .

② While John was climbing the tree , a man saw him .

③ While the man was calling the police , a woman called the newspaper .

④ While the newspaper reporter was taking photos ,the cat went up the tree again .

Ss can say them out by themselves .

Homework(家庭作業) :

SB Page 23 , Selfcheck , Parts 1and 2 .

教學后記: