八年級(jí)下冊(cè)英語教案(精選8篇)

八年級(jí)下冊(cè)英語教案。

不為明天做好準(zhǔn)備的人是沒有未來的，幼兒園的老師都想教學(xué)工作能使小朋友們學(xué)到知識(shí)，為了提升學(xué)生的學(xué)習(xí)效率，準(zhǔn)備教案是一個(gè)很好的選擇，教案可以幫助學(xué)生更好地進(jìn)入課堂環(huán)境中來。你知道怎么寫具體的幼兒園教案內(nèi)容嗎？也許"八年級(jí)下冊(cè)英語教案(精選8篇)"就是你要找的，希望能對(duì)你有所幫助，請(qǐng)收藏。

八年級(jí)下冊(cè)英語教案【篇1】

教學(xué)目標(biāo)：

1、能夠理解并會(huì)朗讀Let＇s read部分，能夠完成選詞填空練習(xí)。

2、能夠完成Task time的任務(wù)。

3、能寫簡單的路線說明并了解寫信的基本格式。

教學(xué)重點(diǎn)難點(diǎn)：

重點(diǎn)和難點(diǎn)：能夠聽、說、認(rèn)讀句子：Start from the bus stop……Look for me near the door.

　教學(xué)準(zhǔn)備：

錄音機(jī)和錄音帶，本課時(shí)的教學(xué)掛圖。

教學(xué)過程：

一、熱身

師生共唱歌曲“Ten Little Candles Dance”。

　二、預(yù)習(xí)

師生進(jìn)行日常會(huì)話。

三、新課導(dǎo)入

Let＇s read。

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

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

（3）教師指導(dǎo)學(xué)生完成選擇填空。

（4）指導(dǎo)學(xué)生朗讀。

（5）拿出事先準(zhǔn)備好的指示路徑的六個(gè)句子，隨意打亂順序。讓學(xué)生來排序。

四、鞏固和延伸

完成作業(yè)本中的作業(yè)。

八年級(jí)下冊(cè)英語教案【篇2】

仁愛版英語八年級(jí)下冊(cè)英語教案篇1

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握重點(diǎn)詞匯和短語：do the dishes，take out the rubbish，fold your clothes，sweep the floor，make your bed，clean the living room

2. 理解并掌握重點(diǎn)句型：Could you please…? Could I …?

3. 能聽懂有關(guān)做家務(wù)和日?；顒?dòng)的對(duì)話。

二、過程與方法

采用情境教學(xué)法，調(diào)動(dòng)學(xué)生的積極性，引導(dǎo)他們積極參與課堂。

三、情感態(tài)度與價(jià)值觀

了解各種家務(wù)，能發(fā)現(xiàn)要做的家務(wù)并積極主動(dòng)地去做。

教學(xué)重點(diǎn)

能用本課的重點(diǎn)詞匯和句型對(duì)家務(wù)作出委婉請(qǐng)求。

教學(xué)難點(diǎn)

能抓住錄音中的關(guān)鍵詞。

教法導(dǎo)航

課上引導(dǎo)學(xué)生積極參與課堂活動(dòng)，老師少講，鼓勵(lì)學(xué)生多練。

學(xué)法導(dǎo)航

加強(qiáng)小組合作學(xué)習(xí)，積極回答問題。

教學(xué)準(zhǔn)備

圖片，錄音機(jī)，多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Lead-in

T：Good morning，boys and girls! I am always very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores at home? (Write “chores” on blackboard and explain it.) Here “chore” means housework. Could you please tell me what chores you do at home?

S1：I often clean my room.

S2：I wash my clothes and fold my clothes.

S3：I clean the window.

S4：I make my bed and sweep the floor.

S5：I clean the living room.

T：Well， you are good boys and girls! We should try to be helpful and do some chores at home.

Step 3 New words and expressions

Ask the students to look at the picture on Page 17.

T：Look at the picture on page 17. What can you see?

S1：Peter and his mother.

S2：The dustbin is full.

S3：The floor is dirty.

S4：...

T：So there are a lot of chores to do，right? Help students to learn the following phrases about chores：clean the living room; do the dishes; sweep the floor; make the bed; take out the trash; fold the clothes

Step 4 Presentation

T：If you want to ask somebody to do chores，how can you ask in English?

S1：Can you do the chores?

S2：Could you please do the chores?

T：Which one do you think is better?

students：The second one.

T：Yes. We should say“Could you please do the chores?”instead of other ways because it sounds very polite. Write “Could you please ...?” on the blackboard.

Step 5 Pair work

T：In the picture，the mom asks the son to do some chores. What does she say?

S：Peter，could you please take out the trash?

T：Good! Today，we’ll learn how to make polite requests with could. It is very important to be polite in our life. Now work in pairs. Imagine you are the mom and the son in the picture. Ask your partner to do the chores that you see.

First ask two students to read the sample conversation in activity 1c. Then students make their own conversations. Call several pairs to demonstrate their conversations to the class.

Step 6 Listening

T：You will here a conversation between Peter and his mother. What kind of chores do Mom and Peter do? Check Mom or Peter.

Play the recording twice. For the first time students focus on the chores Mom does; the second time，focus on the chores Peter does. Then check the answers.

Step 7 A little game

Find out the best helper at home.

T：Do you often help your parents do the chores? Now let’s choose the best helper at home. First please write down all the chores from your memory on a piece of paper. Then check each chore you do at home. The one who check the most chores will be the best helper at home.

Step 8 Group work

T：Imagine we are going to clean our classroom this afternoon. You need someone to help you do some things. Think of the things you need to do and make polite requests to your partners. You may find these phrases useful.

Show the following phrases on the screen：carry some water，clean the desks，clean the chairs，clean the windows，clean the blackboard，turn off the lights，take down the old pictures，put up the new pictures，sweep the floor. After a few minutes，call several groups to show their conversations.

Step 9 Presentation

T：I can’t find my pen. But I have to write something now. What can I do?

S：You can borrow a pen from others.

T：But what should I say?

S：Can I use your pen?

T：But that doesn’t sound very polite. Any other idea?

S：Could I please use your pen? (Write the sentence on the blackboard)

T：Good! That’s a very polite way.

Step 10 Listening

Ask the students to look at the picture on Page 18. Then say：Look at the picture. That’s Peter and his father. Peter asks his father if he can do four things. Look at the chart in activity 2a. What are the four things? Ask a student to read the things aloud.

T：What does his father say? Now please listen to the tape and check ‘yes’ or ‘no’ in the chart. Play the tape twice. For the first time，they only listen. The second time，they check “yes” or “no”. Then check the answers with the whole class.

T：Why Peter’s father say no? What are his reasons? Let’s listen to the conversation again. Draw lines to the reasons in the chart. Before play the tape，ask a student to read the reasons given. Then play the tape. If necessary，play it again. Check the answers.

Help students to summarize different ways of answering the question “Could I...?” Yes，you can / I guess so / Oh， yeah / Sure. No， you can’t. ... / Sorry， but ...

Step 11 Pair work

T：Now look at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peter’s father who says “yes” or “no”. If you say “no”，give a reason.

First get two students to read the sample conversation. Then students make their own conversations.

Step 12 Group work

T：Imagine we’ll have a self-study class this afternoon. You would like to do many different things. How will you ask your teacher for permission? Please do it in groups of four. One will be the teacher，and the others will be the students，make conversation like this：

S：Could I please listen to music?

T：No you can’t.

S：Could I please go to play basketball?

T：Sorry，you have to stay in class.

S：Could I please draw pictures?

T：Yes，you can.

After that，get several groups to demonstrate their conversations to the class.

Step 13 Homework

1. Suppose you are having a party，and you need more drinks and snacks. But you can’t leave the house. Ask your classmates for help. Write a dialogue between you and your classmate with “Could I please ...?”and “Could you please ...?”

2. Understand，read and role play the conversation in 2d.

課堂作業(yè)

1. ---Could you please s the floor?

---Yes，sure.

2. ---Could you please do the d ?

---Sorry，I can’t. I have to do my homework.

3. 我每天早上都整理床鋪。

I ________ the ________ every morning.

4. 我父母讓我晚上不要在外面呆得太晚。

My parents asked me not to ________ ________ late at night.

5. Could I watch the football match? (作肯定回答)

________，you ________.

參考答案：1. sweep 2. dishes 3. make， bed 4. stay out 5. Yes，can.

教學(xué)反思

多媒體能使整個(gè)教學(xué)過程表現(xiàn)為聲、圖、文并茂，使聲音、圖像、文字的呈現(xiàn)更自然。為此，在課堂上，教師應(yīng)該為學(xué)生創(chuàng)造學(xué)習(xí)氛圍，讓學(xué)生時(shí)常有成功感和成就感，以便進(jìn)一步激發(fā)學(xué)生學(xué)習(xí)的內(nèi)在動(dòng)力。在本堂課中應(yīng)注意讓發(fā)音較標(biāo)準(zhǔn)的同學(xué)多朗讀，讓思維敏捷的同學(xué)先回答問題，讓善于觀察的同學(xué)多糾正錯(cuò)誤，讓反應(yīng)慢的同學(xué)多回答低難度問題。盡量使每個(gè)同學(xué)多動(dòng)腦、多動(dòng)口、多動(dòng)手。

仁愛版英語八年級(jí)下冊(cè)英語教案篇2

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握重點(diǎn)詞匯和短語。

2. 培養(yǎng)學(xué)生的閱讀能力及技巧。

3. 復(fù)習(xí)、運(yùn)用過去進(jìn)行時(shí)。

二、過程與方法

訓(xùn)練法，熟能生巧法，通過練習(xí)鞏固復(fù)習(xí)所學(xué)知識(shí)。

三、情感態(tài)度與價(jià)值觀

培養(yǎng)學(xué)生在災(zāi)害面前要更團(tuán)結(jié)，更友善，更懂得互相幫助。

教學(xué)重點(diǎn)

1. 掌握重點(diǎn)詞匯和短語。

2. 復(fù)習(xí)、運(yùn)用過去進(jìn)行時(shí)。

教學(xué)難點(diǎn)

1. 培養(yǎng)學(xué)生的閱讀能力及技巧。

2. when和while的區(qū)別。

教法導(dǎo)航

教師引導(dǎo)，學(xué)生自主探究，小組合作。

學(xué)法導(dǎo)航

自主探究與小組合作相結(jié)合。

教學(xué)準(zhǔn)備

多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Revision

Ask students to talk about what they were doing last night in groups of four then give a report.

Step 3 Presentation

Ask the students to look at the picture and think about what has happened.

Step 4 Reading

3a, Read the passage quickly and answer the following questions

1. What was the weather like before the heavy rain started?

2. What was the neighborhood like after the storm?

Ask some students to report their answers.

3b, Read the passage again and complete the sentences using information from the passage.

1. When the news on TV was reported，strong winds _____________ outside.

2. While Ben’s mom was making sure the radio was working，his dad _____________.

3. Ben _____________________ when the heavy rain finally started.

4. When Ben _______________at 3：00 a.m.，the wind _________________.

Ask some students to report their answers.

Step 5 Speaking

3c, Discuss the questions with a partner.

“Although the storm broke many things apart，it brought families and neighbors closer together.”What other can bring people closer together? How can we help each other in times of difficulty?

Ask some students to report their answers.

Step 6 Language points

1. With no light outside，it felt like midnight.

此句中介詞with表示一種伴隨狀況，同時(shí)還包含著某種因果關(guān)系，表示“因某種狀況的存在而導(dǎo)致…”，因此可翻譯成“由于;因?yàn)椤钡取?/p>

e.g. I can’t work with all that noise going on.

由于那噪音響著，我無法工作。

2. Ben’s dad… while his mom was making sure the flashlights and radio were working.

1) 此句中的連詞while的意思是“當(dāng)…的時(shí)候;和…同時(shí)”，while還可以表示“而;然而;但”之意，用來說明和強(qiáng)調(diào)兩種事情或情形不同。

e.g. Tom is active and outgoing while his sister Rosa is shy and quiet.

湯姆活躍外向，而他的妹妹羅莎卻害羞靦腆。

2) make sure“確認(rèn)，查明，核實(shí);確保;設(shè)法保證”，其后可接句子，或接介詞of及賓語，用來引入需要確認(rèn)的內(nèi)容。

e.g. Make sure you turn off the TV before you leave the house.

在你離開屋子前確認(rèn)關(guān)閉了電視。

3) 此句中的work表示機(jī)器，器官等“運(yùn)作，運(yùn)轉(zhuǎn)”，這是動(dòng)詞work的一種基本用法。

3. It was hard to have fun with a serious storm happening outside.

It is adj.+ to do sth. 做…怎么樣。

It is adj. for sb. to do sth. 對(duì)某人來說做…怎么樣。

e.g. It is important for us to learn English. 對(duì)我們來說學(xué)英語很重要。

活學(xué)活用：

1) 在街上踢球很危險(xiǎn)。 It is _______________ soccer on the street.

2) 每天早上讀書對(duì)你來說很有必要。It is ________ for you _______ in the morning.

3) 對(duì)他來說完成作業(yè)很容易 It is ____ for him __________________.

Step 7 Grammar Focus

Read and translate the sentences and try to conclude the grammar in the sentences.

1. What were you doing at eight last night? I was taking a shower.

2. What was she doing at the time of the rainstorm? She was doing her homework.

3. What was he doing when the rainstorm came?

He was reading in the library when the rainstorm came.

4. What was Ben doing when it began to rain heavily?

When it began to rain，Ben was helping his mom make dinner.

5. What was Jenny doing while Linda was sleeping?

While Linda was sleeping，Jenny was helping Mary with her homework.

Ask some students to report their opinions.

過去進(jìn)行時(shí)

1. 基本概念：過去進(jìn)行時(shí)表示在過去某一時(shí)刻或一段時(shí)間內(nèi)正在進(jìn)行的動(dòng)作。這一特定的過去時(shí)間除有上下文暗示以外，一般用時(shí)間狀語來表示。

2. 結(jié)構(gòu)：was / were ( not ) + 動(dòng)詞-ing

3. 一般過去時(shí)與過去進(jìn)行時(shí)用法的比較：一般過去時(shí)表示在過去某個(gè)時(shí)間發(fā)生過的動(dòng)作或存在的狀態(tài)，而過去進(jìn)行時(shí)則表示在過去某一時(shí)刻或某一段時(shí)間正在進(jìn)行的動(dòng)作。

e.g. 1) David wrote a letter to his friend last night.

大衛(wèi)昨晚給他的朋友寫了封信。(信寫完了。)

2) David was writing a letter to his friend last night.

大衛(wèi)昨晚一直在給他的朋友寫信。(信不一定寫完。)

Step 8 Practice

4a, Look at the table and write sentences with both while and when.

Ask some students to report their sentences and explain the difference between while and when.

4b, Fill in the blanks with was，were，when or while. After several minutes，ask some students to report their answers.

Step 9 Pair work

4c, What were you doing at these times last Sunday? Fill in the chart. Then ask your partner. Then ask some pairs to report their answers.

Step 10 Homework

After class，please make some dialogues with the phrases and sentences in 4c.

課堂作業(yè)

I. 根據(jù)漢語意思完成下列英語句子，每空格一詞。

1. 昨天下午五點(diǎn)鐘你哥哥在做什么?

What ________ your brother ________ at five yesterday afternoon?

2. 昨天我回到家時(shí)，我媽媽在洗衣服。

My mother _____ ________ clothes ________ I ________ home yesterday.

3. 你做作業(yè)時(shí)，你妹妹在干什么?

What _______ your sister _______ _______ you _______ _______ your homework?

II. 翻譯短語

1. 感覺像 2. 首先，起初 3. 入睡 4. 減弱 5. 確定 6. 醒來 7. 一團(tuán)糟

8. 打掃 9. 互相幫助 10. 在困難的時(shí)候

參考答案：I. 1. was，doing 2. was washing when got 3. was doing when were doing

II. 1. feel like 2. at first 3. fall asleep 4. die down 5. make sure 6. wake up 7. in a mess 8. clean up 9. help each other 10. in times of difficulty

教學(xué)反思

讓學(xué)生根據(jù)例句自己總結(jié)語法規(guī)則，他們興趣高，能積極動(dòng)手查閱資料，主動(dòng)進(jìn)行小組交流合作，學(xué)習(xí)效果好。

仁愛版英語八年級(jí)下冊(cè)英語教案篇3

教學(xué)目標(biāo)

一、知識(shí)與技能

1.學(xué)習(xí)并掌握現(xiàn)在完成時(shí)的用法，學(xué)習(xí)有關(guān)音樂的詞匯。

2.閱讀短文獲得正確信息的能力。

3.能夠通過彼此交流了解歌曲、歌手、樂隊(duì)的信息并能作評(píng)論。能夠運(yùn)用閱讀策略來獲得文章大意。

4. 掌握現(xiàn)在完成時(shí)的用法，學(xué)習(xí)有關(guān)音樂的詞匯。

5. 培養(yǎng)學(xué)生的聽力能力。

二、過程與方法

閱讀，感受，模仿，實(shí)踐。

三、情感態(tài)度與價(jià)值觀

激發(fā)學(xué)生對(duì)音樂的熱愛。

教學(xué)重點(diǎn)

1.學(xué)習(xí)并掌握現(xiàn)在完成時(shí)的用法，學(xué)習(xí)有關(guān)音樂的詞匯。

2.閱讀短文獲得正確信息的能力。

教學(xué)難點(diǎn)

能夠運(yùn)用閱讀策略來獲得文章大意，從而提高閱讀效率。

教法導(dǎo)航

激勵(lì)學(xué)生認(rèn)真閱讀，認(rèn)真思考。

學(xué)法導(dǎo)航

通過閱讀，模仿學(xué)習(xí)新知識(shí)。

教學(xué)準(zhǔn)備

圖片，多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Warming up

Show some pictures about singers and musicians. Ask and answer：

Who is your favorite singer or musician? Why do you like him or her?

Step 3 New words

Learn the new words：pop，rock，band.

The students read the words one by one. Then they have a dictation.

Step 4 Listening

The students go through the sentences in 1b.

1b, Listen to a conversation between Alex and Dave. Write A for Alex and D for Dave next to each opinion.

____ The Toms must be popular.

____ The Toms play pop music.

____ The Toms’ music sounds more like rock.

____ Listening to The Toms is a good way to wake up.

1c, Listen again. Take notes.

Listen for a third time and check the answers.

Step 5 Speaking

1d, Ask your friends and parents what kind of music they listen to and why. How does the music make them feel?

Ask the students to make a conversation like：

A：What kind of music do you listen to?

B：I listen to pop music.

A：Why do you listen to it?

B：I like it because….

A：How does the music make them feel?

B：It makes me relaxed.

Step 6 Discussion & Reading

2a, Discuss the questions with a partner.

1.Do you have a favorite singer or band?

2. Do you have a favorite song?

3. What facts do you know about your favorite singer，band or song?

Reading guidance:

1. Read the passage and make notes or underline the main idea of the text.

2. After reading，write a short summary in your own words.

在討論的過程中，教授新單詞。

Step 7 Reading tasks

Read the passage and complete the fact sheet.

Country Music Fact Sheet.

Where it is from：___________________

What kind of music it is：_____________

A famous country music place in Nashville：_______________

A famous country music singer：____________

The number of records he has sold：_____________

2c Read the passage again and underline the main ideas. Then use the underlined text to write short answers to the questions below.

First paragraph：

Who is Sarah? Where is she from? What does she like?

Second paragraph：

What is country music? What is country music about?

Third paragraph：

What is Sarah’s dream? Who is Garth Brooks?

Step 8 Writing

2d, Use the notes you made in 2c to write a short summary of the passage. Write no more than 100 words.

示例：

Sarah is an American girl. She likes country music. She is a fan of country music. Country music is a traditional music from the southern states of America. Many songs are about modern life in the US，such as the importance of money and success. Sarah’s dream is to go to Nashville because Garth Brooks is there. She likes to listen to his songs. Garth is one of the most successful musicians in American history.

課堂作業(yè)

1. Ask the students to write the following phrases and words.

used to過去常常 fight over爭吵 return home回家

on the radio在收音機(jī)上 make sb. do sth.使某人做某事 think about考慮

come to realize逐漸認(rèn)識(shí)到 ever since自從…以來

the home of…的家 such as例如 belong to屬于

be kind to sb.對(duì)某人友好 trust one another互相信任 remind sb. that…使某人想起

have been to去過 do research on研究 hope to do sth. 希望做某事

2. 單選題

1. ---Where is John?

---He ______ the science lab.

A. has gone to B. has been to C. went to

2. ---Where is my sister， mum?

---She ___ to the library. She will be back soon.

A. has been B. is going C. has gone D. will go

3. ---May I speak to Lin Tao?

---Sorry，he is not in.

---He ______ to Changsha.

A. has been B. has gone C. went

參考答案：1. A 2. C 3. B

教學(xué)反思

教師一定要想辦法使閱讀課變得生動(dòng)有趣，并且教授給學(xué)生一定的閱讀策略。另外，掌握住“practice makes perfect”的原則，使學(xué)生在訓(xùn)練中逐步掌握本課的重點(diǎn)。

仁愛版英語八年級(jí)下冊(cè)英語教案篇4

I’ll help to clean up the city park.

一、教學(xué)目標(biāo)：

1. 語言知識(shí)目標(biāo)：

1) 能掌握以下單詞：clean up, city, cheer, cheer up, give out, volunteer, notice,...

2) 能掌握以下句型：① You could help to clean up the city parks. ....

3) 能了解以下語法：情態(tài)動(dòng)詞could, should的用法;用should或could提出建議并對(duì)別人的建議作出評(píng)價(jià)。如何表達(dá)主動(dòng)提供幫助。

2. 情感態(tài)度價(jià)值觀目標(biāo)：

在授課過程中滲透助人就是助己，助人收獲快樂的情感目標(biāo)，使學(xué)生在談?wù)撊绾螢閯e人提供幫助的對(duì)話中能意識(shí)到盡己所能，幫助他人，樂于奉獻(xiàn)是一種良好的品德，培養(yǎng)學(xué)生為他人著想，熱愛公益事業(yè)，樂于助人的優(yōu)良品質(zhì)。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) 掌握這些短語動(dòng)詞的構(gòu)成和用法：clean up, city, cheer, cheer up, give out, ....

2) 學(xué)會(huì)提供幫助的基本句型：I’d like to work outside.I’ll help clean the city park.

2. 教學(xué)難點(diǎn)：學(xué)會(huì)提供幫助的基本句型

三、教學(xué)過程

Period 1(Section A 1a-2d)

Step 1 Warming up

1. 播放學(xué)生志愿者進(jìn)行義務(wù)幫助別人的活動(dòng)視頻，通過詢問他們以下問題來引導(dǎo)學(xué)生們了解社會(huì)上一些的志愿?jìng)冞M(jìn)行的活動(dòng)。

Step 2 New words Read new words on p9-10.

Step 3 Discussion

1. 1a. Look at the ways you could help others. Then list other ways.

2. Ss discuss with their partners and write the ways one could help others:

① Help plant trees by the river. ② Help clean up the city park.

③ Visit the old people in the old people’s home. ④ Help young kids to learn English.

Step 4 Listening

1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.

2. 1b. Play the recording for the Ss to listen and number the ways the boy and girl could help others.

Step 5 Pair work

1. Let Ss read the conversation in the picture.

2. 1c. Use the information in the chart of 1b to make other conversations.

A: I hope to work outside.

B: You could help to clean up the city parks. ........

3. Let some pairs act out their conversations.

Step 6 Listening

1. 2a:

T: A group of students are planning a City Park Clean-up Day. Listen and check (√) the things they are going to do to tell people about it.

1. Look at the pictures in 2a. Discuss the things they are going to do.

2. Play the recording for the Ss to listen and check the pictures.

3. Play the recording again to check the answers.

2. 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to write the correct words in the blanks.

3. Play the recording again to check the answers.

Step 7 Pair work

1. 2c. Tell Ss to make a conversation using the information in 2a and 2b.

2. Let one pair to read out thei r conversation first.

e.g. A: We need to come up with a plan for the City Park Clean-Up Day.

B: Let’s have lunch first.

A: No, we need to start now. Clean-Up Day is only two weeks from now.

B: You’re right. We can’t put off making a plan. As we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

A: Let’s make some notices, too. Then I’ll hand them out after school.

B: And we could each call up ten students and ask them to come.

3. Ss act the conversation in pairs. Ask some pairs to act out their con versations.

Step 8 Reading and Role-play

1. Read the conversations and answer the two questions:

① Where’s Helen going to work this summer?

__________________________________

② What did Tom do to help the old people?

____________________________________

Answers: She’s going to work in an old people’s home.

Reading the newspaper or just talking to the old people.

2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Homework:

Teaching thought:

Period 2(Section A 3a-3c)

Step 1 Revision

1. Write down the phrases.

1. 打掃 ________ 2. 分發(fā) ________ 3. 曾經(jīng) _______

4. (使)變得高興 ________ 5. 義務(wù)做某事 _________________

6. 大打掃日 ______________ 7. 想出主意(辦法)____________

2. Role-play

A: Hi, Tom. I’m making some plans to work in an old people’s home this summer.

B: Really? I did that last summer!

Step 2 New words Read new words on p11.

Step 3 Reading

1.Tell Ss to read the article in 3a quickly and try to find the answers to these questions:

1. What does Mario love?

2. What does Mary love?

3. What do Mario and Mary volunteer to do?

Ss read the article quickly and try to answer the questions:

Answers: 1. He loves animals.

2. She loves reading books.

3. Mario volunteers at animal hospital and Mary helps kids learn to read.

2.3b: Read the article again and answer the questions.

1. Why does Mario volunteer to help others?

2. Why does Mary volunteer to help others?

3. What does Mario say about volunteering?

4. What does Mary say about volunteering?

Answers: 1. Because he believes it can help him to get his future dream job.

2. Because she can do what she loves to do and help others.

3. He gets such a strong feeling of satisfaction when he sees the animals get better and the look of joy on their owners’ face.

4. Volunteering is a dream come true for her.

Homework Make sentences with these words.

help (to) do; want to do; learn to do; decide to do; how to do; volunteer to do

Teaching thought:

Period 3(Grammar Focus-4c)

Step 1 Revision

Complete the sentences.

Mario and Mary ____ ___ several hours each week __ ____ others. Mario wants __ ___ an animal doctor. He _________ at an animal hospital. He wants __ _____ more about ____ __ care for animals.

Mary is a book lover. She could read by herself __ ___ ____ of four. Last year, she decided __ ___ ___ for a volunteer after-school _______ program. Mary still works there once a week __ ____ kids _____ __ read. Volunteering here is a dream come true for her. She can what she _____ ___ ___and helps others at the same time.

Can you tell something about Mary to us?

Answers: give up, to help, to be, volunteers, to learn, how to, at the age, to try out, reading, to help, learn to, loves to do

Step 2 Grammar focus

1. 閱讀Grammar Focus中的句子，然后做填空練習(xí)。

Step 3 New words Look at the big screen and learn the new words and expressions:

Step 4 Practice

1. 4a: Fill in the blanks with the phrasal verbs in the box.

Tell Ss to read the sentences in 4a and try to fill in the blanks with the phrasal verbs in the box.

Answers: put off; call up; come up with; cheer up; put up; hand out; give out

2. 4b: Fill in the blanks with the correct forms of the verbs in the box.

Check the answers with the Ss.

3. 4c: Complete the sentences with your own ideas. Use infinitives.

Homework Make sentences with the phrases below.

put up, hand out, call up, cheer up, come up with, give out, put off

Teaching thought:

Period 4(Section B 1a-2e)

Step 1 Warming up and revision

1. Daily greeting. 2. 復(fù)習(xí)動(dòng)詞不定式的用法，并完成相關(guān)任務(wù)。

3. Check the homework. Let some Ss report “Who’s the … in class?”

Step 2 Presentation

1. Present the new words on the big screen and learn the new words together.

1) repair v. 修理;修補(bǔ) 2) fix v. 安裝;使固定

3) give away 贈(zèng)送;捐贈(zèng) 4) wheel n. 車輪;輪子

2. Ss read and try to remember the new words.

3. Work on 1a and match the sentences with the similar meaning.

4. Check the answers with the Ss.

Step 3 Writing . Work on 1b

1. Ask one student read the phrases and the nouns. Tell Ss to match the phrasal verbs with the nouns. Then make sentences with the phrases.

2. Let some Ss come to the blackboard and write down their sentences. Then check together.

Step 4 Listening . Work on 1c:

1. Tell Ss to look at the pictures in 1c. Tell them the boy in the pictures is Jimmy. He’s a good boy. He likes to help others. What is he doing now? Listen to the tapes and number the pictures.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures.

3. Check the answers:

Step 5 Role-play

1. Work in pairs. Role-play a conversation between Jimmy and the reporter. Use the information in 1c and 1d.

2. Let two students make a model for the Ss.

3. Ss practice their conversations

4. Teacher can walk around the classroom, and give some help to the Ss.

Step 6 Reading

Fast Reading

1. T: Now let’s work on 2b. First, let’s read the questions and make sure we know the meanings of all the questions. Then read the passage quickly and find the answers to the questions.

1) What kind of letter is it? 2) Who wrote the letter to Miss Li? Why?

2. Ss read the letter quickly and try to find the answers to the two questions.

仁愛版英語八年級(jí)下冊(cè)英語教案篇5

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 復(fù)習(xí)、鞏固表示委婉請(qǐng)求和應(yīng)答的句型。

2. 培養(yǎng)閱讀理解能力。

3. 完成相關(guān)練習(xí)。

二、過程與方法

將抽象知識(shí)具體化，幫助學(xué)生總結(jié)規(guī)律，系統(tǒng)地學(xué)習(xí)語法。調(diào)動(dòng)學(xué)生的積極性，引導(dǎo)他們積極參與課堂。

三、情感態(tài)度與價(jià)值觀

認(rèn)識(shí)到做家務(wù)的意義和重要性，養(yǎng)成常做家務(wù)的好習(xí)慣。

教學(xué)重點(diǎn)

復(fù)習(xí)、鞏固表示委婉請(qǐng)求和應(yīng)答的句型。

教學(xué)難點(diǎn)

培養(yǎng)閱讀理解能力。

教法導(dǎo)航

通過大量練習(xí)讓學(xué)生主動(dòng)掌握語法知識(shí)。

學(xué)法導(dǎo)航

練習(xí)、討論、主動(dòng)探求規(guī)律。

教學(xué)準(zhǔn)備

多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 A Game

Show a list of chores on the blackboard：

do the dishes clean your room

take out the trash sweep the floor

fold your clothes make your bed

Give them a set of blank cards.

T：Let’s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card，and asks the student next to him/her to do this chore. That student says “no” and gives a reason. Each student should give a reason that has not been given before. The one who can’t give a proper reason will be out of the game. Those who can keep coming up with reasons will be the winner.

Step 3 Role play

Ask some pairs to role play the dialogue in 2d.

Step 4 Presentation

Say：As we all know，Mother does almost all the housework in the house. She is always tired. Should we help Mother? What we can do to help her? Ask some students to report their answers.

Step 5 Reading

Say：Now let’s read an article about Nancy and her mother. Please read quickly and answer the questions：1. Why was Nancy’s mom angry with her? 2. Did they solve the problem? How?

Then ask some students to report their answers.

Now let’s read the sentences in 3b，try to understand and translate them. Then read the passage again carefully and try to underline the sentences from the reading that mean the same thing. After several minutes， ask some students to report their answers and translate the sentences into Chinese.

Step 6 Language points

1. You watch TV all the time and ...

all the time(在該段時(shí)間內(nèi))一直;向來，一向;時(shí)時(shí)刻刻;每時(shí)每刻

e.g. I do this all the time. 我一直是這么做的。

This happens all the time. 這種情況是時(shí)時(shí)發(fā)生的。

2. I’m just as tired as you are!

as ... as 意為 “和…一樣”，表示同級(jí)的比較。使用時(shí)要注意第一個(gè)as為副詞，第二個(gè)as為連詞。其基本結(jié)構(gòu)為：as + adj./ adv. + as。

e.g. This film is as interesting as that one. 這部電影和那部電影一樣有趣。

Your pen writes as smoothly as mine. 你的鋼筆書寫起來和我的一樣流暢。

注意：as … as 的否定形式為“not as/so + adj./adv. + as”。

e.g. He didn’t act as well as you. 他表現(xiàn)得不如你好。

3. For one week，she did not do any housework， and neither did I.

1) neither 用作副詞，作“也不”解釋，放在句首，表示前面否定的內(nèi)容也適用于另一個(gè)人或物，句子須采用部分倒裝。此時(shí)也可用nor替換 neither 使用。

e.g. --- I don’t like this dress. 我不喜歡這件連衣裙。

--- Neither / Nor do I. 我也不喜歡。

注意：neither 之后的主語要置于助動(dòng)詞或系動(dòng)詞之后。

2) neither 用作代詞，表示“兩者都不，雙方均不”。

He answered neither of the letters. 他兩封信都沒回。

e.g.--- Which one would you like? 你喜歡哪一個(gè)?

--- Neither. 兩個(gè)都不喜歡。

Step 7 Practice

3c, Show the sentences on the screen： 1. Could you take the dog for a walk? 2. I walked home from school. Then ask some students to read and translate them. Then help them to say that the word “walk” in the first sentence is a noun and the word “walked” in the second sentence is a verb. Then ask the students to look at the sentences in 3c and decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form. Finally ask some students to report their answers.

Step 8 Grammar focus

Ask the students to translate the sentences in the box and try to remember them. Then practice them in pairs. Finally ask the students to make up more similar dialogues.

Step 9 Practice

4a First ask the students to translate the sentences from 1 to 5，then decide whether they are requests or permissions. Then match each one with the correct response. Finally ask the students to practice the dialogues in pairs.

4b First ask the students to fill in the blanks in the conversation by themselves and then ask them to check the answers in pairs. Finally ask them to practice the dialogue in pairs.

Step 10 Group work

Say：Boys and girls，we’ll go for a camping trip tomorrow. And today we should prepare what we need. Please work in groups and make a list of things your group needs to do for a camping trip. Then discuss who will do them and complete the chart in 4c. You can use the dialogue to help you：A：Could you please bring a tent， Liu Chang? B：Sure. And could you please…? C：Sorry，I can’t. I have to… After several minutes，ask some groups to practice the dialogue.

Step 11 Homework

Suppose your family will go to America for summer holiday，what should you prepare? Talk about it in groups and try to use the sentence patterns：Could you…? Could I …?

課堂作業(yè)

I. 根據(jù)句意和首字母用適當(dāng)?shù)膯卧~填空

1. Do you like doing chores? No，I h________ doing chores.

2. What do you do after you get up every day? I brush my teeth and w ______ my face.

3. Could you help your mother m________ dinner on Sundays?

4. I often do the s________ with my sister on weekend.

5. I have a little money，could I b_______ some from you?

6. Could I please u_______ your car? Sorry，I can’t. I have to have a meeting.

II. 連詞成句

1. take out，could，please，you，trash，the

_____________________________________?

2. I，please，movies，go，could，to，the

_____________________________________?

3. you，often，the，clean，room，do

_____________________________________?

4. but，have，you，to，your，finish，first，homework

_____________________________________.

參考答案：I. 1. hate 2. wash 3. make 4. shopping 5. borrow 6. use II. 1. Could you please take out the trash? 2. Could I please go to the movies? 3. Do you often clean the room? 4. But you have to finish your homework first.

教學(xué)反思

一節(jié)課下來，大部分學(xué)生都能積極投入到課堂教學(xué)中來，并積極舉手發(fā)言。課堂氣氛比較活躍，調(diào)動(dòng)了大部分學(xué)生聽課的積極性，因此合作教學(xué)對(duì)提高學(xué)生實(shí)際的語言交流能力以及與他人的合作能力有很大的促進(jìn)作用。但很明顯，語言表達(dá)能力強(qiáng)的學(xué)生參與的機(jī)會(huì)相對(duì)要多，代表小組匯報(bào)的機(jī)會(huì)也多，而另有一些學(xué)生卻習(xí)慣于當(dāng)聽眾，被動(dòng)地接受別人的觀點(diǎn)，很少發(fā)表自己的個(gè)人意見，也就是說在小組合作學(xué)習(xí)中學(xué)生的參與度不均衡，而這部分學(xué)生主要是學(xué)習(xí)困難生。

八年級(jí)下冊(cè)英語教案【篇3】

期中考試已經(jīng)結(jié)束了，這次考試是一次比較重要的考試，是全面衡量學(xué)生這段時(shí)間學(xué)習(xí)情況的一次考試。下面我主要從三方面來分析著這次：

　一、考試質(zhì)量分析

1.試題方面：本次試題大多來自于平時(shí)學(xué)生接觸過的練習(xí)，試題能夠體現(xiàn)目前注重基礎(chǔ)、體現(xiàn)能力的考試命題要求。難度適中，而且題型比較全面。

2.試卷方面：本次考試題型，分為聽力部分、詞匯、單項(xiàng)選擇、句型轉(zhuǎn)換、單詞歸類、短文填空、閱讀理解、補(bǔ)全對(duì)話，和寫作九部分，各部分難易程度不同。

1.聽力的得分率不高，平均在xx分左右，其中第4部分完成情況最差。這說明學(xué)生大多還是學(xué)習(xí)啞巴英語，聽說能力還有待提高。

2.單詞歸類的得分率是最高的，但仍有個(gè)別學(xué)生放空。詞匯完成質(zhì)量不高，主要是學(xué)生對(duì)詞匯不夠重視，自覺背誦單詞的學(xué)生很少，很多學(xué)生在初一沒有打好基礎(chǔ)，現(xiàn)在學(xué)起來覺得很吃力。有些甚至都懶得背，造成很大的單詞漏洞。

3.選擇填空得分情況很差，平均分只在6分左右，說明學(xué)生的聽課效率低，課后鞏固少。

4.補(bǔ)全對(duì)話主要考查學(xué)生的口語運(yùn)用能力，這部分情況較好，但也有個(gè)別同學(xué)得分不佳。

5.句型轉(zhuǎn)換考查學(xué)生的基礎(chǔ)知識(shí)和基本技能，題型難易適中，但是做得也不理想，這說明學(xué)生對(duì)基礎(chǔ)知識(shí)掌握很不扎實(shí)，不能做到融會(huì)貫通。

6.短文填空和閱讀難度適中，但是得分率也不高。這主要考察是學(xué)生獲取信息的能力以及單詞搭配、習(xí)慣用法、語言結(jié)構(gòu)的掌握。這說明學(xué)生的綜合運(yùn)用能力不高。

7.寫作的答題情況也不理想，細(xì)節(jié)錯(cuò)誤很多，寫不出很完整的句子，出現(xiàn)很多中文式英語。這說明學(xué)生肚子里的墨水少，語言基本功不扎實(shí)，知識(shí)積累太少。

　二、考試質(zhì)量分析

參考數(shù)：xx

平均分：xx

及格率：xx

優(yōu)秀率：xx

最高分：xx

最低分：xx

三、教學(xué)建議和措施

1.詞匯長抓不懈，讓學(xué)生養(yǎng)成自覺背誦單詞的習(xí)慣；

2.引導(dǎo)學(xué)生梳理知識(shí)，掌握語法規(guī)則，逐步引導(dǎo)學(xué)生靈活運(yùn)用英語知識(shí)的能力；

3.培養(yǎng)學(xué)生上課時(shí)的聽課習(xí)慣，要求學(xué)生全神貫注，要和老師同步思考出現(xiàn)的問題；

4.講課時(shí)，盡量使用簡明、準(zhǔn)確、形象、生動(dòng)的語言，堅(jiān)持用英語教學(xué)，讓學(xué)生用英語來想英語；

5.在平時(shí)要通過閱讀，培養(yǎng)學(xué)生閱讀多種文體的能力，如何從文章中獲取信息的能力和運(yùn)用英語解決實(shí)際問題的能力；

6.啟發(fā)他們學(xué)會(huì)運(yùn)用多種不同的方法來表達(dá)同樣的思想，逐步培養(yǎng)良好的英語語感；

7.加強(qiáng)寫作訓(xùn)練，從句子到文章，做到每周一練，每練必講。

八年級(jí)下冊(cè)英語教案【篇4】

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握新單詞和短語。

2. 在不同的情境中正確、熟練地使用表示委婉請(qǐng)求的句型。

3. 培養(yǎng)聽、說、讀、寫四項(xiàng)基本技能。

二、過程與方法

觀看，感受，模仿，實(shí)踐。

三、情感態(tài)度與價(jià)值觀

認(rèn)識(shí)到不僅在家庭中，在生活中的其他情況我們也要積極參加，勇于實(shí)踐。

教學(xué)重點(diǎn)

在不同的情境中正確、熟練地使用表示委婉請(qǐng)求的句型。

教學(xué)難點(diǎn)

培養(yǎng)聽、說、讀、寫四項(xiàng)基本技能。

教法導(dǎo)航

創(chuàng)設(shè)情境，實(shí)踐演練。

學(xué)法導(dǎo)航

通過聽說讀寫，獨(dú)立思考，小組合作完成學(xué)習(xí)任務(wù)，提高各項(xiàng)能力。

教學(xué)準(zhǔn)備

圖片，多媒體。

八年級(jí)下冊(cè)英語教案【篇5】

　一、試題特點(diǎn)

1、本次測(cè)試考題緊扣本半學(xué)期來所學(xué)的重點(diǎn)，每一個(gè)語言點(diǎn)都力爭有考到，但又不重復(fù)。試題分客觀性試題，包含聽力測(cè)試、單項(xiàng)選擇、情景交際、完形填空和閱讀理解。主觀性試題包含短文填空、詞匯知識(shí)、句型轉(zhuǎn)換、根據(jù)漢語提示完成句子、看圖寫話及寫作六大部分。均來自平時(shí)經(jīng)常強(qiáng)調(diào)的語言點(diǎn)上。重點(diǎn)突出，講究細(xì)節(jié)，要求在掌握課本知識(shí)的基礎(chǔ)上，對(duì)知識(shí)進(jìn)行綜合運(yùn)用。

　二、試卷簡析

1、聽力，選擇題，詞匯部分，閱讀題答題效果較好。

2、失分多的題目是情景交際，綜合填空，看圖寫話，書面表達(dá)和完型填空，這些題都以書寫為主，說明學(xué)生平時(shí)對(duì)單詞和課文等基礎(chǔ)知識(shí)掌握不扎實(shí)。

三、教學(xué)過程及考試中存在的問題

1、教材教學(xué)因素：仁愛版八年級(jí)英語內(nèi)容豐富，每個(gè)話題對(duì)話、短文篇幅多且長，知識(shí)點(diǎn)繁雜，需要學(xué)生記憶的東西非常多。加之本校課程安排特點(diǎn)，每個(gè)話題平均只安排六節(jié)正課，要求在允許的時(shí)間內(nèi)完成課本內(nèi)容教學(xué)及所有練習(xí)包括單元卷的講評(píng)任務(wù)。因此，課堂時(shí)間倉促，學(xué)生缺乏重現(xiàn)知識(shí)的時(shí)間和機(jī)會(huì)，種種因素大大增加了教與學(xué)的困難。繁重的背誦任務(wù)及作業(yè)幾乎讓學(xué)生應(yīng)接不暇，中下水平的學(xué)生大部分較難完成學(xué)習(xí)任務(wù)。2。學(xué)生因素：這也是關(guān)鍵原因。本試卷學(xué)生失分情況反映了學(xué)生對(duì)知識(shí)掌握不扎實(shí)，沒有認(rèn)真背單詞和課文，大部分學(xué)生的學(xué)習(xí)主動(dòng)性不高，依賴性較強(qiáng)，對(duì)所學(xué)知識(shí)點(diǎn)不懂得基本不發(fā)問，老師有講我就聽，學(xué)習(xí)很被動(dòng)。學(xué)習(xí)缺乏自覺性和鉆研精神，還有一部分學(xué)生厭學(xué)，這也是導(dǎo)致成績差的原因。

四、今后的教學(xué)建議和教學(xué)對(duì)策

1重視基本功的訓(xùn)練，強(qiáng)化平時(shí)學(xué)生對(duì)單詞，詞組和課文的掌握，每日一測(cè)，測(cè)試上節(jié)課所學(xué)的單詞，詞組和重點(diǎn)句子。

2重視日常作業(yè)的批改和訂正及錯(cuò)誤的歸因。

3加強(qiáng)對(duì)成績落后學(xué)生的上課聽課率和作業(yè)完成情況的監(jiān)督。

4完形填空，閱讀理解這兩大項(xiàng)，是所有英語考試中至關(guān)重要的兩大部分，是一種綜合考查，一半學(xué)生靠猜得了一些分。不僅能看，還要看得懂，需要學(xué)生長期不懈的努力。作為老師，要在教法上多注意，講課文時(shí)讓學(xué)生先閱讀，后講解，培養(yǎng)他們的閱讀能力。

5堅(jiān)持聽力與寫作訓(xùn)練，每個(gè)話題至少進(jìn)行一次聽力和寫作訓(xùn)練，對(duì)聽力寫作技巧進(jìn)行指導(dǎo)。

6重視課堂，提高課堂效率。設(shè)計(jì)隨堂練習(xí)，課前堅(jiān)持復(fù)習(xí)所學(xué)知識(shí)，可通過練習(xí)，口語操練，小測(cè)等方式進(jìn)行。

7狠抓基礎(chǔ)，過好背誦、默寫關(guān)。

八年級(jí)下冊(cè)英語教案【篇6】

今天我進(jìn)行了本單元最重要的環(huán)節(jié)---Reading部分的教學(xué)。這節(jié)課對(duì)學(xué)生的要求很高，難度也較大，現(xiàn)在對(duì)本節(jié)課內(nèi)容進(jìn)行總結(jié)。

首先，我對(duì)本節(jié)課進(jìn)行了總體設(shè)計(jì)，先讓學(xué)生整體瀏覽全文，找出生單詞，并對(duì)文章有初步的印象。然后適時(shí)的講解單詞，讓學(xué)生對(duì)文章不恐懼。帶著他們感興趣的問題，信心百倍的去聽錄音，趁著學(xué)生們意尤未盡，解決剛才的問題。然后再讓學(xué)生聽錄音，要求學(xué)生注意語音語調(diào)，注意停頓等，并試著理解文章。在兩次聽錄音的基礎(chǔ)上，對(duì)學(xué)生展開提問，以多種形式檢查學(xué)生的理解情況。及時(shí)糾正他們生單詞的發(fā)音，本Reading的容量較大，需要兩到三課時(shí)完成，所以這節(jié)課只能粗略的講解，重點(diǎn)讓學(xué)生熟悉單詞，為下節(jié)課做好準(zhǔn)備。這節(jié)課基本貫穿了英語課堂的教學(xué)目標(biāo)----提高全體學(xué)生素質(zhì)。讓全體學(xué)生通過聽、說、讀、寫等方面能力訓(xùn)練，使學(xué)生獲得基礎(chǔ)知識(shí)和使用交際英語的能力。

這節(jié)課學(xué)生基本上都動(dòng)起來了，但是也有不足的地方，剛開始學(xué)生對(duì)出現(xiàn)太多的生單詞有難以接受的心態(tài)。所以造成了一點(diǎn)點(diǎn)的手忙腳亂，后來才適應(yīng)。教師應(yīng)該及早點(diǎn)撥。還有讓學(xué)生大膽嘗試不夠好，自主學(xué)習(xí)時(shí)間太少，有待在下面的課堂教學(xué)中提高。

八年級(jí)下冊(cè)英語教案【篇7】

一、教學(xué)內(nèi)容：Unit1Ihaven’tdonemuchexercisesinceIgotmycomputer.

二、課型：Listeningandspeaking

三、教學(xué)目標(biāo)：

1、能夠正確使用下列單詞和詞組：cough,fever,headache,stomach,ache,stomachache,toothache,ill,this,since,cold,catchacold,takesb.’stemperature,fastfood,health,take2、能使用現(xiàn)在完成時(shí)與for和since引導(dǎo)的時(shí)間狀語連用的結(jié)構(gòu)。

3、能夠聽懂聽懂疾病及癥狀的描述和關(guān)于健康生活習(xí)慣的表述并獲取相關(guān)信息。4、能夠與同學(xué)合作完成醫(yī)患間的角色扮演和對(duì)話。

四、教學(xué)重難點(diǎn)：

1、能使用現(xiàn)在完成時(shí)與for和since引導(dǎo)的時(shí)間狀語連用的結(jié)構(gòu)。

2、能夠與同學(xué)合作完成醫(yī)患間的角色扮演和對(duì)話。（難點(diǎn)）

五、教學(xué)準(zhǔn)備：

課堂整體運(yùn)用任務(wù)型教學(xué)模式，培養(yǎng)學(xué)生獨(dú)立自主的學(xué)習(xí)能力。本課指導(dǎo)學(xué)生通過聽說獲取信息，培養(yǎng)學(xué)生的聽說技能。在教學(xué)過程中，采用多媒體手段輔助教學(xué)，利用各種圖片和習(xí)題任務(wù)貫穿整個(gè)教學(xué)過程。因此，本節(jié)課需準(zhǔn)備：PPT課件、掛圖、課堂練習(xí)表格、獎(jiǎng)品

八年級(jí)下冊(cè)英語教案【篇8】

八年級(jí)下冊(cè)英語教案教案篇1

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 復(fù)習(xí)、鞏固表示委婉請(qǐng)求和應(yīng)答的句型。

2. 培養(yǎng)閱讀理解能力。

3. 完成相關(guān)練習(xí)。

二、過程與方法

將抽象知識(shí)具體化，幫助學(xué)生總結(jié)規(guī)律，系統(tǒng)地學(xué)習(xí)語法。調(diào)動(dòng)學(xué)生的積極性，引導(dǎo)他們積極參與課堂。

三、情感態(tài)度與價(jià)值觀

認(rèn)識(shí)到做家務(wù)的意義和重要性，養(yǎng)成常做家務(wù)的好習(xí)慣。

教學(xué)重點(diǎn)

復(fù)習(xí)、鞏固表示委婉請(qǐng)求和應(yīng)答的句型。

教學(xué)難點(diǎn)

培養(yǎng)閱讀理解能力。

教法導(dǎo)航

通過大量練習(xí)讓學(xué)生主動(dòng)掌握語法知識(shí)。

學(xué)法導(dǎo)航

練習(xí)、討論、主動(dòng)探求規(guī)律。

教學(xué)準(zhǔn)備

多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 A Game

Show a list of chores on the blackboard：

do the dishes clean your room

take out the trash sweep the floor

fold your clothes make your bed

Give them a set of blank cards.

T：Let’s play a game. You will work in groups of four. First each group writes the chores on the cards. Put them face down. The first student turns over a card，and asks the student next to him/her to do this chore. That student says “no” and gives a reason. Each student should give a reason that has not been given before. The one who can’t give a proper reason will be out of the game. Those who can keep coming up with reasons will be the winner.

Step 3 Role play

Ask some pairs to role play the dialogue in 2d.

Step 4 Presentation

Say：As we all know，Mother does almost all the housework in the house. She is always tired. Should we help Mother? What we can do to help her? Ask some students to report their answers.

Step 5 Reading

Say：Now let’s read an article about Nancy and her mother. Please read quickly and answer the questions：1. Why was Nancy’s mom angry with her? 2. Did they solve the problem? How?

Then ask some students to report their answers.

Now let’s read the sentences in 3b，try to understand and translate them. Then read the passage again carefully and try to underline the sentences from the reading that mean the same thing. After several minutes， ask some students to report their answers and translate the sentences into Chinese.

Step 6 Language points

1. You watch TV all the time and ...

all the time(在該段時(shí)間內(nèi))一直;向來，一向;時(shí)時(shí)刻刻;每時(shí)每刻

e.g. I do this all the time. 我一直是這么做的。

This happens all the time. 這種情況是時(shí)時(shí)發(fā)生的。

2. I’m just as tired as you are!

as ... as 意為 “和…一樣”，表示同級(jí)的比較。使用時(shí)要注意第一個(gè)as為副詞，第二個(gè)as為連詞。其基本結(jié)構(gòu)為：as + adj./ adv. + as。

e.g. This film is as interesting as that one. 這部電影和那部電影一樣有趣。

Your pen writes as smoothly as mine. 你的鋼筆書寫起來和我的一樣流暢。

注意：as … as 的否定形式為“not as/so + adj./adv. + as”。

e.g. He didn’t act as well as you. 他表現(xiàn)得不如你好。

3. For one week，she did not do any housework， and neither did I.

1) neither 用作副詞，作“也不”解釋，放在句首，表示前面否定的內(nèi)容也適用于另一個(gè)人或物，句子須采用部分倒裝。此時(shí)也可用nor替換 neither 使用。

e.g. --- I don’t like this dress. 我不喜歡這件連衣裙。

--- Neither / Nor do I. 我也不喜歡。

注意：neither 之后的主語要置于助動(dòng)詞或系動(dòng)詞之后。

2) neither 用作代詞，表示“兩者都不，雙方均不”。

He answered neither of the letters. 他兩封信都沒回。

e.g.--- Which one would you like? 你喜歡哪一個(gè)?

--- Neither. 兩個(gè)都不喜歡。

Step 7 Practice

3c, Show the sentences on the screen： 1. Could you take the dog for a walk? 2. I walked home from school. Then ask some students to read and translate them. Then help them to say that the word “walk” in the first sentence is a noun and the word “walked” in the second sentence is a verb. Then ask the students to look at the sentences in 3c and decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form. Finally ask some students to report their answers.

Step 8 Grammar focus

Ask the students to translate the sentences in the box and try to remember them. Then practice them in pairs. Finally ask the students to make up more similar dialogues.

Step 9 Practice

4a First ask the students to translate the sentences from 1 to 5，then decide whether they are requests or permissions. Then match each one with the correct response. Finally ask the students to practice the dialogues in pairs.

4b First ask the students to fill in the blanks in the conversation by themselves and then ask them to check the answers in pairs. Finally ask them to practice the dialogue in pairs.

Step 10 Group work

Say：Boys and girls，we’ll go for a camping trip tomorrow. And today we should prepare what we need. Please work in groups and make a list of things your group needs to do for a camping trip. Then discuss who will do them and complete the chart in 4c. You can use the dialogue to help you：A：Could you please bring a tent， Liu Chang? B：Sure. And could you please…? C：Sorry，I can’t. I have to… After several minutes，ask some groups to practice the dialogue.

Step 11 Homework

Suppose your family will go to America for summer holiday，what should you prepare? Talk about it in groups and try to use the sentence patterns：Could you…? Could I …?

課堂作業(yè)

I. 根據(jù)句意和首字母用適當(dāng)?shù)膯卧~填空

1. Do you like doing chores? No，I h________ doing chores.

2. What do you do after you get up every day? I brush my teeth and w ______ my face.

3. Could you help your mother m________ dinner on Sundays?

4. I often do the s________ with my sister on weekend.

5. I have a little money，could I b_______ some from you?

6. Could I please u_______ your car? Sorry，I can’t. I have to have a meeting.

II. 連詞成句

1. take out，could，please，you，trash，the

_____________________________________?

2. I，please，movies，go，could，to，the

_____________________________________?

3. you，often，the，clean，room，do

_____________________________________?

4. but，have，you，to，your，finish，first，homework

_____________________________________.

參考答案：I. 1. hate 2. wash 3. make 4. shopping 5. borrow 6. use II. 1. Could you please take out the trash? 2. Could I please go to the movies? 3. Do you often clean the room? 4. But you have to finish your homework first.

教學(xué)反思

一節(jié)課下來，大部分學(xué)生都能積極投入到課堂教學(xué)中來，并積極舉手發(fā)言。課堂氣氛比較活躍，調(diào)動(dòng)了大部分學(xué)生聽課的積極性，因此合作教學(xué)對(duì)提高學(xué)生實(shí)際的語言交流能力以及與他人的合作能力有很大的促進(jìn)作用。但很明顯，語言表達(dá)能力強(qiáng)的學(xué)生參與的機(jī)會(huì)相對(duì)要多，代表小組匯報(bào)的機(jī)會(huì)也多，而另有一些學(xué)生卻習(xí)慣于當(dāng)聽眾，被動(dòng)地接受別人的觀點(diǎn)，很少發(fā)表自己的個(gè)人意見，也就是說在小組合作學(xué)習(xí)中學(xué)生的參與度不均衡，而這部分學(xué)生主要是學(xué)習(xí)困難生。

八年級(jí)下冊(cè)英語教案教案篇2

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握重點(diǎn)詞匯和短語。

2. 通過聽力訓(xùn)練來掌握提高學(xué)生們綜合聽說能力。

3. 通過閱讀訓(xùn)練來讓學(xué)生們逐步提高英語閱讀能力。

二、過程與方法

上網(wǎng)查閱相關(guān)資料，反復(fù)聽力，操練對(duì)話。

三、情感態(tài)度與價(jià)值觀

能用一般過去時(shí)和過去進(jìn)行時(shí)敘述過去的事，特別是重大突發(fā)事件。

教學(xué)重點(diǎn)

通過閱讀訓(xùn)練來讓學(xué)生們逐步提高英語閱讀能力。

教學(xué)難點(diǎn)

閱讀訓(xùn)練，來培養(yǎng)學(xué)生們的綜合閱讀能力。

教法導(dǎo)航

聽、說、讀、寫四項(xiàng)基本技能相結(jié)合。引導(dǎo)學(xué)生進(jìn)行泛讀和精讀。

學(xué)法導(dǎo)航

通過多種形式的運(yùn)用，培養(yǎng)各種能力。

教學(xué)準(zhǔn)備

圖片，多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Revision

Ask some students to report their dialogues.

Step 3 Presentation

1a, Think of a time when you were late for or couldn’t go to an event. What was the event? What was the reason why you were late or couldn’t go? Tell your partner the story. Then ask some students to tell their stories.

Step 4 Listening

What happened to the girl? Let’s listen.

1b, Listen and write short answers to the questions.

1. What event happened at the school yesterday?

2. Who missed the event?

3. Which team won at the event?

Play the recording at least twice and give the students enough time to write down their answers. Then ask some students to report their answers.

1c, Listen again. Number the events [1-6] in the order they happened.

____ Kate saw a dog by the side of the road.

____ Kate got to the bus stop.

____ Kate called the Animal Helpline.

1 Kate left the house.

____ Kate waited for someone to walk by.

____ Kate realized her bag was still at home.

Ask some students to report their answers.

Step 5 Speaking

1d, Talk about why Kate missed the school basketball competition. Student A begins a sentence with while or when. Student B completes the sentence.

A：When she got to the bus stop，Kate …

B：When she got to the bus stop，Kate realized that her bag was still at home.

A：While she was running back home， …

B：While she was running back home，she saw a dog by the side of the road.

Encourage the students to make up as many dialogues as possible.

Step 6 Presentation

2a, Look at the pictures and the title in the passage. What do you think the passage is about?

Remind the students to talk about it in pairs. Then ask some students to report their answers.

Step 7 Reading

2b, Read the passage and answer the questions:

1. What are the two events in the passage?

2. When did they happen?

Ask some students to report their answers.

2c Read the passage again. Are the following statements true (T) or false (F)，or is the information not given (NG)?

___ 1. Everyone in America remembers who killed Dr. King.

___ 2. Robert Allen was eating lunch when Dr. King was killed.

___ 3. Robert’s parents were shocked to hear the news.

___ 4. Kate Smith was watching a movie when a plane hit the World Trade Center.

___ 5. Kate didn’t think her friend was telling the truth about the event.

Ask some students to report their answers.

2d Underline sentences from the passage with similar meanings to the ones below.

1. Not everyone will remember who killed him，but they can remember what they were doing when they heard that he got killed.

2. No one said anything for the rest of dinner.

3. September 11，2001—— the date alone means something to most people in the US.

4. I had trouble thinking clearly after that because I was very afraid.

Ask the students to read the passage carefully and try to find out the answers.

Step 8 Language points

1.My parents did not talk after that，and we finished the rest of our dinner in silence.

in silence 沉默，無聲

e.g. Many patients were waiting in silence. 許多病人在靜靜地等候著。

2. I didn’t believe him at first.

at first “起初，首先”，作為介詞短語，只起副詞作用(在句中用作狀語)。 at first主要用于強(qiáng)調(diào)前后對(duì)照，暗示接下去的動(dòng)作與前面的動(dòng)作不同甚至相反，因此常有 but， afterwards，soon，at last等相呼應(yīng)。

e.g. At first I didn’t want to go，but soon I changed my mind.

我開始不想去，但我很快就改變了主意。

Step 9 Pair work

2e, How much do you remember about the events in the passage? Test your partner.

A：When did Dr. Martin Luther King die?

B：He died on …

Ask some pairs to practice the dialogue.

Step 10 Homework

1. Remember the words and phrases in this lesson.

2. Finish the exercises in the workbook.

課堂作業(yè)

Translate the phrases.

1. 在歷史上 2. 默默地 3. 首先 4. 講實(shí)話 5. 做……感到吃驚 6. 做某事有麻煩 7. 如此……以致……

參考答案：1. in history 2. in silence 3. at first 4. tell the truth 5. be shocked to do sth. 6. have trouble doing sth. 7. so … that…

教學(xué)反思

2b部分課本上已經(jīng)設(shè)計(jì)了很多閱讀理解活動(dòng)，但如果能再加一個(gè)寫的活動(dòng)更好。對(duì)于閱讀理解中涉及到的兩個(gè)重大歷史事件，讓學(xué)生在充分學(xué)習(xí)文章的基礎(chǔ)上復(fù)述一下并寫出來，不僅鍛煉了學(xué)生的概括能力，又培養(yǎng)了學(xué)生的寫作能力，同時(shí)復(fù)習(xí)鞏固了本課的重點(diǎn)語法——過去進(jìn)行時(shí)。

八年級(jí)下冊(cè)英語教案教案篇3

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握重點(diǎn)詞匯和短語：do the dishes，take out the rubbish，fold your clothes，sweep the floor，make your bed，clean the living room

2. 理解并掌握重點(diǎn)句型：Could you please…? Could I …?

3. 能聽懂有關(guān)做家務(wù)和日常活動(dòng)的對(duì)話。

二、過程與方法

采用情境教學(xué)法，調(diào)動(dòng)學(xué)生的積極性，引導(dǎo)他們積極參與課堂。

三、情感態(tài)度與價(jià)值觀

了解各種家務(wù)，能發(fā)現(xiàn)要做的家務(wù)并積極主動(dòng)地去做。

教學(xué)重點(diǎn)

能用本課的重點(diǎn)詞匯和句型對(duì)家務(wù)作出委婉請(qǐng)求。

教學(xué)難點(diǎn)

能抓住錄音中的關(guān)鍵詞。

教法導(dǎo)航

課上引導(dǎo)學(xué)生積極參與課堂活動(dòng)，老師少講，鼓勵(lì)學(xué)生多練。

學(xué)法導(dǎo)航

加強(qiáng)小組合作學(xué)習(xí)，積極回答問題。

教學(xué)準(zhǔn)備

圖片，錄音機(jī)，多媒體。

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Lead-in

T：Good morning，boys and girls! I am always very busy on weekends. So my daughter often helps me with the housework. Do you often help your mother do the chores at home? (Write “chores” on blackboard and explain it.) Here “chore” means housework. Could you please tell me what chores you do at home?

S1：I often clean my room.

S2：I wash my clothes and fold my clothes.

S3：I clean the window.

S4：I make my bed and sweep the floor.

S5：I clean the living room.

T：Well， you are good boys and girls! We should try to be helpful and do some chores at home.

Step 3 New words and expressions

Ask the students to look at the picture on Page 17.

T：Look at the picture on page 17. What can you see?

S1：Peter and his mother.

S2：The dustbin is full.

S3：The floor is dirty.

S4：...

T：So there are a lot of chores to do，right? Help students to learn the following phrases about chores：clean the living room; do the dishes; sweep the floor; make the bed; take out the trash; fold the clothes

Step 4 Presentation

T：If you want to ask somebody to do chores，how can you ask in English?

S1：Can you do the chores?

S2：Could you please do the chores?

T：Which one do you think is better?

students：The second one.

T：Yes. We should say“Could you please do the chores?”instead of other ways because it sounds very polite. Write “Could you please ...?” on the blackboard.

Step 5 Pair work

T：In the picture，the mom asks the son to do some chores. What does she say?

S：Peter，could you please take out the trash?

T：Good! Today，we’ll learn how to make polite requests with could. It is very important to be polite in our life. Now work in pairs. Imagine you are the mom and the son in the picture. Ask your partner to do the chores that you see.

First ask two students to read the sample conversation in activity 1c. Then students make their own conversations. Call several pairs to demonstrate their conversations to the class.

Step 6 Listening

T：You will here a conversation between Peter and his mother. What kind of chores do Mom and Peter do? Check Mom or Peter.

Play the recording twice. For the first time students focus on the chores Mom does; the second time，focus on the chores Peter does. Then check the answers.

Step 7 A little game

Find out the best helper at home.

T：Do you often help your parents do the chores? Now let’s choose the best helper at home. First please write down all the chores from your memory on a piece of paper. Then check each chore you do at home. The one who check the most chores will be the best helper at home.

Step 8 Group work

T：Imagine we are going to clean our classroom this afternoon. You need someone to help you do some things. Think of the things you need to do and make polite requests to your partners. You may find these phrases useful.

Show the following phrases on the screen：carry some water，clean the desks，clean the chairs，clean the windows，clean the blackboard，turn off the lights，take down the old pictures，put up the new pictures，sweep the floor. After a few minutes，call several groups to show their conversations.

Step 9 Presentation

T：I can’t find my pen. But I have to write something now. What can I do?

S：You can borrow a pen from others.

T：But what should I say?

S：Can I use your pen?

T：But that doesn’t sound very polite. Any other idea?

S：Could I please use your pen? (Write the sentence on the blackboard)

T：Good! That’s a very polite way.

Step 10 Listening

Ask the students to look at the picture on Page 18. Then say：Look at the picture. That’s Peter and his father. Peter asks his father if he can do four things. Look at the chart in activity 2a. What are the four things? Ask a student to read the things aloud.

T：What does his father say? Now please listen to the tape and check ‘yes’ or ‘no’ in the chart. Play the tape twice. For the first time，they only listen. The second time，they check “yes” or “no”. Then check the answers with the whole class.

T：Why Peter’s father say no? What are his reasons? Let’s listen to the conversation again. Draw lines to the reasons in the chart. Before play the tape，ask a student to read the reasons given. Then play the tape. If necessary，play it again. Check the answers.

Help students to summarize different ways of answering the question “Could I...?” Yes，you can / I guess so / Oh， yeah / Sure. No， you can’t. ... / Sorry， but ...

Step 11 Pair work

T：Now look at activity 2c. Work in pairs. Student A is Peter who asks if he can do things. Student B is Peter’s father who says “yes” or “no”. If you say “no”，give a reason.

First get two students to read the sample conversation. Then students make their own conversations.

Step 12 Group work

T：Imagine we’ll have a self-study class this afternoon. You would like to do many different things. How will you ask your teacher for permission? Please do it in groups of four. One will be the teacher，and the others will be the students，make conversation like this：

S：Could I please listen to music?

T：No you can’t.

S：Could I please go to play basketball?

T：Sorry，you have to stay in class.

S：Could I please draw pictures?

T：Yes，you can.

After that，get several groups to demonstrate their conversations to the class.

Step 13 Homework

1. Suppose you are having a party，and you need more drinks and snacks. But you can’t leave the house. Ask your classmates for help. Write a dialogue between you and your classmate with “Could I please ...?”and “Could you please ...?”

2. Understand，read and role play the conversation in 2d.

課堂作業(yè)

1. ---Could you please s the floor?

---Yes，sure.

2. ---Could you please do the d ?

---Sorry，I can’t. I have to do my homework.

3. 我每天早上都整理床鋪。

I ________ the ________ every morning.

4. 我父母讓我晚上不要在外面呆得太晚。

My parents asked me not to ________ ________ late at night.

5. Could I watch the football match? (作肯定回答)

________，you ________.

參考答案：1. sweep 2. dishes 3. make， bed 4. stay out 5. Yes，can.

教學(xué)反思

多媒體能使整個(gè)教學(xué)過程表現(xiàn)為聲、圖、文并茂，使聲音、圖像、文字的呈現(xiàn)更自然。為此，在課堂上，教師應(yīng)該為學(xué)生創(chuàng)造學(xué)習(xí)氛圍，讓學(xué)生時(shí)常有成功感和成就感，以便進(jìn)一步激發(fā)學(xué)生學(xué)習(xí)的內(nèi)在動(dòng)力。在本堂課中應(yīng)注意讓發(fā)音較標(biāo)準(zhǔn)的同學(xué)多朗讀，讓思維敏捷的同學(xué)先回答問題，讓善于觀察的同學(xué)多糾正錯(cuò)誤，讓反應(yīng)慢的同學(xué)多回答低難度問題。盡量使每個(gè)同學(xué)多動(dòng)腦、多動(dòng)口、多動(dòng)手。

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