八年級下冊英語教案設計
教案是老師教什么，學生學什么，學生根據老師安排的教學內容進行學習、思考、模仿等過程。八年級下冊英語教案設計怎么寫，這里給大家分享八年級下冊英語教案設計，供大家參考。
八年級下冊英語教案設計篇1
教學目標
一、知識與技能
1.學習并掌握現在完成時的用法，學習有關音樂的詞匯。
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、樂隊的信息并能作評論。能夠運用閱讀策略來獲得文章大意。
4. 掌握現在完成時的用法，學習有關音樂的詞匯。
5. 培養學生的聽力能力。
二、過程與方法
閱讀，感受，模仿，實踐。
三、情感態度與價值觀
激發學生對音樂的熱愛。
教學重點
1.學習并掌握現在完成時的用法，學習有關音樂的詞匯。
2.閱讀短文獲得正確信息的能力。
教學難點
能夠運用閱讀策略來獲得文章大意，從而提高閱讀效率。
教法導航
激勵學生認真閱讀，認真思考。
學法導航
通過閱讀，模仿學習新知識。
教學準備
圖片，多媒體。
教學過程
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
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在收音機上 make sb. do sth.使某人做某事 think about考慮
come to realize逐漸認識到 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
教學反思
教師一定要想辦法使閱讀課變得生動有趣，并且教授給學生一定的閱讀策略。另外，掌握住“practice makes perfect”的原則，使學生在訓練中逐步掌握本課的重點。
八年級下冊英語教案設計篇2
教學目標
一、知識與技能
1. 掌握重點詞匯和短語。
2. 通過聽力訓練來掌握提高學生們綜合聽說能力。
3. 通過閱讀訓練來讓學生們逐步提高英語閱讀能力。
二、過程與方法
上網查閱相關資料，反復聽力，操練對話。
三、情感態度與價值觀
能用一般過去時和過去進行時敘述過去的事，特別是重大突發事件。
教學重點
通過閱讀訓練來讓學生們逐步提高英語閱讀能力。
教學難點
閱讀訓練，來培養學生們的綜合閱讀能力。
教法導航
聽、說、讀、寫四項基本技能相結合。引導學生進行泛讀和精讀。
學法導航
通過多種形式的運用，培養各種能力。
教學準備
圖片，多媒體。
教學過程
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主要用于強調前后對照，暗示接下去的動作與前面的動作不同甚至相反，因此常有 but， afterwards，soon，at last等相呼應。
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
Translate the phrases.
1. 在歷史上 2. 默默地 3. 首先 4. 講實話 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…
教學反思
2b部分課本上已經設計了很多閱讀理解活動，但如果能再加一個寫的活動更好。對于閱讀理解中涉及到的兩個重大歷史事件，讓學生在充分學習文章的基礎上復述一下并寫出來，不僅鍛煉了學生的概括能力，又培養了學生的寫作能力，同時復習鞏固了本課的重點語法——過去進行時。
八年級下冊英語教案設計篇3
I. 教學目標:
1. 掌握本課關于天氣的生詞和短語;
2. 學習和了解怎樣談天氣;
3. 掌握There be句型的時態和結構變化。
II.自主學習：
1. 拼讀生詞。
2. 回顧并整理有關天氣的詞匯和句子。
3. 朗讀課文，完成Ex 1。
4. 閱讀理解：朗讀課文，完成任務：
1) What is Danny doing ?
2) Why is today’s weather strange?
3) Talk about the weather today.
5. 找出文中重點內容并展示在黑板上。
6. 整理自己的知識難點。
7. 結合圖標，猜測“Dig In”中有關天氣狀況的詞匯。
III. 釋疑解惑：
1. on the radio: 在播音; 通過廣播
2. 10°C：ten degrees centigrade
3. It is going to rain. 天要下雨。
4. There be
e.g. There is a child near the door.
---Is there a child near the door?
There is not a child near the door.
There are some books on the desk.
There ___ (be)a pen and some books on the desk.
There will be lots of fresh meat tomorrow.
5. be scared of ≈ be afraid of: I am scared of thunder.
6. 觀察下列單詞的構成：afternoon, sunset, sunrise, thunderstorm, etc. 要求學生總結結論，并完成Ex 3。
IV. 當堂檢測：
1. 根據句意及首字母或漢語提示填空：
1) I was caught in the rain in a ___________(陣雨) on my way to school.
2) In Britain, the sun ______(落下)much later in summer.
3) We need to know the ________(準確的) time.
4) They are talking about s________ and sunset.
5) Please don’t go out this afternoon. There will be a heavy t________.
2. 單項選擇：
1)Jane wanted to learn English _____ the radio.
A. in B. with C. through D. on
2) _____ is the temperature today?
A. What B. How C. How many D. How much
3) Don’t be _____ the young man.
A. scared to B. scared of C. angry to D. angry of
4) ---- Do you think it will be cool tomorrow?
---- _____. It has been too hot for a week.
5) There _____ be a rain the day after tomorrow.
A. shall B. are going to C. is going D. will
V. 任務布置：
1. 整理筆記，復習本課知識點;
2. 運用相關句式，口頭練習天氣預報的播報;
3. 完成《練習冊》L1作業;
4. 按照既往要求，預習L2，初步完成Ex1 & Ex2.
八年級下冊英語教案設計篇4
Teaching goals(教學目標)
1.Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2.Patterns: What did your math teacher say ? He said he could speak three languages .
3.直接引語和間接引語的轉換。
4.寫成績報告單，并能將自己的成績報告給他人。
Important and difficult points (教學重難點)
1.個人Report card 的寫作。
2.直接引語轉換間接引語中，注意一些關鍵動詞的變化和人稱代詞的變化。(賓語從句)
Teaching aids(教具)：teaching cards , pictures and a tape recorder .
第一課時
Teaching contents(教學內容)
SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
Ask several Ss what they are going to do after school .Write their sentences on the Bb .
Step 2 Pre-task(任務前活動)
Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .
Repeat this process with the other sentences on the Bb .
Step 3 While-task(任務中活動)SB Page 26 , 1a .
1.Ask a student to read the four questions .
2.point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .
3.Repeat with the other pictures .
SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .
SB Page 26 , 1b .Play the recording and correct the answers .
Step 4 Post-task(任務后活動)SB Page 27 , 2a & 2b .
1.Ask several Ss to read these sentences .
2.Play the recording .Ss circle their answer . 3.Check the answers .
Step 5 Grammar Focus
1.Review the grammar box by ask Ss to say the statements .
2.Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .
Step 6 Homework(家庭作業)
用she/he said 將直接引語改為間接引語。
1. I am a clever girl . 2. I am having lunch at school .
3. I can dance well . 4. I play football every day .
5. I don’t like my younger brother .
八年級下冊英語教案設計篇5
教學目標
一、知識與技能
1. 復習、鞏固表示委婉請求和應答的句型。
2. 培養閱讀理解能力。
3. 完成相關練習。
二、過程與方法
將抽象知識具體化，幫助學生總結規律，系統地學習語法。調動學生的積極性，引導他們積極參與課堂。
三、情感態度與價值觀
認識到做家務的意義和重要性，養成常做家務的好習慣。
教學重點
復習、鞏固表示委婉請求和應答的句型。
教學難點
培養閱讀理解能力。
教法導航
通過大量練習讓學生主動掌握語法知識。
學法導航
練習、討論、主動探求規律。
教學準備
多媒體。
教學過程
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(在該段時間內)一直;向來，一向;時時刻刻;每時每刻
e.g. I do this all the time. 我一直是這么做的。
This happens all the time. 這種情況是時時發生的。
2. I’m just as tired as you are!
as ... as 意為 “和…一樣”，表示同級的比較。使用時要注意第一個as為副詞，第二個as為連詞。其基本結構為：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，表示前面否定的內容也適用于另一個人或物，句子須采用部分倒裝。此時也可用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詞或系動詞之后。
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?
--- Neither. 兩個都不喜歡。
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
I. 根據句意和首字母用適當的單詞填空
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.
教學反思
一節課下來，大部分學生都能積極投入到課堂教學中來，并積極舉手發言。課堂氣氛比較活躍，調動了大部分學生聽課的積極性，因此合作教學對提高學生實際的語言交流能力以及與他人的合作能力有很大的促進作用。但很明顯，語言表達能力強的學生參與的機會相對要多，代表小組匯報的機會也多，而另有一些學生卻習慣于當聽眾，被動地接受別人的觀點，很少發表自己的個人意見，也就是說在小組合作學習中學生的參與度不均衡，而這部分學生主要是學習困難生。
八年級下冊英語教案設計篇6
I’ll help to clean up the city park.
一、教學目標：
1. 語言知識目標：
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：情態動詞could, should的用法;用should或could提出建議并對別人的建議作出評價。如何表達主動提供幫助。
2. 情感態度價值觀目標：
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，使學生在談論如何為別人提供幫助的對話中能意識到盡己所能，幫助他人，樂于奉獻是一種良好的品德，培養學生為他人著想，熱愛公益事業，樂于助人的優良品質。
二、教學重難點
1. 教學重點：
1) 掌握這些短語動詞的構成和用法：clean up, city, cheer, cheer up, give out, ....
2) 學會提供幫助的基本句型：I’d like to work outside.I’ll help clean the city park.
2. 教學難點：學會提供幫助的基本句型
三、教學過程
Period 1(Section A 1a-2d)
Step 1 Warming up
1. 播放學生志愿者進行義務幫助別人的活動視頻，通過詢問他們以下問題來引導學生們了解社會上一些的志愿們進行的活動。
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 ________ 3. 曾經 _______
4. (使)變得高興 ________ 5. 義務做某事 _________________
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。
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. 復習動詞不定式的用法，并完成相關任務。
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 2) fix v. 安裝;使固定
3) give away 贈送;捐贈 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.
八年級下冊英語教案設計篇7
教學目標
一、知識與技能
1. 掌握重點詞匯和短語。
2. 培養學生的閱讀能力及技巧。
3. 復習、運用過去進行時。
二、過程與方法
訓練法，熟能生巧法，通過練習鞏固復習所學知識。
三、情感態度與價值觀
培養學生在災害面前要更團結，更友善，更懂得互相幫助。
教學重點
1. 掌握重點詞匯和短語。
2. 復習、運用過去進行時。
教學難點
1. 培養學生的閱讀能力及技巧。
2. when和while的區別。
教法導航
教師引導，學生自主探究，小組合作。
學法導航
自主探究與小組合作相結合。
教學準備
多媒體。
教學過程
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，同時還包含著某種因果關系，表示“因某種狀況的存在而導致…”，因此可翻譯成“由于;因為”等。
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…的時候;和…同時”，while還可以表示“而;然而;但”之意，用來說明和強調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，查明，核實;確保;設法保證”，其后可接句子，或接介詞of及賓語，用來引入需要確認的內容。
e.g. Make sure you turn off the TV before you leave the house.
在你離開屋子前確認關閉了電視。
3) 此句中的work表示機器，器官等“運作，運轉”，這是動詞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. 對某人來說做…怎么樣。
e.g. It is important for us to learn English. 對我們來說學英語很重要。
活學活用：
1) 在街上踢球很危險。 It is _______________ soccer on the street.
2) 每天早上讀書對你來說很有必要。It is ________ for you _______ in the morning.
3) 對他來說完成作業很容易 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.
過去進行時
1. 基本概念：過去進行時表示在過去某一時刻或一段時間內正在進行的動作。這一特定的過去時間除有上下文暗示以外，一般用時間狀語來表示。
2. 結構：was / were ( not ) + 動詞-ing
3. 一般過去時與過去進行時用法的比較：一般過去時表示在過去某個時間發生過的動作或存在的狀態，而過去進行時則表示在過去某一時刻或某一段時間正在進行的動作。
e.g. 1) David wrote a letter to his friend last night.
大衛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
I. 根據漢語意思完成下列英語句子，每空格一詞。
1. 昨天下午五點鐘你哥哥在做什么?
What ________ your brother ________ at five yesterday afternoon?
2. 昨天我回到家時，我媽媽在洗衣服。
My mother _____ ________ clothes ________ I ________ home yesterday.
3. 你做作業時，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. 一團糟
8. 打掃 9. 互相幫助 10. 在困難的時候
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
教學反思
讓學生根據例句自己總結語法規則，他們興趣高，能積極動手查閱資料，主動進行小組交流合作，學習效果好。
八年級下冊英語教案設計篇8
教學目標
一、知識與技能
1. 掌握重點詞匯和短語：do the dishes，take out the rubbish，fold your clothes，sweep the floor，make your bed，clean the living room
2. 理解并掌握重點句型：Could you please…? Could I …?
3. 能聽懂有關做家務和日常活動的對話。
二、過程與方法
采用情境教學法，調動學生的積極性，引導他們積極參與課堂。
三、情感態度與價值觀
了解各種家務，能發現要做的家務并積極主動地去做。
教學重點
能用本課的重點詞匯和句型對家務作出委婉請求。
教學難點
能抓住錄音中的關鍵詞。
教法導航
課上引導學生積極參與課堂活動，老師少講，鼓勵學生多練。
學法導航
加強小組合作學習，積極回答問題。
教學準備
圖片，錄音機，多媒體。
教學過程
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
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.
教學反思
多媒體能使整個教學過程表現為聲、圖、文并茂，使聲音、圖像、文字的呈現更自然。為此，在課堂上，教師應該為學生創造學習氛圍，讓學生時常有成功感和成就感，以便進一步激發學生學習的內在動力。在本堂課中應注意讓發音較標準的同學多朗讀，讓思維敏捷的同學先回答問題，讓善于觀察的同學多糾正錯誤，讓反應慢的同學多回答低難度問題。盡量使每個同學多動腦、多動口、多動手。
八年級下冊英語教案設計篇9
一、教學目標：
1. 語言知識目標：
1) 能掌握以下單詞：allow, wrong, guess, deal, work out
能掌握以下句型：
① —What’s wrong?
—I’m really tried because I studied until midnight last night.
② You could give him a ticket to a ball game.
③ I think you should ask your parents for some money.
④ Why don’t you talk to him about it?
2) 能了解以下語法：
(1)能夠運用所學知識談論問題和困難、提出建議并做出選擇;
(2)能根據對方所提出的問題，給出一些合理的建議。
2. 情感態度價值觀目標：
培養學生良好的合作意識，鼓勵學生大膽表達自己的想法和意愿。正確認識生活中的一些困難，能采用正確的方式解決生活中的問題。
二、教學重難點
1. 教學重點：
1) Talk about the problems.
2) Learn the new language points.
2. 教學難點：
能根據對方所提出的問題，給出一些合理的建議。
學會表達建議的一些方式。
三、教學過程
Step 1 Warming up
1. 導入學生們平時在學校和生活中存在的問題。
T: What’s the matter/ What’s wrong?
S: He has too much homework to do.
T: Do he like to do it?
S1：No, he doesn’t. Because he doesn’t have any free time to do things he likes.
…
Step 2 Talking
1. Look at these problems. Do you think they are serious or not? Ss discuss with their partners and give some advice.
① I have to study too much so I don’t get enough sleep.
② I have too much homework so I don’t have any free time to do things I like.
③ My parents don’t allow me to hang out with my friends.
④ I have too many after-school classes.
⑤ I got into a fight with my best friend.
Step 3 Listening
1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences.
2. Play the recording for the Ss to listen and circle the problems you hear in 1a.
3. Play the recording again. Check the answers with the Ss.
Step 4 Pair work
1. Let Ss read the conversation in the box.
2. Use the information in 1a to make other conversations.
3. Let some pairs act out their conversations.
e.g. A: What’s wrong?
B: I’m really tied because I studied until midnight last night.
A: Why don’t you go to sleep earlier this evening?
4. Language points
1) allow v. 允許;準許
allow sb. (not)to do sth. (不)允許某人做某事
e.g. My parents don’t allow me to stay up late. 我父母不允許我熬夜。
Mr. Smith allowed Mike to drive there. 史密斯先生允許邁克開車去那里。
2) wrong adj. 錯誤的;不對的
= not right
e.g. Some words on the advertisement are wrong. 廣告上的一些字錯了。
Step 5 Listening
Work on 2a:
T: Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should.
1. Let Ss read the sentences in 2a.
2. Play the recording for the Ss to listen and write the words in the blank.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know the meaning of each sentence.
2. Play the recording for the Ss to write the letters (a-e) next to the advice in 2a.
3. Play the recording again to check the answers.
Answers: 1. d 2. e 3. a 4. c 5. b
Exercise:
Listen again. Fill in the blanks.
Boy 2 had a ______ with his best friend. He could ______ him a letter. But he isn’t good at writing letters. He ______ call him ____, but he doesn’t want to talk about it on the ______. He ______ talk to him so that he can say he’s sorry but it’s not ____. He ______go to his house but he doesn’t want to _______ him. He could take him to the _____________, but he doesn’t want to wait that long.
Step 6 Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b.
2. Let one pair to read out their conversation first.
3. e.g. A: What’s the matter, Peter?
B: I had a fight with my best friend. What should I do?
A: Well, you should call him so that you can say you’re sorry.
B: But I don’t want to talk about it on the phone.
4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Step 7 Role-play
1. Ss read the conversations and try to understand the meaning.
2. Read the conversation after the teacher.
3. Practice the conversation with their partner. Then let some pairs to act out the conversation.
4. Explain some new words and main points in the conversation.
(1) guess
e.g. Let us guess the height of the building. 讓我們來猜一下這個建筑物的高度。
(2) big deal, deal
big deal是英語中的一個固定搭配，表示 “重要的事情或狀況”，多用于非正式交流。作否定用法時，常說It’s not a big deal或It’s no big deal.表示說話人并不認為某事有什么了不起。
e.g. There's a soccer game on TV this evening but I don’t have to watch it. It’s no big deal. 今天晚上電視上有一場足球賽，但我不一定要看。沒什么大不了的。
It’s a big deal, David, bigger than you know.
這事挺重要的，戴維，比你所知道的要重要。
What's the big deal? It’s only a birthday, not the end of the world.
有什么了不起的?這不過是個生日，又不是世界某日。
(3) work out
work out 解決(問題);算出
e.g. Mike worked out the difficult problem by himself.
邁克自己算出了那道難題。
Is it possible to work out the problem? 有可能解決這個問題嗎?
Homework:
Write three conversations about your problems and your friends’ suggestions.
A: I have too many after-school classes.
What could I do?
B: You could …