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外研版八年级英语教案

篇一：2014秋新外研版八年级英语上册全册教案

2014秋新外研版八年级英语上册全册教案

module 1教案

Unit 2教案

篇二：外研版初中英语八年级下册全册教案

按住Ctrl键单击鼠标打开视频动画和单词音频朗读mp3播放

Module 1 Hobbies

一、重点难点

1、重点：

(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的简单评析。

(2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。

2、难点：

(1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)

(2)、英语简单句的五种基本句型和There be句型。

Module 1 Hobbies

Period 1: Listening and Vocabulary Pronunciation and Speaking

Teaching Aims and Demands:

1. Language knowledge:

Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview

2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability.

Teaching Aids: MultiMedia (or Tape recorder, OHP) Teaching Procedures:

1. Greeting. Talk about the winter vacation.

How was your winter vacations?

What did you do during the vacation?

Are you interested in ??

What did your father/ mother often do ?

Did he / she do it all the time?

So his / her hobby is to ?.

设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。

1. List the hobbies of the family members’.

2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan”.

3. Talk about the hobbies:

Which hobby is expensive?

Which hobby takes up the least space?

Which hobby is good for us students?

Which hobby do you like best?

设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。

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1. Read the chart and predict Tony’s hobbies.

2. Listen and complete the chart.

3. Listen to the tape again and answer the questions about the tape.

Why does Tony’s mum want him to tidy up his room?

Whose hobby is expressive?

Which hobby do you think takes up the least space?

4. Call back the answers from the whole class.

设计意图：在常规听力练习中进一步提高学生听的能力。

1. Show the following.

2. Listen to the tape of the conversation and match. (Activity 4)

3. Listen and repeat the conversation.

4. Get to write down the answers in Activity 4.

5. Read the conversation together loudly. Show some comprehension questions.

What does Lingling need to do? And why?

What made Sally so interested in music?

When did Sally have her first violin lesion?

What is Sally going to Radio Beijing to do?

6. Read in a group of 3.

设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity45。

1. Ask the Ss to choose a character from the conversation.

2. Work in pairs, get each of them to find out which character his / her partner selects.

设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成“找人‖的活动中，加强目标语的训练和加大语言的输入和输出量。

1. Divide the classroom into 3 or 4 groups. Ask the

Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.

2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.

3. Make conversations with the ones in the group like following:

4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.

5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs) 设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关―兴趣爱好‖句型，在用中巩固。非单调地反复，而是有意义地使用，体现―做中学‖的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。

1. Write a composition about your good friend.

2. Oral work: Read the conversation of Activity

3. Finish Activity 6 on page 8.

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Period 2: Vocabulary and reading

Teaching Content: Vocabulary and reading

Teaching Aims and Demands:

1. Language knowledge:

New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should

2. Reading skill:

(1). Get information about one’s hobbies in reading.

(2). Improve the students’ reading ability to understand the passage.

3. Attitudes: We should establish good hobbies.

Teaching Aids: MultiMedia (Tape recorder, video, OHP, handout)

Teaching Procedures:

1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is.

2. While guessing, make simple comment on each hobby, like:

I like mountain biking because it is exciting.

Many teenagers like reading. Because they think it

is useful and relaxing.

设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。

1. Work in pairs, talk about the pictures.

设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词行必要的巩固。

1. Get the Ss to read the passage as quickly as possible.

2. Find out:

Whose is the special hobby?

What is the special hobby?

3. Call back the answers from the whole class.

设计意图：通过topdown式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。

1. Present some true or false questions about detailed information from the passage.

David Smith likes writing. (T)

He learned writing during a summer camp of 2000.(T)

There was a professional writer on the camp. (T) David wrote a story about his life in senior high school.(F)

David’s first book came out in 2003.(T)

His book was very popular. (T)

Writing was his only hobby in his free time. (F) David decided to write more books in the future.

(F)

2. Read the passage by themselves. And ask to finish the true or false exercises.

3. Check the answers with the whole class.

设计意图：第二次阅读，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。

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1. Get the Ss to listen and repeat the passage simultaneously.

2. Present the following questions:

设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。

1. Get the Ss to read the passage together loudly.

2. Discuss the following questions in groups.

What should we learn from David’s attitude towards his hobby?

Why do people usually have hobbies?

3. Share the ideas.

设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。

1. Divide the Ss into two groups.

2. Debate: Do you think David should write more books in the future?

Group A For the opinion

Group B Against the opinion

设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到―韩寒‖现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。

1. Write a short passage. Introduce your own hobby and what it has brought to your life.

2. Complete Activity 3 on page 7.

3. Oral work: Read the passage.

Period 3: Writing, Around the world Module Task Teaching Content: Writing Around the world Module

Task

Teaching Aims and Demands:

1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.

2. To learn about the changing of hobbies in different time.

3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.

Learning strategies

Topdown and Interactive approach and do some exercises.

Teaching Aids: MultiMedia (Tape recorder, video, OHP, handout)

Teaching Procedures:

1. Brain storming. Present the questions one after another.

设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好准备。

Look at the sentences of Activity 6.

Rewrite the sentences using ―as well as, such as, or as a result‖.

Write new sentences according to the examples individually.

4. Share the sentences in pairs.

设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。

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Choose a partner from a different group.

Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)

Write a short passage called ―My classmate’s hobby‖. Use ―as well as, such as or as a result‖.

设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。

List the hobbies the Ss mentioned in their compositions or that they often see on the board.

Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)

设计意图：利用教材，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模

块任务作好铺垫。

A letter of sponsorshipSaying goodbye to bad hobbies.

Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)

设计意图：通过对已列举

的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。

Read the passage ―An interest in history‖.

Mention the difference of some hobbies in the past.

Discuss what we can learn from these hobbies in the past.

A useful website: /ebi/article202069

Some famous proverbs:

设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。

1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.

2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own

words.

Period 4: Language in use

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篇三：外研版英语八年级上册教学设计.

Module 8 Around town

Unit1 How do I get to the Forbidden City?（14）教学设计

外研版八年级(上)

玉林市兴业县一中李雪红

一、教材分析:

本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。二、学情分析：

学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。二、教学目标: （Teaching aims） 1、Knowledge Objects

a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool,

square，structures, left, right, opposite, chairman, between, turn, corner, along

b. Key structures ____ How do I get to…?

Can you tell me the way to….?

Go straight ahead.

Go along…../Go across….

Turn left into….

It’s opposite…/on the corner of…/ between…and...

2.Ability Objects

To understand the conversation of giving directions To understand the sentences telling positions To learn how to give directions

3.Moral Objects

Students can help the others.

三、教学重、难点：学生能熟练运用本节课重点句型

四、教材分析：本单元是在通过日常的问候和交谈后，自然引出在

五、策略与方法：

1．教法

(1)直观教学法：借用多媒体展示画面，给学生直观的

感觉，创建真实的语言环境，引导学生在情景中学习语言，在学习新的语言知识后，创造地运用语言。

（2）开展多种类型的任务活动，提供给学生合作交流的时间和空间，促使学生为完成任务和同学进行合作以及为完成任务进行探究性学习。（3）听说法：借用大量的听力材料训练学生的听力能力；通过创设形式多样的活动情景，培养学生的口语表达能力。

2．学法

通过学生的观察和生活实际，让他们在电教设备的帮助下，在模拟现实的环境中，运用合作交流、互相探究等多种学习方法，促进同学互相帮助，为学生创建助人为乐、积极向上的和谐氛围。六、教学准备：

制作本课多媒体课件七、教学思路：

由学生已知的知识引入到新的知识,由学生描述熟悉的线路来激发学生的学习兴趣. 八、教学流程：

导入→教学单词—呈现→语言点学习→操练→巩固

本节课在多媒体的辅助下，直观生动地呈现给学生学习语言的需要图片，为学生搭建了一个很大的语言练习平台，在导入环节中，通过图片，使学生轻松愉快学习有关地点的

词汇，学生积极参与对话练习。在课堂中教师设计了一个轻松愉快的接近生活的语言环境，充分体现了学生开口说英语的欲望。利用师生互动、生生互动形式，调动学生学习积极性，轻松愉快地学习知识，达到了教学目的。

初中英语备课教案模板

初中英语备课教案模板【篇一：初中英语教学设计模板】初中英语教学设计模板【篇二：初中英语教案范例】 unit 4 i want to be an actor 教学目标： 1.学会不同工作的英文表达方式。 2.了解同学父母的工作。 3.学会简单的介绍自己将来的理想。教学内容：重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police 重点句型：1. what does your mother do? she is a teacher. what does your father do? he is an engineer. 2. what do you want to be? i want to be a teacher. what does she want to be? she wants to be a singer. 总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。语法知识一般现在时（1）一般现在时主要由动词原形表示，但第三人称单数后要加-s，另外be有特殊的人格形式，见下表: 一般现在时（2）一般现在时的否定式见下表一般现在时的否定式（3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式（4）一般现在时的基本用法如下。①经常性或习惯性的i get up at six every day． ②客观真理，客观存在，科学事实。 the moon moves round the earth．月亮围着地球转。③表示格言或警句中。 pride goes before a fall. 骄者必败。④现在时刻的状态、能力、性格、个性。i dont want so much.

(完整版)八年级英语上复习教案

八年级英语上复习教案（1-3单元）通案驿马初中初三备课组备课标与教材知识点（语音、词汇、语法等方面）根据课标要求需要掌握以下句型 1. What do you usually do on weekends? 2.--How often does he watch TV? --He watches TV twice a month. 3. How many hours do you sleep every night? 4. --What’s the matter (with…) ? / What’s wrong (with…)? / What’s the trouble (with…)? --I have a headache/sore throat/fever/toothache/stomachache. --You should lie down and rest. 5. What are you doing for vacation? What’s he/she doing for vacation? 词汇： Once or twice a week, two or three times a week, as for, be good/bad for, come home from school/work, get good grades, look after , keep in good health, hot tea with honey, keep/stay healthy. stressed out, go camping, send sb sth ,=send sth to sb, show sb sht=show sth to sb, take a long vacation, think about doing, leave for 重点、难点（知识、技能两个方面）重点: What do you usually do on weekends? --How often does he watch TV? --He watches TV twice a month. How many hours do you sleep every night? --What’s the matter (with…) ?/What’s wrong (with…)?/What’s the trouble (with…)? --I have a headache/sore throat/fever/toothache/stomachache. You should lie down and rest. He shouldn’t eat anything. What are you doing for vacation? What’s he/she doing for vacation? Once or twice a week, two or three times a week, as for, be good/bad for, come home from school/work, get good grades, look after , keep in good health, hot tea with honey, keep/stay healthy. stressed out, go camping, send sb sth ,=send sth to sb, show sb sht=show sth to sb, take a long vacation, think about doing, leave for.

八年级下册英语教案外研版

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______________________________________ 3. 你能帮我打扫房间吗? ______________________________________ 4. 我能打开窗户吗? ______________________________________ 5. 我能够借你的车吗? ______________________________________ 参考答案：I. c d f a b e II. 1. Could you answer the phone? 2. Could you take the book to the classroom? 3. Could you help me clean the room? 4. Could I open the window? 5. Could I borrow your car? 教学反思教师在展开教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。出现上述情况，从合作学习的参与者——教师的角度分析主要是教师的设计和引导不恰当、或小组的编排不够合理等。从合作学习的参与者——学生的角度分析，主要是学生还没有掌握基本的合作技能，或者合作意识淡薄，角色的落实不到位，或合作水平不强，合作精神不够。所以作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正调动起来。【篇二】 Section B 1a-2e 教学目标

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