初二英语教学教案，新目标初中英语八年级上册的教案谁有

来源：整理时间：2023-05-11 11:18:05 编辑：挖葱教案手机版

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1，新目标初中英语八年级上册的教案谁有
2，八年级英语教案设计
3，初中英语教学设计
4，英语教学设计

1，新目标初中英语八年级上册的教案谁有

http://www.goforitdown.com 新目标英语课件下载站 ~~~~去这里看看，好像有，它那里还有各个年级的带课文朗读的课件，蛮好用的

www.goforitdown.com 这里有

新目标初中英语八年级上册的教案谁有

2，八年级英语教案设计

　　下面是我整理的八年级英语教案设计，希望对大家有帮助。　　八年级英语教案设计一：　　The First Period 　　Teaching aims and demands: 　　Aims of basic knowledge: 　　1. Key vocabulary: robot, everything, paper, use, tree, building, pollution, fewer, less 　　2. Key structures: 　　1) Will there be less / fewer / more…? 　　No, there wont. There will be more/less/fewer... 　　2) Kids wont go to school. 　　3) They will study at home on computers. 　　Aims of abilities: 　　1. Be able to listen for specific information on what will happen in the future; 　　2. Be able to talk about what will happen in the future using the target language; 　　Aims of emotion and evaluation: 　　Encourage the students to work hard at their lessons preparing for their own future. 　　Teaching Methods: 　　1. Listening and speaking. 　　2. Communicative approach. 　　3. Task-based approach 　　Key Points: 　　1. Master the usage of the indefinite tense. 　　2. Talk about what will happen in the future. 　　3. Review the Simple Past Tense and the Simple Present Tense. 　　Difficulties: 　　How to use correctly the simple past tense and the present progressive tense. 　　Teaching procedure: 　　Step 1 Warm up 　　1. Greetings; 　　2. Duty report 　　Step 2 Presentation 　　1. Draw a time line on the blackboard and mark the line as the following: 　　5 years ago now 1 year from now 5 years from now 　　2. Introduce the indefinite future tense 　　1) Get the students to read aloud the sentences several times until they can say them correctly. 　　2) Prompt the students to say what they think the word will is used for. 　　Step 3 Practice (1a-1c) 　　1. Get the students to look at the picture and then talk about what they have seen in it. Teach the new word robot at the same time. 　　2. Ask the students how the world will be different 100 years from now. Check A or D to complete 1a. 　　3. Listen and circle the predictions you hear in 1a. Complete 1b. 　　4. Students read the conversation in 1c together. 　　5. Pair the students to practice making conversations about the predictions in 1a. 　　Step 4 Listening (2a-2b) 　　1. Have the students read the sentences in 2a first, teaching the new word pollution using a picture of a factory producing a lot of black smoke and make sure they know what they are asked to listen for. 　　2. Play the recording for the students to listen and circle the words they hear. 　　3. Deal with 2b in the same way. 　　Step 5 Practice (2c-2d) 　　1. Get one top student to co-operate with the teacher acting out the dialogue in the box in 2c. 　　2. Have the students work in groups of four. 　　3. Get some groups to act out the conversations they have made. 　　4. Role-play the conversation in 2d. 　　Homework 　　The Second Period 　　Teaching Aims and Demands. 　　Aims of basic knowledge: 　　1. Key Structures: 1) Five years ago, Sally was …/ played 2) Today Sally is…/plays 3) In five years Sally will be…/ will play… 　　Aims of abilities: 　　Be able to use the three different tenses to depict the past, present and future actions or states. 　　Aims of emotion and evaluation: 　　Enable the class to get to know that one creates his own and that only by his hard work can he cherish a bright future. 　　Teaching Methods: 　　1. Task-based approach 2. Team work 　　Teaching Procedure: 　　Step 1 Warm up 　　1. Greetings2. Revise the formation of the past tense. 　　3. Revise the useful words. 　　1) Get the students to brainstorm the words and write on the blackboard. 　　2) Get the students to brainstorm the names of the animals. 　　Step 2 Presentation 　　1. Draw the time table on the blackboard. 　　5 years ago now 5 years from now 　　2. Show the pictures depicting the past, today and the future of your own and say: 　　Five years ago, I was a farmer. Now I am a teacher. In five years, I will be retired. 　　Five years ago, I played table tennis. Now I play the piano. In five years, I will play the violin. 　　3. Have the class read aloud the sentences after the teacher. 　　4. Encourage some to tell what they have found out about the use of the three tenses. 　　Step 3 Grammar focus 　　1. Have the class read through the sentences in the table and raise questions if they dont understand any of the sentences. 　　2. Review the use of “more, fewer, less”. Make sure the students understand. 　　Step 4 Practice (3a) 　　1. Ask some students to complete the sentences. 2. Check the answers and explain. 　　Step 5 Pair work (3b) 　　1. Ask some students to complete the sentences. 2. The students practice the conversations again in pairs. 　　Step 6 Draw (3c) 　　1. Have the students look at the pictures they have prepared and write about them using the structures in 3c. The teacher walks about and offers a helping hand. 　　2. Put the students into groups of four, describe the future of the city.. 　　Home assignment 　　The Third Period 　　Teaching aims and demands. 　　Aims of basic knowledge: 　　1. Key and difficult vocabulary: 　　space, fly, moon, fall, fell, alone, pet, probably, dress, which, even, took, wrote 　　2. Key structures: I think Ill be/do… 　　Aims of abilities: 　　1. Learn to talk about ones life in future using the target language. 　　2. Be able to read for the information about future. 　　Aims of emotion and evaluation: 　　1. Help the students get to know their bright future is created by themselves not someone else. 　　2. Through the debate on ones future, develop the friendship and the cooperative spirits among the students. 　　Teaching procedure: 　　Step 1 Warm up 　　1. Greeting. 2. Duty report – My home town in ten years 　　Step 2 Presentation (1a-1b) 　　1. Have the class read through the words in 1a and teach the new ones using pictures: astronaut, rocket, space, space station. 　　2. Get the students to read aloud the words after the teacher until they can say them correctly. 3. Think of other words and write them in the chart in 1a. 　　Step 3 Listening (1c-1e) 　　1. Play the recording again for them to listen for the details to fill in the blanks. Complete 1d. 　　4. After-listening: get some to tell the class what they have done and why. Refer the students to the listening materials and check the answers. 　　Step 4 Reading (2a-2d) 　　1. Ask some students to say what they know about robots. 　　2. Read the article carefully and march each paragraph with the questions it discusses. 　　3. Check answers in 2b. 　　4. Read again quickly and complete the sentences in 2c. 　　5. Check answers and read the article together. 　　6. Fill in the blanks in 2d and then check the answers. 　　Step 5 Writing (2e) 　　1. What kinds of animals might robots look like in the future? Ask some students. 　　2. What do you think these robots will be able to do? 　　3. Write your answers and discuss them with your partner. 　　Home assignment 　　The Fourth Period 　　Teaching aims and demands. 　　Aims of basic knowledge: 　　1. Key vocabulary: the key words in this unit.2. Key structures: the key structures in this unit. 　　Aims of abilities: 　　1. Comprehensive use of what has been learned in this unit.2. Cooperative study 　　Aims of emotion and evaluation: 　　1. Cultivate the spirits of cooperation. 2. Encourage the students to work hard for their future. 　　Teaching Methods: 　　1. Elicitation method 2. Guided reading 　　Difficulties: 　　Make the students understand that everything is possible if we put our heart into it. 　　Teaching procedure: 　　Step 1 Warm up 　　1. Greetings 2. Duty report – My parents/friends future life in ten years 　　Step 2 Revision 　　1. Revise the key words and structures in this unit and the use of the indefinite future tense. 　　Step 3 Reading (3a) 　　1. Read the article quick and then fill in the blanks with the words in the box. 　　2. Check answers and read together. 　　Step 4 Writing (3b-3c) 　　1. Complete the chart in 3b and please add more items. 　　2. Write about your life 20 years from now. Use 3a and 3b to help you. 　　Step 5 Discuss (4) 　　1. Discuss how you think a robot will help students with schoolwork in the future. 　　2. Discuss how you think a robot will help other people in the future. 　　3. Write down your groups ideas and then show them to the class. 　　4. Draw a picture about your robot. 　　Home assignment 　　The Fifth Period 　　Teaching aims and demands. 　　Aims of basic knowledge: 　　Key vocabulary and structures: all in this Unit 　　Aims of abilities: 　　1. Be able to talk about future.2. Talk about them using the target language. 　　Aims of emotion and evaluation: 　　Through reading about the robot, help the students to understand that man can create their own future by their own efforts. 　　Teaching Methods: 　　1. Guided reading 2. task-based approach 　　Teaching procedure: 　　Step 1 Warm up 　　1. Greetings 2. Duty report – My parents/friends life in ten years 　　Step 2 Presentation 　　1. The robot in my mind 　　1) Have the students think about the robots with the following questions in mind: 　　What does your robot look like? What can it do? 　　2) Put the students into groups of four and do brainstorming exercise and write a report on the result of the group work.. 　　Step 3 Complete the chart 　　1. Read the words in the box.2. Put the words in the correct columns in the chart. 　　Step 4 Fill in the blanks 　　1.Complete the conversation.2.Read the conversation together. 　　Home assignment 　　八年级英语教案设计二：　　计划课时：1个课时　　一、教学目标与要求: 　　1.能够简单地描述制作某个东西的过程和步骤. 　　2.培养学生团结协作和动手能力　　二、教学向导: 　　1.语言目标　　How do you make a banana milk shake? 　　Peel three bananas. 　　Cut up the bananas. 　　Put the bananas and ice cream in the blender. 　　Pour the milk into the blender. 　　Turn on the blender. 　　Drink the milk shake. 　　2.学习策略与思维技巧　　通过对话练习和对上下文进行逻辑排序巩固所学知识. 　　通过合作学习,培养学生的动手能力与合作精神. 　　3.重点词汇　　first , next , then , finally ,shake , milk shake , blender , turn on , cut , cut up ,peel , pour , into , pour into 　　4.语言结构　　a.巩固祈使句的用法 b. 描述做某件事过程的词: first , then , next , finally 　　5.语言功能描述制作食物的过程. 　　6.跨学科学习社会实践 :制作食物　　三. 教学方法 : 　　采用多媒体教学, 小组讨论法，实物操作法　　四.Teaching procedures 　　Step one. Lead in Unit7 How do you make a banana milk shake? Using “ Did you ever eat dumplings? Did you drink ever fruit juice?” Who makes them for you? Now you should learn to make them by yourself.　Today we are learning to make a milk shake。 Its a banana milk shake. Lets learn Unit Seven How do you make a banana milk shake? Section A 1a-1c can teach you how to make a banana milk shake. 　　Step two. First, we are learning new words. Work in groups to pronounce new words. After students learn to pronounce new words of Section A 1a-1c. The teacher asks a few students to read these words. The teacher teaches students to read them. 　　Step three. Next, what ingredients do we need? Please look at the Microsoft PowerPoint4,5,6and7. Read them three times. 　　Step four. Now we know what we need. Then how to use them. Lets learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers. 　　Step five . Lets learn 1b to know the correct instructions of how to make a banana milk shake. There are six instructions in making a banana milk shake. Listen to the tape and put the instructions in the correct order. Students look at Picture 3 on Microsoft PowerPoint and check their own answers. 　　Step six Lets go over how to make a banana milk shake. 　　Look at Microsoft PowerPoint10 ,11,12,13,14and15 and read them three times. 　　Step seven . Ask two students make a banana milk shake by themselves, other students look at the pictures16,17,18,19,20and21 to give the instructions and watch the process . After the two students make a banana milk shake, ask a few students to taste it and ask “How do you like a banana milk shake? or What do you think of a banana milk shake?” 　　Step eight Sum up the process of making a banana milk shake. 　　1. first , next , then , finally 　　2. ingredients: bananas milk ice cream blender 　　3. important words: peel cut up put…in/into pour… into turn on drink 　　4. 总结祈使句　　Step nine. Work in groups to write down the process of how to make a banana milk shake on a paper and report their results, finish the teaching of 1c. 　　Step ten. Homework: 　　Our parents are busy working hard every day, they are too tired every day. Make a banana milk shake for your parents this weekend, and write down the process in your exercise book.

八年级英语教案设计

3，初中英语教学设计

一. 教学计划标题如: Wheres Amy? 二. 适用阶段初中三. 适用年级七年级上学期四. 教学总时间共____分钟五. 关键字场所、位置六. 设计理念 1.透过多媒体教学资源中图片的应用与提示，提供有意义的代换练习，以利学生由大量练习中熟悉本课句型。 2.透过上网的使用，提供学生可以反覆练习的多元化、适性化学习环境 3.运用小组讨论、相互合作解决问题，培养学生合作学习的态度七. 教材分析 1.在第__单元学生已经学习过现在进行式，本单元介绍场所，位置介系词的适当用法。二、本单元介绍 “Where….?”问句及回应，和场所介系词(in，on，under)。八. 教学资源 1.师生课前蒐集有关场所、位置之图片。 2.上网、上图书馆查询资料。 3.多媒体教学资源光碟 4.网际网路学习资源 5.电脑、数位电视、数位相机教师数位摄影机、数位投影机九.教学活动步骤 (一). 引起动机（____分钟） 1. 给学生作施测以了解学生的基本程度 2. 利用挂图询问Where are they？和 What are they doing？带入场所、位置介系词适当的使用情形 (二). 呈现课文对话及单字 (__分钟) 1. 介绍单字 2. 请同学跟随著CD中的示范发音朗诵练习 3. pair-work practice (小组练习) (三). 练习 1. Role play 角色扮演 2. 其他活动, 如问答游戏等 (四). 练习及检测, 说明语法重点，进行句型代换练习(___分钟) 1. 利用课当小游戏练习单字的掌握能力 2. 利用问答训练句型及会话 3. pair-work practice (小组练习) 4. 听力练习 5. 设计学习单/小考卷检测以上全部为本人设计,并且一字一句打字输入, 望采纳~

初中英语教学设计

4，英语教学设计

八年级英语教学设计 Unit 4 Our World 一、教材分析本课是后两课时的前期准备，全课以人物对话的形式呈现出来。对话主要写孩子们讨论自己喜欢的动物与植物。在对话过程中复习巩固形容词和副词的比较等级与最高级。学生已经学过“建议”的英语表达方式和形容词/副词的比较等级，因而本课内容对于大部分学生来说是容易掌握的。二、设计理念 1、以学生听、说、读、写、练贯穿始终，让全体学生根据自身学习情况设计不同难度的小段对话，这样既能面向全体学生、突出学生主体，又尊重了学生的个体差异，能极大地满足不同程度学生的学习需要。 2、通过各种各样的教学活动，如：猜词意、表演对话、观看VCD动画片、回答问题、讨论等形式，努力倡导学生积极参与，让学生在学习过程中不仅能建构知识，提高语言能力，而且通过感知、体验、实践、参与和合作探究等方式完成任务和实现目标。 3、利用电教媒体创设真实的教学情景，使学生在真实的语境中感知英语，这样可以拓展学生学习英语和使用英语的渠道，同时也极大地提高了学生学英语的兴趣。三、教学目标 1、知识目标：培养学生英语口语的表达能力。进一步熟悉英语形容词/副词的比较等级与最高级。 2、能力目标： (1)掌握单词joy,snake,fox,rose,discuss,insect,feed,feed on的听、说、读、写四种技能。会读，能理解并学会运用这些单词。（2）理解对话内容并能较流利地用英语表达。 3、情感目标：（1）培养学生热爱大自然，热爱美丽的祖国。（2）培养学生互相协作，团结友爱的精神。四、教学重点 1、理解对话内容，流利诵读对话 2、学会用英语表达“确定”与“不确定”。五、教学难点理解句子Plants and animals are important to us的正确含义。六、教学准备 1、学生准备：分组编一小段喜欢什么动物或植物的对话。 2、教师准备：多媒体，录音机。七、教学时间：一课时八、教法学法设计教法：本节课以“学生表演一创设情景—观察讨论—操作发现—应用拓展”的形式展开。学法：观察、练习、讨论、猜测、验证、操作、应用。九、教学流程 1、提问学生“Do you like animals?” 要求学生回答。然后问“Which kind of animal/plant do you like better,…or…?”引出本节课内容。 2、学生操练句型。 3、通过观看动画，学生猜测生词“snake,rose,fox,insect”的汉语意思，并教会学生朗读，然后要求回答下列两个问题并完成Part 2： (1)What do frogs and birds feed on? (2)What about foxes and snakes? 4、教师讲解本课难点 (1)Which kind of animal/plant do you like better,…or…?Why do you think so? (2)Which kind of animal/plant do you like best,…,…or…? Why do you think so? 5、播对话，然后两人一组讨论后问答课后练习一，最后做笔头练习二。老师带读课文，学生跟读。学生顺利完成后，表演本课所学对话，然后照样子重编一段新对话，最后学生表演自编对话 6、小结 (1)The words: joy,snake,fox,rose,discuss,insect,feed,feed on (2)The sentences: Plants and animals are important to us. Which kind of animal/plant do you like better,…or…?Why do you think so? Which kind of animal/plant do you like best,…,…or…? Why do you think so? 7、讨论；播放flash动画短片，然后让学生讨论“If there are no plants or no animals,what will our world be like?”教师检查讨论结果。 8、布置课后作业。 9、结束本节课。