八年级上英语教学设计模板
篇一：八年级英语上册教学设计
一、前期分析
本教学设计方案内容属于义务教育课程标准实验教科书人民教育出版社八年级上册Unit 10 I'm going to be a basketball player.的第四教时。本单元主要是通过学习be going to, would like to be等句型掌握What, where, when, how questions。学会如何制订New Year’s Resolutions or New term’s Resolutions。
二、教学目标
1.Structures:
a)To learn the express future with going to; Want to be; What, where,when, how questions
b)To talk and read about future intentions
c)To practice listening, speaking, reading and writing using the target language.
d)To think about the future and make a decision about themselves.
2.Target language:
1) What are you going to be when you grow up? I’m going to be a computer programmer.
2) How are you going to do that? I’m going to study computer science.
3) What are you going to do next year? I am going to take acting lessons.
4) My new year’s resolution is to study hard at maths.
3.Vocabulary:
Computer programmer, professional, engineer, pilot, computer science, dream job, move to, fashion show, retire, save, resolution, get good grade, get a part-time job, make more friends
4.Learning strategies:
Using context, Role-playing, Cooperating
三、学习者特征分析
1. 八年级学生对一般将来时已经有了一定的了解，特别是一般将来时的时间状语学生在前几个教时就已经掌握了。eg：when you grow up、next year、next term等为学习本单元搭好了平台。
2. 八年级学生对英语已经不在陌生，已经有了一定的语言基础，刚接触时的不和谐音符已悄悄退去，为学习本单元提供了主观条件。
3. Make New Year’s Resolutions是新出现的任务，在学习过程中一定会有很大的难度，仍需要教师的引导。
4. Make a report of the members’ resolutions. 是任务的深化和提高，也需要教师的指导。
四、教学策略选择与设计
1、通过男女同学竞赛和猜谜游戏巩固单词。
2、在掌握单词的基础上，自编对话，成组练习。
3、调查问卷设计真实的情景，展开活动，交流各自的观点。
五、教学资源与工具设计
1. 人教版新目标go for it 八年级上册
2. 本课件配套的ppt课件，相关的图片、视频和音频
3. 录音机
六、教学过程（教师活动与学生活动）设计
Step 1Warming-up
Are you happy today? Let’s sing a song. ( The more we get together) Who will start the song for us?
The students sing the song together.(这首歌很好的活跃了课堂气氛)
Step 2Competition
Oh, I think girls sang better than boys, do you think so? Now, let’s see who will win in this competition? Say some sentences like I’m going to be a teacher or I want to be a basketball as many as you can. If you stand up, I’ll give you a star. (Draw two faces on the blackboard)(通过竞赛复习和巩固单词及句型)
Step 3Pair Work
1. Ask one student: What are you going to do when you grow up? Ask the other
students. Then tell them to ask and answer in pairs. Call several pairs to act out.
2. Ask more questions. What are you going to do when you grow up? How are you going to do that? （老师和学生用英语进行口语交际，然后上升一个层次，能和同伴进行对话练习。）
Step 4A Guessing Game
Look at the picture, do you know him? Yes, he is Kenea. He is a clever boy! Now, let’s play a guessing game. I need some help. Who can help me? Take an example for this action.（模仿幸运52你比画我猜的游戏。出示图片给予操作上的指导，用上面学生说出的词引出句型I’m going to be an engineer. 理解并掌握本单元的词汇及句型。再次活跃课堂气氛。最后一个词汇必须是singer, 为下一个步骤服务。）
Step 5Sing a song
Do you want to be a singer? Can you sing a song ? The new year is coming, let’s sing the song Happy New Year!(To sing a song is to have a rest.)
Step 6Task
New year is coming. What are you going to do next year? Ask your group members. Write down their New Year’s Resolutions. Then make a report. （把学生带入到实践中去，从表格中你能看出什么？自己尝试用英语阅读、归纳和总结。做报告是任务提升，教师应随时给予帮助和指导。）
Step 7Homework
Write a short composition about your group members’ resolutions on your exercise books.
评价过程：
1、Speak highly of the good students.
2、总结评价：对所有积极参与课堂活动的同学，送出第四份礼物：英语谚语 Knowledge is better than houses and land!（知识胜于财富！）邀请最终领先小组选举代表，上台装饰一张灿烂却有趣的笑脸。
设计反思：
1、这节课是在本单元自学完以后进行的，不存在词汇、句型、语法知识的新授
问题，重点在于英语知识的运用，交际能力的提高。在任务设计时，我是做的新授型，还是复习型教学设计？没有进行考虑。
2、根据教学需要，对内容进行整合、扩展，应用多媒体，运用情景教学、话题交流、小组竞争、小组合作、采访调查等任务活动设计教学任务，感觉较满意。但考虑教学环节，设计各环节的衔接过渡，制作、美化课件，搜图片等，长达好几天，费心思、费时间太多。如果按课本上的设计思路授课，要轻松的多。
3、想“听说读写”四种技能的培养都照顾全，在本课中只侧重了“听说”和“写”。在课后作业中，应安排一两篇有关理想的阅读链接，但没有及时搜材料。
4、 问卷调查活动为使课堂活动灵活多样而设计，其问题难度大，是否重复？是否在“表演”浪费时间，出现冷场？
6、鼓励学生写有真情实感、敢于发表自己见解的文章，但新年计划的操作难度考虑不够充分。
教后反思：
这一教学设计是一节公开课，借助多媒体上课，比较顺利。
1、教学导入环节，包括唱歌、陈述小组竞争机制、悬念和趣味相结合的猜谜导入，授课用时5-6分钟。
2、把单元重点设计为悬念和趣味相结合的猜谜，配以简单动作，利于学生记忆知识，激发学习兴趣和活跃课堂气氛。自认为要比上课前唱首英语歌单为活跃气氛要好。
3、任务设计时，应考虑学生的生活经历和英语语言表达水平，不然学生“有话说不出来”，任务再新鲜巧妙，也是白费。
4、课堂中间唱歌，能够舒缓竞赛一段后带来的紧张气氛。但不清楚这首歌曲是否合适？
5、给近段时期英语进步较快的几名学生拍了照片和一段录像，既作为了教学载体，又对他们的进步成功给予肯定和积极评价，这一“招”，自己有点沾沾自喜。同时利用竞争机制，分阶段及时肯定表扬评价，利于调动学生的参与积极性，利于提高大容量课堂的速度。
篇二：八年级英语上册教学设计
一、教学设计思路
通过实际操作演示和视频演示帮助学生掌握如何描述过程，在学生熟练后鼓励学生自己设计食物并描述制作过程。
二、教学目标
(一)知识
1. 掌握如何询问和描述一种食物的制作过程：first, then, next, finally, recipe, turn on, cut up, peel, pour, put, mix up, blender, teaspoon, cup, tablespoon, oven, smoothie, yogurt, watermelon, ingredient, cinnamon, sauce, popcorn, sandwich, mayonnaise, lettuce, relish, turkey, bread
2. 掌握如何询问和描述一件事情的过程。
3. 掌握如何区分可数名词和不可数名词：how much, how many
4. 掌握祈使句的用法。
(二)能力
能够依据指示语做事情或描述做一件事情的过程。
(三)情感
体验如何有逻辑地描述一件事情或一个过程，培养逻辑思维和表达能力。
三、教学重点
描述过程：first, then, next, finally, recipe
区分可数名词和不可数名词：how much, how many
四、教学难点
把一个过程逻辑清楚地表述出来。
五、教学媒体
电脑、投影仪、图片、香蕉 牛奶，果汁机
六、教学过程
1. 动画导入，激发学生的学习兴趣：
先播放一段有关“制作食物”的动画，激发学生的学习兴趣并导入新知。
2. 完成任务，合作学习：
篇三：八年级英语上册教学设计
一、前期分析
本教学设计方案内容属于义务教育课程标准实验教科书人民教育出版社八年级上册Unit 10 I'm going to be a basketball player.的`第四教时。本单元主要是通过学习be going to, would like to be等句型掌握What, where, when, how questions。学会如何制订New Year’s Resolutions or New term’s Resolutions。
二、教学目标
1.Structures:
a)To learn the express future with going to; Want to be; What, where,when, how questions
b)To talk and read about future intentions
c)To practice listening, speaking, reading and writing using the target language.
d)To think about the future and make a decision about themselves.
2.Target language:
1) What are you going to be when you grow up? I’m going to be a computer programmer.
2) How are you going to do that? I’m going to study computer science.
3) What are you going to do next year? I am going to take acting lessons.
4) My new year’s resolution is to study hard at maths.
3.Vocabulary:
Computer programmer, professional, engineer, pilot, computer science, dream job, move to, fashion show, retire, save, resolution, get good grade, get a part-time job, make more friends
4.Learning strategies:
Using context, Role-playing, Cooperating
三、学习者特征分析
1. 八年级学生对一般将来时已经有了一定的了解，特别是一般将来时的时间状语学生在前几个教时就已经掌握了。eg：when you grow up、next year、next term等为学习本单元搭好了平台。
2. 八年级学生对英语已经不在陌生，已经有了一定的语言基础，刚接触时的不和谐音符已悄悄退去，为学习本单元提供了主观条件。
3. Make New Year’s Resolutions是新出现的任务，在学习过程中一定会有很大的难度，仍需要教师的引导。
4. Make a report of the members’ resolutions. 是任务的深化和提高，也需要教师的指导。
四、教学策略选择与设计
1、通过男女同学竞赛和猜谜游戏巩固单词。
2、在掌握单词的基础上，自编对话，成组练习。
3、调查问卷设计真实的情景，展开活动，交流各自的观点。
五、教学资源与工具设计
1. 人教版新目标go for it 八年级上册
2. 本课件配套的ppt课件，相关的图片、视频和音频
3. 录音机
六、教学过程（教师活动与学生活动）设计
Step 1Warming-up
Are you happy today? Let’s sing a song. ( The more we get together) Who will start the song for us?
The students sing the song together.(这首歌很好的活跃了课堂气氛)
Step 2Competition
Oh, I think girls sang better than boys, do you think so? Now, let’s see who will win in this competition? Say some sentences like I’m going to be a teacher or I want to be a basketball as many as you can. If you stand up, I’ll give you a star. (Draw two faces on the blackboard)(通过竞赛复习和巩固单词及句型)
Step 3Pair Work
1. Ask one student: What are you going to do when you grow up? Ask the other
students. Then tell them to ask and answer in pairs. Call several pairs to act out.
2. Ask more questions. What are you going to do when you grow up? How are you going to do that? （老师和学生用英语进行口语交际，然后上升一个层次，能和同伴进行对话练习。）
Step 4A Guessing Game
Look at the picture, do you know him? Yes, he is Kenea. He is a clever boy! Now, let’s play a guessing game. I need some help. Who can help me? Take an example for this action.（模仿幸运52你比画我猜的游戏。出示图片给予操作上的指导，用上面学生说出的词引出句型I’m going to be an engineer. 理解并掌握本单元的词汇及句型。再次活跃课堂气氛。最后一个词汇必须是singer, 为下一个步骤服务。）
Step 5Sing a song
Do you want to be a singer? Can you sing a song ? The new year is coming, let’s sing the song Happy New Year!(To sing a song is to have a rest.)
Step 6Task
New year is coming. What are you going to do next year? Ask your group members. Write down their New Year’s Resolutions. Then make a report. （把学生带入到实践中去，从表格中你能看出什么？自己尝试用英语阅读、归纳和总结。做报告是任务提升，教师应随时给予帮助和指导。）
Step 7Homework
Write a short composition about your group members’ resolutions on your exercise books.
评价过程：
1、Speak highly of the good students.
2、总结评价：对所有积极参与课堂活动的同学，送出第四份礼物：英语谚语 Knowledge is better than houses and land!（知识胜于财富！）邀请最终领先小组选举代表，上台装饰一张灿烂却有趣的笑脸。
设计反思：
1、这节课是在本单元自学完以后进行的，不存在词汇、句型、语法知识的新授
问题，重点在于英语知识的运用，交际能力的提高。在任务设计时，我是做的新授型，还是复习型教学设计？没有进行考虑。
2、根据教学需要，对内容进行整合、扩展，应用多媒体，运用情景教学、话题交流、小组竞争、小组合作、采访调查等任务活动设计教学任务，感觉较满意。但考虑教学环节，设计各环节的衔接过渡，制作、美化课件，搜图片等，长达好几天，费心思、费时间太多。如果按课本上的设计思路授课，要轻松的多。
3、想“听说读写”四种技能的培养都照顾全，在本课中只侧重了“听说”和“写”。在课后作业中，应安排一两篇有关理想的阅读链接，但没有及时搜材料。
4、 问卷调查活动为使课堂活动灵活多样而设计，其问题难度大，是否重复？是否在“表演”浪费时间，出现冷场？
6、鼓励学生写有真情实感、敢于发表自己见解的文章，但新年计划的操作难度考虑不够充分。
教后反思：
这一教学设计是一节公开课，借助多媒体上课，比较顺利。
1、教学导入环节，包括唱歌、陈述小组竞争机制、悬念和趣味相结合的猜谜导入，授课用时5-6分钟。
2、把单元重点设计为悬念和趣味相结合的猜谜，配以简单动作，利于学生记忆知识，激发学习兴趣和活跃课堂气氛。自认为要比上课前唱首英语歌单为活跃气氛要好。
3、任务设计时，应考虑学生的生活经历和英语语言表达水平，不然学生“有话说不出来”，任务再新鲜巧妙，也是白费。
4、课堂中间唱歌，能够舒缓竞赛一段后带来的紧张气氛。但不清楚这首歌曲是否合适？
5、给近段时期英语进步较快的几名学生拍了照片和一段录像，既作为了教学载体，又对他们的进步成功给予肯定和积极评价，这一“招”，自己有点沾沾自喜。同时利用竞争机制，分阶段及时肯定表扬评价，利于调动学生的参与积极性，利于提高大容量课堂的速度。
篇四：人教版新目标英语八年级上全册教案
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself
能掌握以下句型：
① —Where did you go on vacation?—I went to the mountains.
② —Where did Tina to on vacation? —She went to the beach.
③ —Did you go with anyone?
2) 能了解以下语法：
—复合不定代词someone, anyone, something, anything等 的用法。
—yourself, myself等反身代词的用法。
3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词someone, anyone, something, anything等 的用法。
2) yourself, myself等反身代词的用法。
三、教学过程
Ⅰ. Lead-in —Yes, I did./No, I didn’t.
1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation
1. Show some pictures on the big screen. Let Ss read the expressions.
2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach,visited my uncle, visited museums, went to summer camp
3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer.
4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
III. Listening
1. Point to the picture on the screen.
Say: Look at the picture A. Where did Tina go on vacation? She went to mountains.
Ask: What did the person do in each picture?
2. Play the recording the first time.
3. Play the recording a second time.
Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.
4. Check the answers.
IV．Pair work
1. Point out the sample conversation. Ask two Ss to read the conversation to the class.
2. Now work with a partner. Make your own conversation about the people in the picture.
3. Ss work in pairs. As they talk, move around the classroom and give any help they need.
4. Let some pairs act out their conversations.
V. Listening
1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.
2. Let Ss read the phrases in the chart of 2b.
3. Play the recording the first time. Ss listen and fill in the chart.
4. Play the recording a second time for the Ss to check ―Yes, I did.‖ or ―No, I didn’t. ‖
5. Check the answers with the Ss.
VI. Pair work
1. Let two Ss read the conversation between Grace, Kevin and Julie.
2. Let Ss work in pairs and try to role-play the conversation.
3. Ask some pairs to act out their conversations.
VII. Role-play
1. First let Ss read the conversation and match the people and places they went.
2. Let Ss act out the conversations in pairs.
3. Some explanations in 2d.
Homework:
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
A: Where did you go…？
B: I went to…
A: Did you see…
B: Yes, I did. / No, I didn’t.
板书设计：
教学反思：
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 复习所学的重难点句型及句式结构。
2）总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。
3）练习运用所学的句型及句式结构。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 复习运用本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词someone, anyone, something, anything等 的用法。
2) 阅读填空能力的提高。
三、教学过程
Ⅰ. Warming- up and revision
1. Free talk: Ask Ss the questions: Where did you go on vacation?
Ss try to answer the questions.
2. Review the usage of “复合不定代词”
Ⅱ. Grammar focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
1. 你去了什么地方去度假？
______ ______ you go on ___________?
2. 我去了纽约市。
I _______ _______ New York City.
3. 你和什么人别一起去的吗？
______ ______ go out with ________？
4. 不，没有别人在这儿。每个人都在度假。
No. ____ ______ was here.
________ was on _________.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find
一、复合不定代词总结：
1. some, any, no, every与-one, -thing可以组成八个不定代词，他们分别是：
someone, ________ _______ ________ __________ __________ ______________。
2. 带some的复合不定代词常用于肯定句中；带 any的复合不定代词常用于否定句或一般疑问句中。例如：
我想吃点东西。 I’d like _____________ to eat.
今天有人给我打电话吗？
Did ________ call me today?
3. 当形容词修饰不定代词时，应放在其后面。例如：这本书里有什么新东西吗？ Is there __________ _______ in this book?
今天没有什么特别的事。
There’s ___________ ________ today.
4. 由some, any, no, every构成的复合不定代词作主语时，都作单数看待，其谓语动词用单数第三人称形式。例如：
Something is wrong with my watch.
Well, everyone wants to win.
Nobody knows what the future will be like.
There is something for everyone at Greenwood Park.
5. 除no one以外，其他复合不定代词都写成一个词。
二、学生们读上面的探究试题，并合作探究完成。
三、看大屏幕，校对答案。
Ⅳ. Practice
Work on 3a:
1. Let Ss look at the conversation in 3a. First let one student read the words in the box.
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