本文目录一览

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

3，八年级下册新目标英语教案

新目标英语初二(八年级下册)全套教案，共68页，这里无法全部复制，你到我们网站去下载吧 Unit 1 Will people have robots ? Teaching goals: 1. Words
八年级英语教案湘教版 http://www.jsjyss.cn/zysc/zysc43.htm

八年级下册新目标英语教案

4，怎样才能写好初中英语教案

首先，你要明确本节课的教学目标、重难点及本节课在此单元中的地位；然后，结合学生设计课堂流程，往往以歌曲、学生喜欢的话题引出本课知识点会更好；如果是对话课，一定要有的放矢的安排学生练习句型；如果是阅读课，则要根据学生程度设计相关问题；如果是写作课，需要从单词、句型然后是文章结构着手。最后要设计一些经典题，以达到巩固的环节。在课堂中可以设置一些游戏、比赛可以大大提高学生的参与热情，只要学生大声说英语、全体参与，学生爱上，最终实现目标，就是一堂好课。
根据实际情况，可以是读和练习，也可以是游戏和肢体教学

5，初中英语听说课教学设计有哪些

一、《英语课程标准》对初中阶段听、说的技能要求准确定位教学目标和宏观把握教学设计的依据是《课标》中规定的各级目标，教师要全面了解各学段的目标，以使自己在教学设计中能更好、更准确地把握。二、影响听力理解的主观因素1. 语言知识因素：学生语音、词汇、语言结构、日常交际用语等的掌握情况，都会影响他的听力理解水平。2. 背景知识：背景知识是指对听力材料中主题的文化背景、风俗习惯、生活方式、价值观念及人物、场景等的了解和熟悉程度。3. 听力认知策略:听力认知策略包括预测、猜测、判断、推理等。运用这种策略的主要依据有 : 具体的语境、听者对题材、主题的熟悉程度和文中的逻辑关系。4. 情感因素:如果带有紧张、焦急、压抑的心理去听 , 他的心理语言活动过程就处于抑制状态 ,会对听力训练产生畏惧心理思维也变得迟钝 ,相反 , 如果在良好的环境中充满信心 , 轻松愉快、毫无心理压力地去听 ,就能最大限度地发挥他的听力水平。三、如何培养学生的听力能力1. 培养学生捕捉信息的能力1 ）捕捉主要信息2 ）获取特定细节信息听者捕捉信息的能力是由以下能力构成：1 ）根据说话者的语气和语调来判断意思的能力；2 ）猜测词义的能力；3 ）辨别感情色彩、特征所承载的能力；2. 培养学生推导和预测的能力

6，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。

7，试讲初中英语麻烦给提供三份教案初一初二初三各一份十

也就是8种时态：一般现在--一般过去时，现在进行时---过去进行时 一般将来时--过去将来时，现在完成时----过去完成时语法项目 构 成 用 法 象 征 词 规则变化 不规则变化 例 句一般现在时 动词用原形三人称单数-s / es 表示经常性的动作或状态 Every often always on 天 in月、季、节、年。 一般-s –es 辅音＋y---ies have----has He goes to school every day.I often have lunch at home.一般过去时 动词用过去时Be—was/ were 表过去某个、段时间内动作及状态 ago/just now /In1998 last/yesterday 等 一般/去e 双写/辅＋y结尾－ied go-went come-camedo-did leave-left等 He wrote a letter yesterday.I studied hard last year.一般将来时 be going to＋V原will / shall + V原 在将来某个时间或某段时要做的事 tomorrow / afternext / tonight in 2010 Go come leave stayfly等用进行表将来 Are you going to read ?He is coming tomorrow .现在进行时 be＋doing 表此时此刻正进行的动作或状态 listen look nowall the time Dont… 一般去e 双写+ing tie die lie –变ie为y加ing Tom is writing now .They are lying on the bed .现在完成时现在完成进行 have / has +PPhave/has been+doing 发生在过去影响在现在的动作或状态等 含糊的频率副词 already just never ever 分词规则的同过去式是一样的 不规则的动词的过去分词需逐个记忆 I have been teaching for 8 years. He has slept for two days. .过去进行时 was / were +doing多用于复合句中 表在过去某时间正在进行的动作 at this time yesterdaylast Sunday evening 一般去e 双写+ing tie die lie –变ie为y加ing He was reading at that time last Friday过去完成时 had+动过去分词多用于复合句中 该动作发生在过去的过去 by the time＋过去时when after before 规则的分词构成与过去时一样的 需要逐个记忆详见不规则动词表 We had learnt 2000 wordsby the end of last year.过去将来时 would + V 原形多用宾语从句中 过去看来将要发生的动作或状态 He said that he… the next day . He said that he would come here the next day .比较级形式形容副词名词 后--er 前加more名词比较用more 表示两个人、物之间进行比较时 than /much/ a little far / in the two 等 一般/去e 双写/辅＋y结尾－ier good/well —better much/many—more She is the tall in the two.He runs faster than Tom .最高级形式形容副词名词 后-est 前加most名词比较用most 大于等于三个人、物之间进行比较 in the ＋比较范围of the 具体的数字 一般/去e 双写/辅＋y结尾－iest bad/ill/badly-worstfar-farther-farthest She is the most beautifulin her class.(最高级加the)动词不定式to do没有人称和数的变化 作主语To read is helpful for anybody now . 作宾语He wants to buy a dictionary. 作宾补I hear him sing yesterday Tom told me to open it. 作表语His job is to take care of children . 作状语Hell go to see a doctor tomorrow . 作定语He has much homework to do every day .主从复合句 状语从句句子作状语 （时间地点原因条件让步比较）He was writing a letter when I came in。 宾语从句句子作宾语（语序、时态、引导词、客观事实）He asked me if I had been to Beijing before. 定语从句句子作定语（修饰名词或代词的句子、注意先行词）I saw the man who was stealing my bike yesterday主动结构与被动结构 主动语态：主语（人、物）+ 谓语 + 宾语动作执行者 + 及物动词 + 动作承受者被动语态：主语（人、物）+be PP + by宾语动作承受者 + be PP + by动作执行者在被动语态中没有可以省to 的不定式 We speak English .主语 谓语 宾语English is spoken by us宾改主 谓语动词 be PP 主by 宾 主动变被动，先找主、谓、宾，宾改主、主by宾，代词变格要细心，谓语动词be pp,时态随主、数随被 PP 是及物动词的过去分词加ed 或不规则详见表被动句的时态（be）随主动句的时态（do）人称和数应随被动句的主语(am、is、are、was、were等 )
jhyingyufudao.cn 初中英语说课教案,初中英语作文教案 直接去这里下载即可~

文章TAG：初二  英语  英语教学  教学  初二英语教学设计教案  
下一篇