英語教師上課必須要充分備課,寫好英語教案。優秀的英語教案是教師上好一堂課的保障。下面就是本站小編整理的八年級英語教學備課教案五篇，希望大家喜歡。
八年級英語教學設計教案1
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本課重點活動是1a和2。
Ⅰhing aims and demands 教學目標
1. Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost every day during the summer holidays.
(2)Would you like to come and cheer us on?
3. Learn the future tense with be going to:
(1)We are going to have a basketball game against Class Three on Sunday.
(2)Are you going to join the school rowing club?
4. Talk about preferences:
—Which sport do you prefer, cycling or rowing?
—I prefer rowing.
5. Talk about sports and games.
Ⅱ. Teaching aids 教具
圖片/海報/教學掛圖/錄音機/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 複習(時間:7分鐘)
複習學過的運動項目名稱，引出生詞。
1. (展示一些有關運動的圖片，並通過師生對話，引出新的運動項目名稱。)
T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?
Ss: …
(板書並要求學生掌握。)
term
T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
(展示學生在打籃球的圖片。)
T: Look at the picture. Do you know what they are doing? S1, please.
S1: They are playing basketball.
T: Do you like playing basketball?
S1: Yes, I do. / No, I don’t.
T: How many players are there in the basketball team?
(板書並要求學生掌握。)
team
S1: There are five players.
(展示學生在打排球的圖片。)
T: What are they doing? S2, do you know?
S2: They are playing volleyball. (教師幫助該生回答。)
(板書並要求學生掌握。)
volleyball
(用同樣的方式引出生詞cycle, row, skate, tennis, table tennis, ski。)
(板書，並讓學生跟讀，要求學生理解cycle, ski;掌握row, skate, tennis, table tennis。)
cycle, row, skate, tennis, table tennis, ski
2. (用黑板上有關運動的生詞操練，導出prefer的用法。)
T: Which sport do you like better, cycling or rowing?
S3: Rowing.
T: Good! The phrase “like … better” means “prefer”.
(板書並要求學生理解。)
prefer
T: S4, which sport do you prefer, basketball or soccer?
S4: I prefer basketball.
…
Step 2 Presentation 第二步 呈現(時間:10分鐘)
通過師生對話，呈現1a中部分生詞及功能句，並使學生初步掌握be going to句型。
1. (利用plan to do sth.，導入“be going to+do”結構。)
T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.
S¬1: Yes, I do.
T: So you plan to play volleyball tomorrow afternoon, right?
S1: Yes.
T: OK. When we plan to do something, we can say we are going to do something.
(板書，學習新語法。)
be going to do sth.
T: When I tell you my plan, you retell it with be going to. OK, boys and girls?
Ss: OK.
T: I plan to go out for dinner tonight. S2, please.
S2: You are going to go out for dinner tonight.
T: I plan to climb mountains tomorrow. S3, please.
S3: You are going to climb mountains tomorrow.
T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.
2. (教師讓幾個學生說說明天戶外活動的打算，並引出be going to結構的一般疑問句式，過渡到1a。)
T: OK, S4, please tell me what you plan to do tomorrow afternoon.
S4: I’m going to swim with my brother tomorrow afternoon.
T: Are you going to swim?
S4: Yes, I am.
(板書，學習新句型。)
—Are you going to swim?
—Yes, I am.
(教師視學生掌握的情況來決定是否要進行更多的操練。)
3. (展示一幅即將進行籃球賽的海報，引出單詞against, cheer和短語cheer … on。)
T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?
Ss:Yes, we’d love to./I’d love to.
(板書，讓學生猜詞義，並要求掌握。)
against, cheer, cheer ... on
(出示教學掛圖，讓學生看圖片猜測對話內容，導入1a。)
T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.
(出示小黑板。)
(1) Which class is Michael’s class going to play against?
(2) Is Kangkang going to cheer them on?
(聽後覈對答案。)
4. (學生朗讀1a，畫出疑難點和關鍵詞，然後教師解釋疑難點。)
(出示小黑板，領讀關鍵詞;解釋並要求學生掌握almost和win。)
basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win
Step 3 Consolidation 第三步 鞏固(時間:10分鐘)
創設情景，編對話，在真實的語境中培養學生口頭交流能力。
1. (根據小黑板上的關鍵詞，分角色表演對話。)
T: OK. Now you can use the key words above to act out the dialog in roles.
2. (教師引導學生，通過討論新學期的計劃來操練be going to+do句型。)
(教師先做示範，然後讓學生兩人一組練習。)
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T: What about you, S2?
S2: I’m going to study math hard.
T: Oh, it’s a good plan. S3, do you know what your partner is going to do?
S3: Yes. He is going to learn rowing.
T: Discuss with your partner what you are going to do this term.
3. (創設情景，依據1a編對話，鞏固1a及be going to+do句型，完成1b。)
T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.
(板書)
be going to, play, I’m afraid, homework, summer, play against, I hope
(學生兩人一組編對話，教師進行鼓勵啓發，必要時應給予幫助。)
Example:
S4: Hi, S5.
S5: Hi, S4. I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.
S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?
S4: Of course. I’d love to. And I hope you will win.
(讓幾組學生到教室前面表演類似的對話，評出表演組及演員等。)
(教師出示2中運動項目的圖片，引導學生鞏固be going to + do句型，使他們熟練掌握其用法，並自然過渡到2。)
Step 4 Practice 第四步 練習(時間:10分鐘)
完成2和3，培養學生聽說能力，並通過大量操練，使他們熟練運用含有be going to的一般疑問句及掌握prefer的用法。
1. (通過看圖片，練習be going to的用法，導入2。)
T: Look at the pictures, what are they going to do?
Ss: (Picture 1) They are going to go skating.
(Picture 2) They are going to go skiing.
…
T: Which sport do you prefer, … or …?
S1: I prefer …
T: What about you, S2?
S2: I prefer …
T: S3, do you often go swimming?
S3: Yes, very often.
T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”
(板書，並領讀，要求學生掌握quite, bit和quite a lot/a bit。)
quite, bit
very often = quite a lot/a bit
I go swimming very often.= I go swimming much.
T: S4, do you go rowing much?
S4: Yes, quite a lot/a bit.
T: S5, do you go skiing much?
S5: Yes, quite a lot / a bit.(肯)
S6: No, seldom.(否)
T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.
(板書，教學生詞，並要求學生掌握。)
join, club
T: Discuss with your partner which sports club you would like to join.
S7: I am going to join the school rowing club.
S8: …
(學生兩人一組完成2，除了可以用書上所給的運動名稱，也可用他們所知道的其他運動名稱進行對話。)
2. (讓學生聽3錄音，並完成3。)
T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.
(再放錄音3，覈對答案。)
3. (做一個運用“be going to+do”句型的遊戲。)
(挑選若干學生上臺，做關於運動的動作，該動作要能使同學們明白併成功猜出運動名稱。猜到的同學要用be going to+do詢問做動作的同學，以證實自己的猜測是否正確。)
T: Please do an action about your favorite sport.
(S10表演一個動作。)
S9: Are you going to play basketball?
S10: No, I’m not.
S9: Are you going to play volleyball?
S10: Yes, I am.
…
(讓學生儘量多表演動作。)
Step 5 Project 第五步 綜合探究活動(時間:8分鐘)
通過作報告和寫句子，培養學生綜合運用本課所學語法及重要句型的能力。
1. (小組活動，在小組中做採訪並向全班同學作報告。)
T: Work in groups. Ask your partner the following questions, then give a report to your classmates.
(1)Which sport do you prefer, … or …?
(2)Do you … much?
(3)Are you going to … next week?
2. Homework:
用be going to造五個句子，要求用不同的人稱、句式。
板書設計：
Are you going to play basketball?
Section A
prefer be going to + do sth.
cheer … on We are going to have a basketball game against Class Three on Sunday.
quite a bit / a lot Which sport do you prefer, cycling or rowing?
I prefer rowing.
Are you going to join the school rowing club?
Yes, I am./No, I’m not. I’m going to …
Section B
The main activities are 1a and 2a. 本課重點活動是1a和2a。
Ⅰ. Teaching aims and demands 教學目標
1. Learn some new words and phrases:
dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single
2. Go on learning the future tense with be going to:
—What are you going to be when you grow up?
—I’m going to be a dancer.
3. Talk about the favorite sports and players:
(1)—What’s your favorite sport, Maria?
—Basketball, of course.
(2)—Who’s your favorite player?
—LeBron James. / I like Yao Ming best.
Ⅱ. Teaching aids 教具
圖片/小黑板/錄音機
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 複習(時間:8分鐘)
通過談論喜愛的運動項目及新學期的計劃，導入新課。
1. (學生在小組內進行鏈式對話，討論他們所喜愛的運動項目，注意使用prefer。)
T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?
S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?
S2: I prefer … What about you, S3?
S3: I prefer … S4, which sport do you prefer, volleyball or soccer?
S4: I prefer …
2. (教師詢問學生新學期計劃，複習“be going to+do”。)
T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?
S5: I’m going to join an English club.
S6: I’m going to learn to play basketball. I want to be a good player.
S7: …
3. (教師通過展示圖片導入本課新單詞。)
T: Look at the girl in the picture. What is she doing now?(教師指着圖片問。)
S8: She is sleeping.
T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.
(板書，讓學生猜詞義，並要求掌握。)
dream, job, future, in the future, grow, grow up
T: We know her dream job is to be a teacher in the future. What about you?
S9: My dream job is to be a teacher in the future.
S10: My dream job is to be a basketball player in the future.
(教師通過詢問學生長大後的職業引出一般將來時的特殊疑問句。)
T: S11, are you going to be a dancer when you grow up?(教師出示舞蹈演員的圖片，幫助學生理解。)
S11: No, I’m not.
T: What are you going to be when you grow up?
S11: I’m going to be a teacher.
(板書，教學生詞和新句型。要求學生理解dancer;掌握新句型。)
dancer
What are you going to be when you grow up?
I’m going to be a teacher.
(讓學生兩人一組做類似操練。)
Step 2 Presentation 第二步 呈現(時間:10分鐘)
呈現1a，繼續學習be going to的特殊疑問句式。
1. (教師展示一些運動員的圖片，如劉翔、姚明、邁克爾•菲爾普斯等，導入1a對話。)
T: Look at the pictures. Can you tell me their names?
Ss: They are Liu Xiang, …
T: Who’s your favorite player, S1?
S1: My favorite player is …
T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:
(出示小黑板上的問題，聽1a錄音。)
(1)Who’s Michael’s favorite player?
(2)What is Michael going to be when he grows up?
(3)What’s Maria’s dream job?
(覈對答案。)
2. (出示小黑板，依據1a完成表格。)
T: Read 1a and complete the information about Yao Ming in the table.
Player Yao Ming
Height
Play for
T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.
(板書並要求學生理解player, Houston Rockets;瞭解NBA。)
player
Houston Rockets
NBA
3. (再放1a錄音，讓學生跟讀，並注意語音語調。)
T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 鞏固(時間:10分鐘)
分角色表演並做調查報告，完成1b，使學生學會運用目標語言談論自己喜愛的運動、運動員及夢想。
1. (讓學生根據小黑板上的聽力問題和表格中的信息，兩人一組進行對話。)
T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.
2. (讓學生四人一組討論他們所喜歡的運動、運動明星以及未來的夢想，並完成表格。然後彙報討論結果，完成1b。)
T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.
Example:
T: S1, are you ready? Please report.
S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.
Step 4 Practice 第四步 練習(時間:12分鐘)
完成2a，2b和3，培養學生通過自主閱讀獲取相關信息的能力。
1. (教師出示張怡寧、菲爾普斯、劉翔的圖片，通過師生對話，談論這些運動明星。)
T: I have some photos of famous sports stars, who are they? Can you say something about them?
S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.
(板書並要求學生理解Olympic。)
Olympic
S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教師幫助學生回答。)
T: Do you know an active runner named Liu Xiang?
S3: Yes.
(板書，教學生詞，並要求學生掌握single和active;理解runner和athlete。)
athlete, single, active, runner
T: Do you like him?
S3: Of course, I do.
T: OK. Do you know anything about him?
S3: …
(教師根據學生所說的情況，對劉翔做簡短介紹，並呈現生詞及詞組。)
T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.
(板書，教學生詞，並要求學生掌握break(broke), record, gold, give up;理解medal。)
break(broke), record, gold, give up, medal
(讓學生回答問題，覈對答案。)
2. (播放2a錄音，讓學生跟讀，完成2b，並覈對答案。)
T: Listen and read after the tape. Then finish 2b and check the answers.
3. (讓學生再讀2a，找出生詞和疑難點，教師解釋並板書生詞和關鍵詞，要求學生掌握shame，爲複述短文做準備。)
T: Please read 2a again and find out the key words.
Liu Xiang — active — broke … record — won — give up — shame;
Phelps — eight — in swimming — first athlete — single;
Zhang Yining — table tennis players — twice
4. (教師讓學生根據上面板書的關鍵詞複述短文。練習、鞏固2a。)
T: Please retell the passage according to the key words.
5. (播放3錄音，完成短文。)
T: Now listen to the tape of 3. Complete the passage by yourselves.
(播放錄音，覈對答案。)
T: Listen to the tape again and check your answers. Are you right? Good.
Step 5 Project 第五步 綜合探究活動(時間:5分鐘)
通過製作自己喜歡的運動員的名片，學會描述一些運動員。
1. (小組討論並製作自己喜歡的運動員的名片。)
T: Please make a card about your favorite sports player.
(教師出示小黑板上的表格。)
Name Card
Name
Gender
Age
Birthday
Country
Job
2. Homework:
用英語描述自己喜歡的運動、運動員及夢想。
板書設計：
Are you going to play basketball?
Section B
grow up What are you going to be when you grow up?
in the future I’m going to be a dancer.
play for What a shame!
give up
Section C
The main activities are 1a and 2. 本課重點活動是1a和2。
Ⅰ. Teaching aims and demands 教學目標
n some new words and phrases:
mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax
on learning the future tense with be going to + do:
(1)There is going to be a school sports meet next weekend.
(2)She is going to take part in the high jump and the long jump.
(3)—What are you going to do tomorrow morning?
—I’m going to play soccer. I like it very much.
on talking about the favorite sports and reasons:
I like playing soccer very much. Because it makes me strong and it is popular all over the world.
about plans and intentions.
ove the students’ ability of reading.
Ⅱ. Teaching aids 教具
圖片/錄音機
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 複習(時間:8分鐘)
運用體育活動的圖片，複習運動項目的名稱，並導入部分生詞。
1. (複習上節課所學的運動項目的名稱。教師展示一些體育活動的圖片。學生使用圖片，三人一組，到講臺前進行問答表演，說出自己喜歡的體育活動。)
T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?
S1: S2, what’s your favorite sport?
S2: Skating. And you, S3?
S3: I prefer…
…
2. (快速問答，導入新課，找一名平時喜歡運動的同學。)
T: S4, do you like sports?
S4: Yes, I do.
T: Do you often go mountain climbing?(出示登山的圖片。)
S4: Yes, I do.
T: When do you often go mountain climbing?
S4: On Sundays.
T: S5, please talk about S4 according to what he/she said.
S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.
(再找一名喜歡運動的同學。)
T: S6, do you like doing exercise?
S6: Yes, I do.
T: How often do you do exercise?
S6: Every day.
T: How long do you spend doing exercise every day?(必要時可譯成漢語。)
S6: About thirty minutes.
T: S6 spends about thirty minutes in doing exercise every day.
(板書並要求掌握。)
mountain, exercise, do exercise, spend, spend …(in) doing sth.
T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”
(板書，讓學生猜hour詞義，並要求掌握。)
hour
T: S7, please talk about S6 according to what he/she said.
S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.
T: Well done. You are very clever.
Step 2 Presentation 第二步 呈現(時間:10分鐘)
學習1a，使學生區分一般現在時和一般將來時的用法。
1. (教師展示一幅一小女孩打棒球的圖片。)
T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?
Ss: She is playing baseball and she plays it pretty well. (教師可幫同學回答。)
(板書領讀並要求掌握生詞。)
baseball, pretty, pretty well
(教師展示一幅學校運動會的圖片，特別指出跳高和跳遠兩個項目。)
T: (教師手指圖畫)There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.
S1: Yes, I do.
(板書，解釋生詞和短語，並要求掌握。)
weekend, take part in
T: Which sport are you good at?
S1: Running /…
T: Are you good at the long jump or the high jump?(教師邊說邊指着圖片中的跳遠和跳高項目。)
S1: I’m good at the long jump/the high jump.
(板書，讓學生猜詞義，並要求掌握jump，理解the long jump和the high jump。)
jump, the long jump, the high jump
2. (聽1a錄音，回答下列問題。)
T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:
(板書)
(1)Which sport is Ann good at?
(2)How long does she spend in the gym every day?
(覈對答案。)
3. (讓學生再聽1a錄音，跟讀並注意語音語調。)
T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步 鞏固(時間:8分鐘)
完成1b和1c，培養學生從簡單的文章中找出關鍵信息的能力。
1. (讓學生再讀一遍1a，完成1b。)
T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b.
(覈對答案。)
2. (根據1b，完成1c。)
T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.
(覈對答案。)
3. (根據Ann的活動時間表，描述Ann一週的運動情況。)
T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.
Example:
Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. …
T: Each group can choose one student to report. Let’s begin.
(對錶現好的小組，進行表揚和鼓勵。)
Step 4 Practice 第四步 練習(時間:12分鐘)
完成2。鞏固be going to的特殊疑問句的用法。
1. (討論運動對人體的益處，引出生詞，必要時用圖片或體態語幫助學生理解生詞，導入2。)
T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports?
S1: I feel better.
S2: I am strong.
…
T: Yes, we all know doing sports is good for our health. It’s a good way to keep fit/healthy.
(板書，解釋並要求掌握詞組。)
be good for
keep fit / healthy
T: S3, do you often do sports?
S3: Yes, quite a lot.
T: Why?
S3: Because it can keep me fit / healthy.(可幫助學生回答。)
T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning?
S4: Yes, I do.
T: Why?
S4: Because it’s good for my legs, heart and lungs.(可幫助學生回答。)
(板書，領讀，並解釋畫線生詞，要求學生掌握heart;理解lung。)
heart, lung
T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy.
(板書，領讀生詞，並要求掌握。)
relax
2. (教師展示一幅NBA球賽的圖片，上面有很多人在觀看比賽，教師指着圖片問。)
T: What are they doing?
Ss: They are having a basketball game.
T: Yes, basketball games are popular all over the world.
(板書，解釋生詞和詞組，並要求學生掌握。)
popular
all over
T: Do you know other popular games all over the world?
Ss: Yes, we do. Soccer, volleyball, baseball and so on.
八年級英語教學設計教案2
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
Teaching contents:
Reading :Do you think you will have your own robot ?
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
1. Greetings and free talk .
2. If possible,draw a robot on the Bb or put up a picture of a robot.
Tell :What does it look like ? What can it do ?
3. Tell your partner what you know about robots .
Step 2 Pre-task(任務前活動)
SB Page 8 , 1b .
1. Read the title of the passage .
2. Look at the picture together a few Ss to describe What they see .
3. Read the words and phrases in the box tice reading the words .
4. Circle the words you think you will read in the passage .
Step 3 While-task(任務中活動)
SB Page 8 .
1. First let Ss scan the passage for the main idea .
2. Explain something .
(1)help sb with sth /do sth (2)do the same as …
(3)make sb do sth (4)It takes /took /will take …
3. Ask a few comprehension questions around the class .
4. Read the passage by the Ss .
Step 4 Post-task(任務後活動)
through the reading again .
How many words in 1b did you correctly predict ?
2. Go over the structures in SB Page 9 , 3b .
Make their own sentences .
Homework(家庭作業):
1. To make sure the Ss understand the passage I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .
2. Go over this unit .
3. Make their own sentences .
4. What ways do you think a robot will help you and your family in the future e your ideas .
八年級英語教學設計教案3
Teaching goals (教學目標)
s & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情態動詞could /should 的用法。
don’t you … ?結構表建議的運用。
4.如何談論問題及提出建議。
5.在處理問題中學會自省與人際交往。
Important and difficult points (教學重難點)
ld /could 情態動詞的用法。
2.如何提出建議。
教具： a tape recorder5 , cards .
第一課時
課前準備：
教師：錄音機，所學物品的圖片、教學掛圖。
學生：英語點金教練及相關的學習用具
Teaching procedures(教學步驟) (教學過程)
Step 1 Leading in(導入話題，激活背景知識)
1. Greetings and free talk .
2. Check the Homework(家庭作業) .
Step 2 Pre-task(任務前活動)
T: I want to buy a new guitar but I don’t have enough money should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
導入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任務中活動)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
ain . 5. Talk about the answers with the class tice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do the tape twice circle the problems they hear the tape a third time k the answers .
Step 4 Post-task(任務後活動)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任務中活動)SB Page 11 , 2a .
1. Read the instructions sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time only listen attention to Peter’s friend’s advice .
4. Play the tape again circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions attention to Peter’s answers the tape again k the answers .
Step 7 Post-task(任務後活動)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box say the questions and the responses ain the differences between could/should .
Homework(家庭作業):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
八年級英語教學設計教案4
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
Teaching procedures(教學步驟) :
Step 1 Leading in(導入話題，激活背景知識)
1. Greeting and free talk .
2. Check the Homework(家庭作業) ect the students’ advice e it down on the Bb .
Step 2 Pre-task(任務前活動)
ew the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任務中活動)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the tice reading
Step 4 Post-task(任務後活動)SB Page 12 , 3b .
1. Read the instructions t out the example conversation and ask two students to read it to the class .
2. Use your head some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
work .
5. Act out the conversations to the class .
Step 5 While-task(任務中活動)SB Page 12 , Part 4 .
1. Read the instructions sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活動)
Homework(家庭作業) :
將下列短語或句型譯爲漢語
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
八年級英語教學設計教案5
Teaching procedures(教學步驟):
Step 1 Leading in(導入話題，激活背景知識)
1. Greetings and free talk . 2. Check the Homework .
Step 2 Pre-task(任務前活動)SB Page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task(任務中活動)SB Page 13 , 2a .
1. Read the instructions sure the Ss understand what they should do .
the three sentences in the box will be listening to a radio advice program will be talking about one of these problems .
3. Play the tape twice check the problem they hear .
4. Play the tape again ,Ss correct the answers .
SB Page 13 , 2b .
the instructions sure Ss understand what they should pay attention to .
2. Look at the chart e are three persons ,Kim , Nicole , Emilio will give Erin some advice ?What are they ? Read each name for the class .
3. Play the recording again write their answers .
4. Play the recording again ,one sentence by one sentence k the answers .
Step 4 Post-task(任務後活動)SB Page 13 , 2c .
t out the example in the sample dialogue practice reading .
2. Pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework(家庭作業) :
You left your Homework(家庭作業) at home ,what should you do ? Please give your advice .
