各位老铁们，大家好，今天由我来为大家分享八年级英语教案，以及八年级英语教案全英文的相关问题知识，希望对大家有所帮助。如果可以帮助到大家，还望关注收藏下本站，您的支持是我们最大的动力，谢谢大家了哈，下面我们开始吧！
8年级英语教案
8年级英语教案3篇
英语老师要让学生既要学习新知识，又要巩固旧知识，得到两面照顾，不能松懈。作为初二八年级英语老师，你有在课前准备初二八年级英语教案？它对你的工作有着许多帮助。你是否在找正准备撰写“8年级英语教案”，下面我收集了相关的素材，供大家写文参考！
8年级英语教案篇1
教材分析
1.本节内容就是为了进一步巩固主句为一般过去时的宾语从句，是对上一节课的巩固，并为以后的学习做了铺垫。这节课学的知识是本册书的重点之一。
学情分析
1，通过练习发现学生宾语从句并不是很懂，做起题来很蹩脚。
2，由于宾语从句是新学的语法项目，学生在日常学习中也接触，但由于在语文中并不涉及，这为英语中宾语从句的学习设置了障碍。所以学生学起来有一定的难度。
教学目标
知识与能力目标：
1，学习新单词和主句为一般过去时的宾语从句;2，继续谈论时装表演，了解各民族服装;3，通过本课学习，使学生对中国服装文化能有更深刻的了解。
过程与方法：
让学生在反复练习的基础上，能够很自然的掌握宾语从句。
情感态度和价值观：
通过対本课的学习，让学生了解民族服装文化，加强对民族服装文化的了解，增进民族感情。
教学重点和难点
主句为一般过去时的宾语从句
教学过程
Step 1. Review the object clauses of which the main clauses are in the past simple tense..
Step 2. Lead in the new lesson and learn new words.
Step 3.Presention:
1.Listen to the tape and pay attention to the pronunciation. Read 1a in different ways to learn it
2. Let the students answer some questi. And then fill in blanks according to 1a.
Step 4. Practice
Lead into Part 2and practice the object clauses of which the main clauses are in the past simple tense.
Step 5.Colidation:
Step 6.Homework:
教学环节
一，复习
二，导入三，呈现
四，练习五，巩固六，作业
复习宾语从句，然后利用宾语从句引入新课，并展示图片，学习生词，进而学习少数民族服装，处理第三部分。引入1a后，让学生反复练习宾语从句，在深入感知1a后，完成1b。导入第二部分后，进一步巩固宾语从句。
宾语从句的练习会阻力重重，对于少数民族服装的了解不是很多。
利用多媒体进行教学让学生很直观的认识民族服装，增加英语学习兴趣。
板书设计(需要一直留在黑板上主板书)
Unit 8 Topic 3 Let’s go and watch the fashion show
-----Setion B
生词:catwalk cheongsam traditional minority backstage signature
短语:in the center of; in the world of; traditional dress;
high fashion; minority costume; another three models; as for
句型：I guess it’s a traditional Russian costume.
She said Jane knew a lot about fashion.
---What did Jane ask the model?
---She asked…
---What did the model say?
---She said…
学生学习活动评价设计
在学习的过程中，只要学生积极参与，教师和学生都应给予积极的学生以积极的评价，增加学生学习英语的兴趣。
8年级英语教案篇2
一、教学目标：
1.语言知识目标：
1)学习掌握下列词汇：get on with; relation, communication, argue, cloud, elder, instead, whatever, nervous, offer, proper, secondly, communication, explain, clear
2)阅读短文，能按要求找到相应的信息。
3)通过阅读提高学生们的阅读能力。
4)了解在如果生活中发生了一些不尽如人意的问题，应当如何面对理性地去解决。
2.情感态度价值观目标：
人的一生并不都是一帆风顺的，难免有一些挫折的困难，如果生活中发生了一些不尽如人意的问题，我们学会冷静对待，学会合理的办法去理性地去解决。
二、教学重难点
1.教学重点：
1)掌握本部分出现的生词和词组，达到熟练运用的目标。
2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2.教学难点：
1)阅读短文，获得相关的信息的能力。
2)理解并运用所学的词汇及表达方式。
三、教学过程
Step 1 Revision
Some Ss give some problems. Other Ss give advice.
Problems and advice:
1. I have to study too much so I don’t get enough sleep.
Why don’t you go to sleep earlier this evening?
2. I have too much homework so I don’t have any free time to do things I like.
Why don’t you go camping with your friends this weekend?
3. My parents don’t allow me to hang out with my friends.
Why not read some interesting books at home?
4. I have too many after-school classes.
Why don’t you talk about it with your parents?
5. I got into a fight with my best friend.
Why not call him up?
Role-play the conversation of 2d.
Step 2 Presentation the new words
1. relation n.关系;联系;交往
e.g. Their relation seemed quite close.他们的关系看起来很亲密。
2. argue v.争吵;争论
e.g. The couple began to argue about the child’s education.
那对夫妇开始就孩子的教育问题争吵。
3. proper adj.正确的;恰当的
e.g. It’s not proper to visit a friend too late in the evening.
太晚了，去看朋友不合适。
4. nervous adj.焦虑的;担忧的
e.g. Don’t be nervous. It is just a **all test.不要紧张。就是个小测试而已。
5. clear adj.清楚易懂的;晴朗的
e.g. The sun shone out of a clear sky.天空晴朗，阳光灿烂。
8年级英语教案篇3
Unit 4 Why don’t you talk to yourparents?
Section A 1(1a-2d)
一、教学目标：
1.语言知识目标：
1)能掌握以下单词：allow, wrong, guess,deal, work out
能掌握以下句型：
①—What’swrong?
—I’m really tried because I studied until midnight last night.
② You could give him a ticket to a ball game.
③ I think you should ask your parents forsome money.
④ Why don’tyou talk to him about it?
2)能了解以下语法：
(1)能够运用所学知识谈论问题和困难、提出建议并做出选择;
(2)能根据对方所提出的问题，给出一些合理的建议。
2.情感态度价值观目标：
培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
二、教学重难点
1.教学重点：
1) Talk about the problems.
2) Learn the new languagepoints.
2.教学难点：
能根据对方所提出的问题，给出一些合理的建议。
学会表达建议的一些方式。
三、教学过程
Step 1 Warmingup
1.导入学生们平时在学校和生活中存在的问题。
T: What’s the matter/ What’s wrong?
S: He has too much homework to do.
T: Do he like to do it?
S1：No, he doesn’t. Because hedoesn’t have any free time to do things he likes.
…
Step2 Talking
1. Lookat these problems. Do you think they are serious or not? Ss discuss withtheir partners and give some advice.
① I have to study too much so I don’t getenough sleep.
② Ihave too much homework so I don’t have any free time to do things I like.
③ Myparents don’t allow me to hang out with my friends.
④ Ihave too many after-school classes.
⑤ I got into a fight withmy best friend.
Step 3 Listening
1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning ofthe sentences.
2. Play the recording forthe Ss to listen and circle the problems you hear in 1a.
3. Play the recordingagain. Check the answers with the Ss.
Step 4 Pair work
1. Let Ss read the conversationin the box.
2. Use the information in 1a to make other conversations.
3. Let some pairs act outtheir conversations.
e.g. A: What’swrong?
B: I’mreally tied because I studied until midnight last night.
A: Why don’t you go tosleep earlier this evening?
4. Language points
1) allow v.允许;准许
allow**.(not) to do sth.(不)允许某人做某事
e.g. My parents don’tallow me to stay up late.我父母不允许我熬夜。
Mr. Smith allowed Mike to drive there.史密斯先生允许迈克开车去那里。
2) wrong adj.错误的;不对的
= notright
e.g. Some words on theadvertisement are wrong.广告上的一些字错了。
Step 5 Listening
Work on 2a:
T:Peter has some problems. What advicedoes his friend give him? Fill in the blanks with could or should.
1. Let Ss read the sentences in 2a.
2. Play the recording for the Ss to listen and writethe words in the blank.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain somemain sentences for the Ss. Make sure they know the meaning of each sentence.
2. Play the recording forthe Ss to write the letters(a-e) next to the advice in 2a.
3. Play the recording againto check the answers.
Answers: 1. d 2. e 3. a 4. c 5. b
Exercise:
Listen again. Fill in theblanks.
Boy 2 had a ______ with his best friend. He could______ him a letter. But he isn’t good at writing letters. He ______ call him____, but he doesn’t want to talk about it on the ______. He ______ talk to himso that he can say he’s sorry but it’s not ____. He ______go to his house buthe doesn’t want to _______ him. He could take him to the _____________, but hedoesn’t want to wait that long.
Step 6 Pair work
1. Tell Ss to make aconversation using the information in 2aand 2b.
2. Let one pair to read outtheir conversation first.
3. e.g. A: What’s thematter, Peter?
B: Ihad a fight with my best friend. What should I do?
A: Well,you should call him so that you can say you’re sorry.
B: ButI don’t want to talk about it on the phone.
4. Ss act the conversationin pairs. Ask some pairs to act out their conversations.
Step 7 Role-play
1. Ss read theconversations and try to understand the meaning.
2. Read the conversationafter the teacher.
3. Practice the conversation with their partner.Then let some pairs to act out the conversation.
4. Explain some new wordsand main points in the conversation.
(1) guess
e.g. Let us guess the height of the building.
让我们来猜一下这个建筑物的高度。
(2) big deal, deal
big deal是英语中的一个固定搭配，表示“重要的事情或状况”，多用于非正式交流。作否定用法时，常说It’s not a big deal或It’s no big deal.表示说话人并不认为某事有什么了不起。
e.g. There's a soccergame on TV this evening but I don’t have to watch it. It’s no big deal.今天晚上电视上有一场足球赛，但我不一定要看。没什么大不了的。
It’s a big deal, David, bigger than you know.
这事挺重要的，戴维，比你所知道的要重要。
What's the big deal? It’s only a birthday, not the end of the world.
有什么了不起的?这不过是个生日，又不是世界某日。
(3) work out
work out解决(问题);算出
e.g. Mike worked out thedifficult problem by himself.
迈克自己算出了那道难题。
Isit possible to work out the problem?有可能解决这个问题吗?
Homework:
Write three conversationsabout your problems and your friends’ suggestions.
A: I have too manyafter-school classes.
What could I do?
B: You could…
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 won’t. There will be more/less/fewer...
2) Kids won’t 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 **oke 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 don’t 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 I’ll be/do…
Aims of abilities:
1. Learn to talk about one’s 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 one’s 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 parent’s/friend’s 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 group’s 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 parent’s/friend’s 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。 It’s a banana milk shake. Let’s 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. Let’s learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers.
Step five. Let’s 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 Let’s 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.
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