第一篇：八年级英语教学设计
Unit 11 could you please clean your room? 教学设计
双沟完全中学
李自力
一、教学内容Section A 2a-4
二、教学目标 1.词汇：
stay out late, work on the computer, get a ride, use the car, go to a meeting, hate to do /dong sth 2.句型:---Could I please go to the movies?---Yes, you can.---Could I please use the computer?---No, you can’t.You must do the dishes at first.三．单元重点和难点 1．重点。
1）学习和复习一些常用的动词短语。2）委婉地提出请求、征求许可做某事。---Could I please use your computer?---Sorry, you can’t..---Could I please watch TV?---Yes, you can.But you have to clean your room first..3）学习如何请求他人的帮助。2．难点。1）表达看法：
I like doing dishes because it’s relaxing, but I hate to do…because it’s boring.2）区别make与do的用法 四.教学过程。1.Warming up Game “Chain drill”.运用上节课的target language “Could you please do…?”依次问答，其中的动词短语不能重复 ,复习动词短语。2．Listening.2a ,2b Read the instructions.Learn the key vocabulary.stay out late, use the car, get a ride, go to a meeting, clean your room, 1)Peter ask his father if he can do four things.Check “yes” or “no” 2)Listen again, Why does Peter’s father say “no” Draw lines to the reasons in the chart.3.Present target language 由听的活动2a 引入target language： A: Could I please get a ride? B: Yes, you can.A: Could I please get a ride? B: Sorry, you can’t, I have to go to a meeting.4.Pair work 2c According the sample conversation, ask and answer in pairs.Then ask and answer in pairs in class.5.3a Fill in the blanks with “make” and ”do”.Get the students to read the dialogue in pairs, then act out it.6.3b Chores that you like or dislike, 1)呈现 like doing/to do, hate doing 2)Make a list of chores that you like and dislike.3)Pairwork.谈论喜欢和不喜欢的家务，并表达自己的看法。A: Do you like doing dishes? B: Yes, I like …because it’s relaxing, No, I hate to do…because it’s boring.7.Make a survey.Discuss in groups of four.Draw a smiling face on the chore you like and draw a crying face on the chore you dislike.Then give a report.通过做调查，巩固句型I like … because…以及I don’t like … because…
调查表格附下： Chores Like Don’t like do the dishes sweep the floor take out the trash make your bed fold your clothes clean the living room 8.Game.Sorry!I can’t!Play the game in 4.9．Grammar focus Could you please clean your room? Yes, sure.Could you please do the dishes? Sorry, I can’t.I have to do my homework.Could I please use the car? No, you can’t.I have to go out.Could I please go to the movies? Yes, you can.Pay attention to the questions and answers, ask and answer loud 10.Homework.Could I go to the party? The concert? / the football game?…
假如今晚你想去看球赛或者音乐会或做其他你想做的事，你请求父母的许可。写一段对话。
教学反思
本课以游戏导入，复习提出请求的句型Could you please …? 谈论喜欢和不喜欢的家务，从听的活动自然过渡到本课的target language “Could I..? ”,接着，通过填空方式引入本课一个知识点.最后通过做调查，巩固句型I like … because…以及I don’t like … because…，锻炼学生动手动脑的能力。
第二篇：八年级英语教学设计
G8M9U2 教学设计
山东昌乐外国语学校
刘伯亭
一． 学习目标
1.语法：能够运用不定式作主语、定语、状语以及不定式的否定形式。
2.词汇：research southwest mainly live on reason less and less situation symbol turtle cause feed
3.技能：能够读懂有关濒危动物现状的文章，明白文章的主旨大意；强化理解文章段落大意和文章结构的技能。能够模仿课文的写作形式，简单叙述濒危动物的情况。
二． 情感态度：增强保护环境和进行环保宣传的责任感。三． 学习策略：学会将谈论的话题继续下去，进行较深入的谈论。四． 重难点：动词不定式的运用。五． 教学内容分析：
本单元向学生介绍一些濒危动物的现状,特别是大熊猫的现状及保护措施.这是一个既有意义,又能引起学生兴趣的话题,是对学生进行环保教育的良好素材.从语言角度来说,学生可以通过听、说、读、写的材料，学习谈论动物及动物保护的表达方式。本模块的语法内容主要是动词不定式作主语、定语、状语及不定式的否定形式。在教学中，教师可以将重点放在内容上，而不是语法上。通过对濒危动物话题的探讨，培养学生正确使用动词不定式的能力。教学过程
1.Warming up Teacher’s activity: Ask: What do you know about pandas? Student’s activity: Read the four headlines ,guess the order of the paragraphs before they read the text.Do Activity 2
2、In put Teacher’s activity : 1.： Ask the ss to read the passage and get the main idea of this passage and say the reasons.2、Get the ss to read again underline the sentences with infinitive in the text by themselves , then discuss the meaning of the sentences，the key words Of the sentences in groups.Student’s activity:
1、Read the passage as fast as possible, get the main idea of this passage and say the reasons.2.Read again underline the sentences with infinitive in the text by themselves , then discuss the meaning of the sentences，the key words Of the sentences in groups.Students do Activity 3.Teacher write the key words to help them.3.Practice Teacher’s activity：
1.Get the ss to read it again and answer the questions: Activity 4: Answer the questions 2：Get the ss to read the passages loudly,and then complete Activity ５
Student’s activity: 1：Read it again and answer the questions: Activity 4: Answer the questions 2.Read the text aloud and complete Activity 5 4.Out put Teacher’s activity：Ｌet the ss retell the story Student’s activity: Retell the story.5.Feedback a.Exercises about infinitive b．Finish Activity 6 c.见达标题
6、Summing-up(归纳总结、解疑)师生必要的讲解和解疑
7、Homework : Writing a leaflet to call people to protect the animals in danger.(do it in groups)1.Animals in danger.2.Why are they in danger? 3.What is the problem? 4.The cause of the problem
5.What can we do to save the animals.当堂检测题：
一．根据汉语提示或首字母完成单词。
1.The area of bamboo is becoming smaller for many different r________.2.Pandas m________ live on bamboo.3.It’s important for us to look a______ pandas in China.4.Pandas live in the f______ and mountains of South-west China.5.Our g _______is working hard to save pandas.二．用所给词的正确形式填空。
6.The ______（surprise）old man was ________(surprise)at the thing.7.The girls all played ________(happy)in the zoo.8.The panda is one of the ________(animal)I like best.9.The boy was so _________(excite)that he cried out.10.There are two pandas _______(live)in the zoo of our city.答案：
一、reasons after
forests
government
二、surprising
surprised
happily animals excited living
G8 M9 U2 单元检测
一、单项选择
1.Miss Zhang told us _____story
A.a interesting
B.an interesting
C.an interested D.an interest 2.-----____do you like doing ?------Because they are very clever.A.What
B.Why
C.where
D.Who 3.The great Wall is a good place ______in autumn.A.to visit
B
visit
C visiting
D visits 4.What ____animals do you like ? A.other B.others C.other
D.other 5.We should use ____oral Chinese _______.A.everyday ,every day B.every day everyday C.everyday everyday D.every day every day 6.Your brother ________ any help.A.need not B.needs not
C.needs not to
D.doesn't need 7.I'd like to see pandas_________.A.the first B.first
C.in first
D.on first
8.Excuse me ,Could you _________the station? A.tell me the way to B.show me the way to C.tell me how to get to D.A,Band C.9.With our help the pandas in China will have enough food ___________.A.to eat
B.eating
C.eatting
D.eat.10.Look!The girl are busy _________English over there.A.practice speaking B.practicing speaking C.practicing speak D.practice speak.二、完形填空
Tina is six years old.One day, her mother said, “Tina, your
is going to come and stay with us next week.” Tina’s grandma arrived by
, and Tina and her mother went to the airport（机场）and
her.Tina’s grandma brought 34 some presents（礼品）, and took her to the cinema.A few days later Tina’s mother said, “Your grandma is going
home tomorrow.” Tina was 36 because she loved her grandma very much.Tina and her mother went to the 37 again.Her grandma went to the plane and Tina began to 38.She said to her 39 , “Why does Granny live in the sky（天空）and not on the 40 like everyone else?”
（）31.A.aunt
B.father
C.grandma
（）32.A.car
B.plane
C.train
（）33．A.met
B.looked at
C.visited
（）34．A.him
B.her
C.us
（）35．A.on
B.in
C.back
（）36．A.happy
B.sad
C.good
（）37．A.cinema
B.airport
C.zoo
（）38．A.sing
B.dance
C.cry
（）39．A.brother
B.mother
C.sister
（）40．A.sun
B.sky
C.ground
三、阅读理解。
One afternoon last summer , Mr White went to a fishermen to buy fish for his supper, beacause a friend of his came to have supper with him that evening.It was hot , most of the fish were not so good but the fishernan said ,“Sir ,all the fish are good.Buy one ?”
Mr White held one fish up to his head and smelled it.“Why do you smell that fish ?Do you think it was bad?”Said the fisherman.“No, I didn't smell it.”
“Then what did you do with your face so close to the fish?” asked the fishernan.“I didn't smell the fish.I only talked to it,”said Mr White.“Talked to it ?”said the fisherman.“Why?What did the fish say to you?”
“It said it didn't know the last news,because it wasn' in the river for more than a week.”()1.Mr White went to buy a fish____ A.and give it to his friend B.and wanted to know the lasted news from it C.and gave it to his parents D.and wanted to eat it with his friend at supper time
()2.-----Why did Mr White smell the fish? A.he was not sure the fish was bad or not B.he wanted to cook and eat
C.he wanted to have a talk with the fish D.he wanted to cook it in the shop()3.What did you think of the fish? A.It was not good and not just out of the water B.It was in the river for more than one week.C.It was bad after Mr White went into the shop.D.It was a good fish and somthing was wrong with Mr Whit's nose.()4.Did Mr White really speak to the fish? A.Yes,he did B.No,he didn't C.Yes,he didn't D.No,he did.()5.Which of the following is true? A.Mr White bought the fish at last B.Mr White didn't buy the fish at last
C.The fisherman thought Mr White really talked to the fish D.The fisherman gave the fish to Mr White.四。任务型阅读。
Many people go to shool for education.They learn languages, history,politics,maths and so on.Others go to learn a skill so that they can make a living.Shool education is very important and useful.Yet no one can learn everything from shool.A teacher can't teach his students
everything.The teacher's job is to show students how to learn.The teacher teach them how to read and how to think.So the students themselves shall learn much more outside shool.根据短文内容，填上正确的单词或句子。1.As a student ,we go to shool for _________ 2.Jim wants to find a job ,at fitst ,he'd better go to shool_________ 3.If we want to know the development of our country, we must learn __________well.4.In class,the ride of a teacher is_______ 5.The student who ___is the best
student.五、用动词的适当形式填空。
1、Would you like ______(find)out more about animals in danger.2.The WWF works to protect all animals in ____(dangerous)3.You must practice ____(say)the English words and check that you remember the meanings.4.It's important ___(build)a nature reserve.5.People must stop ____(kill)the panda.六、书面表达
利用本单元所学到的知识，写一份倡议书：谈谈作为中学生应该如何保护我们身边的每一种动物？
答案：
一BBAAA DBDAB
二、CBABC BBCBC
三、D A
A
B
B
四、education
to learn a skill
history, to show students how to learn shall learn much more outside shool.五、to find , danger，saying , to build, killing
第三篇：八年级英语教学设计
一、教材分析
本单元的语言目标是运用句型“What did you/ she/he /they say...?” 和“I/He/She/They said...”,主要话题是不同人物谈论对周围的人和事的不同看法。本单元的所有活动以此为话题逐一展开，用英语转述他人所说的话，掌握直接引语与间接引语的相互转换，为以后宾语从句的学习作好铺垫。
本课时主要是介绍及导入新的语言现象。首先通过问学生“What are you going to be in the future? Why?” 谈论他们的理想，并通过第三人转述他人观点。“He/She said he/she was going to be a doctor…” 呈现了本单元的主要话题—谈论不同人物的不同观点。通过大量语言输入，从口头上初步认识直接引语与间接引语，诱导学生发现、总结出直接引语与间接引语相互转换需注意的事项，通过听力训练以及谈论连续剧进一步熟悉这一新的句型和语言现象。接着通过两两结对活动和小组活动等工作学习的方式运用本课时所介绍的关键句型用英语转述他人所说的话，谈论自己、他人对事物的不同看法。教学内容大多以学生运用句型谈论的内容为主，教学方式主要通过学生们的听和说，倾听别人的观点，然后表达自己的观点。
二、学情分析
1.大部分学生整体听、说、读、写能力好，接受知识的能力强。不过有部分学生由于基础较差，自信心不足，英语接受能力还欠佳。但他们对英语学习的兴趣还是比较浓，上课能积极配合，能大胆参与到各种教学活动中来。
2.以前教材中出现过一些宾语从句，因此学生们学习间接引语时并不会很难。同时笔者设计了很多他们熟悉并感兴趣的图片、人物、事件和情景，让他们进行大量的操练，符合语言习得规律，听说领先，读写跟上。3.本节课学生需要掌握的关键点就是熟练直接引语与间接引语的相互转换，尤其是人称、时态和部分单词的变化。
三、教学目标
1.知识目标：能够正确使用下列单词和词组
(1)学习并掌握的单词：soup opera, mad…
(2)学习并掌握的词组：be mad at，have a surprise party, not… at
all…(3)学习并掌握句型：What did Marcia say?
She said she was going to have surprise party for Lana on Friday night.She said Lana thought she was coming to her house to study.Lana said that she wouldn’t go to Marcia’s house on Friday night.2.能力目标：在大量的语言输入之后完成语言输出
在听、说、读、写中提高语言技能，能在真实情景中熟练运用掌握直接引语与间接引语谈论对周围事物的看法。提高综合运用语言的能力。
3.情感目标：引导学生学会与别人合作，积极探讨对身边的事物的看法，有自己独特的见解。从而树立正确的人生观和价值观，激发学生学习英语的热情，意识到学、用英语的乐趣。
四、教学重点和难点
教学重点：熟练掌握直接引语与间接引语的相互转换，并用间接引语谈论对周围人和事物的看法。
教学难点：掌握直接引语与间接引语的相互转换过程中人称、时态的变化。
五、教学过程 1.导入
提问并让学生讨论“What are you going to be in the future?”叫一名学生回答，教师假装没听清楚，问另一名学生“What did he say?” 从讨论入手，导出本课的知识点----间接引语，既激发学生的兴趣和求知欲，又为后面的教学做好铺垫。
2．呈现
利用多媒体展示一些经典形象，如猫和老鼠、一休、哆啦A梦以及马丁.路德.金的演讲等对话图片。提供直接引语句子，在间接引语句子中挖出一些空格供学生补充成完整的间接引语句子。（用真实的情景，在学生的脑海中建立句型模式He/She /They said…?使他们明白句子的意思和用法，挖出一些空格供学生补充成完整的间接引语句子,目的就是降低难度。）
3．归纳
通过大量图文并茂的对话情景（只出示直接引语句子和What did he /she /they say?）给学生强烈的感官刺激，学生不吐不快。引导他们归纳直接引语如何变为间接引语。通过细心观察、分析、比较与归纳，让学生对间接引语的感性认识上升到理性认识，完成本节课的语言知识目标
4．操练
(1)Group work,根据图片中文字提示，一组问What did he/she/they say?，一组回答He/She/They said…
(2)学生每人在纸上写出一句话，并把纸条传给别的学生，由学生用间接引语说出纸条上的内容.(3)学生三人一组，对课文1b进行现说现演。让学生进行充分地听、说练习，增强语感。充分调动学生的积极性，为下一步的听力作好充分的准备。（把1b内容提到这里操练，是对教材的有效整合。）
5．学习新单词，做听力1a.2a.2b练习。（先进行了大量练习，听力1a、2a已变得十分轻松了。进行了听前导读，降低了学生听的难度，同时大大增加了学生的成功感。）
6．做课堂练习
展示三类题型：
(1)根据直接引语句子，填空完成间接引语句子（只需填人称代词）。(2)根据直接引语句子，完成间接引语句子（只需填时态动词）。（3）展示直接引语句子，要求学生写出间接引语句子，确认答案。
听说领先，读写在后，把新的所学知识落实、巩固到笔头上。设计不同梯度的练习，让所有学生参与到练习中来，兼顾到个层次的学生学习，激发学生学习英语的热情。
7．布置作业
(1)完成练习册上的作业
(2）观看一热播电视连续剧，选取其中一场景对话并把它改成间接引语。（学以致用，继续激发学生的兴趣，把新句型融入自己的日常生活中）
六、板书设计
words and phrases
grammar
“I want to be a teacher.” direct speech be mad at
She said she wanted to be a teacher.reported speech soup opera
She said she was going to have surprise party.have a surprise party（用彩笔标注重难点，使学生一目了然）
七、学生学习活动评价设计
课堂上对学生进行及时地引导、鼓励、表扬，采取教师评价学生，学生之间互评以及学生制作自评表进行自评相结合。
八、教学反思
这节课是笔者的一节公开课的教学设计。堂课内容相对简单，学生预习到位，课堂上学生积极举手发言，密切配合教师教学。连成绩中下的很多学生都积极参加到教学活动中来。当课堂组织学生参加“说你说我”—-转述他人的话语和谈论连续剧(soap opera)时，学生的学习兴趣达到了高潮。他们举着手，兴致勃勃地去交谈。因为呈现句型和操练较到位，所以学生掌握得比较好。但是笔者感觉时间掌握得不是很好，后面的教学时间有点紧。也有许多环节还需要笔者及听课教师在今后的教学中进一步完善，如：学生可以通过思考、交流和合作等方式，更好地学习和使用英语，完成学习任务。活动不应该仅限于课堂教学，而应该延伸到课堂之外的学习和生活中，鼓励学生平日里多说英语，让学生活学活用、学以致用。
第四篇：八年级英语教学设计
八年级英语教学设计
王立欣 涿州市孙庄中学
Unit3(period 3 3a—4)
一、Teaching aims:
1.Knowledge objects: ① Key vocabulary ② Target language ③Listening, speaking, reading and writing practice about future plans 2.Ability objects: ①Listening and speaking skills ②Reading and writing skills ③To train students’ ability of making future plans
3.Moral objects: ①Making a good vacation plan can make your trip happy.②Learn to care other people and help others
二、Teaching key point s:
①Key vocabulary: Tibet, Hong Kong ,San Francisco ,Hawaii, How long , get back ,camp ②Important points:(Target language)Where are they going? How long are they staying? What is Dave doing for vacation? I’m going to Hawaii for vacation.I’m going in December and I’m staying for three weeks.三、Teaching difficulties：
Listening, speaking, reading, and writing practice.四、Teaching methods： task teaching
1、Listening and speaking methods
2、Reading and writing methods
3、Pair work.Teach students how to communicate with others.五、Studying way： 1.Role playing.2.Group work(Learn to how to communicate with others.)3.Discuss
六、Teaching procedures：
Step Ⅰ
warming----up
First chant
Then sing a song Step Ⅱ
Revision
① Revise the words on page 15
② Group work:
What are you doing for vacation?
③ What is he/she doing for vacation?(Talk about the pictures on the screen)Step Ⅲ
3a
Ask students to open their books and turn to page 15, look at 3a.First teacher reads by herself/himself.Then fill in the chart.After that check the answer.Then read after the tape sentence by sentence.Read it together.Discuss the phrases :go hiking, like doing sth„ go away„ send sb sth or send sth to sb, show sb sth or show sth to sb Step Ⅳ
3b
First let students practice the conversation in 3a.Then use the information below to make their own conversations.Ask two students to read the example in the speech bubbles.Then tell students to use the information in the chart.Point out the example conversation comes from the first information in the chart.Ask students to work in pairs.Take turns to ask and answer.Have different pairs of students perform each of the conversations for class.Step Ⅴ
Grammar
Distinguish the present progressive as now and as future
Step Ⅵ
Vacation dreams!
There is a note about a dream vacation.I’ll ask a
student to read it to the class.Write about your dream vacation according to the pictures on the screen one that you would love to take.You can make up the answers.please use the note in your books as an example.Then ask some to read their reports.Step
Ⅶ Exercise
1.Fill in the blanks using the prepositions in, on from etc.2.Write out your or your family national holiday plan.(If time permits it shows on the screen)Step
Ⅷ Conclusion
1.use “be+doing” to talk about future plans
2.go camping
spend with friends
vacation
go hiking have a good time
send me a postcard
show me your photo
3.That sounds nice./ interesting.Step
Ⅸ
Homework
Write a diary about your coming vacation.You can use the new words and expressions.Step Ⅹ
Blackboard design
Words : Tibet, Hong Kong ,San Francisco ,Hawaii, How long , get back ,camp Phrases :
go hiking, like doing sth„ go awa
y„ send
sb sth or send sth to sb, show sb sth or show sth to sb National Holiday plan: Suppose(假设)we’re going to other countries for vacation.Make a vacation plan.Then give a report:
Where to go:
When to go:
What to take:
What to do:
How long to stay: 教学反思：
成功之处：
1、在教学过程中我注重学生的听、说、读、写综合能力,鼓励他们大胆的说并运用到实际中去。创造条件让学生能够发现他们自己的一些问题，并自主解决。
2、鼓励学生大声的朗读课文并背诵,使自己听得见自己的声音,渐渐做到流利,顺畅。促进学生互相学习，互相帮助，体验成就感。
3、后进生上课时注意往往不够集中，我就将教材化难为易，化多为少，精讲多练，课堂上尽量创造愉快的氛围。他们由于羞怯心理往往怕开口，我尽量将难易适度的问题去问他们；叫他们到黑板上写有把握的句子；朗读事先已读过多遍的课文，当他们回答正确时，我总是面常笑容地说：“very good”。这样，后进生的参与意识大大地加强，消除了畏惧心理。
不足之处：由于教学内容要面向全体学生，照顾后进生的学习情况，在时间的安排上显得有点仓促，不能有足够的时间让学生说的能力得到充分体现。
八年级英语教学设计（改进后的）
王立欣 涿州市孙庄中学
Unit3(period 3 3a—4)
一、Teaching aims:
1.Knowledge objects:
① Key vocabulary ② Target language
③Listening, speaking, reading and writing practice about future plans 2.Ability objects:
①Listening and speaking skills
②Reading and writing skills ③To train students’ ability of making future plans
3.Moral objects:
①Making a good vacation plan can make your trip happy.②Learn to care other people and help others
二、Teaching key point s:
①Key vocabulary: Tibet, Hong Kong ,San Francisco ,Hawaii, How long , get back ,camp ②Important points:(Target language)Where are they going? How long are they staying? What is Dave doing for vacation? I’m going to Hawaii for vacation.I’m going in December and I’m staying for three weeks.三、Teaching difficulties：
Listening, speaking, reading, and writing practice.四、Teaching methods： task teaching
1、Listening and speaking methods
2、Reading and writing methods
3、Pair work.Teach students how to communicate with others.五、Studying way： 1.Role playing.2.Group work(Learn to how to communicate with others.)3.Discuss
六、Teaching procedures：
Step Ⅰ
warming----up
First chant
Then sing a song Step Ⅱ
Revision
① Revise the words on page 15
② Group work:
What are you doing for vacation?
③ What is he/she doing for vacation?(Talk about the pictures on the screen)Step Ⅲ
3a
Ask students to open their books and turn to page 15, look at 3a.First teacher reads by herself/himself.Then fill in the chart.After that check the answer.Then read after the tape sentence by sentence.Read it together.Discuss the phrases : go hiking, like doing sth„ go away„ send sb sth or send sth to sb, show sb sth or show sth to sb Step Ⅳ
3b
First let students practice the conversation in 3a.Then use the information below to make their own conversations.Ask two students to read the example in the speech bubbles.Then tell students to use the information in the chart.Point out the example conversation comes from the first information in the chart.Ask students to work in pairs.Take turns to ask and answer.Have different pairs of students perform each of the conversations for class.Step Ⅴ
Grammar
Distinguish the present progressive as now and as future
Step Ⅵ
Vacation dreams!
There is a note about a dream vacation.I’ll ask a
student to read it to the class.Write about your dream vacation according to the pictures on the screen one that you would love to take.You can make up the answers.please use the note in your books as an example.Then ask some to read their reports.Step
Ⅶ Exercise 1.Fill in the blanks using the prepositions in, on,from，2.Write out your or your family national holiday plan.(If time permits it shows on the screen)Step
Ⅷ Conclusion
1.use “be+doing” to talk about future plans
2.go camping
spend with friends
vacation
go hiking have a good time
send me a postcard
show me your photo
3.That sounds nice./ interesting.Step
Ⅸ
Homework
Write a diary about your coming vacation.You can use the new words and expressions.Step Ⅹ
Blackboard design
Words : Tibet, Hong Kong ,San Francisco ,Hawaii, How long , get back ,camp
Phrases :
go hiking, like doing sth„ go awa
y„ send sb sth or send sth to sb, show sb sth or show sth to sb National Holiday plan: Suppose(假设)we’re going to other countries for vacation.Make a vacation plan.Then give a report:
Where to go:
When to go: What to take: What to do: How long to stay: 教学反思：
成功之处：
1、我在教学过程中注重学生的听、说、读、写综合能力,鼓励他们大胆的说并运用到实际中去。创造条件让学生能够发现他们自己的一些问题，并自主解决。
2、鼓励学生大声的朗读课文并背诵,使自己听得见自己的声音,渐渐做到流利,顺畅。促进学生互相学习，互相帮助，体验成就感。
3、后进生上课时注意往往不够集中，我就将教材化难为易，化多为少，精讲多练，课堂上尽量创造愉快的氛围。4他们由于羞怯心理往往怕开口，我尽量将难易适度的问题去问他们；叫他们到黑板上写有把握的句子；朗读事先已读过多遍的课文.5当他们回答正确时，我总是面常笑容地说： very good,great,wonderful,and so on。这样，后进生的参与意识大大地加强，消除了畏惧心理。
不足之处：1 由于教学内容要面向全体学生，照顾后进生的学习情况，在时间的安排上显得有点仓促，不能有足够的时间让学生说的能力得到充分体现。2课上时间有限，没有照顾到所有学生，只是有个别学生一节课也没有站起来回答问题，下次有待努力。
第五篇：八年级英语教学设计
八年级英语教学设计
Module 7 A famous story(Vocabulary)课型：词汇新授 【学习目标】
1、复习并继续学习一部分动词的过去式、过去分词;
2、根据情境，能运用本课有关事物的新词汇进行交流.【课前准备】
1、根据音标，先试读生词，直到熟读生词，最后能够英汉互译；
2、收集有关童话故事名称的词汇，用英语写下来，越多越好。（例如：《木偶奇遇记》（The Adventures of Pinocchio）、《灰姑娘》（Cinderella）、《白雪公主》(Snow White)【学习过程】 I、预习情况检查：
1）小组内结对检查并纠正词汇的发音；
2）进行词汇的英汉互译（组内可进行一人提问，其余人抢答或分成两组进行词汇竞赛的形式复习所预习的词汇）； II、词汇拓展：
（1）看图完成单词(独立完成)
r__bb__t d__ __sy ch__ __n
r__ __g h __ dge g__ __d（2）独立完成下面的词形转换：
sudden ______(副词)party______(复数)fall______ ______(过去式)(过去分词)hole______(同音词)across_______(动词)outside______(反义词)wear______ ______(过去式)((过去分词)carry______(过去式)（3）组内交流答案，改正错误并记忆。III、当堂反馈练习：
根据首字母提示，完成句子。
1.Don’t go a______ the street when the traffic light is red.2.What do you do with a s man who enters your home at night? 3.D______ the summer holiday, I did my homework and visited my grandparents.4.Which color do you prefer, the black or the p______? 5.Look!The farmers are working in the f______? 6.Can you help me? The bag is so heavy.I can’t c______ it.7.A:Tom f______ off his bike and hurt his leg yesterday.8.You can’t stand u______ the tree when it rains heavily.9.I felt very t______ after the long walk.10.Lucy j______ higher than Lily.板书设计
Module 7 A famous story suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, once, 反思
八年级英语教学设计 Module 7 A famous story(Grammar)课型：语法新授 【学习目标】
1、能够正确使用过去进行时；
2、能在学习语法的过程中，学会一些区分与归纳的学习方法。【课前准备】
课前朗读本模块的词汇（学生自己朗读）【学习过程】 I、新知导入。
(1)介绍：a.I’m having an English class now.Look!They are playing football on the playground.b.My parents were working at this time yesterday.When I saw her, she was talking to somebody.(2)归纳：请仔细观察以上例句，回答下列问题: a 部分2个例句中用的是什么时态，构成是什么？
b部分2个例句时态构成与a的不同之处是什么？
(3)交流：分组讨论你所发现的规律。
b部分中用的时态我们可以称为，它的构成是。(4)I was reading a book at that time.What were you doing at 8 o’clock yesterday evening?
We were learning Module 5 at this time last week.Alice was sitting by the river when a white rabbit ran past her.归纳：观察上面的含有过去完成时态的句子，你能试着总结一下过去完成时的概念吗？.交流：分组讨论你总结的概念，并试着找出过去完成时态的时间状语有那些？(5)回顾我们所学的现在进行时态
Look!He isn’t helping his mother do housework.Are your parents watching TV at home now? Yes, they are.你能试着说说过去完成时态的否定句和一般疑问句应该怎么构成吗？ 否定句： ；一般疑问句：.II、专项练习。
(1)请在小组内或结对，用过去进行时was/were+doing来交流一下at 7 o’clock yesterday evening你或是你的家人做的事情，进行说的训练，并结对互评或小组互评，纠正出现的错误。
(2)请在小组内就下面两幅图片进行问答练习，要出现：What were you doing …?;I weren’t doing…。；Were you doing…?等句型，并组成一个合理的小对话。
8:00 last night at this time last Sunday III、综合运用。
1、将下列句子译成英语。1）昨天下午三点,他们正在筹钱.They _______________ at 3pm yesterday.2）上周六这个时候,我正在照顾小孩.I ___________________ the child at this time last Saturday.3）当我找到他时,他正在灌制唱片.He __________________ when I found him.4）爸爸正在种菜当我们打电话给他时.Father ______________vegetables when we called him
2、时态填空: 1).He ________(see)a film last night.2).They ____________(cook)at 8 o’clock yesterday.3).When I _________(see)her two hours ago, she __________(talk)to somebody.4).A: What ________ you ________(do)at this time last week? B: I ______________(prepare)for the Maths test.5).When the policemen came, the boys _____________(cry)loudly.6).Last summer, we __________(work)on a farm.7).When the electricity went off yesterday, the girls _____________(have)dinner.8).He often _________(swim)when he was young.板书设计
Module 7 A famous story 过去进行时: 结构: 主语 + was/were doing sth.反思：
八年级英语教学设计 Module 7 A famous story Unit 1 Alice was sitting with her sister by the river.课型：听说新授 【学习目标】
1、能运用本课的新词汇和过去进行时进行口语交流；
2、能听懂本单元所提供的听力素材，并完成听力任务。【课前准备】
1、根据音标，先试读生词，直到熟读生词，最后能够英汉互译；
2、提前阅读童话故事《爱丽丝漫游奇遇记》或了解一些关于这个童话故事的人物、故事情节等等。【学习过程】
1、预习情况检查。
1）小组内进行词汇的英汉互译；
2）组内围绕”What were you doing at this time yesterday/at that time?”对话练习.2、听力训练。（1）、多层听
听Activity 1,完成排序。（2）、听后说
自读Activity 1单词，小组内互相纠正发音。
5、对话学习。a.读前听
（1）请听对话，回答下列问题。
1）What is Lingling reading? 2)Why was the rabbit running? b.语言知识归纳。
（1）请精读文章，找出并写下疑难问题_____________________________________________________________________________________________________________________________________________________________________________________________________________________（2）结对或小组内交流，记下仍然解决不了的问题 __________________.（3）语言点导学：
1)“How is it going ,Lingling?”来询问对方生活、工作中有什么新进展，又如：So how’s it going at work these days?
2)Sally sent it to me.萨莉送给我的。(Sally sent me the book..)send sb.sth.= send sth.to sb.I want to send the postcard to Jim.(同义句转换)
I want to _______ _______ ________ __________.3)a girl called Alice 此处的“called”的用法是过去分词做后置定语。一个叫小明的男孩 ________________ 一只叫咪咪的猫 _________________ 4)in a tree /on a tree 的区别：in a tree 表示外来的东西在树上；on a tree 表示树本身长出来的东西。
Don’t sit ______ the tree.It’s dangerous.Look!There are so many apples ______ the tree.c.两两对话，熟读课文。
6、学以致用。
I.根据所给汉语提示，写出空缺处单词正确形式。
1._______(突然)he heard someone crying for help.2.Yesterday the grandfather bought a ______(兔子)for his grandson.3.Mary is going to have a birthday _______(聚会)next week 4.There is a _______(洞)on the wall.5.When he went to the America at first, he felt _______(陌生的).II.用括号内所给单词的适当形式填空。
1.The s tory is about a girl _______(call)Alice.2.She ________(fall)down a big hole, and she couldn’t see anything.3.The white rabbit was looking at _______(it)watch.4.---How is it ________(go)?----Great.5.Sally ________(send)it to me when i visited her home.6.What ______ he _____(do)at nine o’clock last night?
7.We _________(watch)TV when suddenly the telephone rang.8.I ___________(read)a newspaper while I was waiting for the bus.9.When the headmaster came in, the students _______(read)the text.板书设计
Unit 1 Alice was sitting with her sister by the river.send sb.sth.= send sth.to sb.a girl called Alice in a tree /on a tree
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