新目标英语八年级下册全册教案.docx

1、新目标英语八年级下册全册教案最新人教版新目标英语八年级（下册）英语教学计划一、指导思想为促进教育教学质量的提高，在本学期的英语教学中，要坚持以下理念的应用：1、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；2、突出学生主体，尊重个体差异；3、采用任务型的本文来自范文网教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；4、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。二、全期教学总目标学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述

2、并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同本文来自范文网完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。三教材简要分析新目标英语八年级（下册），全书共有十个单元，另两个复习单元。本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、间接引语、时间状语从句、条件状语从句、反意疑问句等。同时每个单元后都提供了一篇阅读文章，用以训练学生的阅读能力，

3、扩大学生的阅读量。四、学情简要分析整体而言，学生成绩和学生的学习态度的两级分化十分严重，少部分英语基础好的优秀学生，不管是在学校，还是在家，都能认真学习、主动思考问题，同时还能够及时反馈学习情况，在他们身上，教和学得到了比较好的统一。与此相反的是，另一部分同学英语基础很差，有些连26个字母都不能背全；学习态度也十分懒散，不但不愿学，不想学，还影响课堂纪律，影响他人学习。其他大部分学生属于中间层次，虽然不太吵，但学习情况依然很不理想，还是存在很多不想学不愿学的情况。总的来说，学生在英语学习上所存在的问题主要表现在:(1)听、说、读、写等方面的基本技能未能掌握，连音标和单词的拼读都没有掌握好；（2

4、）受方言影响，多数同学的发音不准确。(3)单词量掌握较少；（4）上课时精力不集中，对英语有一定的抵触心理；（5）学生整体的惰性还是很强，自觉性很差。（6）学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。五、提高教学质量的可行措施及教改措施一、面向全体学生，注重素质教育。二、以学生为主体，尊重学生个体差异。三、采用活动途径，倡导体验与参与。四、开发课程资源，拓展学用渠道。具体来

5、说：1.认真专研教材和课标，精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。2.充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。3.多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。4.积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语手抄报比赛、学唱英文歌曲，课前五分钟活动等。5.注重个别辅导，在面向全体学生的基础上，培优补差。6.不断学习，加强自身素质和业务能力的提高。古城中心学校八年级英语第二学期教学进度计划周次日期教学内容课时12月 28 3月 4 日Will peopl

6、e have robots?(1.2)223月 7 3月 11 日Will people have robots？(3-5)What should I do?(1)433月 14 3月 18 日What should I do?(2-5)443月 21 3月25 日What were you doing when the UFO arrived？(1-4)453月 28 4月 1 日What were you doing when the UFO arrived？(5)He said I was hard-working.(1-3)464月 4 4月 8日He said I was hard-

7、working.(4-5)374月 11 4月15 日If you go to the party, you will have a great time.(1-4)484月18 日4月 22日If you go to the party, you will have a great time.(5) Recycle11494月 25 日4月29 日Recycle1105月 2 5月 6 日期中考试，五一放假115月 9 5月13 日How long have you been collecting shells?(1-4)4125月16日-5月20 日How long have you be

8、en collecting shells?(5)Would you mind turning down the music?(1-3)4135月23日-5月27 日Would you mind turning down the music?(4-5)Why dont you get her a scarf?(1-2)4145月30日-6月3 日Why dont you get her a scarf?(3-5)Have you ever been to an amusement park?(1)4156月6 日6月10 日Have you ever been to an amusement p

9、ark?(2-5)4166月13日-6月17 日Its a nice day, isnt it?(1-4)4176月20日-6月24 日Its a nice day, isnt it?(5)Recycle24186月 27日-7月1 日Recycle197月4 日7月 8 日复习207月11日7月15日期末考试，总结放假LessonUnit 1 Will people have robots ?TimeTeaching goals:1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, et

10、c .2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.3. There be 句型的一般将来时.4. more , less , fewer 的用法.5. 学习一般将来时态的相关知识，学会对未来进行预测.6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.Important and difficult points1. will构成一般将来时态的句式。2. There be 句型的一般将来时态。3. more , fewer

11、 , less 的用法。4. How to make predictions .教学资源Teaching procedures:共 性 教 案个性教案Period 1Step 1 Leading in1. Greetings: Welcome to school .Whats the date today ? Whos on duty today ?Do you enjoy your winter holiday ?Do you finish your homework ?Do you want to live on the moon ?Can you guess what will happ

12、en in ten years ?Collect the Ss answers and say something about their predictions .Step 2 Pre-taskSB Page 2 ,1a .1. Look at the picture :How will the world be different in the future ,100 years from now ?Were going to talk about sth in 100 years .2. Read each predictions to the class .Explain the ne

13、w vocabulary .3. Read the instructions .Make sure Ss know what they should do .4. Do it by themselves .5. Talk about the answers with the class .Explain :一般将来时态构成: will / be going to +动词原形Step 3 While-taskSB Page 2 ,1b .1. Practise reading the six predictions .2. Read the instructions to Ss .Circle

14、the things you hear on the recording .3. Play the tape twice .4. Play the tape a third time .At the same time ,check the answers .SB Page 2 , 1c .1. Pay attention to the dialogues .2. Read the dialogues fluently .3. Pairwork .Work in pairs to make predictions according to the sample .4. Ask several

15、pairs to share their conversations to the class .SB Page 3 , 2a & 2b .1. Read the predictions .2. Read the instructions and point out the sample answer .3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .4. Check the answers .学生探究: less , fewer 的区别。Step 4 Po

16、st-task1. Point to the example in the sample dialogue .Practice reading .2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .Grammar Focus: 1. Review the grammar box .Ss say the statements and responses .2. Make summaries about “will” ,“fewer” and “less” . Homew

17、ork:1. Make predictions about yourself in 10 years .Write down 5 sentences .2. Go over the new words .Period 2Teaching procedures :Step 1 Leading in 1. Greetings and free talk .2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)Step 2 Pre-task1. Go over what w

18、e learnt yesterday .2. 通过三种时间的对比简略复习一般过去时与一般现在时。Step 3 While-taskSB Page 4 , 3a .1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .2. Read the instructions .3. Complete fi

19、lling in the blanks individually .4. Check the answers .5. Practise reading .Then ask some Ss read them out .SB Page 4 , 3b .1. Look at activity 3a .Make predictions about Sally .2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .3. Practise reading .4. Pai

20、rwork .Make their predictions about Sally .Step 4 Post-task1. Write about yourself .With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .2. Complete the work individually .3. Review the task .Ask a few more Ss for answers .Homework :Draw a p

21、icture of the city in 20 years .Describe it to the class .Period 3Teaching procedures :Step 1 Leading in 1. Greetings .2. Say yourselves :five years ago , today and in five years .3. Check the homework.Step 2 Pre-taskSB Page 5 , 1a .1. Look at the form and read the headings to the class .Make sure t

22、he Ss know what they mean .2. Read the list of seven words .Explain the new words .3. Write each word in the correct column .Check the answers.SB Page 5 , 1b .1. Read the words already written on the chart .2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide

23、 the class into groups of four ,let them have a competition .Step 3 While-taskSB Page 5 , 2a .1. Look at the pictures carefully .Can you guess what well listen ?Talk about them .2. Read the instructions .Well listen to 3 conversations .Number the pictures 1-3 .3. Play the tape twice .Check the answe

24、rs .SB Page 5 , 2b .This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years .1. Read the instructions .2. Pay attention to the sentences and the verbs in the box .3. Play the tape and correct the answers .Step 4 Post-task1. Read the

25、instructions .2. Pairwork. One is Alexis, one is Joe .3. Point out the example in the sample dialogue .Read it to the Ss .4. Talk about Joes life now , ten years ago and in ten years .5. Ask some pairs of Ss to say their dialogues .Homework:1. Go over the words .2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。Per

26、iod 4Teaching procedures:Step 1 Leading in 1. Greetings .2. Ask two Ss to say sth about Joe .3. Check their homework .Step 2 While-taskSB Page 6 , 3a .1. Read the instructions .2. Give Ss 3 minutes to read the passage , tick out the new words.3. Explain the new words and practice reading .4. Point o

27、ut the chart .Read the column headings to the class .5. Read the passage again .Write words from her answers in the correct columns below .6. Check the answers .7. Practise reading .SB Page 6 , 3b .Playing a game :Who write it ?1. Ss write about their life in ten years on a piece of paper but dont w

28、rite names on the paper .2. Put all the Ss papers together .3. Take turns reading the paper .The other Ss guess who wrote it .Step 3 Post-taskSB Page 6 , Part 4 .1. Read the questions below .2. Ask two Ss to read the dialogue .3. Answer the questions .4. Pairwork. Get your partners answers .5. Share

29、 a few Ss conversations .Homework:1. Finish selfcheck as their homework .2. Go over the words in this unit .Period 5Teaching contents: Reading :Do you think you will have your own robot ?Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. If possible,draw a robot on the Bb or put up

30、 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-taskSB Page 8 , 1b .1. Read the title of the passage .2. Look at the picture together .Ask a few Ss to describe What they see .3. Read the words and phrases in the box .Pr

31、actice reading the words .4. Circle the words you think you will read in the passage .Step 3 While-taskSB Page 8 .1. First let Ss scan the passage for the main idea .2. Explain something .help sb with sth /do sth do the same as make sb do sth It takes /took /will take 3. Ask a few comprehension questions a