2014人教版八年级上英语教案免费

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2014人教版八年级上英语教案免费篇一：2014年人教版新目标英语八年级上全册教案

含山县姚庙初级中学

备 课 簿

年 级 八

学 科 英 语 授 课 人 朱冠颖

2014 - 2015 学年度 第 1 学期

Unit 1 Where did you go on vacation? Period 1

Section A (1a-2d)

一、教学目标： 1. 语言知识和能力目标：

1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, etc 能掌握以下句型：

① —Where did you go on vacation? —I went to the mountains. ② —Did you go with anyone? 2) 能了解以下语法：

—复合不定代词someone, anyone, something, anything等 的用法。 —yourself, myself等反身代词的用法。

3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标：

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点：

1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点：

1) 复合不定代词someone, anyone, something, anything等 的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in

1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation

1. Show some pictures on the big screen. Let Ss read the expressions.

—Yes, I did./No, I didn’t.

2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows

something a person did in the past.

3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening

1. Point to the picture on the screen. 2. Play the recording the first time. 3. Play the recording a second time.

Listen to the recording and write numbers of the names in the right boxes of the picture.

4. Check the answers. IV．Pair work

1. Point out the sample conversation.

2. Now work with a partner. Make your own conversation about the people in the picture.

3. Ss work in pairs. As they talk, move around the classroom and give any help . 4. Let some pairs act out their conversations. V. Listening

1. Tell Ss they will hear a conversation about three students’ conversations. 2. Play the recording the first time. Ss listen and fill in the chart.

3. Play the recording a second time for the Ss to check ―Yes, I did.‖ or ―No, I didn’t. ‖

4. Check the answers with the Ss. VI. Pair work

1. Let two Ss read the conversation between Grace, Kevin and Julie. 2. Let Ss work in pairs and try to role-play the conversation. 3. Ask some pairs to act out their conversations. VII. Role-play

1. First let Ss read the conversation and match the people and places they went. 2. Let Ss act out the conversations in pairs.

3. Some explanations in 2d. Homework:

用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。 A: Where did you go…？ B: I went to… A: Did you see…

B: Yes, I did. / No, I didn’t.

板书设计：

教学反思：

Period 2

Section A (Grammar focus-3c)

一、教学目标： 1. 语言知识和能力目标：

1) 复习所学的重难点句型及句式结构。

2）总结学习anyone, someone, everyone, something等不定代词的用法。 3）能练习运用所学的句型及句式结构。 2. 情感态度价值观目标：

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点：

1) 用所学的功能语言交流假期去了什么旅行。 2) 复习运用本课时出现的新词汇。 2. 教学难点：

1) 复合不定代词someone, anyone, something, anything等 的用法。 2) 阅读填空能力的提高。 三、教学过程

Ⅰ. Warming- up and revision Ⅱ. Grammar focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。 Ⅲ. Try to Find 一、复合不定代词总结：

二、学生们读上面的探究试题，并合作探究完成。 三、看大屏幕，校对答案。 Ⅳ. Practice Work on 3a:

1. Let Ss look at the conversation in 3a. First let one student read the words in the box.

2014人教版八年级上英语教案免费篇二：2014年新目标英语八年级上全册教案

2014年下期八年级英语全册教案（人教版）

Unit 1 Where did you go on vacation?

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：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself

能掌握以下句型：

① —Where did you go on vacation? —I went to the mountains.

② —Where did Tina to on vacation? —She went to the beach.

③ —Did you go with anyone?

2) 能了解以下语法：

—复合不定代词someone, anyone, something, anything等 的用法。

—yourself, myself等反身代词的用法。

3） 一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。

2. 情感态度价值观目标：

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

二、教学重难点

1. 教学重点：

1) 用所学的功能语言交流假期去了什么旅行。

2) 掌握本课时出现的新词汇。

2. 教学难点：

1) 复合不定代词someone, anyone, something, anything等 的用法。

2) yourself, myself等反身代词的用法。

三、教学过程

Ⅰ. Lead-in

1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation

1. Show some pictures on the big screen. Let Ss read the expressions.

2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows —Yes, I did./No, I didn’t.

something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp

3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer.

4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening

1. Point to the picture on the screen.

Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture?

2. Play the recording the first time.

3. Play the recording a second time.

Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.

4. Check the answers.

IV．Pair work

1. Point out the sample conversation. Ask two Ss to read the conversation to the class.

2. Now work with a partner. Make your own conversation about the people in the picture.

3. Ss work in pairs. As they talk, move around the classroom and give any help they need.

4. Let some pairs act out their conversations.

V. Listening

1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.

2. Let Ss read the phrases in the chart of 2b.

3. Play the recording the first time. Ss listen and fill in the chart.

4. Play the recording a second time for the Ss to check “Yes, I did.” or “No, I didn’t. ”

5. Check the answers with the Ss.

VI. Pair work

1. Let two Ss read the conversation between Grace, Kevin and Julie.

2. Let Ss work in pairs and try to role-play the conversation.

3. Ask some pairs to act out their conversations.

VII. Role-play

1. First let Ss read the conversation and match the people and places they went.

2. Let Ss act out the conversations in pairs.

3. Some explanations in 2d.

Homework:

用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。 A: Where did you go„？

B: I went to„

A: Did you see„

B: Yes, I did. / No, I didn’t.

板书设计：

教学反思：

Section A 2 (Grammar focus-3c)

一、教学目标：

1. 语言知识目标：

1) 复习所学的重难点句型及句式结构。

2）总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。

3）练习运用所学的句型及句式结构。

2. 情感态度价值观目标：

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

二、教学重难点

1. 教学重点：

1) 用所学的功能语言交流假期去了什么旅行。

2) 复习运用本课时出现的新词汇。

2. 教学难点：

1) 复合不定代词someone, anyone, something, anything等 的用法。

2) 阅读填空能力的提高。

三、教学过程

Ⅰ. Warming- up and revision

1. Free talk: Ask Ss the questions: Where did you go on vacation?

Ss try to answer the questions.

2. Review the usage of “复合不定代词”

Ⅱ. Grammar focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

1. 你去了什么地方去度假？

______ ______ you go on ___________?

2. 我去了纽约市。

I _______ _______ New York City.

3. 你和什么人别一起去的吗？

______ ______ go out with ________？

4. 不，没有别人在这儿。每个人都在度假。

No. ____ ______ was here.

________ was on _________.

„ (其余试题见课件部分)

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Ⅲ. Try to Find

一、复合不定代词总结：

1. some, any, no, every与-one, -thing可以组成八个不定代词，他们分别是： someone, ________ _______ ________ __________ __________ ______________。

2. 带some的复合不定代词常用于肯定句中；带 any的复合不定代词常用于否定句或一般疑问句中。例如：

我想吃点东西。 I’d like _____________ to eat.

今天有人给我打电话吗？

Did ________ call me today?

3. 当形容词修饰不定代词时，应放在其后面。例如：这本书里有什么新东西吗？ Is there __________ _______ in this book?

今天没有什么特别的事。

There’s ___________ ________ today.

4. 由some, any, no, every构成的复合不定代词作主语时，都作单数看待，其谓语动词用单数第三人称形式。例如：

Something is wrong with my watch.

Well, everyone wants to win.

Nobody knows what the future will be like.

There is something for everyone at Greenwood Park.

5. 除no one以外，其他复合不定代词都写成一个词。

二、学生们读上面的探究试题，并合作探究完成。

三、看大屏幕，校对答案。

Ⅳ. Practice

Work on 3a:

1. Let Ss look at the conversation in 3a. First let one student read the words in the box.

2. Tell Ss to read the conversation and fill in the blanks.

3. 方法指导：

2014人教版八年级上英语教案免费篇三：2014人教版八年级英语下册教案

Unit 1 What’s the matter?

教学目标：

1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。

2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重

点单词和重点句型，并能描述怎样对待健康问题。

3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。

通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相

帮助的精神。

教学重点：

短语: have a stomachache, have a cold, lie down, take one’s temperature,

go to a doctor, get off, to one’s surprise, agree to do sth., get into trouble,

fall down, be used to, run out (of), cut off , get out of, be in control of ,

keep on (doing sth.), give up

句子: 1 What’s the matter? I have a stomachache. You shouldn’t eat so much next time. 2 What’s the matter with Ben?

He hurt himself. He has a sore back.

He should lie down and rest.

3 Do you have a fever? Yes, I do. No, I don’t. I don’t know.

4 Does he have a toothache? Yes, he does.

He should see a dentist and get an X-ray.

5 What should she do? She should take her temperature.

6 Should I put some medicine on it? Yes, you should No, you shouldn’t.

教学难点：掌握情态动词should \shouldn’t. 的用法；学习have的用法。

课时划分：

Section A1 1a – 2d

Section A2 3a-3c

Section A3 Grammar Focus-4c

Section B1 1a-2e

Section B2 3a-Self check

Section A 1 (1a – 2d)

Step 1 Warming up and new words

1. Look at a picture and learn the parts of the body.

2. New words and phrases.

Step 2 Presentation

1a Look at the picture. Write the correct letter [a-m] for each part of the body.

___arm ___ back ___ ear ___ eye ___ foot

___hand ___ head ___ leg ___ mouth

___ neck ___nose ___ stomach ___ tooth

Step 3 Listening

1b Listen and look at the picture. Then number the names 1-5

Listen to the conversations again and fill in the blanks.

Conversation 1

Nurse: What’s the matter, Sarah?

Girl: I ___________.

Conversation 2

Nurse: What’s the matter, David?

Boy: I _________________.

Conversation 3

Nurse: What’s the matter, Ben?

Boy: I _________________.

Conversation 4

Nurse: What’s the matter, Nancy?

Girl: I _________________.

Conversation 5

Betty: What’s the matter, Judy?

Ann: She __________________.

Step 4 Speaking

1c Look at the pictures. What are the students’ problems? Make conversations. Examples

A: What’s the matter with Judy?

B: She talked too much yesterday and didn’t drink enough water.

She has a very sore throat now.

A: What’s the matter with Sarah?

B: She didn’t take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on her jacket. Now she has

a cold.

Step 5 Guessing games

Guess what has happened to the students by using the important sentences.

Step 6 Listening

2a Listen and number the pictures [1-5] in the order you hear them.

2b Listen again. Match the problems with the advice.

Step 7 Speaking

2c Make conversations using the information in 2a and 2b

A: What’s the matter?

B: My head feels very hot.

A: Maybe you have a fever.

B: What should I do?

A: You should take your temperature.

Step 8 Role–play

Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.

2d Role –play the conversation

Step 9 Language points and summary

1. What’s the matter?

这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是―怎么了?‖其后通常与介词with连用。类似的问句还有:

What’s wrong? 怎么啦?

What’s wrong with you? 你怎么了?

What’s your trouble? 你怎么了?

What’s the trouble with you? 你怎么了?

What’s up? 你怎么了?

2. have a cold伤风, 感冒, 是固定词组，表示身体不适的常用词组还有:

have a bad cold 重感冒

have a fever 发烧

have a headache 头痛

have a stomachache 肚子痛, 胃痛

have a toothache 牙痛

Summary：1. 牙疼 have a toothache

2. 胃疼 have a stomachache

3. 背疼 have a backache

4. 头疼 have a headache

5. 喉咙疼 have a sore throat

6. 发烧 have a fever

7. 感冒 have a cold

8. 躺下并且休息 lie down and rest

9. 喝热蜂蜜茶 drink hot tea with honey

10. 喝大量水 drink lots of water

11. 看牙医 see a dentist

12. 量体温 take one’s temperature

13. 看医生 go to a doctor

Step 10 Exercises

根据上下文意思填空。

Mandy: Lisa, are you OK?

Lisa: I _____ a headache and I can’t move my neck. What ______ I do? Should I

_____ my temperature?

Mandy: No, it doesn’t sound like you have a fever. What _____ you do on the

weekend?

Lisa: I played computer _____ all weekend.

Mandy: That’s probably why. You need to take breaks _____ from the computer.

Lisa: Yeah, I think I sat in the _____ way for too long without moving.

Mandy: I think you should ____ down and rest. If your head and neck still hurt tomorrow, then

go to a _______.

Lisa: OK. Thanks, Mandy.

翻译下列句子：1. 你怎么了？我头痛。

2. 他怎么了？他发烧

3. 李雷怎么了？他喉咙痛。他应该多喝水。

4. 如果你的头和脖子明天仍然疼的话，请去看医生。

Homework：Make up a conversation between a doctor and a patient.

Section A 2 (3a – 3c)

Step 1 Presentation

Look at the picture. Discuss what happened and then what we should do.

Teacher: What happened in the picture.

Students:

Teacher: What should we do to help them?

Students:

Teacher: Did the bus driver help them?

Students:

Step 2 Reading

3a Read the passage and answer the following questions.

Do you think it comes from a newspaper or a book? How do you know?

Did the bus driver help the man and the woman?

3b Read the passage again and check the things that happened in the story.

1 ____ Wang Ping was the driver of bus No.26 at 9:00 a.m. yesterday.

2 ____ Bus No.26 hit an old man on Zhonghua Road.

3 ____ The old man had a heart problem and needed to go to the hospital

right away.

4 ____ The passagers on the bus did not want to go to the hospital, so only Wang Ping went with the woman and old man.

5 ____ Some passagers helped to get the old man onto the bus.

6 ____ The old man got to the hospital in time.

Step 3 Speaking

3c Discuss the questions with a partner.

Step 4 Languages points

1. ... when the driver saw an old man lying on the side of the road.

...... 这时司机看到一位老人正躺在路边。

观察与思考：你能看出―看到某人正在做某事‖的句型吗?

see sb. doing sth. 看见某人正在做某事

e.g. When I pass the window I see him drawing a picture.

see sb. do sth. 看见某人做过某事

e.g. I often see him draw a picture.

活学活用：

1) 我看见他时他正在河边玩。

I saw him _______ by the river.

2) 我看见过他在河边玩。

I saw him _____ by the river.

3) 我看着他过了桥。

I see him ______ across the bridge.

4) 我看见她正在洗碗。

I see her _________ the dishes.

2. The bus driver, 24-year-old Wang Ping, stopped the bus without thinking twice.

3. He only thought about saving a life.

观察与思考：你能看出―without thinking‖、―about saving a life‖ 的共同点吗?

共同点：介词 + doing；介词 + 名词、宾格代词、doing

活学活用：用适当的形式填空。

1) I am fine. What about ____ (she)?

2) Thanks for ______ (tell) me the story?

3) It is a sunny day. How about _____ (go) fishing?

4) It is good to relax by ______ (use) the Internet or _________ (watch) game shows.

4. But to his surprise, they all agreed to go with him.

to one’s surprise

使......惊讶的是，出乎......意料

e.g. To their surprise, all the students pass the exam.

Much to everyone’s surprise, the plan succeeded.

5. ... because they don’t want any trouble, ...

当trouble意为―困难；麻烦‖时，是不可数名词。如：

I’m sorry to give you so much trouble.

(1) be in trouble意为―有困难；陷入困境‖。

如: He always asks me for help when he is in trouble.

(2) get sb. into trouble 意为―使某人陷入困境‖。

如: If you come, you may get me into trouble.

(3) 主语 + have / has trouble (in) doing sth. 意为―某人在做某事方面有困难‖。如: I have some trouble (in) reading the letter.

当trouble意为―麻烦事；烦心事‖时，是可数名词。如：

She was on the phone for an hour telling me her troubles.

【运用】根据汉语意思完成英语句子，每空词数不限。

(1) 他认为每天吃饭是一件麻烦事。

He thinks that eating every day is _________.

(2) 你知道你现在为什么处于困境吗？

Do you know why you _____________ now?

(3) 我妹妹在学习英语方面有困难。

My sister _____________________ English.

6. right away 意为―立刻；马上‖，和 in a minute 意思相近。例如：

I’ll be there right away / in a minute.

另外，right now和 at once也可表示―立刻; 马上‖的意思。

【运用】根据汉语意思完成英语句子，每空词数不限。

你必须马上出发。

You must start _________________________________________.

重点短语

1) 看到某人正在做某事see sb. doing sth.

2) 让某人吃惊的是to one’s surprise

3) 下车get off the bus

4) 上车get on the bus

5) 多亏，幸亏thanks to

6) 考虑think about

7) 同意做某事agree to do sth

8) 造成麻烦get into trouble

Step 5 Exercises

用括号内的词的适当形式填空。

1. The driver saw an old man _____ (lie) on the road.

2. I sat in the same way without ________ (move).

3. He only thought about ______ (save) a life and didn’t think about _______ (him).

4. The old man needed _____ (go) to the hospital.

5. A woman was ________ (shout) for help.

6. He expected them ______ (get) off the bus.

Section A 3 (Grammar focus – 4c)

Step 1 Revision (Guessing game)

Look at the pictures, guess what has happened and revise the important points the students have learned.

2014人教版八年级上英语教案免费篇四：2014人教版八年级英语上册 unit3 教案

2014人教版八年级英语上册 unit3 教案

Unit 3 I’m more outgoing than my sister

Part One Key expressions 重点语言点 Section A

1. 注意点：Both...and...连接主语时， 谓语动词用 Eg. Both my father and my uncle are very tall.

Lucy和Lily 都是我的好朋友。 我们既学汉语又学英语。 她既美丽又聪明。 2. That’s Tara, isn’t it? 考核反义疑问句。 其有两种结构：

（1）肯定陈述句加简略否定问句

Eg. He is a student. Isn’t it? 他是学生， 不是吗？

--yes, he is./ no, he isn’t. 是的， 他是。/ 不， 他不是。 Gina likes English, doesn’t she? 吉娜喜欢英语， 不是吗？

--Yes, she does. / No, she doesn’t. 是的， 她喜欢。/ 不， 她不喜欢。 （2）否定陈述句加简略肯定问句

Eg. He didn’t go there yesterday, did he? 他昨天没有去那儿， 对吧？ --yes, he did. / No, he didn’t.

注意否定陈述句加简略肯定问句 时回答的翻译。在回答附加疑问句时， 不管问题的提法如何， 若事实是肯定的， 就要用yes， 若事实是否定的， 就要用no。

3. Lisa确实想赢。 Though 此处用做副词， 意思为：不过， 可是， 然而； 常位于居中或句末， 表示一种微弱的转折语气。Eg. He said he would come. He didn’t though. 他说过他要来， 不过他并没有来。

Though 也可用作连词，意思为： 虽然， 尽管， 不过； 用来引导让步状语从句， 与although 的用法一致。

4.Are you as friendly as your sister?

as+ adj/adv 原级+ as 用于两者之间的比较， 表示“和。。。一样”。 其否定形式为 not +as+ adj/adv 原级+ as， 表示： 。。。不如/没有/不及。。。 Eg。 他和Jim一样高。 英语和数学一样重要。 他不如约翰跑得快

Section B.

1. I think a good friend makes me laugh.

make sb do sth. make 在此处做使役动词， 意思为： 使；让。 注意这里没有to（即其实此结构为省略to的动词不定式短语做宾语补足语）

Eg. 谁把那个男孩弄哭了？ 妈妈让我做作业。 此外， make后面还可以接形容词或者冰刺做宾语补足语。

Eg. 那条消息使我们很高兴。 这种颜色使我感到很兴奋。

2. For me, a good friend like to do the same things as me. the same as 意思为： 与。。。相同；与。。。一致。 The same as 可以直接使用， 也可以在same 后面加上名词。Eg. 他的答案和我的答案一样。 我妹妹总是和我穿一样的衣服。

注意： 比较的对象必须是同一类别的事物。

试判断对错： her pen is the same as me. ( ) Her pen is the same as mine. ( )

3. That’s why I like reading books and I study harder in class. That’s why 后面用陈述语序。 Eg. That’s why she is later.

那就是我喜欢英语的原因。

注意和Why开头的特殊疑问句进行比较。

4. You don’t need a lot of them as long as they are good. As long as 意思为： 只要；既然， 引导条件状语从句

只要你努力学习， 你就会取得好成绩。 另外， 它还可以表示： 和。。。一样长。Eg. This line is as long as that one.

Part Two Grammar

1. 形容词和副词的比较级、最高级 大多数形容词和副词有三个等级： 1）原级（不作比较），修饰词very,so,too,pretty,really；

2）比较级，表示“较……”或“更……”的意思（两者之间进行比较）, 标志词than,A or B,of the two, 修饰词much,a lot,a little；

3）最高级，表示“最……”的意思（三者或三者以上作比较），形容词最高级前面一般要加定冠词the，后面可带in（of）短语来什么比较的范围。 注意：much, even, far, a little, a lot 用来修饰+ 比较级

very, so, too , quite 不能用来修饰形容词/副词比较级。

形容词和副词的比较级和最高级规则变化：

…(原级)as与……一样…… not as/so…as不如

Liming 和Jim 一样高 Jack 跑得和Tom一样快

Lily 比Lucy 矮/ Lily不如Lucy 高

基础巩固练

一．写出下列各词的比较级

1. long ______2. good ______3. heavy_______ 4. short _________ 5. tall ______ 6. loudly ______7.thin ______ 8. lazy_______

9. outgoing _______10. fast. ______ 11.early ______12. friendly ________13. many/much _________

14. funny _______ 15. important________________ 16. clearly _______17. hard-working ___________

二．用所给词的适当形式填空

18.. This problem is as________ (difficult) as that one.

19. John ___________-(win) first prize in the speech competition last week. 20. You must speak ________ (quiet).Your mother is sleeping. 21. Who’s ________ (tall)，Lucy or Lily? 22. Sally always makes ________ (few) mistakes than the other students in her class. 三、根据句意及首字母提示完成句子

23. My summer camp was f__________ . I made so many friends. 24.There is a c________between China and Japan this year.

25. 1 like talking with others. My mother says I’m an o_____ girl.

26. Pass me that pair of glasses, please. I can’t see the words c____________. 27. Don’t speak so l_________ , because the baby is sleeping now.

根据汉语完成句子

1对我们来说，学英语是很重要的。

________ __________ for us _________ _________ English. 2.我的确很在意我的成绩。

I really _________ _________ my grades. 3.老师说我比玛丽更擅长英语。

The teacher says I am__________ _________ English. 4.“.你喜欢与不同于你的人交朋友吗?

Do you like to _________ _________ with people who _________ _________ _________ you?

5.他总是让我等很久。

He always makes me _________ _________ a long time

阅读理解

If you go to Beijing and Shanghai, you can see the same and the different points between them. In some ways they look the same, in some ways they look different. Both of them have tall buildings and wide streets, although some buildings in Shanghai are taller than in Beijing. They are both important in China. Beijing is the capital of China, there are more places of interest there, but Shanghai is the biggest city in China. Now they are becoming more and more important in China.

( ) 1. Some buildings in __________ are taller than in Beijing. A. Shanghai B. Xi’an C. Tianjin D. Chongqing

( ) 2. Shanghai is the _____city in China. A. tallest B. biggest C. smallest D. busiest

( ) 3. The underlined word “point” means _______. A. 想法 B. 点 C. 内容 D. 主意

( ) 4. Beijing has more _________ than Shanghai. A. places of interest B. buildings C. wide streets D. people( ) 5. Which of the following statements is right according to the passage? A. Shanghai is the capital of China B. The buildings in Beijing are taller than in Shanghai

C. Shanghai is the largest city in China. D. Shanghai has more places of interest.

2014人教版八年级上英语教案免费篇五：2014年(春)人教版新目标英语八年级下册教案

新目标英语八年级下册

授课人：

Unit 1 What’s the matter?

Teaching goals:

1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些

单词.

2. 能够用所学的单词谈论身体并且能给出中肯的建议.

3. 通过听力练习，争取能够提高学生的听力能力.

Important points:

1. words .

2. Sentences:

I have a headache. You should go to bed.

He has a stomachache.

He shouldn’t go to bed.

She has a toothache.

She should see a dentist.

Difficulty points:

How to talk about the health and give the advice .

Period 1

Teaching procedures:

Step 1 Leading in

1. sing a song and do some actions

2. Play a game and revise some words we have learned.

3. (Today we’ll learn some parts of the body .)

Look at the picture and teach new words.

Step 2 Pre-task

1. Read the new words by the Ss first .

2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .

3. Practice reading the new words .Give them 6 minutes .

4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .

Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list

Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .

Step 3 While-task

1. Look at the picture and learn the main sentences.

A: What’s the matter with you ?

B: I have a cold.

2. SB Page 7,1c Look at the pictures , work in pairs and act out.

3. SB Page 7, 1b .

(1) Listen and check the answers .

(2) Listen and fill in the blanks.

Step 4 Post-task

同桌之间设计一个医生与病人之间的对话.

Step 5. Exercises in class

Period 2

Teaching procedures :

Step 1 Leading in

1. Revise : Ask several pairs of students to the front of the classroom to act out the dialogue:

What’s the matter with you ?

I have a sore throat.

Then ask others : What’s the matter with him/her ?

Help Ss answer : He has a sore throat. He should drink lots of water.

2.look at pictures and practise the dialogue.

Step 2 While-task

SB Page 8, 2a

1. Point out the eight items in this activity .Read the item to the class .Ss repeat .

2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .

3. Match the problems with the advice .

4. Check the answers .

SB Page 8, 2b .

Pay attention to the four pictures .

1. Each of these pictures illustrates one of the conversations .

2. Play the tape ,write the missing words on the blank lines .

3. Play the tape again and check the answers .

4. Pairwork. Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .

5. Practice reading the dialogue in 2c ,and make their onw conversations .

6. Act out the dialogue .

SB Page 9, 3a .

1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )

2. Pay attention to the dialogue and the blanks in the dialogue .

3. Fill in the blanks in the conversation .

4. Go over the answers.

5. Practice reading the dialogue with a student, then work in pairs . Step 3 Post-task

SB Page 9 , 3b .

1. Look at the picture and make your own dialogues setting 3a as an example .

2. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .

SB Page 9, Part 4.

1. Read the instructions and demonstrate what a “mime” is .

2. Read the dialogue by the Ss .

3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .

4. Ask one student to give advice .

5. Give several students an opportunity to come to the front and mime an illness .

Step 4

Exercises in class

Homework

1. When you had some problems. Please remember what the doctor said .

Remember the new words .

Period 3

Teaching procedures :

Step 1 Leading

1. Play the game :One student mimes an illness , the other students guess the illness and give advice .

What’s the matter? Do you have a sore throat ?

2. Revise how to talk about health and give advice.

Step 2 Pre-task

SB Page 10 ,1a .

1. Look at the picture .Point out the four new words and

expressions .Say each word and ask Ss to repeat .

2. The first picture .Explain something about it using one of the four words and expressions .

3. Match the words with the pictures by the Ss .

4. Check the answers .

5. Practice reading and make sure the Ss understand the meaning of the words .

SB Page 10 ,1b

1. Read the four sentences ,Ss practice reading .

2. Look at the picture and match each picture with advice.

3. Check the answer

Step 3 While-task

SB Page 10 ,2a & 2b .

1. First ,make sure the Ss understand what they will hear .

2. Then read the four names

3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.

4. Check the answers .

Step 4 Post-task

SB Page 10,2c .

1. Ask two students to read the conversation to the class .

2. Pairwork .Make conversations with your partner .

3. Act out the conversations for the class .

4. Write two dialogues in the exercise book .

5. Exercises in class

Period 4

Teaching procedures :

Step 1 Leading

Discussion: how to keep healthy.

Step 2 While task

SB Page 11, 3a

1. Read the article and fill in the form.

2. Check the answers .

3. Explanation

4. Exercises

Step 3 Post task

SB Page 11, 3b

Let the Ss read the paragraph and fill in the blanks .

2014人教版八年级上英语教案免费篇六：]《人教版》2013-2014学年八年级英语上册1----6单元教案

2014人教版八年级上英语教案免费篇七：新人教版2014年春季八年级英语下册Unit 1教案

课题：Unit One What’s the matter? Period 1 Section A (1a-2d)

一、Teaching date:

二：学情及教学内容分析:

主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。

教学目标:

三：教学目标：

1. 语言知识目标：

1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist,

2) 能熟悉以下句型： What’s the matter with…?”

“What should I/ you/ he/ she/they… do?”

“I/ you/ he/ she/they should do…”

2. 情感态度价值观目标：

教会学生关心他人，培养同学间团结、友善的精神。

四：教学重难点

掌握相关的单词和词组，并能够灵活运用会使用以下句型： “What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”

五：教学流程：

Step1 Greet the whole class as usual.

T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.

Learn some new words.

Step2 引入一般过去时，对上学期所学知识进行复习。

Step3 Learn 1a on page 1. Look at the picture. Write the correct letter.

arm, back, ear, eye, foot…

Step4 1b Listen and look at the picture, then number the names on page 1.

Nancy Sarah David…

Step5 Practice the conversations.

What’s the matter with…? She talked too much yesterday.

知识点归纳：

当某人心情沮丧，闷闷不乐，身体不舒服或是遇到麻烦事时，可以用下列问句：

What’s the matter? What’s wrong with sb/sth?

某人/某物怎么了？（sb:哪儿不舒服/出什么事了/为何不高兴？sth:某物出了毛病或故障）可以用下列问句：What’s the matter with you?/ What’s the trouble with you?/ What’s your trouble?/ What’s wrong with you? /Is there anything wrong with you?

Step 6 Listen and number the pictures on page 2.

Step 7 Listen again and then match.

1. fever a. lie down and rest

2. stomachache b.drink some hot tea with honey

3.cough and sore throat c. see a dentist

… …

知识点归纳：

You should drink some hot tea with honey.

(1) with 做介词，意为“有，带有”表示某物带有或具有某种特征。介词短语with honey做hot tea 的后置定语。例：a tall girl with long curly hair.

（2）with还有“和某人某物在一起”，表示伴随。例：I like to talk with my friends.

with还有“用……”表示使用“某种工具、手段等”

例：Cut it with a knife/wirte with a pen/with the help of……或with one’s help

with还有“关于……对于……”表示 “关系和适应范围” 例：be angry with

Step 8 Role-play the conversation.

先带领学生学习书中对话部分所出现的语法知识，新的词组以及新的句型。并要求学生熟读本部分课文。

对话中主要词组： take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist, get an X-ray, cut oneself.

六：设计意图及反思

Period 2 (3a-Grammar focus)

一、Teaching date:

二：学情及教学内容分析:

主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。

教学目标:

三：教学目标：

1. 语言知识目标：

1) 单词以及短语: passenger, get off, on to, to one’s surprise, trouble, hit, right away,

get into, herself, see sb doing sth, thanks to, save a life, think about, in time, wait for,

take …to…, tell …to do …

2）巩固一般过去时，熟练使用动词的过去式。

2. 能力目标：

运用推理判断法解阅读理解题

3.情感目标：培养学生主动救助处于危险境地的人的精神，在紧急关头，有勇气做出正确的决定。

四、教学重难点

1. 教学重点：一般过去时的复习；

2. 教学难点：在阅读材料中，准确地提取所需信息。

五：教学流程

Step1 Learn some new words and review the words that we learned yesterday.

Step2复习一般过去时态，并带领学生复习常见动词的过去式。

see run get say know stop save ….

Step3 先让学生自己阅读教材3页的文章，并找同学说出本篇文章的大概内容。

Step4 在学生熟读课文后，带领学生一起分析文章中出现的短语、语法点以及句型。

see sb doing sth, get off, without doing sth, in time, think about, thanks to, wait for, agree to…

本篇文章内容是当今社会议论广泛的话题，即在路上遇到有人摔倒要不要过去帮忙，要正确引导学生。

Step5Read the passage again and check the things that happened in the story on page 3.

知识点归纳：用have来回答健康问题

（1）have a cold 中have意为“患、得（病）”

（2）have意为“拥有”之意时，无进行时。

（3）have做“进行、举行”解，表示“举行某一活动”例：We will have a big party on New Year’s Day.

（4）have做“吃、喝”解，可指吃三餐饭或具体食物。例：I have tomatoes for lunch.

（5）have做“上……课”解，例：How many classes do you have on weekdays

Step6 3c Discuss the questions with a partner on page 3.

Step7 带领学生分析每一句的话的含义。

Work in groups and discuss how to keep ourselves healthy.

Step8 Grammar focus. 本部分内容要求学生记忆，并能熟练运用。

Step 9总结本节课所学内容。

六：设计意图及反思

Period 3 Period 3 (4a-Section B 1d)

一、Teaching date:

二：学情及教学内容分析:

主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。

教学目标:

三：教学目标：

.1 语言知识目标：

1) 能掌握以下单词以及词组：fall down, get some rest, cut one’s knee, hurt one’s back, feel sick…

2）能掌握含有should的用法。

2. 能力目标：

提高学生的听的能力以及口语交际能力。

3.情感目标：

引导学生正确面对生活中遇到的困难，爱惜身体，坚持锻炼。

四、教学重难点

1.教学重点：Should的用法

2.教学难点：教材中出现的词组的掌握以及对听力材料的理解。

五：教学流程

Step1 Learn some new words and phrases on page 4.

Step2 4a.Fill in the blanks and practice the conversations on page 4.

There are four conversations in this part.

Step3 Circle the best advice for these health problems on page 4.

. She should…; They shouldn’t…;

知识点归纳：

在英语中，表示“疼痛”或“不舒服”常用的有ache, sore, pain, hurt等。其用法总结如下：

（1）“主语 +have/has +病症”例：Joe has a bad cold. /Joe has a high cold

（2）“主语+have/has +a+sore+发病部位”例：Joe has a sore throat /bake. X K b1 .C o m

（3）“主语+have/has +a+部位ache”

例：Joe has a toothache/stomachache/backache/headache.

（4）“部位+hurt(s)”表达某一具体位置的疼痛hurt是动词，意为“疼，痛”其过去式仍为hurt

例：Joe has a toothache/stomachache/backache/headache.

（5）“ (there is)something wrong with+one’s+部位”

例：I can’t see anything.I think there must be something wrong with my eyes.

Advice的用法：

(1)advice “建议、忠告、劝告”不可数【u】 a piece of advice 一条建议 ask sb for advice 征求某人的建议 give sb some advice 给某人一些建议 take one’s advice 接受某人的建议

Can you give a piece of advice?/He often gives us some good advice./You should take his advice.

(2)advise “建议、劝告”为动词,advise sb of sth 把某事通知某人/I advise you to leave now.

Step4 Conversation practice on page 4.

A: What’s the matter? Did you hurt yourself playing soccer?

B：No, I didn’t.

A: Did you fall down?

B: Yes, I did.

…

2014人教版八年级上英语教案免费篇八：人教版英语八年级上册教案课堂教学适用

2014人教版八年级上英语教案免费篇九：2014新目标人教版八年级英语下Unit2全单元教案

Unit 2 I’ll help to clean up the city park.

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： clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely,

能掌握以下句型：

① You could help to clean up the city parks.

② We should listen to them and care for them.

2) 能了解以下语法：

情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。如何表达主动提供帮助。

2. 情感态度价值观目标：

在授课过程中渗透助人就是助己，助人收获快乐的情感目标，使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。

二、教学重难点

1. 教学重点：

1) 掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely

2) 学会提供帮助的基本句型：

I’d like to work outside.

I’ll help clean the city park.

You could give out food at a food bank.

2. 教学难点：

学会提供帮助的基本句型

三、教学过程

Step 1 Warming up

1. 播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。

T: Who are they?

S：They’re volunteers. They usually volunteer to help others.

T: How could we help people?

S1: We could clean up the parks

S2: We could help sick people in the hospital.

S3: We could help plant trees.

…

Step 2 New words

1. city n. 城市

e.g. The library is in the north of the city. 图书馆在城市的北部。

2. notice n. 公告牌；通告；布告

e.g. Please read the list on the notice board. 请读公告板上的名单。

3. sign n. 标志；信号

e.g. Look around, we could see no sign of life.

环顾四围，我们看不出一点生命的迹象。

4. volunteer v. 义务劳动，自愿做 volunteer to do sth. 义务自愿做某事 e.g. Many people volunteer to work on the farm. 很多人志愿到农场去工作。

5. clean up 打扫；清除

e.g. The students take turns to clean up their classroom. 学生们轮流打扫教室。

6. give out 分发；散发

e.g. Please help me give out these test papers. 请帮我将这些试卷发下去。

7. cheer v. 欢呼; 喝彩

e.g. Cheer up. The news isn’t too bad. 振作起来，消息还不算太坏。

8. lonely adj. 孤独的；寂寞的

e.g. I don’t feel lonely because I made new friends here.

我不觉得孤独因为我交了新朋友。

9. used to 曾经， 过去

e.g. Jack used to be short, but now he’s tall. 杰克过去很矮，但现在高了。 Step 3 Discussion

1. 1a. Look at the ways you could help others. Then list other ways.

2. Ss discuss with their partners and write the ways one could help others: ① Help plant trees by the river.

② Help clean up the city park.

③ Visit the old people in the old people’s home.

④ Help young kids to learn English.

Step 4 Listening

1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.

2. 1b. Play the recording for the Ss to listen and number the ways the boy and

Step 5 Pair work

1. Let Ss read the conversation in the picture.

2. 1c. Use the information in the chart of 1b to make other conversations. A: I hope to work outside.

B: You could help to clean up the city parks.

……

3. Let some pairs act out their conversations.

Step 6 Listening

1. 2a:

T: A group of students are planning a City Park Clean-up Day. Listen and check (√) the things they are going to do to tell people about it.

1. Look at the pictures in 2a. Discuss the things they are going to do.

2. Play the recording for the Ss to listen and check the pictures.

3. Play the recording again to check the answers.

Answers: b, c, e

2. 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to write the correct words in the blanks.

1. We need to _____ ___ ____ a plan to tell people about the city park clean- up.

2. Clean-up Day is only two weeks from now. We can’t ___ ___ making a plan.

3. We could ___ ___ signs.

4. Let’s make some notices, too. Then I’ll ____ them ____ after school.

5. We could each ____ ___ 10 students and ask them to come.

3. Play the recording again to check the answers.

Answers: 1. come up with 2. put off 3. put up 4. hand, out 5. call up Step 7 Pair work

1. 2c. Tell Ss to make a conversation using the information in 2a and 2b.

2. Let one pair to read out their conversation first.

e.g.

A: We need to come up with a plan for the City Park Clean-Up Day. B: Let’s have lunch first.

A: No, we need to start now. Clean-Up Day is only two weeks from now. B: You’re right. We can’t put off making a plan. As we talk, I’ll write down all our ideas. Then we can decide which ideas are best.

A: Let’s make some notices, too. Then I’ll hand them out after school.

B: And we could each call up ten students and ask them to come. 3. Ss act the conversation in pairs. Ask some pairs to act out their conversations. Step 8 Reading and Role-play

1. Read the conversations and answer the two questions:

① Where’s Helen going to work this summer?

__________________________________

② What did Tom do to help the old people?

____________________________________

Answers: She’s going to work in an old people’s home.

Reading the newspaper or just talking to the old people.

2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Step 9 Language points

1. They told me stories about the past and how things used to be.

used to do sth. 过去常常做某事； 表示过去习惯性、经常性的动作或状态，暗指现在已经不存在。used无人称和时态的变化。

e.g. I used to go to the Youth Center. But I have no time now.

我过去经常去青少年中心，但现在我没有时间了。

Grandparents used to tell us stories when we were very young. 在我们小时候祖父母常给我们讲故事 听。

2. Yeah, a lot of old people are lonely.

lonely adj. 孤独的；寂寞的指精神上感觉孤独、寂寞。

e.g. The old man feels lonely, so he raises a dog.

那名老人觉得很孤独，因此他养了一只狗。

3. We need to come up with a plan for the City Park Clean-up Day.

need 用作实义动词，有“必要”、“必需”之意，有人称、数和时态的变化，可以接名词、代词、动名词或带 to 的动词不定式作宾语。

e.g. The man needs an English dictionary when he works.

这个人在工作时需要一本英语词典。

Do you need to see him yourself?

你必需亲自见他吗？

4. clean up 意为“打扫；清理”。但如果在clean 和up间加个连字符号, 它就是名词了, 意为“扫除”。

e.g. You must give your classroom a good clean-up.你必须对教室进行彻底地打扫。

come up with 提出（观点，看法）。

e.g. He’s come up with a great idea. 他想出了一个绝好的办法。

I came up with a better plan than that. 我提供了一个比那还好的计划。 Step 10 Exercises

Ⅰ. Fill in the blanks.

1. He helps ____ the classroom.

A. cleans up B. cleaning up C. clean up

2. I took her to the concert to ____.

A. cheer up her B. cheer her up C. cheer she up

3. Let’s help ___ food at the food bank.

A. to give out B. give up C. giving out

Ⅱ. Complete the sentences.

1. You’d better _____ ___ ____ (想出) a better plan.

2. Who will ________ ___ ______ (自愿回答) this question?

3. You could put up a ______ (布告) here.

4. With no one to talk to. He _____ very ______ ( 感觉很孤独).

5. The life _____ ___ ___ (曾经是) very interesting in my school days. Answers: C, B, A

come up with, volunteer to answer, notice, felt lonely, used to be

Homework:

Write three conversations about your discussions with your classmates. A: I’d like to help the old. What could I do?

B: You could give them medical service.

Section A 2 (3a-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：several, feeling, satisfaction, joy, owner, journey

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) 了解世界各地的学生们都进行哪些志愿活动。

2. 情感态度价值观目标：

使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。

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

2014人教版八年级上英语教案免费篇十：2014年新人教版八年级英语上册教学计划

八年级英语上册教学工作计划

新的学期开始了，本学期我担任八年级1班英语和九年级1班英语的教学工作。为了顺利完成教育教学任务,在教学中贯彻新目标教学的要求,我将结合学校工作计划要求，规范常规教学，提高教学质量。

一、指导思想

注重素质教育，强调从学生的学习兴趣、生活经验和认知水平出发，

倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。为学生的充分发展创造条件，为继续学习打下基础。

二、学生基本情况分析：

学生虽经一年的英语教学，对英语有了一定的领会，但因本地属落后地区，学生接受能力较差，在听、说、读、写各个方面的基础都很薄弱。另外，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；有些同学在学习中缺乏小组合作意识；有些同学任然不敢开口，或者是声音太小。通过初中一年的英语学习,很多学生已经能听懂有关熟悉话题的语段和简短的故事,能与教师或同学就熟悉的话题交换信息。总的说来，本班的英语教学具有挑

战性，需要耗费不少的时间和精力。

三、教材分析

人教版《新目标英语》八年级（上册），本套八年级教材共分十个单元，每单元分Section A和Section B以及Self-check三部分。

Section A : 1a呈现本单元的重点单词，语法结构与功能；1b呈现任务型听力练习；1c结对练习核心对话；2a,2b是多种听力练习；2c呈现不同的任务。Grammar Focus 呈现语法功能重点；3a-3c提供多种课堂活动。

Section B: 1a词会扩展；1b新旧知识综合运用，同时在原有基础上有所扩展；2a,2b为听力练习；3a-4提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。4为创造性活用所学知识提供各类课堂活动。

Self-check:使学生对自己的英语水平有明确的认识。自我评价，包括词汇知识的评价，语言应用能力的评价和幽默卡通。

四、教学目标

1. 总体目标：激发学生学习英语的兴趣，树立自信心。在整个教学过程中，让学生有丰富的生活常识、多文化背景的积累，并形成正确人生观、价值观，有积极的情感态度和跨文化的交际能力。同时培养自主学习能力，积累学习方法。

2. 具体目标：结合学生英语基础较差的实际，在教学刚开始的阶段，注意和初一知识的衔接，例如复习积累基础词汇、词语搭配、句型，熟悉不同单元呈现的语法规则，掌握实际用法。希望第一学期

后，学生能培养学习的兴趣，养成较好的学习习惯，对基础知识有一定的掌握。

五、具体措施：

1、俗话说，兴趣是最好的老师，要培养学生学习英语的兴趣。

2、每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。

3、每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

4、认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。

5、对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

6、关注学生的情感，营造宽松、民主、和谐的教学氛围。

7、经常进行教学反思，适时调整教学方法，符合学生的真实情况，利于学生的有效性学习。

8、认真专研教材和课标，既备学生又备教材，认真上好每一堂课。

9、要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。

10、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、

讨论、交流和合作等方式，学习和使用英语，完成学习任务。

六、课程安排及教学进度：

第一周—第三周 Unit 1-Unit 2阶段性检测

第四周—第六周 Unit 3-Unit 4阶段性检测

第七周—第九周 Unit 5-Unit 6 阶段性检测

第九周—第十一周 Review Unit 1-Unit 5 期中复习阶段 第十一周 Mid-exam of Unit 1-Unit 5 迎接期中考试

第十二周—第十四周 Unit 7-Unit 8 阶段性检测

第十五周—第十七周 Unit 9-unit 10 阶段性检测

第十八周—第二十一周 Review Unit6 -Unit 10 复习迎接期末考试

第二十二周期末考试

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