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最新人教版初中英语八年级上册Unit8课堂教学设计一、教学目标- 培养学生对家庭关系和友谊的理解和表达能力。
- 帮助学生学会使用一般过去时表达过去的事件和经历。
- 提高学生们的听说读写能力。
- 激发学生研究英语的兴趣和积极性。
二、教学重点- 学生能够正确运用一般过去时进行句子的构建。
- 学生能够理解和表达关于家庭和友谊的事情。
- 学生能够运用所学知识进行真实情境的交流。
三、教学准备- 教材：最新人教版初中英语八年级上册Unit8。
- 多媒体设备。
- 学生的课本和笔记本。
四、教学过程步骤一：导入新课（5分钟）- 利用多媒体设备呈现与家庭和友谊相关的图片，激发学生对话题的兴趣。
- 引导学生谈论自己的家庭和朋友，为本课的研究做铺垫。
步骤二：新课讲解（15分钟）- 通过教材的课文讲解，向学生介绍一般过去时的用法和句式结构。
- 解释关键词汇和短语的意思，确保学生对课文内容的理解。
- 引导学生跟读课文，并进行口语练。
步骤三：交流与合作（15分钟）- 分组活动：将学生分成小组，让他们一起讨论一个与家庭或友谊相关的话题，并展示给全班。
- 教师轮流巡视各小组，提供必要的帮助和指导，同时注意纠正学生的语言错误。
步骤四：听力训练（10分钟）- 利用教材中的听力材料对学生进行听力训练。
- 鼓励学生多次听写，提高他们的听力理解能力。
- 分析听力材料中的语法和词汇，并提供解释和例句。
步骤五：口语练（15分钟）- 设计口语练活动，让学生运用一般过去时进行真实情境的对话。
- 提供一些话题和问题，鼓励学生用英语进行对话，同时教师进行点评和纠正。
步骤六：阅读与写作（15分钟）- 分发相关阅读材料，让学生阅读并回答问题，检查他们对一般过去时的理解。
- 引导学生使用所学知识，写一篇短文描述自己的一个冒险经历或难忘的事件。
步骤七：课堂总结（5分钟）- 教师进行课堂总结，强调本节课所学内容和重点。
- 鼓励学生提出问题和反馈意见，以便教师对下节课进行调整。
新人教版八年级英语上册Unit8 教案教学目标- 通过本单元的研究，学生能够掌握有关数字、时间和日期的表达方式。
- 学生能够运用所学知识描述日常生活中的各种活动和计划。
- 学生能够运用所学知识进行日常对话和交流。
教学重点- 数字的表达和运用：0-10，时间和日期的表达。
- 询问和回答有关活动和计划。
教学准备- 教材：《新人教版八年级英语上册》- 教具：黑板、白板、多媒体课件教学过程1. Warming up- 利用图片或实物引导学生讨论数字和时间的表达方式。
- 通过问题引导学生启发思考，如：“How do we say '7' in English? What about '3:30'?”2. Presentation- 使用多媒体课件呈现数字和时间的表达方式。
- 逐一教授数字0-10的正确发音和写法，同时提供相应的练。
- 介绍如何表达时间和日期，例如：“It's 3:30”和“Today is Monday.”- 提供几个例句和练，帮助学生掌握这些新知识。
3. Practice- 进行口语练，让学生根据给定的时间表达句子，例如：“It's 8 o'clock. I have breakfast.”- 学生分组进行问答练，询问彼此的日常活动和计划。
- 利用图片或实物，让学生描述现在的时间和日期。
4. Extension- 设计小组活动，让学生在小组内制定一份活动计划，并通过口语交流向其他组展示。
- 鼓励学生使用所学的数字、时间和日期表达方式进行交流。
5. Summary- 整理所学的数字、时间和日期的表达方式，并进行总结。
教学评估1. 学生在口语练中能够准确运用所学的数字、时间和日期表达方式。
2. 学生能够在小组交流中积极参与，描述自己的日常活动和计划。
3. 学生能够在问答练中准确地回答关于时间和日期的问题。
参考资源- 《新人教版八年级英语上册》教材- 多媒体课件。
⼋年级上册英语教案怎么写？⽆忧考为⼤家准备了⼋年级上册英语教案【三篇】，希望对⼤家有所帮助！新⽬标英语⼋年级（上）Unit 8说课稿⼀、教材分析（⼀）教材的地位及作⽤本课是新⽬标英语⼋年级上册第8单元，教材以 How was your school trip ? 为中⼼话题，围绕着描述“过去发⽣的事情”展开，学习和运⽤⼀般过去时态的⼀般疑问句Did you go/see /buy…? Were there any…?询问过去的事件，让学⽣学会谈论和分享过去发⽣的事件。
本课教学内容与学⽣的实际⽣活密切相关，易于引发学⽣运⽤简单的英语进⾏交际和交流。
在学习活动中，学⽣通过交换对过去发⽣的事情的描述及看法，促进学⽣之间和师⽣之间的情感交流，增进情谊。
Section A的主要学习内容是：复习⼀般过去时态和动词的规则与不规则变化，学习⼀般过去时态的两种⼀般疑问句: Did you…? Were there any …?教材安排了许多听，说，读，写的任务活动，我将灵活运⽤这些活动，将其中的⼀些活动进⾏变化或整合，如：1c,2c和3c 的Pairwork活动内容相似，我将把2c和3c整合成⼀个Interview（采访）的任务活动。
（⼆）教学⽬标根据《英语课程标准》关于总⽬标的具体描述，结合第⼋单元的教材内容，我按语⾔知识、语⾔技能、学习策略、情感态度、⽂化意识五个⽅⾯将本单元的教学⽬标细化：1、知识⽬标：单词：学习掌握词汇aquarium,, gift shop, seal, shark, hang out等。
功能：描述过去发⽣的事情语⾔结构：规则动词和不规则动词的⼀般过去式⼀般过去时的⼀般疑问句句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.2、语⾔技能：听：能识别不同句式的语调，并能根据语调变化，判断句⼦意义的变化；能听懂本课学习活动中的问题，做出较得体的回答。
Unit 8 Natural DisastersReadingⅡBy the end of the lesson, students should be able to:1. use the important words and phrases correctly;2. get further understanding of the text;3. know how to protect themselves when a natural disaster happens;4. describe the experience in a natural disaster.I. Teaching contents1. New words and phrases: slight, shake, loud, bomb, fear, direction, while, brick,shaking, silent, if, nervous, heart, beat, trapped, mind,calm, since, still, alive, dark, shout, daylight, safe, asleep,after, a loud noise like thunder, start to shake, in fear, runin all directions, come down, not … at all, beat fast, betrapped, say to oneself, pull myself slowly through, calmdown, find one’s way out, hear shouts from excitedpeople, move away the bricks, at last.2. New structures: I was sleeping when the earthquake started.People were running in all directions while pieces of glass andbricks were falling down.I felt nervous and my heart was beating fast.As I was trying to find my way out, I suddenly heard some noise above me.II. Focus of the lesson and predicted area of difficulty1. Use the important words and phrases correctly and fluently;2. Describe the experience in an earthquake;3. Know what to do during a natural disaster.III. Teaching proceduresStep 1 Lead-inWatch a short video about an earthquake.T: Remember the first three adjectives the man used in the video? Yes, “sudden”, “unexpected” and “terrified”. The word “sudden” means “happening or done quickly and unexpectedly”. If something is “unexpected”, it surprises you because you don’t think it will happen. And “terrified” means “very frightened, very afraid, feeling fear”. We are so lucky that we have never been in an earthquake personally, but our friend Timmy happened to be in the 1999 Taiwan earthquake.Step 2 Presentation1. Revise three key words—brick, glass, bombT: And we have already heard about his story. And I think you know these three pictures very well.2. Describe the earthquakeT: I have three tasks for you to complete behind each picture. You can group yourselves into three groups and choose one to do.(1) Group Brick: say something about the earthquake according to the key words andphrases. After that think about this question: Why are people afraid?… happened at … At first, there was … like … Soon … the earth … and people … Outside … glass and bricks … Then the walls … Finally, …(2) Group Bomb: Make up a dialogue between you and Timmy.Ask about what he saw and heard during the earthquake. Try to ask as many questions as you can. And after that think about this question: What do earthquakes bring us? You can use the following questions for the dialogue and you can think up more.Where were you when the earthquake started?Did you shout for help?Could you see anybody around you?(3) Group Glass: Describe Timmy’s feelingsFind out how Timmy felt during the earthquake and describe the changes of his feelings.If you were Timmy, do you know how to show your feelings while telling others the story? You can use the following words to help you in describing the changes of feelings.First …, then …, next …, afterwards …, finally …Step 3 Language points1. fear(1) Explain the word and its usageT: Earthquakes are terrible and often cause problems. So we are afraid of themand that means we feel fear. When people are feeling fear, they may look likethis. And most of us will scream in fear during an earthquake and we know amoment of fear went thr ough Timmy’s mind. Everyone may have/feel fear,but nobody wants to live in fear. (每个人都会感到恐惧，但是没有人希望生活在恐惧中。
自主学习方案1.2.3.课堂导学方案Step 1 复习（1分钟）让学生就上课时3cStep 2T: Good morning, everyone. Do you like sandwiches?S: Yes,we do.T: But do you know the story about sandwiches? Today I will tellyou the story.Step 3 完成教材1a—1e的任务1.巩固1a中的单词，学生识记并且两人一组互相提问。
（3分钟）2.列一个清单，写出三明治中你喜欢的食物，完成后在小组内互相交流。
（23.两人一组仿照1b的形式练习对话，然后邀请几组学生展示对话。
（34.听录音，在1a图片中圈出所听到的单词，集体核对答案，完成1c。
（35.再认真听一遍录音，按你听到的顺序写出制作三明治的原料，完成1d对话填空，教师核对答案。
（36.认真听第三遍录音，然后跟读复述三明治的制作方法。
（4分钟）7.仿照1e的形式，两人一组练习对话，告诉搭档你最喜欢的三明治的制作过程。
（58.小结训练。
（2（1）I often have some bread(面包).（2）Many children like sandwiches(三明治).（3）My father likes to have tomato(西红柿) soup.环节说明：本环节的学习让学生熟练掌握了可数名词和不可数名Step 4 完成教材2a—2b的任务1.读前问题。
(1分钟)T：What kind of traditional food do people eat on special holidays?eg: On Mid autumn Day—moon cakes.On Spring Festival—dumplings.教师接着问：What do American people often eat on their specialday? For example on Thanksgiving Day?2.让学生快速阅读2b短文，初步理解短文，并回答下列问题。
Unit 8 How do you make a banana milk shake?Section B (1a-1e)单词sandwich, butter, turkey, lettuce, piece1.学习更多有关食物的名词2.能听懂制作食物的过程的对话并会运用。
能够运用相关句型谈论喜欢的食物的制作过程。
Step 1欣赏与食物相关的视频，让学生回答相关的问题，为1a和1b听力活动做好铺垫。
Warming upShow a video about delicious food and ask some questions after watching it:Do you like the food in the video?Can you make it by yourselves?Step 2了解话题相关词汇,并通过表演对话的形式对词汇加以巩固, 为听力部分打好词汇基础。
1.Work on 1a①Get Ss to look at the picture in 1a, and make a list of the things they like in a sandwich.②Then ask Ss to share their answers with the class.【Keys： Answers will vary.】2.Work on 1b①Ask Ss to look at the picture in 1a again and show the sample dialogue in 1b on the screen.②Tell Ss to read the dialogue and then ask and answer questions to find out what their partners like in a sandwich.③Select some pairs to share their dialogues in class.Step 3指导学生带着问题去听材料，培养学生在听的时候抓重点的习惯。
