新人教版八年級(jí)下冊英語教案
一份優(yōu)秀的英語教案是八年級(jí)英語教師上好一堂課的保障。下面是小編為大家精心整理的新人教版八年級(jí)下冊英語的教案，僅供參考。
新人教版八年級(jí)下冊英語教案(一)
Section B 1a-2e
教學(xué)目標(biāo)
一、知識(shí)與技能
1. 掌握新單詞和短語。
2. 在不同的情境中正確、熟練地使用表示委婉請求的句型。
3. 培養(yǎng)聽、說、讀、寫四項(xiàng)基本技能。
二、過程與方法
觀看，感受，模仿，實(shí)踐。
三、情感態(tài)度與價(jià)值觀
認(rèn)識(shí)到不僅在家庭中，在生活中的其他情況我們也要積極參加，勇于實(shí)踐。
教學(xué)重點(diǎn)
在不同的情境中正確、熟練地使用表示委婉請求的句型。
教學(xué)難點(diǎn)
培養(yǎng)聽、說、讀、寫四項(xiàng)基本技能。
教法導(dǎo)航
創(chuàng)設(shè)情境，實(shí)踐演練。
學(xué)法導(dǎo)航
通過聽說讀寫，獨(dú)立思考，小組合作完成學(xué)習(xí)任務(wù)，提高各項(xiàng)能力。
教學(xué)準(zhǔn)備
圖片，多媒體。
新人教版八年級(jí)下冊英語教案(二)
教學(xué)過程
Step 1 Greetings
Greet the students as usual.
Step 2 Preparation
T：When I was a teenager，my parents often asked me to clean my room. Sometimes they asked me to buy some things. Now I often ask my daughter to take out the trash. What chores do your parents usually ask you to do?
S1：My mother usually asks me to buy some food.
S2：My mother often asks me to make my bed.
S3：My father always asks me to clean my bike.
S4：They ask me to clean my bedroom.
T： Do you ask your parents to do anything? What do you ask them to do?
S1：I ask my mother to make bed for me.
S2：I ask my father to buy some books for me.
...
Step 3 Practice
T：Look at the items in 1a，Section B. What can teenagers ask their parents to do? What
do parents ask their teenagers to do? Write “parents” or “teenagers” next to each phrase.
Ask students to go through the phrases first. Give some explanations about the key words.
teenager：someone who is between 13 and 19 years old
snack：something eaten between meals
borrow：borrow sth from sb
lend：lend sth to sb/lend sb sth
invite：invite sb to sth (a wedding， party， meal， etc.) ; invite sb to do sth
Then check their answers.
Step 4 Pair work
Let students use the phrases in activity 1a to make conversations between parents and teenagers. First，get a pair of students to read the sample conversations. Then students make their own conversations.
Step 5 Listening
1c, T：Now listen to the conversation between Sandy and her mom. Please check each item in activity 1a they talk about. Put a check mark in front of each phrase you hear.
Play the recording，students only listen.
Play the recording a second time. Students listen and check the items.
Check the answers with the whole class.
1d, T：From the conversation，we know Sandy will hold a party. She will invite some friends to the party. But she needs to do some preparation. She asks her mom to help her. And Dave is one of Sandy’s friends. He will also help Sandy do the preparation. So what is Sandy’s mom going to do? What is Sandy going to do? What are Sandy and Dave going to do? Let’s listen again and fill in the chart in activity 1b.
Play the recording a third time. Ask students to write down the things the three people are going to do. Pause the tape where necessary. Then check the answers.
Step 6 Pair work
1e T：Suppose you are having a party. Make a list of things you need to do. Some things are already given. Write more things you need to do. Get students work in pairs and add more things to the list. For example：buy some CDs，decorate the walls，make some gifts ...
T： Now make conversations and ask your partner to do some of the things for you. Then ask some pairs to demonstrate their conversations.
Step 7 Discussion
Say：Doing chores has advantages and disadvantages. What’s your opinion? Ask some students to report their opinion. Then say：Suppose you are Ms. Miller or Mr. Smith，after reading the two letters，work in groups and discuss the advantages and disadvantages of doing chores. After a few minutes，ask some groups to report their opinions.
Step 8 Reading
Say：Read the letters again and try to find out the phrases in 2d. Ask some students totranslate the phrases first and then ask them to work in pairs to write one sentence with each phrase from the letters. Then ask some students to report their sentences.
Step 9 Homework
1. Finish the chart in 2c according to Ms. Miller and Mr. Smith.
2. Discuss the questions in 2e with a partner.
新人教版八年級(jí)下冊英語教案(三)
課堂作業(yè)
I. Match the sentences
( )1. Could I speak to Sam，please?
( )2. Would you like to come to my birthday party tonight?
( )3. May I come in?
( )4. What about going out for a walk?
( )5. Shall I open the door?
( )6. Will you (please) lend your pen to me?
a. Good idea!
b. Yes，please.
c. Certainly. Hold on，please.
d. I’d love to.
e. Sorry，I’m afraid not.
f. Come in，please.
II. Translate the sentences into English.
1. 你能接一下電話嗎?
______________________________________
2. 你能把書帶到教室里去嗎?
______________________________________
3. 你能幫我打掃房間嗎?
______________________________________
4. 我能打開窗戶嗎?
______________________________________
5. 我可以借你的車嗎?
______________________________________
參考答案：I. c d f a b e II. 1. Could you answer the phone? 2. Could you take the book to the classroom? 3. Could you help me clean the room? 4. Could I open the window? 5. Could I borrow your car?
教學(xué)反思
教師在開展教學(xué)活動(dòng)時(shí)，個(gè)別小組出現(xiàn)“冷清”的場面，這些學(xué)生只顧自己獨(dú)立思考，停留在獨(dú)立學(xué)習(xí)的層次上，沒有發(fā)揮合作學(xué)習(xí)的優(yōu)勢，使合作流于形式。出現(xiàn)上述情況，從合作學(xué)習(xí)的參與者——教師的角度分析主要是教師的設(shè)計(jì)和引導(dǎo)不恰當(dāng)、或小組的編排不夠合理等。從合作學(xué)習(xí)的參與者——學(xué)生的角度分析，主要是學(xué)生還沒有掌握基本的合作技能，或者合作意識(shí)淡薄，角色的落實(shí)不到位，或合作能力不強(qiáng)，合作精神不夠。因此作為教師既要注意到每個(gè)合作小組成員的合理編排，又要注意到自己教學(xué)內(nèi)容的設(shè)計(jì)、話題的趣味性以及如何把學(xué)生的積極性真正調(diào)動(dòng)起來。
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