八年级下英语教案目标五篇

八年级下英语教案目标1

一、指导思想

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。

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，扩大学生的阅读量。 四、学情简要分析

八年级三个教学班，共有学生人数115 人，其中男生 60人，女生 55人。通过初一年半的英语学习，大多数学生已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。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。

五、提高教学质量的可行措施及教改措施五

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。

六.教学进度安排

Unit 1 第一大周

Unit 2 第二大周

Unit 3 第三大周

Unit 4 第四大周

Unit 5 第五大周

Review and Mid-Test 第六大周

Unit 6 第七大周

Unit 7 第八大周

Unit 8 第九大周

Unit 9 第十大周

Unit10 第十一大周

Review and Final-Test 第十二大周

八年级下英语教案目标2

一、教学目标

培养学生优良的英语学习兴趣、习惯，帮助学生树立自信心，养成良好的英语学习习惯，提高、发展自主学习的能力，形成有效的学习策略;使学生掌握一定的语言基本知识和技能，有较好的语感，获得初步运用英语的能力，为实际应运打下扎实的基础。同时注重综合能力的开发、提高，培养他们的观察、思维、记忆、想象和创造等方面的能力;让学生了解中西方文化的差异，培养爱国主义精神，增强世界观意识，并结合课外学习，达到教学的最优秀性，培养学生良好的自学能力和习惯，并做到持之以恒，使本年段的英语教学能进一步发展、提高。

二、教材分析

八年级英语是河北教育出版社出版的冀教版英语，教材编排有以下目的：

1.要使学生受到听、说、读、写、英语的训练，掌握最基础的语言知识和语言技能以及培养初步援用英语交际的能力;养成良好的外语学习习惯，掌握学习外语的基本方法;为进一步学习和运用英语打下扎实的基础。

2.使学生明确学习英语的目的性，

3.培养初步运用英语交际的能力和自学能力。

三、教材重点、难点

本册教材从语音、词汇、语法、阅读等方面着手

1、语音教学 本册课本在上册的基础上进一步学习和运用音标和单词的发音规则，着重抓好学生的预习，自学能力。

2、词汇教学本册课本所要学习、掌握的单词约400个，另有固定搭配和习惯用语若干条，任务较重。

3、语法教学本册课本的语法教学项目有：动词过去完成时、过去进行时、情态动词、五种简单句的结构等。

4、阅读教学是重中之重，本册课本中的阅读课文比上学期难了很多，仍以对话为主，还有一些简单的短文。因此，提高学生的听说、表演对话的能力仍是本学期的一个教学重点，还应有一定的语法基础，具备相当的句子表达能力，能运用一定的词组和句型。

四、学情分析

从整体情况来看，学生英语基础较差，兴趣不高，甚至有部分学生的听说读写能力还不够一年级水平，所以在课堂教学时，出现有学生不守课堂规则，不愿听课、睡觉或是做与课堂无关事情的现象，这使得课堂难以调控，难以形成英语学习氛围。有少部分学生基础较好，自制能力较强，能认真听课，按老师要求完成各项任务，。总的来说，本班的英语教学具有挑战性，需要耗费不少时间和精力。

五、教学措施

1、依据学生基本情况，逐步激励学生对英语产生学习兴趣。

2、重视课堂教学质量，逐步提高学生英语交际能力。

3、有意识培养学生听力、表述、朗读、书写和作业的基本能力。

4、重视思维过程系统编排，由浅入深，由易到难，由已知到未知，循序渐进，点面结合，逐步扩展，循环往现，以加深影响。

5、特别注重阅读能力的培养。

初二阶段的英语教学工作十分关键，而这届学生英语底子薄，兴趣不高，在这种情况下，就需要更加深入地研究教材，根据学科特点及学生特点研究切实可行的课堂教学模式。努力探索适合学生特点、学生乐于接受的教学方法及模式。同时，要进行分层次教学。对于好的学生要加大知识的容量，拓展知识的层面，使好学生成绩更上一层楼;对于差生要因势利导，因材施教，使差生在原有的基础上有所提高。

六、教学进度

本书为初二年级下册用书，共8单元，每天一课,剩余时间用来复习。

以上就是 八年级英语下册教学计划，希望对学生英语成绩的提高有所帮助。

第3篇：八级英语下学期教学计划

八年级下学期英语教学计划

锥子何中学 黄永中

一、指导思想

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。

二、教材分析

《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，每个单元都列出了明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还附有SELF CHECK部分，学生可用来自我检测本单元所学的语言知识。本教材各单元话题灵活，贴近生活实际。在本册书里要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，扩大学生的阅读量。

三、具体目标

1、要使学生受到听、说、读、写英语的训练，掌握最基础的语言知识和语言技能以及培养初步援用英语交际的能力;养成良好的外语学习习惯，掌握学习外语的基本方法;为进一步学习和运用英语打下扎实的基础。

2、使学生明确学习英语的目的性并且树立学习英语的自信心。 3、培养初步运用英语交际的能力和自学能力。

4、抓基础教育，培养兴趣，调动学习积极性，以提高整体成绩，减少低分率。

四、所教班级学生基本情况分析 通过初中一年半的英语学习，少数学生已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。但由于各种因素的影响，学生发展参差不齐。大多数学生因为基础不够好，学习很吃力而自暴自弃。另外，所教班的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;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、具体措施：

1、认真钻研教材和课标，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、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。 4、关注学生的情感，营造宽松、民主、和谐的教学氛围。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。

5、加强对学生学习策略的指导，为他们终身学习奠定基础。

6、积极开展丰富多彩的英语活动，提高学生兴趣。如英语单词听写比赛、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。

7、根据教学内容不同对不同层次的学生进行分层教学。注重个别辅导，在面向全体学生的基础上，培优补差。

8、每天背诵课文中的对话，每天记当日学过的单词或对话，每日进行检查。9、每天进行听写，每月进行阶段性检测并且进行检测分析。

10、针对学生阅读能力差的问题，本学期进行阅读能力训练，每周阅读两篇英语短文，并准备专门的阅读摘抄本，定期检查。

六、教学进度安排 3月份

Unit 1 Will people have robots? 6课时 Unit 2 What should I do? 6课时 4月份 阶段检测

Unit 3 What were you doing when the UFO arrived? 6课时 Unit 4 He said I was hard-working.6课时

Unit 5 If you go to the party you’ll have a great time.5课时 Review of units 1-5 2课时 迎接期中考试 5月份

Unit 6 How long have you been collecting shells? 6课时 Unit 7 Would you mind turning down the music? 6课时 阶段检测

Unit 8 Why don’t you get her a scarf? 6课时

Unit 9 Have you ever been to an amusement park? 6课时 阶段检测

6月份 Unit 10 It’s a nice day isn’t it? 5课时 Review of units 6-10 2课时 阶段检测 期末考试

八年级下英语教案目标3

unit 1where did you go on vacation?

new york city; central park，exam，were，rainy， delicious，expensive，inexpensive.crowded.flew，

kite，later，felt，little, corner, discu，etc where did you go on vacation? i went to the mountains.

did she go to central park?yes，she did.no, she didn’t

语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1. master the vocabulary 2.master the key patterns:

where did you go on vacation? i went to the mountains ? did she go to central park?yes，she did.no, she didn’t

单元教学重难点

1.vocabulary and expreions

2.grammar focus：where did you go on

vacation?i went to the mountains.did she go on central park?yes, she did.

no, she didn’

t use the past tense to talk about activities that happened in the past in english with the following sentences：

where did you go on vacation? did you go to??yes.? /no，?

such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的生活，

they are all interested in talking about it.

section a中1a.1b.1c.2a.2b.2c.grammar focus

教学目标

知识与能力

1.match the vocabulary：new york city，central park，exam. 2.master and use：where did you/ they /he / she go，

vacation? i / they /he /she went to the mountains\new york city\beach\summer camp. did you go to the beach? yes，i did.no, i didn’t.

过程与方法

通过例子who went to the movies last saturday?引出动词go的过去式went，从而引出一般过去时态。教学重、难点及教学突破 重点

l.the vocabulary：new york city, central pads，exam. 2.language：

where did you/they/he/she go on vacation? i/they/he/she went to the mountains/ new york cit y/ beach /summer camp

did you go to the beach? yes，i did.no, i didn’t.难点

use the language to talk about past events.

language: where did you go on vacation?及答语的学习 step 1 greetings

good morning/afternoon, everybody step 2 free talk

ask the students to talk

about what they did last weekends step 3 presentation 1 finish 1a.

ask questions about what students did last saturday

(1)who went to the movies last saturday?

(point to one student who raises his or her hand.) sara went to the movies last saturday.

(repeat.write this sentence on the board.underline the word went.)

(2) ask：who visited a friend last saturday?

(point to one student who raises his or her hand.) carlos visited a friend last saturday.

(repeat.write this sentence on the board.underline the word visited.)

2.point to the words went and visited in the sentences on the board.

say，we use these words to talk about things that happened in the past. (write these pairs of words on the board：go--went, visit --visited)

ask: can you point out the words that talk about the past? this activity introduces the key vocabulary. students raise their hands.

and give the right answer: i did.

students raise their hands to answer. read.

强化记忆

point to went and visited. step 4 practice 1a

1.focus attention on the picture.ask: what at can you see?

say, each picture shows something a person did in the past.name each activity and ask students to repeat;went to the mountains，went to new york city, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.

2.point to the numbered list of activities.say each one again and ask the students to repeat.

3.now, please match each phrase with one of the pictures.say，

write the letter of each picture next to the name of the activity. 4.check the answers. answers：

1.e 2.b 3.d 4.c 5.a 6.f 7.g read after the teacher aloud to learn the new phrases. read after the teacher。 do it and then discu the keys in pairs. step 5 listening1b

1.point to the picture. on the screen

say, look at picture a，where did tia go on vacation? yes，she went to the mountains.

ask，what did the person do in each scene? 2.play the recording the first time. 3.play the recording a second time. say，there are three conversations.

the people talk about what they did on vacation.listen to the recording and write numbers of the names in the right boxes in the picture.

please write only 5 numbers.point out the

sample answer next to the picture showing went to the mountain.

4.correct the answers. answers：

(1) went to the mountains (2)visited my uncle (3)stayed at home

(4) went to new york city

(5)went to summer camp practice the dialogue in pairs.eg. ---where did the boy go on vacation? ---he went to new york city. only listen.

listen and number the pictures(1-5).and then discu in pairs. at last raise their hands to tell the result read it loudly. play the tape.

write play---played, visit ---visited on the board.say，

we studied the pronunciation of these --- ed endings in unit 5. they are both spelled --- ed，

but we pronounce one /d/ and the other /id/.ask students to repeat these pairs：play-played，visit一visited. listen carefully and learn the pronunciation of-ed. step6 summary

1.ask the to summarize all the key words and sentences in this period

2.get the to ask any questions they feel puzzled step7 homework

1.learn the target languages by heart 2.preview section b

教后反思

unit 2how often do you exercise? i.teaching article: unit one ii.teaching aims and demands(教学目的和要求): what do you usually do on weekends? i sometimes go to the beach.

how often do you eat vegetables? every day.

most of the students do homework every day.iii.teaching importance and diffcult(教学重难点): talk about how often you do things. the first period

i.teaching aims and demands 1.knowledge objects name of activities. aderbs of frequency.

what do you usually do on weekends? i often go to the movies. 2.ability objects writing skill. listening skill.

communicative competence 3.moral object

keep a diary every day in english. ii.teaching key points

watching tv, reading, shoping skateboarding, exercising iii.teaching difficulties

always, usually, often, sometimes hardly, ever, never

what does she do on weekends? she often goes to the movies. iv.teaching methods

discover method.listening and writing methods;pairwork. v.teaching aids

a tape recorder.large monthly calendar showing the days of the week. a projector

vi.teaching procedures step 1 greet the cla

t: i’ll introduce myself first.i’ll be your english teacher this term.do you li

ke english? i hope we’ll get along very well.i’m not only your teacher, but can be your friends.we’ll be happy together.now let’s begin.this cla we’ll learn unit1.how often do you exercise? please open books at page1. step 2 section a 1a

first look at the picture.ask a few students to say what they see in the thought bubbles.each though bubble shows something a person does on weekends.

then mae each activity.ask students to repeat each one. one girl is shopping. another girl is reading. this boy is watching tv.

these girls are skateboarding.

point out the sample answer.then ask students to list all the activities in the thought bubbles if they don’t know to write the activities, use bilingual dictionaries.

then ask the students who finishes first to write the answers on the board.

check the answers on the board and ask students to correct their own activities. step 3

display a large calendar that shows the days of the week.tell students saturday and sunday are the weekend.ask students to repeat weekend.

then show three new words.

how often 多久一次hardly adv.几乎不;几乎没有 ever adv 曾;曾经

step 4 1c pairwork

first ask two students to read the sample in speech bubbles. what do you usually do on weekends? i often go to the movies.

now work with a partner.make your own conversations about the people in the picture.for example.step 5 summary

this cla we’ve learnt some names of activities: watching tv, reading, skateboarding, exercising, shopping.and we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never. step 6 homework

now homework: keep a weekend dairy showing what you do on weekend.you can write down they do from the time you get up until you go to sleep. step 7 blackboard design unit 1 how often do you exercise?

watching tv reading skateboarding exercisingshopping what does she usually do on weekends? she often goes shopping. the second period

i.teaching aims and demands 1.knowledge objects adverbs of frequency. name of activities.

wh-question and answers. 2.ability objects 3.moral objects

do more exercise and keep healthy. ii.teaching key points

evey day , once a week, twice a week, three times a week,once a month, twice a month

watch tv, surf the internet, read english books, go to the movies

iii.teaching difficulties

how often do you watch tv? ----twice a week.

what does he do on weekends? ----he sometimes watched tv. how often does chung watch tv? ----he watches tv twice a week.

iv.teaching methods

discover method listening and reading methods.communicative qpproach. v.teaching aids

a tape recorder.some color paper for an activity. vi.teaching procedures step 1 greet the cla.

step 2 learn some new words

八年级下英语教案目标4

unit.1where did you go on vacation?

(一)目标确定的依据. 1.课程标准相关要求.

⑴掌握本单元至少42个生词。4个短语，丰富词语的积累。不懂的词语借助英汉词典或联系上下文来理解。 (2)能够正确书写规则和不规则动词过去式，会使用这些过去式谈论过去的事情。

(3) 通过大量练习，能正确使用不定代词。 2.教材分析

作为本册第一单元学习内容，本单元学习是训练学生的听读技能，使其学会一般过去时的疑问句及答语，并能够在各种句式中准确熟练地使用不定代词。 3.学情分析

学生在七年级的词汇、语句学习中已建立一定的过去时和不定代词的基础，对于过去式的理解及使用难度不大。但学习如何在特定语境中准确地熟练使用不定代词，正确书写不规则动词过去式，对学生有难度。教学时应反复训练，引导学生对文中反身代词的选择，反身代词与形容词的搭配，反复揣摩、体味，以突破学习难点。

第一课时

总第一课时备课8月20日上课8月26日 (一)学习目标

1.通过认读生词表和书写练习，正确认读、书写6个生词。正确读写并积累运用。

2.通过听录音，正确填写表格中所缺失的语言信息。

3.通过个别读、分组读、齐读等多种读书形式，练习正确、流利地朗读对话。背诵涉及重要短语的句子。

(二)评价任务

1.正确书写anyone, anywhere, wonderful, few, quite a few, most 共6个词语。

2.听力训练，通过预测、推理以及选择注意力，使学生理解听力材料文章大意和细节，从而提高听力水平。

3.能利用过去式，简单问答过去发生的事情。

(三)教学过程

教学环节一：检查预习，导入新课。目标1.活动一：读1a,将活动与相关图片搭配。

活动二：利用1a活动，1c句式，两人结对形式练习一般过去时问答过去的事情。

教学活动二：听力训练。

活动一：听录音，将人物与活动、地点匹配，完成1b,2a。 活动二：听录音，判断信息正误，完成2b图表。 教学环节三：阅读2c\\2d对话，说出一般过去时问答结构和不定代词的用法。

活动一：读对话，学会利用一般过去时问答。

活动二：读对话，说出不定代词和形容词的怎么正确搭配。 活动三：会背对话中重要短语。

(四) 当堂训练测试exercises in cla

单项选择或根据汉语提示完成句子。

1.did you go______________(有趣的地方)?

2.did you do_________________ last month? (特殊的事情) ()3.there is ________ with the watch.it works very well. a.anything wellb.nothing wrong

c.something wrongd.wrong something

()4.peter has _______ to do at the moment.let’s give him ________ to read.(something, anything, nothing, everything)

()5.i can’t find _______ sit on the bus.

a.somewhereb.nowherec.anywhere d.everywhere

6.you’re sad all the afternoon.maybe you need ________ like me 让你振作起来).

a.everyone b.someone c.anyone d.no one

()7.these books are nice.you can take _______ of them. a.someone b.everyone c.anyone d.any one

8.there’s __________________ in today’s newspaper.(没有新东西)

()9.these questions are very difficult.i think ____ can answer them.

a.someone b.everyone c.anyone d.no one

10.i want to do _______________________ (不同的事情) today.根据上下文完成对话。

a._____ _____ you go on vacation? b.i went to the mountains.

a._____ you go with _________? b.yes, i went with my mother.

a.did you buy ________ special last month? b.no, i bought ___________.

a.did you meet anyone interesting? b.yes.i ______ an englishman. (五) 课后反思： 不少学生误以为，英语是知识型、理解型的课程，仅满足于老师讲的内容听懂了，而没有把主要精力用在听、说、读、写实践练习上，所以就无法形成语言技能，不能熟练掌握，就会边学边忘，越学越困难，最终导致掉队。

八年级下英语教案目标5

【课题】 Unit 10 Section A 1a-2c (1课时)

【学习目标】

1.知识目标：学习反义疑问句的用法

2.技能目标：提高学生的听说以及闲聊在英语表达中的定义和操练。

3.情感目标：了解聊天的文化知识。

【重点、难点】

掌握反义疑问句的运用。

【导学指导】

温故知新 复习短语

go swimming 去游泳 wait in line 排队 hate doing sth. 讨厌做某事

So am / do I 我也是。

It looks like rain 看上去要下雨了。

wait for the bus/ train 等车 be late for/to 迟到

I hope so/not. 我希望如此/我不希望这样。

自主互助学习

1、学生观察1a中的图片相互提问：A:what can you see in picture 1?

B: I can see……. A:What are they doing? B: They are …….(学生通过相互提问熟悉图画内容，为听力做准备。)

2、教师让学生归纳1a-2c中所出现的反意疑问句，让学生观察、总结反意疑问句的构成。知识剖析: 反意疑问句要点简述

反意疑问句又叫附加疑问句，是在陈述句后，对陈述句所叙述的事实提出的疑问。

其基本结构有两种：一是“肯定陈述句+简略否定问句”;

二是“否定陈述句+简略肯定问句”。

反意疑问句的前后两部分在时态、人称和数上都要保持一致。

如：It looks like rain, doesn’t it?

He doesn’t need to work so late, does he?

几种特殊情况：

1. 陈述部分是there be 句型，疑问部分也用 there be 句型。

There is a book on the desk, isn’t there?

2. 陈述部分如有 nothing, nobody, never, few, little, hardly 等否定词时(不包括加否定前缀变来的，如：dislike, unhappy等)，疑问部分用肯定形式。

They have never been to the farm, have they?

There is little water in the glass, is there?

He dislikes history, doesn’t he?

3. 陈述部分为祈使句时，反义部分用 will you , won’t you 。以Let’s开头的祈使句，疑问部分用 shall we .

Go to the cinema now, will you?

Let’s have a party, shall we?

4. 陈述部分含宾语从句时，疑问部分一般反问主句，但主句含有 I/We think/believe/suppose … 时， 疑问部分要反问从句(要注意否定转移情况)。

He knew that the woman was a thief, didn’t he ?

I don’t think he is a good student, is he?