导读：篇一：八上英语教案参考 1. over the years 经过许多年后 2. have an effect on 对…有影响 (=affect) 3. make good money 很赚钱 4. raise／keep/feed pigs 养猪 5. make use of 利用 6. take note of 记录； 记笔记 7.... 如果觉得还不错，就继续查看以下内容吧！
此文《八上英语教案参考(推荐6篇)》由作文录「Zwlu.Com」小编推荐，供大家学习参考！
篇一：八上英语教案参考
1. over the years 经过许多年后
2. have an effect on 对…有影响 (=affect)
3. make good money 很赚钱
4. raise／keep/feed pigs 养猪
5. make use of 利用
6. take note of 记录； 记笔记
7. as far as i can see 依我看（=in my opinion）
8. as…as possible 尽可能
9. bring in 带来； 引进
10. the international exchange of delegations 代表团之间的交流
11. be harmful to 对…有害
12. depend on 依靠；依赖 （rely on）
13. as well as 也， 还
14. not only …but also.. 引导并列句，前句倒装
not only is reading important, but also speaking is a necessary part of learning english.
15. not…but… 不是…而是…
16. protect…from… 保护…免受…的伤害
17. stand for 代表
18. in other words 换句话说
19. a variety of 各种各样的 （=various）
20. do research into 对…进行研究
21. learn from 向…学习
22. instructions for making wine 酿酒说明
23. a practical guide to farming 很实用的农耕指南
24. at the right/correct/wrong time of the year （不）适时的
25. go against 违反；违背
26. remove weeds 除草
27. plough deep the first time 第一次深耕
28. year after year 年复一年 （＝every year）
29. harvest good crops 获得好收成
30. pass on (from generation to generation) （一代一代）传下来
workbook
1. be short of 缺乏；短缺
2. add…to… 把…添加到…
3. from time to time = now and then 时不时的； 偶尔的
4. at an early age 小时候
5. fall in love with sb. 爱上某人 （短暂性）
be in love with sb 爱着某人 （持续性）
6. rise up to the sky 上天
7. search for 寻找 （＝look for; hunt for）
8. all of this is new. 这一切都是崭新的。
9. in the past 过去
10. wash away 冲走
11. as a result (of…) （由于…的）结果
12. be covered with 被…覆盖
13. to one’s joy/delight 使某人感到高兴的是
篇二：八上英语教案参考
为了英语教学工作顺利进行，现制定英语教学工作计划如下：
一、学生分析
四年级学生已经进行了一年的英语学习，对英语有了一定的了解，学生掌握了一定的基本知识，养成了学习英语的兴趣。在这个学期的教学中，仍然要求学生从基础学起，在教学中培养学生良好的学习习惯，使他们养成学习英语的兴趣，树立学习的自信心，始终保持高昂、积极的热情。学生的学习能力参差不齐，但也有个别学生纪律差，学习跟不上，经常不完成作业， 因此，本学期根据学生的具体情况，根据学生的个体差异，因材施教，采取灵活多样的教学方法，保持英语学习的爱好。针对这种情况，我成立了英语兴趣小组和差生辅导小组，以抓两头来带动中间一大部分同学，可以采取优帮差，结对子，一帮一，一对红的形式。另外，再针对个人，制定出比较详细的辅导计划，在平时的日常教学中加以实施，真正让班上每个同学都能尽可能的掌握好本学期所学教材。
在课堂教学中，要以学生为中心，鼓励学生主动探究新知识，亲自实践，形成技能，通过一系列研究，让学生形成解决问题的创新精神和能力。
二、教材分析
素质教育是教育的基本内涵，也是国家的教育方针。本教材正是依据以素质教育为根本的指导思想而编写的。
素质教育要求培养学生的创新精神和实践能力，实现全面发展。为此，本教材并不是单纯的英语语言教材，而是有利于促进学生全面发展、培养学生创新精神和实践能力 、具有丰富的文化内涵的教材 。这套教材在培养学生的英语语言能力的同时，以素质教育为核心，以提高学生的全面发展为根本目的，促进在德、智、体、美、劳等方面全面发展，开发学生的潜力 ，培养他们的创新精神，引导他们形成开放的合理的跨文化认知与理解观念。
面向世界，面向现代化，面向未来 是素质教育的重要内涵。本教材坚持体现这一教育思想，使学生学会在一个不断变化的多元化的人类社会中生存与发展，并为人类的持续发展做出应有的贡献。
学会学习和发展是素质教育的要求。英语是中小学阶段的一门重要学科，而中小学阶段的教育属于基础教育。基础教育阶段是人的终身教育和终身发展最重要的阶段，它将决定人的终身发展奠定基础。因此，本教材努力为 学生的终身发展奠定坚实的语言基础，从而使学生获得实现人的可持续发展和人的主体精神的自我完善和发展所必须的英语语言能力和文化素质。
因此，整套教材都始终注意培养学生的学习方法、创新能力、主体意识、独立工作能力、逻辑思维能力 、观察判断能力等。联系的设计可能按照运用任务设计，避免单纯的模仿和机械的重复或脱离上下文的孤立的猜选;联系体的内容尽可能激发学生的兴趣和好奇心以及求知欲;同时全套教材一直坚持努力做到有利于儿童和青少年身心的可持续发展和终身学习能力的形成。
三、教学内容
以义务教育课程标准实验教科书为基准。引导大家融入英语环境。了解西方国家风俗。
四、 教材重点难点
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
5、初步培养良好的书写习惯，能做到书写整洁、规范。
五、教学方法及措施
(一)词汇教学方法与技巧
1、课前学习方式的词汇教学。这是现在广泛使用的词汇教学方法，就是让学生在学习课文之前，先学习课文中的词汇，直接讲解分析词汇用法。
2、直观方式的词汇教学。直观的词汇教学能是儿童很容易地直接掌握词汇地词义。直观地方式包括：实物、图片、动作、手势、表情、幻灯投影、计算机动画等。
3、课文中第一印象方式地词汇教学。这方法不允许学生在学习课文前接触词汇，强调在课文教学中通过强有力地第一印象进行词汇教学。让学生在强烈地第一刺激下，获得正确的词汇词义、用法和读音。
(二)句型教学方法和技巧
1、语用导向的句型教学。这是针对传统的注重结构的句型教学的不足而实际的句型教学方法。语用导向的句型教学强调篇章下的句型教学。这种方法把一个篇章中需要操练的句型突出出来。在篇章中实际可以用于同一篇章中进行机械型操练，达到语用能力训练语句型操练有机结合。
2、结构导向的句型教学。这是传统的注重结构的句型操练，儿童根据句型设计，运用可替换词或词组，进行句型操练，以达到准确掌握，句型结构及其语法知识的目的。
六、教学目标
让学生学会重点单词及句型。加强听和说的训练。了解西方国家的风俗及习惯。培养他们热爱英语的热情。
七、注意问题
毕竟孩子的思维习惯是汉化的思维习惯，所以要想办法创设英语环境。让他们融入其中。
八、教学进度(略)
篇三：八上英语教案参考
广州南武中学 朱琼
teaching aims and demands
1. topic: traveling; describing a journey
2. vocabulary and useful expressions:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
change one’s mind, give in
3. function:
good wishes：
have a good day/time!
have a good journey/trip!
good luck!
enjoy yourself!
best wishes to you.
happy new year!
merry christmas!
happy birthday!
thank you.
you, too.
the same to you.
means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
4. grammar: 现在进行表将来
where are you going on holiday?
i am going to hawaii on holiday.
when are we coming back?
teaching procedure:
period 1.
step 1.warming up
1. ask some questions:
do you often travel? where have you been?
2. following the steps of the warm-up on page 17.
step 2. pre-reading
1. show some traveling pictures of the teacher’s.
2. ask ss : which river is the longest one in the world and which is the largest one; which river is the longest one in china.
3. ask ss: how people who live along a river use it.
step 3. while-reading
1. scanning: ss read quickly and answer:
what are they going to do?
2. skimming: ss read again and finish comprehending 1 on page 19.
3. ss read and get the main ideas of each paragraph.
4. ss list the countries that the mekong river flows through.
step 4. after-reading
ss in pairs and discuss: wang wei’s and wang kun’s similar and different attitudes about the trip.
similar attitudes about the trip different attitudes about the trip
both wang wei and wang kun think…
1. taking this trip is a dream come true.
2. that they will enjoy this trip a lot.
3. they should see a lot of the mekong.
4. that most of the mekong will be found in southeast asia. wang wei believes…
1. they must start in qinghai where the river begins /see all of the mekong.
2. that they don’t need to prepare much
wang kun believes…
1. it is too cold and high to start in qinghai.
2. that using an atlas is very important.
step 5. assignment
1. surf the internet and get more information about the mekong river.
2. retell the passage use your own words.
period 2.
step 1. warming up
ask some ss to retell the passage that they have learnt last period.
step 2. learning about the language
teacher explain some language points in the text on page 18.
1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 说服或劝说某人（不）做某事
he is easily persuaded.
wang kun couldn’t persuade his sister to change her mind.
persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服
how can i persuade you that i am telling the truth?
2. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求；
since he insisted, i had to stay.
insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张
she insists on getting up early and playing her radio loud.
3. care about: be worried, concerned or interested 忧虑，关心，惦念
don’t you care about anybody?
i don’t care about what happens to him.
care for /to do: be willing or agree to do sth.; wish or like to do sth.
would you care a drink?
would you care to go for a walk?
care for sb.
1). like or love sb.
he cares for her deeply.
2). look after sb; take care of sb; be responsible for sb
who will care for your child if you are out?
4. once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。
once: adv.
1). for one time 一次
i have only been here once.
2). at some time in the past 一度；曾经
he once lived in zambia.
3). all at once: suddenly 突然
all at once the door opened.
conj. = as soon as 一旦；一…就…
once you understand this rule, you’ll have no further difficulty.
step 3. practice
1. ss finish ex 1 and 2 on page 20 by themselves.
2. check the answer.
3. ss do ex 3. on page 20.
4. teacher gives ss suggested answer and tell them why if the ss have any problem.
step 4. assignment
1. learn the useful expressions by heart.
2. finish wb. ex1 on page 56.
3. finish wb. ex 2 on page 57.
period 3.
step 1. revision
check the answers of wb ex 1 and 2 on page 56 and 57.
step 2. discoverig useful structures
1. ss look at the following sentences and underline the verbs.
are you working this evening?
we’re having an english party this weekend.
he is leaving tomorrow.
let ss themselves find the rules and tell what tense they are used.
2. ss finish the dialogue on page 21 and pay attention to the tense.
suggested answers:
are going, going, going/traveling, staying, are coming, coming, are going,
3. ss finish part 3 on page 21.
step 3. talking
1. ss four in one group and have a discussion about the topic on page 55.
2. ss make a list about the objects: which is the most useful and which is the least useful and why.
the most useful objects the least useful objects
3. ss show their result to the class.
step 4. speaking
1. ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?
2. make a list of some good and bad things a dam does.
3. discuss your report with your classmates and then show it in class.
step 5. assignment
finish wb ex 1 using structures on page 57.
period 4.
step 1. warming up
ask ss some questions about journey down the mekong (i).
1. what was wang kun and wang wei’s dream?
2. what can they see when they travel along the mekong?
3. will they have some difficulties in their journey? what are they?
step 2. reading
1. ss read the passage : a night in the mountains and answer the following questions:
how does wang kun feel about the trip now?
what do you think has changed his attitude?
2. ss make a dialogue about things happen the next morning before wang kun and wang wei leave their camp.
3. show the dialogue to the class.
step 3. reading
1. ss read the passage: the end of our journey on page 59
2. ss fill in the form with the information from the travel journal.
topic laos cambodia vietnam
population
weather
learning
farming
period 5. (listening)
step 1. listening
1. ss listen to part 3 and tick the words they hear on page 23.
2. ss listen to the tape again and fill in the chart.
topic southwest china laos
local name of the river
uses of the river
what to see
scenery
step 2. listening
ss listen to part 4 and finish ex1 and 2 on wb, page 55.
step 3. listening task
1. ss listen to part 5 and finish wb. ex 1 on page 58.
2. ss listen to the tape again and fill in the information on the chart.
topic laos
the river
methods of land transport
life in the villages
food
period 6. (writing )
step 1. pre-writing
1. ss read the passage and get the general idea about it.
2. ss make a list of details from the travel journal that you believe are real and you don’t believe are real.
step 2. while-writing
1. ss write a short letter to wang wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. then wish her well on her journey by using some of the following expressions:
have a nice/good time.
have a nice/good trip.
good luck on your journey.
say “hello” to …
give my love/best wishes to…
have fun.
take care.
write to me.
2. ss read their writing and check the mistakes by themselves.
3. ss exchange their writing and correct the mistakes.
4. ss rewrite the letter again.
step 3. after-writing
choose some samples and show them in class.
tips on writing:
pay attention to the form of writing a letter.
pay attention to the tense while writing.
pay attention to the structures of the sentences.
step 4. assignment
ss in group 3-5, make an advertisement or finish the project on page 61.
period 7.
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 61. it is very important to improve their learning.
篇四：八上英语教案参考
教学目标
1、引导学生通过上下文理解生词的含义：
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out
2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3、帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程
step1 lead –in &warming-up(5mins)
问题导入——教师呈现问题和图片
t: have you seen plants andanimals that live under the sea? where did you see them? what’s this? yes,they’re killer whales。 how much do you know about them? i’ll show you a shortvideo。
?意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题what’sthis? how much do you know about them?来引出今天阅读的主角——虎鲸。先播放一段视频——“虎鲸捕猎”的场面。
step2 pre-reading (predicting)(2mins)
t: now please look at the title“is old tom an old man?” right, it’s notan old man。 it’s the name of a killer whale。 here are two pictures of thekiller whale。 can you guess what happened to him?
?意图说明】标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的内容，这样更能激起他们的阅读兴趣。
step3 while-reading (28mins)
task 1 fast-reading(3mins)
what’s the main idea of the passage? read the passage quickly and completethe following sentences。
the text consists of two ________written by clancy。they are mainly about how old tom helped the whalers ________a whale and savedjames from the _______。
explain new words:
anecdote: short, usuallyamusing story about a real person or event
?意图说明】采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。
task 2 careful-reading(3mins)
read the first story again and finish the chart。
fill in the blanks。
?意图说明】训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。
task 3 discussing and speaking(5mins)
discuss in pairs and answer the following questions。
what’s the relationshipbetween old tom and the whalers?
?意图说明】活动2的填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章,对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。
task 4 read the second story again and finish the chart。(2mins)
fill in the blanks。
task 5 discussing and speaking(15mins)
read the second story and answer the following questions:
1、how did old tom help james?
2、as far as you know , what other animals everhelp out human beings in history?
?意图说明】这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。
(公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。
有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身汗。”战兽医师说，“这个老板心地非常善良，平时与马很有感情，从来不打马，这次有难，是马救了他。
” 1999年《哈尔滨晚报》登载了这样一条新闻:黑龙江省阿城市有一个聋哑人，有一天坐在火车道上，当火车路过这里时，怎么鸣叫他也听不见。这时，在路边吃草的一只山羊见到了，它拼命地跑了过来，用角把这个人推出了道轨，而它来不及躲避，不幸壮烈牺牲。)
3、what conclusion can we come to after weshare these stories?
?意图说明】通过交流几个动物救人的感人故事，学生会由衷地产生对动物的喜爱和感激之情，会认识到大自然的一切，我们都要感恩，都要爱护，我们与动物要和谐相处，世界才会更美好。
step4 languageappreciation(10mins)
?意图说明】接下来这个环节是要引导学生学会鉴赏文章中语言的美，这也是本节课的一个重点部分。学生可根据自己的真实想法，给出他们认为写的精彩的'句子，以及给他们留下最深印象的场面。
in the first story, which sentences do you thinkbest describe the scene of the whale hunt and the actions of old tom? in thesecond story, what scene impresses you most?
在学生各抒己见之后，教师可着重分析以下几个句子。
we ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again。
我们及时赶到岸边，看到对面有一个庞大的动物猛力跃出水面，然后又坠落到水里。
throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活，能表达出丰富的含义。如：
i felt discouraged when he threw cold water on myidea。
他给我的想法泼冷水时，我感到很沮丧。
she threw herself into a chair and began to cry。
她倒在椅子上，哭了起来。
the fire threw hundreds of workers out of work。
大火使几百个工人失业。
…when we approached him, i saw james being firmly held up in the water by old tom。
当我们靠近他的时候，我看到老汤姆在水中正稳稳地托着詹姆斯。
step4 homework
1、 surf the internet andlearn more about the killer whale and other marine animals。
2、try to retell the story using your own words。
篇五：八上英语教案参考
活动准备;
磁带、蛋糕
活动过程：
一、幼问好。
t: good morning. boys and girls.
c: good morning, miss zhu.
t: look. what’s this?
c: it’s banana.
t: yes, very good. how many?
c: one, two, three…….
t: ok. let’s sing a song.
二、情景表演
t: today is monkey’s birthday.
t: how old are you?
m: i am six.
三、引导幼儿学习新内容
两个两个小朋友对话：how old are you? i am six.
四．结束
t: today is monkey’s birthday. happy birthday to you.
m: thank you.
t: let’s sing a song. happy birthday to you
篇六：八上英语教案参考
活动目标
1.帮助幼儿理解和掌握的“鸭”字和外国的“duck”字。
2.通过表演、连线等游戏形式，复习以前所学的单词;加强对幼儿手指点读、按顺序传书能力的培养。
3.激发幼儿继续学习英语的兴趣。
活动准备
1.英文和中文字卡若干;教学图片4张。
2.连线图4张;笔4支。
3.幼儿围座成半圆形，每张椅子上贴有不同的英文字卡;幼儿每人胸前贴有不同的种文字卡。
4.幼儿双语用书每人一本。
活动过程
一.幼儿听音乐，进行游戏“我的位置在哪里”，引起幼儿兴趣。
1. 幼儿听音乐，根据自己身上的卡片，找相应的座位。
2. 幼儿相互介绍自己身上的字和板凳上的字。
3. 请幼儿向大家介绍自己身上和凳子上的字。
二.通过表演游戏“猜单词”，复习巩固以前所学的单词。
1.一名幼儿抽取卡片，通过动作或声音表演卡片中所写的单词，其它幼儿猜单词。
三.幼儿理解和掌握新词“鸭”和“duck”。
1.教师出示图片，介绍鸭宝宝;帮助幼儿认识的“鸭”字和外国的“duck”字并讲述故事。
2.通过提问的方式帮助幼儿熟悉的“鸭”字和外国的“duck”字。
3.幼儿与教师共同扮演鸭宝宝，引导幼儿理解的“鸭”字和外国的“duck”字。
4. 幼儿找出图片中，的“鸭”字和外国的“duck”字。
5. 教师手指的“鸭”字或外国的“duck”字，请幼儿用不同速度的鸭子走的动作来区别它们。
6. 请幼儿找出黑板上的的“鸭”字和外国的“duck”字和他们一起做游戏。
7.引导幼儿认识外国的“duck”字
(1)引导幼儿看图片，讨论外国的鸭字里有哪些字母，
并启发幼儿做出动作。
(2)教师边讲故事边表演，引导幼儿观看，并告诉幼儿，
各个字母逐个点合成为外国的“duck”。
(3)引导幼儿扮演字母，表演故事。
三.引导幼儿看书，进一步认识的“鸭”字和外国的“duck”字。
1.引导幼儿传书，发展幼儿的良好的行为习惯。
2.引导幼儿翻书，并听录音带点读故事，从而进一步认识的“鸭”字和外国的“duck”字。
四.连线竞赛游戏，帮助幼儿复习所学单词，包括的“鸭”字和外国的“duck”字。
1.幼儿分成四组进行竞赛游戏。
结尾：非常感谢大家阅读《八上英语教案参考(推荐6篇)》，更多精彩内容等着大家，欢迎持续关注作文录「Zwlu.Com」，一起成长！
编辑特别推荐：八上英语教案参考，八上英语教案优秀，八上英语教案，八上英语教案，学生八年级历史教案， 欢迎阅读，共同成长！