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人教版八上英语教案篇1
the first period
teaching aims:
1.learn and master the following
(1) words and phrases:
merchant, duke, masterpiece, mercy, enemy, pay back, as well as, after all
(2) everyday english:
correct me if i’m wrong, but …
one of the most important facts is …
as far as i know,…
2.train the students’ listening and speaking abilities
teaching important points
1. improve the students’ listening ability
2. improve the students’ speaking ability and learn some useful phrases as well as everyday english.
teaching difficult points:
1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.
2.how to get the students to finish the task of speaking.
teaching procedures:
step i greeting and lead-in
t: good morning, everyone.
ss: good morning, ms wei.
t: sit down, please. class begin. first, please tell me if you are interested in plays, especially some of the world-famous plays.
ss: yes. (may be no.)
t: there was a great british playwright and poet in the world’s history of literature. he wrote about 37 plays and a large number of poems in his life. here’s a picture of him. do you know who he is ? (teacher shows the picture)
ss: william shakespeare
t: quite right. he lived from 1564 to 1616. he is considered to be the greatest playwright and poet of the renaissance in europe. as a playwright, he wrote tragedies, comedies, historical plays. as a poet, he wrote narrative poems and sonnets. can you follow me?
ss: yes.
t: today, we are going to learn unit 19.the merchant of venice . in the first period of this unit, we’ll learn something more about his plays as well as the merchant of venice. first, let’s learn some new words and phrases.
(teacher shows the screen and deals with them as usual.)
merchant venice bassanio portia antonio shylock pay back ducat masterpiece mercy revenge enemy as far as after all
step ii warming-up
t: well. now please open your books at page 65. look at warming up . look at the pictures and read each quotation one by one. try to understand each one of them. then tell from which plays, of which the titles are below the pictures, they come. work in pairs to prepare for a few minutes.
(a few minutes later)
t: are you ready?
ss: yes.
t: who’d like to have a try? any volunteer?
s1.the first one and the third one are from hamlet; the second one from king henry iv; the fourth one romeo and juliet; the last one troilus and cressida.
t: you did a good job. sit down, please. then what do you think these famous words mean? can you explain them in english?
ss: yes. but not clearly and exactly.
t: so, let me explain them to you. listen carefully and tell which one i am referring to . do you see my point?
ss: a little.
t: no. 1: why must you be the son of my family’s greatest enemy? refuse your family for my love.
ss: “ romeo, romeo, why are you romeo? deny your father, and refuse your name…”
t: no. 2: that is a question whether to live on in this world or to die, that is, to take action or to do nothing.
ss: to be or not to be; that is a question.
t: no. 3: it is best not to lend (money) to others and not to borrow from others. when we lend something. we risk losing both the thing we lend and the friendship with that other person.
ss: neither a borrower nor a lender be.
t: no. 4: a person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep soundly.
ss: uneasy lies the lead that wears a crown.
t: no.5: empty words, not real thoughts or ideas from the heart.
ss: words, words, only words, no matter from heart.
t: great. however, i still want to suggest you find these plays, from which the quotations come from, to read or watch them if you haven’t before. do you think so?
ss: yes.
t: what other plays of shakespeare do you know?
ss: twelfth night; king lear; othello…
(teacher writes them as well as those talked about just now.)
t: can you explain what they are about ? choose one of them and have a try. any volunteer?
s2; i’d like to talk about othello. othello, a dark-faced moor, serves as a capable general in venice and wins the love of a beautiful , strong-minded girl desdemona, daughter of a senator. her father objects to her secret marriage with the moor, but othello is just then much needed as commander to lead troops to a war with the turks, and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus, accompanied by his new bride. after their arrival there, the turks have already met with destruction in a sea storm and the war is over, but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him. ….
t: anybody else?
step iii listening
t: well done. we’ve talked much about shakespeare and his plays. next, let’s listen to the introduction to the merchant of venice, the most outstanding romantic comedy. it will tell us how the story takes place and helps us learn about the main characters in it. can you follow me?
ss: yes.
t: ok. now, please look at the listening part at page 66. first, read through the questions in exercise 1. then listen to the tape to find the answers.
(teacher allows the students a few minutes to prepare, and then plays the tape. after that, teacher checks the answers.)
step iv speaking
t: up to now, we’ve learnt much about shakespeare and his plays. can you tell me what makes his play a masterpiece, xiao a?
a: sorry, i don’t know.
t: it doesn’t matter. the idea behind the play are about problems which are still important to people of different ages in modern times.
t: can you give some examples shown in the merchant of venice?
ss: mercy versus revenge and love versus money.
t: quite right. now, please read the two situations in speaking first. then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong. are you clear about that? and behind the situation , there are some useful expressions. study them first, then use them in your dialogue if possible. do you remember?
(the students begin to work. teacher goes among them to see how they are going on with the work. a few minutes later, teacher asks some pairs to act out before class.)
step v. summary and homework
t: in this class, we’ve mainly talked about shakespeare and his plays. while we were doing each task, we’ve learnt some useful expressions, such as pay back, as far as, after all. after class, i hope you can practise using them again. besides, remember to preview the reading part in this unit. so much for today. goodbye.
the second period
teaching aims:
1. learn and master the following
(1) words: weakness, greatness, judgement, gentleman, troublesome, gentle, bless, surgeon, declare, court
(2) phrases: tear up, have mercy on, offer up, be seated
2. train the students’ reading ability
3. learn to recount detail in conversation
teaching important points:
1. useful words and phrases
2. 2. improve the students’ reading ability.
teaching difficult points:
help the students understand the play exactly, especially the following sentences.
1. you might as well go stand upon the beach and argue with the sea.
2. i offer you ten times the money that antonio has borrowed.
teaching procedures:
step i greetings
step ii revision and pre-reading
t: yesterday, we learned a lot about eilliam shakespeare and his plays. who’d like to tell the titles of his four great tragedies?
ss: hamlet, othello, king lear, macbeth.
t: and he also wrote some romantic comedies. which is the most outstanding one?
ss: the merchant of venice.
t: tell the names of the main characters in the play.
ss: shylock, antonio, bassanio, duke, portia.
t: well. now look at the screen and match the people in column a with the instructions in column b.
1. antonio a. the magnifico
2. shylock b. a merchant
3.bassanio c. antonio’s friend
4. portia d. a moneylender
5.duke e. bassanio’s wife
t: after portia knows that antonio has to give shylock a pound of his flesh, she thinks up a plan to save antonio. what do you think portia will do to save antonio?
s: i think she will give shylock much more money than what antonio borrowed from him.
t: will shylock accept her money?
s: maybe. he is greedy.
t: it sounds reasonable. is there anyone who has a different opinion?
s: i think she will try to persuade shylock to show mercy to antonio.
t: will she succeed? don’t forget he is cruel and he hated antonio. who has read this play？ tell us what portia does to save antonio?
s: she pretends to be a judge and arrives at the court of the duke.
t: thank you. sit down, please. today, we’re going to read this play, the merchant of venice. after reading it, we’ll know what happened in the court. first, let’s learn some new words and expressions. read the new words on page 176.
step iii reading
t: well. now please turn to page 67.read the play quickly and find out what she does when she arrives at the court. you can begin to read it now.
(after a few minutes, teacher checks the answer.)
t: ok. everyone, i think you must have found the answer. who’d like to tell me?
s: she tries to persuade shylock to show mercy to antonio and accept the money offered by bassanio.
t: does she succeed?
s: she has to allow shylock to take his pound of flesh from antonio’s breast.
t: thank you. sit down, please. do you agree with him her?
ss: yes.
t: well done. you’ve understood it well. now please read it carefully again and further understand it. at the same time, find out all the useful phrases. a few minutes later, i’ll collect them from you.
(after a few minutes, teacher collects and writes them on the blackboard. after that, teacher deals with some language problems.)
t: look at the blackboard, please. all these phrases are important and useful. you must remember them and try to use them. do you remember?
ss: yes.
t: besides, there are some other language points which are useful but difficult to understand . i’ll explain them to you. look at the screen.
(teacher shows the screen and explains to the students.)
1. may/might as well do sth.
eg. since nobody else wants the job, we might as well let him have it.
all the pubs are closing. we may as well go home.
2. if you offered me, …, i would still take ….
(note: if=even if)
eg.if she is poor, she’s honest at least.
if the sun were to rise in the west, i would not break my word.
3. be seated
eg. he then asked me to be seated.
she seated herself on the sofa.
she saw a few people seated on the bench at the back of the sofa.
4. …how can you hope for mercy yourself when you show none/
5. (note: when=if)
eg. i’ll come when i’m needed.
she’ll be able to give you help when necessary.
6. i offer ten times the money that antonio has borrow.
eg. the new building is four times the size of the old one.
the street is three times the length of that one.
the room is twice the size of that one.
(=the room is as twice large as that one.)
7. pay back
eg. have you paid (me) back the money you owe me yet?
i’ll pay him back for the trick he played on me.
rose doesn’t know how to pay him back for his help.
step iv. listening and reading aloud
t: ok. now i’ll play the tape of the text. first, listen and follow. then, listen and repeat. meanwhile, pay attention to your pronunciation and intonation. is everything clear?
ss: yes.
(teacher begins to play the tape. a few minutes later, teacher deals with the next part.)
step v post-reading
t: now, you must have understood the play more exactly. let’s have a discussion about it please turn to page 69. look at the questions in post-reading and work in groups of four to discuss them. after a while, i’ll ask some of you to report to the rest of the class. begin to work now.
suggested answers:
1. she is clever and learned.
2. he is cruel.
3. shylock hated antonio because antonio had many times scolded him publicly for being greedy and cruel.
4. (a) literally, with the heart which he shall cut out of my body; (b) metaphorically, whole-heartedly, willingly.
① usually, things are weighed with a balance.
weighs go into the left scale and things go into the right scale.
②she wants to remind shylock that he must cut exactly a pound of flesh from antonio, no more, no less.
③the deeper meaning of the balance is justice.
in portia’s court of law, morals are weighed.
5. duke speaks to antonio.
shylock speaks to duke.
bassanio speaks to antonio
portia speaks to bassanio
step vi summary and homework
t: in this class, we have mainly read the first part of the merchant of venice. while reading it, we’ve also learned some useful words and expressions and sentences. after class, read the text again and revise what we’ve learnt in this class. that’s all for today. see you.
ss: see you.
the third period
teaching aims:
1. learn and master the following words and phrases:
justice, murder, go down on knees, punishment, immediately, order, sword, conflict, complex
2. train the students’ reading ability.
teaching important points:
help the students understand the text exactly and master the following words and phrases: shall , at the mercy of , go down on one’s knees
teaching difficult point:
how to help the students write a play.
teaching procedures:
step i greetings
greet the students as usual.
step ii revision and lead-in
t: yesterday, we read the first part of the merchant of venice. antonio’s trial was taking place at the court. do you still remember what happened at the court? xiaoa , could you please retell the story in the first part?
sa: yes. at the court, the duke tried hard to persuade shylock to have mercy on antonio, but shylock insisted on having a pound of his flesh. even if bassanio would pay him double the money antonio had borrowed, shylock would not change his mind. while the duke was wondering what to do, portia arrived , pretending to be a famous lawyer. at first, portia also tried to persuade shylock to have mercy on antonio and take more than three times his money. but shylock still refused to give up his demand for a pound of flesh from antonio , so portia said he might take his knife to prepare to do the deed.
t: well done. sit down, please. will shylock get his pound of flesh? let’s go back to the court. first, listen to the tape of the second part of the play. try to find out the second part of the play. try to find out what will happen to antonio and shylock a last. begin to listen.
sb answer: shylock will not get antonio’s flesh. he has to give half of his money to the city of venice and promise to leave the other half of his money upon his death to his daughter and her husband.
t: is that right?
ss: yes.
t: ok. now let’s learn the new words. then read the play.
justice, murder, go down on one’s knees, punishment, immediately, order, sword, conflict, complex, tragedy.
step iii reading
t: now, please open your books at page 71. read the second part of the play carefully and find out the answers to the questions on the screen.
1. how does portia stop shylock from cutting antonio’s flesh?
2. what does portia say when shylock finally agrees to take three times more than antonio borrowed from him?
3. what is the result of the trial? does the story have a happy ending?
suggested answers:
1. portia allows shylock to take exactly one pound of flesh from antonio, no more, no less. she also tells shylock that he must not let one drop of his blood fall. so shylock gives in.
2. she says that shylock must give half of his money to antonio and the other half to the city of venice according to the law.
3. antonio is saved. shylock gets punished. the story has a happy ending.
step iv. language points.
1. at the mercy of
2. go down on one’s knees
3. beg…for
step v writing
t: well, we’ve read the merchant of venice. it has a happy ending. can you tell me whether it is a tragedy or a comedy?
ss: comedy.
t: why do you think it is a comedy?
ss: because the good wins, and the bad loses.
t: you are right. now, please turn to page 72 and look at the tips of getting the main point of a play.
(teacher and the students read through the tips and writes some key words on the blackboard. after that, teacher says the following.)
t: today, another trial took place between two women. they are arguing about a baby. how did the story occur? and what would they do? please read the passage in writing at page 71 and find out who wins the trial, the good or the bad? you can begin now.
(after the students finish reading the passage. teacher checks the answer.)
t: ok. everyone, have you found out the answer? who wins?
ss: yes. the good wins.
t: quite right. now, please work in groups of four or five to write a short play based on this story. give names to the king, the two mothers and the children. there is also a character to play the role of the soldier. if you like, you can also have a few other characters who are friends of the two mothers. can you follow me?
ss: yes.
t: besides, find a good title for your play. do you remember?
ss: yes.
t: ok. begin to prepare now. five minutes later, i’ll ask one group to act out your play before the class.
a sample play:
clever king charles
characters:
sarah (sa): the woman whose baby is living
deborah (d): the woman whose baby is dead
charles(c): the king
emma (e): a friend of the two women
simon (s): a soldier of the king
(inside king charles’ palace)
c: what is your quarrel?
sa: o king! i have a baby. and deborah has a baby. one baby is dead. the dead baby looks like deborah’s baby. i think deborah took my baby when her baby died.
d: o king! sarah is angry because her baby is dead. she came to see my baby. when she saw my baby she wanted it because her baby is dead.
e: o king! i saw the two babies. i think the dead baby is deborah’s baby. i think deborah took sarah’s baby in the night, when sarah was asleep.
c: call the swordsman. tell him to bring his sword.
(a man comes in. he has a big sword in his hand.)
s: o king! here is the swordsman.
c: bring the baby here. (a servant takes deborah’s baby and brings it to the king.) i am a just king. i do not know whose baby this is, i do not know if this is deborah’s baby. but i must be just to each of you. i will take this baby and cut it into two halves. then sarah can have half of the baby, and deborah can have half.
d: yes, yes, the king is a good king. cut the baby in halves.
sa: but the baby will die!
c: yes, the baby will die. but you shall each have one half of the baby. so you will not quarrel any more.
sa: o king! save my baby. do not cut the baby. give the baby to deborah. let the baby live.
c: give the baby to sarah. sarah wants the baby to live. so i know that sarah is the mother. deborah is a bad woman. she took deborah away.
(two men took deborah away.)
e: the king is a just king. o good king charles! clever king charles!
step vi summary and homework
t: in this class, we read the second part of the merchant of venice and learned to write a play. by doing this, we’ve learned some useful words and phrases, and our skill in using language has be well developed. after class, practise more and revise what we’ve learnt in class. that’s all for today. see you next time.
ss: see you next time.
人教版八上英语教案篇2
初三英语复习资料：实义动词的现在分词
现在分词既具有动词的一些特征，又具有形容词和副词的句法功能。
1、现在分词的形式：
否定式：not + 现在分词
（1）现在分词的主动语态：现在分词主动语态的一般式表示与谓语动词所表示的动作同时发生；完成式表示的动作在谓语动词所表示的动作之前发生，常作状语。
e.g.they went to the park, singing and talking.
他们边唱边说向公园走去。
having done his homework, he played basket-ball.
做完作业，他开始打篮球。
（2）现在分词的被动语态：一般式(being done)表示与谓语动词同时发生的被动的动作，完成式(having been done)表示发生在谓语动词之前的被动的动作。
e.g.the problem being discussed is very important.
正在被讨论的问题很重要。
having been told many times, the naughty boy made the same mistake.
被告诉了好几遍，这个淘气的孩子又犯了同一个错误。
2、现在分词的'句法功能
（1）作定语：现在分词作定语，当分词单独做定语时，放在所修饰的名词前；如果是分词短语做定语放在名词后。
e.g.in the following years he worked even harder.
在后来的几年中，他学习更努力了。
the man speaking to the teacher is our monitor's father.
正与老师谈话的那个人是我们班长的父亲。
现在分词作定语相当于一个定语从句的句法功能，如：in the following years也可用in the years that followed, the man speaking to the teacher可改为the man who is speaking to the teacher.
（2）现在分词作表语：
e.g.the film being shown in the cinema is exciting.
正在这家上演的电影很棒。
the present situation is inspiring.
当前的形势鼓舞人心。
"be + doing"既可能表示现在进行时，也可能是现在分词做表语，它们的区别在于"be + doing"表示进行的动作是进行时，而表示特征时是系动词be与现在分词构成系表结构。
（3）作宾语补足语
以下动词后可跟现在分词作宾语补足语：see, watch, hear, feel, find, get, keep, notice, observe, listen to, look at, leave, catch等。
e.g.can you hear her singing the song in the next room?
你能听见她在隔壁唱歌吗？
he kept the car waiting at the gate.
他让小汽车在门口等着。
（4）现在分词作状语
①作时间状语
e.g.(while) working in the factory, he was an advanced worker.
在工厂工作时，他是一名先进工人。
②作原因状语
e.g.being a league member, he is always helping others.
由于是共青团员，他经常帮助他人。
③作方式状语，表示伴随
e.g.he stayed at home, cleaning and washing.
他呆在家里，又擦又洗。
④作条件状语
e.g.(if) playing all day, you will waste your valuable time.
要是整天玩，你就会浪费宝贵的时间。
⑤作结果状语：
e.g.he dropped the glass, breaking it into pieces.
他把杯子掉了，结果摔得粉碎。
⑥作让步状语
e.g.though raining heavily, it cleared up very soon.
虽然雨下得很大，但不久天就晴了。
3、怎样使用现在分词独立结构作状语
如果分词的逻辑主语与句子主语不一致，可采用分词独立结构作状语。
分词独立结构则："名(代)词+现在分词"构成，可在句子中作状语，表示时间、原因、条件、伴随状况等。
e.g.class being over, the children went home.
下课了，学生们回家去。
nobody being in the room, i didn't go in.
由于房间里没有人，我没有进去。
weather permitting, we'll start tomorrow.
如果天气允许，我们明天动身。
he went to the front door, his son following him.
他走向前门，他的儿子跟在后面。
4、注意固定结构的分词独立成分作状语：现在分词独立成分一般已形成固定结构，表示说话人对说话内容所持的态度或看问题的态度。
e.g.generally speaking, we don't agree with you.
一般说来，我们不同意你的看法。
considering his age, the child reads quite well.
鉴于他的年龄，这个孩子读得相当好。
judging from what you say, he ought to succeed.
根据你所说的来看，他应当成功。
5、现在分词的完成式和被动式
（1）现在分词完成式，表示在句子谓语之前发生的动作和状态，现在分词的完成被动式，表示发生在谓语之前的一个被动动作，它们在句子中一般只作状语。
e.g.having learnt a little english, he tried to talk to the english actress.
由于原先学了一点英语，他试图同那位英国女演员说话。
having been given such a good chance, how could she let it slip away?
人家给了她这样一个机会，她怎么能轻易放过？
having being used for many years, the machine needs repairing.
由于使用了多年，这台机器需要修理。
（2）现在分词一般被动式，表示分词动作和谓语动作同时发生或正在发生，可用来作定语、宾补或状语。
e.g.he asked who was the man being operated on. （作定语）
他问正在被动手术的那个人是谁。
when we got to the hall, we found the lecture being given by professor liu. （作宾补）
我们到达大厅时，发现刘教授正在作讲演。
being protected by a thick wall, they felt they were very safe. （作状语）
由于有一堵墙掩护着，他们感到很安全。
6、区别动名词和现在分词：动名词和现在分词都是由v.-ing构成，在句中都能作表语和定语，而且都保留着动词的一些特征，有其完成式和被动态。
那么v.-ing形式到底是现在分词还是动名词呢？下面有几种区别方法：
（1）如果v.-ing形式与被修饰名词逻辑上是主谓关系，就是现在分词，它相当于定语从句；如果逻辑上没有主谓关系，则是动名词，它可以用介词for加上这个动名词来代替，该介词短语应放在被修饰名词之后。
e.g.
①a moving blackboard 正在移动的黑板
(moving：现在分词，a moving blackboard=a blackboard which is moving)
②a walking tractor 手扶拖拉机
(walking：现在分词，a walking tractor=a tractor which is walking)
③a swimming pool 游泳池
(swimming：动名词，a swimming pool=a pool for swimming)
④a walking stick 手杖
(walking：动名词，a walking stick=a stick for walking)
（2）如果v.-ing形式是说明主语怎么样，表示的是主语的形状、特征的是现在分词，现在分词起着形容词和副词的作用，在句中作宾补和状语，一般用how提问，后不带宾语，但可用very，so，quite等词修饰，也可用more和most分别构成比较级和最高级。
如果v.-ing形式是说明主语是什么，即主语的具体内容，强调主语的行为、功能和用途的则为动名词。
动名词起着名词的作用，在句中作主语和宾语，一般用what提问，也可用状语来修饰，但不能用程度副词very，much等修饰。
e.g.
①the news is very exciting.（exciting：现在分词）
②laying eggs is her full-time job.（laying：动名词）
③this book is more interesting than that one.（interesting：现在分词）
（3）动名词作表语和主语间可以划等号，甚至可以交换位置。
如上述例句②可改写成：her full-time job is laying eggs.而现在分词充当表语，不能同主语划等号，因此不能同主语换位置。
例句①不能改写成：exciting is the news.
(4)v.-ing前有冠词、物主代词、名词所有格或指示代词的是动名词，用来构成v.-ing形式的复合结构。
独立主格结构中所用的v.-ing形式的是现在分词。
e.g.his coming was unexpected.（coming：动名词）
the chinese are brave and hard-working.（working：现在分词）
it being hot, we went to swim.（being：现在分词）
现在分词的变化规则
1、 一般在词尾加-ing（一般-ing）。
例如： going，playing，knowing
2、 以不发音的字母e结尾，先去e再加-ing（去哑e）。
例如：making，arriving，coming
3、 以重读闭音节结尾，且词尾只有一个辅音字母时，先双写这个辅音字母，再加-ing（重闭单辅先双写）。
例如：running，stopping，preferring
4、 以-ie结尾，先将-ie改成y，再加-ing。
例如：tying，dying, lying
口诀：现在进行ing,以e 结尾要去e，除去几个特殊词，系住tie-tying死去die-dying要躺下lie-lying，直接ie变成y,
一元一辅双写辅（单音节的词）。
人教版八上英语教案篇3
good morning, everyone. my name is.。.。， i come from.。.。 i`m very happy and excited to stand here, it is my great honor to be here to present my lesson. my teaching topic is.。.。 i`ll talk about it by 8 parts.
the analysis of teaching material.
the analysis of students.
the analysis of teaching aims and demands.
the analysis of teaching importances and difficulties.
the analysis of teaching methods.
the analysis of teaching procedures.
blackboard design.
teaching reflection.
well, firstly, i`ll talk about part 1 the analysis of teaching material. my teaching topic is.。. from unit.。.go for it junior english book 1a, which published by people education press. in this period, the main language function is to practice listening and speaking skills around.。.。as well as the communicative skills of.。.。.
then i`ll talk about next part the analysis of the students. it is known to us that most of students had learned english for about.。.。years. they are curious about new things and have a strong desire to learn better. however, their engish tearning level are different from each other. they need teachers` help and encouragement in their further study.
next i`ll talk about teaching aims and demands. there are knowledge aims, ability aims and emotional aims. the knowledge aims are to enable the students to master the new words.。.。.the phrases.。.。and the sentenses.。.。.the ability aims are to obtain the abilities of listening, speaking, reading and writing around.。.。.to train the students` abilities of using language, to guide the students to talk about.。.。using the expressions of.。.。and to develop the students` ability of creative thinking and cooperative study. the emotional aims are to enable.。.。.
let`s move on to another part: the analysis of teaching importances and difficulties. the teaching importances are.。.。the teaching difficulties are.。.。.
next is teaching methods. i use.。.methods in my lesson. there are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.
now i`ll talk about teaching procedures. according to five steps teaching method, i design my lesson into five steps.
step 1 is warm-up. here i`ll.。.。by this, the students can be interested in it and pay their attention to our class easily and.。.。
step 2 is lead-in. here i`ll.。.。by this, the students.。.。.
step 3 is presentation. here i`ll.。.。.by this, the students.。.。.。
step 4 is practice. here i`ll.。.。by this, the students.。.。.。
step 5 is homework. here i`ll.。.。.。by this ，the students.。.。.
next is my blackboard design. i`ll design it like this.。.。.
at last, i want to say, to be a good teacher is my dream. i think a teacher is not only a guide for sudents, but also a friend of them. if i were a teacher, i would build a close relation with my students, helping them not only on their study but also on their lives. i`ll try my best, and i have confident that i can do it.
ok, that`s all. thanks for your listening. good-bye.
人教版八上英语教案篇4
module 1 unit1
we lived in a small house.
教学目标：
1、知识目标：
(1)new words: life ,different, ago, any, television, grandchildren, us, grandmother, lady
(2)new sentences：there were/weren’t …. there are….
we lived…many years ago. we live…now.
2、能力目标：
(1)能根据情境正确使用there be ……,we lived…many years ago. we live…now.句型谈论生活、学习中的事物
(2)培养学生听、说、读、写的能力。
教学重点：：如何让学生在课堂上学会 there be …, we lived…many years ago. we live…now.句型并能在生活中灵活运用该句型。
教学过程：
一.预习检测
写出下列动词的过去式。
do_____ is____ are_____
live_____ have______ watch____
二.合作探究，学习课文。
1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。
2)进行游戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。
3)在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课文。
巩固练习;
重点句式操练listen and say。先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵活运用句式：there is/are……/there was/were……造句。
练习检测：
拓展延伸
让学生准备，谈论图中内容，然后选择几个代表来讲给全班同学听。回忆课文内容，试着用重点句复述课文。
引导学生对本节所学内容进行归纳总结：运用句式…there be.we lived…many years ago . we live …now.谈论及比较过去和现在的生活。
课后反思：
人教版八上英语教案篇5
【教学目标】
1、要求学生重点巩固4—6单元的词汇，同时复习前三个单元。
2、考察学生的听力能力，是考察学生是否能综合运用所学的句子。
【教学重点】
掌握第4—6单元所学的词汇，要求学生能在实际的情景中进行运用。
【教学难点】
在真实情景中运用句型。
【教具准备】
1、教师让学生准备已学过的有关文具、颜色、身体部分、动物。
2、一个骰子。
3、学生四人一组准备1—12的数字卡片。
4、学生四人一组，每组准备四个颜色不同的棋子，每人一个。
【学法指导】
情景交际法。
【习惯培养】
认真听课的习惯。
【教学过程】
一、复习热身（3—5分钟）。
1、让学生跟随录音一起唱歌曲ten little candles 。用手指来代替candle。
2、学生进行日常对话，如：
p1： hello！ how are you？
p2： i＇m fine， thank you、 and you？
p1： i＇m fine， thanks、等等。
3、教师展示动物的图片，通过guessing game来复习单词。
二、新课呈现（5—8分钟）。
1、教师快速闪过单词图片，看到的学生以最快的速度站起来并说出单词。
2、完成课本第67页listen and tick。
3、完成课本第68页cross out words that don’t belong。
4、让学生同桌两人完成go up to the ladders、go down the snakes。
三、趣味操练（10—15分钟）。
1、语用活动。
2、呈现情景“birthday party”。
3、猜礼物。
（1）教师出示一些盒子，代表是amy收到的礼物盒。
（2）当礼物全部打开后，让学生数数相同礼物的数量。
四、运用拓展（5—8分钟）。
1、 party大食会。
2、做活动手册本单元第2部分和第3部分练习。
五、评价反馈（3—5分钟）。
在课下和同学一起玩let＇s play的游戏。
人教版八上英语教案篇6
unit 19 the merchant of venice
period 1 warming up & listening
teaching aims:
1. to get students to know something about shakespeare.
2. to train students’ listening ability.
key and difficult points:
1. to get students to present the relations among the main characters.
teaching procedures:
step 1 ------ leading in
1. ask students to say something about shakespeare.
tragedy: hamlet, othello, king lear, macbeth
comedies: the merchant of venice
step 2 ------ listening comprehension
1. ask students to listen to the tape and answer the following questions
(1) where does the story take place?
--- venice
(2) how much money does bassanio need to marry portia?
--- 3, 000 ducats
(3) what must antonio give shylock if he cannot pay back the debt?
--- a pound of flesh from any part of his body
2. ask students to present the relations among main characters.
antonio, bassanio, portia, shylock, the duke
3. ask students to fill in the blanks.
(1) antonio is a rich businessman. his ships are all at sea to trade with foreign
countries.
(2) bassanio, is in love with portia. portia is a rich and beautiful lady. she loves
bassanio but they cannot get married because he is too poor.
(3) shylock has always hated antonio, because antonio has often in public shown
how cruel and terrible shylock is. shylock agrees to lend antonio money, but antonio must promise to allow shylock to take a pound of his flesh from any part of his body if he cannot pay the money back after three months.
(4) on the day bassanio and portia get married, they receive a letter from antonio
saying that all his ships have been lost at sea.
(5) in the letter it says that portia is a learned young doctor from rome who is young but very wise. the duke accepts portia to take the place of the famous lawyer and handle this difficult case.
homework ------
self-evaluation ------
antonio is a rich businessman of the city of venice. everyone likes him because he is always ready to help others. at the time of this story his ships are all at sea to trade with foreign countries.
bassanio, antonio’s best friend, is in love with portia. portia is a rich and beautiful lady. she loves bassanio but they cannot get married because he is too poor. then, bassanio asks antonio to lend him three thousand ducats. being short of money just then, antonio goes to shylock to borrow the money. shylock has always hated antonio, because antonio has often in public shown how cruel and terrible shylock is. shylock agrees to lend antonio money, but antonio must promise to allow shylock to take a pound of his flesh form any part of his body if he cannot pay the money back after three months. antonio agrees to this, takes the money and gives it to bassanio.
on the day bassanio and portia get married, they receive a letter from antonio saying that all his ships have been lost at sea. now he himself does not have enough money to pay back the three thousand ducats and so he must give shylock one pound of his flesh. portia thinks of a clever plan to save antonio. she asks a good friend who is a doctor of law, to lend her some of his lawyer’s clothes and books. dressed as a lawyer, she arrives at the court of the duke, where antonio’s case is decided.
as the duke is wondering what to do, portia gives him a letter from the famous lawyer whom she has visited. in the letter it says that portia is a learned young doctor from rome who is young but very wise. the duke accepts portia to take the place of the famous lawyer and handle this difficult case.
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