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人教版英语下册八单元教案篇1
the use of “it”
teaching aims:
revise and sum up the use of “it”.
teaching important point:
master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.
teaching difficult point:
how to master the use of “it”correctly.
teaching methods:
1.having a little quiz to revise the common use of “it”.
2.inductive method to go through some important sentence patterns with “it”.
3.practice to consolidate the use of “it”.
teaching aids:
1.a projector and some slides
2.the blackboard
teaching procedures:
step Ⅰ greetings
greet the whole class as usual.
step Ⅱ test
t:in the last two periods,we revised the use of “it”.now let’s have a test.(teacher shows the following on the screen.)
tell what the word “it” refers to and its functions:
1.it’s difficult to remember all their names.
2.it’s very quiet in the cafe.
3.it rained for three days.
4.he made it clear that he didn’t want to speak to me.
5.it was nice seeing you.
6.it was on tuesday that mrs smith came.
7.it’s three miles to the nearest garage.
8.a tall man stood up and shook hands.it was captain lawie.
9.i hear you bought a new bike.can you show it to me?
10.it was five o’clock when we got back home yesterday.
t:now i’ll give you three minutes to write down your answers on a piece of paper.then let’s check the answers together.
(ss can exchange their papers for comment and correction.)
suggested answers:
1.a preparatory subject for an infinitive
2.refer to the present situation
3.refer to weather
4.a preparatory object
5.a preparatory subject for an “-ing” form
6.emphasize the adverbial of time
7.refer to distance
8.refer to a person when we are identifying somebody(saying who somebody is)
9.refer to the word “bike” mentioned earlier
10.refer to time
step Ⅲ revision and induction
t:well done.you are already familiar with the common use of “it”.next,let’s revise some important sentence patterns.now,let’s do an exercise.look at the screen.
complete the sentences,paying attention to the structures of them and the use of “it”.
1.______(据报道)that dozens of children died in the accident.
2.______(真遗憾)that he can’t swim at his age.
3.______(很可能)that they will beat us tonight.
4.______（看来）that he enjoys pop songs very much.
5.______（仍然是一个问题）when we shall have our sports meet.
6.______(还不确定)whether he can attend this conference or not.
7.______（不要紧/没关系）whether we go together or separately.
8.it’s up to you ______（决定是否接受这项工作）。
9.it is important ______（我们学英语）.
10.it is kind ______（你们帮助我）.
11.it took me five days ______（解决这个问题）.
12.it’s no use ______（与她争论）.
t:now please work in pairs to do it and you can write down the answers on a piece of paper.then i’ll check your answers.(if necessary,teacher may give some explanations.)
suggested answers:
1.it was reported…
［it be+p.p.(known,thought,told,believed,hoped…)+that-clause］
2.it is a pity…
［it be+n.(an honour,a good thing,a fact,a surprise…)+that-clause］
3.it is likely…
［it be+adj.(wonderful,true,important,surprising,clear…)+that-clause］
4.it seems…
［it seems/appears/happens+that-clause］
5.it is still a question…
［it be+n.+wh-/how-clause］
6.it is uncertain…
［it be+adj.(not decided,uncertain)+wh-/how-clause］
7.it doesn’t matter…
［it doesn’t matter(it’s no wonder;it doesn’t make too much difference…)+wh-/how-clause］
8.…to decide whether to take the job or not
［it’s up to sb.to do sth.］
9.…for us to learn english
［it be+adj.(difficult,easy,hard,important…)for sb.to do sth.］
10.…of you to help me
［it be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.］
11.…to solve the problem.
［it takes(took)sb.…to do sth.］
12.…arguing with her
［it’s no use(no good,useless)doing sth.］
(teacher writes the structures on the bb one by one while checking the answers.)
t:look at the blackboard now.in all these structures,“it”is used as preparatory subjects.can you tell me the real subjects in them?
ss:yes.infinitives,-ing forms and clauses.
t:quite right.you should remember and often use these structures.besides,“it” can be used in some other structures to express “time”.let’s do another exercise on the screen.
complete the sentences
1.______(已经有三年了)since his father passed away.
2.______(不久)the police arrived.
3.______(已经八点了)when we got home.
4.______（该……的时候了）she wrote a letter to her boyfriend.
5.______(这是第一次)that these europeans have visited the great wall.
6.______（我们该）to go to school.
(ss prepare first.then teacher checks the answers and sums up the structures with the whole class.at the same time,teacher writes the structures on the blackboard.)
suggested answers:
1.it is/has been three years…
［it be+some time+since…］
2.it was not long before…
［it be(not)+long(days,weeks,months…)before…］
3.it was already eight o’clock…
［it be+definite time+when…］
4.it is(high)time(that)…
［it be(high)time+(that)…］
5.it is the first time…
［it be+the first(second,third…)time+that-clause］
6.it is time for us…
［it be time for sb.to do sth.］
t:well,we also know that “it”can be used as an preparatory object.let’s do an exercise.look at the screen.
rewrite the following sentences,using“it”as a preparatory object.
1.to make others laugh is difficult.(i found…)
2.to help him is my duty.(i consider…)
3.that we should keep calm is important.(i think…)
4.that he objected to the proposal is clear.(i made…)
t:now i want some of you to rewrite the sentences one by one.li hao,the first one.
s1:i found it difficult to make others laugh.
t:the second one,wang hua.
s2:i consider it my duty to help him.
t:…
s3:i think it important that we should keep calm.
s4:i made it clear that he objected to the proposal.
t:well done.from these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.some verbs like “find,feel,think，consider,make”are often used in this structure.are you clear about it?
ss:yes.
(bb:subject+vt.+it+adj./n.+to do sth./that-clause)
t:well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.can you tell me the emphatic structure?
ss:yes.it is “it be+the emphasized part+who/that…”.
(teacher writes the structure on the blackboard.)
t:quite right.now let’s look at the screen and do another exercise.(teacher shows the following on the screen.)
correct mistakes if there are any.
1.it is he that i want to see.
2.it is i who is leaving for london next week.
3.it was on tuesday when mrs smith came.
t:who’d like to do the first one?any volunteer?
s1:let me try,“him” should be used instead of “he”,because the emphasized part is an object.
t:quite right.the second one?
s2:“is” after “who” should be replaced by “am” to agree with “i” in person and number.
t:…
s3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.
t:you are all right.you’ve mastered this sentence structure very well.now i will show you some other sentences.(teacher shows them on the screen.)
1.it is my turn.
2.let’s call it a day.
3.if the teacher sees you doing that,you will catch it.
4.go ahead,we’ll make it in the end.
5.-i will study hard in the future.
-that’s it.
6.take it easy.
t:now please look at the sentences on the screen.i’d like you to translate them into chinese.any volunteer?
s1:轮到我了。
s2:今天就到这里吧。
s3：如果老师看到你这么做，你就会挨批评。
s4：继续干吧，我们最终会成功的。
s5:-今后我会努力学习的。
-这就对了。
s6：别着急。
t：very good.we can see in these sentences,“it” has no special meaning.is that clear?
ss:yes.
t:well,now let’s do more exercises to further master the use of “it”.
step Ⅳ practice
(teacher shows the following on the screen.)
choose the best answers:
1.is______necessary to complete the design before national day?
a.this b.that c.it d.he
2.she heard a terrible noise,______brought her heart into her mouth.
a.it b.which c.this d.that
3.tom’s mother kept telling him that he should work harder,but ______didn’t help.
a.he b.which c.she d.it
4.______is a fact that english is being accepted as an international language.
a.there b.this c.that d.it
5.i hope there are enough glasses for each guest to have______?
a.it b.those c.one d.them
6.-why don’t you take a little break?
-didn’t we just have ______.
a.that b.this c.one d.it
7.i don’t think ______ possible to master a foreign language without much memory work.
a.this b.that c.its d.it
8.-he was nearly drowned once.
-when was ______?
-______was in when he was in middle school.
a.that;it b.this;this c.this;it d.that;this
9.the weather turned out to be very good,______was more than we had expected.
a.what b.which c.that d.it
10.was ______ that i saw last night at the concert?
a.it you b.not you c.you d.that yourself
(teacher gives the ss some minutes to prepare,then checks the answers with the whole class.)
suggested answers:
1~5 cbddc 6~10 cdaba
step Ⅴ summary and homework
t:in this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.after class,you should practise more and try to use the sentence structures on the blackboard.are you clear about it?
ss:yes.
t:so much for today.bye.
ss:bye.
step Ⅵ the design of the writing on theblackboard
unit 20 archaeology
the fifth period
the use of “it”
Ⅰ.preparatory subject
1.it be+p.p./n./adj.+that-clause
2.it seems/appears/happens+that-clause
3.it be+n./adj.+wh-/how-clause
4.it doesn’t matter(it’s no wonder…)+wh-/how-clause
5.it’s up to sb.to do sth.
6.it be+adj.+for/of sb.to do sth.
7.it takes sb.…to do sth.
8.it’s no use doing…
Ⅱ.structures to express “time”
1.it be+…+since…
2.it be(not)+long(days,weeks…)+before…
3.it be+…when…
4.it be (high)time(that)…
5.it be the first(second…)time+that-clause
6.it be time for sb.to do sth.
Ⅲ.preparatory object
subject+vt.+it+adj.+to do sth./that-clause
Ⅳ.the emphatic use
it be+…+who/that…
step Ⅶ record after teaching
人教版英语下册八单元教案篇2
教学目标：
1、能听懂、会说：my schoolbag is heavy. whats in it? thank you so much! how many....do you have? 并能在实际情景中运用。
2、进行小组合作，完成 group work 中简要调查，完成lets check中简要评价。
3、培养学生的同情心、爱心和合作精神。
教学重难点：
重点：听、说、认读句型my schoolbag is heavy. whats in it? look! 10 sharpeners......
难点：运用所学新句型和“小组合作”学习。
课前准备：
1、教师准备本课相关的课件，主要人物头饰及文具用品，一块标有“希望小学”字样的标牌。
2、教师准备录音机及相关录音带。
3、学生准备一些文具：蜡笔，铅笔以及各类书。
教学过程：
一、热身、复习
1、唱歌：“books and pencils”
2、教师播放lets chant 部分录音，师生边做边吟唱该部分内容：(how many english books do you have? thirty! thirty! thirty!)
3、复习单词：
①、用课件出示一个房间，里面有各类书放在不同的地方，老师问：“how many english/chinese... books can you see?”请学生把它们找出来，用i can see...句型回答。
②、课件出示三种小动物，它们背着一个书包，请学生猜一猜书包里有些什么文具?
二、新课呈现
1、教学 “my schoolbag is heavy.”
教师展示自己的新书包，拿给全班学生看：i have a new schoolbag. my schoolbag is heavy. 引导学生朗读“my schoolbag is heavy.”注意heavy的发音。让学生跟着教师边说边做，然后请学生一个个练习。
2、教学“whats in it?”
教师问：whats in it? 用手势帮助学生理解句子，接着一一掏出书包中的物品介绍，强调问句和答句，让学生跟读几次。然后要求全班学生询问教师书包中物品并数数回答，老师问几个学生。然后让一个学生当小老师，跟其他学生进行对话。
3、对话合并
在学生熟练掌握了上面的对话后，老师拿起自己的书包说：“my schoolbag is heavy.”引导学生提出问句：“whats in it?”然后老师进行回答：“look! 2 story-books……”
4、情景演示
教师出示miss white、zhang peng 和amy的人物头饰及希望学校的标志，自己扮演miss white，让两位表达能力较强的学生分别扮演zhang peng 和amy，协助教师呈现新对话。张鹏背着书包进教室并说：“my schoolbag is heavy.”教师询问书包中有什么：“whats in it?”张鹏将物品一一取出并介绍：look! 20 story-books,32 pencils, 8 rulers and 3 pencil-cases.教师对之进行评价“wow! good!”让学生进行跟读。接着amy呈现类似内容，教师对之表示感谢“thank you so much!”强调so much的发音，可让学生多读几遍，并指出sooooo much表示强化感谢的程度更深。最后，引导全体学生说出礼貌用语“thank you sooooo much!”
5、教师拿上书包，与其他学生进行类似对话。
6、播放录音或vcd：lets talk。先让学生完整地听一遍，再跟读。
7、同桌进行操练，然后角色表演。
三、拓展、巩固
(一)、group work(小组调查)
1、拿出事先准备好的一张调查表，记录调查结果。
s1：how many (english books )do you have?
s2：i have (5).
2、反馈调查结果
请一个其他小组的学生问：“how many (english books )do you have?”该小组的学生依次按照调查表进行回答。
(二)、lets check
学生听录音做lets check，做完后校对答案。
(三)、播放一段希望小学的录像，让学生知道那里的生活条件。然后发动学生为希望小学的同学们献上自己的一份爱心。学生送的时候，教师连连说：“thank you sooooo much!”同时轻轻播放《爱的奉献》。
四、作业布置
1、活动手册上的相关练习。
2、听lets talk部分的录音，读给家长或朋友听。
3、将自己读的lets talk录制下来，自己听听或者带来和同学们比比。
人教版英语下册八单元教案篇3
Ⅰ.brief statements based on the unit
archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries.this unit mainly talks about two important archaeological discoveries:the king of stonehenge in england and the jinsha ruins and the sanxingdui ruins site in sichuan province.the discovery of the king of stonehenge makes archaeologists think people in the bronze age had trade and cultural links with other parts in europe.while the unearthed jinsha ruins again proved that it is likely that roots of chinese culture are in sichuan.they all have a historical significance on the study of the history and culture of the two countries.besides,we need to review the use of “it”,especially when it is used in the subject position to stand for an infinitive or a clause.
Ⅱ.teaching goals
1.talk about archaeological discoveries.
2.express curiosity.
3.review the use of “it”.
4.create a flow chart.
Ⅲ.background information
1. underwater archaeology
the year was 1960.the eight team members were divers and scientists.the ancient wreck（船的残骸）was buried in the sands below the warm coastal waters off turkey.underwater archaeology was about to be born.
archaeology is the study of ancient life,or how people lived thousands of years ago.the work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.
the archaeologists on the team that found the ancient wreck usually worked on dry land.they knew the scientific methods used in dry-land archaeology.by adapting,or changing,these methods,the archaeologists could use them under water.after diving into the sea,the group used underwater cameras to take pictures of the wreck and its treasures.next,they drew maps on plastic tablets to show where each object was located.then,they used a tool that gently sucked the sand away from the treasures.large objects were placed in baskets,which were brought up to the surface.very heavy objects were pulled up with the aid of a balloon.
the recovered objects were put in a museum in turkey.archaeologists then brought the photos,drawings,and maps to the united states for further research.after seven years of study,the scientists learned that the wreck was 3 200 years old.
2.spanish scientists dig up a monster of a bone
spanish researchers digging in a semi-desert part of eastern spain have found a bone from an animal more than 30 metres in length and weighing 50 tons.the upper leg bone measures 1.85 metres and weighs 150 kilograms.this indicated that it came from the equivalent of a male elephant.
scientists believe the bone came from a sauropod,a lizard-like dinosaur that lived from 145 to 65 million years bc.
if these guesses are confirmed,it would be the largest dinosaur discovered in europe.
it could possibly be as big as a champion heavy weight like argentinausorus,found in south america,which from the evidence of a foot and three ribs,was probably longer than 35 metres.
the four-legged sauropods,which had tiny brains,vast stomachs and long necks and tails,are believed to have been vegetarians,eating large trees the way people crunch celery sticks.
Ⅳ.teaching time:five periods
the first period
teaching aims:
1.learn and master the following words:
archaeology archaeological archaeologist curiosity decoration unearth spear artefact
2.do some listening.
3.learn to express curiosity.
teaching important points:
1.improve the students’ listening ability.
2.train the students’ speaking ability by talking about archaeological discoveries and practising expressing curiosity.
teaching difficult points:
1.how to improve the students’ listening ability.
2.how to finish the task of speaking.
teaching methods:
1.looking at some pictures to arouse the students’ interest in archaeology.
2.listening-and-answering activity to help the students go through with the listening material.
3.individual,pair or group work to make every student work in class.
teaching aids:
1.the multimedia
2.the blackboard
teaching procedures:
step Ⅰ greetings
greet the whole class as usual.
step Ⅱ lead-in
t：as we all know,china is a country with an ancient civilization.it has a long history and brilliant culture.do you know in what ways we can learn about its history and culture?
s1:reading books.
s2:watching tv.
s3:learning from the teacher in class.
s4:surfing the internet.
…
t:anything else?
ss:no.
t:we can also go to the museum to visit the unearthed cultural relics,can’t we?
ss:yes.
t:now,please look at the two pictures on the screen and tell me what you see in the pictures.
(teacher shows the screen.)
s5:they are:terracotta warriors and horses and inscriptions on bones or tortoise shells.
t:you’re right.terracotta warriors and horses is a symbol of the powerful qin dynasty,while inscriptions on bones or tortoise shells are embryonic forms of chinese characters.the great archaeological discoveries play an important part in learning about china.
step Ⅲ warming up
t:today let’s talk about archaeology unit 20 (bb:unit 20 archaeology).before talking,please look at the new words.
(teacher deals with the new words with the whole class.)
t:ok.now open your books and turn to page 73.look at the four pictures and tell us what you can see in each picture.
s6:i can see an axe in the first picture.it is a kind of tool used by people of the stone age.
t:right.how about the second one?
s7:in the second picture is a bronze tripod,which is an ancient cooking vessel of that period.
t:good.the third picture.li ping,try please.
s8:this is a painting on silk of the han dynasty.
t:yeah.the last one?
s9:i think the last picture is a work of china made in the tang dynasty.
t:anything else about the last picture?
s10:i guess it is made of tri-colored glazed pottery of the tang dynasty.
t:well done.we know that the life of people is different during the different periods.now let’s describe the life of people during the periods mentioned above.you can describe it according to the questions on the screen.
(teacher shows the following on the screen.)
1.what did they eat?
2.where did they live?
3.what did their homes look like?
4.what kind of tools did they use?
5.what objects have we found from their age?
6.what kind of entertainment did they have?
first discuss the questions with your partner,and then complete the chart at page 73.a few minutes later,i’ll collect your answers.is that clear?
ss:yes.
t:(five minutes later.)are you ready now?(ss:yes.)now,let’s describe the life of people in the stone age together.
t and ss:the people of the stone age ate wild fruits and animals.they usually lived in caves.they used bones of animals,fur and pottery to decorate their caves.the tools they used were mainly stones,sticks and bones of animals.they used bones of animals to make necklaces and bone pins.they were able to make jades.the entertainment for them was to shout and dance with rhythm together.
t:ok.who’d like to describe the life of people in the bronze age,the han dynasty and the tang dynasty one by one like what we did just now?
ss:…
suggested answers:
stone age bronze age han dynasty tang dynasty
food wild fruits, wild animals grain,wheat,rice,bean,domestic,animals,meat,broomcorn,millet wheat,rice,wine,vegetables,sugar pancake,tea,spinach,wine
housing caves houses made of mud and straw houses made of bricks and tiles houses made of bricks and tiles palaces
home
decoration bones of animals, fur, pottery, jade bronze mirrors,bronze jade silk,stone and brick statues, wood statues,frescoes china,pottery,jade,silk
tools
stones, sticks, bones, axes made of stone knives, sickles, axes, fishhooks
iron objects,ploughs,hoes
quyuan ploughs,tools used to lift water by water-wheel
artefacts
necklaces made of bones,bone pins,pottery,jade bronze tripods and quadripods,textile,embroidery silk, paintings on silk, stone, brick and wood statues tri-colored glazed pottery of the tang dynasty,china
entertain-ment
shouting and dancing with rhythm singing,dancing,drinking wine
playing the instruments acrobatic show
having a swing,boat race,playing polo
t:we know there are many important discoveries from these different periods.please look at the following four pictures.can you tell us where they were unearthed and where we can go and see them?discuss in groups of four.after a few minutes,i’ll ask some students to talk about them.is that clear?
ss:yes.
(teacher shows the four pictures on the screen.)
1 3
2 4
t:liu qian,talk about the first picture,please.
s11:…
suggested answers:
picture 1:the picture shows the serials bells of the warring states,which was unearthed in sui county of hubei province.if you want to see it,you can go to hubei province.
picture 2:this is the famous dunhuang frescoes,which lie in dunhuang of gansu province.they were painted in the tang dynasty.we can go to dunhuang of gansu province to enjoy them.
picture 3:this is a skull of a peking ape-man,living in the stone age.archaeologists found it in zhoukou of beijing.we may go to the chinese history museum to see it.
picture 4:this is a work of coloured pottery.the persons were performing acrobatics.it was made in the han dynasty and unearthed in luoyang of henan province.luoyang is the place where you can enjoy the work of coloured pottery.
step Ⅳ listening
t:now,let’s do some listening.look at the listening part at page 74.listen to the tape carefully and try to make a drawing of the tool.
(teacher plays the tape for the students to listen for the first time.after that,give the students one or two minutes to draw it.if they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.at last,check the drawing with the whole class.)
t:good.now,let’s go on with the exercises in listening.please listen to the tape again and then finish ex.2 and 3 in turn.
(teacher plays it again and gives the students enough time to write down some important information.finally check the answers with the whole class.after that,let the students discuss ex.4 in groups of four and check them.)
step Ⅴ speaking
t:ok.in our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.in order to get some suggestions from others,how do you express your curiosity?now, look at the screen.these are very useful expressions.you should remember them and use them freely.
(teacher shows the following on the screen.)
i wonder what/who…
i really want to know…
i’m curious to…
i’d love to know…
i wonder if/whether…
what i’d really like to find out is…
i’m curious about…
i’d like to know more about…
(teacher goes through the useful expressions with the whole class.)
t:now,let’s listen to a dialogue between student a and student b.student a talks about a topic he/she is interested in,while student b gives suggestions.
(teacher plays the tape for the students.after that,teacher says the following.)
t:well,open your books and turn to page 74.look at speaking.please underline the sentences used to express curiosity.after a while.i’ll ask one of you to read out the sentences.do you understand?
ss:yes.
t:(after a while)have you finished?(ss:yes.)any volunteer?
s12:i’d like to know more about…
i wonder what…
i’d love to know…
what i’d really like to find out is…
t:quite right.please practise the dialogue with your partner for a while.after that,i’ll ask some pairs to act out the dialogue before the class.is that clear?
ss:yes.
(several minutes later,teacher asks some pairs to act out the dialogue before the class.)
t:thank your for your excellent performances.
step Ⅵ practice
t:now,let’s do some speaking practice.work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.you can use the expressions we learnt just now to help you carry out the task of speaking.five minutes later,i’ll ask some pairs to perform their dialogues before the class.
one possible dialogue:
a:hi!jack.have you heard of the sanxingdui ruins site?
b:yes.it’s in guanghan of sichuan province.
a:i want to know when it was discovered?
b:in the spring of 1929.
a:can you tell me who found it?
b:yes.it’s a farmer’s son who found it.
a:i’m curious about how he found it.
b:he found it by chance.when he and his father were working in the field,he dug up a round piece of jade.then they found a hole filled with more than 400 jade objects.
a:oh,so strange!what i’d really like to know is what effects its discovery will have on the study of chinese history and culture.
b:i think it must have important effects.it is said that it has become one of the cultural relics of the world.
a:great!i’d like to know more about it.
b:you can surf the internet or go to visit it yourself.
step Ⅶ summary and homework
t:in this class,we’ve talked about archaeological discoveries and learnt about the life of people during the different periods.we’ve also done some listening practice and speaking practice.in the speaking part,we’ve mainly learnt to express curiosity using the useful expressions.these expressions are:i wonder what/who…i’m curious to…i wonder if…(teacher writes them on the blackboard.)after class,practise them more.besides,remember to prepare for the next period.ok.that’s all.class is over.
step Ⅷ the design of the writing on the blackboard
unit 20 archaeology
the first period
useful expressions:
i wonder what/who…
i really want to know…
i’m curious to…
i’d love to know…
i wonder if/whether…
what i’d really like to find out is…
i’m curious about…
i’d like to know more about…
step Ⅸ record after teaching
人教版英语下册八单元教案篇4
一、单词 ：
classroom 教室 window 窗户 blackboard 黑板 light 电灯 picture图画
door门 floor 地板 computer 计算机 teacher’s desk 讲台 wall 墙 fan 扇子
near 距离近 really 真的 tv 电视 clean 打扫 help 帮助
二、let’s spell：
a-e [ei] cake蛋糕 face 脸 name 名字 make制作 hate讨厌;恨 face 脸
a [æ] cat猫 dad爸爸 hat帽子 cap棒球帽 map地图
三、短语：
1.地点类：on the wall在墙上; near the window在窗户旁边 ;in the classroom在教室里;
on the fan在风扇上;near the computer在计算机旁边
2.动作类：clean the desks and chairs 清洁桌椅 ;clean the windows擦窗户
clean the fish bowl清理鱼缸;open the door开门; turn on the light开灯;sweep the floor扫地;
put up the picture张帖图画;clean the classroom打扫教室 ;clean the teacher’s desk 清洁讲台;
close the window 关窗; clean the blackboard 擦黑板
3.其他类：a new classroom一间新教室 excuse me 劳驾，对不起
四、语法点：
where 引导的是特殊疑问句，“哪里”，看到where 就要想到地点，方位词 ，例如on, in ,under, near等
语法点：let’s = let us 让我们; let me 让我
文化知识：.想问别人问题，要先说“excuse me对不起，打扰一下。”
五、答语、答句
1、---where is it? (它在哪儿?)---it’s near the window. (它在窗户的旁边)
2、---what’s in the classroom? (教室里有什么?)
---one blackboard, one tv, many desks and chairs.
(一块黑板，一台电视，许多的桌子和椅子。)
3、---let’s clean the classroom! (我们打扫教室吧。)---ok. (好。)
4、---let me help you. (让我帮你吧!)---thank you. (谢谢你。)
5、---we have a new classroom. (我们有了一间新的教室。)---really? 真的吗?
unit 2 my schoolbag
一、单词：
schoolbag 书包 chinese book 语文书 english book 英语书 maths book 数学书 storybook 故事书 candy糖果
notebook笔记本 toy玩具 key钥匙 lost丢失 so much非常的 cute可爱的
二、let’s spell:
i-e [ai] like喜欢; kite 风筝; five 五 ;nine 九;rice米饭; fine 好;nice 好;ice冰
i [i] big大的 six 六 pig 猪
三、短语：
地点类 in your schoolbag 在你的书包里 in your hand 在你的手里
in your desk 在你的课桌里 on your english book 在你的英语书上
under your schoolbag 在你的书包下面 near your pencil box 在你的铅笔盒旁边
put your chinese book on your desk. 把语文书放在你的课桌上
put your pencil box on your english book. 把文具盒放在你的英语书上
put your maths book under your schoolbag 把数学书放在你的书包下
put your eraser near your pencil box 把橡皮放在你的文具盒旁边
其他类: have a new schoolbag 有一个新书包 black and white 黑白相间的
四、语法点：
what colour引导的也是特殊疑问句， 问的是颜色，回答中肯定有例如purple, red 等等表示颜色的词。
五、答语、答句
1、---what’s in your schoolbag? (你的书包里有什么?)
---an english book and a chinese book.(一本英语书，一本语文书。)
2、---here it is! (它在这儿。)---thank you so much! (非常感谢。)
3、---what colour is it / (are they) ? 它/(它们)是什么颜色的?
---it’s /( they’re ) blue and white. 它/(它们)是蓝白色的。
---it’s /( they’re ) black and white. 它/(它们)是黑白相间的。
4、excuse me. i lost my schoolbag.(打扰一下，我丢失了我的书包。)
5、i have a new schoolbag .我有一个新书包。
6、i have an english book and a chinese book .我有一本英语书和一本语文书。
人教版英语下册八单元教案篇5
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.
3.train the students’ ability to write a play.
teaching important points:
1.help the students understand the text exactly and master the following words and phrases:
shall,at the mercy of,go down on knees
2.help the students finish the task of writing a play.
teaching difficult point:
how to help the students write a play.
teaching methods:
1.listening before reading to get the general idea of the text.
2.asking-and-answering after reading to make the students understand the detailed in formation.
3.individual,pair or group work to make every student work in class.
4.performing to make the class lively and interesting.
teaching aids:
1.the multimedia
2.the blackboard
teaching procedures:
step Ⅰ greetings
greet the whole class as usual.
step Ⅱ revision and lead-in
t:yesterday,we read the first part of 玊he merchant of venice.獳ntonio’s trial was taking place at the court.do you still remember what happened at the court?wang hai,could you please retell the story in the first part?
s1: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 what will happen to antonio and shylock at last.begin to listen!
(teacher plays the tape and checks the answer at the end.)
t:have you found out the answer?
ss:yes.
t:who’d like to have a try?
s2: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:(to the other students)is that right?
ss:yes.
t:ok.now let’s learn the new words.then read the play.look at the screen,please.
(teacher shows the new words on the screen and deals with them as usual.)
justice/dstis/ n. 公正；正义
murder/′m：d/ vt. 谋??
go down on knees 跪下
punishment/′pnimnt/ n. 惩罚
immediately/i′mi：ditli/玜dv. 立刻；马上
order/′：d/ vt. 命令；下令
sword/s：d/ n. 剑；??
conflict/′knflikt/ n. 冲突；战斗
complex/′kmpleks/ adj. 错综复杂的；难解的
△tragedy/′trddi/ n. 悲剧
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.
(show 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?
(teacher allows the students some time to read the play and prepare for the questions.at the end,ask some students to answer the questions.)
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.
(after checking the answers,teacher deals with some language points.)
t:well done.you’ve understood it better.now let’s learn some useful words and phrases in it.look at the screen.(show the screen.)
1.shall
e.g.we shall start for beijing tomorrow.(future use)
you shall have a nice present for your birthday.(promise)
you shall be sorry for what you have done,i tell you.(warning)
when he comes in nobody shall say a word.(order)
nothing shall stop us from carrying out his plan.(decision)
2.at the mercy of
e.g.they were lost at sea, at the mercy of the winds and the waves.
3.go down on one’s knees
e.g.they will never go down on their knees before the oppressors.
4.beg…for
e.g.the prisoner begged (the judge) for mercy.
(bb:shall,at the mercy of,go down on one’s knees,beg…for)
step Ⅳ 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 or sarah’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 sarah’s baby.
(two men take deborah away.)
e:the king is a just king.o good king charles!clever king charles!
step Ⅴ 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.
step Ⅵ the design of the writing on theblackboard
unit 19 the merchant of venice
the third period
Ⅰ.words and phrases:
shall,at the mercy of,go down on one’s knees,beg…for
Ⅱ.tips of getting the main point of a play
a conflict between the good and the bad
→complex problems and relationship
→struggle between them
→a higher,wise character to find the solution
→the good wins,and the bad loses
→a comedy
step Ⅶ record after teaching
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