八年級U5 L19_八年級英語教案-英語教案,試題,論文,聽力（精選2篇）

八年級U5 L19_八年級英語教案-英語教案,試題,論文,聽力 篇1

　　劉顥

　　Lesson95

　　教師：劉顥

　　一、 試教課題：Lesson95

　　二、 教學內容：95課的4自然段

　　三、 教學目的：

　　通過本課學習，進一步鞏固情態動詞的用法，掌握must和have to 的區別，以及\"每……\"的表達法和instead之用法。

　　四、教學重難點：

　　1、 have to 不得不（表客觀）

　　must 必須（主觀）

　　2、 every five minutes每5分鐘，每隔4分鐘

　　3、 instead of 與……，instead

　　五、教學時數：1課時

　　六、教學過程 

　　（一）、組織教學

　　全體起立，師生互相問好，并與值日生對話，同時叫學生到黑板上做題以復習前幾課的知識。

　　（二）、導入  新課

　　1. 復習昨天教過的新單詞讓學生齊讀并抽個別學生起六拼寫。

　　2. 現在有不少減肥藥品，證明人們已經認識到了肥胖的危害，那么，肥胖究竟怎樣讓人們感到不適呢？Mrs Brown就遇到了這個問題，Let‘s turn to page 95,read the text as quickly as you can,then find out what was wrong with Mrs Brown.\"

　　（三）、授新課

　　1. 勾出知識點

　　① feel tired ②have to ③every five minutes ④look over ⑤nothing much wrong ⑥what do you mean ⑦exercise

　　2. 逐個講解知識點

　　① feel tired 感到累

　　feel（系動詞）

　　感到… +adj(well,hungry,happy worried…)提問加助動詞

　　② have to \"不得不\"，并非主觀愿望

　　must :必須，是主語的主觀愿望

　　其中，have to 隨人稱、時態的變化而變化，而must則沒有時態、人稱的

　　在與值日生對話過程中注意復習as+adj.+as的用法以及方位的表示。

　　如：1、Do you want to sing as well as Jacky? 2、Where is Chendo?In the Southwest of China.

　　讓學生回答了提出問題后簡單講講肥胖的危害，讓學生明白要合理攝食及適當運動，不要整天都埋頭讀書，響應\"減負提質\"

　　邊讀邊講解，并板書（見表）

八年級U5 L19_八年級英語教案-英語教案,試題,論文,聽力 篇2

　　LESSON PLAN

　　--- LESSON 19

　　AIMS: to help students to comprehend a dialogue and a passage, and to learn the new words and expressions in them

　　AIDS: OHP and some transparencies

　　TIME: 45 minutes

　　LEVEL: Grade two, junior high school

　　LANGUAGE: Students will

　　learn some words and expressions related to farm work

　　learn to give good-intentioned warnings

　　practice use of “ be hard to do ” and “ much + comparatives of adjectives ”

　　go over present continuous tense

　　PROCEDURES:

　　Dialogue (17 minutes)

　　Comprehension of the dialogue (7 minutes)

　　1. Look at the picture on page 19 and answer questions (2 minutes)

　　How many people are there in the picture? Who are they?

　　Where are they?

　　What are they doing?

　　--- Individual feedback

　　2. Read the dialogue and answer questions (5 minutes)

　　Where are the good apples?

　　Is it dangerous to go too high?

　　What does Jim say to Meimei?

　　--- Students read for 2 minutes

　　--- Individual feedback

　　Practice of language points (5 minutes)

　　Give good-intentioned warnings

　　--- Model: In the dialogue, Jim says to Meimei, “BE CAREFUL！DON’T GO TOO HIGH! IT’S DANGEROUS!”

　　---Present to students four pictures on an OHP transparency, which are as follows. (a) a man climbing a hill, (b) a girl swimming in a river, (c) a driver driving a car, (d) a boy riding a bicycle

　　--- What is he/she doing? What should you say to him or her? Please fill in the blanks.

　　“Be （ ）!

　　Don’t （ ）（ ）（ ）!

　　It’s （ ）! ”

　　--- Whole class /individual feedback

　　Can you REACH them?

　　--- Ask students to respond in whole sentences to my questions in each of the following situations

　　(a) Put my book on the desk, stand near the desk first, and then step away from the desk. Each time ask the question “Can I reach the book? ”

　　(b) Reach out my hand to the lower light and ask “Can I reach the light?” Then, reach out my hand to the higher light and ask “Can I reach this light?”

　　(c) Put my keys on the top of the blackboard. Ask “Can I reach my keys?” and “ can (the shortest student of the class) reach them?”

　　Read the dialogue aloud (5 minutes)

　　Read after the tape once

　　Read in pairs

　　Pair check in whole class

　　Passage (28 minutes)

　　Comprehension of the passage (12 minutes)

　　Read the first paragraph of the passage and answer questions (7 minutes)

　　How is the day?

　　Is everyone busy?

　　What are they doing?

　　What is Meimei doing?

　　What is Jim doing?

　　Are some apples hard to reach?

　　--- Students read the first part of the text for 3 minutes

　　--- Individual feedback

　　--- Write the answers to each question on the blackboard in phrases

　　Read the rest of the passage and answer questions (5 minutes)

　　Who has more apples, Jim or Lilei?

　　Whose apples are better, Jim’s or Lilei’s?

　　--- Students read this part for 2 ms

　　--- Individual feedback

　　--- Write the answers on the blackboard in phrases

　　Practice of language points (6 minutes)

　　The apples ARE HARD TO REACH.

　　--- Model: The light is hard to reach.

　　--- Prompts: jeans --- wash, box --- carry, work --- do, door --- open,

　　words --- remember

　　Mine apples are MUCH BIGGER.

　　--- Present to students 4 sets of 3 objects on an OHP transparency. They are different in size, length, height, and weight respectively.

　　---Model: “pear” The first pear is small.

　　The second one is bigger than the first one.

　　The third one is much bigger than the first one.

　　--- Visual prompts: tables, rulers, trees, boxes

　　Retell the passage (10 minutes)

　　State the comprehension questions in part A, and the whole class respond with the help of the information on the blackboard and of the teacher

　　Students work in pairs. One states the comprehension questions, and the other answers.

　　Students retell the passage individually.

　　教案相關材料：

　　MATERIAL

　　Lesson 19 (taken from Junior English for China, Book 2)

　　Dialogue

　　Meimei: Are you holding the ladder, Jim?

　　Jim: Yes, I am. Please be careful, Meimei. Don’t go too high!

　　Meimei: Don’t worry. I’m OK.

　　Jim: There are some good apples over there.

　　Meimei: Where?

　　Jim: Behind you! Can you reach them?

　　Meimei: Oh, yes, I can see them. But I can’t reach them.

　　Jim: Be careful. It’s dangerous! You’re too high!

　　Meimei: No, I’m not. Good! I can reach them now. Catch!

　　Passage --- Working on a farm

　　It’s a fine day today, and everyone is busy. They are working hard on the farm. The children are picking apples. Look! There’s Meimei! She’s very strong. She’s lifting that ladder. Now she’s holding it for Jim. Jim is climbing up the ladder. He’s picking the apples on that tree. He’s putting them in a basket. Some of the apples are hard to reach. They are too high. Be careful, Jim! It’s dangerous. Oh, good! He’s coming down the ladder, now.

　　“You don’t have many apples, Jim,” says Li Lei. “I have more than you.”

　　“Do I have fewer apples than you? Let me see!” says Jim.

　　Jim looks at Li Lei’s apples. “Oh!” he says. “Yes, you have more than me. But mine are better than yours. Look! Yours are green, and quite small. Mine are red, and they’re much bigger!”

　　教案評論：

　　COMMENTS

　　Though the junior high school students are at the elementary level concerning their language proficiency, they still have a strong desire to communicate with others in English in their daily life. Teachers should employ proper teaching methods and techniques to satisfy their needs. Besides, since they are young beginners, they are in great need of instructions on how to be successful language learners. Teachers should train them with some effective learning strategies to optimize the students’ learning results. My lesson plan is designed on the basis of these two principles. Before reading the dialogue, the students are asked to look at the picture beside and to answer several questions. These questions are raised for the purpose of arousing the students’ interests and activating their schema. Besides the pre-reading questions, some comprehension questions are asked before they go on to read the dialogue and the passage as well. These questions are aimed to help the students to concentrate on the meaning conveyed through the reading material rather than on the grammar. On the other hand, these questions are intended to help them form the habit of reading with purpose in mind. As for the language points, they are presented and practiced with certain contexts and are related to students’ life as much as possible. This way of teaching language points is employed in the hope that students will find them easier to understand and retain, and that they can use some of them immediately in their everyday life. Then, the students are asked to read the dialogue and retell the passage respectively. Reading aloud is helpful for both the teacher and the students. The students can practice their pronunciation and intonation, while the teacher can have the opportunity to find their problems and correct them. Retelling is a solution to the problem of lacking chances to practice English outside class. This activity can train the students with this learning method. The teacher’s encouragement and facilitation are necessary to make the students feel the happiness of success, so that they may want to try more either in class or outside class in the future.

　　Generally speaking, the lesson went on quite smoothly. Since the answers to the comprehension questions were fairly obvious, the students seemed to have no difficulty with them. As for the practice of the language points, the students could respond fairly quickly with the help of pictures and prompts. Retelling the passage seemed difficult to students at elementary level. At first, the students doubted that they would be able to retell it. However, with the information on the blackboard and my help, the whole class managed to do it once. Unfortunately, because time was running out, I failed to let them practice in pairs and individually in class.

　　作者相關資料：

　　WRITER’S INFORMATION

　　NAME: Zhao Rong (趙蓉)

　　ADDRESS:

　　(English): Postgraduate 98

　　English Division

　　Foreign Languages Department

　　Beijing Normal University

　　Beijing 100875, China

　　(Chinese): 北京師范大學外語系英語專業98研 P.C.: 100875