牛津版八年级英语Unit1教案。
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牛津版八年级英语Unit1教案
Friends
Languagefunctionsandfocus
1.Useanadjectivebeforeanounorafteralinkingverbtodescribesomeone/something
e.g.:Shehasshorthair.
Herhairisshort.
2.Usecomparativestocomparetwopeople/things
e.g.:Sandy’shairislongerthanMillie’shair.
3.Usesuperlativestocomparethreeormorepeoplethings
e.g.:Heisthetallestboyinmyclass.
4.Use‘as’+adjective+‘as’tocomparepeople/things
e.g.:MillieisastallasKitty.
5.Useadjectivestodescribesomeone’sphysicalfeaturesandappearance
e.g.:Sandyistallandhaslonghair.
Languageskills
Listening
1.Identifymainideastoobtaininformationaboutafriend
2.Interpretinformationtoobtainageneralunderstandingofthepeopleinaconversation
3.Identifyspecificandrelevantinformationtocompletelettersaboutteenagers’futureplans
Speaking
1.Usequestionsandanswerstotalkaboutpeople’sappearanceandpersonality
2.Useeverydayexpressionstoshowagreementandconfirminformation
Reading
1.Guessgeneralmeaningfromkeywordsandcontext
2.Skimtextforoverallmeaningandscanfordetails
3.Identifyspecificinformationaboutdifferentpeoplefromtheirfriends’descriptions
Writing
1.Collectinformationandorganizeideastodescribetheappearanceandpersonalityofafriend
2.Produceaparticulartext-typeforanaudienceusingagivenmodel
Studyskills
Lookformainpointsandkeywordstohelpunderstandandrememberapassagemoreeasily
Backgroundinformation
Book8AcontinuesthestoryaboutthelivesandexperiencesofthesixcentralcharactersintroducedinBook7A.Here,thecharactersareGrade8students.Yourstudentswillbeabletoidentifywiththedifferentsituationsandcontexts.Languageispresentedthroughreal-lifeexperiences,exposingstudentstorealcommunication.
Overviewoftheunit
Themaintopicofthisunitisdescribingtheappearanceandthequalitiesofagoodfriend.Studentslearntotalkabouttheirfriendsandtheirfutureplans.
Unitopening
Backgroundinformation
Theopeningpagearousesstudents’interestinthetopicoftheunitthroughthefunnyinteractionsoftwocartooncharacters(EddieandHobo).Thisopeningpageintroducestheideaoffriendshipandsharing.
Warm-upactivities
1.ReadtheconversationbetweenEddieandHobo.Checkunderstandingof‘kind’and‘share’.Ask,
e.g.:WhatdoesEddiegiveHobo?(Hegiveshimsomecakeandmilk.)
Isthereanythingelseinthefridge?(No,thereisn’t.)
WhatdoesHobowant?(HewantstoshareEddie’spizzainthebowl.)
2.Introducetheideaofsharingandfriendship.Ask,
e.g.:AreEddieandHobogoodfriends?(Yes,theyare.Theysharethings.)
Whodoyoulikemore?Why?(IlikeEddiebecauseheshareshisfoodwithHobo.)
Asktwomoreablestudentstorole-playtheconversationinfrontoftheclass.
Welcometotheunit
Objectives
1.Torevisevocabularyandexpressionstodescribepeople
2.Toguessmeaningfromcontext
3.Togenerateideasaboutpeople’sappearanceandpersonalities
4.Tocategorizeadjectivestodescribeimportantqualitiesofafriendaccordingtopersonalpreferences
Backgroundinformation
Thissectionintroducesstudentstotheunittopicaboutdifferentpersonalitiesoffriends.Studentsanswersomequestionsinamagazineaboutthequalitiesofabestfriend.Italsopreteachessomeusefulwordsandexpressions.
Teachingprocedures
1.Askmoreablestudents
e.g.:Doyouhaveaspecialfriend?Whatmakeshim/herspecial?
Acceptallreasonableanswers.(He/Shehelpsmewithmyhomework.Icanalwaystalktohim/heraboutmyproblems,etc.)
2.AskstudentstolookatPartAandexplainthattheywillbereadinganadvertisementin“Teenagers’magazine.Theyhavetomatchthequalitieswiththequestions.Forweakerclasses,gothroughthewordsandphrasesontheleft.Thenaskeachquestionatatimeandinvitestudentstosaythecorrectwordorphrase.Thenasktheclasstowritethecorrectlettersontheirown.
3.Goaroundtheclasstocheckthatstudentshavewrittenthecorrectletters.
4.Askmoreablestudentstothinkofotherqualitiesofagoodfriend,e.g.,generous,clever,kind,understandsmyproblems,makesmelaugh.Writethewordsandphrasesontheboard.
5.ReadthelistofwordsinPartBandchickthatstudentsunderstandtheirmeanings.Checkalsounderstandingof‘quiteimportant’and‘veryimportant’.
6.Ontheboard,write‘Whatqualitiesofagoodfriendareimportanttoyou?’.Asktheclasstothinkcarefullyaboutwhatqualitiestheyappreciateinfriendsandputticksunderthecorrectheadingsinthetable.Encouragestudentstoworkontheirown.Thenaskthemtocomparetheiranswerswithapartner.Askindividualstudentstotelltherestoftheclassabouttheirownchoiceandtheirpartner’schoiceofqualities.Writesomestructuresontheboardtoenablestudentstofocusonthechoiceofadjectivesandtomaintainafluentoralperformance.
Extensionactivity
Youcancopythetable.Moreablestudentscanaddmoreadjectivesdescribingqualitiesofagoodfriend.Studentscanalsointerviewseveralclassmatesusingthistable.Theyshouldwritetallymarksinsteadofticksinthetable.Thentheycancomparetheirresultswithapartnerorinclasstofindoutwhichqualitiesarethemostpopular.
Game
Askeachstudenttowritethreeadjectivesorphrasestodescribeaclassmateonapieceofpaper.Remindstudentstowritehisorhernameaswell.Encouragethemtoworkontheirownandnottoshowtheirchoiceofwordstootherstudents.Thencollectthepiecesofpaperandputthemtogether.Drawoneatatimeandreadeachdescription.Invitetheclasstoguesswhomitdescribes.
Reading
Objectives
1.Toguessgeneralmeaningsfromkeywordsandcontext
2.Toskimtextforoverallmeaningsandscanfordetails
3.Toidentifyspecificinformationaboutdifferentpeopleformtheirfriends’descriptions
4.Touseadjectivestodescribepeople’sappearanceandcharacteristics
5.Torecognizetheuseofcomparativesandsuperlatives
PartA
Backgroundinformation
Thissectionpresentsthreelettersabout‘bestfriends’forawritingcompetitionheldby‘Teenagers’magazine.Thecontextinvitesstudentstothinkaboutqualitiesintheirfriends.
Teachingprocedures
1.Reviewkeyvocabularyaccordingtothegeneralabilityoftheclass.Telltheclassaboutafriendorrelative.Ifpossible,showhis/herphoto.Say,
e.g.:Mybestfriendissmallandthinwithlonghair.Sheisverysmartandhelpful.
Thenaskquestionstocheckunderstanding.(Ismyfriendtall?Isherhairshortorlong?Isshewillingtohelp?)
2.Dividetheclassintothreegroupsandallocateonearticletoeachgroup.Whilestudentsskimthetextontheirown,askthemtounderlinethewordstheydonotknow.Thengothroughthewordsstudentshaveunderlined.
3.Ontheboard,writetheheadings‘Appearance’and‘Personality’.Askeachgrouptogothroughtheirletteragainandfindwordsorexpressionstomatcheachheading.Invitestudentsfromeachgrouptocomeforwardandwritetheirwordsandexpressionsunderthecorrectheading.
4.Writethefollowingquestionsontheboardforstudentstocopyintheirbooks.
Whatdoeshe/shelooklike?(Forappearance)
Whatkindofpersonishe/she?(Forpersonality)
Whatdoeshe/shedoorwanttodointhefuture?(Forfutureplan)
Invitestudentsfromeachgrouptoaskandanswerthesequestionsanddescribetheteenagerineacharticle.
PartB
Teachingprocedure
1.Explainthecontextandcheckthatstudentsunderstandwhataneditorofmagazineornewspaperdoes.ThenreviewtheadjectivesandnounsintheboxinPartB1.Askstudentstofindthewordsinthearticlesonpage4.
2.AskstudentstodoPartB1ontheirown.Tellthemthattheyneedtolookforspecificdetails,whichfiteachofthepersonsdescribedinthearticles.Encouragestudentstochecktheiranswerswithapartner.Thenaskstudentstoreadoutthecompletedcaptionsoneatatime.
3.ExplainthecontextofPartB2andaskstudentstofindeachdescriptioninthecorrespondingletter.PointtothephotosinPartB2andaskmoreablestudentstobrieflydescribeeachperson.Forweakerclasses,readthesentencestothestudentsandaskthemtomatchthemwiththecorrectphotos.Studentscouldworkindividuallyorinpairs.
Game
1.Cutoutsomepicturesofpeopleofdifferentheightandappearance.Numberthepicturesorgivefamiliarnamestoeachpersoninthepictures(Mary,Tom,Peter,ect.).Stickthepicturesontheboard.Describeoneofthepeoplewithoutpointingorevenlikingathis/herphoto.Invitestudentstoguessthepersonyouhavedescribed.(That’spicturenumberfive./That’sMary.)Thenaskindividualstudentstodothesamewhiletherestoftheclassguesstheperson.
2.Alternatively,youcandividetheclassintothreeorfourcompetingteams.Eachteamcanworkoutdescriptionfortheotherteamstoguess.Giveascoreonlyforthefirstcorrectguess.
PartC
Teachingprocedures
1.ExplainthecontextofPartC1andreadthesixsentencesforweakerclasses.Dependingonstudents’abilities,setthisactivityeitherasanindividualactivityorasaquiz.
2.Ifyouuseitasaquiz,dividetheclassintoteamsof4-5students.Setatimelimit.Theteamwhogetsallthecorrectanswersfirstisthewinner.
3.Alternatively,youcanaskstudentstoclosetheirbookswhileyouarereadingeachsentence.Giveascoretotheteamwhogivesthefirstcorrectanswer.
4.Askstudentstocorrectthefalsesentences.
5.AskmoreablestudentstodotheextrasentencesinPartC1.Youcanalsoaskthemtocorrectthefalsesentences.
6.ExplainthecontextofPartC2andcheckthatstudentsunderstandtheideaofvotingforsomebodyorsomething.Iftimeallows,organizeaclassvote.Nameajob,e.g.,aclassmonitor,astudentrepresentative,etc.askstrongerclassestomakealistofqualitiesrequiredforthejob.Writeallthequalitiessuggestedbythestudentsontheboard.Forweakerclasses,providethistablewiththeadjectives.
Thenaskthestudentstovoteforeachquality.Beforeeachvote,invitemoreablestudentstoexplainwhytheywillvoteornotvoteforthatparticularquality.Acceptallreasonableanswers,e.g.:Iwillvotefor‘clever’becauseit’simportantthataclassmonitorlearnsandunderstandsthingsquickly.
7.Forweakerclasses,readthesentencesinthespeechbubblesbeforeyouaskthestudentstofindoutwhoeachofthecharacterswillvoteforandfillintheblanks.Thenask‘WhowillAmy/Simon/Sandyvotefor?’tochecktheanswers.
8.Dividestudentsintopairsandaskthemtovoteforoneofthe‘bestfriends’describedinthearticlesonpage4.Writedownthenumberofvotesforeachpersonontheboard.
Extensionactivity
Organizeaclassvotefora‘bestfriend’.Onapieceofpaper,askstudentstowriteabriefdescriptionaboutapersontheyconsidertobeabestfriend.Invite6-7studentstoputuptheirdescriptionsontheboard.Thenreadthedescriptionsoneatatimeandasktheclasstovoteforoneofthem.Askindividualstudentswhytheyhavevotedforthatparticularperson.
Vocabulary
Objectives
1.Touseadjectivestodescribepeople’sphysicalfeatures
2.Touseadjectivestodescribegeneralappearanceofpeople
3.Toselectanduseadjectivesthatareappropriatetodescribetheappearanceofboysandgirls
Backgroundinformation
Thissectiondevelopstheuseofadjectivestodescribepeople’sappearance.Studentsshouldbeencouragedtodeveloptheirrangeofadjectivesasmuchaspossibleusingthetasksonthepageasastartingpoint.
Asstudentsbecomemoreandmoreabletounderstandthesubtlemeaningsofwords,theywillbeabletodevelopwaysofaccessingimaginativeandcreativetextstofostergenuineinterestandpleasureinwhattheyread.Inturn,theywillgraduallybeabletouseadjectivestowritemoreinterestingandcreativetextsthemselves.
Teachingprocedures
1.Explainthecontextofthetasks.Askstudentstostudythepicturesandwords.Forweakerclasses,gothroughthewordsandpreteachunknownwords.AskstudentstodoPartAontheirownfirstandthencompareanswerswithapartner.Askseveralstudentstoreadtheiranswerstocheckcorrectuseofadjectives.
2.GothroughthewordsintheboxinPartB.lessablestudentsarenotlikelytoknowtheadjectiveswhichareonlysuitabletodescribemalesorfemales.Youmayneedtogivethemsomehints.Askstudentstousethewordsinsentencestocheckthattheyunderstandthemeaningsanduseofwords.Thenaskstudentstocompletethelistsingroupsof4-5.Checkanswersorallywiththeclass.
Extensionactivities
1.AskstudentstofindmoreadjectivesforeachcategoryoftheadjectivesusedinPartA.drawthistableontheboardandbrainstormasmanywordsaspossible.
Gothroughtheadjectivesandaskstudentstodrawsimpleillustrationsoftheadjectivesonpiecesofpaper.Invitesomestudentstoshowtheirillustrationstotherestoftheclass.
Providepicturesofpeopleeitherpinnedupontheboardorcutoutofmagazinestogroupsoffourstudents.Fayanadjectiveandaskstudentstofindapictureillustratingit.
2.Askstudentstoselectandwritesuitableadjectivestodescribethemselvesonapieceofpaper.Invitesomestudentstocomeforwardandreadtheadjectives.Makesurethattheatmosphereissupportiveandthattherestoftheclassdonotmakeanyunpleasantcomments.
3.Askstudentstodescribetheirfriends,classmates,relativesorpop/sportsstarsusingtheadjectivestheyhavelearned.Forstrongerclasses,encouragethemtouseanyadjectives.
Game
1.Bringsomepicturesofpeopleintotheclassroomoraskstudentstobeingpictures.Thesecanbemagazineornewspapercuttingsorphotos.Dividestudentsintogroupsoffive.Giveapicturetoonlyonestudentineachgroupandaskhim/hernottoshowittotheotherstudents.Giveblankpiecesofpapertotheotherstudents.Thestudentwiththepicturedescribesthefeaturesofthepersoninthepicturewhiletheotherstudentsdrawtheperson.Ontheboard,displaythedrawingstogetherwiththeoriginalpicture.Forstrongerclasses,invitestudentstofindoutthemistakes.Forweakerclasses,askstudentstovoteforthebestdrawingwhichresemblesthepicture.
2.Alternatively,tellstudentswhoaredrawingthepicturestoaskasmanyquestionsaspossibletogetinformationaboutthepersontheyaredrawing,e.g.,‘Isyourpersonaboy/aman/awoman/tall/small/fat/thin?Ishis/herfacesquare/round?’Thestudentlookingatthepictureisonlyallowedtosay‘Yes.’or‘No.’.
Grammar
Objectives
1.Touseanadjectivebeforeanounorafteralinkingverbtodescribesomeone/something
2.Tousecomparativestocomparetwopeople/things
3.Tousesuperlativestocomparethreeormorepeople/things
4.Tocomparetwopeople/thingsusing‘(not)as’+adjective+‘as’
Backgroundinformation
Thissectionfurtherdevelopstheuseofadjectivesalreadyintroducedinthereadingandvocabularysections.ThestorymovesonfromdescribingbestfriendsforamagazinecompetitiontodescribingclassmatesatBeijingSunshineSecondarySchool.Danielwantstowritetohise-friendsabouthisclassmates.Wealreadyknowsomestudents’featuresfromearlierpassagesbutwewilllearnmoreabouttheirphysicalappearanceandabilitiesinthissection.Mostadjectivesarefamiliarsothatstudentsareabletofocusonusingthemaccuratelyinsentences.Theuseof‘(not)as’+adjective+‘as’isintroducedinthecontextofasurveyaboutoutdooractivities.
PartA
Teachingprocedures
1.Tellstudentsthatweuseadjectivestodescribepeopleandthings.Explainthatwecanputanadjectivebeforeanounorafteralinkingverb.Readtheexamplesonthepageandinvitestudentstothinkofmoreexamples.Promptstudentsbygivinganexamplewithanadjective,e.g.,placedbeforeanoun,andaskstudentstoputtheadjective,e.g.,afteralinkingverbandmakeanothersentence.
2.Forweakerclasses,readthelinkingverbsinthetipboxandcheckunderstanding.Forstrongerlasses,elicittheverbs.
3.Forlessablestudents,gothroughthewordsinPartAtocheckunderstanding.Askstudentstorearrangethewordsontheirown.Theninviteseveralstudentstoreadouttheircompletesentencestochecktheanswers.
4.Givelessablestudentssomeextrawordstorearrangeandformcompletesentences.Youcanusetheadditionalitemsonthepage.Forstrongerclasses,dividethestudentsontopairsandaskeachstudenttothinkofsomejumbledwordsforhis/herpartnertorearrangeintoacompletesentence.Makesurestudentsincludeadjectivesintheirsentences.Tomaketheactivitymeaningful,tellstudentstodescribefriends,classmatesorotherfamiliarpeople.
PartB
Teachingprocedures
1.Itisagoodideatousepicturesofpeople,animalsorthingstoteachcomparativesandsuperlatives.Forexample,usepicturesoftwopop/sportsstars,toelicitexampleswithcomparativeforms,e.g.,‘JackyistallerthanAndy.AndyisthinnerthanJacky.AndyismorehandsomethanJacky.’Makesureyouusebothshortandlongadjectives.Writethecomparativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformthestudents,e.g.,weadd‘-er’toshortadjectivesanduse‘more’forlongadjectives.Thenweadd‘than’afterthecomparatives.
2.Addoneortwomorepicturesofpop/sportsstarstoelicitexampleswithsuperlativeforms.Writethesuperlativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformstudents,e.g.,weadd‘-est’toshortadjectivesanduse‘most’forlongadjectives.Thenweadd‘the’beforethesuperlatives.
3.Forstrongerclasses,pointouttheexceptions,e.g.,‘morepleased’,‘themostpleased’;‘morereal’,‘themostreal’.
4.Thetableshowsthechangeofformofadjectiveswhen‘-er’/‘-est’or‘more’/‘most’areadded.Italsoincludessomeirregularforms.Gothroughitwithstudents.Checkunderstandingbyaskingstudentstoformcomparativesandsuperlativeswithotheradjectives.Youcanusetheadditionalexamplesonthepage.Invitestudentstowritetheexamplesontheboardtocheckthecorrectspelling.
5.Forstrongerclasses,askstudentstoclosetheirbooksandelicitthespellingrulesfromtheexamplesyouhavewrittenontheboard.Thenaskthemtolookatthetabletocheckiftheyhaveformulatedthecorrectrules.Givemoreablestudentstheirregularformsof‘old’and‘far’.
6.AskstudentstocompletethetableinPartB1ontheirown.Remindlessablestudentstorefertothetableatthetopofthepage.Theninvitestudentstocompareanswersinpairs.Gothroughtheexerciseagainwiththewholeclass.
7.Askstudentstocomplete‘Workouttherule!’atthetopofpage10.Forlessablestudents,askthemtorefertotherulesonpage8andthetableonpage9.
PartB2
Backgroundinformation
PartB2isaproblem-solvingtask.Studentsmustworkouttheanswersformtheinformationgiveninthetable.Althoughthisisacognitivelydemandingtask,asitrequirescomparingnumbers,thevocabularyandlanguagestructuresusedintheactivityarewithinstudents’linguisticabilities.
Teachingprocedures
1.Formoreablestudents,askthemtocompletethesentencesontheirownandcompareanswerswithapartner.
2.Forlessablestudents,gothroughthewordsandnumbersinthetableandaskquestions.revisetheadjectivesinbracketsbeforestartingthistask.
3.Checkanswersorallywiththeclass.
Extensionactivity
Dividestudentsintogroupsof5-6.askstudentstocollectinformationabouttheirowngroupandpresentitinasimilartable.Studentscaninclude‘Height’,‘Weight’,‘Running’,‘Mathstest’,etc.Tellstudentsnottoworryabouttheaccuracyoftheirscoresbuttoincludeapproximatefigures.Thenaskthemtowriteagroupprofileusingsentences1-9asmodels.
PartC
Teachingprocedures
1.UsetheinformationcollectedbystudentstointroducethenewstructuresinPartC.Ifyouhavenotdonetheextensionactivity,usetheinformationinthetableinPartB2.promptthestudentstocompletethesentencetoelicitthenewstructure.
2.Invitestudentstomaketheirownsentencesbasedontheinformationintheirtableorthetableonthepage.Writethesentencesontheboard.Elicittheruleformmoreablestudents.Forlessablestudents,readtheexplanationatthebottomofthepage.
3.BeforestartingPartC1,revisethemeaningofthenounsusedinthisactivity----‘hiking’,‘swimming’,‘camping’,‘cycling’,‘diving’and‘skiing’.Elicitthenounsbypointingatthepicturesinthetable.Invitestudentstothinkofotheroutdooractivities.
4.Elicitthemeaningsofthetwokeyadjectives----‘interesting’and‘dangerous’.Listthings,people,phenomenaoractivitiesandaskwhethertheycanbedangerousorinteresting,e.g.,afire,afavouritebook,alesson,atyphoon,ice-skating,etc.
5.Explainthecontexttostudents.PointoutthatthetableinPartC1isanotherwayofpresentinginformationofasurvey.Encouragestudentstousethisasamodelforpresentingsurveyresultsabouttheirownclassmates.
6.Givestudentsenoughtimetostudythetablecarefully.Encouragestudentstoaskquestionstoclarifyorconfirmmeaningsofspecificdetails.
7.Forweakerclasses,readtheconversationtogetherwiththestudentsandexplainanyunfamiliarwords/phrasesfirst.Remindstudentsnottousecomparativesandsuperlatives,butonly‘(not)as…as’.
8.Remindstudentsthattheyneedtopayattentiontowhoisspeakingintheconversationinordertorefertothecorrectcolumninthetableforinformation.
9.Askstudentstoworkinpairstocompletetheconversation.Asthisisaproblem-solvingtaskengagingstudents’generalknowledgeaswellaslinguisticknowledge,youmustallocatesufficienttimetodothistask.Checkanswersorallywiththewholeclass.
10.Iftimeallows,role-playtheconversation.Checkforcorrectpronunciation.
11.InpartC2,askstudentstocompletethelastcolumnofPartC1expressingtheirownopinionsaboutthedifferentoutdooractivitiesincludedinthetable.
12.Inpairs,invitestudentstocomparetheiranswersandtalkaboutwhattheythinkabouttheactivitiesusing‘(not)as…as’.Forlessablestudents,tellthemtousetheconversationonthepageasamodel.Askpairsofmoreablestudentstocomeforwardandtalkaboutwhattheythinkabouttheactivities.
Extensionactivity
Ifthereistimeandinterest,dividestudentsintogroupsof5-6andaskthemtodoasimilarsurveyoftheclassmatesintheirgroupusingthetableonthepageasamodel.Encouragemoreablestudentstoincludeotheractivitiesinthesurveyandcomparetheactivitiesusingothercriteria,e.g.,popular,exciting,ect.Thenmakeadisplayofthegroupsurveys.
YoucanalsodrawthetablewithouttheinformationaboutMillie,Sandy,DanielandSimonforstudents’use.Studentscanaddthenamesofthestudentsintheirgrouptothetable.
Integratedskills
PartA
Objectives
1.Tolistenforandidentifyspecificinformation
2.Tointerpretinformationandobtainageneralunderstandingofthepeopleinvolvedinaconversation.
3.Torespondtowrittentextandinformationobtainedfromlistening.
4.Toselectspecificandrelevantdetails,toconsolidateinformationandcompletetwoletterstotheeditorofamagazine.
Backgroundinformation
Inthissection,MillieandSandyareeachwritingabouttheirownhopesforthefuturetoMr.Zhou,theeditorof‘Teenagers’magazine.Beforewritingtheirrespectiveletters,theydiscusstheirfutureplanswiththeirfriends,AmyandKitty.
Teachingprocedures
1.Asklessablestudentstoreadthelistoffutureplansbeforeplayingtherecording.Checkunderstanding.Encouragemoreablestudentstoguessthemeaningofphrases.
2.Invitestudentstotalkabouttheirownandtheirpartners’futurehopes.
3.Playtherecording.Studentslistentotherecordingandputaticknexttoeachcorrectphraseastheyhearit.Askthemtoreadthephrasestheyhavetickedtocheckthecorrectanswers.
4.Ifmanystudentshavegotwronganswers,playtherecordingagain.StoptherecordingaftereachphraselistedinPartA1ifnecessary.
5.Forstrongerclasses,askstudentstoreadMillie’sletteraddressedtoMr.Zhou,theeditor,ontheirown.Forweakerclasses,readthelettertogetherwiththestudents.Checkgeneralunderstandingoftheletterandexplainwordsandphrasesifnecessary.AskstudentstoreadthelistofphrasesinPartA1againandusetheinformationtocompletetheletter.
6.Readthecompletedletteroraskastudenttoreadittocheckthecorrectanswers.
7.Forstrongerclasses,playtherecordingforPartA3andaskstudentstocompleteSandy’sletteronpage13ontheirown.Forweakerclasses,gothroughthelistofphrasesinthetableonpage12againbeforeplayingtherecording.Readtheincompleteletterandcheckthatstudentsunderstandallthewords.
8.Forweakerclasses,youmaywanttoaskstudentstoclosetheirbooksandlistentotherecording.Thencheckgeneralcomprehensionoftheconversationbyaskingquestionssuchas“AreSandyandKittygoingshoppingthisweekend?Whynot?What’sSandydoingtodonextmonth?Whatdoesshelovedoing?Whatdoesshehopetobecomewhenshegrowsup?”ThenplaytherecordingagainandaskstudentstocompleteSandy’sletter.Allowlessablestudentstocheckspellingofwordsinthetableonpage12.
9.Readthecompletedletteroraskastudenttoreadittocheckthecorrectanswers.
Extensionactivities
1.Dividestudentsintopairsandinvitethemtotalkabouttheirownfuturehopesand/orplans.Writedownsomeusefulquestionsforstudentstoaskeachother,e.g.,‘Whatwouldyouliketobe/do?’,‘Whatdoyouhopetobecomewhenyougrowup?’,‘Whatkindofpersonwouldyouliketobe?,ect.
2.Iftimeallows,askstudentstowritealetterabouttheirownfuturehopesand/orplansusingoneofthelettersasamodel.Addtheletterstothedisplayofgroupsurvey.
PatB
Objectives
1.Touseadjectivestodescribefriendsandyoungpeople
2.Toformulatequestionsaboutpeople’spersonalities
3.Torespondtoquestionsaboutpeople’sappearanceandpersonalities
4.Toshowagreementandconfirminformation
5.Tointeractwithothersinafamiliarcontext
Backgroundinformation
Explainthecommoncontextofintroducinganddescribingfriendstootherpeoplewhileshowingtheirphotos.SandyandhercousinHelenarelookingatSandy’sphotoalbumwithphotosofherfriends.HelenisaskingSandyquestionsaboutherfriendsandSandyisdescribingthem.
Teachingprocedures
1.Forstrongerclasses,tellstudentstoclosetheirbooksandlistentoyouwhileyoureadtheconversation.Forweakerclasses,allowstudentstofollowtheconversationinthebook.Readtheconversationlinebylinefocusingonintonationandsentencestress.Askstudentstounderlinewordsthatarestressed.
2.Askstudentstorepeatthesentencesasthyhearthem.Makesuretheysonotsoundmonotonousormechanical.Iftheyhaveproblemspronouncingparticularwords,practicethewordsseparatelyfirst.
3.Askstudentstopracticetheconversationinpairsandthenchangeroles.Askmoreablestudentstorole-playtheconversationinfrontoftheclass.
4.Askstudentstobringphotosoftheirfriends.Invitemoreablestudentstoshowtheirphotoswhileyouaskthemquestionssuchas‘Whoistheboy/girlontheleft/right/inthemiddle/nextto…?What’she/shelike?Whatwouldhe/sheliketobewhenhe/shegrowsup?’Studentswhodonothaveanyphotostoshowcandrawsimplepicturestotheirfriends.
5.Dividestudentsintopairsandinvitethemtoaskeachotherquestionsaboutthepeopleintheirphotos.Askstudentstomakeuptheirownconversationsbasedonthemodel.Forlessablestudents,allowthemtowritedowntheirconversationsfirstbeforerole-playingthem.
6.Whilestudentsarepracticingtheconversationinpairs,movearoundtheclassroomprovidinghelpwithcorrectpronunciationandfluency.
Studyskills
Objectives
1.Tofindthemainpointsofapassageinordertounderstandandmemorizeitmoreeasily
2.Toidentifykeywordsinordertodevelopgeneralunderstandingofapassage
3.Toguessmeaningandgeneratementalpictures
Backgroundinformation
Thissectionfocusesonencouragingstudentstolookforthemainpointsandkeywordsinapassagesothattheycanunderstandandrememberitmoreeasily.Thepassagewhichstudentsarerequiredtoreadandunderstandinthissectionisaproblemletterbyateenagerin‘Teenagers’magazine.Youneedtointroducethegenreofproblemlettersinmagazinesandnewspapers.Arousestudents’interestinthetopicbybringingsomemagazinesornewspaperswithsuchlettersorrepliestothem.
Teachingprocedures
1.Askmoreablestudentswhattheywanttofindoutwhentheyreadapassage.Write‘Whatisitabout?’ontheboardandtrytoelicittheotherquestionslistedonthepage.Underlinethe‘Wh-’words.
2.Forweakerclasses,readthequestionsonthepagetogetherwiththestudentsandexplainthatansweringthesequestionswillhelpthemfindthemainpointsorideasinapassage.Tellstudentsthatnotallthewordsinapassageareimportantandthattheyshouldalwayslookforkeywords(wordsofgreatimportance)inapassage.
3.Readthelettertothewholeclass.Youcanaskmoreablestudentstoclosetheirbookswhileyouread.Thenasksomeopenquestions,e.g.,‘WhoisCindy?WhyisCindyunhappy?WhatisCindy’sproblem?’ElicitalistofthedetailswhichdescribeCindyandherproblems.Explaindifficultorunfamiliarwords.
4.Brieflyexplaintostudentsthattheycanunderstandinformationmorequicklyiftheyidentifymainpointsandkeywordsfirst.Itisagoodideaifstudentsrememberthequestionslistedonpage14sothattheycanusethemwhenreadingthroughothertexts.Askstudentstostudythequestionsforoneminute,thenclosetheirbooksandsaythemtotheirpartnerstocheckiftheyhavememorizedthem.
5.Askstudentstoreadthelettercarefullyandunderlinethemainpointsontheirownsuingapencilinitially.Remindthemtorefertothe‘Wh-’questionsatthetopofthepage.Dividetheclassintogroupsoffourandaskstudentstocomparethemainpointstheyhaveunderlined.Gothroughtheletteragainsentencebysentenceandchecktheanswers.
6.Nowaskstudentstoreadtheletteragainandcircletheotherkeywordsusingapencil.Invitestudentstocomparetheiranswersintheirgroups.Thenchecktheanswersorallywiththewholeclass.
7.Youcanaskmoreablestudentstounderlinemainpointsandcirclekeywordsatthesametime.
8.Tellstudentstoreadthemainpointsandkeywordsagain,andanswerthe‘Wh-’questions.Studentscanworkinpairsorgroupsoffour.Thenasksomeofthepairsorgroupstoanswerthequestionsinclass.
Extensionactivities
1.Forstrongerclasses,cutoutorphotocopyproblemlettersfrommagazinesandnewspapers.Givethemouttogroupsofstudents.Askstudentstogothroughtheirlettersandidentifythemainpointsandkeywords,invitearepresentativeformeachgrouptotalkaboutthegroup’sletterinclass.
2.AskmoreablestudentstowriteaproblemlettertoateenagemagazineornewspaperusingCindy’sletterasamodel.Tellstudentstowritedownthekeywordsdescribingtheirproblemsandthemainpointsoftheirlettersfirst.Thenaskthemtoformulatecompletesentencesusingthemainpointsandkeywords.Encouragestudentstoreadtheirlettersinclass.
Maintask
Objectives
1.Toplanideasforpersonalwriting
2.Towriteadescriptionoftheappearanceandpersonalityofafriend
3.Towriteforanaudience
4.Towriteforanewspapercompetitionusingappropriateregister
5.Todevelopanunderstandingofthestructureoftheletter:introduction,mainbodyandconclusion
Backgroundinformation
Eachmaintaskrequiresstudentstousearangeofskills(reading,writing,speakingandlistening)inordertoproduceafinalproduct.Italsofurtherdevelopsthemainthemeoftheunit—writinganarticleaboutafriendforanewspapercompetition.StudentshaveachancetolookatDaniel’snotesandhisarticleabouthisbestfriend.Explainthatthisisaspecificgenrewhichisdifferentformordinarylettersorstories.Studentsneedtounderstandthepurposeofthearticleandtheaudiencetheyarewritingfor.Emphasizethefactthatthisarticleisforacompetitioninamagazineandwillbereadbytheteenagereadersofthemagazinewhowillmaketheirchoiceofthe‘bestfriend’basedonthequalitiesdescribedinthearticle.
Teachingprocedures
1.Explainthecontextofenteringawritingcompetitionofateenagemagazine.Ifpossible,findoutaboutsimilarwritingordrawingcompetitionsinmagazinesornewspapers,andshowthemtothestudents.
2.AskstudentstolookatDaniel’snotesinPartA.forweakerclasses,readthewordsstudentsandexplainthemeaningsofdifficultwords.Asksomestudentstoreadthewordstocheckforcorrectpronunciation.
3.Remindstudentsthatwhenwetakenoteswedonotneedtowriteincompletesentences—wejustneedtowritedownthekeywords.
4.Forlessablestudents,tellthemtolookbackatDaniel’slistandunderlinetheadjectiveswhichcanbeincludedintheirownwritingtodescribetheirbestfriends.
5.Encouragestudentstouseavarietyofadjectivestoavoidrepetition.Remindthemoftheadjectivestheyhavelearnedinthisunit.Allowthemtogothroughthepagesoftheunittolookforsuitablevocabulary.Goaroundtheclassroomtoofferhelpwithspelling.
6.AskstudentstoreadDaniel’sarticleinPartContheirown.Thenaskgeneralquestionstocheckcomprehension,e.g.,‘WhoisDaniel’sbestfriend?Wheredoesshelive?Whatdoesshelooklike?What’sshelike?Whatwouldsheliketobewhenshegrowsup?
7.Askstudentstounderlinetheadjectivesinthearticle.
8.Askstudentstoidentifythefourparagraphsinthearticle.Helpthemidentifythepurposeofeachparagraph.Thenfocusonthelayoutofthearticle,e.g.,introduction,mainbodyandconclusion.Askstrongerclassestowriteaheadingforeachparagraph.
9.Makesurethatstudentsareawareoftheuseofpronouns,whichhelplinkdifferentideasandsentencestogetherandavoidrepetitionofnames.
10.AskstudentstowritearoughdraftusingtheirnotesinPartB,Daniel’sarticleasamodelandtheplaninPartD.
11.Inpairs,studentsread,checkandcorrecttheirpartners’drafts.Encouragemoreablestudentstocommentontheirpartners’drafts.Goaroundtheclasstocorrectspellingandgrammaticalmistakesandtosuggestimprovementsintheuseofwordsandstructures.
12.Askstudentstorewritetheirarticlesonaseparatesheetofpaper.Encouragestudentstoaddillustrationsorphotosoftheirbestfriendstomaketheirarticlesmoreattractive.
13.Askvolunteerstoreadouttheirarticlesinclass.Displaythearticlesintheclassroom.
Additionalexercise
AskmoreablestudentstomakenewsentencesreplacingDaniel’sadjectiveswiththeirownadjectivestodescribearealorimaginaryfriend.
Game
Displayonlythephotosorshowonlytheillustrationsontheboard.Invitevolunteerstoreadtheirarticlesorotherstudents’articleswhiletherestoftheclasstrytomatcheachdescriptionwithaphotooranillustration.
Checkout
Objectives
1.Toassessstudents’understandingandcorrectuseofadjectives,comparativesandsuperlativesinanewcontext.
2.Toassessstudents’abilitytotransferinformationfromgraphicalpresentationintowriting.
3.Toassessstudents’understandingofarangeofadjectivesandsetphrasestodescribepeople’sappearanceandpersonalities
4.Tousenounandadjectivecollocationstodescribepeople’sappearanceandpersonalities
Backgroundinformation
Thissectionencouragesstudentstofindouthowmuchtheyhavelearnedandhowwelltheirlearningstrategiesareworking.InPartAoftheCheckoutsection,studentshaveachancetomeetDaniel’sbestfriendKate.InPartB,theyreadadiaryentrywrittenbyDaniel.
Teachingprocedures
1.Tellstudentsthattheywillbeabletochecktheiruseofadjectives,comparativesandsuperlativesinthestructurestheyhavelearnedearlierintheunitbydoingPartA.
2.Askstudentstoreadthroughthetableandcompletetheconversation.Setatimelimit.
3.Forstrongerclasses,askstudentstocorrectthemselves,ordividetheclassintopairs.Studentscorrecteachother’sworkandwritethescoreinthe‘paw’.
4.TellstudentsthattheyneedtoselectthecorrectadjectivesandnounphrasestofitthecontextofthesentencesinthediaryentryinPartB.setatimelimit.
5.Askmoreablestudentstoworkinpairsandcheckeachother’swork.Remindthemtowritethescoreinthe‘paw’.Forlessablestudents,checkanswerswiththewholeclass.Explainstrategiesonhowtoimproveifstudentshaveproblems.Suggestthattheytrytolearntheadjectiveandthenounasaunitwhereverpossible.
6.Forweakerclasses,gothroughthediaryentryandcheckthattheyunderstandallthewordsandphrases.Askmoreablestudentstothinkofotheradjectivesornounstofitthecontextofthesentences.Writetheappropriatesuggestionsontheboard.
Extensionactivity
Askstudentstowritetheirowndiaryentriesaboutsomeofthe‘bestfriends’inthisunit.AllowstudentstoreadthedescriptionsofBetty,MaxandMayonpage4,thelettersonpages12and13,andthedescriptionofKateonpage16again.
相关知识
八年级英语下册Unit1教案
一般给学生们上课之前,老师就早早地准备好了教案课件,规划教案课件的时刻悄悄来临了。在写好了教案课件计划后,这样我们接下来的工作才会更加好!你们会写多少教案课件范文呢?小编特地为您收集整理“八年级英语下册Unit1教案”,希望对您的工作和生活有所帮助。
Unitone复习提要
一.用所给词的适当形式填空。
1.Theyhavealotoftallsince3yearsago.(build)
2.It’s(possibly)tofinishsuchadifficulttaskinaveryshorttime.
3.Tomseems(goskating)tomorrow.Butheisveryofthelife.(bore)
4.Mycousinsbothwanttobegreat(science)sothattheycanmakethose
(predict)clear.Theywilltrytostoppeoplefrommaking(更少污染)
5.Thatastronautwasnotwiththattruth..(pleasant)
那个宇航员对那个令人不快的事实感到很不满意。
6.Tomtakesfivedays(teach)thatparrot==Tomspendsfivedays(teach)thatparrots
7.Manyscientistsaretryingtomakerobots(walk),it’sdifficultforthem(finish)this
8.Weallknowthat(predict)thefuturecanbediffficultandmany(predict)nevercametrue.
9.Tom(is)acomputerprogrammerin7years.
10.Weshouldtryourbesttousepeopleandmoneytodomorework.(few/little)
二.写出下列短语
1.三只电动牙刷three2。太空站
3。好几百只鹦鹉of4。在未来the
4.形状不同的巨大的机器人robotsdifferent
5.实现梦想realizethedream===makethedream
6.驾飞船到月球tothemoon.7.fallinlovewith
8.穿戴更随意些more9。Bethesameas反义bedifferent
10.活到200岁livetwohundredyearsold.
11.通过电脑在家学习studyathome
三.重点句型1havefundoingsth.
意为"做某事有乐趣",其中havefun相当于enjoyoneself,表示过得愉快。haveagood/nice/wonderfultimedoingsth./withsth.
Didyouhaveagood/nice/wonderfultimevisitingthatcountry?访问那国家你们快乐吗?
另表“做某事费力”havetrouble/difficulty/problems/ahardtimedoingsth./withsth.
句中fun及trouble为不可数名词,前不能用冠词。可用great、much、alotof,lotsof等修饰。
习题1.it’sfun(swim)inthesea,wehadgreatfun(goswimming)there.
2.whatfuntheyhad(visit)thatamusementpark.
3.Noneknowswhatgreattroublewehad(find)yourhouse.
4.Wehadfunplayingcomputergames.我们玩电脑游戏很愉快。
2英语中集体名词,如family,class,team等作主语时,若作为一个整体看,其后的谓语动词用单数;若强调其组成成员,谓语动词用复数。类似还有police和the+形容词表一类人时
Myfamilyisahappyone.MyfamilyareallwatchingTV.
3在比较级中,要注意than后面人称代词的格。
1)当句中的谓语动词是不及物动词时,than后代词用主格还是宾格,意思上通常没有区别。如:HerunsfasterthanI/me.他跑得比我快。
Theygettoschoolearlierthanwe/useveryday.他们每天都比我们到校早。
2)句中谓语动词是及物动词时,than后面人称代词用主格还是宾格在意思上就有差别了。试比较:Ilikeyoumorethanhe.(=Ilikeyoumorethanhelikesyou.)我比他更喜欢你。
Ilikeyoumorethanhim.(=IlikeyoumorethanIlikehim.)你和他相比,我更喜欢你。
在比较句型中,than后面的谓语动词常常省略。也可以用相应的助动词来代替与前面相同的谓语动词,以避免重复。如:
TomdoesbetteratthelessonsthanI(do).汤姆功课比我好。
SheatelessthanI(did)forbreakfast.她早饭吃得比我少。
4.不定式作定语时,应放在被修饰词的后面,一般指一个还没有发生的动作。
如:Doyouhaveanythingtosayaboutthis?有关这件事你有没有什么要说的?
5.Youdbetter...是Youhadbetter...的缩写形式。hadbetter为固定短语,意为"最好......",后接动词原形,常用来提出建议或劝告,其否定形式是"hadbetternot+动词原形"。Youdbetternotstaytheretoolong.你最好别在那里呆得太久。
6.Such作形容词,意思是“如此的”“这样的”,修饰各种名词。
Such这样的。如Itissuchbadweather.天气如此恶劣。
Such常和表示结果的that从句搭配,表示“如此….以至于…”如
Itwassuchahotdaythatweallhadtostayathome.
Such…that…和so…that…都可用来引出一个结果状语从句。由于such是形容词,所以that从句前有一个受such修饰的名词;而so是副词,用以修饰形容词或副词,因此that从句前一般不出现名词。如
Theyaresuchkind-heartedteachersthatpeopleinthevillageallrespectthem.
Theexamwassodifficultthatmanystudentsfailedtopassit.
a)如名词是可数名词的单数形式,such和so位置不同:
such+a/an+形容词+单数名词=so+形容词+a/an+单数名词即suchanicegirl=soniceagirl
b)如果名词是不可数名词或名词复数,只可用such,不能用so.:
such+形容词+不可数名词或复数名词,如:suchgoodweather,suchcleverkids
c)如果被修饰的不可数名词被much,little,或复数名词被many,few等表示量的形容词修饰时,用so,不用such.
语法要点一般将来时的用法:1)表示将要发生的动作或情况;2)不以人的意志为转移,肯定要发生的事情。ThedayaftertomorrowwillbeNationalDay.后天是国庆日。
3.in/after:in是指以现在时间为起点的“在一段时间以后”。也可以表示“在将来多少时间之内”,句子中的谓语动词要用一般将来时态,对此提问用howsoon
after常指以过去时间为起点的“一段时间之后”,所以它与过去时态连用。当after指某个特定的未来时刻或日期之后,或指以将来某一时间为起点的若干时间之后时,它可以与将来时态连用。用”begoingto+动词原形”也可表示将来时,表示将要发生的事,打算或决定要做的事。
4.more,less,fewer的用法区别:more为many,much的比较级,意为“更多”,可修饰可数与不可数名词。Less是little的比较级,意为“更好,较少”,修饰不可数名词。Fewer是few的比较级,意为“更少”,修饰可数名词复数。
few,little表示否定“几乎没有”==hardlyany或notmany/notmuch。
afew==severalalittle表示肯定“一点,几个”=abitof……。
5.wouldlikesth意思为“想要某物“;wouldliketodo意思为“想要做某事”。回答wouldlike句型的一般疑问句时,其肯定回答为“Yes,please.”;否定回答“No,thanks”或“I’dlike/loveto,but….”
d)当little表示“年纪小的”时,可用such+little+名词。
单选题()1.It________usnearlyawholedaytofinishthework.
A.usedB.costC.tookD.spent
()2.Thereis________waterinthejar,isthere?
A.fewB.littleC.afewD.alittle
()3.Thisbasketis________thanthatone.Youcancarrythelightone.
A.moreheavierB.muchheavyC.muchheavierD.veryheavier
()4.It’spolite________theold.Weshouldlearnfromyou.
A.ofyoutohelpB.foryoutohelpC.ofyouhelpingD.foryouhelping
()5.Therearethree________studentsintheirschool.
A.thousandsofB.thousandofC.thousandsD.thousand
()6.There________animportantmeetingthisafternoon.Allofyoushouldattendit.
A.willhaveB.willbeC.willholdD.has
()7.—________willyoucomebackfromyourwork,Dad?
—Inabouthalfanhour,dear.
A.HowlongB.HowoftenC.WhattimeD.Howsoon
()8.Thebossmakestheworkers________longhourseveryday.
A.workB.toworkC.worksD.working
()9.Wehadfun________therobotsdomanydifferentkindsofthings.
A.towatchB.watchedC.watchingD.watches
()10.—Willyouplease________dothat?
—OK,Iwon’t.
A.won’tB.notC.don’tD.can
11.凯蒂不能参加运动会了。
Kitty____________________________________________takepartinthesportsmeeting.
12.昨天有好几百人来我们学校参观。
______________________peoplecametovisitourschoolyesterday.
13.彼得在上海找到了一份工作,他不得不在那里独自生活。
PeterfindsajobinShanghai,sohehasto___________there___________.
14.我们家乡的污染没有以前严重了。Thereis______________inourhometownthanbefore.
15.十年后你会是什么样子?
What____________________________________________intenyears?根据要求完成句子(5分)
61.Therewillbeasportsmeetingthisweekend.(改为同义句)
There_________________________________beasportsmeetingthisweek.
62.IthinkSallywillbeadoctorinfiveyears.(对画线部分提问)
______________________youthinkSally______________________infiveyears?
63.Therewillbefewerpeoplein100years.(改为一般疑问句)
___________there___________fewerpeoplein100years?
64.Therewon’tbeanypapermoney.(改为同义句)
Therewillbe______________________money.
65.MyclassmatesoftenhelpmelearnEnglish.(改为同义句)
Myclassmatesoften___________me___________myEnglish.从方框中选择合适的句子完成对话。(有两项多余)(10分)
David(D)andTina(T)aretalkingaboutwhattheyaregoingtodointhefuture.
T:Whatareyougoingtodoafterleavingschool?
D:Iliketovisitdifferentplaces.(71)__________
T:(72)__________
D:OfcourseIdo.
T:That’sgood.YouaregoodatspokenEnglish.(73)__________
D:Really?I’mtryingtolearnitbetter.(74)__________
T:MaybeI’llbeaPEteacher.Ifeellikeplayingallkindsofgameswithchildren.
D:(75)__________
T:Yes.Ihopemystudentswilllikeme.
D:Goodluck!
A.Whatdoyouwanttobe?
B.Doyouliketraveling?
C.Isthatright?
D.Itseemsthatyou’llenjoyyourwork.
E.Areyougoingtobeateacher?
F.Iamthinkingaboutbecomingaguide.
G.Great.Iwillbeproud(自豪的)tobeateacher.
书面表达(10分)
假如你是Jack,你有一个梦想,希望将来你家能有一个叫Superman的机器人帮你做很多事情,还可以和你一起玩。请展开想象,以Mydream为题写一篇80词左右的短文。
Mydream
I’mJack.I’mdreamingofamorerelaxinglifeinthefuture.Iwillbuyalargeapartmentformyfamily,IhopeIcanhavearobotcalledSuperman.Itwillhelpmecleantheroom,cookthemealandfeedmypetdog.Itwillbeabletoplaysoccerwithme.IfIamhurtorill,itcanlookaftermewell.Therobotwillbeoneofmybestfriends.Ialsowanttobeanastronautandflyarockettothemoon,andifpossibleIwillliveonaspacestation.Ithinkmydreamwillcometruesomeday.
Unit2复习提纲
一.词汇
1.不让……进入教室==keep……theclassroom向……外看lookoutof…..
2.与某人打架haveawithsb.==fightwith
3.与某人争吵withsb。==havewithsb。
4.许多好建议many/alotof/lotsofsuggestions(可数名词)====muchadvice(不可数名词)
5.时尚的Instyle==fashionable===trendy--------------反义词落伍的/不时髦的outofstyle
5.你怎么了?What’swrongyou?===what’stheyou?
==whatishappeningyou?
6.一张球赛票aaballgame.
7.通过电话谈论那电影talkthemoviethephone
8.给某人打电话callsb.==ringsb.up===givesb.acall==makeatelephonecalltosb.
9.从……买礼物buygiftsfrom。。。反义短语sellsth.Sb.把某物卖给某人
10.我能借您的词典吗?CanIyourdictionary?===Canyoumeyourdictionary?
borrow,lend:borrow“借入,借给”即说话人向他人借东西borrowsthfromsb.;lend-lent-lent“借出,借给”即说话人把自己的东西借给他人lendsbsth=lendsthtosb
11.把A与B相比较AB把A比喻成BAB
12.抱怨作某事aboutdoingsth。
二.重点知识点
1..loud是形容词,loud-louder-loudest意思是“响亮的”;作副词时,常与talk,sing,laugh等词连用,如speakloud;
loudly“大声地”带有喧闹的意味,常用来修饰shout,cry,call,knock等动词,通常没有比较级和最高级,作状语;
aloud副词,出声地,大声地,仅指发出声音(以使能被听得见)。
2.Enough为形容词,意思是“足够的”;enough+n.修饰名词常放名词前面enoughmoney;adj/adv+enough修饰形容词或副词必须放其后边;后常用todo或forsb.todo足够做某事
3.except,besides除…之外:except除了…都,在noone,nobody,nothing等词后加介词but也表示“除了”。后边代词必须用宾格且其后的成分不影响前边主语的数,
besides==with强调“除了…之外还有…”
TomwenttotheDisneylandbesidesKate.除了有凯特汤姆也去了迪斯尼乐园
类如with,togetherwith,aswellas后的成分也不能影响主语。
()Nobodybutthetwinsbeentothatcity.
A.haveB.hasC.hadD.is
()TheclassexceptlilyfromEnglish-speakingcountries.
A.comesB.isC.areD.iscoming
4.findout,find,lookfor,lookup:
findout“找出,发现,查明”多指通过调查,询问,打听,研究之后搞清楚,弄明白或指找出较难找到的,无形的抽象的东西;
find“找到,发现”通常指找到或发现有形的东西也可指偶然发现某物的某种情况,强调找的结果;
lookfor“寻找”强调动作。
Lookup查找单词/地点
5.talkabout谈到,谈论;talkof谈到,说到;haveatalkwith与..谈谈,做报告;talktosb对…谈话;talkwithsb与…交谈;talktosb和talkwithsb均表示“和某人谈话”,“讲话”。talktosb比较常用,侧重一方谈,一方听;talkwithsb侧重双方交谈;talkaboutsb则表示“谈论某人”
6.miss(1).女士,后跟姓氏,如:Missli(2)。思念Imissyouverymuch
(3)错过miss后必须用动词的ing形式==failtodo
Hemissedcatchingthebus===hefailedtocatchthebus.
(4).Bemissing==belost=begone丢了,不见了
Mypenismissing==mypenislost==mypenisgone
7.own与have:own强调的是拥有,占有某物为自己的财产,但所占有的东西目前不一定是由人使用,强调所有权;have为普通动词,表示的所有关系。
英语中表“……自己的……”不能用oneself’s必须用one’sown…”如:myownguitar
ofone’sown完全属于某人自己的;onone’sown独立地,自愿地;withone’sownears亲耳。Iwon’tbelieve(相信)youuntilIseeitwithmyowneyes直到我亲眼见到我
8.attend,join,takepartin:
attend“出席,参加,上学”attendschool上学,attendmeeting出席会议;
takepartin参加,是指参与某项活动takeanactivepartin积极参加;
join参加,当join用于加入某个团体或组织,成为其中的一员,后面直接跟名词,当join表示参加某项活动时后面跟介词in.
三.重点句型
1.主语+think/find/make/feel+it作形式宾语(此处不可用其他词替代)+todo不定式作真正宾语
()Whenthosekidsareadults,theymightfinddifficulttoplanthingsforthemselves.
A.itB.thatC.thisD.that’s
2.“疑问词+不定式“结构相当于一个从句==疑问词+句子主语+一个情态动词+动词原形
如,Wheretogoisstillaquestion.=Whereweshouldgoisstillaquestion.
Wedon’tknowwhentoleaveforshanghai.
=wedon’tknowwhenweshould/can/mustleaveforShanghai.
3hearsb./sth.doing意为"听见某人/物正在做......",句中doing为现在分词作宾语补足语,表示动作正在进行,强调一个过程。
JustthenIheardsomeonecrying"Help!Help!"那时我听见有人在喊"救命啊!救命!"
hearsb./sth.dosth.听见某人/物做某事,句中do为不带to的动词不定式作宾语补足语,表动作已经结束或经常发生,也可表示即将发生的动作。强调一个结果。
与此用法相同的词有:一感(feel)二听(listento,hear)三让(let,make,have)四看(lookat,see,watch,notice)
Iheardhimsingthreesongs.我听见他唱了三首歌。
WeoftenseeTomreadEnglishontheplaygroundinourschool.
我们常见汤姆在我们学校操场读英
4.把某物忘在某地不能用forget,必须用leavesth。某处
()I’msorrythatImyhomeworkathome,canIhanditinbysuppertime.
A.haveforgottenB.forgetC.haveleftD.leaves
单项选择(10分)
()21.Ihavegottwotickets_______theconcert.
A.onB.ofC.forD.about
()22.Pleaseanswermyquestionina_______voice.
A.loudB.loudlyC.aloudD.weak
()23.Thiskindofskirtlooks_______andsells_______.
A.well;wellB.nice;goodC.nice;wellD.good;nice
()24.Thisis_______book.It’sgoodforyou.
A.quietgoodB.quietgoodaC.agoodquietD.quiteagood
()25.Theofficerorderedthesoldiers_______downquickly.
A.lyingB.liesC.layD.tolie
()26.Wereallydon’tknow_______.Couldyouhelpus?
A.howtodoB.whattodoC.todowhatD.todohow
()27.Iwon’tleavehereuntilmymother_______back.
A.willcomeB.iscomingC.cameD.comes
()28.—_______?
—Mywatchdoesn’twork.
A.WhyareyouhereB.HowdoyoudoC.What’swrongD.What’sthis
()29.Shetoldusthatshe_______herhandbagonthebus.
A.leftB.forgotC.missedD.failed
()30.He_______eighthundredthousanddollarsforhisBenz(奔驰)car.
A.paidB.costC.tookD.spent
词汇(10分)A)根据句意和首字母提示填空。
51.Ioftenhearherc____________aboutherson’slaziness(懒惰).
52.It’llbebettertohavea____________around.It’sdangerousforyouteenagerstogocamping(野营)alone.
53.Hedidn’tpasstheexam,sohewasu____________.
54.Myjobdoesn’ti____________makingcoffeefortheboss.
55.Thiscoatisins____________.Ilikeitverymuch.
B)用括号中所给词语的适当形式填空。
56.Thechildrenenjoyed____________(they)inthemuseumlastSunday.
57.Sallybroughtusapieceof____________(surprise)news.
58.Everyoneinmyclasswas____________(invite)tothepartyexceptme.
59.Thereareall____________(kind)ofcomputersinthatshop.
60.Juliaranpastthefinishinglineasfastas____________(possible).
V.根据要求完成句子(5分)
61.Ithinkyoushoulddoitbyyourself.(改为否定句)
I______________________you___________doitbyyourself.
62.Whatdoyouthinkofourcity?(改为同义句)
___________doyou___________ourcity?
63.Shehastotakeherdaughtertopianolessons.(改为一般疑问句)
___________she___________totakeherdaughtertopianolessons?
64.Parentsaretryingtoplantheirchildren’slife.(对画线部分提问)
___________areparentstrying______________________?
65.Ihavethiskindofbook.Johnsonhasthiskindofbook,too.(改为同义句)
Johnsonhas______________________kindofbook___________me.
Ⅵ.完成句子(5分)
66.他需要足够的睡眠。
He___________toget______________________.
67.学习很重要,但另一方面,你也要多做运动。
Studyisimportant.But____________________________________________,youshouldexercisemore.
68.我妈妈希望我每天晚上都呆在家里。
Mymotherwantsme____________________________________________everynight.
69.你和同学们相处得怎么样?
Howareyou_________________________________yourclassmates?
70.我想弄明白为什么汤姆没邀请我参加他的生日聚会。
Iwantto______________________whyTomdidn’tinviteme___________hisparty.
Ⅶ.从方框中选择适当的句子,补全对话。(10分)
A:Hi,Gina!Whyareyouwearingahat?
B:(71)___________
A:What’swrongwithyourhair?
B:(72)___________
A:Letmehavealook.Oh,it’snotuglyatall.
B:Butitmakesmelooklikeaboy.ItseemsbetterwhenI’minthehat.
A:Butit’ssummer.(73)___________
B:WhatshouldIdo?
A:I’vegotanidea.(74)___________
B:Oh,willitbestrange?
A:No!Thenyoushouldcutyourhairalittleshorter.(75)___________
B:Yes,verygoodidea.ThenIcansayI’maboy,right?
A.It’sshortandugly.
B.Shorthairisverypopular.
C.Youwearsunglasses.
D.Idon’tlikemyhaircut.
E.It’stoohottowearahat.
书面表达(10分)
假如你叫Betty,请用下面所提供的信息写篇短文,告诉你最好的朋友Mary你的烦恼。
内容提要:这几天,你发现同学们对你不太友好。上个星期六,班上的一位同学举行生日聚会,他邀请了很多同学,但没有邀请你。你感到很烦恼,于是向她诉说此事,并向她征求意见。(80词左右)
DearMary,
Ihaveaproblemthesedays.IthinkIneedyourhelp.
Iamnotgettingonwellwithsomeofmyclassmates.Theyarenotfriendlytome.Idon’tknowwhy.LastSaturdayoneofmyclassmateshadabirthdaypartyathome.Heinvitedmanyclassmatesinmyclassexceptme.Ifeelworried,IwanttogetalongwellwithallmyfriendsbutIdon’tknowwhattodo.CouldyoutellmewhatIshoulddo?
Yours,
Betty
新牛津译林版八年级上8A Unit1~8语法总结(英语)
教案课件是老师不可缺少的课件,大家应该要写教案课件了。在写好了教案课件计划后,这样接下来工作才会更上一层楼!你们到底知道多少优秀的教案课件呢?以下是小编为大家收集的“新牛津译林版八年级上8A Unit1~8语法总结(英语)”希望对您的工作和生活有所帮助。
1. 形容词/副词的比较等级(1)—用法讲解大多数的形容词都有三个级别:原级、比较级、最高级。其中比较级表示“更……”,用于两者之间的比较,用来说明“前者比后者更……”,比较级前面一般用much, even, a little修饰,其中even, much 只能修饰比较级。最高级表示“最……”,用于三者及三者以上之间的比较,用来说明“某人或某物在某个范围内最……”① 形容词的比较级(-er)和最高级(-est)的构成a.规则变化之口诀:直接加;去e加;双写加;变y加; more/ most b. 不规则变化原级比较级最高级good / wellbetterbestbad / illworseworstmany / muchmoremostlittlelessleastfarfarther, furtherfarther, furtheroldolder, elderoldest, eldest②比较级前的修饰语still, even, any, quite(a bit), almost, nearly, just, rather;a little, a bit;much, a lot, far, many;twice, ten times, one fourth, two pounds, three years形容词的比较等级(2)—常见句型① A=B A+ V + as + adj./adv. + as + B (与。。。一样)He is as tall as I/me. 他和我一样高。He is as good a teacher as his father.他和他的父亲一样是个好教师。②A≠ B A + V + not + as/so + adj./adv. + as + B (与。。。不一样)They didn’t do as/so much work as you did. 他们干得事没有你多。I’ve never seen as/so old a car as this.我从来没有见过像这样旧的车。③A > B 或A
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八年级英语下册 unit1 What is the matter?教案
八年级英语下册unit1Whatisthematter?教案
人教版初中八年级下册unit1
Unit1Whatisthematter?
SectionA
.TeachingAims
Abilityaims:
1、Tohelpstudentsunderstandandmasterthewords,phrasesandsentencepatterns.
2、Studentslearntoinquireaboutotherpeoplescondition.AndStudentscanlearnaboutotherpeoplesphysicalconditionwiththewordstheylearn.
Knowledgeaims:
Words:matter;have;cold;stomachache;sore;back;arm;ear;eye;foot;hand;head;leg;mouth;neck;nose;stomach;tooth;throat;toothache;fever;rest;honey;dentist;should;headache;shouldn’t
Phrases:haveacoldhaveasorethroathaveafeverseeadentist
Sentences:
1.What’sthematter?Ihaveacold.
2.Ihaveaheadache/stomachache/toothache/soreback/sorethroat.
3.Youshouldgotobed/drinksomewater.
Emotionalaims:
Helpthestudentslearnhowtotalkabouthealthproblemsandgiveadviceonthatwiththelanguagepoints.
II.TeachingkeypointsandDifficulties
1、Learnnewwordsaboutbodyparts.
2、Talkaboutyourhealthandgiveadvice.
.TeachingMethods
Discussion
Task-basedLanguageTeaching
.TeachingAids
BlackboardVideomusicMultimedia
.TeachingPeriods
Oneperiod(45minutes)
VI.TeachingProcedures
Step1Warmingup(5minutes)
1.Attractstudents’attention
Ashortvideoaboutlifedisease.Letstudentswriteasmanywordsaspossibleaboutbodypartsandsickwordsasmuchaspossible.Thenthestudentsaskedthestudentstolabelthemselveswithoutknowingthewords.Aftertheshortvideoisover,theclassroomcanexplainsomewordsthatmoststudentsdonotunderstand.
Step2listeningandreading(10min)
Showpictures
Letstudentslookatthepicturesontheblackboardandlearnthenewwordsaboutthepartsofthebody.Firstteacherletthestudentsraisetheirhandsandtrytoreadthewords.Nexttheteachershouldexplainandguidethestudentstoguessthemeaningofthewordandcorrectthepronunciationofthestudents.Theteacheraskedthestudentstowritedownwordsthatwerenotfamiliarandpractiseundertheclass.
Step3Relax(3min)
Asongtohelpstudentsrelaxthemselves.Theteachergivethelyricstothestudentsandletstudentssingalong.
Step4Learning(20minutes)
Task1、Letthestudentsfillintheblanksinthebookandaskquestionsintheclassroom.Andgivetheanswer.
1.b______2.n_____3.he_____
4.ha_____5.ea_____6.ey_____
7.f______8.m_____9.ne_____
10.a______11.s_______12.l_____
Task2、Makeasentencepatternbythedifferentsymptomsofthecharactersinthepicture.Teachersneedtowritethemainsentencepatternsontheblackboard.Teachersexplainthemeaningofsentencepatternsandthecompositionofbasicsentencepatterns.Andemphasizetheusageofthesuffixache.
Step5After-learning(5minutes)
Pairwork:Theteacheraskedthestudentstochooseasmallpartnertocompleteasmallconversationthroughthepicturetheygave.Andteachertakeafewgroupstosharethefront.
Step6Homework(2min)
Consolidatingsentencepatternsincombinationwithclassroompractice.
Anddoyourhomeworkthatteachergivesyou.
Copyalltheusefulexpressionsorcollocationsinthepassagetothenotebook.
Classroomsummary
Inthislesson,weshouldlearnhowtocareaboutothersillness.Learntocareforstudentsandfamilybetter.