小學(xué)五年級(jí)英語教案

2014年八年級(jí)英語下冊Unit3教案（新版）。

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Unit3Couldyoupleasecleanyourroom?

教學(xué)目標(biāo)：

1語言目標(biāo)：談?wù)撟黾覄?wù)的詞匯，及如何有禮貌的提出要求。

2技能目標(biāo)：能聽懂和談?wù)撟黾覄?wù)的話題；能寫出重點(diǎn)單詞和重點(diǎn)句型。

3情感目標(biāo)：培養(yǎng)學(xué)生愛勞動(dòng)，分享家務(wù)的能力。

教學(xué)重點(diǎn)

短語:dothedishes,makethebed,takeouttherubbish,foldtheclothes,sweepthefloor,cleanthelivingroom……

句子:

1.Couldyoupleasetakeouttherubbish?

.Sure./Sorry,Ican’t.Ihavetofinishhomeworkfirst.

　2.CouldIuseyourcomputer?

Sorry.Imgoingtoworkonitnow.

　3.Well,couldIwatchTV?

Yes,youcan.Butfirstyouhavetocleanyourroom.

教學(xué)難點(diǎn)：

Makepoliterequests

Askforpermission

課時(shí)劃分：

Period1SectionA1a–2d

Period2SectionA3a-3c

Period3SectionAGrammarfocus-4c

Period4SectionB1a-2e

Period5SectionB3a-selfcheck

SectionA1(1a–2d)

Step1Warming-up

Singthesonganddancetothemusic

Step2Presentation

1.Watchthephotosandtalkaboutthem“Whatdoeshedoeveryday?’andlearnthesephrases:dochores,dothedishes,makethebed,takeouttherubbish,foldtheclothes,dothelaundry,cleanthelivingroom.

2.Lookthesephrasesandpracticetheconversation:Couldyoupleasetakeouttherubbish?Sure./Sorry,Ican’t.Ihavetofinishhomeworkfirst.

3.1aDoyoudothesechoresathome?Discussthemwithyourpartner.

Step3Listening

1bListen.Whowilldothesechores?Check(√)Peter’smotherorPeter.

ChoresPeter’smotherPeter

dothedishes

sweepthefloor

takeouttherubbish

makethebed

foldtheclothes

cleanthelivingroom

Step4Practice

1cMakeconversationsaboutthechoresin1a.

Makeconversations.

Examples

A:Couldyouplease...?

B:Yes,sure./Allright./Noproblem./Certainly.

Sorry,Icant.Ihavetodo...

Sorry,Icant.Iamdoing...

Step5Listening2a2b

Peteraskshisfatherifhecandofourthings.Whatdoeshisfathersay?Check(√)“yes”or“no”.Listenagain.Drawlinestothereasons.

Peterwantsto…Peter’sfathersays…Hisfather’sreasons

gooutfordinner.YesNoIhavetodosomework.

gotothemovies.YesNoYouhavetocleanyourroom

stayoutlate.YesNoIneedtoeatbreakfast.

getaride.YesNoYouhaveabasketballgame.

Step6Practice

2cMakeconversationsusingtheinformationin2aand2b

A:CouldIuseyourcomputer?

B:Sorry.I’mgoingtoworkonitnow.

A:Well,couldIwatchTV?

B:Yes,youcan.Butfirstyouhavetocleanyourroom?

2dRole–playtheconversation

Step7Languagepointsandsummary

1.helpout動(dòng)詞短語，表示在某人繁忙或

遇到困難時(shí)“給予幫助”。help和out之間還可以加入具體的“人”。

e.g.Hehelpedmeoutwithmytask.

他幫我完成了任務(wù)。

Theyhelped(us)outwiththeclean-up.

　他們幫助我們做大掃除。

2.atleast至少

e.g.Weshouldbrushourteethatleasttwiceaday.

我們每天應(yīng)該至少刷兩次牙。

3.beback回來

e.g.Iwontbebacktill11:00.

我11點(diǎn)以前回不來。

4.anyminutenow

一種常見的口語表達(dá)法，相當(dāng)于“隨時(shí)；馬上；在任何時(shí)刻”的意思，表示事情有可能在極短的時(shí)間內(nèi)發(fā)生或眼下就要發(fā)生。

minute還可以用second,moment,time等詞替換。

e.g.Dontworry,hewillcomehereanyminutenow.

別擔(dān)心,他會(huì)馬上來這兒。

　Theguestsarearrivinganytimenowbutwe’restillnotready.

　客人即刻就到，但我們還沒有準(zhǔn)備好。

We’reexpectingthemanymomentnow.

我們期待他們隨時(shí)到來。

Step8Summary

1.Newvocabulary

dothedishes,sweepthefloor,takeoutthetrash,makethebed,foldtheclothes,cleantheroom

2.---Couldyouplease…？

　---Yes,please./Sorry,Ican’t.

Step8Homework

1Listallthemainphrasesofdoingchoresthatyouknow.（必做）

2Makeaconversationbetweenyouandyourmother,usingthesentencepattern“Couldyouplease…?”（選做）

SectionA2(3a–3c)

Step1Review

A:Couldyoupleasemakesentenceswiththesephrasesinthepasttense?

B:Sure.Ididsomechores.

takeoutthetrash

dochores

dothedishes

sweepthefloor

makedinner

makethebed

foldtheclothes

cleanthelivingroom

helpoutwith

atleast

finishdoingsth.

bebackfromshopping

seethismess

motherclean

e.g.1.A:Couldyouplease......?

　B:Yes,sure./Allright./Noproblem./Certainly.

Sorry,Icant.Ihavetodo...

Sorry,Icant.Iamdoing...

2.A:Whatkindofchoresdidyoudolastweekend?

　B:Ididthewashes.

Step2Reading

3aReadthepassageandanswerthefollowingquestions.

1.DidNancydoanyhouseworkthatday?

2.WhywasNancy’smomangrywithNancy?

3.Didtheysolvetheproblem?How?

3b.Readthestoryagainandreadthesentencesbelow.Underlinethesentencesfromthereadingthatmeanthesamething.

1.Neitherofusdidanyhouseworkforaweek.

2.MymomcameoverassoonasIsatdowninfrontoftheTV.

3.You’retired,butI’mtired,too.

3c.Decidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingtheunderlinedwordintheotherform.

Couldyoutakethedogforawalk?(noun)

2.CouldIwatchoneshowfirst?

3.Ican’tworkallday.

4.YouwatchTVallthetime.

5.“Whathappened?”sheaskedinsurprise.

Step3Languagepoints

1.YouwatchTVallthetimeand...

allthetime（在該段時(shí)間內(nèi)）一直；向來，一向；時(shí)時(shí)刻刻；每時(shí)每刻

e.g.Idothisallthetime.我一直是這么做的。

　Thishappensallthetime.這種情況是時(shí)時(shí)發(fā)生的。

2.I’mjustastiredasyouare!

as...as意為“和……一樣”，表示同級(jí)的比較。使用時(shí)要注意第一個(gè)as為副詞，第二個(gè)as為連詞。其基本結(jié)構(gòu)為：as+adj./adv.+as。

e.g.Thisfilmisasinterestingasthatone.這部電影和那部電影一樣有趣。

Yourpenwritesassmoothlyasmine.你的鋼筆書寫起來和我的一樣流暢。

as…as的否定形式為“notas/so+adj./adv.+as”。

e.g.Hedidn’tactaswellasyou.他表現(xiàn)得不如你好。

3.Foroneweek,shedidnotdoanyhousework,andneitherdidI.

neither用作副詞，作“也不”解釋，放在句首，表示前面否定的內(nèi)容也適用于另一個(gè)人或物，句子須采用部分倒裝。此時(shí)也可用nor替換neither使用。例如：

—Idon’tlikethisdress.我不喜歡這件連衣裙。

—Neither/NordoI.我也不喜歡。

注意：neither之后的主語要置于助動(dòng)詞或系動(dòng)詞之后。

neither用作代詞，表示“兩者都不，雙方均不”。例如：

Heansweredneitheroftheletters.他兩封信都沒回。

—Whichonewouldyoulike?你喜歡哪一個(gè)？

—Neither.兩個(gè)都不喜歡。

also,too,either,neither的用法

一、also是比較正式的用語，語氣較莊重。它通常放在句中，位于行為動(dòng)詞之前，連系動(dòng)詞之后;如有助動(dòng)詞或情態(tài)動(dòng)詞，一般放在助動(dòng)詞或情態(tài)動(dòng)詞之后。例如:

Peteralsohastwobrothers.彼得也有兩個(gè)兄弟。

Iamalsoastudent.我也是一名學(xué)生。

Mrs.GreencanalsosingthesonginChinese.格林夫人也能用漢語唱這首歌。

二、too是普通用詞，多用于口語，語氣較隨便。一般用在肯定句中，放在句末。例如:

I’minRow1,too.我也在第一排。

注意：also和too一般都用于肯定句，很少用于否定句。

三、either表示“也”時(shí)，一般只用于否定句，且置于句末。例如:

Idon’tknowhim.Tomdoesn’tknowhim,either.

我不認(rèn)識(shí)他，湯姆也不認(rèn)識(shí)他。

Ifyoudon’tgothere,hewon’tgothere,either.

如果你不去那兒，他也不會(huì)去那兒。

注意：either本身沒有否定的意義。所以多與not連用。

四、neither表示“兩個(gè)都不”，它作主語時(shí)，謂語動(dòng)詞常用單數(shù)。例如：

Neitherofyoucandoit.你們兩個(gè)都不能做這件事。

Step4Summary

1.Newvocabulary

lastmonth,comeover

takethedogforawalk,watchoneshow

allthetime,thenextday,neitherdidI

2.TheminuteIsatdowninfrontoftheTV,mymomcameover.

Foroneweek,shedidnotdoanyhousework,andneitherdidI.

I’mjustastiredasyouare!

Step5Homework

1.Listallthemainphrasesofdoingchoresthatyouknow.（必做）

2.Makeaconversationbetweenyouandyourmother,usingthesentencepattern“Couldyouplease…?CouldI…?”（選做）

SectionA3(Grammarfocus-4c)

Step1Revision

根據(jù)所學(xué)內(nèi)容，寫出下列短語。

foldone’sclothes,dothedishes,useone’scomputer,takeouttherubbish

makethebed,sweepthefloor,stayoutlate,beangrywithsb.,takesb.forawalk

cleanthelivingroom,workon,comeover,dothehousework,getaride

Step2Presentation

閱讀下列句子，觀察問句的用法及回答。

CouldIgooutfordinnerwithmy

friends?Sure,thatshouldbeOK.

Couldwegetsomethingtodrinkafterthe

movie?No,youcan’t.Youhavea

basketballgametomorrow.

Couldyoupleasetakethedogforawalk?OK,butIwanttowatchoneshow

first.

Couldyoupleasetakeouttherubbish?Yes,sure.

Step3Grammar

Couldyou（please）+V-原形？表示委婉地提出請(qǐng)求

1.Couldyoupleasecleanyourroom?

Yes,sure./Ofcourse./Certainly./Allright.

2.Couldyoupleasedothedishes?

Sorry,Ican’t.Ihavetodomyhomework.

在表示請(qǐng)求幫助或請(qǐng)求允許的疑問句中，常用could代替can，以表示禮貌，委婉或不確定的語氣，而can則不具備這些語氣。這種情況下不能把could看作can的過去式。以上兩句中用could是為了表示禮貌的請(qǐng)求。表示請(qǐng)求幫助或請(qǐng)求允許時(shí)，除了can,could之外，還可以用may，句子的表達(dá)方式也各有不同，可以用不同的方式來表示同一個(gè)概念。例：

①Could/Can/MayIuseyourcarforaday?

②IwonderifIcoulduseyourcarforaday?

對(duì)于①、②句所作允答可以各種各樣，如同意可以說Yes或Sure或Certainly，還可說Yes,(do)please.或Ofcourse.(youmay/can).或Goahead,please.或That’sOK/allright;如果不同意，可以說I’msorryyoucan’t.或I’mreallysorry,butIhavetouseittoday.要避免說No,youcan’t.這樣顯得很不禮貌。否定回答通常用委婉語氣。

③DoyoumindifIuseyourcarforaday?

對(duì)于句③所作回答可以說Nevermind./Notatall.表“不介意”。不能用Yes./Sure./Ofcourse./Certainly.等。無論肯定還是否定應(yīng)答中，要避免使用could，要用can或may。因?yàn)閼?yīng)答須用確定的語氣。而could在表請(qǐng)求的問句中是為了表示禮貌或委婉語氣，用在應(yīng)答中則成了不確定語氣，與情理不符。所以應(yīng)答中不說Yes,youcould.或No,youcouldn’t.而要說Yes,youcan.或Sorry./No,youcan’t.

—CouldIpleaseuseyourcomputer?

—Sorry,I’mgoingtoworkonitnow.

—Well,couldIwatchTV?

—Yes,youcan.

CouldI/youplease…？表示一種有禮貌的請(qǐng)求或提議，其后連接原形動(dòng)詞，比Canyou/I…？語氣更委婉。類似句型有：

Wouldyoulike+sth./todosth.?

MayI+dosth.?

Shallwe+dosth.?

Wouldyoumind+sth./doingsth.?

What/Howabout+sth./doingsth.?

肯定回答有Sure./Ofcourse./Certainly./OK./Great./Well./Goodidea./Iagree.等。否定回答有Sorry…/No,youcan’t.等。

Step4Practice

MakeupdialoguesusingthesentencesinGrammarFocuswithyourpartner.

A:Couldyoupleasetakethedogforawalk?

B:OK,butIwanttowatchoneshowfirst.

4aWriteRforrequestsandPforpermission.Thenmatcheachonewiththecorrectresponse.

1.___CouldIhangoutwithmyfriendsafterthemovies?

出去玩

2.___Couldyoupleasepassmethesalt?

3.___CouldIborrowthatbook?

4.___Couldyouhelpmedothedishes?

5.___Couldyoulendmesomemoney?

a.Yes,hereyouare.

b.Hmm.Howmuchdoyouneed?

c.Yes,sure.Noproblem.Ifinishedreadingitlastnight.

d.Yes,butdon’tcomebacktoolate.

e.No,Ican’t.IcutmyfingerandImtryingnottogetitwet.

Note：

borrow和lend

borrow和lend都有“借”的意思，但它們的含義和用法有所不同。

★borrow表示“借入”，即把本來不屬于自己的東西借來暫時(shí)使用，常與介詞from連用。如：

Youcanborrowabookfromthelibrary.

★lend表示“借出”，即把屬于自己的東西借給別人暫時(shí)使用，常與介詞to連用，也可以跟雙賓語。如：

He’sgoingtolendhisbiketoTom.

Youmustn’tlendothersmypen.

4bFillintheblanksintheconversation.

A:Ihateto____chores.

B:Well,Ihatesomechorestoo,butIlikeotherchores.

A:Really?Great!_____Iaskyouto____mewithsomechoresthen?

B:Whatdoyouneedhelpwith?

A:______youplease_____myclothesforme?

B:Idon’twanttodothat!It’sboring!

A:OK.Then______you______dothedishesforme?

B:Sure,noproblem.But_____wegotothemoviesafterthat?

A:Sure.I’llfinishmyhomeworkwhileyouhelpmewiththedishes.Thenwecangotothemovies.

Step5Discussion

Ifwearehavingacampingtrip,whatshouldwedobeforethetrip?

Step6Homework

Writealettertoyourfriendtoaskhim/hertotakecareofyourhousewhenyouareon

vacation.

SectionB1(1a-2e)

Step1Review

單項(xiàng)選擇。

1.--Couldyoupleasetakecareofmydog?

--______.I’mtoobusy.

A.Yes,youcan

B.Sure

C.Sorry,Ican’t

2.--Couldyouplease____hisbed?

--Certainly!

A.makesB.makingC.make

3.--CouldIuseyourcar?

--______.

A.Sure,youcan

B.Sorry,youcan

C.Sure,Ican

4.Couldyouhelp_____?

A.makingthebed

B.makethebed

C.madethebed

Step2Discussion

Q1:Doyouhelpyourparentsdothechoresathome?

Q2:Doyouaskyourparents’permissionfor?

Q3:Doyourparentsaskyoutodosomethingsforthem?

Givesomepicturesandanswerthefollowingquestions.

Whatdoyourparentsaskyoutodo?

Whatdoyouaskyourparents’permissionfor?

Step3

Finish1a.Whatdoteenagersasktheirparents’permissionfor?Whatdoparentsasktheirteenagerstodo?Writeparentsorteenagersnexttoeachphrase.

1.buysomedrinksandsnacks

2.borrowsomemoney

3.cleanyourroom

4.invitemyfriendstoaparty

5.gotothestore

6.useyourCDplayer

7.takeouttherubbish

8.makeyourbed

Step4.

Finish1b.Usethephrasesin1atomakeconversations.

Step5Pairwork

1.Parents:Couldyouplease…?

Child:Yes,sure./Sorry,Ican’t.Ihaveto...

　2.Child:CouldI…?

Parents:Yes,youcan./No,youcan’t.You...

Step6Listening

Finish1c.ListentoaconversationbetweenSandyandhermom.Check(√)thethingsin1athatyouhear.

1.buysomedrinksandsnacks

2.borrowsomemoney

3.cleanyourroom

4.invitemyfriendstoaparty

5.gotothestore

6.useyourCDplayer

7.takeouttherubbish

8.makeyourbed

Finish1d.Listenagain.Fillinthechart.

Whataretheygoingtodo?

Sandy’smom

Sandyinviteherfriends

SandyandDave

Step7Finish1e.

Youarehavingaparty.Inviteyourpartnertocomeyourpartyandaskforhelpwith

thesethings.So,talkaboutthefollowingthingswithyourpartner.

　e.g.A:Wouldliketocometomybirthdayparty?

　B:Yes,I’dloveto./Sorry,Ican’t.Ihaveto…

　A:Couldyoupleasetakeouttherubbish?

　B:Yes,sure./No,Ican’t.Ihavetodo…

Step8Reading

1.Warmingup

　2a.Discussthequestionswithyourpartner

1)Whatdoyouoftendotohelpyourparentsathome?

2)Doyouthinkkidsshouldhelpoutwithchoresathome?

2.Newwords

stressn.精神壓力;心理負(fù)擔(dān)

　wasten.浪費(fèi);垃圾v.浪費(fèi);濫用

　dependv.依靠;依賴

　developv.發(fā)展;壯大

　fairnessn.公正性;合理性

　sinceconj.因?yàn)?既然

prep.,conj.adv.從……以后;自……以來

　neighbor(=neighbour)n.鄰居

　dropv.落下;掉下XKb1.Com

3.Skimming

2b.TheSundayMailmagazineinvitedparentstowriteaboutwhethertheythinkyoungpeopleshoulddochoresathome.Skimthefollowingletters.Whichoneagreesandwhichonedisagrees?

了解閱讀策略：

Skimming意為“快速掠過，從中提取最容易取得的精華”。這種讀法包含有原詞的所有意思——快速讀過去，取出讀物中關(guān)鍵性的東西。因此，我們可以把這種讀法理解為快速瀏覽課文，領(lǐng)會(huì)文章大意。一般而言，通過標(biāo)題可知道文章的主題。對(duì)文章的首段和末段要多加注意，以便發(fā)現(xiàn)作者的觀點(diǎn)。

Answerthequestions.

1)WhatisMs.Miller’sopinion?

2)WhatisMr.Smith’sopinion?

4.Reading

2c.AccordingtoMr.SmithandMs.Miller,whataretheprosandconsaboutkids

doingchores

Readthelettersagainandfinishthefollowingtasks.

I.完成句子，每空詞數(shù)不限。

1.Ms.Millerthinkschildrenshouldspendtheirtimeonschoolworkinorderto_____________________________________________.

　2.Mr.Smiththinksthesedayschildrendependon_______________________.

　II.判斷正(T)誤(F)。

　()3.Ms.Millerthinksdoingchoresisnotdifficult.

　()4.Mr.Smith’sneighbors’sonlookedafterhimselfwellduringhisfirst

yearinthecollege.

2d.Writeonesentencewitheachphrasefromtheletters.

Discussthequestionswithpartner.

Step9Languagepoints

1.Itistheparents’jobtoprovideacleanandcomfortableenvironmentathomefortheirchildren.

此處代詞it僅為形式上的主語,真正的主語是toprovide…fortheirchildren。我們也可將Itisone’sjob(duty,…)todosomething.視為一個(gè)固定的句型,表示“做某事是某人的工作(職責(zé)等)”。如:

It’severyteacher’sjobtoexplainthingsclearlytothestudents.

　把東西給學(xué)生講明白是每一位老師應(yīng)做的事情。

　provide作動(dòng)詞，意為“提供；供應(yīng)”。

　providesb.withsth.或providesth.for

　sb.意為“為某人提供某物”。如：

　Themovietheaterprovidesuswithgoodservice.

　Hisschoolprovidedahouseforhim.

　漢譯英。他們提供給他錢和衣服。

　Theyprovidedhimwithmoneyandclothes.

　Theyprovidedmoneyandclothesforhim.

2.Andanyway,Ithinkdoingchoresisnotsodifficult.

反正我覺得干點(diǎn)家務(wù)也不難。

anyway是一個(gè)副詞,若位于句首,其后往往會(huì)有逗號(hào)將其與句子的其他內(nèi)容隔開。anyway在此句中的作用是追加評(píng)論,相當(dāng)于漢語的“反正;仍然;依然”。如:

　Samdidn’tgetthejob,buthe’snotunhappybecauseitdidn’tpaywellanyway.

　薩姆沒有得到那份工作,但他并沒有悶悶不樂,反正薪酬也不算高。

　anyway還可用來表示“不管怎樣;無論如何”之意。例如:

　It’sjustacold.Butanyway,youshouldstillseethedoctor.

　這只不過是感冒,但不管怎樣,你還是應(yīng)該看看醫(yī)生。

3.illsick

　◆相同點(diǎn)

　ill與sick都可以表示“生病的”，都可作表語。如：

　Alicewasill/sickyesterday.

　◆不同點(diǎn)

　表示“生病”時(shí)，sick可作定語，但ill通常不作定語。如：

　Couldyouhelpthesickgirl?

　根據(jù)句意，用ill或sick填空。

　(1)Thedriversentthe________babytothehospital.

　(2)Mybrotheris________.Ihavetolookafterhimathome.

4.Theearlierkidslearntobeindependent,thebetteritisfortheirfuture.

孩子們越早學(xué)會(huì)獨(dú)立,對(duì)他們的未來就越好。

“the+比較級(jí)+……,the+比較級(jí)+……”是英語中一個(gè)常用的句型結(jié)構(gòu),表示“越……,就越……”。如:

　Themoreheexplained,thebetterweunderstood.

　他解釋得越多,我們就理解得越透徹。

　Manypeoplebelievethatthemoreapersonreads,thewiserhewillbecome.

　很多人相信一個(gè)人書讀得越多就會(huì)變得越聰明。

Step10Exercise

I.根據(jù)句意及所給首字母提示，補(bǔ)全句中所缺單詞。

1.Hewasi_____butnobodytookhimtothehospital.

2.Ifyoudon’tstudyhard,yourgradeswilld______.

3.IlikeOldHenrybecauseheoftenp_______uswithhotwater.

　4.Wecand______onhimforhelp.

　5.Motherthinksplayingcomputergamesisaw______oftime.

II.根據(jù)句意，用括號(hào)內(nèi)所給單詞的適當(dāng)形式填空。

　1.He_________(develop)afarmfromnothing.

　2.Infact,youngpeoplehavetoomuch______(stress)today.

　3.Hedidn’tmind________(help)mewithmyEnglish.

　4.Mr.LiandMr.Wangarebothmy_________(neighbor).

　5.Whydidthemanmakethelittleboy________(carry)water?

Step11Homework

Afterclass,pleasemakesomenewdialogueswiththephrasesin1a.

SectionB2(3a—Selfcheck)

Step1Revision

Discussthequestionswithapartner.Andtakenotes.

Doyouthinkchildrenshoulddosomechoresathome?

Whyorwhynot?

　Childrenshoulddochores

because…　Childrenshouldnotdochores

because…

Step2Howtowritealetter

1.信頭：發(fā)信人地址和日期。

這部分中有時(shí)可省去發(fā)信人地址，但一般要寫日期。放在信紙的右上方。

2.稱呼：對(duì)收信人的尊稱。

最普通的是Dear，但與Mr，Mrs，Miss等不同的是：Dear后一般用名字，而Mr，Mrs，Miss后不能單獨(dú)用名字，而只能是姓或姓與名，比如：對(duì)JohnSmith的稱呼，應(yīng)該是MrSmith，MrJohnSmith或DearJohn.稱呼后面可用逗號(hào)或者冒號(hào)。

3.信的正文。

4.結(jié)尾：發(fā)信人對(duì)收信人的謙稱或敬語。放在信的右下方。

這部分要特別注意英語習(xí)慣，不可根據(jù)漢語意思寫上諸如“此致敬禮”、“祝您健康”之類的中國式的結(jié)尾語。常用的英語書信結(jié)尾語如下：

寫給同齡人或年長的朋友：Yourssincerely，Sincerelyyours，Yours等等。

寫給好朋友：Love，Withlove，Bestwishes等等。

寫給親戚：Love，Withlove，Affectionatelyyours，Your（ever）lovingson（sister等等）。

5.簽名。

簽名一般在結(jié)尾語的下面一行。

6.常見的私人信件的開頭方式：

高興：Iwassoglad/pleased/happytoreceiveyourletter.

感謝：Thankyouforyourwonderfulgift/yourinterestingletter.

關(guān)心與詢問：Howareyouthesedays？/Howareyougettingonthesedays？/Howareyougettingonwithyourwork/studies？

抱歉：IamsorrythatIdidnotwritetoyousoonerbutIhavebeenverybusythesedays.

一般在表示道歉沒有及時(shí)給對(duì)方寫信時(shí)，還要簡述原因或?qū)懮习参康脑挕?/p>

遺憾：Iwassorrytolearnthatyoudidnotdowellintheexamination./Iwassoupsettohearthatyouareillthesedays.Idohopeyouaregettingbetter.

Step3Writing

1.WritealettertotheSundayMailandexpressyouropinion.

　DearSirorMadam,

　Ithink/believethat__________.Iagree/disagreethat________________.

　Ithinkitisfair/unfairforchildrento__________________________________.

　Ithinkchildrenshould/shouldnot____because________________________.

　Forexample,theyshould/shouldnot_________because___________________.

　Yourstruly,

　__________

2.Usefulphrases.

helpwithhouseworkandchoresathome

haveenoughstressfromschool

spendthetimeonschoolworkinorderto…

Thereisnoneedforthemto…

Itisimportantforsb.todosth.

It’snotenoughto…

developchildren’sindependence

Themore…,themore…

Step4Selfcheck

1.Makealistofchoresusingtheseverbs.

1.do_______________________

2.clean_____________________

3.make_____________________

4.fold_______________________

5.sweep____________________

6.takeout___________________

Answers:dothedishescleanthelivingroommakeyourbed

foldyourclothessweepthefloortakeouttherubbish

2.Arethesepoliterequestsorpermissions?Writethenumbersinthecorrect

placesinthechart.

1.Couldyoupleasedoyourhomework?

2.CouldIwatchTV?

3.Couldyoutakeouttherubbishfirst?

4.CouldIuseyourcomputer?

5.CouldIleavenow?

6.Couldyoucomebackbeforenine?

RequestsPermissions

245136

Step5Homework

Usethequestionsinactivity2towriteaconversation.

A:_______________________

B:_______________________

相關(guān)知識(shí)

2014年八年級(jí)英語下冊Unit3表格式教案（新版人教版）

教案課件是老師需要精心準(zhǔn)備的，規(guī)劃教案課件的時(shí)刻悄悄來臨了。只有規(guī)劃好教案課件工作計(jì)劃，才能規(guī)范的完成工作！你們了解多少教案課件范文呢？以下是小編收集整理的“2014年八年級(jí)英語下冊Unit3表格式教案（新版人教版）”，供您參考，希望能夠幫助到大家。

主備人陳艷輔備八年級(jí)英語組個(gè)人修改意見

課題Unit3Couldyoupleasecleanyourroom?

學(xué)習(xí)

目標(biāo)1語言目標(biāo)：談?wù)撟黾覄?wù)的詞匯，及如何有禮貌的提出要求。

2技能目標(biāo)：能聽懂和談?wù)撟黾覄?wù)的話題；能寫出重點(diǎn)單詞和重點(diǎn)句型。

3情感目標(biāo)：培養(yǎng)學(xué)生愛勞動(dòng)，分享家務(wù)的能力。

教學(xué)

重點(diǎn)短語:dothedishes,makethebed,takeouttherubbish,foldtheclothes,sweepthefloor,cleanthelivingroom……

句子:

1.Couldyoupleasetakeouttherubbish?

.Sure./Sorry,Ican’t.Ihavetofinishhomeworkfirst.

2.CouldIuseyourcomputer?

Sorry.Imgoingtoworkonitnow.

3.Well,couldIwatchTV?

Yes,youcan.Butfirstyouhavetocleanyourroom.

教學(xué)

難點(diǎn)MakepoliterequestsAskforpermission

教學(xué)

用具Ataperecorder，multimedia

SectionA1(1a–2d)

Step1Warming-up

Singthesonganddancetothemusic

Step2Presentation

1.Watchthephotosandtalkaboutthem“Whatdoeshedoeveryday?’andlearnthesephrases:dochores,dothedishes,makethebed,takeouttherubbish,foldtheclothes,dothelaundry,cleanthelivingroom.

2.Lookthesephrasesandpracticetheconversation:Couldyoupleasetakeouttherubbish?Sure./Sorry,Ican’t.Ihavetofinishhomeworkfirst.

3.1aDoyoudothesechoresathome?Discussthemwithyourpartner.

Step3Listening1bListen.Whowilldothesechores?

Step4Practice1cMakeconversationsaboutthechoresin1a.

Examples

A:Couldyouplease...?

B:Yes,sure./Allright./Noproblem./Certainly.

Sorry,Icant.Ihavetodo...

Sorry,Icant.Iamdoing...

Step5Listening2a2b

Peteraskshisfatherifhecandofourthings.Whatdoeshisfathersay?Check(√)“yes”or“no”.Listenagain.Drawlinestothereasons.

Peterwantsto…Peter’sfathersays…Hisfather’sreasons

gooutfordinner.YesNoIhavetodosomework.

gotothemovies.YesNoYouhavetocleanyourroom

stayoutlate.YesNoIneedtoeatbreakfast.

getaride.YesNoYouhaveabasketballgame.

Step6Practice2cMakeconversationsusingtheinformationin2aand2b

A:CouldIuseyourcomputer?

B:Sorry.I’mgoingtoworkonitnow.

A:Well,couldIwatchTV?

B:Yes,youcan.Butfirstyouhavetocleanyourroom?

2dRole–playtheconversation

Step7Languagepointsandsummary

1.helpout動(dòng)詞短語，表示在某人繁忙或

遇到困難時(shí)“給予幫助”。help和out之間還可以加入具體的“人”。

e.g.Hehelpedmeoutwithmytask.他幫我完成了任務(wù)。

Theyhelped(us)outwiththeclean-up.他們幫助我們做大掃除。

2.atleast至少e.g.Weshouldbrushourteethatleasttwiceaday.

3.beback回來e.g.Iwontbebacktill11:00.我11點(diǎn)以前回不來。

4.anyminutenow一種常見的口語表達(dá)，相當(dāng)于“隨時(shí)；馬上；在任何時(shí)刻”的意思，表示事情有可能在極短的時(shí)間內(nèi)發(fā)生或眼下就要發(fā)生。

minute還可以用second,moment,time等詞替換。

e.g.Dontworry,hewillcomehereanyminutenow.別擔(dān)心,他會(huì)馬上來這兒。

Theguestsarearrivinganytimenowbutwe’restillnotready.

客人即刻就到，但我們還沒有準(zhǔn)備好。

We’reexpectingthemanymomentnow.

我們期待他們隨時(shí)到來。

Step8Summary

1.Newvocabulary

dothedishes,sweepthefloor,takeoutthetrash,makethebed,foldtheclothes,cleantheroom

2.---Couldyouplease…？

---Yes,please./Sorry,Ican’t.

Step8Homework

1Listallthemainphrasesofdoingchoresthatyouknow.（必做）

2Makeaconversationbetweenyouandyourmother,usingthesentencepattern“Couldyouplease…?”（選做）

SectionA2(3a–3c)

Step1Review

A:Couldyoupleasemakesentenceswiththesephrasesinthepasttense?

B:Sure.Ididsomechores.C....

takeoutthetrashdochoresdothedishessweepthefloor

makedinnermakethebedfoldtheclothescleanthelivingroom

helpoutwithatleastfinishdoingsth.bebackfromshopping

seethismessmotherclean

e.g.1.A:Couldyouplease......?

B:Yes,sure./Allright./Noproblem./Certainly.

Sorry,Icant.Ihavetodo...

Sorry,Icant.Iamdoing...

2.A:Whatkindofchoresdidyoudolastweekend?

　B:Ididthewashes.

Step2Reading3aReadthepassageandanswerthefollowingquestions.

1.DidNancydoanyhouseworkthatday?

2.WhywasNancy’smomangrywithNancy?

3.Didtheysolvetheproblem?How?

3b.Readthestoryagainandreadthesentencesbelow.Underlinethesentencesfromthereadingthatmeanthesamething.

1.Neitherofusdidanyhouseworkforaweek.

2.MymomcameoverassoonasIsatdowninfrontoftheTV.

3.You’retired,butI’mtired,too.

3c.Decidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingtheunderlinedwordintheotherform.

Step3Languagepoints

1.YouwatchTVallthetimeand...

allthetime（在該段時(shí)間內(nèi)）一直；向來，一向；時(shí)時(shí)刻刻；每時(shí)每刻

e.g.Idothisallthetime.我一直是這么做的。

Thishappensallthetime.這種情況是時(shí)時(shí)發(fā)生的。

2.I’mjustastiredasyouare!

as...as意為“和……一樣”，表示同級(jí)的比較。使用時(shí)要注意第一個(gè)as為副詞，第二個(gè)as為連詞。其基本結(jié)構(gòu)為：as+adj./adv.+as。

e.g.Thisfilmisasinterestingasthatone.這部電影和那部電影一樣有趣。

Yourpenwritesassmoothlyasmine.你的鋼筆書寫起來和我的一樣流暢。as…as的否定形式為“notas/so+adj./adv.+as”。

e.g.Hedidn’tactaswellasyou.他表現(xiàn)得不如你好。

3.Foroneweek,shedidnotdoanyhousework,andneitherdidI.

neither用作副詞，作“也不”解釋，放在句首，表示前面否定的內(nèi)容也適用于另一個(gè)人或物，句子須采用部分倒裝。此時(shí)也可用nor替換neither使用。例如：

—Idon’tlikethisdress.我不喜歡這件連衣裙。

—Neither/NordoI.我也不喜歡。

注意：neither之后的主語要置于助動(dòng)詞或系動(dòng)詞之后。

neither用作代詞，表示“兩者都不，雙方均不”。例如：

Heansweredneitheroftheletters.他兩封信都沒回。

—Whichonewouldyoulike?你喜歡哪一個(gè)？

—Neither.兩個(gè)都不喜歡。

also,too,either,neither的用法

一、also是比較正式的用語，語氣較莊重。它通常放在句中，位于行為動(dòng)詞之前，連系動(dòng)詞之后;如有助動(dòng)詞或情態(tài)動(dòng)詞，一般放在助動(dòng)詞或情態(tài)動(dòng)詞之后。例如:Peteralsohastwobrothers.彼得也有兩個(gè)兄弟。

Iamalsoastudent.我也是一名學(xué)生。

Mrs.GreencanalsosingthesonginChinese.格林夫人也能用漢語唱這首歌。

二、too是普通用詞，多用于口語，語氣較隨便。一般用在肯定句中，放在句末。例如:

I’minRow1,too.我也在第一排。

注意：also和too一般都用于肯定句，很少用于否定句。

三、either表示“也”時(shí)，一般只用于否定句，且置于句末。例如:

Idon’tknowhim.Tomdoesn’tknowhim,either.

我不認(rèn)識(shí)他，湯姆也不認(rèn)識(shí)他。

Ifyoudon’tgothere,hewon’tgothere,either.

如果你不去那兒，他也不會(huì)去那兒。

注意：either本身沒有否定的意義。所以多與not連用。

四、neither表示“兩個(gè)都不”，它作主語時(shí)，謂語動(dòng)詞常用單數(shù)。例如：

Neitherofthemisadoctor.你們兩個(gè)都不是醫(yī)生。

Step4Summary

1.Newvocabularylastmonth,comeover

takethedogforawalk,watchoneshow

allthetime,thenextday,neitherdidI

2.TheminuteIsatdowninfrontoftheTV,mymomcameover.

Foroneweek,shedidnotdoanyhousework,andneitherdidI.

I’mjustastiredasyouare!

Step5Homework

1.Listallthemainphrasesofdoingchoresthatyouknow.（必做）

2.Makeaconversationbetweenyouandyourmother,usingthesentencepattern“Couldyouplease…?CouldI…?”（選做）

SectionA3(Grammarfocus-4c)

Step1Revision

根據(jù)所學(xué)內(nèi)容，寫出下列短語。

foldone’sclothes,dothedishes,useone’scomputer,takeouttherubbish

makethebed,sweepthefloor,stayoutlate,beangrywithsb.,takesb.forawalk

cleanthelivingroom,workon,comeover,dothehousework,getaride

Step2Presentation

閱讀下列句子，觀察問句的用法及回答。

CouldIgooutfordinnerwithmyfriends?Sure,thatshouldbeOK.

Couldwegetsomethingtodrinkafterthemovie?No,youcan’t.Youhaveabasketballgametomorrow.

Couldyoupleasetakethedogforawalk?OK,butIwanttowatchoneshowfirst.

Couldyoupleasetakeouttherubbish?Yes,sure.

Step3Grammar

Couldyou（please）+V-原形？表示委婉地提出請(qǐng)求

1.Couldyoupleasecleanyourroom?

Yes,sure./Ofcourse./Certainly./Allright.

2.Couldyoupleasedothedishes?

Sorry,Ican’t.Ihavetodomyhomework.

在表示請(qǐng)求幫助或請(qǐng)求允許的疑問句中，常用could代替can，以表示禮貌，委婉或不確定的語氣，而can則不具備這些語氣。這種情況下不能把could看作can的過去式。以上兩句中用could是為了表示禮貌的請(qǐng)求。表示請(qǐng)求幫助或請(qǐng)求允許時(shí)，除了can,could之外，還可以用may，句子的表達(dá)方式也各有不同，可以用不同的方式來表示同一個(gè)概念。例：

①Could/Can/MayIuseyourcarforaday?

②IwonderifIcoulduseyourcarforaday?

對(duì)于①、②句所作允答可以各種各樣，如同意可以說Yes或Sure或Certainly，還可說Yes,(do)please.或Ofcourse.(youmay/can).或Goahead,please.或That’sOK/allright;如果不同意，可以說I’msorryyoucan’t.或I’mreallysorry,butIhavetouseittoday.要避免說No,youcan’t.這樣顯得很不禮貌。否定回答通常用委婉語氣。

③DoyoumindifIuseyourcarforaday?

對(duì)于句③所作回答可以說Nevermind./Notatall.表“不介意”。不能用Yes./Sure./Ofcourse./Certainly.等。無論肯定還是否定應(yīng)答中，要避免使用could，要用can或may。因?yàn)閼?yīng)答須用確定的語氣。而could在表請(qǐng)求的問句中是為了表示禮貌或委婉語氣，用在應(yīng)答中則成了不確定語氣，與情理不符。所以應(yīng)答中不說Yes,youcould.或No,youcouldn’t.而要說Yes,youcan.或Sorry./No,youcan’t.

—CouldIpleaseuseyourcomputer?

—Sorry,I’mgoingtoworkonitnow.

—Well,couldIwatchTV?

—Yes,youcan.

CouldI/youplease…？表示一種有禮貌的請(qǐng)求或提議，其后連接原形動(dòng)詞，比Canyou/I…？語氣更委婉。類似句型有：

Wouldyoulike+sth./todosth.?

MayI+dosth.?

Shallwe+dosth.?

Wouldyoumind+sth./doingsth.?

What/Howabout+sth./doingsth.?

肯定回答有Sure./Ofcourse./Certainly./OK./Great./Well./Goodidea./Iagree.等。否定回答有Sorry…/No,youcan’t.等。

Step4PracticeMakeupdialoguesusingthesentencesinGrammarFocuswithyourpartner.

A:Couldyoupleasetakethedogforawalk?

B:OK,butIwanttowatchoneshowfirst.

4aWriteRforrequestsandPforpermission.Thenmatcheachonewiththecorrectresponse.

Note：

borrow和lend

borrow和lend都有“借”的意思，但它們的含義和用法有所不同。

★borrow表示“借入”，即把本來不屬于自己的東西借來暫時(shí)使用，常與介詞from連用。如：

Youcanborrowabookfromthelibrary.

★lend表示“借出”，即把屬于自己的東西借給別人暫時(shí)使用，常與介詞to連用，也可以跟雙賓語。如：

He’sgoingtolendhisbiketoTom.

Youmustn’tlendothersmypen.

4bFillintheblanksintheconversation.

Step5Discussion

Ifwearehavingacampingtrip,whatshouldwedobeforethetrip?

Step6Homework

Writealettertoyourfriendtoaskhim/hertotakecareofyourhousewhenyouareonvacation.

SectionB1(1a-2e)

Step1Review

單項(xiàng)選擇。

1.--Couldyoupleasetakecareofmydog?

--______.I’mtoobusy.

A.Yes,youcan

B.Sure

C.Sorry,Ican’t

2.--Couldyouplease____hisbed?

--Certainly!

A.makesB.makingC.make

3.--CouldIuseyourcar?

--______.

A.Sure,youcan

B.Sorry,youcan

C.Sure,Ican

4.Couldyouhelp_____?

A.makingthebed

B.makethebed

C.madethebed

Step2Discussion

Q1:Doyouhelpyourparentsdothechoresathome?

Q2:Doyouaskyourparents’permissionfor?

Q3:Doyourparentsaskyoutodosomethingsforthem?

Givesomepicturesandanswerthefollowingquestions.

Whatdoyourparentsaskyoutodo?

Whatdoyouaskyourparents’permissionfor?

Step3Finish1a.Whatdoteenagersasktheirparents’permissionfor?Whatdoparentsasktheirteenagerstodo?Writeparentsorteenagersnexttoeachphrase.

Step4.Finish1b.Usethephrasesin1atomakeconversations.

Step5Pairwork

1.Parents:Couldyouplease…?

Child:Yes,sure./Sorry,Ican’t.Ihaveto...

2.Child:CouldI…?

Parents:Yes,youcan./No,youcan’t.You...

Step6ListeningFinish1c.ListentoaconversationbetweenSandyandhermom.Check(√)thethingsin1athatyouhear.

Finish1d.Listenagain.Fillinthechart.

Step7Finish1e.

Youarehavingaparty.Inviteyourpartnertocomeyourpartyandaskforhelpwiththesethings.So,talkaboutthefollowingthingswithyourpartner.

e.g.A:Wouldliketocometomybirthdayparty?

B:Yes,I’dloveto./Sorry,Ican’t.Ihaveto…

A:Couldyoupleasetakeouttherubbish?

B:Yes,sure./No,Ican’t.Ihavetodo…

Step8Reading

1.Warmingup

2a.Discussthequestionswithyourpartner

1)Whatdoyouoftendotohelpyourparentsathome?

2)Doyouthinkkidsshouldhelpoutwithchoresathome?

2.Newwords

stressn.精神壓力;心理負(fù)擔(dān)

wasten.浪費(fèi);垃圾v.浪費(fèi);濫用

dependv.依靠;依賴developv.發(fā)展;壯大

fairnessn.公正性;合理性sinceconj.因?yàn)?既然prep.,conj.adv.從……以后;自……以來

neighbor(=neighbour)n.鄰居dropv.落下;掉下

3.Skimming

2b.TheSundayMailmagazineinvitedparentstowriteaboutwhethertheythinkyoungpeopleshoulddochoresathome.Skimthefollowingletters.Whichoneagreesandwhichonedisagrees?

了解閱讀策略：

Skimming意為“快速掠過，從中提取最容易取得的精華”。這種讀法包含有原詞的所有意思——快速讀過去，取出讀物中關(guān)鍵性的東西。因此，我們可以把這種讀法理解為快速瀏覽課文，領(lǐng)會(huì)文章大意。一般而言，通過標(biāo)題可知道文章的主題。對(duì)文章的首段和末段要多加注意，以便發(fā)現(xiàn)作者的觀點(diǎn)。

Answerthequestions.

1)WhatisMs.Miller’sopinion?

2)WhatisMr.Smith’sopinion?

4.Reading

2c.AccordingtoMr.SmithandMs.Miller,whataretheprosandconsaboutkidsdoingchores.

Readthelettersagainandfinishthefollowingtasks.

I.完成句子，每空詞數(shù)不限。

1.Ms.Millerthinkschildrenshouldspendtheirtimeonschoolworkinorderto_____________________________________________.

2.Mr.Smiththinksthesedayschildrendependon____________________.

II.判斷正(T)誤(F)。

()3.Ms.Millerthinksdoingchoresisnotdifficult.

()4.Mr.Smith’sneighbors’sonlookedafterhimselfwellduringhisfirst

yearinthecollege.

2d.Writeonesentencewitheachphrasefromtheletters.

Discussthequestionswithpartner.

Step9Languagepoints

1.Itistheparents’jobtoprovideacleanandcomfortableenvironmentathomefortheirchildren.

此處代詞it僅為形式上的主語,真正的主語是toprovide…fortheirchildren。我們也可將Itisone’sjob(duty,…)todosomething.視為一個(gè)固定的句型,表示“做某事是某人的工作(職責(zé)等)”。如:

It’severyteacher’sjobtoexplainthingsclearlytothestudents.

把東西給學(xué)生講明白是每一位老師應(yīng)做的事情。

provide作動(dòng)詞，意為“提供；供應(yīng)”。

providesb.withsth.或providesth.forsb.意為“為某人提供某物”。如：

Themovietheaterprovidesuswithgoodservice.

Hisschoolprovidedahouseforhim.

漢譯英。他們提供給他錢和衣服。

Theyprovidedhimwithmoneyandclothes.

Theyprovidedmoneyandclothesforhim.

2.Andanyway,Ithinkdoingchoresisnotsodifficult.反正我覺得干點(diǎn)家務(wù)也不難。

anyway是一個(gè)副詞,若位于句首,其后往往會(huì)有逗號(hào)將其與句子的其他內(nèi)容隔開。anyway在此句中的作用是追加評(píng)論,相當(dāng)于漢語的“反正;仍然;依然”。如:

Samdidn’tgetthejob,buthe’snotunhappybecauseitdidn’tpaywellanyway.

薩姆沒有得到那份工作,但他并沒有悶悶不樂,反正薪酬也不算高。

anyway還可用來表示“不管怎樣;無論如何”之意。例如:

It’sjustacold.Butanyway,youshouldstillseethedoctor.

這只不過是感冒,但不管怎樣,你還是應(yīng)該看看醫(yī)生。

3.illsick◆相同點(diǎn)

ill與sick都可以表示“生病的”，都可作表語。如：

Alicewasill/sickyesterday.

◆不同點(diǎn)

表示“生病”時(shí)，sick可作定語，但ill通常不作定語。如：

Couldyouhelpthesickgirl?

根據(jù)句意，用ill或sick填空。

(1)Thedriversentthe________babytothehospital.

(2)Mybrotheris________.Ihavetolookafterhimathome.

4.Theearlierkidslearntobeindependent,thebetteritisfortheirfuture.

孩子們越早學(xué)會(huì)獨(dú)立,對(duì)他們的未來就越好。

“the+比較級(jí)+……,the+比較級(jí)+……”是英語中一個(gè)常用的句型結(jié)構(gòu),表示“越……,就越……”。如:Themoreheexplained,thebetterweunderstood.他解釋得越多,我們就理解得越透徹。

Manypeoplebelievethatthemoreapersonreads,thewiserhewillbecome.很多人相信一個(gè)人書讀得越多就會(huì)變得越聰明。

Step10Exercise

I.根據(jù)句意及所給首字母提示，補(bǔ)全句中所缺單詞。

1.Hewasi_____butnobodytookhimtothehospital.

2.Ifyoudon’tstudyhard,yourgradeswilld______.

3.IlikeOldHenrybecauseheoftenp_______uswithhotwater.

4.Wecand______onhimforhelp.

5.Motherthinksplayingcomputergamesisaw______oftime.

II.根據(jù)句意，用括號(hào)內(nèi)所給單詞的適當(dāng)形式填空。

1.He_________(develop)afarmfromnothing.

2.Infact,youngpeoplehavetoomuch______(stress)today.

3.Hedidn’tmind________(help)mewithmyEnglish.

4.Mr.LiandMr.Wangarebothmy_________(neighbor).

5.Whydidthemanmakethelittleboy________(carry)water?

Step11Homework

Afterclass,pleasemakesomenewdialogueswiththephrasesin1a.

SectionB2(3a—Selfcheck)

Step1Revision

Discussthequestionswithapartner.Andtakenotes.

Doyouthinkchildrenshoulddosomechoresathome?

Whyorwhynot?

Childrenshoulddochoresbecause…

Childrenshouldnotdochoresbecause…

Step2Howtowritealetter

1.信頭：發(fā)信人地址和日期。

這部分中有時(shí)可省去發(fā)信人地址，但一般要寫日期。放在信紙的右上方。

2.稱呼：對(duì)收信人的尊稱。

最普通的是Dear，但與Mr，Mrs，Miss等不同的是：Dear后一般用名字，而Mr，Mrs，Miss后不能單獨(dú)用名字，而只能是姓或姓與名，比如：對(duì)JohnSmith的稱呼，應(yīng)該是MrSmith，MrJohnSmith或DearJohn.稱呼后面可用逗號(hào)或者冒號(hào)。

3.信的正文。

4.結(jié)尾：發(fā)信人對(duì)收信人的謙稱或敬語。放在信的右下方。

這部分要特別注意英語習(xí)慣，不可根據(jù)漢語意思寫上諸如“此致敬禮”、“祝您健康”之類的中國式的結(jié)尾語。常用的英語書信結(jié)尾語如下：

寫給同齡人或年長的朋友：Yourssincerely，Sincerelyyours，Yours等等。

寫給好朋友：Love，Withlove，Bestwishes等等。

寫給親戚：Love，Withlove，Affectionatelyyours，Your（ever）lovingson（sister等等）。

5.簽名。

簽名一般在結(jié)尾語的下面一行。

6.常見的私人信件的開頭方式：

高興：Iwassoglad/pleased/happytoreceiveyourletter.

感謝：Thankyouforyourwonderfulgift/yourinterestingletter.

關(guān)心與詢問：Howareyouthesedays？/Howareyougettingonthesedays？/Howareyougettingonwithyourwork/studies？

抱歉：IamsorrythatIdidnotwritetoyousoonerbutIhavebeenverybusythesedays.

一般在表示道歉沒有及時(shí)給對(duì)方寫信時(shí)，還要簡述原因或?qū)懮习参康脑挕?/p>

遺憾：Iwassorrytolearnthatyoudidnotdowellintheexamination./Iwassoupsettohearthatyouareillthesedays.Idohopeyouaregettingbetter.

Step3Writing3b

1.WritealettertotheSundayMailandexpressyouropinion.

2.Usefulphrases.

helpwithhouseworkandchoresathome

haveenoughstressfromschool

spendthetimeonschoolworkinorderto…

Thereisnoneedforthemto…

Itisimportantforsb.todosth.

It’snotenoughto…

developchildren’sindependence

Themore…,themore…

Step4Selfcheck

1.Makealistofchoresusingtheseverbs.

Answers:dothedishescleanthelivingroommakeyourbed

foldyourclothessweepthefloortakeouttherubbish

2.Arethesepoliterequestsorpermissions?Writethenumbersinthecorrect

placesinthechart.Requests245Permissions136

Step5Homework

Usethequestionsinactivity2towriteaconversation.

A:_______________________

B:_______________________

2014年八年級(jí)英語上冊u(píng)nit3復(fù)習(xí)資料

為了促進(jìn)學(xué)生掌握上課知識(shí)點(diǎn)，老師需要提前準(zhǔn)備教案，又到了寫教案課件的時(shí)候了。只有規(guī)劃好教案課件計(jì)劃，就可以在接下來的工作有一個(gè)明確目標(biāo)！你們了解多少教案課件范文呢？以下是小編為大家精心整理的“2014年八年級(jí)英語上冊u(píng)nit3復(fù)習(xí)資料”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unite3與……不同；

與……有差異

adj.愛交際的；友好的；

外向的adjpron.兩個(gè)；兩個(gè)都

adj.adv.較好的（地）；

更好的（地）使顯現(xiàn)；使表現(xiàn)出

adv.喧鬧地；大聲地；

響亮地n.成績等級(jí)；評(píng)分等級(jí)

adv.輕聲地；輕柔地；

安靜地modalv.應(yīng)該；應(yīng)當(dāng)；可以

adj.工作努力的；

辛勤的和……相同；

與……一致

n.比賽；競賽；競爭n.諺語；格言；警句

v.伸手；到達(dá)；抵達(dá)n.信息；消息

n.手adj.極好的；了不起

v.感動(dòng)；觸摸pron.adj.哪一個(gè)；

哪一些

n.內(nèi)心；心臟adv.清楚地；清晰地

明白地

n.現(xiàn)實(shí)；事實(shí)v.獲勝；贏；贏得

確切地說；事實(shí)上；

實(shí)際上adv.不過；可是；然而

conj.雖然；盡管；不過

v.（使）破；裂；碎；損壞adj.有才能的；

有才干的

n.手臂；上肢adv.真正；確實(shí)

v.笑；發(fā)笑n.笑聲v.在意；擔(dān)憂；關(guān)心

v.分享；共享；共用；

分?jǐn)傟P(guān)心；在意

adj.響亮的；大聲的adj.嚴(yán)肅的；穩(wěn)重的

adj.相像的；類似的n.鏡子

與……相像的、類似的n.小孩；年輕人

adj.最初的；最早的只要；既然

小學(xué)

更外向與……一樣……

唱歌比賽和……競賽

與……相像的/類似的長得相似

和……相同；與……一致與……不同

關(guān)心；介意像一面鏡子

最重要的只要；既然

使顯現(xiàn)；使表現(xiàn)出取得更好的成績

伸手取事實(shí)上；實(shí)際上

交朋友其他的感動(dòng)某人

有音樂天賦擅長……（兩種說法）

善于與……相處享受做某事的樂趣

擅長做某事begoodat()sthwant()sth.想要做某事

makesb.()sth.讓某人做某事

as+adj./adv.的原級(jí)+as與……一樣……

It’s+().+forsb.()sth.對(duì)某人來說，做某事……的。

as…(原級(jí))as與……一樣……

not()…as不如

Eg:Limingisas（）asJim.李明鶴Jim一樣高。

Eg:JackrunsasfastasTom.Jack杰克

Eg:Lilyisnotas/sotallasLucy.=Lilyisshorterthan

可以修飾比較級(jí)的詞語有()，()()()()()

構(gòu)成方法舉例原級(jí)比較級(jí)

1

2

3

4

5

不規(guī)則變化

good/wellbad/badlymany/much

littlefar

Unit3I’mmoreoutgoingthanmysister.

moreoutgoing更外向as…as…與……一樣……

thesingingcompetition唱歌比賽incompetitionwithsb/sth和……比賽

besimilarto與……相像的/類似的looksimilar長得相似

thesameas和……相同；與……一致

bedifferentfrom與……不同

careabout關(guān)心；介意belikeamirror像一面鏡子

themostimportant最重要的

aslongas只要；既然bringout使顯現(xiàn)；使表現(xiàn)出

getbettergrades取得更好的成績

reachfor伸手取infact事實(shí)上；實(shí)際上

makefriends交朋友theother其他的

touchone’sheart感動(dòng)某人betalentedinmusic有音樂天賦

begoodat擅長……begoodwith善于與……相處

havefundoingsth.享受做某事的樂趣

begoodatdoingsth擅長做某事

makesb.dosth.讓某人做某事

wanttodosth.想要做某事

as+adj./adv.的原級(jí)+as與……一樣……

It’s+adj.+forsb.todosth.對(duì)某人來說，做某事……的。

as…(原級(jí))as與……一樣……

notas/so…as不如

Eg:LimingisastallasJim.

Eg:JackrunsasfastasTom.

Eg:Lilyisnotas/sotallasLucy.=Lilyisshorterthan

可以修飾比較級(jí)的詞語有much，little，alittle，even，abit，kindof

比較級(jí)的構(gòu)成參見書本P114

2014年新版八年級(jí)英語下冊Unit1教案

Unit1What’sthematter?

Period1SectionA(1a-1c)

主備:　審查：使用：

TeachingAimsandDemands:

　1、KnowledgeObject:

(1)Sscanusethefollowingwords:

head,ear,eye,mouth,nose,throat,neck,back,hand,arm,leg,tooth-teeth,foot-feet,matter,haveacold,stomachache,,backache,headache,toothache

(2)Sscanusethefollowingsentencepatterns:

　What’sthematter?

　Ihaveastomache

　./Ihaveasoreback./Ihaveacold.

　He/Shehasasorethroat.

　2、AbilityObject:

　Enablestudentstotalkabouthealthproblemsusingtargetlanguage.

　3、EmotionObject:

　LetSsknowkeepinghealthyisimportant.

TeachingKeyPoints:

　Learnhowtotalkabouthealth,usehave/hastotalkabouthealthproblems

TeachingDifficultPoints:

LearntheEnglishnamesofdifferentpartsofhumanbodyandtalkaboutvarioushealthproblems.

TeachingMethods：

　1.Listeningandspeakingpractice.

　2.Autonomousandcooperativeapproach.

TeachingAids:

　CAI,Ataperecorder.

TeachingProcedure:

　Step1Warming-up

　SinganEnglishsong:Ifyou’rehappyandyouknowit,clapyourhands.

　Step2Wordstudy

　1.T:Areyouhappy?S:Yes,weare.T:Whenwe’rehappy,wecanclapourhandsandstampourfeet.Handsandfeetarepartsofourbody,doyouknowotherpartsofourbodyinEnglish?

　2.Teachthepartsofthebodyonebyonebytouchingit.Whileteachingone,letthemtouchorshowit.

　3.PresentapictureofababyandYaoMing.lettheSssaythepartsofthebody.

　4.WorkonSectionA1a

　5.Playagame:Touchthepartsofyourbody

Letthewholeclasstouchthepartsoftheirbodywhentheteachersays:Touchyour…

2)AskeightSstocometothefrontanddoastheteachertellsthem:Touchyour…ifonedoeswrong,lethimorhergoback,thelastonewhointhefrontisthewinner.

　Step3PresentationandPractice

　1.T:Areyouhappy?Ss:Yes,weare.

　T:Whenthere’ssomethingwrongwithyourbody,areyoustillhappy?

　Ss:No.

　T:Lookatthepicture,ishehappy?

　Ss:No,heisn’t.

　T:Why?(HelptheSstoanswer:Hehasastomachache.)

　2.Presentotherpictures,talkabouthealthproblemsofthepersonsinthepictures.

　What’sthematter?He/Shehasaheadache/toothache/asoreback/asorethroat/acoldandacough.

　3.LettheSspracticeinpairs

　4.T:Supposethereissomethingwrongwithyourbody,pleaseusegesturestoshowit.Youmaysay:Ihaveaheadache.Ihaveasorethroat.

　MakeamodeldialoguewithtwoSs.

　T:What’sthematter?

　S:Ihaveaheadache.

　T:Oh,that’stoobad.I’msorrytohearthat.

　LettheSspracticeinpairs.

　5.Showthefollowingonthescreen.Letstudentsgetfamiliarwiththenamesofsomeillnesses.

PartofhumanbodyIllness

stomachstomachache

toothtoothache

headheadache

backasoreback

throatasorethroat

cold,fever...

Asktwostudentstoreadthesampleconversationinactivity1c.Thenletthemworkinpairsandmakemoresimilarconversations.

Thenhelpstudentsunderstand:Whenthesubjectis“he/she/it”,weuse“has”insteadof“have”totalkabouthealth.

Letstudentsplayagametopracticeit.Tellthestudentinthefirstline,“Ihaveaheadache”,thenhe/sherepeatsittothesecondstudent,“He/shehasaheadache”andsoon.

　Step4listenandsay

WorkonSectionA1b,listenandnumberthenames1-5.

Talkaboutthehealthproblemsofthepersonsinthepicture.Eg:Nancyhasatoothache,Sarahhasacold,…

　Step5Chant

　Head,head,Ihaveaheadache.Ihaveaheadache,

Stomach,stomach,Ihaveastomachache.Ihaveastomachache,

Ear,ear,Ihaveanearache.Ihaveanearache,

Tooth,tooth,Ihaveatoothache.Ihaveatoothache.

Back,back,Ihaveasoreback.Ihaveasoreback,

Throat,throat,Ihaveasorethroat.Ihaveasorethroat.

Oh,dear!Domoreexercise,pleaseandkeephealthy!

Homework:

1.Listentothetapeof1bandrepeat.

2.CopythenewwordsinPeriod1.

3.Finishtheexercisesinthisperiod.

BlackboardDesign:

Unit1What’sthematter?

Period1SectionA(1a-1c)

　A:What’sthematterwithJudy?

B：Shetalkedtoomuchyesterdayanddidn’tdrinkenoughwater.Shehasaverysorethroatnow.

SummaryAfterClass:

Period2SectionA(2a-2d)

主備:楊秀蘭　審查：使用：

TeachingAimsandDemands:

　1、KnowledgeObject:

　(1).Reviewthenamesofeachpartofthebodyandthenamesoftheillness.

　(2)Continuetolearnthenamesoftheillness:toothache,feverandheadache.

　(3).Wordsandexpressions:

　liedown,rest,cough,X-ray,toothache,takeone’stemperature,headache,haveafever,takebreaks,hurt.

　2、AbilityObject:

Enablestudentstotalkmoreabouthealth.

Learntogiveotherssomeadviceaccordingtotheirmatters.

　3、EmotionObject:

Learntoliveinahealthyway.

Learntotakecareofothersandthemselves.

TeachingKeyPoints:

1.HowtoteachtheSstolearnthenamesoftheillness:toothache,feverandheadache.

2.Howtogiveotherssomeadviceaccordingtotheirmatters.

TeachingDifficultPoints:

Howtogiveadviceusingshould.

TeachingMethods：

1.Listeningandspeakingpractice.

2.Role-playing.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1Warming-up

EnjoyandsinganEnglishsong:Headandshoulderskneesandtoes

　Headandshoulderkneesandtoes

　Kneesandtoes,kneesandtoes,

　Headandshoulderkneesandtoes

　Eyes,ears,mouth,nose

(Repeat4times)

Step2.Greetingandrevision

1.Greetthewholeclassasusual.

T:What’sthedatetoday?/Whatdayisittoday?/How’stheweather?/Howwasyourweekend?/Whatdoyouusuallydoonweekends?/Doyoulikeexercising?/Howoftendoyouexercise?/That’sgreat!Todoexercisecankeepushealthy,butifwedon’tpayattentiontoourhealth,therewillbesomethingwrongwithourbody.Now,lookatthesepeople.

2.Revision

　T:(Showpictures)Howishe/she?(He/Sheisnotfine.)

What’sthematter?

He/Shehasacold(flu)/stomachache/soreback/cough.

　Step3.Presentation

　Guessinggame

　TshowssomepartofthepicturestotheSsandletthemguess.

T:What’sthematterwithhim/her?

S:Doeshe/shehavea…?

T:Yes,he/shehasasorethroat(Teachthenewword)Canyougivehim/hersomeadvice?Whatshouldhe/shedo?(Teachthenewword)

S:He/Sheshoulddrinkhotteawithhoney/shouldn’tspeakmore/gotoseeadoctor…(Sscangivedifferentadviceastheylike)

T:What’sthematterwithhim/her?

S:Doeshe/shehavea…?

T:Yes,he/shehasa/antoothache/fever/headache/earache…(Teachthenewwords)Whatshouldhe/shedo?

S:He/Sheshouldgotoseeadentist/shouldn’teaticecream/shouldn’tdrinkcoldwater/liedownandrest/shouldn’tplaybasketball/shoulddrinkalotofwater./shouldseeadoctor…

　Step4.Practice

Do2a.Listenandnumberthepictures1-5intheorderyouhearthem.

PlaythetapefortheSsandletthemdoitbythemselves.Thenchecktheanswer.

Do2b.Listenagain.Matchtheproblemswiththeadvice.

PlaythetapefortheSs.Forthefirsttime,letthemdoitbythemselves.Thenplayitagainandchecktheanswer.

Thentheteachersummarizetheadviceusingthestructurewiththestudents:

Whenyouhavea_________,youshould__________.

Do2c.Pairwork..Roleplaytheconversationsin2b.LettheSsreadtheconversationsin2cfirst.Thenworkinpairs,makeanewconversationaccordingto2b.

A:What’sthematter?

B:Ihavea…

A:Maybeyoushould…

B:That’sagoodidea.

ShowmorepicturesandlettheSsmakemoreconversations.

　ProblemsShouldShouldn’t

!

A:What’sthematter?

B:Ihavea…

A:Maybeyoushould…butyoushouldn’t…

B:That’sagoodidea.

Step5.Role-playtheconversation

1.Readtheconversationsilentlyandunderstandthemeaning.

2.Readitagainandanswerthequestions:

　(1)What’sthematterwithLisa?

(2)Didshehaveafever?

(3)Whatdidshedothenightbefore?

(4)Whatdoessheneedtodo?

(5)Whatshouldshedonow?

(6)Whatshouldshedoifthingsdon’tgetbetter?

3.Role-playtheconversationintwohalvesoftheclass.

4.Explanationabouttheusefulexpressionsin2d:

AreyouOK?

WhatshouldIdo?

Itdoesn’tsoundlike…

That’sprobablywhy.

Can’tmovemyneck

Allweekend

Takebreaksawayfromthecomputer

Sitinthesamewayfortoolongwithoutmoving

5.Practicetheconversationinpairs,oneactsMandy,theotheractsLisa.Afewminuteslater,invitetwoorthreepairstoactouttheconversations.

Step6.Task

Workingroupsanddiscusshowtokeepourselveshealthy.

ShouldShouldn’t

Report:

Tokeephealthy,weshould…weshouldn’t…

Step6Homework

1.Copythenewwords.

2.Writethereportintheexercisebooks.

3.SearchontheInternetaboutmoreadviceofkeepinghealthy.

BlackboardDesign:

Unit1What’sthematter?

Period2SectionA(2a-2d)

1Words:

　haveafever/cough/headache/toothache

　liedownandrest,seeadentistandgetanX-ray

　takeone’stemperature,takebreaks,hurt

2.Sentences:

A:What’sthematter?

B:Ihavea…

A:Maybeyoushould…butyoushouldn’t…

B:That’sagoodidea.

SummaryAfterClass:

Period3SectionA(3a-3c)

主備:審查：使用：

TeachingAimsandDemands:

　1、KnowledgeObject:

(1)Wordsandexpressions:

passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto,busNo.26,seesb.doingsth.,shoutforhelp,thanksto,

　(2)Reading

　2、AbilityObject:

　Trainanddevelopthestudents’readingability.

　3、EmotionObject:

　Tobeahelpfulpersonbecausehelpingothersishelpingyourself.

TeachingKeyPoints:

(1)Wordsandexpressions:

passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto,busNo.26,seesb.doingsth.,shoutforhelp,thanksto,

　(2)Reading

TeachingDifficultPoints:

　Trainanddevelopthestudents’readingability.

TeachingMethods：

1.Talkingmethod.

2.Discussionmethod.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.Warmingup

Chant:Ihaveaheadache

Head,head,Ihaveaheadache.

Ihaveaheadache,

Andmyeyeshurt!

Stomach,stomach,Ihaveastomachache.

Ihaveastomachache,

AndIhavetheflu!

Ear,ear,Ihaveanearache.

Ihaveanearache,

AndIhaveafever!

Tooth,tooth,Ihaveatoothache.

Ihaveatoothache,

Andasorethroat!

Back,back,Ihaveabackache.

Ihaveabackache,

Andmykneehurts!

Ihaveaheadache,Ihaveanearache,

Atoothache,abackache,

Andasorethroat.

Myeyeshurt,mykneehurts,Ihaveastomachache.

Ihaveafever,

AndIhavetheflu!

Oh,dear.Next,please!

　Step2.Greetingandrevision

Greetthewholeclassasusual.

Revision

T:Oh!Theyallhavematters.Whataboutyou?What’sthematterwithyou?

S1:Ihavea…

T:Maybeyoushould…butyoushouldn’t…

S1:That’sagoodidea.(TurntoS2)What’sthematterwithyou?

S2:Ihavea/an…

S1:Maybeyoushould/shouldn’t…

　S2:That’sagoodidea.(TurntoS3)…

Step3.Presentation

1.Showthepictureofaccidentin3aandthetitleofthepassage.Haveadiscussionaboutit.

T:Look!Themanislyingbytheroad.

Whathappenedtohim?Whatwasthewomannexttohimdoing?

Didthemandie?Whodoyouthinkisgoingtosavetheman?

2.Teachthenewwords.

passenger,off,getoff,toone’ssurprise,onto,trouble,hit,rightaway,getinto

Step4.Reading

1.Do3a.Fast-reading.

Doyouthinkitcomesfromanewspaperorabook?Howdoyouknow?

2.Careful-reading.

　Readthepassagecarefullyandfillinthetimeline.

SomethinghappenedBusdriver’sreactionPassengers’reactionResult

　Discusstheanswersinpairs.

3.3b.Checkthethingsthathappenedinthestory.

　Thenchecktheanswerstogether.

4.3c.

Havethestudentsdiscussthequestionswiththepartners.GiveSssomeminutestoprepareandthenasksomestudentstosayouttheiropinions.

Step5.Languagepoints

Havethestudentssummarizetheexpressions:

Expressionsaboutbus:

BusNo.26,busdriver,thepassengersonthebus,stopthebuswithoutthinkingtwice,getoff/onthebus,helptomovethemanontothebus

Expressionsaboutfirstaid:

Seeamanonthesideoftheroad,haveaheartproblem,gotothehospital,takethemantothehospital,savethemanintime,onlythinkaboutsavingalife.

3.Otherexpressions:

toone’ssurprise,intime,agreetodosth.expecttodosth.,

getintotrouble

Step6Homework

Memorizethewordsandexpressions.

Finishofftheexercisesintheworkbook.

BlackboardDesign:

Unit1What’sthematter?

Period3SectionA(3a-3c)

Expressionsaboutbus:

BusNo.26,busdriver,thepassengersonthebus,stopthebuswithoutthinkingtwice,getoff/onthebus,helptomovethemanontothebus

Expressionsaboutfirstaid:

Seeamanonthesideoftheroad,haveaheartproblem,gotothehospital,takethemantothehospital,savethemanintime,onlythinkaboutsavingalife.

3.Otherexpressions:

toone’ssurprise,intime,agreetodosth.expecttodosth.,getintotrouble

SummaryAfterClass:

Period4SectionA(GrammarFocus-4c)

主備:楊秀蘭　審查：使用：

TeachingAimsandDemands:

　1、KnowledgeObject:

　Summarizethegrammarandpracticethem.

　2、AbilityObject:

　Enablethestudentstodothingsusingthetargetlanguageandthegrammar.

　3、EmotionObject:

　Learntolookafteryourselfandothers.

TeachingKeyPoints:

　Thegrammar.

TeachingDifficultPoints:

　Usethegrammartodothings.

TeachingMethods：

1.Practisingmethod.

2.Activities.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.Revision

Checkthehomework.Havethestudentswritethewordandexpressionsin3a.

　Step2.Grammarfocus

HavethestudentsreadthesentencesinGrammarFocus.Andthensumupthegrammar:

havea(an)+疾病名詞，表患病，如，

haveacold/fever/cough/toothache/headache/stomachache/backache/,某些搭配中還會(huì)用catch,如,catchacold.

be/feel+形容詞，表不適，

be/feelsick/bad/terrible,/tired

gethurt表受傷

hurt/cut/break+具體部位，表傷害，如：

hurtmyleg,cutherfinger,breakhisarm,hurtmyself,cuthimself,cutone’sknee,hurtone’sback

take/get表示診治：

takeone’stemperature,takesomemedicine,getanX-ray,

用see或者goto…表達(dá)就醫(yī):

Seeadoctor,seethedentist,gotothedoctor,gotothehospital.

用情態(tài)動(dòng)詞should表達(dá)建議

Heshouldliedownandrest.

Sheshouldtakehertemperature.

ShouldIputsomemedicineonit?Yes,youshould./No,youshouldn’t.

Youshouldn’teatsomuchnexttime.

Step3.Practice

1.4a.Fillintheblanksandpracticetheconversations.

2.4b.Letthestudentsdoitindividually,theteachergoesaroundtheroomfindingoutthecommonerrorsthatstudentshave.Writethemontheblackboardandhavestudentscorrectthem.Thenworkinpairs.

Step4.Miming

4c.Workinpairs.Onestudentmimesaproblem.Theotherstudentsinthegroupguesstheproblemandgiveadvice.

Asampleconversation:

A:What’sthematter?Didyouhurtyourselfplayingsoccer?

B:No,Ididn’t.

C:Didyoufalldown?

B:Yes,Idid.

D:Youshouldgohomeandgetsomerest.

Theteachermovesaroundtheclassroomcheckingtheprogressandpraisingthegroupthatdoeswell.Thenhaveoneortwogroupsactoutinthefrontoftheclass.

Step5.Homework

T:Supposeyouhaveacold,writeaboutwhatyoushouldandshouldn’tdo.Youcanmakeuseoftheexpressionsandstructureslearnt.

　Youcanbeginwith“Whenyouhaveacold...”.

　Asamplearticle:

　Doyouhaveacold?

　Sometimespeoplehaveacold.Whenyouhaveacold,youshouldn’tdotoomuchwork.Youshouldgotobedearlyandhaveagoodrest.Youshouldalsodrinkalotofwater.Youshouldn’tdrinksmoke.

BlackboardDesign:

　Unit1What’sthematter?

Period4SectionA(GrammarFocus-4c)

1.havea(an)+疾病名詞，表患病，如，

2.be/feel+形容詞，表不適，

3.hurt/cut/break+具體部位，表傷害，如：

4.take/get表示診治：

5.用see或者goto…表達(dá)就醫(yī):

6.用情態(tài)動(dòng)詞should表達(dá)建議

SummaryAfterClass:

Period5SectionB(1a-1d)

主備:楊秀蘭　審查：使用：

TeachingAimsandDemands:

　1、KnowledgeObject:

(1)Wordsandexpressions:

Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned

　(2)Listening.

　2、AbilityObject:

　Trainanddevelopthestudents’listeningandspeakingability.

　3、EmotionObject:

Whenaccidentshappen,knowhowtodealwiththemcalmly.

TeachingKeyPoints:

(1)Wordsandexpressions:

Feelsick,cutone’sknee,haveanosebleed,falldown,cutoneself,haveproblemsbreathing,gethitbyaball,hurtone’sbackorarm,getsunburned

　(2)Listening.

TeachingDifficultPoints:

　Trainanddevelopthestudents’listeningability.

TeachingMethods：

1.Listeningmethod.

2.Pairwork.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.Warmingup

Task

T:Youknow,therearelotsofproblemsinourlife.Ifyouareadoctor,pleasetellushowtosolvetheproblem.Iwilldivideyouinto9groups.Pleaseworkingroups.Andthenchooseoneofyoutoreportyourideas.

Thefollowingaretheproblems:

Ihaveatoothache.

Iamhungry.Ihaveasorethroat.

Iamstressedout.Ihaveasoreback.

Iamtired.Ican’tsleep.

Ihaveacold.Ihaveaheadache.

Report:

Ifyouhaveaheadache,youshouldgotobedearly.

Youshouldseethedoctor.Youshouldeatsomemedicine.

Youshouldn’twashyourfacewithcoldwater.

Youshouldn’tsleeplate.

Youshouldn’tswim.

…..

Tencouragesthestudentstogiveadviceasmuchaspossible.

Step2.Presentation

Showsomepicturesonthescreen,discusstheaccidentswiththestudents,teachingthenewwords:cutoneself,cutone’shand/finger,falldown,cutone’sknee,haveanosebleed,haveproblemsbreathing,gethitbyaball,gethitonthehead,hurtone’sbackorarm,getsunburnedandsoon.

Letstudentsdo1aindividually.Thenchecktheanswersbyaskingastudentstosayouttheanswers.

Havestudentsdescribetheactionswhatyoushoulddowhentheaccidentshappeninorder,usingfirst,next,thenandsoon.

Step3.Listening

1.1b.Listentotheschoolnurse.Checktheproblemsyouhear.Playtherecordingtwice,thenchecktheanswers.

2.1c.Playtherecordingagain,askSstowriteletterofeachtreatmentnexttotheproblemsyoucheckedinthechartabove.

Checktheanswerstogetherbytalking.

T:Whensomeonefeltsick,thenurse…Youtellmethewholesentence,please.

Ss:Thenursetookhistemperatureandtoldhimtorest.

…

Step4.Practice

1d.Role-playaconversationbetweenthenurseandtheteacher.Usetheinformationin1band1c.Firstletstudentsreadthelisteningtext,andtrytoworkinpairsaccordingtoit.Theninvitesomepairstoactouttheirconversationsinfront.

Step5.Exercises

ShowsomeexercisesonthescreenandSsdothemcarefully.Thenchecktheanswers.

Step6.Homework

Remembertheexpressionslearntintheperiod.

Writeapassageaboutwhatyoushoulddoandshouldn’tdoifaccidentshappenaccordingtothecontentsintheperiod.

BlackboardDesign:

　Unit1What’sthematter?

Period5SectionB(1a-1d)

cutoneself,cutone’shand/finger,falldown,cutone’sknee,

haveanosebleed,haveproblemsbreathing,gethitbyaball,

gethitonthehead,hurtone’sbackorarm,getsunburned

SummaryAfterClass:

Period6SectionB(2a-2e)

主備:楊秀蘭　審查：使用：

TeachingAimsandDemands:

　1、KnowledgeObject:

(1)Wordsandexpressions:

ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse

　(2)Reading.

　2、AbilityObject:

　(1)Trainanddevelopthestudents’readingability.

　(2)Learnthereadingstrategies:Findingtheorderofevents.

　3、EmotionObject:

　Nevergiveupwheneveryoumeetdifficultiesandproblemsinstudyandlife.LearnthespiritofAron.

TeachingKeyPoints:

(1)Wordsandexpressions:

ourselves,climber,beusedto,risk,takerisks,accidents,situation,kilo,rock,runoutof,knife,cutoff,blood,mean,getoutof,importance,decision,control,beincontrolof,spirit,death,giveup,nurse

　(2)Reading.

TeachingDifficultPoints:

Trainanddevelopthestudents’readingability.

TeachingMethods：

　1.Sceneteachingmethod.

　2.Readingmethod.

TeachingAids:

　CAI,Ataperecorder.

TeachingProcedure:

　Step1.Revision

Showsomepicturesonthescreenandrevisiontheaccidentsorproblemsthatcanhappenwhenwedosports.

　Step2.Lead-inandPresentation

Playthevideoofthemovie127Hours.Sswatchitandfeelthedifficultsituation.

Presentthenewwordsandexpressionsbyshowingthepicturesonthescreen:

takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.

3.AskSstoreadaloudtheexpressionsin2aandthenewexpressions.

　Step3.Reading

　1.2b.Readthepassageandunderlinethewordsyoudon’tknow.Thenlookupthewordsinadictionaryandwritedowntheirmeanings.(decision,control,spirit,death,mean,importance,beusedto,free,runoutof,keepon)

　2.2c.ReadthepassageandcircleTRUE,FALSEorDON’TKNOW.

　(1)Aronalmostlosthislifethreetimesbecauseofclimbingaccidents.

　(2)AronhadaseriousaccidentinApril2003.

　(3)Aronranoutofhiswaterafterthreedays.

　(4)Aronwrotehisbookbeforehisseriousaccident.

　(5)Aronstillgoesmountainclimbing.

　Firstletstudentsreadaloudthesentencesin2candunderstandthemeanings.Iftheyhaveproblems,givesomeexplanation.Next,studentsdoitindividually.Thenstudentschecktheanswerseachother.Finally,theteachercheckstheanswers.

3.2d.Readthepassageagainandanswerthequestions.

(1)WheredidtheaccidenthappenonApril,2003?

(2)Whycouldn’tAronmove

(3)HowdidAronfreehimself?

(4)WhatdidArondoaftertheaccident?

(5)Whatdoes“betweenarockandahardplace”mean?

Afterstudentsfinishthem,invitestudentstosayouttheiranswers.

4.2e.Putthesentencesinthecorrectorder.ThenusethemtotellAron’sstorytoyourpartner.Trytoaddotherdetailsfromreading.

______OnApril26,2003,hehadaseriousmountainclimbingaccident.

______Aronlovesmountainclimbinganddoesn’tmindtakingrisks.

______Arondidnotgiveupaftertheaccidentandkeepsonclimbingmountainstoday.

______Hewroteabookabouthisexperience.

______Aronlosthalfhisrightarmfromthe2003accident.

　Step4.Summaryaboutthereadingstrategies

FindingtheOrderofEvents.

　(Writersdescribeeventsinacertainorder.Findingtheorderofeventswillhelpyouunderstandwhatyouarereading.)

　找出本文描述事件發(fā)生先后順序的句子或短語。

　________________________________________________________________________________________________________________________________________________________________________________________________________

Step4.Homework

Rememberthewordsandexpressionslearntin2b.

Finishofftheexercisesintheworkbook.

BlackboardDesign:

　Unit1What’sthematter?

Period6SectionB(2a-2e)

takericks,caughtundera360-kilorock,fellonsomebody,findyourselfinaverydangeroussituation,getoutofadifficultsituation,bandageyourself,losetoomuchblood,losehalfofhisrightarm,keptonclimbingmountains.

SummaryAfterClass:

Period7SectionB(3a-SelfCheck)

主備:楊秀蘭　審查：使用：

TeachingAimsandDemands:

　1、KnowledgeObject:

　(1)Towriteaconversationusingtargetlanguage.

　(2)Toconsolidatevocabulary,checkcomprehensionofconversationstructure,andpracticeitinanaturalcontext.//

　2、AbilityObject:

　Enablestudentstowriteaconversationabouthealthproblems,firstaidandadviceusingthetargetlanguage.

　3、EmotionObject:

　Developthestudents’interestsandconfidenceinEnglishlearning.

TeachingKeyPoints:

Towriteaconversationusingtargetlanguage

TeachingDifficultPoints:

Developthestudents’writingability.

TeachingMethods：

1.Writingpractice.

2.Checkmethod.

TeachingAids:

CAI,Ataperecorder.

TeachingProcedure:

Step1.singsomesongs

Step2.Revision

Tpreparessomepiecesofpaper,andwritedowntheproblemsonthepaper.ThenTgetssomestudentstocometotheblackboardandactout.Theotherstrytoguessthemoutandgivetheadvice.

A:What’sthematterwith…

B:Doesshehave…/Isshe…

B:Sheshould…

Sheshouldn’t…

Whileplayingthisgame,wecanletthestudentshaveacompetition.

Step3Writing

1.3a.Brainstorm.

AskSstobrainstormhealthproblemsthatSsmightencounter.Elicitandwriteorprojectanswersontheboard.Askstudentstoimagineahealthproblem,howtheproblemmighthavehappened,andwhatadviceshouldbegiven.

2.3b.Extendtheconversation.

Ssworkinpairs,andtoincreaseSs’levelofengagement,theTcanselectafewdifferentpairsofSstorole-playtheconversationstheyhavewritten.

Step4.SelfCheck

HaveSslookattheSelfCheckactivities.

Readaloudthepromptsinthetextbookandthewordsintheboxes.

Modeltheactivitiesifnecessary.

GiveSstimetodotheactivitiesandcomparetheirworkwithapartner.

Step4.Homework:

1.CopythenewwordsinUnit1andreviewthem.

2.Finishtheexercisesinthisunit.

BlackboardDesign:

Unit1What’sthematter?

Period7SectionB(3a-SelfCheck)

N:AreyouOK?

S:No,Idon’tfeelwell.Ihaveabadheadache.WhatshouldIdo?

N:Youhaveafever.Youhaveabadcold.

S:WhatshouldIdonow?ShouldItakesomemedicinetonight?

N:Youshouldn’tbeinschooltoday.Youshouldgohomenow,takethismedicine,andgetsomerest.

S:Thankyou.I’llgohomerightnow.

SummaryAfterClass: