牛津英語高中教案

牛津版八年級英語Unit1教案。

牛津版八年級英語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‘a(chǎn)s’+adjective+‘a(chǎn)s’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+‘a(chǎn)s’

Backgroundinformation

Thissectionfurtherdevelopstheuseofadjectivesalreadyintroducedinthereadingandvocabularysections.ThestorymovesonfromdescribingbestfriendsforamagazinecompetitiontodescribingclassmatesatBeijingSunshineSecondarySchool.Danielwantstowritetohise-friendsabouthisclassmates.Wealreadyknowsomestudents’featuresfromearlierpassagesbutwewilllearnmoreabouttheirphysicalappearanceandabilitiesinthissection.Mostadjectivesarefamiliarsothatstudentsareabletofocusonusingthemaccuratelyinsentences.Theuseof‘(not)as’+adjective+‘a(chǎn)s’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.

相關(guān)知識

八年級英語下冊Unit1教案

一般給學生們上課之前，老師就早早地準備好了教案課件，規(guī)劃教案課件的時刻悄悄來臨了。在寫好了教案課件計劃后，這樣我們接下來的工作才會更加好！你們會寫多少教案課件范文呢？小編特地為您收集整理“八年級英語下冊Unit1教案”，希望對您的工作和生活有所幫助。

Unitone復習提要

一．用所給詞的適當形式填空。

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）

那個宇航員對那個令人不快的事實感到很不滿意。

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．寫出下列短語

1．三只電動牙刷three2。太空站

3。好幾百只鸚鵡of4。在未來the

4．形狀不同的巨大的機器人robotsdifferent

5．實現(xiàn)夢想realizethedream===makethedream

6．駕飛船到月球tothemoon.7.fallinlovewith

8.穿戴更隨意些more9。Bethesameas反義bedifferent

10．活到200歲livetwohundredyearsold.

11.通過電腦在家學習studyathome

三．重點句型1havefundoingsth.

意為"做某事有樂趣"，其中havefun相當于enjoyoneself，表示過得愉快。haveagood/nice/wonderfultimedoingsth./withsth.

Didyouhaveagood/nice/wonderfultimevisitingthatcountry?訪問那國家你們快樂嗎？

另表“做某事費力”havetrouble/difficulty/problems/ahardtimedoingsth./withsth.

句中fun及trouble為不可數(shù)名詞，前不能用冠詞?？捎胓reat、much、alotof，lotsof等修飾。

習題1.it’sfun（swim）inthesea,wehadgreatfun（goswimming）there.

2.whatfuntheyhad(visit)thatamusementpark.

3.Noneknowswhatgreattroublewehad(find)yourhouse.

4．Wehadfunplayingcomputergames.我們玩電腦游戲很愉快。

2英語中集體名詞，如family,class,team等作主語時，若作為一個整體看，其后的謂語動詞用單數(shù)；若強調(diào)其組成成員，謂語動詞用復數(shù)。類似還有police和the+形容詞表一類人時

Myfamilyisahappyone.MyfamilyareallwatchingTV.

3在比較級中，要注意than后面人稱代詞的格。

1）當句中的謂語動詞是不及物動詞時，than后代詞用主格還是賓格，意思上通常沒有區(qū)別。如：HerunsfasterthanI/me.他跑得比我快。

Theygettoschoolearlierthanwe/useveryday.他們每天都比我們到校早。

2)句中謂語動詞是及物動詞時，than后面人稱代詞用主格還是賓格在意思上就有差別了。試比較：Ilikeyoumorethanhe.(=Ilikeyoumorethanhelikesyou.)我比他更喜歡你。

Ilikeyoumorethanhim.(=IlikeyoumorethanIlikehim.)你和他相比，我更喜歡你。

在比較句型中，than后面的謂語動詞常常省略。也可以用相應(yīng)的助動詞來代替與前面相同的謂語動詞，以避免重復。如：

TomdoesbetteratthelessonsthanI(do).湯姆功課比我好。

SheatelessthanI(did)forbreakfast.她早飯吃得比我少。

4．不定式作定語時，應(yīng)放在被修飾詞的后面，一般指一個還沒有發(fā)生的動作。

如：Doyouhaveanythingtosayaboutthis?有關(guān)這件事你有沒有什么要說的？

5．Youdbetter...是Youhadbetter...的縮寫形式。hadbetter為固定短語，意為"最好......"，后接動詞原形，常用來提出建議或勸告，其否定形式是"hadbetternot+動詞原形"。Youdbetternotstaytheretoolong.你最好別在那里呆得太久。

6.Such作形容詞，意思是“如此的”“這樣的”，修飾各種名詞。

Such這樣的。如Itissuchbadweather.天氣如此惡劣。

Such常和表示結(jié)果的that從句搭配，表示“如此….以至于…”如

Itwassuchahotdaythatweallhadtostayathome.

Such…that…和so…that…都可用來引出一個結(jié)果狀語從句。由于such是形容詞，所以that從句前有一個受such修飾的名詞；而so是副詞，用以修飾形容詞或副詞，因此that從句前一般不出現(xiàn)名詞。如

Theyaresuchkind-heartedteachersthatpeopleinthevillageallrespectthem.

Theexamwassodifficultthatmanystudentsfailedtopassit.

a)如名詞是可數(shù)名詞的單數(shù)形式，such和so位置不同：

such+a/an+形容詞+單數(shù)名詞=so+形容詞+a/an+單數(shù)名詞即suchanicegirl=soniceagirl

b)如果名詞是不可數(shù)名詞或名詞復數(shù)，只可用such,不能用so.:

such+形容詞+不可數(shù)名詞或復數(shù)名詞，如：suchgoodweather，suchcleverkids

c)如果被修飾的不可數(shù)名詞被much,little,或復數(shù)名詞被many,few等表示量的形容詞修飾時，用so，不用such.

語法要點一般將來時的用法：1）表示將要發(fā)生的動作或情況；2）不以人的意志為轉(zhuǎn)移，肯定要發(fā)生的事情。ThedayaftertomorrowwillbeNationalDay.后天是國慶日。

3.in/after:in是指以現(xiàn)在時間為起點的“在一段時間以后”。也可以表示“在將來多少時間之內(nèi)”，句子中的謂語動詞要用一般將來時態(tài)，對此提問用howsoon

after常指以過去時間為起點的“一段時間之后”，所以它與過去時態(tài)連用。當after指某個特定的未來時刻或日期之后，或指以將來某一時間為起點的若干時間之后時，它可以與將來時態(tài)連用。用”begoingto+動詞原形”也可表示將來時，表示將要發(fā)生的事，打算或決定要做的事。

4.more,less,fewer的用法區(qū)別：more為many,much的比較級，意為“更多”，可修飾可數(shù)與不可數(shù)名詞。Less是little的比較級，意為“更好，較少”，修飾不可數(shù)名詞。Fewer是few的比較級，意為“更少”，修飾可數(shù)名詞復數(shù)。

few,little表示否定“幾乎沒有”==hardlyany或notmany/notmuch。

afew==severalalittle表示肯定“一點，幾個”=abitof……。

5.wouldlikesth意思為“想要某物“；wouldliketodo意思為“想要做某事”?；卮饂ouldlike句型的一般疑問句時，其肯定回答為“Yes,please.”;否定回答“No,thanks”或“I’dlike/loveto,but….”

d)當little表示“年紀小的”時，可用such+little+名詞。

單選題()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.凱蒂不能參加運動會了。

Kitty____________________________________________takepartinthesportsmeeting.

12.昨天有好幾百人來我們學校參觀。

______________________peoplecametovisitourschoolyesterday.

13.彼得在上海找到了一份工作，他不得不在那里獨自生活。

PeterfindsajobinShanghai,sohehasto___________there___________.

14.我們家鄉(xiāng)的污染沒有以前嚴重了。Thereis______________inourhometownthanbefore.

15.十年后你會是什么樣子？

What____________________________________________intenyears?根據(jù)要求完成句子（5分）

61.Therewillbeasportsmeetingthisweekend.(改為同義句)

There_________________________________beasportsmeetingthisweek.

62.IthinkSallywillbeadoctorinfiveyears.（對畫線部分提問）

______________________youthinkSally______________________infiveyears?

63.Therewillbefewerpeoplein100years.(改為一般疑問句)

___________there___________fewerpeoplein100years?

64.Therewon’tbeanypapermoney.(改為同義句)

Therewillbe______________________money.

65.MyclassmatesoftenhelpmelearnEnglish.(改為同義句)

Myclassmatesoften___________me___________myEnglish.從方框中選擇合適的句子完成對話。（有兩項多余）(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.

書面表達（10分）

假如你是Jack，你有一個夢想，希望將來你家能有一個叫Superman的機器人幫你做很多事情，還可以和你一起玩。請展開想象，以Mydream為題寫一篇80詞左右的短文。

Mydream

I’mJack.I’mdreamingofamorerelaxinglifeinthefuture.Iwillbuyalargeapartmentformyfamily,IhopeIcanhavearobotcalledSuperman.Itwillhelpmecleantheroom,cookthemealandfeedmypetdog.Itwillbeabletoplaysoccerwithme.IfIamhurtorill,itcanlookaftermewell.Therobotwillbeoneofmybestfriends.Ialsowanttobeanastronautandflyarockettothemoon,andifpossibleIwillliveonaspacestation.Ithinkmydreamwillcometruesomeday.

Unit2復習提綱

一．詞匯

1.不讓……進入教室==keep……theclassroom向……外看lookoutof…..

2.與某人打架haveawithsb.==fightwith

3．與某人爭吵withsb。==havewithsb。

4.許多好建議many/alotof/lotsofsuggestions（可數(shù)名詞）====muchadvice(不可數(shù)名詞)

5．時尚的Instyle==fashionable===trendy--------------反義詞落伍的/不時髦的outofstyle

5.你怎么了?What’swrongyou?===what’stheyou?

==whatishappeningyou？

6．一張球賽票aaballgame.

7.通過電話談?wù)撃请娪皌alkthemoviethephone

8.給某人打電話callsb.==ringsb.up===givesb.acall==makeatelephonecalltosb.

9.從……買禮物buygiftsfrom。。。反義短語sellsth.Sb.把某物賣給某人

10．我能借您的詞典嗎?CanIyourdictionary?===Canyoumeyourdictionary?

borrow,lend:borrow“借入，借給”即說話人向他人借東西borrowsthfromsb.;lend-lent-lent“借出，借給”即說話人把自己的東西借給他人lendsbsth=lendsthtosb

11.把A與B相比較AB把A比喻成BAB

12．抱怨作某事aboutdoingsth。

二．重點知識點

1..loud是形容詞,loud-louder-loudest意思是“響亮的”；作副詞時，常與talk,sing,laugh等詞連用，如speakloud;

loudly“大聲地”帶有喧鬧的意味，常用來修飾shout,cry,call,knock等動詞，通常沒有比較級和最高級，作狀語；

aloud副詞，出聲地，大聲地，僅指發(fā)出聲音（以使能被聽得見）。

2．Enough為形容詞，意思是“足夠的”；enough+n.修飾名詞常放名詞前面enoughmoney;adj/adv+enough修飾形容詞或副詞必須放其后邊；后常用todo或forsb.todo足夠做某事

3.except，besides除…之外:except除了…都，在noone,nobody,nothing等詞后加介詞but也表示“除了”。后邊代詞必須用賓格且其后的成分不影響前邊主語的數(shù)，

besides==with強調(diào)“除了…之外還有…”

TomwenttotheDisneylandbesidesKate.除了有凱特湯姆也去了迪斯尼樂園

類如with，togetherwith，aswellas后的成分也不能影響主語。

()Nobodybutthetwinsbeentothatcity.

A.haveB.hasC.hadD.is

()TheclassexceptlilyfromEnglish-speakingcountries.

A.comesB.isC.areD.iscoming

4.findout,find,lookfor,lookup:

findout“找出，發(fā)現(xiàn)，查明”多指通過調(diào)查，詢問，打聽，研究之后搞清楚，弄明白或指找出較難找到的，無形的抽象的東西；

find“找到，發(fā)現(xiàn)”通常指找到或發(fā)現(xiàn)有形的東西也可指偶然發(fā)現(xiàn)某物的某種情況，強調(diào)找的結(jié)果；

lookfor“尋找”強調(diào)動作。

Lookup查找單詞/地點

5．talkabout談到，談?wù)?；talkof談到，說到；haveatalkwith與..談?wù)劊鰣蟾?；talktosb對…談話；talkwithsb與…交談；talktosb和talkwithsb均表示“和某人談話”，“講話”。talktosb比較常用，側(cè)重一方談，一方聽；talkwithsb側(cè)重雙方交談；talkaboutsb則表示“談?wù)撃橙恕?/p>

6．miss(1).女士,后跟姓氏，如：Missli(2)。思念I(lǐng)missyouverymuch

(3)錯過miss后必須用動詞的ing形式==failtodo

Hemissedcatchingthebus===hefailedtocatchthebus.

(4).Bemissing==belost=begone丟了，不見了

Mypenismissing==mypenislost==mypenisgone

7．own與have:own強調(diào)的是擁有，占有某物為自己的財產(chǎn)，但所占有的東西目前不一定是由人使用，強調(diào)所有權(quán)；have為普通動詞，表示的所有關(guān)系。

英語中表“……自己的……”不能用oneself’s必須用one’sown…”如：myownguitar

ofone’sown完全屬于某人自己的；onone’sown獨立地，自愿地；withone’sownears親耳。Iwon’tbelieve(相信)youuntilIseeitwithmyowneyes直到我親眼見到我

8．a(chǎn)ttend,join,takepartin:

attend“出席，參加，上學”attendschool上學，attendmeeting出席會議；

takepartin參加，是指參與某項活動takeanactivepartin積極參加；

join參加，當join用于加入某個團體或組織，成為其中的一員，后面直接跟名詞，當join表示參加某項活動時后面跟介詞in.

三．重點句型

1.主語+think/find/make/feel+it作形式賓語（此處不可用其他詞替代）+todo不定式作真正賓語

（）Whenthosekidsareadults,theymightfinddifficulttoplanthingsforthemselves.

A.itB.thatC.thisD.that’s

2.“疑問詞+不定式“結(jié)構(gòu)相當于一個從句==疑問詞+句子主語+一個情態(tài)動詞+動詞原形

如，Wheretogoisstillaquestion.=Whereweshouldgoisstillaquestion.

Wedon’tknowwhentoleaveforshanghai.

=wedon’tknowwhenweshould/can/mustleaveforShanghai.

3hearsb./sth.doing意為"聽見某人/物正在做......"，句中doing為現(xiàn)在分詞作賓語補足語，表示動作正在進行，強調(diào)一個過程。

JustthenIheardsomeonecrying"Help!Help!"那時我聽見有人在喊"救命啊！救命！"

hearsb./sth.dosth.聽見某人/物做某事，句中do為不帶to的動詞不定式作賓語補足語，表動作已經(jīng)結(jié)束或經(jīng)常發(fā)生，也可表示即將發(fā)生的動作。強調(diào)一個結(jié)果。

與此用法相同的詞有：一感（feel）二聽（listento，hear）三讓（let，make，have）四看（lookat，see,watch,notice）

Iheardhimsingthreesongs.我聽見他唱了三首歌。

WeoftenseeTomreadEnglishontheplaygroundinourschool.

我們常見湯姆在我們學校操場讀英

4．把某物忘在某地不能用forget，必須用leavesth。某處

()I’msorrythatImyhomeworkathome,canIhanditinbysuppertime.

A.haveforgottenB.forgetC.haveleftD.leaves

單項選擇（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(奔馳)car.

A.paidB.costC.tookD.spent

詞匯（10分）A)根據(jù)句意和首字母提示填空。

51.Ioftenhearherc____________aboutherson’slaziness(懶惰).

52.It’llbebettertohavea____________around.It’sdangerousforyouteenagerstogocamping(野營)alone.

53.Hedidn’tpasstheexam,sohewasu____________.

54.Myjobdoesn’ti____________makingcoffeefortheboss.

55.Thiscoatisins____________.Ilikeitverymuch.

B)用括號中所給詞語的適當形式填空。

56.Thechildrenenjoyed____________(they)inthemuseumlastSunday.

57.Sallybroughtusapieceof____________(surprise)news.

58.Everyoneinmyclasswas____________(invite)tothepartyexceptme.

59.Thereareall____________(kind)ofcomputersinthatshop.

60.Juliaranpastthefinishinglineasfastas____________(possible).

V.根據(jù)要求完成句子（5分）

61.Ithinkyoushoulddoitbyyourself.(改為否定句)

I______________________you___________doitbyyourself.

62.Whatdoyouthinkofourcity?(改為同義句)

___________doyou___________ourcity?

63.Shehastotakeherdaughtertopianolessons.(改為一般疑問句)

___________she___________totakeherdaughtertopianolessons?

64.Parentsaretryingtoplantheirchildren’slife.(對畫線部分提問)

___________areparentstrying______________________?

65.Ihavethiskindofbook.Johnsonhasthiskindofbook,too.(改為同義句)

Johnsonhas______________________kindofbook___________me.

Ⅵ.完成句子（5分）

66.他需要足夠的睡眠。

He___________toget______________________.

67.學習很重要，但另一方面，你也要多做運動。

Studyisimportant.But____________________________________________,youshouldexercisemore.

68.我媽媽希望我每天晚上都呆在家里。

Mymotherwantsme____________________________________________everynight.

69.你和同學們相處得怎么樣？

Howareyou_________________________________yourclassmates?

70.我想弄明白為什么湯姆沒邀請我參加他的生日聚會。

Iwantto______________________whyTomdidn’tinviteme___________hisparty.

Ⅶ.從方框中選擇適當?shù)木渥?，補全對話。(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.

書面表達（10分）

假如你叫Betty,請用下面所提供的信息寫篇短文，告訴你最好的朋友Mary你的煩惱。

內(nèi)容提要：這幾天，你發(fā)現(xiàn)同學們對你不太友好。上個星期六，班上的一位同學舉行生日聚會，他邀請了很多同學，但沒有邀請你。你感到很煩惱，于是向她訴說此事，并向她征求意見。（80詞左右）

DearMary,

Ihaveaproblemthesedays.IthinkIneedyourhelp.

Iamnotgettingonwellwithsomeofmyclassmates.Theyarenotfriendlytome.Idon’tknowwhy.LastSaturdayoneofmyclassmateshadabirthdaypartyathome.Heinvitedmanyclassmatesinmyclassexceptme.Ifeelworried,IwanttogetalongwellwithallmyfriendsbutIdon’tknowwhattodo.CouldyoutellmewhatIshoulddo?

Yours,

Betty

新牛津譯林版八年級上8A Unit1～8語法總結(jié)(英語)

教案課件是老師不可缺少的課件，大家應(yīng)該要寫教案課件了。在寫好了教案課件計劃后，這樣接下來工作才會更上一層樓！你們到底知道多少優(yōu)秀的教案課件呢？以下是小編為大家收集的“新牛津譯林版八年級上8A Unit1～8語法總結(jié)(英語)”希望對您的工作和生活有所幫助。

1. 形容詞/副詞的比較等級(1)—用法講解大多數(shù)的形容詞都有三個級別：原級、比較級、最高級。其中比較級表示“更……”，用于兩者之間的比較，用來說明“前者比后者更……”，比較級前面一般用much, even, a little修飾，其中even, much 只能修飾比較級。最高級表示“最……”，用于三者及三者以上之間的比較，用來說明“某人或某物在某個范圍內(nèi)最……”① 形容詞的比較級(-er)和最高級(-est)的構(gòu)成a.規(guī)則變化之口訣：直接加；去e加；雙寫加；變y加; more/ most b. 不規(guī)則變化原級比較級最高級good / wellbetterbestbad / illworseworstmany / muchmoremostlittlelessleastfarfarther, furtherfarther, furtheroldolder, elderoldest, eldest②比較級前的修飾語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形容詞的比較等級(2)—常見句型① A=B A+ V + as + adj./adv. + as + B （與。。。一樣）He is as tall as I/me. 他和我一樣高。He is as good a teacher as his father.他和他的父親一樣是個好教師。②A≠ B A + V + not + as/so + adj./adv. + as + B （與。。。不一樣）They didn’t do as/so much work as you did. 他們干得事沒有你多。I’ve never seen as/so old a car as this.我從來沒有見過像這樣舊的車。③A > B 或A

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八年級英語下冊 unit1 What is the matter？教案

八年級英語下冊unit1Whatisthematter？教案

人教版初中八年級下冊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.