Unit 2
教材分析
In the unit, students learn to express what kind of volunteer work they would like to do. And they will know much about the volunteers and volunteer work. And they will learn to choose a volunteer job based on their own skills. Students will understand to do some volunteer work is good for both themselves and the others. All the students will be interested in the volunteers and volunteer work, and they will make great progress in English after learning this unit.
教学目标
1. Knowledge and Ability Objects
(1)Master the new words and expressions.
clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely, several, feeling, satisfaction, joy, owner, journey, sign, sick, raise, alone, repair, fix, give away, wheel, letter, set up, make a difference, blind, deaf, imagine, difficulty, open, door, carry, train, excited, training, kindness, clever, understand, change, disabled, strong. (2)Learn to express the volunteer work they would like to do
and give suggestions to the others.
(3)To train the students to use the phrasal verbs, and to the
students' listening, speaking and writing skills using the target language.
(4)Learn to deal with new problems or situations using what you
have learned.
2.Method Objects in Teaching
(1) Cultivate students' listening, speaking, reading and
writing skills through series of practice.
(2)Consolidated the target language by self check.
(3)Employ task-based approach.
3.Maral Objects
(1)Being a volunteer is great.
(2)Get students to be interested in volunteer work and do
something really on it.
教学重点
1.To help students learn and grasp the phrasal verbs and the target language.
2.To let students know something about the volunteer work. 教学难点
1.To train students' listening, speaking, reading and writing skills with the target language.
2.To train the students to use the phrasal verbs.
Period 1
Ⅰ.Teaching Aims and Demands
1. Knowledge and Ability Objects
(1)Master the new words and expressions:
clean up, tidy, cheer, cheer up, give out, volunteer, notice, used to, lonely.
I hope to work outside.
You could help to clean up the city parks.
(2)Be able to express one's willingness to help others who are in trouble by listening and speaking.
(3)Improve students' listening and communicative skills. 2. Method Objects in Teaching
(1)Learn the new words and phrases using pictures.
(2)Learn to talk about how to offer help with phrasal verbs and target language by working in pairs.
3. Moral Objects
(1)Offer help to those who are in trouble as soon as possible.
(2)Think up some things one can do on Clean-up Day.
Ⅱ.Teaching key points
1.Master words and phrasal verbs.
2.Master the target language.
Ⅲ.Teaching difficult points
How to offer help using the new phrases and target language. Ⅳ.Teaching Methods
1.Inferring vocabulary
2.Role play
3.Pair work
Ⅴ.Teaching Aids
1.Textbook
2.A tape
3.A tape record
4.Blackboard
5.Chalk
https://www.doczj.com/doc/196643894.html,puter
Ⅵ.Teaching Procedures
Step1 Learning the New Words
First, turn on the computer in order to show some pictures. Second, teach students to read new words in English when they look at the pictures.
Third, ask some students to read the new words by themselves, and correct their mistakes.
Fourth, ask students to read the new words together.
Step 2 Section A 1a
First, give students 2 minutes to read and translate the sentences and phrases in the pictures of Section A 1a. Second, give students 2 minutes to write down their answers of the exercises in Section A 1a.
Third, check students’ answers. Ask some students to read their answers, correct their mistakes.
Step 3 Leading to the New Lesson
First, show students some pictures by computer, then ask students to say phrases in English.
Phrases: visit sick children in the hospital, help clean up the city parks, give out food, cheer up old people...... Second, ask students to continue to look at the pictures, then answer teacher’s questions.
T: I hope to help homeless people?
S1: You could give out food to them.
T: I want to cheer up sick kids?
Ss: You could ask hospital to let you visit the kids.
……
Step 4 Section A 1b
First, give students 1 minute to read and understand the demand of 1b.
Second, play the recording of 1b, and ask students to complete the listening practice of 1b.
Third, check students’ answers.
Answers of 1b:3,2,4,1
Fourth, ask students to read the tape scripts of 1b together, and ask students to underline the key phrases and sentences. Step 5 Pair work
First, give students 1 minute to make new conversations using the information in 1b.Teacher can give students an example: T: I'd like to help kids with their schoolwork.
S1: You could volunteer in an after-school study program to teach kids.
Third, ask some students to show their new conversations, and ask other students to correct their mistakes.
Step 6 Section A 2a-2b
First, give students 2 minutes to read and the demands of 2a and 2b and look at the five pictures of 2a. Make sure the students understand the listening tasks.
Second, play the recording of 2a, ask students to complete the listening practice of 2a.
Third, play the recording of 2b, and ask students to complete the listening practice of 2b.
Fourth, check students’ answers. Ask some students to read their answers, correct their mistakes.
Answers of 2a: b, c, e
Answers of 2b: https://www.doczj.com/doc/196643894.html,e up with 2.put off 3.put up 4.hand out 5.call up
Fifth, ask students to read the tape scripts of 2a and 2b together, and ask students to underline the key phrases and sentences.
Step 7 Section A 2c
First, ask students to read the conversation of 2c together. Second, give students 1 minute to make new conversations using the information in 2a and 2b
A: We need to come up with a plan for the City Park Clean-Up Day.
B: Let's have lunch first.
A: No, we need to start now. Clean-Up Day is only two weeks from now.
……
Third, ask some students to show their new conversations, and ask other students to correct their mistakes
Step 8 Section A 2d
First, ask 2 students to read the conversation of 2d.
Second, give students 2 minutes to translate the conversation by themselves.
Third, ask some students to read their translations, and ask other students to correct their mistakes.
Fourth, ask students to underline the key phrases. Phrases: ask sb to do sth, talk to sb, used to do sth, care for, listen to sb/sth
Fifth, give students 2 minutes to prepare for, ask some students to act the conversation of 2d.
Step 9 Summary
T: In this class, we've learned how to express offering help. In the process of teaching, we've learned some phrases and done much listening and speaking practice using the target language. Step 10 Homework
Copy new word, one word 5 times.
Step 11 Writing on the blackboard
Unit 2 I'll help clean up the city parks.
A: I hope to help homeless people?
B: You could give out food to them.
C I want to cheer up sick kids?
D: You could ask hospital to let you visit the kids.
Period 2
Ⅰ.Teaching Aim and Demands
1. Knowledge and Ability Objects
(1)Master the new words and phrases:
several, feeling, satisfaction, joy, owner, journey, sign, sick, raise, alone
(2)Get some information about volunteering career.
(3)Develop students' reading and comprehensive skills.
(4)Master the use of phrasal verbs.
(5)Be able to help others as soon as possible.
2. Method Object in Teaching
(1)Learn to talk about how to offer help through a reading material.
(2)Employ task-based approach.
(3)Do some exercises to consolidate the target language. 3.Moral Object
(1)Being a volunteer is helpful for one's job.
(2)It will bring much enjoyment to come up with a good idea to help others.
Ⅱ.Teaching key points
1.Master the new words and the target language.
2.Be able to express the willings to help other.
Ⅲ.Teaching difficult points
1.How to express the preferences on some kinds of volunteer work.
2.Master the use of phrasal verbs and the target language. Ⅳ.Teaching Methods
1.Reading and writing methods
2.Working in pair or group
3.Task-based learning approach
Ⅴ.Teaching Aids
1.Textbook
2.Blackboard
3.chalks
Ⅵ.Teaching Procedures
Step 1 Section A 3a-3c
First, ask students to try to translate some key phrases about 3a.
Key phrases:
Riverside High School 河畔中学,give up doing sth 放弃做某事,
an animal doctor 一名兽医, care for 关心，照顾,
the look of joy 愉悦的表情, at the age of 在...岁时,
decide to 决定做某事,learn to do sth 学习做某事,
at the same time 同时
Second, ask some students to read their translations, correct their mistakes.
Third, give students 5 minutes to read the passage of 3a, then ask students to answer the questions of 3b.
Fourth, check students’ answers.
Answers of 3b:
1.Mario believes it can help him to get his future dream job. Marry can do what she loves to do and help others at the same time.
2.Mario said it was hard work and he wanted to learn more about how to care for animals. Marry said she can do what she loved to do and helped others at the same time.
Fifth, give students 3 minutes to read the passage again, then complete the exercises of 3c.
Sixth, ask some students to read their answers of 3c, and correct their mistakes.
Answers of 3c:1.to be 2.to learn, to care 3.to try out 4.to help 5.to do
Seventh, ask students to read the passage deeply, then explain it for students.
Step 2 Grammar Focus
First, ask students to read the sentences in Grammar Focus together.
Second, give students 5 minutes to translate the sentences in Grammar Focus into Chinese, then ask some students to read their translations and correct their mistakes.
Third, explain the key grammar in unit 2.
Step 3 Section A 4a-4b
First, give students 5 minutes to complete the exercises of Section A 4a-4b.
Second, check students’ answers. Ask some students to read their answers of 4a and 4b, correct their mistakes.
Answers of 4a:
1.put off
2.call up
https://www.doczj.com/doc/196643894.html,e up with, cheer up
4.put up, hand out, give out.
Answers of 4b:
1.to make
2.to do
3.to help
4.to spend
5.to visit
6.to move Third, ask students to read 4a and 4b together.
Step 4 Section A 4c
First, give students 1 minute to read the demand of 4c. Second, give students 5 minutes to make their own sentences. Third, ask some students to read their sentences, and correct their mistakes.
e.g
1.I'd like to volunteer to be a doctor.
2.At 12:00 a.m., I called my friend to have lunch with me.
3.I'm very busy but I could help to do chores,
4.Summer vacation is coming, and I want to go to Hong Kong on vacation.
5.I want to travel alone. My parents told me (not) to do that.
Step 5 Summary
T: In this period, we’ve learned some key expressions through a reading material, and we’ve developed our comprehensive skill. We also learned the use of phrasal verbs through some practice. We developed our speaking and writing skills.
Step 6 Homework
Complete the exercises of unit 1 Section A in workbook
Step 7 Writing on the Blackboard
Unit 2 I'll help clean up the city parks.
Riverside High School 河畔中学,give up doing sth 放弃做某事, an animal doctor 一名兽医, care for 关心，照顾,
the look of joy 愉悦的表情, at the age of 在...岁时,
decide to 决定做某事,learn to do sth 学习做某事,
at the same time 同时
Period 3
Ⅰ.Teaching Aims and Demands
1. Knowledge and Ability Objects
(1)Master the key words and phrases:
repair, fix, give away, wheel
(2)Be able to help other as soon as possible.
2. Method Objects in Teaching
(1)Learn the new phrases.
(2)Master the target language through listening and speaking practice.
3. Moral object
It will bring much enjoyment to come up with a good idea to help others.
Ⅱ.Teaching key points
1.Master the new words and target language.
2.Help students understand the article.
3.Guide students to make notes based on an article.
Ⅲ.Teaching difficult point
Train students' listening and speaking skills by using the target language and some phrasal verbs.
Ⅳ.Teaching Methods
1.Reading method.
2.Listening method.
3.Pair work.
Ⅴ.Teaching Aids
1.A tape recorder.
2.Textbook.
3.Blackboard and Chalks
4.A tape
Ⅵ.Teaching Procedures
Step 1 Section B 1a
Fist, give students 1 minute to read the demand of 1a. Second, ask some students to translate the sentences in 1a.
Third, give 1 minute to complete the exercises of 1a. Fourth, check students’ answers. Ask some students to read their answers of 1b, and correct their mistakes. Answers of 1a:b,c,a,d
Fifth, ask students to read the sentences of 1a in order. Step 2 Section B 1b and 1c
First, give students 1 minute to read the demands of 1b and 1c, and make students understand the listening tasks.
Second, ask students to read and translate the sentences in 1c. Third, play the recording of 1b, ask students to complete the listening practice of 1b.
Fourth, play the recording of 1c, and ask students to complete the listening practice of 1c.
Fifth, check students’ answers.
Answers of 1b: 4,2.1,3
Answers of 1c: 1.T 2.F 3.F 4.T
Sixth, ask students to read the tape scripts of 1b and 1c together, and ask students to underline the key phrases and sentences.
Step 3 Section B 1d
First, ask students to read the conversation of 1c together.
Second, give students 2 minutes to prepare for the conversation like 1d, then ask some students to show their conversations. Step 4 Section B 2a
First, give students 1 minute to read and understand the demand of 2a.
Second, give students 2 minutes to discuss the question of 2a, 2 students in a group.
Third, ask some students to read their answers .Teacher and other students discuss their answers, and correct their mistakes.
Step 5 Summary
T: In this period, we’ve mainly consolidated the target language through some listening and speaking practice.
Step 6 Homework
Complete the exercises of section B in workbook.
Step 7 Writing on the Blackboard.
Unit 2 I'll help clean up the city parks.
I ran out of all the money.
I take after my father.
He fixed up my bike.
I gave away my old clothes to the homeless people.
Period 4
Ⅰ.Teaching Aims and Demands
1. Knowledge and Ability Objects
(1)Master the key words and expressions:
letter, miss, set up, make a difference, blind, deaf, imagine, difficulty, open, door, carry, train, excited, training, kindness, clever, understand, change, disabled, strong.
(2)Improve students' writing and cooperative skills.
(3)Consolidate the target language.
2. Method Object in Teaching
(1)Learn to write a letter or e-mail to express our willingness to help others using the learning knowledge.
(2)Review and consolidate the main contents in this unit.
3.Moral Object
Try to come up with an idea when doing something to get much volunteer experience.
Ⅱ.Teaching key points
1.Master the new words and target language.
2.Review the learned contents.
Ⅲ.Teaching difficult points
How to help students have a self check on the phrasal verbs and target language of this unit.
2020年春人教新目标英语八年级下册 Unit 6 An old man tried to moved the mountains. Section A 1 (1a-2d) 教学目标： 1. 语言知识目标： 1) 能掌握以下单词：remind, bit, silly, instead of 能掌握以下句型： ①How does the story begin? ②What happened next? ③What do you think of the story of Yu Gong? ④What could Yu Gong do instead of moving the mountains? 2.技能目标：能够用英语询问故事的开始、发展及后续等。能够对故事中的人物或情节发表一些简单的看法或观点。 3. 情感目标:学习愚公，要学习他“主动挖山”的精神。在我们生活工作中存在着很多的“山”。在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它或找领导请求帮助；还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。 教学重点： 1) 掌握本课时中出现的生词：remind, bit, silly, instead of； 2) 学会询问故事发展的基本句型： How does the story begin? What happened next? 3）学会表达故事中的人物或情节，并发表一些简单的看法或观点。 What do you think of / about the story of Yu Gong? I think it’s a little bit silly. I still don’t agree wit h you. 教学难点： 学会表达故事中的人物或情节，并发表一些简单的看法或观点。 教学流程： 一、导学领航 1. 播放动画片《寓公移山》的视频，导入本单元主题。 T: What’s the name of the story? S1：It’s Yu Gong moves a mountain. S2: It’s a traditional Chinese story. T: Do you know other traditional Chinese stories? S1: Ne Zha Conquers the Dragon King S2: Magic Brush Ma Lian S3: Chang’e Flies to the Moon … 二、自主学习 1. 引导学生们学习生词。
Unit8 Topic1 SectionD 参考教案 Ⅰ. Material analysis 本节课建议教师用1课时上完。主要活动为Section D 的1a。 本课是本话题的最后一课，要求学生通过本课的学习活动，复习so…that…, such…that…和so that…结构，了解更多与服装相关的知识。本课通过对1a短文的阅读理解，在让学生了解服装的起源与功能等知识的同时，指导学生如何有效地完成任务型阅读。要求学生掌握黑体词discuss, 短语protect …from…和business, 谚语You are what you wear. 的用法，理解白体词skin, materials, uniform, kimono, sportswear, easy-going, saying和function的含义。通过本课学习，让学生了解着装的起源、发展历程及传递的信息。 Ⅱ. Teaching aims Knowledge aims： 1. 了解更多的与服装相关的知识。 2. 复习so…that…, such…that…和so that…的用法。 Skill aims： 1. 能针对所听语段的内容，识别语段的主题，获取主要信息。 2. 能引出服装的话题并进行简单的交谈。 3. 能通过关键词迅速理解短文大意。 4. 能根据写作要求和素材，整理出符合逻辑的短文。 Emotional aims： 了解着装的起源、发展历程及传递的信息。 Ⅲ. The key points and difficult points Key points： 1. 了解更多的与服装相关的知识。 2. 复习so…that…, such…that…和so that…的用法。 3. 有效地完成任务型阅读。 Difficult points： 能根据写作要求和素材，整理出符合逻辑的短文。 Ⅳ. Learning strategies
八年级英语下册第五单元短语和句子 1. make sure 确信;确认 2. fall asleep 进人梦乡 3.die down 逐渐变弱；逐渐消失 4.take down 拆除 5. wake up 醒来 6. in a mess 一团糟 7. pick up 接电话 8. at the time of 当.......时候9. go off (闹钟)发出响声10.on the radio 通过广播11.take a hot shower 洗热水澡12. in the area 在这个地区13. walk by 走路经过14. by the side of the road 在路边15. make one’s way to. 在某人去……的路上16.heard the news 听到这个消息17.a school pupil 一个小学生18.pick up 接电话19. over= more than 超过20.more recently 最近地21.tell the truth老实说22. have meaning to sb 对……有意义23. remember doing sth. 记得做过某事 24..have trouble/ problem /difficulty (in) doing sth 做某事有困难 25. keep in silence= keep silent 保持沉默26 in hostory在历史上 27.feel like doing sth = would like/want to do sth想要做某事 28. at the bus stop在公共汽车站29..look out of the window 望窗外 30.miss the bus 错过公交30. be completely shocked被彻底震惊31.strong winds狂风1.What were people doing yesterday at the time of the rainstorm? 昨天当暴风雨来临的时候人们正在做些什么？ 2.My alarm didn’t go off so I woke up late. 我的闹钟没有响，因此我醒晚了。 3. I was waiting for the bus when it began to rain heavily. 当天开始下大雨的时候我正在等公交车。 4.With no light outside, it felt like midnight. 外面没有一丝光亮，让人感觉这是在午夜。 5.Ben’s dad was putting pieces of wood over the windows while his mom was making sure the flashlights and radio were working. 本的爸爸正在把木头块搭在窗户上面，而他的妈妈正在确保手电筒和收音机能正常使用。 6.Ben was helping his mom make dinner when the rain began to beat heavily against the windows. 当雨点开始重重地打在窗户上的时候，本正在帮助他的妈妈做晚饭 7.He finally fell asleep when the wind was dying down at around 3:00 a.m. 在大约凌晨三点逐渐减弱的时候，本终于睡着了。 8.When he woke up. the sun was rising. 当他醒来的时候，太阳已经升起来了。 9.They joined the neighbors to help clean up the neigh hood together. 他们加入到邻居们中，一起打扫社区。 10.When we got to the place of the accident, the car was in bad shape from hitting a tree. 当我们到达事故现场的时候，看到汽车由于撞在了树上，已经变形了。 11.What event happened at the school yesterday? 昨天学校发生了什么事？ 12.When the school basketball competition started, Kate was still making her way to school. 当学校篮球比赛开始的时候，凯特还在去学校的路上。 13.My parents did not talk after that, and we finished the rest of our dinner in silence. 之后我的父母没再讲话，我们在沉默中吃完了晚饭。 14.I was so scared that I could hardly think clearly after that. 我很害怕以至于后我几乎无法正常思考来 15.I was so busy looking for the umbrella that I didn’t see a car coming. 我忙着找雨伞以致没有看见有辆小汽车开过来。 16.After dinner , they tried to play a card game, but it was hard to have fun with a serious storm happening outside. 晚饭后他们尽力打扑克，但是外面有强烈的暴风雨，要玩得高兴是困难的。
Unit 5 二、教材分析 本单元的三个话题紧紧围绕情感这个主题展开。第一部分通过Kangkang, Maria, Jane和 Michael四个同学谈论《音乐之声》以及与 Mr.Lee的谈话自然地引出了高兴和快乐、失望和遗憾的情感。第二部分由Beth的哭泣引出伤心的情感，进而由老师的出现引出安慰及建议等用语。第三部分围绕Michael的病情巩固各种情感，并引出事物对情感的影响。本单元主要以活动的形式，联系生活实际，把英语教学和情感教育有机地结合起来。 Topic 1 这个话题通过Mr.Lee和同学们对话，呈现了孩子们的高兴和老师因没有票而感到失望和遗憾，进而引出各种情感，集中体现了有关情感的形容词及一些短语。在这个话题中，你将学会如何表达自己的情感，如何描述自己或他人的情感，还可以了解一些戏剧和电影等方面的相关知识。主要句型有： You look/feel/sound... They are very lucky. Did Michael’s mother sound worried? How does Mr. Lee feel? He feels disappointed. Why is he disappointed? Because he can’t get the ticket to The Sound of Music. 三、教学建议 Topic 1 Section A Section A需用1~2课时。 重点活动是1，2和3。 教学目标： 1.能听懂谈论个人情感的比较熟悉的话题，获取主要信息。 2.掌握be+adj. 的用法。 教学过程： 第一步：复习 师生问候。谈谈寒假生活及过春节的感受。 如：Teacher: How are you? / How are you doing? Student1: Fine,thanks! Teacher: You look so happy, why? Student1: I come back to school again, so I’m glad to see my classmates. Teacher: Did you have a good winter holiday? Student2:Yes,I did. Teacher: How about your Spring Festival? Student2:I had a wonderful Spring Festival. I got... Teacher: Why all the smiling faces? Students: Because today is the first day of this term... 第二步：呈现 1.在师生对话之后，老师板书呈现课题。 Unit 5 Topic 1 （容）
Unit 6 An old man tried to move the mountains. 教师授课时间课时5-1 课题Unit 6 Section A (1a-2d)课型新授 教学目标1.掌握重点单词和短语：shoot，begin，instead ，remind，silly， stone， Journey to the West，Yu Gong Moves a Mountain，Hou Yi shoots the Suns，Nu Wa Repairs the Sky，once upon a time，instead of，work on，a little bit。 2.掌握重点句式：An old man tried to move the mountains. How does the story begin? Where would they put al l the earth and stone from the mountains? The story is trying to show us that anything is possible if you work hard. 3.通过听、说、读、写等任务型活动，熟练应用词汇和句型。 4.可以用英语讲述寓言小故事。 重点 1．重点短语和句型。 2．unless，so...that，as soon as...等的用法。 难点学会表达故事中的人物或情节，并发表一些简单的看法或观点。 教学环节问题分层设置旁注 教学内容复习旧 课(新 课预 习、作 业的检 查) 问候学生关于古代寓言故事知道多少。 新 课 导 入 (Play a song Yu Gong Moves a Mountain) 通过听歌曲，师生问答导入新课。
仁爱版八年级下册英语-unit8-topic2教案 Unit 8 Topic 2 Section A Section A需用1课时。 重点活动是1a、1b和2。 教学目标： 1.学习It is+adjective +for...。 2.学习宾语从句的用法。 3.培养学生的集体主义观念。 教学过程： 第一步：复习 1.头脑风暴：让学生归纳学过的服装名称。如：jeans,scarf,overcoat等。 2.问答。例如:Do you like the jeans? Why? What’s it made of? 第二步:呈现 1.回答问题:Do you like the uniforms? Why? 2.听1a录音,回答问题: ①What will the school make for students? ②Do they like the uniforms?Why? ③Do they have any ideas to solve the problem? ④What does Miss Wang think about it? 第三步:巩固 1.读1a课文,学习生词,牢记以下的内容。 ①I don’t like uniforms because they will look so ugly on us. ②But a uniform is more comfortable and it can show good discipline. ③I think our school should allow us to design our own uniforms. ④A good school uniform would keep both teachers and students happy. ⑤You’d better make a survey about the styles of uniforms.
八年级下册Unit 5重点单词、短语、句子专练 一、根据句意及汉语提示完成单词。 1．The old man was riding a bike slowly when a car hit him (突然)．2. Suddenly, we saw a flash of (光线) in the sky. 3．—When will you (开始) to play computer games with me? —After I finish doing my homework. 4．Last night the TV news (报道) that serious accident. 5．The sun (升起) in the east and goes down in the west. 6. Listen! Who is (敲打) the drums in next room? 7.Today,more and more people begin to (认识到) the importance of saving water. 8．Something is wrong with my(闹钟)．Could you help me fix it up? 9．These desks and chairs are made of (木头)． 10.We should be careful of the (覆盖着冰的) road. 11．If you look out of the(窗户)，you will see the garden. 12.The sun was(升起)when we got to the top of the mountain. 13．Alice was listening to music when the (暴风雨) came. 14．She was looking at me in a(奇怪的) way. 二、用括号内所给单词的正确形式填空。 1．Listen! There is someone (beat) at the door. 2．Could you give me a box of (match)? 3．Peter (play) the piano at eight o'clock last night. 4．—It rained (heavy) and lasted for a long time. —That's terrible. Even some streets were full of water. 5．After the rainstorm，we can see (fall) trees everywhere. 6．When you (call), I was taking a shower. 7．The weather report says that it will be (wind) tomorrow. 8．I got up late this morning，so I (arrive) late for school.
“三新”课堂比赛教学设计 Unit 6 An old man tried to move the mountains. 参赛学校：直滩初级中学 参赛教师：卢雪平
Unit 6 An old man tried to moved the mountains. Section A 1 (1a-1c) Designer : Lu Xuepijng Teaching Aims: 1. Knowledge Objects: 1) Master these words：shoot, once upon a time, stone,dig,hold. 2) Ss can use the structures: ① How does the story begin? ② What happened next? 2. Ability Objects: Ss can use English to ask the beginning, the presentation and results of stores. 3. Moral Objects： Ss will learn to face the problems in their schoolwork and their own life just like Yu Gong. And they should find out the correct way to deal with them. Teaching focus & difficulties 1. Teaching focus: 1) The new words：shoot, once upon a time, stone,dig,hold. 2) the structures: How does the story begin? What happened next? 2. Teaching difficulties Ss can use English to ask the beginning, the presentation and results of stores. And retell the simple stories. Teaching Aids A tape recorder, multimedia
Section A 初中2011课标版评论（1） 1教学目标 1、语言技能目标：能简单运用现在完成时询问最近已经发生的事，如：Have you read Robinson Crusoe yet? 并作肯定和否定回答；能运用最基本的现在完成时结构来谈论自己或他已经做完的事，如：I have read Little Women and Jack has read Tom Sayer. 2、语言知识目标：学习并初步掌握现在完成时的结构及基本概念，如：Have you read ...? 3、情感态度目标：通过讨论学生所读过的名著，使他们了解一些名著的大致内容，激发学生读书的兴趣，同时通过对名著的简单赏析，培养学生积极向上，不轻言放弃的良好品格。评论（1）2学情分析 由于大多数学生是首次接触现在完成时态，可能会觉得有点困难。教材以读过的名著为话题切入，帮助学生较好地理解理现在完成时。在此基础上，再进一步开展讨论，学习带有already 与yet的现在完成时态，较快地激发学生的学习积极性，从而达成本课的教学目标。评论（1）3重点难点 1、重点词汇：island, treasure, full of, classic 2、重点句型：Have you read Robinson Crusoe yet? Yes, i have. I have already read it./ No, i haven't. I haven't read it yet. Has he read Treasure Island yet? Yes, he has. / No, he hasbn't. 3、话题：Famous books. 4教学过程4.1 第一学时教学活动评论（0）活动1【讲授】Unit8Have you read Treasure Island yet Step 1 Warming-up Show a short video about Robinson Crusoe for the ss to watch before class. Then in class talk about the movie with the students: Do you know the movie? What is the name of it? (Robinson Crusoe) Have you watched the movie yet?
1.at the time of…当…时候 2.match A with B 将A与B进行匹配 3.beat heavily against the windows 猛烈地击打着窗户 4.beat him/his team 打败了他/他的队伍 5.win/won a medal/the first prize 赢得了一个奖章/一等奖 6.He stands against the wall. 他倚/靠墙而站 7.Here are 4 for him, 5 against him. 4人支持，5人反对 8.fallen trees/ leaves 落叶broken window 破损的窗户 https://www.doczj.com/doc/196643894.html,e to realize 意识到 10.be in the library 在图书馆be on the street 在马路上 be at the bus stop 在公交车车站 11.wait for the bus 等公交车 12.at this/that time/moment 在这/那一刻 13.be busy doing=be busy with sth./doing sth. 忙于做某事 14.look/ search for 寻找 15.have a look 看一看look at the blackboard 看黑板 16.take a hot shower 洗热水澡 17.pick me/him/her/them up 顺便接某人 18.pick up the phone 接电话pick up the book 捡起书 19.it was reported/said that 据报道/说 20.help sb with sth. 帮助某人做某事 21.bring people closer together 使人们在一起并变得更亲近 22.Here are two pieces of wood 这有两块木头Here is a piece of wood. 23.Desk is made of wood.(原材料可见) be made from (看不出原材料) 24.with on light outside 室外没有光 25.make sure that+句子确保…make sure of sth. 确保、确认 26.try to do sth 试着，设法做某事 27.have fun=have a good time 玩得愉快 28.at first 最初to begin/start with 开始
Unit 5 What were you doing when the rainstorm came? The Second Period: Section A (3a-3c） Teaching aims（教学目标）： 1．掌握运用阅读技巧skimming和scanning来获取信息； 2. 能够理解过去进行时态在文章中的运用。 Key points （重点）： 1. 要求掌握以下句式：(1) What were you doing when the rainstorm came? (2) Ben’s dad was putting pieces of wood over the windows while his mom was making sure …2．要求掌握以下词汇： （1）动词：report, beat, rise (v. & n.) （2）名词：storm, wind, light, area, wood, window, flashlight, matches, candle （3）副词：apart (4) 形容词：asleep, serious, fallen, broken (5) 介词：against (6) 词组：die down, fall asleep, break (sth.) apart, bring (sth.) closer together （本节课的生词在之前的学习中都已接触过，而且单词的拼写比较简单，所以学生学起来不会感到困难，如果班级学生的水平较高，可以鼓励学生当堂掌握。 Difficulties（难点）：理解文中过去进行时的运用。 Teaching steps（教学步骤）： 1. Revision（复习） T: Yesterday, we learnt some important phrases, let’s review them now! Please translate the following expressions. 1.在…时候at the time of 2.等公交wait for the bus 3.（闹钟）响go off 4.洗个热水澡take a hot shower 5.错过公交miss the bus 6.雨下得很大rain heavily 7.接电话pick up / answer the call 8.昨天很多人都遭遇了暴风雨。 Many people were caught in the rainstorm yesterday. (先给出汉语，让学生一起逐个翻译，关注学生的反应速度及流利程度，把掌握没到位的短语重新板书在黑板上，强调) 教学设计说明： 复习是为了巩固上节课所学内容，以词块翻译的形式，兼顾单词的用法，又没有句子那么复杂，减轻学生畏难情绪，并有助于学生语感的形成。
An old man tried to move the mountain. 教学设计（period1） Section A 1a—2d 一、教学目标 在本节课结束时，学生将能够：用英语完整讲述《愚公移山》，并提出自己对故事的观点和看法。 （一）知识与能力 1．学习并掌握与中国传统故事相关的词汇，例如shoot, remind, once upon a time, as soon as, keep on doing等。 2．学会使用相应句型，讲述《愚公移山》的故事。 （二）过程与方法 采用任务型教学方法进行自主学习、同伴讨论、和Role—playing 的学习策略，利用教学图片、幻灯片、视频等来展开课堂教学。通过图片和问答式的口语交际活动互相询问中国传统神话故事；同伴讨论对故事的看法和原因；通过听《愚公移山》的故事，讨论故事的发展并讨论愚公的做法是否恰当并说明理由。本单元的教学法建议：语音教学──让学生能在朗读或对话中正确使用连读；词汇教学──采取图片、PPT呈现进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学──采取pair work问答式的口语交际活动和小组活动互相操练；听力教学──根据听到内容的先后排序，听后回答问题等方式；写作教学──以填词、回答问题、写简单的短文为主。 （三）情感态度与价值观 通过听故事，讨论故事，不但激发学生学习英语的兴趣而且引发学生思考。让学生站在不同的立场上，从不同角度考虑问题，阐明缘由。进一步理解坚持不懈，永不言败会是我们走向成功的重要要素。
二、教学重难点 （一）教学重点 1．学习用英语讲述故事的要素。 2．学会表达对事情的看法，并阐明缘由。 3．训练在听力过程中提取关键信息的能力。 （二）教学难点 1．学会表达对事情的看法，并阐明缘由。 2．训练在听力过程中提取关键信息的能力。 三、教学策略 语音教学──让学生能在朗读或对话中正确使用连读；词汇教学──采取图片，PPT 呈现环节进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学──采取pair work问答式的口语交际活动和小组活动互相操练；听力教学──根据听到内容的先后排序，听后回答问题等方式；写作教学──以填词、回答问题、写简单的短文为主。 四、教学过程 Step 1: Lead-in 首先让学生说说所知道的中国传统神话故事，让学生以pair work的形式讨论并用英文表达这些故事。老师可以加入学生的讨论，并给予一定的建议和指导。 【设计意图】 通过让学生回顾中国传统的神话故事并尝试翻译这些故事的名称，使学生初步了解本节课的内容，激发他们用英语讲述中国传统故事的学习兴趣和热情。 Step 2: Presentation Activity1. 利用图片逐步呈现经典的中国传统故事，学生讨论其英语翻译，然后教
八年级英语下册Unit8教案 Unit8topic1 1）so…that…如此…以至于….，that引导的是结果状语从句，其结构是so+形容词或副词+that从句。 ）so…that…可以换成such++形容词+名词。 ouldlie作为一个固定结构后接名词，代词，不定式作宾语，也可以用不定式作宾补，表示想要的意思。 ）ouldliesth.想要某物；Iouldliesoericeandpor。我想要一些米饭和猪肉。 ）ouldlietodosth.想要做某事。 ）ouldliesb.todosth.想要某人做某事。 ouldlie=ant想要 be为助动词，ade是及物动词ae的过去分词，of后接宾语，beadeof的主语通常为成品。Beadefro后的原材料则看不出，beadein主语是成品，介词in后为产地，beadeinto 主语为原材料，介词into后接成品。 Thetableisadeofood。这桌子是由木头制成的。 Paperisadefroood。纸是由木材制成的。 Thebisadeinhongong。这把梳子是香港制造的。 Ironisadeintonives。铁可以制成小刀。 afford常接在can，could，beableto之后，意为担负
的起；抽的出。Afford还有提供，给予，出产的意思。 onsale上市；折价出售，减价出售。 Forsale待售，供出售。 though是从属连词，引导让步状语从句，和连词but不能连用，但翻译时需译为但是。如：thoughAustraliaisverylarger，thepopulationisquitesall。虽然澳大利亚面积很大，但是人口却很少。 suchas像，诸如，例如。 opportunitiessuchasthisdidnoteeveryday。这样的机会不是天天都有的。 .lie是名词，意为喜好，爱好，反义词为dislie eallhavedifferentlieanddislie，我们各有不同的好恶。 dependon意为依靠，依赖，随…而定，取决于。 Thecountrydependonitstouristtrade。这个国家主要依靠旅游业。 It/thatdepends那得看情况。 Dependonsb./sth.。依靠某人，信赖某人某事 Dependonsb.todosth./doingsth.。指望某人做某事。 Dependon=dependupon generally通常，一般的，一般放在句首。
八年级下册Unit5重点短语复习 Unit5 topic1 1. feel excited 感到很兴奋; 2. invite sb. to do sth. 邀请某人做某事; invite sb. (to sp.) 邀请某人(到某地); 3. go to the movies 去看电影; 4. one of + 形容词最高级+可数名词复数……中最…之一; 5. favorite movies 最喜欢的电影; 6. prepare sth. for sb. 为某人准备东西; 7. delicious food 美味的食物; 8. say thanks to sb. 向某人表示感谢; 9. on my way here 在我来这儿的路上; on the/one’s way to…在……的路上; on the/one’s way home 在回家的路上; 10. be able to do sth. 有能力做某事; 11. seem unhappy 似乎不开心; seem +adj/n 似乎好像 seem to do sth. 看起来/似乎做某事; It seems+that+句子看起来……，看样子……; 12. a ticket for / to sth. ……的票/入场券; 13. The Sound of Music 《音乐之声》; 14. What a pity! 真遗憾! 15. be excited about sth. 对某物感到很兴奋;
16. plan to do sth. 计划做某事; 17. next time 下一次; 18. not at all 一点也不; 19. a lot = very much 非常; 20. Beijing Opera京剧; 21. get a bad cold 得了重感冒; 22. get / be / become interested in 对……感兴趣; 23. must be 一定; 24. the exciting news 这个令人兴奋的消息; 25. right now 马上; 26. feel sorry for sb. 为某人感到难过; 27. be sorry about sth. 对于某事很遗憾; be sorry to do sth. 做某事很遗憾; be sorry that + 句子……很遗憾; 28. one of the most popular American movies 最受欢迎的美国电影之一; 29. care for 照顾; 30. because of +名词/ 动名词/ 短语因为; because that + 句子因为; 31. the noisy children 吵闹的孩子; 32. teach sb. sth. 教某人某事; teach sb. to do sth. 教某人做某事;
Unit5 SectionB（1a-1d）名师教案 1.0Teaching Analysis教情分析 1.1Teaching objectives 教学目标 1.1.1Language targets 语言目标 1.1.1.1Key Words and Chunks 1.1.1.1.1For applying: realize, make one’s way, at the event, by the side of, walk by, cheer you on 1.1.1.1.2For comprehending: Animal Helpline 1.1.1.2Sentence Structures 1)When I got to the bus stop, I realized that my bag was still at home. 2)But why didn’t you just go home to get your bag? 3)I know how much you love animals. 4)No wonder you didn’t make it to the competition. 5)I’m sorry I wasn’t there to cheer you on, but I’m happy that your team won. 1.1.1.3Grammar Focus No wonder you didn’t make it to the competition.（这个句子省略了 一些成分，完整的句子是It is no wonder that you didn’t make it to the competition. make it to the competition，表示“成功地参与比 赛”，make it 表示“做成某事”。） 1.1.2Ability goals 能力目标 1.1. 2.1帮助学生通过记笔记的方式记录听力中的关键词。 1.1. 2.2引导学生帮助Kate想出应对困难的方法。 1.1. 2.3引导学生发现和关注他人的困难与不便。 1.1.3Emotional goals 情感目标 1.1.3.1通过帮Kate出主意，教师引导学生能积极地调节和管理自己情 绪。 1.1.3.2通过Kate帮助小动物，教师鼓励学生有同理心，关心周围人和事
Unit6 SectionA（3a-4c）教案 (Section A 3a-4c) 1.0Teaching analysis教情分析 1.1Teaching objectives 教学目标 1.1.1Language goals 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1For applying: object, hide, tail, magic, stick, excite, Western, fit, couple, smile, marry, be able to, most of them, Journey to the West, in fact, look like, this is because..., make 72 changes, turn...into..., so...that..., at other times, as soon as, came out, become interested in, the weak, give up, once upon a time, continue to move, the other side, fall in love with, can’t stop smiling, get married, all over the world 1.1.1.1.2 For comprehending: stepsister, prince 1.1.1.2 Sentence Structures 1) In November 1979, pupils in England were able to watch a new TV program called Monkey. P43 2) Most of them were hearing this story for the first time. P43 3) The Monkey King or Sun Wukong is the main character in the traditional Chinese book Journey to the West. P43 4) In fact, he sometimes does not even look like a monkey! P43 5) This is because he can make 72 changes to his shape and size, turning himself into different animals and objects. P43 6) But unless he can hide his tail, he cannot turn himself into a man. P43 7) To fight bad people, the Monkey King uses a magic stick. P43 8) Sometimes he can make the stick so small that he can keep it in his ear. P43 9) At other times, he is able to make it big and long. P43 10) And as soon as the TV program came out more than 30 years ago, Western children became interested in reading this story because the clever Monkey