外研英语八年级上Module 6 A famous story全模块教案
I. Teaching goals 教学目标
II. Teaching material analyzing 教材分析
本模块以童话故事为主题，把语法与故事结合起来，采用隐性教育的方式让学生在了解故事的同时掌握过去进行时的结构和用法。
Unit 1共设计了7个活动。1 要求根据录音材料给故事中人物排序。2是谈论故事Alice?s Adventures in Wonderland的一段对话。3为细节理解活动，要求学生听懂故事情节，记下故事中每个人物的活动。4要求辨认单词，按照提示为其分类。5要求用4中词汇完成句子。通过活动，学生可以从中学到用英语解释新单词的方法。6通过听读语音语调训练，帮助学生掌握含有过去进行时的句子的读音。7 要求写出在所给的过去时间内自己做的事情，然后结对进行问答练习（8）。
Unit 2通过讨论图片导入故事，以激发学生兴趣，并熟悉相关词汇，为阅读提供词汇、句法及背景知识的准备（1）。2是节选自Alice?s Adventures in Wonderland的一段小故事，要求学生读后回答问题。3要求将问句和答语进行匹配，通过问答匹配了解故事的创作背
景，为活动4的写作任务做准备。这一活动训练的是阅读理解能力，可帮助学生更好地理解课文。4是写作活动。要求根据活动3中内容写一则关于Lewis Carroll and Alice Liddell 的小故事。本活动不仅仅训练过去进行时的用法，还要求掌握叙述故事的时间顺序以及时间衔接词的用法，如：One day … Then … and Finally。
Unit 3 属于语言实践活动。1要求辨识过去进行时的正确结构形式。2采用选择答案完成句子的形式，通过语境训练进一步强化对过去进行时的认识，并能正确区分一般过去时与过去进行时的用法。3属于语言输出活动。要求学生根据所供语境，运用过去进行时态描述自己所做的事。4利用游戏方式，口头问答过去某时自己所做的事。5仍是一个游戏活动。游戏的内容是“警察捉小偷”。通过问答练习，调查每个人过去某时的行为活动，借以判断小偷身份。6要求将上一活动中被调查人员的活动结果记录下来。7要求听一段小故事后，回答问题。8 要求根据语篇内容选择适当的词汇完成短文。活动9 要求先根据语意及句子结构知识完成句子，然后用句中短语造句，旨在培养学生的创造性思维能力。
Around the world 部分主要是让学生了解一些和冒险经历有关的英文名著。
Module task 是一个写作活动。写作要求突出真实性和交际性。活动10要求学生收集信息和精炼句子。先回想自己做了哪些事，用关键词把自己要表达的意思写下来。活动11 按提纲写故事。学生可模仿提示来写作。活动12 是一个展示过程，可让学生把自己写的故事读给全班听。
III. Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing (Unit 2)
Period 3 Language in use (Unit 3：1-7)
Period 4 Language in use (Unit 3：8-12)
Ⅳ.Teaching plans for each period分课时教案
Period 1 Listening and speaking
Language goals语言目标
1.Key vocabulary重点词汇
suddenly, rabbit, party, fall, hole, strange, carry
2. Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to talk about past on-goings.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A tape recorder, some pictures or handout.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Show some pictures of fairy tales, introduce the story briefly, and explain some new words.
T: Do you like to read fairy stories? (Explain “fairy story”, in Chinese if necessary.) A fairy tale is
a story written for, or told to, children. The story often includes elements of magic. Now look at the following pictures? Can you tell me the name of the stories?
Show the following.
S: Snow White.
T: What is the story about?
S: A little princess was saved from the evil deeds of her step-mother, the queen, by a group of seven dwarfs.
T: Good. How about picture 2?
S: Cinderrela.
T: Do you know the story?
S: It?s about a beautiful girl. At first, Cinderella is living happily with her mother and father until her mother dies. Cinderella's father remarries a cold, cruel woman. The woman has two daughters. When the father dies, Cinderella's stepmother turns her into a servant in her own house.
T: Well done. Do you know anything about picture 3?
S: Aladdin and the wonderful lamp.
…
Time permits, talk about more fairy tales.
T: Do you know the name of the story?
Show the following picture.
S: Alice?s Adventure in Wonderland
T: Good. It?s a famous English story. Today we?ll start with this fairy tale.
Step II Listening
Read through the list of characters with the students. Explain …hatter”, then play the tape and ask the students to listen and focus.
T: We are going to listen to a short introduction of the story, Alice?s Ad ventures in Wonderland. Before listening, let?s read through the list of the characters first. … Pay attention to “hatter” please. We know the word “hat”. A hatter is someone who makes hats.
…
Play the tape and ask students to number the characters in the story in the order. Call back the answers from the whole class.
Step III Vocabulary
Do activity 4. Ask students to group the words first in order to make them remember all the words easily and then go on with activity 5.
T: There are some words in the box of activity 4. Please read these words first and then try to find out the words for “animals”.
S: Cat, mouse, rabbit.
T: Find out two words mean “important people”.
S: King and queen
T: The places outside home.
S: Garden, grass.
Ask them to read through the words chorally.
…
For activity 5, tell them to guess the words and complete the sentences. Check the answers by asking some students to read the sentences.
Step IV Reading and grammar
Ask students to read the conversation individually and find out the sentences with the form of “v-ing”.
Write the sentences on the board:
I?m reading.
She was sitting by the river.
She was not reading.
The queen was playing in the garden
What were they doing?
Point out the structure:
T: “Was/were doing” is used to describe past on-goings. Now read aloud the following sentences. Show the following.
I didn?t hear the phone. My father was watching TV then.
I was reading a book at that time.
Explain the difference between the past simple tense and past continuous.
Show the following.
I wrote a letter yesterday morning. (The letter is finished)
I was writing a letter yesterday morning. (We don?t know if the letter is finished or not.)
I saw a very good film last night. (It happened in the past)
I was reading a book this time yesterday. (It was going on during the past time)
Listening
Ask students to listen to the recording of the conversation and do activity 3.
Check their answer. Call their names from the whole class in order.
Step V Pronunciation and speaking
First ask students to read through the sentences in activity 6. Play the tape and have them follow.
Then play the tape again, pausing to let the students repeat chorally and individually.
After this, ask them to do activity 7, write notes on a piece of paper and then have conversations with their partners, ask and say what they were doing at these times.
Sample answers:
S: What were you doing at 7 am yesterday?
S: I was going to school.
S: What were you doing at 1 pm?
S: I was helping my mother to do some washing.
…
Step VI Homework
Ask students to:
1. read the conversation in activity 2 repeatedly.
2. do activities 1-4 in the workbook.
3. Try to find some information about the writer of the story.
Period 2 Reading and writing
Language goals 语言目标
1.Key vocabulary重点词汇
tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field
2. Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to read and write about fairy tales.
Teaching methods教学方法
Communicative approach.
Teaching aids 教具准备
A tape recorder, some pictures and handouts.
Teaching procedures and ways教学过程与方式
Step I Revision and lead-in
Review past on-goings through asking and answering questions; encourage them to recall the characters in the story Alice?s adventures in wonderland and lead in new lesson.
T: Hello, boys and girls. What were you doing this time yesterday?
S: We were having an English lesson.
T: What did we learn yesterday?
S: We learned to use past on-goings.
T: Which story were we talking about?
S: Alice?s adventure in Wonderland.
T: Good. Do you remember the characters in the story?
S: Yes. The mad hatter and the march hare, the white rabbit, the red king, the red queen and Alice
T: Great. Now let?s look at the picture on page 44 please. Who?s in the pictu re?
S: It?s a rabbit
T: Do you think it is strange?
S: Yes. It?s wearing clothes.
T: Yes, t hat?s the point. Usually rabbits don?t wear clothes. Is there anything else strange?
S: It is carrying a stick. It is standing on its back legs. It?s looking at a wa tch.
T: Good. Why is it so strange? Today let?s learn more about Alice?s adventures in wonderland.
Step II Reading
In this procedure, students will read the start of Alice?s adventure in Wonderland and answer the questions to learn more about the details of the story: what, who, when, where and why.
Learn the following new words.
tired, nothing, twice, conversation, suddenly, across, pocket
And then ask students to read individually and discuss the questions with a partner.
Check the answers. Ask them to read again and decide whether the following sentences are true or false.
1.Alice was reading a book.
2.The book had a lot of pictures in it.
3.Alice wanted to make daisy chain.
4. A white rabbit ran past Alice and her sister.
5.The rabbit was wearing clothes.
6.The rabbit went into a hole under a big tree.
7.Alice entered the hole after the rabbit.
Check the answers.
Step III Writing
In this step, students will do the match work first to know something about Lewis Carroll. Introduce more about Lewis Carroll to them and then ask them to write the story of Lewis Carroll and Alice Liddell
T: Last period, I asked you to find some information about the writer of the story, have you finished?
S: Yes.
T: Can you tell me who the writer is?
S: Lewis Carroll.
T: Good. Today let?s learn more about the writer. Let?s learn why and how he wrote this story? Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work.
After a few minutes, call back the answers from the whole class, having one student ask a question and another answer. Explain when necessary.
If possible, introduce more about the writer. (See Teaching resources: I)
Then ask students to make a list of the information of Lewis Carroll and Alice Liddell and then join the sentences with “one day…, then…, and finally…”to write the story.When they have finished, ask some of them to read their story to the class.
Sample version:
Lewis Carroll?s real name was Charles Dodgson. He was tea ching math at the University of Oxford, England. One day he saw Alice in a garden. She was playing with her sisters. Carroll
went to meet the girls and they asked him to take their photos. He became good friends with the Liddell children. One day they were having a picnic by the river, and Carroll was telling the girls lots of stories. Alice asked him to write down the stories. Then Carroll wrote Alice?s Adventures in Wonderland. Finally Alice?s Adventures with Lewis Carroll ended when she grew up.
When they have finished, ask some of them to read their story to the class.
Step IV Homework
Ask students to
1.make sentences with the phrases: Once or twice, look into, what…for…, b e doing…when…,
think of, grow up, have a picnic.
2.do activities 5-6 in the workbook.
Period 3 Language in use (I)
Language goals语言目标
1. Key vocabulary重点词汇
go off, under, thief, outside
2. Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to use the past continuous tense correctly.
Teaching methods教学方法
Communicative and practice.
Teaching aids教具准备
A projector, a tape recorder and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Check the homework by asking several students to read the sentences they made.
Sample sentences:
1.She goes to travel once or twice a year.
2.He looked into the room and found nobody was there.
3. What are you going to Beijing for?
4. They were having a party when the teacher came.
5. She was thinking of making a paper boat to give the little girl.
6. We are going to have a picnic this weekend.
7. I?m going to be a pilot when I grow up.
Step II Practice
Ask students to do activities 1-2, first individually and then check their answers with their partners. Draw their attention to the different forms of the past simple tense and past continuous tense.
…
Ask students to do activity 3. Read the list of the time through first and then ask them to write down what they were doing at these times.
Ask several students to read their work.
Samples answers:
Last Sunday, during the day, I was doing some washing. At about seven o?clock last night I was playing computer games. This morning, on my way to school, I was singing a song. This time last year, I was doing a part-time job in a restaurant. On Saturday, from about 12 noon to 2 pm I was cleaning my room.
Step III Games
Read through the example with the whole class and ensure that they understand what to do. Ask students to play the game in activity 4 in groups
Go on with activity 5.
T: L ook at the pictures. We can see there was a robbery at 9 o?clock last n ight, and the police are looking for the criminal. Now work in groups of six. One member of your group is a policeman; ask and say what you were doing at 9 o?clock. If you cannot remember or don?t know what you were doing, you will be treated as a suspect.
Sample dialogue:
(P = Police)
P: Excuse me, may I ask you some questions? You know, there was a robbery last night. Well, what were you doing at eight last night, Sonly?
Sonly: I was having dinner then.
P: What were you doing at nine last night, liming?
Liming: I was watching a football match on TV with my family.
P: What about you, Lily?
Lily: I was writing a letter.
P: What were you doing, Sue?
Sue: I was sleeping at home.
Liz: I was on the bus with my sister.
P: Well, many thanks to you all. See you!
Further practice
If students are interested in the game, ask them to make a story and solve robbery.
After this, ask students to write down what each member of the group was doing.
Step IV Listening
Ask students to read through the questions in activity 7, and then listen to the tape and answer the questions.
Check the answers by asking some students to retell the story in the recording.
Step V Homework
Ask students to:
1. finish the rest activities in the workbook.
2. read more about Alice?s adventure in wonderland.
Period 4 Language in use (II)
Language goals语言目标
1. Key vocabulary重点词汇
look into; run across; smile at; think about
2. Key structures重点句式
Were/was doing
Ability goals能力目标
Enable students to write a short story about their past experience.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A computer and a projector.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Encourage students to recall the start of the story, and then read the pictures in activity 8 and complete the passage.
Sample retelling story:
Alice was sitting with her sister by the river and saw a white rabbit with pink eyes ran by her. The rabbit was strange. It said something and took a watch out and looked at it. Then it went down a large hole. Alice went down after it.
T: Well, everyone. We have learned a lot about Alice?s adventure in wonderland. Can you tell me some characters in the story?
S: Yes.
T: Can you tell me the animals in the story?
S: A cat and a rabbit.
S: What is the rabbit look like?
S: I t?s wearing clothes. It?s carrying a stick. It?s wearing a watch.
T: Who is the cat like? Who else is in the story? Now let?s look at the pictures in activity 8 and find out.
Step II Practice
Ask students to do activity 8 individually and then read the completed passage.
Then go on with activity 9. First ask them to do the match work and then retell the story in activity 8.
Sample retelling story:
When Alice was sitting near the river, she saw a strange rabbit going down a hole and followed it. Then she found a cat smiling in the garden. She then met the Mad Hatter and the March Hare. They were having a tea party. Finally she met a queen and a king.
Ask several students to make new sentences with the phrases in activity 9.
Samples sentences:
He looked into the room and found nobody was there.
I saw him run across the street.
She is always smiling at her students.
Don?t you think about other people?
Step III Around the world
Ask students to read the information in Around the world and make a brief introduction of the three authors.
Show the following.
Mark Twain was an American journalist and writer who led an adventurous life in 19th century America, fighting in the civil war, working on the Mississippi steamboats and as a printer, and living in different places. His most famous books are The Adventures of Tom Sawyer and the Adventures of Huckleberry Finn, which are classic examples of American children?s literature. They tell the story of two boys growing up near the Mississippi, and their adventures with their friends.
Robert Louis Stevenson was Scot who trained as a lawyer, but became a famous novelist. He wrote a number of classic children?s stories, including Treasure Island, Kidnapped and Dr. Jekyll and Mr. Hyde, many of them set in Scotland. Treasure Island is a wonderful story of Jim Hawkins adventures with a group of dangerous pirates.
Daphne du Maurier was an English author, who wrote a great many plays, short stories and novels, as well as biography. Her most famous novels are Jamaica Inn, Rebecca and My Cousin Rachel. She often uses Cornwall in south-west England as the back drop to her romantic stories.
Step IV Module task
Deal with activity 10—12.
Read through the instructions with the class. Ask them to choose to write about something which really happened to them, or invent something.
T: I t?s time for you to write your story. Please write a sho rt story about your past experience. You need to think about the following points: the time, the event, what you were doing at that time, what happened, what happened next and what happened finally. Make notes first and then join the sentences. You can follow the example in your book.
Sample version:
It was raining and I was waiting at the bus stop when a car stopped. The driver opened the door. It was Britney Spears! Then she said, “Would you like a lift?”
“Yes, please,” I answered, and got into the car.
“Where are you going?” she asked.
“I?m going home from school.” I said.
“Tell me where it is, and I?ll take you there,” she said. So I explained how to get there and she drove me.
She told me that she was having a day off as she had no concert that night. She said she enjoyed driving around new cities and seeing what people were doing.
When we got home, I invited her in for a coup of tea, and, to my surprise, she accepted.
My mother just stood there with her mouth open when we walked in.
We made some tea and took it to my room. I had a big Britney poster on my wall. Britney laughed when she saw it.
Step V Homework
Ask students to
1.finish the rest activities in the workbook.
2.make a self assessment of the module.
Teaching resources教学资源库
I. Lewis Carroll
Lewis Carroll?s real name is Charles Lutwidge Dodgson, the first of 11 children of a clergyman. Born on Jan. 27, 1832, he soon became the family entertainer, with magic tricks, puppet shows, parodies, poems, word play puzzles and a family newspaper. He went to Rugby school and studied mathematics at Christchurch College, Oxford. After graduating, he remained at Christchurch as a lecturer in mathematics; however he was not a good teacher- perhaps because of his stammer-and was better known as a writer on maths and logic, writing more than 30 papers. He also held various administrative posts at the university.
He met the Liddell children (daughters of the Dean of Christchurch) in the late 1850s, and started by photographing them. Dodgson was something of a pioneer in the early days of photography.
It was a trip up the river from Oxford to Godstow with Lorina(13), Alice(10) and Edith (8) on 4th July 1862 which laid the foundations of the first Alice story, although many of the elements were things he had already invented. The book was finally published as Alice?s Adventures in Wonderland in 1868, with illustrations by John Tenniel, which have become as famous as the story itself. It was an instant success, and has remained a classic of children?s literature in English. His pen-name--Lewis Carroll--was a word-play from a Latinised inversion of his own first two names.
Unlike many writers, Dodgson made the sequel Through the Looking Glass and What Alice Found There equally interesting and amusing. It was published in 1871. His long nonsense poem The Hunting of the Snark was published in 1876, and towards the end of his life the two long Sylvie and Bruno novels, but were neither as good nor as successful as the Alice books.
Dodgson died on 14th January 1898.
II. 过去进行时
构成：过去进行时是由was/were +v.-ing构成的。与现在进行时类似，只是现在进行时中的am/is/are 变成了was/were.
过去进行时的用法：
1．表示过去某时正在进行的动作或情况
It was raining all night /all yesterday.
2．过去某时并行的动作
While I was working in the garden, my wife was cooking dinner
3.表示过去重复的动作
外研版初中英语八年级上单词表 Module 1 1.两个人，一对 2.改正，正确的 3.拼写 4.练习 5.意义，意思 6.把…填完整 7.句子 8.词典，字典 9.语法 10.字母 11.查找 12.错误 13.犯错误 14.理解，明白 15.（过去式） 16.意见，建议 17.应该 18.可能的 19.写下，记下 20.笔记本 21.忘记 22.（过去式） 23.发……音 24.大声地 25.电台，广播 26.发音 27.关键性的 28.主要的 29.优秀的 30.赞同31.同意某人 32.词汇 33.请求 34.改进，改善 35.主要的，基础的 36.提出意见 37.羞怯的 38.谈话 39.快地 40.合理的 41.建议，提议Module 2 1. 小山 2. 人口 3. 宽的 4.百万 5. 相当地，很 6.相当好 7. 比 8. 北方 9. 南方 10. 西方 11. 故乡，家乡 12. 尤其 13. 因…而闻名 14. 大学 15. 岛屿 16. 地区 17. 矮的，低的 18. 山 19.农村地区Module 3 1.棒球
2.排球 3.烦人的 4.令人激动的 5.已经 6.问题，麻烦 7.怎么了？ 8.使受伤 9.令人愉快的 10.奥林匹克运动会 11.体育场 12.未击中 13.介意，讨厌 14.打败 15.粗心的 16.用欢呼声激励 17.教练 18.球迷 19.对 20.训练，操练 21.练习（n.） 22.使温暖 23.热身 24. 通常的 25.更好的 26.开心的 27.传递 28.机会 29.响亮地 30.自信的Module 4 1.路，公路 2.交通事故 3.除…之外 4.遥远的 5.远离 6.拥挤的 7.旅行，旅程 8.预订 9.在…之外 10.选择 11.然而，可是 12.价钱为，花费Module 5 1.女演员 2.茶馆 3.提议 4.结束，结尾 5.最后，终于 6.不知道 7.一幕 8.展示，显示 9.普通的 10.描写，描述 11.社会 12.开始，起初 13.校长 14.大学 15.小说 16.如果 17.魔术的Module 6 1.蛇 2.薄的，细长的 3.危险 4.处于危险 5. 终于，最后
43. He was very excited when he (read) the letter from his mother. 44.I think playing basketball is (excited). Ⅵ.书面表达。（15分） 根据所给图画和提示词，写出至少五句意思连贯、符合逻辑的句子。所给提示词必须都用上。 yesterday, talk, in the classroom, when, Betty and Lucy, want to, go home, start raining, but, Betty, have no umbrella, Lucy, say, use my umbrella, together, heavily, happy Keys: 1-5 CDBCD 6-10 AADBC 11-15BCABB 16-20CDCBD 21-25DDDCD 26-30BACCB 31. weekend 32. because 33. well 34. reading 35. exciting 36. good / great 37. making 38. upset / unhappy 39. bought 40. food 41. writing 42. sank 43. read 44. exciting 45. playing One possible version It was five o'clock yesterday afternoon. Some students were talking in the classroom. After a while, when Betty and Lucy wanted
外研版八年级上册英语知识点Module 1 1.study plan学习计划 2.a number of +可数名词复数+V（复数）：许多、大量 the number of+可数名词复数+V（单数）：。。的数量 3.advice不可数名词 a piece of advice一条建议 give sb. some advice给某人一些建议advise sb. to do sth.建议某人去做某事 4.write it/them down把它写下来 5. what else?还有什么其他的？ 6. It is adj. for sb. to do sth. 7. It is a good idea to do sth. 8.meet sb.接某人 9.this term这学期 last term上学期 next term下学期 10. help sb. do sth. help sb. with sth. 11.ask for advice征求意见 12.basic questions基本问题 13.spend on sth. spend (in) doing sth.花费时间做某事 物 cost It takes sb. some time to do sth. pay for 14.the meaning of….的意思 15.speak to sb.与某人谈话 16.take a deep breath深呼吸 17.start a conversation开始一段谈话 18.talk about sth. with sb.跟某人谈论某事 19.表示建议的句子 ①What about doing=How about doing…? ②Why not do=Why don’t you do..? ③Try (not) to do sth. ④should do
Unit 3 Language in use 基础闯关全练 拓展训练 Ⅰ.根据句意和汉语提示写出所缺的单词 1.They are talking about how to fight against the (污染). 2.It’s our duty to (保护)our campus. 3.Pay attention to the (交通)lights when you go across the street. 4.I can’t stand the (噪音).Let’s go out. 5.Please tell me how to (解决) the problem. 答案 1.pollution 2.protect 3.traffic 4.noise 5.solve Ⅱ.用所给词的适当形式填空 1.Do you think the (increase) population is the biggest problem in the world? 2.I want to have a chance (see) the famous star. 3.I like that pet cat (call) Duoduo. It is so cute. 4.It took Linda an hour (do) her homework last night. 5.You should learn to make (note) because it is good for you. 答案 1.increasing 2.to see 3.called 4.to do 5.notes 能力提升全练 拓展训练 Ⅰ.根据所给的汉语意思翻译句子 1.今天早上我们班大约百分之十的学生上学迟到了。 2.百分之五十的工作是我完成的。 3.政府花80 万元建了一所新学校。 4.这个图书馆大约有4,500 万本图书。 5.大约1.2 亿人参观过这座博物馆。 答案 1.This morning,about 10 percent of the students in our class were late for school. 2.50 percent of the work is done by me. 3.The government spent eight hundred thousand yuan building a new school. 4.There are about 45 million books in the library. 5.About 120 million people have visited the museum. Ⅱ.阅读理解 (2016 天津和平区期末)
最新外研版英语八年级上册知识点总结（精华版） Module 1 How to learn English 一．重点短语: try to do sth. 尝试做某事 a piece of advice一条建议 make a mistake犯错误 three pieces of paper三张纸 give sb. some advice给某人一些建议advise sb. to do sth. 建议某人去做某事write it down写下，记下 this term这学期 next term下学期ask for advice征求意见 basic questions基本问题 the meaning of……的意思 talk to sb. 跟某人谈话 write to sb. 写信给某人 start a conversation开始一段谈话 talk about sth. with sb.跟某人谈论某事as much / many as possible尽可能多地help sb.(to) do / with sth. 帮助某人做某事 二．固定结构： 1. practise doing sth. 练习做某事 2. a number of +可数名词复数+V(复数)许多、很多 3. the number of+可数名词复数+V（单数）……的数量9. one or two days一两天10. a (good ) way to do sth to do sth.做某事的（好）方法 11. something new/old/interesting新/旧/有趣/的东西 12. What about doing=How about doing…? 做……怎么样？ 三．重点句型： 1.What else? 还有什么其它的？ 2 It’s a good idea to do sth. 做…..是个好主意 3. It is adj. + (for sb.) + to do sth. （对某人来说）做某事怎么样 4. It is + adj. (形容词)+ (of sb.) to do sth.某人做某事某人怎么样. It is very kind of you to help me.你能帮我你真好。 5.We should always speak English in class.我们应该在课堂上一直讲英语。 6. Let’s try to speak English as much as possible.让我们尽可能多地说英语。 7. We are going to talk about good ways to learn English.我们将谈论一些学英语的好方法。 8. Why not write down our mistakes in our notebook?为什么不在笔记本上把错误写下来？ 9. It’s a good idea to spell and pronounce new words aloud every day. 每天拼写和大声读出新单词是个好 10. You’d better（not）do sth. 你最好(不)做某事 11. I also advise you to talk about the films or songs with your friends. 我也建议你跟你的朋友谈论电影和歌曲 12.It’s natural to forget new words!忘记新单词是合乎情理的。 13. I suggest you write four or five words a day on pieces of paper. 我建议你每天在纸上写下四五个单词。 14.Would you like to do sth. ？你想要做……？ 四．语法要点： 1. 时态复习： 1).一般现在时：用来描述经常发生的事情或真理。注意：be动词的正确用法以及动词的三单式。 The earth goes around the sun. Does the sun rise in the east? The sun doesn`t rise in the west. 2).一般过去时：用来描述过去的动作或状态。注意：不规则动词的过去式。 I visited the my Three Gorges Dam last year. Did you visit the Three Gorges Dam last year?
外研版八年级英语上册复习资料 Module 1 How to learn English 重点短语: 1.practise doing sth. 练习做某事study plan学习计划 2. a number of +可数名词复数+V（复数）：许多、很多 the number of+可数名词复数+V（单数）：……的数量 3.advice建议paper纸（都是不可数名词） a piece of advice一条建议 a piece of paper 一张纸 three pieces of paper 三张纸 give sb. some advice给某人一些建议 advise sb. to do sth.建议某人去做某事 4.write it/them down把它（它们）写下来 5.What else?还有什么其它的？ 6.It is adj.(形容词)+for sb. ）to do sth. （对某人来说）做某事怎么样 It is difficult for old people to learn English well. 对于老年人来说学习英语很难。 It is adj. (形容词)+(of sb.) to do sth. 某人做某事某人怎么样 It is very kind of you to help me. 你能帮我你真好。 （以上动词不定式短语在句中作真正，It 是形式主语）7.It is a good idea\way to do sth. 做某事时个好主意（好方法）。 8.this term这学期last term上学期next term下学 期 9.help sb. （to）do sth. help sb. with sth. 帮助某人做某 事 10.ask for advice征求意见basic questions基本问题 11.人（作主语）+spend on sth. 人（作主语）+spend (in) doing sth.某人花费时间做某事物（作主语）+cost (花某人多少钱) It takes sb. some time to do sth. 花某人多少时间去做某事
Module 9 Population 教案 Unit 1 The population of China is about 1.37 million. 【教学目标】 ●Knowledge objective 1.To understand the conversation in relation to population. 2.To get specific information from the listening material. 3.To talk about and understand numbers. ●Ability objective To make a short passage or a dialogue with the points in this unit ●Moral objective To get the student to know how to make a teamwork 【教学重点】 New words and expressions To learn the grammar knowledge of big numbers 【教学难点】 To grasp the phrases and important sentences 【教学方法】 PWP method, task-based method and interactive approach 【教学手段】 A tape recorder, multimedia and some pictures 【教学过程】 Teaching Procedures: Step 1 Lead-in Ss look at the pictures and fill in the blanks. Step 2 Consolidate new words Look and say. The teacher shows the pictures of new words and let the students say the new words as quickly as possible. Step 3 Look at the picture and talk about the picture Let Ss look at the picture and use the words in the box to talk in pairs.
外研版八年级上册英语复习资料 Module1 复习资料 1 .give you some advice给你一些建议(advice 不可数名词) 2 .讲…语(speak +语言) 3.tell sb. about sth. 告诉某人关于某事 4.talk to sb.对某人谈话 5.read+文字类物;look与at 连用, have a look 3. how (what) about doing sth 做什么怎么样 4. ask (sb.) for sth. 请求某人获得…… 6.have a message(短信,信息) for sb. 有某人的信息 / give sb. a message给某人一条信息/ take a message for sb. 捎某人一个口信 leave a message for sb. 给某人留个口信 7. help sb with sth=help sb. to do sth.在某方面帮某人 8.translate sth. into sth.把……翻译成…… 9.send sth to sb=send sb. sth. 把某物寄(送)给某人 10.match sth. with sth. 把某物与某物搭配 11.不定代词,疑问副词(something, nothing, anything, everything,what)接else表其他某物 12. enjoy (doing) sth 享受(做)某事 13.take a long time 花很长一段时间 11. the meaning ofsth. 某物的意思 12 enjoy oneself =have a good time 过得开心 13 lots of sth. =a lot of sth. 许多 14 start a conversation 开始谈话 15 take a deep breath 深呼吸一下 16 a piece of paper一张纸 18 best wishes给予最好的祝愿 19 the number of sth. 某物的数量(后接动词单数) 20. a number of sth.许多某物(后接动词复数) 21. show / take sb around 带某人参观 22.write down sth. 写下 23.make mistakes 犯错 24.do some concerts开音乐会 25.on the Internet 在网上 26. a good idea 一个好主意 27. a pen friend 一个笔友 28. school orchestra 学校管弦乐队 29. in groups 分组 30. each other 各自 31. first of all= at first 首先 32. what else 还有其他什么 33. a piece of advice 一条建议 34. borrow sth. from sb. 从某人借入某物lend sth. to sb.借某物给某人 35.basic questions 基本的问题
2018年秋季课程外研版初二英语 八年级上册Module 9 Population 一、课程介绍 知识点 1. 重点词汇用法：billion \ prepare\increase 的用法 2. 重点词组用法：too much \prepare for 的用法 3. 重点语法: ①冠词 重点语法: ②数字 教学重点 1. 各重点词汇及短语用法 2. 冠词和数字用法 教学难点 1.不定冠词、定冠词和零冠词的使用方法 2.数词的使用方法 二、要点回顾 Ⅰ.词汇短语 1．v.出现 2．n．拐角 3．n．冰箱 4．vt.躲藏 5．n．疼痛 6．adj. 苍白的 7．n. 药 8．adj. 高兴的 9．adj. 更糟的 10．v.扔 11．v.咬 12．pay attention 13．in time
14．side by side 15．fall off 16．pick up 17．land on 【答案】1.appear 2.corner 3.fridge 4.hide 5.pain 6.pale7.medicine 8.glad 9．worse 10. throw11.bite12. 注意13.及时14.肩并肩15.从……跌落16.捡起17. 降落于 Ⅱ.活用句型 翻译下列句子 1.我正在等待过马路。 _________________________________________________. 2.当灯变红色的时候，一辆汽车突然出现在拐角处。 _________________________________________________. 3.司机正在打手机。 ___________________________________________________. 4.当你骑自行车的时候，考虑一下事故的风险吧！ __________________________________________________. 【答案】 1.I am waiting to cross the road. 2.When the lights were changing to red, a car suddenly appeared round the corner. 3.The driver was talking on his mobile phone. 4.When you are on a bike, think about the risk of an accident! 三、知识精要 1）词汇
Module 1 怎样学英语 Unit 1 让我们尽可能多的讲英语 詹姆斯老师：同学们，欢迎回来！今天，我们打算谈论一下学习英语的好方法。准备好了吗？谁有一些建议？ 玲玲：在课堂上我们应该总是讲英语。 詹姆斯老师：好！让我们尽可能多地讲英语。 大明：为什么不在我们笔记本上记下我们的错误呢？ 詹姆斯老师：那是个好主意，而且不要忘记在错误旁边写下正确的答案，还有什么其它的建议？ 玲玲：每天拼写并大声朗读新单词是个好主意。 詹姆斯老师：非常感谢，玲玲，听广播怎么样？ 大明：是的，那也有益于我们的发音。但有很多生词。 詹姆斯老师：你（们）不必理解每个单词（的含义）。你（们）只需要听关键词和主要意思。 大明：阅读也一样。英语故事很有趣。通过阅读我逐渐了解了世界上的许多事情。 玲玲：我认为写作也很重要。我们为什么不尽量去找些英语笔友呢？我们可以给他们写信。 詹姆斯老师：太棒了！我同意你的提议。 Unit 2 你应该向她微笑 把你的问题发送给语言博士黛安娜。 很多学生请求给予如何提高他们的英语水平的建议。这儿是三个基本问题。 第一个问是关于（如何）理解英文电影和歌曲。来自湖北的李浩写道：我喜欢看英文电影和听英文歌曲，但我理解的不多。我该怎么办呢？ 看电影和听歌曲是学习英语很好的方式！看和听几遍，并猜测生词的含义。每一遍你都会学到新东西。我还建议你和朋友们谈论一下这些电影或歌曲。 第二个问题是关于口语的。来自吉林的王帆写道：“我们学校有一位来自美国的老师。我很腼腆，不敢与她说话。我该怎么办？” 你可以说：“嗨！你好吗？”“你喜欢中国吗”这些都是展开交谈的好方式。在你开始（讲英语）前，你应该向她微笑！记住这一点：不要害羞，去试一试。 第三个问题是关于词汇的。来自安徽的张雷写道：我写下生词，但我很快就忘记了，我怎样才能记住它们呢？ 不用担心，忘记生词是很自然的！我建议你每天把四五个单词写在纸片上并放在你的房间里。看到这些单词的时候就读一读，并且尽量使用它们。 Module 2 我的家乡和我的国家 Unit 1它比许多其他建筑物都高 托尼：嘿，大明！你的周末过得怎么样？ 大明：很好！我去深圳了。 托尼：深圳在哪？ 大明：哦，它在靠近香港的海边上。大约30年前它是一个小村庄，但现在它是一个非常大的城市。 托尼：这么说它是一个比香港更新的城市？ 大明：是的，它是一个很新的城市。实际上，它只是在20世纪80年代才变得重要起来。它正变得更大，更繁华。我相信有一天它会变得和香港一样繁华。
八年级外研版英语上册课文原文 Module 1Unit 1 Listen and read. Ms James: Welcome back, everyone! Now, because it's a new term, I'm going to give you some advice. Why don't you write it down? Ready? All: Yes, Ms James. Ms James: You should always speak English in class. And you should write down your mistakes in your notebooks. And why don't you write down the correct spelling and grammar next to the mistakes? What else? Lingling: It's a good idea to check your vocabulary notebook every day. Ms James: That's a good idea. Thanks a lot, Lingling. How about listening to the radio or reading a newspaper in English? But try not to translate every word. Lingling: I think everyone should have a pen friend and write email messages to each other. I'm going to meet my pen friend in Beijing this term. Ms James: Excellent! Lingling: She plays in her school orchestra, and they're doing some concerts in China. Ms James: Is she English? Lingling: Yes, she is. Daming: Good! She can help me with my homework. Module 1Unit 2 Read the passage and find out what questions other people ask. Questions and answers Send your questions to the Language Doctor,the Language Docter.
Module9 Population Unit1 The population of China is about 1.37 billion.(读作one point three seven billion或one point thirty-seven) 1. China has a population of about 1.37 billion. =China has about 1.37 billion people. =There are around 1.37 billion people in China. （注意population与people不连用） 划线提问 What’s the population of China? =How many people does China have? =How many people are there in China? a large/big/small population 翻译：重庆的人口比北京多。 Chongqing has a larger/bigger population than Beijing. The population of Chongqing is larger/bigger than that of Beijing. Half of the population in the town are farmers. 2. prepare (sth.) for…= get (sth.) ready for…note n. 笔记；便笺；钞票；音符；声调，语气 vt. 注意；记录；对…加注释；指出 take/write/make note s做笔记 3. a report called the growing/increasing population 过去分词短语做定语 grow-grew-grown v.增长(大);生长;种植;长高,变 老 4. We’re in the right place to talk about…正是谈论…的恰当时机。 5. cause problems/trouble/worry vt. 成为…的原因;导致;引起;使遭受 cause sb sth.=cause sth. to sb. (后接双宾语) cause sb./sth. to do （宾语补足语） Driving carelessly is likely to cause accidents. 粗心大意的驾驶可能导致车祸。 His rude behavior caused him a lot of trouble. n. 原因;动机;(某种行为、感情等的)理由;缘故Smoking is the biggest prevent able cause of death and disease.在可以预防的引发死亡和疾病的因素当中，吸烟排在第一位。 6.too much traffic/noise/rubbish/pollution too many cars/problems/flats/pupils pollute [p??lu:t] vt. 污染 The air is heavily/seriously polluted. 空气被严重污染了。 noise n. [U] 噪音；[C]声音 noisy adj. noisily adv. Don’t make a noise.或Don’t make any noise. I can’t stand（忍受）the ____ in the classroom bec ause it’s too_____. They are talking _____. 7. population increase [?inkri:s] n. [?n?kri:s] v. 增加，增大，增多 ; 增强，增进,提高 an increase in population 人口增长 The world’s population/The population of the world is still increasing. 8. That make s over 131.4 million birth s a year.那就造成每年一亿三千一百四十万的婴儿出生。 注意大数字的读法 one hundred and thirty-one point four million What make s a good League member? 优秀的团员应具备什么样品质? give birth to sb. 生下某人 9.分数的读法：分子用基数词，分母用序数词，当分子大于1的时候，分母要加s 五分之一： a/one fifth 五分之二： two fifth s 四分之一： a/one fourth (a quarter) 四分之三： three fourth s (three quarter s) 二分之一： a/one second (a half) 三分之二： two third s 分数/百分比+of+名词作主语，谓语动词取决于of后面的名词 Three quarters of the earth is covered with water.地球四分之三覆盖着水。 One percent of the strawberries in the box have gone bad. 箱子里百分之一的草莓已经变质了。 11. hang on a minute稍等 hang-hung-hung wait a minute= just a moment 12. at the start/beginning of… at the end of… 13. be free to do sth. 自由地做… adj. 空闲的;免费的;免税的； She is fond of shopping in her free time. I have two free tickets. Would you like one? He got the suit for free. 他免费得到这套西装。14….that is,….即；就是；换句话说；更确切地说(表进一步解说) Unit2 Arnwick was a city with 200,000 people. 1.Arnwick was a city with a population of 200,000. 阿恩威克是一个20万人口的城市。(注意：population 和people不连用) 2.move to sp. (家)搬到……
外语教研版八年级英语上册单词表 1、pair [pε?] n.（相关的）两个人，一对。 2、correct [k?'rekt] vt. 改正；纠正。adj. 正确的；对的； 3、spelling ['speli?]n. 拼写；拼字 4、word [w?:d] n. 单词；字；词 5、practise ['pr?ktis] vi. 练习， 6、match [m?t?] v t. 找到与…..相配之物，使成对；使相配 7、meaning ['mi:ni?]n. 意义；意思 8、complete [k?m'pli:t] v.把….填完整；使完全。 9、sentence ['sent?ns] n. 句子 10、dictionary ['dik??n?ri] n. 字典；词典 11、grammar ['ɡr?m?] n. 语法 12、letter ['let?] n. 信；字母 13、look up 查，查找 14、mistake [mi'steik] n. 错误；过错 15、make a mistake 犯错误 16、understand [,?nd?'st?nd] v.（understood [,?nd?'stud]）理解；明白 17、advice [?d'vais] n. 建议；意见 18、should [?ud] v. aux. 应该 19、possible ['p?s?bl] adj. 可能的
21、notebook ['n?utbuk] n. 笔记本 22、forget [f?'get] v. （forgot [f?'ɡ?t]）忘，忘记 23、pronounce [pr?u'nauns] v. 发……..的音 24、aloud [?'laud] adv. 大声地；出声地 25、radio ['reidi?u] n.电台，广播 26、pronunciation [pr?u,n?nsi'ei??n] n. 发音 27、key [ki:] adj. 关键行动，非常重要的 28、main [mein] adj.主要的，最大的 29、excellent ['eks?l?nt] adj. 极好的；极好的 30、agree [?'ɡri:] vt.同意；赞同 31、agree with sb. 同意某人 32、vocabulary [v?u'k?bjul?ri] n. 词汇；词汇量 33、ask for请求（给予） 34、improve [im'pru:v] vt. 改善，改进 35、basic ['beisik] adj. 主要的；基础的
八年级上册英语单词： Module 1 1. 翻译_______________________________ 2. 翻译_______________________________ 3. 改正_______________________________ 4. 将…配对___________________________ 5. 数字_______________________________ 6. 重复_______________________________ 7. 语法_______________________________ 8. 语音_______________________________ 9. 写作_______________________________ 10. 标点符号___________________________ 11. 拼写_______________________________ 12. 学期 13. 建议_______________________________ 14. 写下_______________________________ 15. 错误_______________________________ 16. 笔记本_____________________________ 17. 其他_______________________________ 18. 收音机_____________________________ 19. 报纸_______________________________ 20. 信息_______________________________ 21. 笔友_______________________________ 22. 各个_______________________________ 23. 不同的人___________________________ 24. 互相_______________________________ 25. 卓越的_____________________________ 26. 管弦乐队___________________________ 27. 发送— 28. 语言_______________________________ 29. 提高_______________________________ 30. 主要的_____________________________ 31. 看_________________________________ 32. 猜_________________________________ 33. 请_________________________________ 34. 你自己_____________________________ 35. 过得快乐___________________________ 36. 害羞的_____________________________ 37. 谈话_______________________________ 38. 深的_______________________________ 39. 呼吸_______________________________ 40. 微笑_______________________________ 41. 记住_______________________________ 42. 忘记_______________________________ 43. ■张 _____________________________ 44. 放置_______________________________ 45. 数_________________________________ 46. 总是_______________________________ 47. 口音_______________________________ 48. 祝愿_______________________________ 49. 借_________________________________ 50. 组_________________________________ 51. 分数 52. 俱乐部_____________________________ 53. 创办_______________________________ 54. _起________________________________ 55. 听见_______________________________ Module 2 1. 经验_______________________________ 2. 曾经_______________________________ 3. 竞争_______________________________ 4. 机场_______________________________ 5. 客舱_______________________________ 6. 乘务员_____________________________ 7. 机长------------------------------- 8. 国家_______________________________ 9. 起飞_______________________________