Unit 2 Keeping Healthy
Topic 1 How are you feeling today?
Section A
Teaching aims and demands:
1Understand the dialog about seeing a doctor.
2Learn how to express feelings and pains.
3Learn how to give advice to others.
Teaching procedure:
Step 1 Review
Greeting to each other. The teacher and students ask each other some questions. (chain questions)
For example:
Teacher: How are you?
Student 1: Fine, thank you, and you?(to Student 2)
Student 2: I’m fine, too. (to Student 3:) How about you?
Student 3: I’m fine, thanks, and you?(to Student 4)
Student 4: I’m very well. (to Student 5:) How do you feel today? Student 5: I feel very well.
Teacher: Why?
Student 5: Because it’s a fine day today.
Step 2 Presentation
1.After the questions. The teacher summarizes the feelings: We re all very well today.
We feel very happy.
But how does Betty feel, do you know?
Then the teacher shows a picture of Betty, and helps students answer. Play the recorder, and let students find the answers according to the listening:(1a)
2.Show some more pictures,or reading passage 2, then ask and answer: What s the matter with him？
At last, the teacher writes the key words on the blackboard and explain the new words
Step 3 Consolidation
The teacher acts as if he has a headache. Let students guess:
What’s the matter with me?
You have a headache.
Ask the students for some advice:
If I have a ..., what should I do?
Then finish the exercises in 3a.
Step 4 Practice
1. Make a conversation in pairs.Finish 1b and 3b.
For example:
One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs.
2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the reading
Step 5 Project
The teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.
Section B
Teaching aims and demands:
1Go on talking about seeing a doctor.
2Understand the dialogs about seeing a doctor.
3Review how to give advice.
Teaching procedure:
Step 1 Review
Show the pictures in last period. Let students give a quick answer. (chain questions)
Teacher: What s the matter with him?
Student 1:He has a toothache.
Teacher: What should he do?
Student 2:He should see a dentist.
Change to another picture and go on with the question. Step 2 Presentation
1. After showing the pictures in last period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. (or let the students have a look at 1.)
Ask these questions:
How does Bruce look?
How does Bruce feel?
Help students answer:
Bruce looks pale!
He doesn t feel very well!
2. Play the tape recorder. Let students complete the dialog according to the listening:
Mr.Lee: Hey, Bruce. You pale. What’s ?
Bruce: Well. I have a and a .
Mr.Lee: I’m to hear that. you have the .
Bruce: DW〗Oh, I’m terrible.
Mr.Lee:You’d better go to see a . Shall I you the ?
Bruce: No, thank you! I’ll some medicine and see how it .
Then let the students open their books, read the dialog in 1 and check their answers.
The teacher explain the new words and language points:
pale, maybe, terrible, medicine
You look pale!
Shall I ...
... see how it goes.
Step 3 Consolidation
Let students finish 2. Make a competition. Let’s see who is the first to finish the dialog, then listen and check the answer.
Make sure that the students can read the dialog correctly. Then act it out.
Step 4 Practice
1. Do 3. First Match the sentences. Then make up a dialog
in pairs.
2. Do 4.
Listen and fill in the blanks. Then listen again and check the answers.
Step 5 Project
Suppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to Mr.Wang at Mr.Wang’s office. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.
Section C
Teaching aims and demands:
1Learn to Listen to some materials and get information.
2Learn to use what we learned.
3Learn to ask for and give advice.
Teaching procedure:
Step 1 Review
Greeting each other. Play the guessing game. The teacher act out different illnesses. Let students guess what it is. Ask and answer: What’s wrong with me?
You have a headache/a stomachache.
What should I do?
You should ...
You’d better ...
Step 2 Presentation
The teacher act as if his leg hurts. Then tell students: My leg hurts.
Explain the new word “hurt” and ask:
What happened to me? Guess!
Then lead into:
I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story.
Play the tape recorder，then finish 1a and 1b.
After listening to the story. Let students describe the pictures according to the tape.
Play again, and let students answer the questions 1b. Then check their answers.Explain the use of “hurt”
Step 3 Consolidation
1. The teacher asks: What should Michael do?
Let the students answer first. Then listen to the dialog 2a. And finish 2b.
take some medicine.
Michael should stay in bed.
eat a lot of fruit and drink plenty of water. Michael shouldn t move his leg too much.
2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F 2. F
3. F Step 4 Practice
1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out.
2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.
For example:
Teacher: Yesterday Xiao Ming played basketball with his friends. Student A: Suddenly he fell down and hurt his left arm.
Student B:...
Step 5 Project
Have a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.
Section D
Teaching aims and demands:
1Sum up the sentence patterns and useful expressions in Topic 1.
2Improve listening and speaking skills to writing skills.
3Lead up suggestion voice to other topic.
Teaching procedure:
Step 1 Review
Ask some questions about what they learned in the last period.
Who had an accident?
What was wrong with him?
Who went to call a taxi?
What was Dr.Jiang s advice to Michael?
Who came to visit Michael in hospital?
Let students retell the story of Michael according to these questions.
Step 2 Presentation
1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter.
Let students finish 1a then read the passage loudly.
Notes: 1) not... until...
2) worry about ...
2. The teacher asks some questions about the passage:
1) Why can t Peter read the books?
2) What was wrong with Peter?
3) How did Peter get sick?
4) How was Peter’s sister?
While students are answering these questions, the teacher writes some key words on the blackboard.
couldn t — until — had — weekend — a sore throat —a toothache — Friday — football — flu — sister — sick —coughed
Then let the students retell the story according to the above words.
Step 3 Consolidation
Do 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.
Step 4 Practice
1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.
2. Divide the class into two groups. Think of some problems about health. Ask each other for help. Give some advice to solve the problem. The group which can t solve the problem will lose. Step 5 Project
Work in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.
Topic 2 Is it good for your health?
Section A
Teaching aims and demands:
1.Learn to talk about the topic of the healthy living habits.
2.Learn to use the gerund as the subject.
3.Go on practicing how to give advice.
Teaching procedure:
Step 1 Review
Show some pictures of Topic 1.Section 1, ask and answer:
Teacher:What s wrong with him?
Student:He has a headache.
Teacher:I think he should/shouldn t...
Teacher:What s the trouble with her?
Student:She has a cold.
Teacher:She had better(not)...
Review like this.
Step 2 Presentation
1Teacher:Kangkang is also feeling terrible today. What s the trouble with him?
Play the tape. Let students answer the questions according to listening.
2Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a) 3Do 1b. Students practice and act it out.
Step 3 Consolidation
1 Play the tape. Let students do 2.
2Play again, let students follow and imitate the reading. Check the answer to “How did Wang Jun get a headache?”
Step 4 Practice
1Do 3: Pair work.
Teacher:If I have a headache, what should I do?
Student:You should/shouldn t.../You d better(not)...
Then students ask and answer questions like this. (chain questions) 2Teacher:Bad habits can cause headache or other illness. So we should have good hadits.
Explain “habit”, then write down “habit” and “good/bad”. Students do 4a.
3Teacher:What other habits do you have?
Student:I like getting up late.
Teacher:Is getting up late good or bad for your health? Students:...
Students work in pairs like this, finish 4b:
A: Is ... good or bad for your health?
B: It s good/bad.
...
Step 5 Project
1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)
—Is going to bed early good or bad for your health?
—It’s good.
Then choose one student to write down the result. And choose a speaker to give a report to the whole class.
For example: We think that going to bed early is good for our health. So we should go to bed early every day.
Playing sports after meals is bad for our health.
So we shouldn t play sports after meals.
Section B
Teaching aims and demands:
1Go on learning good habits to keep healthy.
2Improve from “listen, read” skills to “speak, write”skills step by step.
3Master “must” and “must not”.
Teaching procedure:
Step 1 Review
Go on with the report on healthy habits. The teacher point out the language points:
Doing sth is good/bad for ...
You should do ...
Step 2 Presentation
1. The teacher write some habits on the blackboard.
For example: eat breakfast
go out for a walk
go to bed early and get up early
drink plenty of water
Then the teacher summarize: These are all healthy habits.
But do you know why they can help us keep healthy?
2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard:
eat breakfast——gives ... energy ...
go out for a walk —— good exercise ... necessary...
drink plenty of water ——...good...health.
go to bed early and get up early ——... keep...active... daytime. The teacher points out the new words. Make sure that the students can read and understand them exactly.
Step 3 Consolidation
1. Let students retell the passage according to the key words on the blackboard.
2. Do 1b, write the vocabularies to finish the sentences. Step 4 Practice
1. Do 2a. Let students speak the sentences orally:Ｙou must wash hands before meals. You must not read in strong sunlight.
2. Then let students write more sentences by using “You must ...” and “You must not ...”.
Step 5 Project
1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class.
2. The students who has no chance to report should practice more after class and get ready to report in the next period.
Section C
Teaching aims and demands:
1 Improve students’ablities from listening, speaking to reading.
2Learn to get information from the passage by skimming.
3Learn to summerize by scanning.
Teaching procedure:
Step 1 Review
1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences:
You must .../You must not...
2. Let the students think about the causes of the headache. And try to give some answers.
Step 2 Presentation
1. Play the tape recorder 1a. Let students tell “True”or “False” about these sentences:
1)A headache is a disease.
2)A headache may show that something in your body is wrong.
3)We may have more than one headache each week.
4)Headaches can often make you worried.
5)You needn t go to see the doctor when you have a headache. The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape.
2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them.
3. Scanning. Read the passage more carefully. Then finish the questions in 1a.
Step 3 Consolidation
The teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words.
1)not a disease —— show —— wrong
2)a fever —— other illnesses
3)may get a headache whenwork —— hard
can t —— enough sleep exercise —— empty
Step 4 Practice
Let the students discuss: How does a body become sick?
Then do 2a. Let students tell the ways of becoming sick:
1)through the nose
2)through the mouth
3)through the skin
Step 5 Project
1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should .../should not...” and “We must.../must not...”.
2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.
Section D
Teaching aims an demands:
1Go on learning what are healthy habits.
2Improve the students listening, speaking, reading and writing skills.
3Summerize the grammar focus and useful expressions in the topic.
Teaching procedure:
Step 1 Review
1. Let some students report the project in last period.
The teacher point out the language points.
2. The teacher asks the students something about healthy habits.
For example:
—What are healthy habits?
—Going to bed early is good for our health.
—Doing morning exercises is a healthy habit.
Step 2 Presentation
1. After talking about healthy habits. The teacher asks something about healthy foods.
Show some pictures and put them on the blackboard, and write the names of the foods. Make sure the students can read all of them.
2. Let the students divide these foods into groups. finish
1b.
3. Let students tell which are healthy foods and which are unhealthy foods.
Step 3 Consolidation
1. Play the tape recorder 1a. Complete the passage according to the listening.
As we know, gives us energy. We must have to keep us . Of course, we must also have the of . We should eat more and and less . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can make us .
2. Play again. Let the students follow and imitate the reading.
Step 4 Practice
Let the students do 3 by themselves. Then give a report to the whole class.
Step 5 Project
1. Let students go over all the pattern sentences in this topic 2a, 2b. Finish the writing project 3 by using the sentences they have learned in Topic
2. Each student writes at least 5 sentences.
2. Write a short passage which contains 6080 words. Title: How to Keep Healthy
Instruction: Try to use the sentences you have learned in Topic 2 as many as possible.
Topic 3 We should do our best to fight SARS.
Section A
Teaching aims and demands:
1Talk about how to fight SARS.
2Learn how to interview others.
3Master the words “should” and “shouldn t”. Teaching procedure:
Step 1 Review
Let the students tell good habits and bad habits. Use these sentences:
We should do ...
We shouldn t do ...
We must do ...
We must not do ...
We don t have to ...
Step 2 Presentation
1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?” Ask the students to talk about “SARS”.
2. Introduce Kangkang s father to the students. Then the students listen to the dialog and answer the questions:
—What do you know about SARS according to the listening?
—It spreads easily among people.
Play again, ask more questions:
—What should we do to stop it?
—We’d better have a balanced diet and take more exercise. —We must not go to the crowded places.
Step 3 Consolidation
1. Play the tape recorder, and let students follow the tape and imitate.
2. Do 1b, and finish the questions in pairs.
Step 4 Practice
1. Let students think of more good ideas to stop SARS away from us.
2. Do 2, then make up dialogs in pairs.
Step 5 Project
1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions,
the other three answer.
2. Every student writes at least three sentences about how to fight SARS.
Section B
Teaching aims and demands:
1Learn how to make a telephone call.
2Make sure you can take a message of a telephone call.
3Make sure you can read the telephone message. Teaching procedure:
Step 1 Review
1. Let student retell at least three sentences about how to fight SARS.
2. Ask and answer about Kankang’s father:
What’s Kangkang’s father?
Where is he now?
Why can t he go home?
Step 2 Presentation
1. The teacher lead into: Kangkang misses his father very much. What should he do?
The students may answer: He should call his father.
2. Listen to the dialog 1a and answer questions:
1)Can Kangkang’s father answer the phone? Why or why not?
2)What is he doing now?
3)What does Kangkang tell his father?
4)What will Miss Hu do?
3. Play the tape again, and finish 1b.
Step 3 Consolidation
Let students read 2. Put the sentences in the right order, and make up a new similar dialog.
Step 4 Practice
1. Read the telephone messages 1b. Complete the dialog according to the information from the messages.
2. Listen to the tape. Follow and imitate.
Step 5 Project
Suppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶30 tomorrow morning.
Let students make up a dialog in pairs, then act it out.
Section C
Teaching aims and demands:
1Learn how to do the skimming and get information.
2Master the simple past tense.
Teaching procedure:
Step 1 Review
1. Ask some questions about SARS:
What do you know about SARS?
What should we do to stop SARS away from us?
2. Let some students introduce something about Kangkang’s father.
What do you know about Kangkang’s father?
Step 2 Presentation
1. Read the passage 1a, let students tell“True” or “False”.
1)Kangkang’s father was a patient in Xiaotangshan Hospital.
2)Kangkang’s father could talk with his family on the phone.
3)SARS is a kind of serious disease.
2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard:
doctor — SARS — serious — hospital — couldn t — home —talk — phone — missed — duty — save
Step 3 Consolidation
1. Using the key words on the blackboard, retell the story in 1a.
2. Rewrite the story with your own words,and finish 1b. Step 4 Practice
1. Listening practice: Listen to the dialog and finish the chart below:
Names How did they spend their time at home? How did they
think
about it? Kangkang on the Internet.
Michael had
to and .
Jane her mother at home.
Maria a lot of stories at home.
2. Finish 3b, 3c.
Step 5 Project
1. Work in groups. Four in one group. Each of the students acts one character: Kangkang, Michael, Jane and Maria. Act out the dialog according to the information in the chart.
2.Work in groups. Make a survey and complete the chart below:
Names How did you spend your time last
Sunday?
How did you think about
it?
1
2
3
4
Choose one speaker to give a report.
3.Finish 3c.Let students make up a passage about Kangkang’s father.
Section D
Teaching aims and remands:
1Summerize the grammer focus and useful expressions in topic 3.
2Improve the listening, speaking, reading and writing skills.
3Go on talking about health.
Teaching procedure:
Step 1 Review
1. Chain questions. Ask the students to answer the following questions quickly:
Did you have breakfast this morning?
What did you have for breakfast?
Where do you usually have lunch?
What do you have for lunch?
When do you usually have supper?
What do you have for supper?
What is your favorite food?
Which foods are good for your health?
2. Ask and answer in pairs
3. Then retell the answers to the class. Step 2 Presentation
1. Look at the pictures 1. Describe the differences between these two pictures.
2. Play the tape recorder. Choose the correct picture.
3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard.
Step 3 Consolidation
1. Retell the passage according to the key words.
2. Let the students go over the language points in Topic
3. Do 2a, 2b.
Step 4 Practice
Make a survey to each other. ( Four in one group)
Complete the chart below:
八年级上学期英语知识点 八年级英语短语总汇 Unit1 Topic1 1.be going to do 打算做某事 2.See sb do sth看见某人做某事（全过程）See sb doing sth看见某人正在做某事（正在进行） 3.cheer sb on为...加油 4.Play against=fight against 与...对抗/大战 5.Be against--Be for 反对—赞同 6.practice+doing 练习做... 7.Prefer+doing 跟喜欢... 8.Quite a lot/bit=often 经常 9.which=what kind of那一个;prefer=like better 跟喜欢 10.Join+某人/组织 Join in+活动/比赛加入 Take part in+活动/比赛 Be in+活动/比赛 11.Perfer+doing/n.to doing/n. 比起后者跟喜欢前者 12.Perfer to do 宁愿做... 13.Know about... 知道/了解有关于... 14.时间状语从句：主句（一般将来时）从句（一般现在时）when后是从句，前是主句 15.It takes sb+时间/钱 to do sth Spend+时间/钱+(in) doing sth 在某方面花费多少 Spend+时间/钱+on+n. 物+cost+时间/钱 16.There be going to be=there will be 这里将会有... 17.Be good at+(doing)sth=Do well in+(doing)sth 擅长做... 18.Be sure that+宾语从句确信... 19.Be sure to do 肯定要做... 20.Be sure of/about 对...有把握 21.At the weekend 在周末 22.Make sb/sth+adj 使...处在什么状态 23.Keep+adj 保持...;keep sb/sth+adj 使...保持什么状态 24. A way to 一种...的方法 25.Relax oneself 使某人自己放松 26.Play for 为...效力 27.Arrive in=get to=reach+大地方；Arrive at+小地方 28.Excited（人）；exciting（物） 29.Leave for动身做某地；leave A for B 离开A地去B地 Unit1 Topic2 1.Could you(not)....=cuold/would you please(not)do=would/do you mind(not)doing= Would you mind (not)+if+从句 2.fall ill=be ill 生病 3.One of+n.复数 ...其中之一
仁爱版英语八年级上册(8a)Unit1单元综合检测题 内容预览： Ⅰ.单项选择。（15分）( )1.—Would you like to climb mountains with me this Sunday? —I’d love to. But I _______ play table tennis between Class Three and our class.
A.am going B.am going to C.am D.going to ( )2.—Do you like swimming? —Yes, swimming is a good way _______ fit. A.keep B.to keep C.keeping D.keeps ( )3.—Would you please _______ so much noise? —Oh, sorry, I won’t. A. not make B.don’t make C. not to make
D.making ( )4.—What _______ we do then? —Let’s go out for a walk. A.do B.must C.shall D.did ( )5.One of my teammates fell ill _______ he can’t practice with us now. A. so that B.however C. instead of D.never mind ( )6.Everyone knows
China is getting _______. A.strong and strong B.more strong and strong C.stronger and stronger D.strongest and strongest ( )7.—Would you mind _______here? —I’m sorry about that. I’ll go somewhere else. A.no smoking B.not smoking C.no smoke D.not smoke
八年级上学期英语知识点八年级英语短语总汇 Unit1 Topic1 1.be going to do 打算做某事 2.See sb do sth看见某人做某事（全过程）See sb doing sth看见某人正在做某事（正在进行） 3.cheer sb on为...加油 4.Play against=fight against 与...对抗/大战 5.Be against--Be for 反对—赞同 6.practice+doing 练习做... 7.Prefer+doing 跟喜欢... 8.Perfer+doing/n.to doing/n. 比起后者跟喜欢前者 9.Perfer to do 宁愿做... 8.Quite a lot/bit=often 经常 9.which=what kind of那一个;prefer=like better 跟喜欢 10. Join+某人/组织 Join in+活动/比赛加入 Take part in+活动/比赛 Be in+活动/比赛 13.Know about... 知道/了解有关于... 14.时间状语从句：主句（一般将来时）从句（一般现在时）when后是从句，前是主句 15. It takes sb+时间/钱 to do sth Spend+时间/钱+(in) doing sth 在某方面花费多少 Spend+时间/钱+on+n. 物+cost+时间/钱 16.There be going to be=there will be 这里将会有...
17.Be good at+(doing)sth=Do well in+(doing)sth 擅长做... 18.Be sure that+宾语从句确信... 19.Be sure to do 肯定要做... 20.Be sure of/about 对...有把握 21.At the weekend 在周末 22.Make sb/sth+adj 使...处在什么状态 23.Keep+adj 保持...;keep sb/sth+adj 使...保持什么状态 24.A way to 一种...的方法 25.Relax oneself 使某人自己放松 26.Play for 为...效力 27.Arrive in=get to=reach+大地方；Arrive at+小地方 28.Excited（人）；exciting（物） 29.Leave for动身做某地；leave A for B 离开A地去B地
仁爱英语八年级上册课文文本 Unit 3 Our hobbies Topic 1 What’s your hobby? Unit 3 Topic 1 Section A P57 1a.Listen, look and say Helen: What do you often do in your free time? Wen Wei: I often go fishing. It’s my favorite hobby. And I also enjoy reading and listening to music. It’s great fun. Well, What’s your hobby? Helen: I love reciting poems. And I’m a movie fan, too. I go to the movie theater a lot. I also rent DVDs and watch them at home. Wen Wei: Why not go out and do some outdoor activities? Helen: Sounds good! Maybe I need a change. 1b. Listen to 1a and choose the correct answer. What are Helen and Wen Wei talking about? A. Going to the movie theater. B. Their hobbies C. Outdoor activities. 1c. Listen again. Write H for Helen’s hobbies and W for Wen Wei’s. Then write a phrase for each picture.图略 1d. Read 1a and fill in the blanks. Helen and Wen Wei are talking about their hobbies. Wen Wei enjoys , reading stories and to music. He gets great from these activities. Helen enjoys poems and movies. She goes to the movie a lot and also DVDs and watches them at home. 2. Look at the picture. Then listen and complete the sentences. (Collecting different expressions with similar meanings will help you in your talking and writing.) I love and playing the guitar. I am interested in . I enjoy to music. I like . I like poems. I am fond of . I playing soccer. 3a. Match the pictures with the phrases. Then listen to the sentences and number the pictures. A. walk a pet dog B. listen to music C. collect stamps D. plant flowers
仁爱版八年级上册英语 知识点汇总完整版 HEN system office room 【HEN16H-HENS2AHENS8Q8-HENH1688】
八年级上学期英语知识点八年级英语短语总汇 Unit1 Topic1 going to do 打算做某事 sb do sth看见某人做某事（全过程）See sb doing sth看见某人正在做某事（正在进行） sb on为...加油 against=fight against 与...对抗/大战 against--Be for 反对—赞同 +doing 练习做... +doing 跟喜欢... +doing/ doing/n. 比起后者跟喜欢前者 to do 宁愿做... a lot/bit=often 经常 =what kind of那一个;prefer=like better 跟喜欢 10. Join+某人/组织 Join in+活动/比赛加入 Take part in+活动/比赛 Be in+活动/比赛 about... 知道/了解有关于... 14.时间状语从句：主句（一般将来时）从句（一般现在时）when后是从句，前是主句 15. It takes sb+时间/钱 to do sth Spend+时间/钱+(in) doing sth 在某方面花费多少Spend+时间/钱+on+n. 物+cost+时间/钱 be going to be=there will be 这里将会有...
good at+(doing)sth=Do well in+(doing)sth 擅长做... sure that+宾语从句确信... sure to do 肯定要做... sure of/about 对...有把握 the weekend 在周末 sb/sth+adj 使...处在什么状态 +adj 保持...;keep sb/sth+adj 使...保持什么状态 way to 一种...的方法 oneself 使某人自己放松 for 为...效力 in=get to=reach+大地方；Arrive at+小地方 （人）；exciting（物） for动身做某地；leave A for B 离开A地去B地 Unit1 Topic2 you(not)....=cuold/would you please(not)do=would/do you mind(not)doing=Would you mind (not)+if+从句 ill=be ill 生病 of+n.复数 ...其中之一 +doing继续做;keep on doing 反复做（有间隔） sb.=give sb a hand 帮助某人 .+间宾（人）+直宾（物）=V.+直宾+to/for+间宾 =certainly=of course 当然 at all=certainly not=of course not 不介意 mind=it’s nothing=it’s doesn’t matter 没关系 ...around/about 乱扔 .修饰不定代词放其后
Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section A The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases: almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit/a lot, join, club, skate, volleyball, tennis, table tennis 2. Learn some useful sentences: (1)I saw you play basketball almost every day during the summer holidays. (2)Would you like to come and cheer us on 3. Learn the future tense with be going to: (1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going to join the school rowing club 4. Talk about preferences: —Which sport do you prefer, cycling or rowing —I prefer rowing. 5. Talk about sports and games. Ⅱ. Teaching aids 教具图片/海报/教学挂图/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:7分钟) 复习学过的运动项目名称，引出生词。 1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。) T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays What did you do during your Ss: …(板书并要求学生掌握。) term T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones. (展示学生在打篮球的图片。) T: Look at the picture. Do you know what they are doing S1, please. S1: They are playing basketball. T: Do you like playing basketball S1: Yes, I do. / No, I don’t. T: How many players are there in the basketball team (板书并要求学生掌握。)team S1: T here are five players.(展示学生在打排球的图片。) 22: They are playing volleyball. (教师帮助该生回答。)
八年级上册（仁爱版英语）重点归纳 Unit 1 Topic 1 重点词语: 1. almost(反义词)never 2.win(过去式)won(名词)winner 3.ski(现在分词)skiing 4.famous(比较级)more famous 5.arrive(同义词)reach 6.leave(过去式))left 7.popular(最高级)most popular 8.healthy(同义词)fit(名词)health (1) 词组 1. during the summer holidays 在暑假期间 2. between…and…在两者之间 3. cheer sb. on 为某人加油 4. prefer doing sth. 更喜欢做某事 6. plan to do sth. 计划做某事 8. go skating/skiing/bicycling/climbing/hiking 去滑雪/滑冰/骑车/爬山/远足 12. leave for…动身去… 13. the day after tomorrow 后天 16. play baseball 打棒球 17. at least 至少 18. be good at 善于做某事 19. take part in 参加 20. all over the world 全世界 21. be good for 对……有益 22. a good way 一种好方法 23. keep fit ,keep healthy 保持健康 24. relax oneself 放松某人自己 重点句型 25. What’s your favorite sport? = What sport do you like best? 你最喜爱的运动是什么? 26. Which sport do you prefer? = Which sport do you like better? 你更喜欢什么运动? I prefer skating. = I like skating better. 我更喜欢滑雪. 27. Do you skate much? = Do you often skate? 你常滑雪吗? 28. She spends at least half an hour in the gym every day. 每天她至少花半小时在体育馆. 29. She plays baseball pretty well and she is also good at jumping. 她棒球打得相当好而且擅长于跳.
仁爱版英语八年级上册1-2单元知识点归纳 Unit 1 Playing sports Topic 1 What’s your favorite sport? 重点词语: 1. almost(反义词)never 2.win(过去式)won(名词)winner 3.ski(现在分词)skiing 4.famous(比较级)more famous 5.arrive(同义词)reach 6.leave(过去式))left 7.popular(最高级)most popular 8.healthy(同义词)fit(名词)health (1) 词组 1. during the summer holidays 在暑假期间 2. between…and…在两者之间 3. cheer sb. on 为某人加油 4. prefer doing sth. 更喜欢做某事 5. quite a bit/a lot 很多 6. plan to do sth. 计划做某事 7. have a skating club 举办滑雪俱乐部 8. go skating/skiing/bicycling/climbing/hiking 去滑雪/滑冰/骑车/爬山/远足 9. arrive in 到达 10. play against…与……对抗/较量 11. for long 很久 12. leave for…动身去… 13. the day after tomorrow 后天 14. places of interest 名胜 16. play baseball 打棒球 17. at least 至少 18. be good at 善于做某事
仁爱英语八年级上知识 点总结 集团标准化办公室：[VV986T-J682P28-JP266L8-68PNN]
仁爱英语八年级上册知识点归纳 Unit 1 课本短语：1.cheer...on 2.practive doing sth 3.grow up 4.in the future 5.be good at 6.be good for 7.keep fit 8.the day after tomorrow 9.fall ill 10.give sb a hand 11.do well in 12.shout at sb. 13.be angry with 14.talk about 15.at first https://www.doczj.com/doc/4e16905911.html,e into being 17.for example 18.neck and neck 19.stand for 20.at least 21.do one”s best Topic 1 1.see sb. do sth “看见某人做了某事”强调动作的全过程,常与every day; often等连用. see sb. doing sth. “看见某人正在做某事”强调动作正在进行. Eg : I saw you play basketball almost every day during the summer holidays. I often see him draw pictures near the river. 我常看见她在河边画画. I saw her go across the street. 我看见她过了马路 I saw her going across the street. 我看见她正在过马路. [类似的有watch,hear,feel 等这类感观动词.] 2.join sb. 表示“加入某人的行列”“和某人在一起” join + 组织表示“加入某个组织” take part in 表示“参加/出席某个活动” 如: Will you join us I will join the skiing club. She is planning to take part in the high jump. 3.prefer to 更喜欢（to是介词，后接名词、V-ing形式） Eg：She prefers fish to meat. She prefers playing the piano to playing the guitar. 4.arrive in + 大地点arrive at + 小地点 get to + 地点 = reach + 地点 如: My uncle arrived in Beijing yesterday. I arrived at the Great Wall. = I got to the Great Wall. = I reached the Great Wall. 注意: reach here/there/home = get here/there/home = arrive here/there/home 5.leave…离开…… leave for…动身去…/离开到… 如: They are leaving Beijing tomorrow. 明天他们要离开北京. They are leaving for Japan the day after tomorrow. 后天他们要前往日本. 6.a few “几个;一些”修饰可数名词 a little “一点点”修饰不数名词 如: There are a few eggs in the basket. There is a little water in the bottle. 7.how long 表示“多久(时间)”; 提问时间段. how often 表示“多常; 多久一次”; 提问时间的频率. 如: They will stay in Beijing for a week. → How long will they stay in Beijing? He plays basketball twice a week. → How often does he play basketball?
仁爱八年级英语上册教案 Topic 1 Are you going to play basketball? The main activities are 1a and 2. 本课重点活动是1a 和2。 Ⅰ.Teaching aims and demands 教学目标 1. Learn some new words and phrases: almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis 2. Learn some useful sentences: (1)I saw you play basketball almost every day during the summer holidays. (2)Would you like to come and cheer us on? 3. Learn the future tense with be going to: (1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going to join the school rowing club? 4. Talk about preferences: —Which sport do you prefer, cycling or rowing? —I prefer rowing. 5. Talk about sports and games. Ⅱ. Teach ing aids 教具
上册 1、迈克尔：嗨，康康！ 康康：嗨，迈克尔！ ?？ 迈克尔： ?。 康康： ?， ？ ??。 迈克尔： 。 ， ??比赛了。 康康： ?能赢。 迈克尔： 。 ?加油 ？ 康康：当然， 。 2、迈克尔： ?动 ，玛利亚？ 玛利亚：当然 了?。 迈克尔： 。 ?员谁？ 玛利亚：勒布朗·詹姆斯。 呢？ 迈克尔： ?。 玛利亚： 了解他 ？ 迈克尔： 。他高2.26米。他 NBA?斯 ? 员。 他??动员。 ?。?做 ？ 玛利亚： 当 ?学家。 3、 ?动。 ? ， ?爬山。 ??小时。
学 ? ， ?好。 ?远。 学 ?开动 。 加 高?和远。 学? 加油?。 他 ? 赢。 4、康康：迈克尔， 能 ?？ 迈克尔：当然。怎 了？ 康康： ??比赛。 ? 员 ?了。 能加 ? ？ 迈克尔： 。 ?好。 ?？ 康康： 。 ！ ?。 康康和迈克尔? 上 ?。 康康：迈克尔， ?。然 ?传 。 迈克尔： 起， 没 中。 康康：没 。 。 ?。 迈克尔：好 。 5、康康：迈克尔， 了， 没 传?。 迈克尔: 思？ ?。 ? 。 康康： 了?！ 玛 亚：康康，迈克尔， 了。迈克尔 ?好， 他 了?。
：迈克尔， 学学 ? ， 传 ? 员。 ， 。 学 ? 。 玛 亚：康康，迈克尔， 了。 比?赛?。康康， 迈克尔 ?歉怎 ？ 康康：迈克尔， ?话歉。 迈克尔:没 。 ：迈克尔， ， 能 ?更好了。 玛 亚： ！ 。 ? 好 ?。 6、 和? 他 ??动之。 ?年历史。 ?詹姆斯· 史 斯 ?加拿 。 他 1891?年 学? 了 ?。 起 ， ?动， 好?时 ，学 能 ? 。 ? 。 1946年 ?家 协 （NBA） 立。 NBA? 星。 年 他 ? 。 ? 动?员 他 ?家。 ?动 ?动。
仁爱版八年级英语上册 期末复习知识点汇编精华版 Unit 1 &考点词汇 against , cheer, team , win , join , club , volleyball ,dream , grow , future , record ,gold , hour , baseball ,heart , relax , leave , ill , mind , practice , throw , myself,care1ess , chance , nothing , invent, score , side , follow ,become , however , tired , mile , instead , habit , feel ,foreign , maybe , shall , pick , hit , winner , finish ,encourage , visitor , environment , modem , ring , symbol &目标短语 cheer... on 为……加油quite a bit/ a lot 许多，大量play for为……效力grow up 长大成人，成长in the future 今后,在将来give up 放弃 take part in =be in =take part in参加，加入both...and... 两个都，既……又…… spend... (in) doing sth.=spend…on sth. 花费(时间)做…… pretty well 相当好 all over the world=throughout the world=around the world全世界be good for 对……有益 keep fit=keep healthy=stay healthy保持健康leave for 动身去某地fall ill=be ill 患病 arrive in/ at(小地点用at,大地点用in) =get to=reach到达(某地) be glad to (do)乐意于… right away=right now=at once=in a minute 立刻，马上make one's bed 整理床铺 do sb. a favor=give sb. a hand=help sb. 帮助某人shout at sb. 朝某人大叫 be angry with sb. 生(某人)的气be angry at/about sth.因某事而生气（注意：be有形式变化） do one's best=try one’s best 尽(某人)最大努力(后接不定时to do形式) keep doing sth. 继续做某事tum down 关小，调低（反）：turn up开大，调高；turn on打开（反）：turn off 关闭 take a seat =have a seat =sit down 坐下，就座as well 也，还有instead of 代替，而不是 more and more 越来越(多的) (反)：less and less越来越（少）stand for 象征build up 使……增强（buil sb. up增强某人体质）at least 至少，不少于 be ready for=get ready for=prepare for 为……作准备 be able to=can 能够(后接动词原形，be 有各种形式，can只有时态变化) have fun=have a good time=enjoy oneself 玩得高兴(oneself为反身代词，根据主语用相应形式) &重点句型 1. We are going to have a basketball game against Class Three on Sunday. 2. I hope our team will win. 3. —Which sport do you prefer , cycling or rowing? —I prefer rowing. 4. —Are you going to join the school rowing club? —Yes , I am. / No , I'm not. 5. —What are you going to be when you grow up? —I'm going to be a dancer. 6. She spends half an hour doing exercise in the gym every day. 7. They are sure that she will win. 8. —Michael , could you please do me a favor? —Sure. What is it? 9. —Would you mind if I try it again? —Certainly not. Please do. 10. —I'm sorry I'm late for class. —That's OK. Please take a seat. 11. That's very kind of you , but I can manage it myself. 12. What do you mean by saying that? 13. We are sure to win next time. 14. I'll take part in the school meet. 15. There will be another exciting relay race this afternoon.
U n i t1T o p i c 1.duringthesummerholidays在暑假期间 2.between…and…在两者之间 3.cheersb.on为某人加油 4.preferdoingsth.更喜欢做某事 5.quiteabit/alot很多 6.plantodosth.计划做某事 7.haveaskatingclub举办滑雪俱乐部 8.goskating/skiing/bicycling/climbing/hiking去滑雪/滑冰/骑车/爬山/远足 9.arrivein到达 10.playagainst…与……对抗/较量 11.forlong很久 12.leavefor…动身去… 13.thedayaftertomorrow后天 14.placesofinterest名胜 15.playbaseball打棒球 16.atleast至少 17.begoodat善于做某事 18.takepartin参加 19.allovertheworld全世界 20.begoodfor对……有益 21.agoodway一种好方法 22.keepfit/healthy保持健康 23.relaxoneself放松某人自己 Topic2 1.haveasoccergame进行一场足球赛 2.fallill病倒了 3.bealittlefarfrom…离……有点远 4.rightaway=atonce立刻;马上 5.missagoodchance错过一个好机会 6.get/missagoal得到/失去一分 7.shameonsb.为某人感到羞耻 8.doone’sbest尽某人的力
UNIT 1 Topic 1 语法精讲 be going to＋动词原形 1. 表示说话人根据现在已有的迹象，判断将要或即将发生某种情况。这类句子的主语可以是人，也可是物。例如： There is going to be a football match in our school tomorrow afternoon. 明天下午我们学校将有一场足球赛。（已有告示） I feel terrible.I think I'm going to die. 我感到难受极了，我想我快不行了。 Look at those black clouds！It's going to rain. 看看那些乌云！天快要下雨了。 2. 表示主语现在的意图或现已作出的决定，即打算在最近或将来进行某事。这种意图或决定往往是事先经过考虑的。例如： He isn't going to see his elder brother tomorrow. 他明天不准备去看他哥哥。 Mary is going to be a teacher when she grows up. 玛丽决定长大了当一名教师。 3. 只是单纯地预测未来的事，此时可与will互换。例如： I think it is going to/will rain this evening. 我认为今晚要下雨。 注意： （1）be going to和will在含义和用法上略有不同。be going to往往表示事先经过考虑的打算；will多表示意愿、决心。两者有时不能互换。例如： He is studying hard and is going to try for the exams. 他正努力学习，准备参加考试。（不能用will替换） —Can somebody help me？——谁能帮我一下吗？ —I will. ——我来。（不能用be going to替换） （2）在if之后，通常不用will表示预言，但可以用be going to表示意图。例如： If you are going to go to the cinema this evening，you'd better take your coat with you. 你若今晚去看电影，最好带着外套。 be going to也常可以用于主句之中。例如： If you invite Jack，there's going to be trouble. 如果你邀请杰克，那就要惹麻烦了。 如果表示将来的意愿，will可用于条件从句。此时will为情态动词。例如：
八年级上英语语法 1) leave的用法 1.“leave+地点”表示“离开某地”。例如： When did you leave Shanghai? 你什么时候离开的？ 2.“leave for+地点”表示“动身去某地”。例如： Next Friday, Alice is leaving for London. 下周五，爱丽斯要去伦敦了。 3.“leave+地点+for+地点”表示“离开某地去某地”。例如： Why are you leaving Shanghai for Beijing? 你为什么要离开去？ 2) 情态动词should“应该”学会使用 should作为情态动词用，常常表示意外、惊奇、不能理解等，有“竟会”的意思，例如： How should I know? 我怎么知道？ Why should you be so late today? 你今天为什么来得这么晚？ should有时表示应当做或发生的事，例如： We should help each other.我们应当互相帮助。 我们在使用时要注意以下几点： 1. 用于表示“应该”或“不应该”的概念。此时常指长辈教导或责备晚辈。例如： You should be here with clean hands. 你应该把手洗干净了再来。 2. 用于提出意见劝导别人。例如： You should go to the doctor if you feel ill. 如果你感觉不舒服，你最好去看医生。 3. 用于表示可能性。should的这一用法是考试中常常出现的考点之一。例如： We should arrive by supper time. 我们在晚饭前就能到了。 She should be here any moment. 她随时都可能来。 3 1. what 与which 都是疑问代词，都可以指人或事物，但是what仅用来询问职业。如： What is your father? 你父亲是干什么的？
during[dj??r??]在…期间against[??genst]对着,反对cheer[t?i?]加油,欢呼；喝彩；football[futb?:l]足球 practice['pr?kt?s]v.&n.练习,实践prefer[pr?'f?:(r)]更喜欢 row[r??]划船；n.(一)排,(一)行quite[kwa?t]相当 join[d???n]加入；连接；会合skate[ske?t]溜冰 cycle['sa?kl]骑自行车tennis['ten?s]n.网球 player['ple??(r)]n.比赛者,选手rocket['r?kit]火箭 dream[dri:m]n.梦；v.做梦grow[ɡr??]成长;种植;变成scientist[?sa??nt?st]n.科学家future[?fju:t??(r)]n.将来musician[mju?z??n]n.音乐家,乐师pilot['pail?t]飞行员,驾驶员policeman['p?li:sm?n]男警察postman['p?ustm?n]邮递员fisherman['fi??m?n]捕鱼的人jump[d??mp]v.跳跃 spend[spend]度过；花费exercise['eks?sa?z]锻炼;练习baseball['be?sb?:l]n.棒球weekend[?wi:k'end]n.周末part[pa:t]n.一部分health[helθ]n.健康,卫生popular[?p?pj?l?(r)]流行的world[?w?:ld]n.世界,全球heart[hɑ:t]心脏lung[l??]肺；肺脏healthy[?helθi]adj.健康的,健壮的fit[f?t]健康的；适合的relax[r?'l?ks](使)放松,轻松supper[s?p?]晚餐famous['fe?m?s]adj.著名的teammate[?ti:mme?t]n.队友excited[?k?sa?t?d]激动的,兴奋的bad[b?d]坏的,不好的leave[li:v]离开；剩下；n.假期pity[piti]遗憾,可惜 ill[?l]adj.有病的；不健康的mind[ma?nd]介意；关心；n.思想kick[kik]踢pass[pa:s]传递,经过,及格