Teaching Design Content
Project English
Textbook
Grade Eight Unit Unit 7 Topic 2 Grade
I’m not sure whether I can cook it well Section A
Subject
1.Overall design basis and academic guidance
Overall design basis:During the teaching of this topic,a video about fried rice is played to warm up at first. Next, the teacher presents the target language. Then, several reading tasks are designed for practice. After that, there are some creative exercises for the students to consolidate. In the end, students need to do some projects after class. I mainly adopt the five steps teaching procedures,however, lots of recombinations and reconstructions are made to make the teaching and learning more targeted. For example,I reconstruct the task of 1c and 2a. For making a new dialog about cooking something,I ask the students to make a dialog about how to cook noodles according to 2a. As our students are mostly of low levels in English,this can simplify the difficulty for them. What’s more, several competi tion and cooperation tasks are designed to excite the students. individual brainstorming of words,pair work of reading and group competitions help them think and present well. Last but not the least, the projects and homework after class enable the students to have a further cooperation and strengthen their interest of learning English.
Academic guidance:The New Curriculum Standards are advocating the learning of tasks,cooperations and projects. The Five Steps and Task Based Teaching Methods are adopted to make the teaching and learning more effective and enhance the students’ ability of using the language. And it can motivate their interest and widen their thoughts. Those situational communication and group cooperation create a very lively language learning environment for the students to join in the class activities.
2. Analysis of the teaching background
Analysis of the teaching material: This section is the basis on which the unit topic about the food festival can continue to develop. Topic 2 is about how to make Chinese and western food,the table manners and eating habits.while Section A aims to learn the expressions about how to cook by introducing the ways to make fried rice.It includes the learning of key words,such as the expressions of steps,adverbs of manner,cooking ingredients,cookers,etc. The grammar focus is whether/if object clause. Moreover,there are expressions of requesting and praising. The teaching material arranges all four skills of listening,speaking,reading and writing activities. I will make good use of these and make some necessary changes to them base on the real situations of our school and students.
Analysis of the students：As our students are all from the countryside and the entrance requirements of our school is quite low, ou r students’ English are all weak. They are un-confident about learning English and show little interested in it. Only a few students are able to have a good preview because of the lack of consciousness. However,they are lively and competitive. And after ov er one year’s study,they have already had some basic language knowledge and listening and speaking abilities. In conclusion,I adopt the learning
strategies of task-based,group work and competitions to help them study better.
3.Teaching aims and demands
Knowledge aims:
1. (1) Learn new words : fry, ingredient, cut, pot,oil, add, onion, cooker, pork, cut up, ham, cooked meat,noodle,bowl,quick,healthily.
(2) Learn adverbs of manner: finely, lightly, immediately
2. Learn and master how to make some food, such as fried rice and noodles.
3. sentence patterns:(1)But I'm not sure whether I can cook it well.
(2)--Would you like me to help you?--Yes,please.
(3)Well done!
(4)--What do I need to do after that?
--You need to add the rice slowly.
(5)--Would you mind teaching me?
--Certainly not.
(6)--First…, second(next)…,then…,after that…,finally….
4.Learn object clauses “whether/if”
Ability aims:
1.listening:(1)can understand the new words and recognise them immediately.
(2)can understand others describe the steps of cooking.
(3)can understand the sentence patterns about requesting and praising, and react correctly.
2.speaking:(1)can communicate with others about the steps of cooking in class.
(2)can role-play with the help of the dialog or the teacher.
3.reading:can read and understand the dialog correctly.
4.writing:(1)can write sentences led by that/whether/if.
(2)can write the steps of cooking something.
Attitude aims:
(1) keep interest of learning, curiosity and thirsty for knowledge.
(2) have enough confidence to learn English well and to speak English in public.
(3) want to help others and work together to finish the task.
(4) put the knowledge in the text into daily life.
4.Teaching important and difficult points
Teaching important points：
1.make the students master the five steps of making fried rice.
2.Whether/if clauses.
3.adverbs of manner.
4.be skillful with the sentence patterns.
Teaching difficulties:
1.adverbs of manner
2.Whether/if clauses
5. Teaching procedure
一．Review
Step1.Review
1.(show the pictures of new words on PPT.)
The teacher greets the students as usual and then ask them to play the Quick Eye(The teacher shows pictures one by one for the students to speak out the words quickly,loudly and correctly to review the new words.)
Task1:Quick Eye
Design intent: With the hel p of colorful pictures, the students’ attention will come to the new lesson quickly. The review of new words will help them to get ready for what they are going to learn.
Step2. Warm-up
(Show a video about making fried rice.)
T:What’s the man doing?
Ss:...
T:Can you make fried rice?
Ss:...
T:Very good. If you want to know more details about how to make fried rice,please open your books,and turn to page 63.
Design intent：I find that positive motivation works better on students. And the interesting video can attract Ss’ interest of learning and they will be curious about how to make fried rice. It is helpful for them to study well.
二．Present
Step1. Listen to1a while listening,Ss should think about the following questions:(Ss need to take necessary notes.)
Q1: What will Kangkang cook for the food festival?
Q2:Does kangkang want his mother to help him?
Q3: What does Kangkang need to cook the food?
Design intent：(1)To train Ss’ ability of getting the key information while listening. (2) Taking necessary notes is a good habit for their further listening. It is helpful for them to ger high marks during the listening test.
Step 2. Ask the Ss to listen to 1a again and do 1b on PPT without looking at the dialog.(The teacher makes some changes to the exercise.)
Design intent：To enhance Ss’ listening because our Ss are mostly weak in listening. The teacher adds some blanks for the students to fill in. The new words shall be consolidated during this step.
Step 3. Ask the Ss to read after the tape. And then the teacher divides the whole class into two big groups and have a role-play reading competition.
Task2: Role-reading Competition
Design intent：(1)Reading is a good habit for students,especially when they are learning a new language. If they read aloud with expression, with a sense of the meaning of the sentences, they can have a good sense of the target language. (2)The students are competitive. They will be more willing to show themselves for the winning of their own group. They are sure to read louder and pay more attention to the dialog. (3)This
is also to train their team spirits.
三.Consolidation
Step 1. Ask Ss to read the dialog in pairs, and then ask several pairs to read. Ask Ss to listen carefully and then choose the BEST PAIR.
Task3:Pair-reading Competition
Design intent: (1)Let Ss have a chance to show themselves individually. Those who behaves well are sure to put more passion into English learning.(2) Train their cooperation with others.
Step 2.Make Ss take the notes on the PPT and then make some sentences with the help of the language points. As for the whether/if clauses, the teacher asks some good Ss to make SURE THAT CLAUSES, and then ask other ones to make NOT SURE WHETHER/IF CLAUSES.
Eg.S1: I am sure that I can dance well.
S2:(have to listen to S1 carefully first.) I am not sure whether I can dance well.
S3:...
S4:...
...
Design intent: (1)To make the Ss master the use of the language points. (2)To train their ability of getting specific information while listening to others.
四．Practice
Step 1. Deal with 2a and 2b together.(The teacher asks some weak students to finish the exercise.)
Design intent: All students are the main part of a class. During this period,the teacher makes chances for some weak Ss to take part in the class activities.
Step 2. Make a similar dialog to 1a with the help of the sentences in 2a.
Task4: The teacher asks the Ss to work in groups of 4(different levels of Ss). After several minutes’ discussion, they need to choose two speakers to present their dialog in class.
Design intent: (1)The task helps Ss to show themselves, share and cooperate with others in order to finish the work together.(2) During the group discussion,they can practice their oral English and consolidate the target knowledge.(3) Ss can know how to communicate and get along well with each other during the group work.
五．Project
Step 1. Summary
The teacher has a brief summary of the section with the Ss.
Design intent: (1)The summary is quite necessary for the Ss to know what the most important thing they need to remember is. (2)The teacher can get to know how the Ss grasp the new lesson.
Step 2.Homework
(1)Write a short passage about how to cook food.Ss can choose from the following two :
Fried eggs with tomatoes or Fruit salad?
(2)Finish3b.Task(optional): Ss work in groups of 7or so to have a discussion:
Which do you think is better,the Chinese homemade food or the Western fast food?
T: The group leader has to make a survey and collect the members’ opinions and then the whole group makes a table about the discussion together.
(3)Recite 1a and preview 3a,Section B.
(4)Make fried rice or noodles for your family.(optional)
Design intent: (1)More tasks are designed for the Ss to have a further consolidation of Section A.
(2)There are required and optional,review and preview homework so that different levels of Ss can check their separate learning. They can make progress together according to their own pace.
Blackboard design:
Unit 7 Topic 2 Section A Cooking is fun!
The steps of making fried rice:
First, cut some cooked meat very finely.
Next, put some oil in the pan.
Then, fry the meat lightly.
After that, add the rice slowly.
Finally, add some salt.
1. whether引导宾语从句，“是否”，不能省略
eg.I’m not sure whether I can dance well.
eg.I’m not sure whether you are right.
2. adj+ly =adv
eg. light + ly lightly
fine + ly finely
careful +ly carefully
Design intent: (1)The blackboard design is to the point. (2)The most important words are marked with different colors for the Ss to get the key information more quickly and clearly.
6. Teaching evaluation
Evaluation of contents：During the whole teaching process, I start from the Ss’ learning process,learning ability and learning effect to make a formative assessment of each students. The class evaluation is comprehensive and various. Throughout the class, I use many task-based exercises to try to evaluate the learning of every students. They can take part in individual, pair, group and the whole class activities to present themselves.
Evaluation method：Throughout the evaluation process, I use the following methods: self-evaluation, group-evaluation, and the teacher evaluation. Details are as follows: instant oral evaluation, observation, investigation, communication.
Class evaluation table:
Item
Group 1 Group 2 Group 3 Group 4
ItemsItems
Group Group
groups
Task 1
Task 2
Task 3
Task 4
Self-evaluation table:
Name
Group speaking times
Class speaking times
Raise questions times
Solve questions times
Search information numbers
Cooperation times
Total evaluation:
(1)Where do you see the best improvements?
(2) Where do you need to work hard?
初中英语仁爱版八年级 上册知识点梳理共计 HUA system office room 【HUA16H-TTMS2A-HUAS8Q8-HUAH1688】
八年级(上册) Unit 1 Play Sports 【考点解析】 Topic 1 Are you going to play basketball? Section A 1．We are going to have a basketball game against Class Three． against表示“对着：反对；靠着” 2．cheer sb．on为……加油，鼓劲 3．win和beat都可表示“赢”，但用法不同。 (1) win(won，won)一般后接比赛，奖品或奖项作宾语，也可作不及物动词，表示“赢”的结果。 (2) beat(beat，beaten)击败、战胜，一般接对手作宾语，还可译为“心脏跳动”或“击打”。 a game a team win+事物 a war beat+对手 a nation a prize an apponent(对手) 4．prefer宁愿，更喜欢
(1)prefer doing sth．to doing sth．跟做某事比较起来更喜欢做某事prefer sb．／sth．to sb.／sth．跟某人／某物比较起来更喜欢人／某物 (2)prefer to do sth．(rather)than do sth．跟做某事比较起来更喜欢做某事 (3)prefer to do sth．更喜欢做某事 5．join／take part in (1)join参加某个政党，团体，组织等，成为其中的一员 (2)join sb．(in doing sth．)和某人一起(做某事) (3)join in=take partin参加某项活动 Section B 1．play for a team为某队效力be in／on the team在某队打球 2．dream作名词，“梦，梦想”。e．g．my dream job也可作动词dream of／about sth.／doing sth． 3．“one of the+形容词最高级+名词的复数”意思是“最……之一”。 4．break the record打破记录 5．in the 2008 Beijing Olympics在2008年北京奥运会中。“在……比赛中”用in e．g．in the race／in the basketball game
仁爱英语八年级下册单词 Unit5 Topic 1 Why all the smiling faces? invite 邀请、招待 say thanks to 向……表示感谢 worried 担心的，焦虑的 smile 微笑；笑容 none没有一个；毫无 △disappointed 失望的，沮丧的 taste 有……味道；尝，品（味道）；味道、滋味 unhappy 不快乐的；伤心的 unpopular 不受欢迎的；不得人心的 rich 有钱的；富有的 silly 傻的；愚蠢的 cruel残忍的；残酷的；无情的 △landlord地主；房东 seem似乎，好像 opera 歌剧；歌剧艺术 Beijing Opera 京剧=Peking Opera film电影；影片 △moving 感动人的，令人感伤的 proud 骄傲的；自豪的 be proud of 骄傲；自豪 smell 发……的气味；闻到；嗅到；闻；嗅；气味 set the table 摆放家具 be able to 有能力做（某事），会做（某事） upset 难过的；不高兴的；失望的 surprised 惊奇的，惊讶的，吃惊的 △Austria 奥地利 cry 哭，哭泣 lonely 孤独的，寂寞的；偏僻的 lively 活泼的；充满生气的 cheer up 使……振作起来，使……高兴起来 mad 发疯的；生气的 at first 首先，开始 △Titanic 泰坦尼克号 America 美国；美洲 fall into 落入 △frightened 受惊的，害怕的 in the end 最后，终于 everywhere 到处 come into being 形成；成立 main 主要的
(此文档为word格式，下载后您可任意编辑修改！) 仁爱版英语八年级下学期全册教案 织金七中周文 举 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李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 lookfeelsound... They are very lucky. Did Michael’s mother sound worried? How does Mr. Lee feel? He feels disappointed. Why is ’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。
仁爱版八年级下册英语课文译文（Unit6）
Miss Wang: 孩子们，我有一些令人兴奋的消息告诉你们！为了我们的春游，我们要去泰山做连续三天的参 观。 Maria:哇！多棒呀！我们要如何去？ Michael:我们要骑自行车去吗？ Kangkang:听起来令人兴奋！但是骑自行车去要花我们几天哦！ Miss Wang:让我们一起做决定吧！太远了不能骑车去，但是我们有其他的交通方式可以选择。大家知道去那 里的最好途径吗？矚慫润厲钐瘗睞枥。 Jane:这很难说。 Michael: 让我们找出有关花销的一些信息吧。 Miss Wang:好的。康康和迈克尔，你俩找出坐火车的花销。海伦，你的任务是查找出坐公车的花销。 Jane:我想做飞机去。我通过电话问问航空公司看。 Miss Wang:好的。明天带上你们的信息而且我们要决定去野游的最佳方式。 （P25） Clerk:你好， （这里是）北京火车站。有什么可帮到你？ Kangkang：嗯，我想订一些 3 月 3 号去泰山的车票。 Clerk:好的。早上 11 点 45 分发的火车，下午 6 点 44 分到达泰山火车站。 Kangkang：好极啦！那价格呢？ Clerk:我们有硬卧 145 元的和软卧 224 元的票你想要哪一种呢？ Kangkang：我想订 21 张硬卧的。 Clerk:好的。21 张硬卧票。请你在下午 5 点 30 分之前买票。能否告诉我您的名字和电话？ Kangkang：可以。我叫李维康，我的电话号码是 8250-2448。谢啦。 Clerk:别客气。 （P27）聞創沟燴鐺險爱氇。 加拿大和美国的筹钱活动 在加拿大和美国的学校里，筹钱是很普遍的。学生、老师和家长为了野游，他们有很多特有的方式。一 些学校想出好主意，诸如“一日国王或王后”此类。这要每个学生花一美金作为抽奖。所有的票都卖完以 后，一张票被抽到了。这位赢得票的学生将成为下一个教学日的“国王”或“皇后” 。当那位学生到了那天 早上，校长就问候他或她并搬走这位学生的书本。这位学生整天坐着校长的椅子，甚至可以用校长的手机 打电话回家。中午，校长和其他老师订了一份特别的午餐并用其为这位学生服务。 （P30）残骛楼諍锩瀨濟溆。 亲爱的达伦： 上周我在泰山度过了一段美好的时光。那里的天气很好。我们一到那里，就开始爬泰山。到为了到 黄海石我们花了几乎整夜的时间。酽锕极額閉镇桧猪。 我们看日出、泰山云海，然后在白天参观了岱祠。晚上，我们在当地的餐馆吃大餐。那是一次令人 兴奋的经历。我希望你能来中国。然后我们一起参观一些名胜古迹。彈贸摄尔霁毙攬砖。 你的 迈克尔 （P31）
1/6
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
Unit5 feeling happy Topic 1 why all the smiling faces? 一、重点词汇 1、cruel 残忍的 2、silly 傻的 3、smile 微笑 4、rich 富裕的 5、proud 骄傲的 6、taste 品尝 7、smell 问起来8、set 设置9、able 能够 10、since 自从。。。11、lively 活泼的12、play 玩 13、mad 发疯的14、please 请；令人高兴的15、marry 结婚 16、main 主要的17、role 角色18、express 表达 19、culture 文化20、peace 和平 二、重点短语 1 Why all the smiling faces? 为什么你们都笑容满面。 2 You look so excited. 你看起来很兴奋。 3 invite/ ask sb to do sth 邀请某人做某事 4 one of 其中之一 5 prepare sth for sb= get sth ready for sb 为某人准备好某事 6 say thanks / hello / sorry / goodbye to sb 向某人说声谢谢/ 你好/抱歉/再见 7 None of 没有一个 8 What a shame / pity. 真遗憾。 9 get the ticket to = buy the ticket for 买到。。。的票 10 not at all 一点也不 11 What do you like best? = What’s your favorite? 你最喜欢什么？ 12 be proud of = take pride in 为。。。感到骄傲 13 be worried about = worry about 为。。。而担心，担心。。。 14 wait in line 排队等候 15 be pleased with sb = be satisfied with sb 对某人感到满意 be pleased at sth 为某事而感到高兴 16 taste delicious 尝起来美味smell terrible 闻起来恶心17 set the table 摆放餐具 18 have a temperature = have a fever 发烧 19 I hope everything goes well. 我希望一切进展顺利。 20 ring up sb ring sb up 打电话给某人 21 be able to 能够 22 of all time = all the time 一直，总是 23 care for = take care of = look after 照顾 24 because of 因为，由于 25 cheer up cheer sb up 使。。。兴奋起来 26 at last = in the end = finally 最后，最终 27 be on 上演tell a story = tell stories 讲故事 28 on the / one’s way to在去往。。。的路上 29 be with a history of 200 years = have a history of 200 years =have 200 years of history 有着两百年的历史 30 come into being 形成 31 be full of 充满，装满 32 ( have a ) fight against sb 与某人打架/吵架
仁爱版英语八年级下册单词表 Topic1Whyallthesmilingfaces? invite邀请、招待 saythanksto向……表示感谢 worried担心的，焦虑的 smile微笑;笑容 none没有一个;毫无 △disappointed失望的，沮丧的 taste有……味道;尝，品(味道);味道、滋味unhappy不快乐的;伤心的 unpopular不受欢迎的;不得人心的 rich有钱的;富有的 silly傻的;愚蠢的 cruel残忍的;残酷的;无情的 △landlord地主;房东 seem似乎，好像 opera歌剧;歌剧艺术 BeijingOpera京剧=PekingOpera film电影;影片 △moving感动人的，令人感伤的 proud骄傲的;自豪的
beproudof骄傲;自豪 smell发……的气味;闻到;嗅到;闻;嗅;气味setthetable摆放家具 beableto有能力做(某事)，会做(某事) upset难过的;不高兴的;失望的 surprised惊奇的，惊讶的，吃惊的 △Austria奥地利 cry哭，哭泣 lonely孤独的，寂寞的;偏僻的 lively活泼的;充满生气的 cheerup使……振作起来，使……高兴起来mad发疯的;生气的 atfirst首先，开始 △Titanic泰坦尼克号 America美国;美洲 fallinto落入 △frightened受惊的，害怕的 intheend最后，终于 everywhere到处 comeintobeing形成;成立 main主要的 role角色 facial面部的;脸上的
八年级英语（仁爱版）下册语言点归纳 Unit 5 Feeling Happy Topic 1 Why all the smiling faces? 一. 重点词汇： （一）反义词 happy----unhappy/ sad lucky----unlucky poor----rich smart----stupid/ silly interesting----boring （二）表示情感的形容词 excited感到兴奋的surprised 吃惊的happy 快乐的unhappy/ sad 伤心的angry / mad 生气的worried 焦急的afraid/ frightened 害怕的disappointed 失望的lonely 孤单的nervous 紧张不安的interested 感到有趣的 （三）重点词组 5. a ticket to… 一张…的票9. feel proud/ lonely 感到自豪/孤单 11. have a temperature = have a fever 发烧19. at first 首先 21. be afraid of doing sth. 害怕做某事25. be full of 充满… 22. in/at the end = at last 最后 2. spend the evening 过夜 二. 重点句型及重点语言点 1. How nice! 真是太好了! What a shame! 真可惜! What bad news! 多糟的消息! 2. Because he can’ t get a ticket to New York. 因为他没有买到去纽约的票. to 表“的”，常见的搭配如下： a ticket toThe Sound of Music 一张《音乐之声》的票 the answer to the question 问题的答案 the key to the door 门的钥匙 去…..的路 the way to… 3. I think Mr. Lee likes it very much and really wishes to watch it. 我认为李老师非常喜欢它而且的确想去看. wish/ hope to do sth.希望做某事 4. I’ll ring up Michael later. 稍后我打电话给迈克. ring up sb. = call/ ring/ phone sb. = give sb. a ring/ call/ telephone = make a telephone to sb. 当宾语为代词时, 只能放中间.如: ring me/him/her up 6. I’m sure Mr. Lee will be surprised and happy! 我确信李老师会很惊奇也很高兴! 感到惊奇的”, 主语一般为人. be surprised “
UNIT5 重点课文汉语意思 5、1、A 康康：嗨！近来怎么样？ 简：非常好，谢谢你。你看起来很兴奋。怎么了？康康：你猜！我爸妈想邀请你爸妈一起去看电影。玛利亚：真的吗？他们要去看什么电影？ 康康：《音乐之声》。 简：哦，那是我爸妈最喜欢的电影之一。他们什么时候去？ 康康：这周六。我们晚上可以在我家玩。我妈妈会给我们准备一些美味的食物。 简：哇哦！听起来很不错！我太高兴了。请替我谢谢你妈妈。 康康：好，我会的。我来这儿的时候，看到了布朗先生。他很沮丧，因为他没有买到《音乐之声》的门票。迈克尔：太遗憾了！ 5\1\B 史蒂夫：嗨，康康！你知道布朗先生怎么了吗？他好像有点不高兴。 康康：他很沮丧是因为他没有买到《音乐之声》的门票。我觉得他真的特别想看这部电影。 简：我希望下次他能看到这部电影。这也是我最喜欢的电影。我觉得它特别有趣。你呢，玛丽亚？ 玛丽亚：我喜欢歌剧。我最喜欢的是《猫》。它特别好笑和有趣。康康，你喜欢歌剧吗？ 康康：不，我一点都不喜欢。太无聊了。但是我爸妈很喜欢京剧。 玛丽亚：那你最喜欢什么呢？ 康康：电影《阿凡达》。它太有趣了。 5\1\C 《音乐之声》是最受欢迎的美国电影之一。 它是关于一个住在澳大利亚的年轻女子的故事。 她的名字是玛丽亚。 她到冯特拉普家族去照顾七个孩子。 冯特拉普先生去世了，整个个家族都很悲伤。 孩子们每天又哭又闹。父亲很孤单，而且经常因为孩子们的哭闹而大发雷霆。玛丽亚教孩子们唱动听的歌曲，并且教他们表演短小有趣的戏剧，让他们开心。父亲一开始很愤怒，但是孩子们开心的笑容让他也快乐了起来。 5\2\A 王老师：嗨，海伦！你看起来很担心啊。出什么事了吗？ 海伦：是李红。她很不开心。 王老师哦，天啊！听到这我很抱歉。是什么问题？海伦：因为英语考试考差了，她在厕所里面哭。她对自己要求很严。你知道，李红是新来这里的。她很安静，很害羞。她感到很孤独，因为她没有朋友可以说话。 王老师谢谢你告诉我。我觉得我应该和她谈谈。 海伦：谢谢你，王老师。我真的很担心她。 5\2\B 王老师：嗨，李红。你今天感觉怎么样？ 李红：我感觉很难过，因为我英语考试没及格。 王老师：那太糟糕了，李红！你难过的时候怎么不跟别人聊聊呢？ 李红：我想，可是我不知道该怎么跟别人说。 王老师：别担心。你这个年龄谁都有这种感觉。你想和谁交朋友？ 李红：嗯，海伦挺好的。她经常给我讲笑话，逗我开心。她好像挺喜欢我。 王老师：是的。我确定她愿意做你的朋友。好了，好了！没事了。 李红：谢谢，王老师。我现在觉得好点了。
Unit 5 Feeling Happy Topic 3 Many things can affect our feelings. Section A needs 1 period. Section A需用1课时。 The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: calm down, bitter, CD, DVD, test, speech, monitor 2. Learn useful expressions: How long have you felt like this? I hate to go to the hospital. 3. Learn how to describe feelings: These days I feel very bored and lonely at home. I’m worried about the test at the end of the month. 4. Le arn the usages of “make + object + v./adj.” It makes me feel nervous. The TV programs make me sleepy. 5. Learn how to reassure others: Don’t be afraid! Be brave! Take it easy. Don’t worry. Ⅱ. Teaching aids 教具 录音机/手机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间: 5分钟) 复习电话用语并创设情景导入新课。 1. (假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机进行师生对话，复习打电话及询问病情的表达。学习单词，掌握nervous和bitter；理解calm down。) T: Suppose one student is absent, and I will make a phone call with him/her. Example: T: Hello! May I speak to Li Ming? S1: Hello! This is Li Ming speaking. T: This is Mr.Wang speaking. You didn’t come to school today. What’s wrong with you? S1: I have a bad cold. It makes me very upset. T: Oh, I’m sorry to hear that. Don’t be nervous. Calm down and listen to me. How long have you felt like this? S1: One day. T: You need to go to see a doctor. S1: No, I’m afraid of taking medicine. T: Be brave. I know medicine is a little bitter, but it’s good for your health. Follow the doctor’s advice, and you’ll get well soon. S1: I hope so. Thanks a lot. (板书) nervous, bitter, calm down 2. (询问几名学生是否担心下周的英语演讲和数学测试，并给予安慰。)
仁爱版英语八年级Unit6SectionB教学设计 教材分析 本单元以“Bicycle Exploring”为话题，以骑自行车旅行为核心内容，引出骑车的好处，比步行快，比其他交通方式省钱，环保，并能锻炼身体。进一步讲述了交通安全及交通规则、骑自行车应注意的事项，从而又引出了重点教学内容if引导的条件状语从句，在一年级已见过，但这儿重点归纳及运用，句式有三种情况。这一课内容在初中占有重要地位。 教学目标 1、知识目标 这一课话题是谈论交通规则及安全，要求掌握rush, cross, path, fine几个单词，会理解几个交通标志的词pedestrian, signal, zebra crossing, crossroads、及学会用if条件状语从句，并能用if进行交谈。 2、技能目标 通过学习交通规则和骑自行车的安全规则，训练学生听、说、读、写等各项技能；并能准确地用所学内容进行交际、表演。 3、情感态度目标 让学生遵守交通规则，树立安全意识。学会珍视自己的生命，学会爱惜他人的生命，从而团结细作，构建一个和谐的社会。 4、学习策略目标 在学习中培养学生积极、主动的学习方法，克服死记硬背等消极的学习策略，善于分组活动，在小组中积极与他人协作，取长补短，共同完成学习任务。 5、文化意识目标 让学生了解中国、美国、英国、澳大利亚等国的交通法规，找出中西方文化的差异；了解世界上自行车比赛的情况，从而扩大视野、增长见识。 教学方式 采用五步教学法、任务型教学途径，让学生编对话、表演、唱英语歌、调查研究等形式来培养学生自主、探究、合作等学习能力。 教学内容 八年级英语下（仁爱版）Unit6 Topic3 Section B 教学准备 CAI课件（1、一个骑车人差点儿和一辆卡车相撞。2、交通标志图。3、人们的错误交通行为.）,a tape recorder ,some cards 教学过程 一、创设情境，描述交通事故 Step1 Revision 1.Greetings. 2.Warm-up.A game
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 5Feeling Excited Topic1: I’m so happy. 1. How are you doing?=How are you? 你好吗？ 2 .invite sb. to do sth= ask sb. to do邀请某人做某事 3. prepare for sth准备某事（准备时间较长思想上的准备）：prepare for the exam sth for sb.为某人准备…：prepare food for Lily to do sh准备做…：I prepare to go hiking. 4.say sth to sb.对某人说….：say thanks/hello/goodbye to Peter 5.系动词+adj.系表结构 ① be (am/is/are/was/were) ②感官v.(feel, look, sound, taste品尝，smell闻、嗅) ③四变化(turn/become/go/ get) *turn侧指颜色变化 ④ keep, make 7. a ticket to/for…一张…的票the answer to the question问题的答案 the key to the door/car/bike/… a way to…一种…的方式 8. be+ adj. + 介词结构 be proud of自豪，骄傲be worried about; 担心…… be interested in; 对……感兴趣 be surprised at; 对……感到惊奇 be strict with sb. 对……某人严格 10. set the table for sb.为某人摆餐具 e.g. I’m setting the table for guests. 我希望一切顺利。
仁爱版英语八年级下册 单词表 Revised as of 23 November 2020
仁爱英语八年级下册单词表 Unit 5 Topic 1 invite [n'vat] v. 邀请，招待 [银vai 特] disappointed [,ds'pntd] 失望的[地斯儿泡因提的] film [f?lm] n. 电影；影片 [飞油母] smell [smel] v. 发气味；闻，嗅； n. 气味[斯迈奥] seem [sim] v．似乎，好像 [细木] opera [pr] n. 歌剧 [奥普r] lonely [lunli] adj. 孤独的，寂寞的；偏僻的[楼恩利] lively ['lavl] adj. 活泼的；充满生气的[来v利] almost [:lmst] 几乎，差不多 [奥谋斯特] mainly [meinli] 主要地 [门利] role [r?ul] n. 角色 [肉欧] facial [ fel] adj. 面部的；面部用的 [飞售] painting ['pent] n.油画，水彩画[盆停] gesture ['dest] n. 姿势，手势[杰斯q] frightened ['fra?tnd] 受惊的；害怕的[福ruai ten的] worried [' wrd] adj. 担心的，烦恼的[挖瑞的] upset [p'set] adj. 心烦的，苦恼的 [阿普赛特] Unit 5 Topic 2 exam [gzm] 考试，检查 [一格eai木] strict [str?kt] adj. 严格的；严密的[斯坠克特] shy [a] adj. 害羞的 [晒] fail [fel] v. 不及格；失败；衰退 [飞欧] someone 某人 [撒目玩] feeling ['fil] n. 感觉；感情 [飞铃] joke [d?uk] n. 笑话；玩笑； [旧克] usual [ju:ul] adj. 通常的，平常的 [油肉欧] either [e(r)] adv.(用于否定句)也；[一e] accept [k'sept] v. 接受 [ 克赛普特] lovely ['lvl] adj.可爱的；美好的 [拉v利] helpful [helpfl] adj.有帮助的，有益的 [害哦普否] international [intnnl] 国际的 [因特乃申nou] useless [美][jusls] adj.无用的[油丝了丝] deal [di:l] v. 对付；处理 [地欧] elder ['eld(r)] adj. 年长的，年纪大的[挨哦d] refuse [ri?fju:z] v. 拒绝，不愿 [瑞飞油字] sadness [sdns] n. 忧伤，悲哀 [赛的n 斯] anyone pron. 任何人，无论谁 [爱你玩] unfair [nfe] adj. 不公平的，不公正的[安fai儿] though [e?u] conj. 虽然，可是 [eou] Unit 5 Topic 3 test n. 测试，考查，试验 [太斯特] nervous ['nvs] adj. 紧张不安的 [n v 斯] speech n. 演讲 [斯比气] sick [s?k] 有病的,患病的;(想)呕吐的[细克] affect ['fekt] v. 影响 [ fai 克特] confident [knfdnt] 自信的，有信心的[康飞den特] mood [mud] n. 心情；情绪 [木的] proud [praud] adj. 自豪的；骄傲的[普绕的] anyway 尽管，即使这样 [爱你为] ready ['red] adj.准备好的[ruai地] passport ['pas,p?rt] n. 护照 [怕斯泡特] boss [b?s] n. 老板；领班 [抱斯] grandson 孙子 [格软伞] environment [n'varnmnt] 环境[银vai 儿人门特] especially [i'spel] 特别，尤其[一斯白sh利]
北京仁爱版初中英语八年级下册:Unit5 Topic1 You Look Excited SectionA-1a Kangkang:Hi! How are you doing? 康康：嗨！近来怎么样？ Jane:Very well, thank you. You look excited. Why? 简：非常好，谢谢你。你看起来很兴奋。怎么了？ Kangkang:Guess what! My father and mother want to invite your parents to go to the movies. 康康：你猜！我爸妈想邀请你爸妈一起去看电影。 Maria:Really? What movie are they going to see? 玛利亚：真的吗？他们要去看什么电影？ Kangkang:The Sound of Music. 康康：《音乐之声》。 Jane:Oh, it is one of my favorite movies. When are they going? 简：哦，那是我爸妈最喜欢的电影之一。他们什么时候去？ Kangkang:This Saturday. And we can spend the evening at my house. My mom will prepare some delicious food for us. 康康：这周六。我们晚上可以在我家玩。我妈妈会给我们准备一些美味的食物。 Jane:Wow! Sounds great! I'm so happy. Please say thanks to your mom. 简：哇哦！听起来很不错！我太高兴了。请替我谢谢你妈妈。 Kangkang:OK, I will. On my way here,` I saw Mr. Brown. He felt disappointed because he was not able to buy a ticket to The Sound of Music. 康康：好，我会的。我来这儿的时候，看到了布朗先生。他很沮丧，因为他没有买到《音乐之声》的门票。Michael:What a pity! 迈克尔：太遗憾了！ SectionB-1a Steve:Hi, Kangkang! Do you know what's the matter with Mr. Brown? He seems a little unhappy. 史蒂夫：嗨，康康！你知道布朗先生怎么了吗？他好像有点不高兴。 Kangkang:He feels disappointed because he couldn't get a ticket to The Sound of Music. I think he really wants to watch it. 康康：他很沮丧是因为他没有买到《音乐之声》的门票。我觉得他真的特别想看这部电影。 Jane:I hope he can see the movie next time. It's also my favorite. I think it's very interesting. What about you, Maria? 简：我希望下次他能看到这部电影。这也是我最喜欢的电影。我觉得它特别有趣。你呢，玛丽亚？ Maria:I love operas. My favorite is Cats. It's so funny and interesting. Kangkang, do you like operas? 玛丽亚：我喜欢歌剧。我最喜欢的是《猫》。它特别好笑和有趣。康康，你喜欢歌剧吗？ Kangkang：No, I don't like it at all. It's boring. But my parents like Beijing Opera a lot.
仁爱版英语八年级下册整册教案 Unit6 Enjoying Cycling Topic 1 We’re going on a spring field trip Section A说课稿 一、说教材 1.教材分析 仁爱版初中英语教材共六册,每册由四个模块组成,每个模块由单元----话题----功能---任务构成,编写思路清晰,符合学生的认识发展规律.八年级英语下册第六单元Topic1 Section A讲述了让学生学习如何用英语谈论旅游，并收集旅游信息。它由３部分组成，用１课时完成。通过学习Section A,学生可以更多的了解旅游知识并提高实际能力；动词不定式是本节课的重点语法项目。 2．教学目标 （１）．知识目标 要求学生牢记Section A所有新学的四会单词．短语和重点句型；掌握不定式“to do” 的用法。 （２）．技能目标： 能用英语与他人谈论关于旅游的话题。培养学生提高语言交际能力,能在小组中积极与他人协作,从而开阔自己的视野,扩大知识面。 （３）．情感目标 培养学生爱护大自然，热爱旅游．积极参与课堂上各种英语实践活动的兴趣。培养学生分工合作和团体协作精神。 3.教学重点和难点 (1).重点:谈论关于旅游的话题。 (2).重点和难点:不定式“to do”的用法。 二.说学情 1.学生对旅游较感兴趣,但对旅游知识了解较少。 2.学生的词汇量掌握不多。 3. 学生平时较少用英语与他人交谈并表达信息.。 三.说教法学法 按照课程改革的要求,遵循“老师由主演变导演，学生由配角变主角”的角色转换,采用把课堂交给学生的教学理论,我运用自由讨论.分组工作.结对练习.问答练习等方法,借助多媒体、录音机,图片等教学手段,设置特定的语言环境,使学生在轻松愉快的气氛中理解.运用英语。 四.说教学程序 我设计了以下的步骤来训练学生的听.说.读.写的能力,尤其是他们“说”的能力。