Unit 1 教材分析与教学设计
一、教材分析
本单元的主要内容是表达“频率”。Section A通过“谈论做运动的频率”，通过听力、对话练习、小调查等方式帮助学生掌握如何询问及表达有关频率的内容（做运动的频率，日常活动的频率，学习的频率等）；Section B通过讨论饮食及其它生活方式，通过听力、阅读、做调查等方式，帮助学生掌握如何用频度副词综合表达信息；Self Check部分通过填空帮助学生复习所学词汇，通过开放式的写作帮助学生巩固对频度副词的掌握。
这一单元的重点在于“表达频率”。
重点词汇：always, usually, often, sometimes, hardly ever, never, how often, once, twice, three times a week, every day, milk, junk food, health, unhealthy, habit
重点句型：What do you usually do on weekends? How often do you ...?
二、教学建议
结合学生生活设计活动，例如调查学生日常活动的频率，如运动、吃蔬菜、看电视、看电影、听歌、读小说、上网等的频率，与学生探讨做某件事情什么样的频率最合适等。
在教学中可以结合图片等方式开拓学生思路，帮助学生记忆。如
vegetables
三、教学设计思路
结合学生生活设计活动，使学生在谈论自己生活的过程中掌握频度副词的用法及其它知识。
四、教学目标
(一)知识
1. 掌握如何恰当地使用频率副词及短语：always, usually, often, sometimes, hardly ever, never, how often, once, twice, three times a week, every day, habit, What do you usually do on weekends? How often do you ...?
2. 掌握如何描述课余时间的活动安排。
3. 掌握如何描述基本的饮食结构：milk, junk food, health, unhealthy
(二)能力
能够综合各种信息，准确地表述频率。
(三)情感
合理安排自己的生活，养成健康的生活习惯。
五、教学重点
1. 词汇：
①表示“频率”：always, usually, often, sometimes, hardly ever, never, once, twice, three times a week, every day
②有关“健康”：junk food, health, unhealthy, habit
2. 句型：谈论某项活动或行为的频率
e.g.: What do you usually do on weekends?
How often do you eat vegetable?
Most students do homework every day.
六、教学难点
准确理解和运用表示频率的副词和词组。
七、教学媒体
词汇卡片、图片、电脑、投影仪
八、教学过程
1. 问题导入，引发学生的思考：
教师可提出以下类似问题：你在业余时间经常做什么？你多长时间看一次电影？你经常锻炼吗？通过这些问题引发学生的思考。
2. 完成任务，合作学习：
教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。
任务一：Brainstorming!
让学生独立思考自己平常吃些什么，课后做哪些活动。每项写三个。在教学过程中，教师可以提供一些活动的图片，拓展学生的思路。例如：
play basketball
watch TV
任务二：Finding my group members!
在规定的时间内，让学生从周围的同学开始询问，找到与自己的饮食和课外活动大致相同的同学，请他（她）在每项后面签名。
任务三：Do you exercise every day?
学生两人一组展开活动，通过相互问答的方式，调查同伴从事某种活动的频率，并于自己的情况进行对比，将相同的与不同的地方进行简单的记录。然后全班进行讨论哪种活动的频率最科学。
任务四：教师可以让学生思考自己是如何学习英语的，哪些方法值得提倡，哪些需要改进。从中注意频率副词的应用，例如：
I often read my English book.
I listen to English music every day.
完成任务可能要用到的语言结构：
How often do you...? I usually....
Do you often...? Yes, I do. / No, I don?t. I hardly ever....
3. 拓展学习：
九、评价方法
可从以下两个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。
1. 课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。
2. 合作学习情况：与小组成员共同努力，很好地完成学习任务。
十、板书设计
十一、达标测试
（一）、词汇：按要求写出下列单词或词组、短语。
1. heath（形容词）________
2. though （同义词）________
3. different （名词）________
4. vocabulary （复数形式）________
5.不健康的饮食习惯_______
6.一年二次________
7.一个月三到四次________ 8.垃圾食品________
9.大多数学生________ 10.一周一到两次________
（二）、句型转换：
1. She goes shopping once a week . （对划线部分提问）
2. Jim does his homework at 8 every day. （改为否定句）
3. She practices playing the piano two hours every day. （对划线部分提问）
4. My parents usually go to the supermarket on weekends. （对划线部分提问）
5. Her favorite program is the Animal World . （对划线部分提问）
（三）、调查表格
调查你周围的同学，完成下列表格。
答案：
(一)、
1. healthy
2. although
3. difference
4. vocabularies
5. unhealthy eating habits
6. twice a year
7. three or four times a month
8. junk food
9. most students 10. once or twice a week
(二) 、
1. How often does she go shopping? （划线部分是表频率的时间状语）
2. Jim doesn't do his homework at 8 every day.（注意使用助动词）
3. How many hours does she practice playing the piano every day？（划线部分是数量，hours 是可数名词）
4. What do your parents usually do on weekends? （划线部分是行为动作）
5. What is her favorite program? （划线部分是节目的具体名称。）
(三)、略
Unit 1 How often do you exercise Period4
一、Teaching aims and demands:
1. Learn how to ask others what free-time activities they often do, what hobbies
hey like best and how often they do those.
2. Learn to talk about the food that they and others like to eat and how to have a
healthy diet. Decide which diet is the best one.
3. Talk about the probable effects which different people and their eating habits
can bring.
4. Learn to read and write using the target language.
二、Teaching difficulties and importance:
1. The structures and usage of How often.
2. The usage of the adverbs of frequency, such as, sometimes, usually, always,
never, and the usage of the words: most, some, etc.
3. Reading and writing
三、Teaching methods:
Predication, Induction, Transforming information, TBLT
四、Teaching aids:
ppt. Tape
五、Teaching Steps:
Step1. Warming up
Sing a song together. (An apple a day keeps a doctor away.)
T: What songs sings about? S: It?s about an apple.
S: Apples are good for our health.
T: What other things are good for us/our health? S: I think milk is good for us.
S: Fish is good for our health.
S: Fruit is good for our health.
T: What about junk food? Is it good for us? Ss: No, it?s bad for our health.
T: How often do you eat junk food? S: I eat it only once a week.
S: I eat never junk food.
S: I hardly ever eat junk food.
T: As for eating junk food, I?m the same as you.
Step2 Review.
T: Today, Dr Li wants to know our eating habits.
Can you finish the survey?
)
My eating habits are______________.
T: Look, Here are the results of my eating habits,
I eat vegetables and fruit every day. I got 8 points.
I drink milk once or twice a week. I got 1point.
I never drink milk and eat junk food. I got 8 points.
So how are my eating habits? Ss: Your eating habits are good.
T: Can you tell us your eating habits? S1: I eat vegetables and three or
four times a week. I drink milk
every day. I never drink coffee.
I eat junk food once a week. So I
have good eating habits.(S2 S3 S4) T: How are your eating habits?(one by one). S: My eating habits are
good/OK/bad.
T: Now, Dr. Li know our middle school students?
Eating habits. Here?s the result. Can you tell us? S: Most students…Some
students….
Step3. Presentation
1.T: We know good eating habits are good for our health.
. What is good for our health? S: Exercising every day.
T: Look, this is Katrina. What?s the picture? S:
T: Do you want to read Katrina?s letter?
Which one is the theme sentence? S:
T: Open the book, read quickly and find out the
theme sentence. S: I think the first sentence is
the theme sentence. …but
I?m pretty healthy.
T: Great! It is in the first sentence of the paragraph..
2. According to Katrina?s letter, help her pen pal fill in the chart.
T: Can you put them into three parts? S: Exercise, eating habits, sleep T: What?s the main idea? S: She has a healthy lifestyle. T: It writes about lifestyle. Katrina?s lifestyle is healthy.
What does a healthy lifestyle help us? (Discuss in groups) S: It helps us ….
T: So we should look after our health.
T: Some have healthy lifestyles, but some have unhealthy lifestyles.
Bill is unhealthy.
Step4 Practice
1. According to the chart, can you finish Bill?s letter (3b)
2. T: Bill is kind of unhealthy. Now, he is very heavy.
He is very sad. Can you give some advice?
(Discuss in groups) G1: Bill, you try to exercise every day.
G2: You should eat less junk food.
G3: …
T: What good advice! I think Bill is very thankful.
Step5 Enjoy the passages
T: From these two articles, we know Katrina is healthy and
Bill is kind of unhealthy. I like the articles. Like this sentence:
So maybe I?m not very healthy, although I have one healthy habit.
T: And what sentences do you like?
Can you write down? S:_________________________ Read loudly and try to remember. S: __________________________ Step6 Homework （二选一）
1. Is your lifestyle the same as yours or different? What?s your lifestyle?
Please write about your own lifestyle.
2. You are a reporter of …China Sports?. And now your editor asks you to write an
article about Liu Xiang?s lifestyle.你是一名中国体育的记者，现在主编要求你写一篇关于刘翔的生活方式。(上网收集、查找资料。)
自我评价
I’
Unit 2 What’s the matter?
任务I 下图的小男孩名叫Jack，He is painful. 他生病很难受。请从上到下写出他生病的名字。
重点2 谈论身体的健康状况
你还记得第一次发烧吗？可把自己吓坏了吧？你是如何告诉你的父母的？他们给你建议了吗？下次发烧你知道该怎么做了吧！
你去医院看过病吗？医生怎么问你的？你怎么跟医生谈的？
本单元的中心话题是要学会表达自己的不适。如何给别人建议。如何接受别人给你的建议。目标语言句型 1 关心别人：你怎么啦？
What’s the matter?
What’s the matter with you?
What’s wrong?
What’s wrong with you?
目标语言句型 2 关心别人：你是不是得……（病）了呀？
Do you have a fever?
Are you hungry?
目标语言句型 3 关心别人：你应该……，你最好……，为什么……？
You should go to bed early.
You shouldn’t eat anything for 24 hours.
You’d better go to bed early.
You’d better not eat anything for 24 hours.
Why not go to bed early?
Why don’t you go to bed early?
目标语言句型 4 关心自己：我不舒服，我病了，我饿了
I’m not feeling well.
I have a headache.
I am hungry.
目标语言句型 5 关心自己：我应该……，我最好……
I should see a doctor.
I’d better see a doctor.
目标语言句型 6 评价建议, 表达祝愿
I’m sorry to hear that.
I’m sorry to hear that you are not feeling well.
Yes, I think so.
That’s a good idea.
I hope you feel better soon.
难点 1 have / has 和 am / is / are的用法
在表达自己后他人生病或不舒适时，经常要用到上述几个词。我们容易混淆不知道什么时候该用哪一个。如果其后是明确的疾病名称，那么要用前者。如果其后是表达身体状况的形容词，则用后者。例如：
I have a sore throat.
She has a backache.
I’m stressed out.
I’m tired.
I’m hungry.
难点 2 maybe的位置
maybe 也许，放在句首。
Maybe you should see a dentist.
Maybe you have a toothache.
任务设计
任务I 评价医生
针对不同的疾病，实习医生们进行了会诊。下面列出了一些疾病，以及实习医生们提出来的治疗办法。你觉得哪些实习医生合格了，（标上J ）哪些还不合格( 标上L )呢？
1．A：I have a stomachache.
B: You should eat that hamburger. ( )
2．A: She has a backache.
B: She should see a dentist. ( )
3．A: I’m thirsty.
B: You should drink some cold water. ( )
4．A: He has a headache.
B: He shouldn’t go to bed. ( )
5．A: He’s stressed out.
B: Maybe he should talk about his work. ( )任务II 请你给她当医生
今年，李丽的父母把她送到美国读书去了。由于不太适应国外的环境，一个星期李丽就病了好几次。她很苦恼，她的父母也很担心。你能就她的身体情况，给她一些建议和忠告吗？Li Li’s illness
Suggestions / Advice
I have bad cold.
I have a stomachache.
I have a sore throat.
I have a headache.
I have a toothache.
任务III 请你给自己当医生
这个学期的科目增加了一门物理。学习任务明显加重了。我发现我的健康状况急剧下降，吃不好，睡不好。我该怎么办呢？
My Problems
Advice
I am always tired.
I’m often stressed out.
I sometimes feel hungry.
I am thirsty sometimes.
I can’t sleep at night.
Unit 3What are you doing for vacation?教案
一、教学内容分析
本单元是Go for it八年级上册中第三单元“What are you doing for vacation?”。本单元的核心话题是谈论未来计划，课文始终围绕这一主题展开，我们要学习如何谈论假期的计划（Vacation plans），及对将来的安排（Future plans）。让学生学会用what询问将要干什么并回答；用when, who, where, how long, how等词围绕未来计划进行提问和回答。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听，说，读，写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。
二、教学目标分析
根据《英语课程标准》关于总目标的具体描述，结合第三单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：
1、语言知识
1.语音:在日常生活中做到语音、语调基本正确、自然、流畅。
2.词汇:（见教参）
3.语法:①现在进行时表示将来用法及去做某事的go doing
②用what, when, where, who 等对句中的事件、时间、地点、人物等提问。
4.功能: 谈论未来的计划安排
5.话题: 熟悉有关度假的内容。
2、语言技能
1.能听懂本单元学习活动中的问题，做出较得体的回答。
2.掌握有关假期生活的动词且能熟练运用；掌握wh-特殊疑问句的运用。
3.能运用所学词汇询问和表达未来打算，学会使用现在进行时态表示未来计划；
4.能围绕未来计划这一话题作较具体的描述。
5.能读懂介绍未来打算的文章和日程安排。
6.学会书写即将发生的假期安排或计划和科学安排自己的假期活动.
3、情感态度
1.运用所学语言，积极投身到实践活动中去，实践自己的价值。
2.能在描述自己的计划和打算时，激起学生更加热爱祖国的美好河山和地球，从而为
人类的美好明天贡献自己的一份力量。
4、学习策略
1.能根据需要进行有目的预习，使其对教师的教学内容起补充作用。
2.抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和
表情。
3.主动参与学习活动，善于和他人合作。
4.能利用网络上的学习资源查找信息，用所学内容进行真实的交际，积极参与课外英语
学习。
5、文化意识
1.初步了解英语国家的地理位置、历史及假日的主要庆祝方式。
2.了解和熟悉当地地理，培养学生对本土文化的热爱，实现跨学科交流的目的。
三、教学重难点
重点是…talk about future plans?及本单元出现的词汇、句型和语法。主要句型如下：What are you doing for vacation? I am spending time with my friends
When are you going?I?m going next week.
How long are you staying?We are staying for two weeks.
难点①如何培养学生根据阅读材料提高写作能力。
②本单元出现的be+doing均表示“打算做某事”，这与以前所学的现在进行时表“正
在做某事”要学生注意通过上下文从意思上区分。
四、学情分析及教学策略
在上册书中已学过用一般过去时谈论过去度假的表达，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。因此，在本单元的对话中，教师可鼓励学生将过去度假的经历结合到本单元的对话中，充实对话内容，同时复习一般过去时。谈论未来计划是人们日常生活中遇到的话题，故学生喜于用英语表达此类知识。教师可在课前请学生在各种资料上查阅一些国内外风景名胜的情况介绍，包括其名称、所在国、气候、风景特点等，以便在对话时有更大的自由表达空间，同时与其他同学互相学习、互通信息。同时教师也查阅一些资料提供给学生。教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。
五、主题语表
↖
↙
Vacation plans
↗↘
六、课时结构
根据本单元教材的内容、学生学习英语的特点和规律，我把本单元内容整合为4课时：Period1 (Section A 1a/1b/1c /2c SectionB1a/1b/4)
Period2 (Section A 2a/2b/SectionB2a/2b/ 2c /Selfcheck2)
Period3 (Section B2c / Section A 3a/3b/ 课外阅读(go camping)/4)
Period4 (Just for fun/SectionB3a/3b/3c/ Selfcheck1/自编的Selfcheck)每课时都有一个主题：Period1---Speaking，Period2---Listening, Period3---Reading, Period4--- Writing。但每课时都始终坚持任务目标→导说领先→活动或讨论→反馈或笔头落实→环环相扣，逐步铺垫。其根本目的在于突出重点，使课堂节奏紧凑，连贯，达到知识到能力的正向迁移。
七、教学过程设计
Period1
I.教学目标：
1.知识目标：
1).单词：babysit, camp, bike, ride, sightseeing, fish, rent.
2).句型：What are you doing for vacation? I?m visiting my grandmother.
What?s she doing for vacation? She?s going camping.
What are they doing for vacation? They?re relaxing at home.
2.能力目标：1）学完本课，学会学习谈论将来的计划。
2）学习用现在进行时表示将来时。
3）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3.情感态度目标：让学生熟悉和理解不同的生活和度假方式。
II.教学重点: 掌握本课新单词和句型和怎样谈论将来的计划，及提高学生说的能力。III．教学难点：掌握怎样谈论将来的计划的方法和提高学生说的能力。
IV. 教学设计：
Step1Brain storm
Collect the names of activities which said by students.
Step2 Revision(pair work)
Revise something about vacation by asking:
Where did you go on vacation?
How was your vacation?
Step3 Lead-in
①通过看a video 进行match 来复习现在进行时。
②Show students a big calendar which prepared before class, and say:
Today is Thursday. Two days later is Saturday. I am staying at home on Saturday. And I am not going out.
And ask students:
What about you? What are you doing on Saturday?
学生做出各种不同的回答，教师将句子I am staying at home on Saturday。及学生回答中的动词短语写在黑板上，通过朗读回顾知识。这里应提醒学生注意be doing sth.用现在进行时代表将要发生的动作，表示对未来的计划和安排，译为“我将要…”，“我打算…”，而不是正在做某事。
eg . What?s she doing for vacation? 她假期要做什么？
She?s babysitting her sister. 她要看她妹妹。
这是我们进入初中以来第一次接触到将来时。这种用现在进行时表示将来动作的用法，实际上在英语中是很常见的。
Step4 Presentation (SectionB1a /SectionA1a)
①National Day is coming. What are you doing for vacation?
(通过各种图片来教学词汇与短语--- going bike riding, going sightseeing, taking walks, going fishing, renting videos, camping, babysitting, exercising etc )
②Finish Section B 1a. Match the words with the pictures. Keys: d b c a e.
教师提醒学生，这些都是表动作的短语，要求学生朗读，然后造句。
③Finish Section A 1a. Look at the vacation activities in the picture. Make a list and add some more.
Step5: Listening (Section A 1b)
Listen to the conversations and number the picture[1-3]
We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．Step6:Practice (Section A 1c)
利用先前出示的图片来操练
What’s she/he/ doing for vacation?
What are they doing for vacation?
Step7: Survey (Section A 2c)
Ask classmates what they are doing for next vacation.
What are you doing for vacation?
Step8: Report
Good morning! In my group, Li Chen is …
Step9: Homework
①(P17 Survey) Make a survey about what your classmate s? weekend plans and write a report.
②预习Section A 2a/2b2c, Section B 2a/2b/2c
③查询有关楠溪江之游的资料。
Period2
I.学习目标
1.掌握有关假期生活的动词
2.假期里自己打算的简单表达
3.谈论假期要做的事情及可能的情况。
4.谈论假期时旅游的天气，旅游者以及食物等。
IV．教学步骤：
Step 1: Warming up
Ask some students to report the result of the survey---weekend plans.
Step 2:Lead-in:
T: Your plans are exciting. Would you like to know the vacation plans of Hector, Susan and Molly.
Step 3: Listening
①Listen to the tape of Section A 2a,Before listening, and ask:
What are they doing for vacation?
②Section A 2b,Before listening, one question is given.
③
Step 4 Task one: show one?s own vacation plan.
Pair work and presentation.
Brain storm: (复习Section B 1b) let students speak out the vacation activities they?d like to do.
Step 5: Task two: Travel around.
①Section B2a Listen to the tape and check the questions the reporter asks.
②Section B2b Listen again and write He Y u?s answers to the questions they checked.
Step 6:Class work
Step 7: Task three: Susan?s tour in Nanxi River.
Imagine you are a tourist guide from … agency. You plan the schedules with you r group mates for Susan in Nanxi River.
The schedule must contains:
Where are you going?What are you doing there?What should tourists take with them?
Where are you leaving from?When are you leaving?What are you eating?
Step 8:Report:
Hi, Susan. I?m glad to tell you ...
Step9:Homework
①Write down your schedule and write a letter to her.
②Finish Section A 2c(Role play.)
教学点评及反思：
一．环节设计思路：
本课以听说为主线，以三个环环相扣，循序渐进的任务展开知识学习。
首先就以课本中的一段对话听力引入，将学生自然带入语言环境，并初步感受到本课的主要话题是谈论假期活动。由此引出本课第一个任务，学生自己谈论各自的假期活动安排，并为第二个任务做了铺垫。学会陈述自己的情况之后，还要交流和了解他人的假期活动，因此，第二个任务接踵而来，学生开始自由调查班级里其他同学的假期活动安排是怎样的。这个任务承上启下，它引出本课的中心任务：即为Susan安排楠溪江之旅的日程。
二．课后反思：
本课在设计上听说结合，相得益彰。首先给学生创造了一个语言环境，让学生自然融入，然后，缓缓导入阶梯状任务链，循序渐进，难度不断加大，但坡度平缓，铺垫充分且扎实，因此学生在完成最后的中心任务时亦不觉吃力，整堂课学生活动充分，教师的引导点到为止，给学生较大的空间发挥和创造。
Period3
I.教学目标：
1.知识目标：
1).单词：hike, yeah, away, send, get back, post card, how long, San Francisco, Hawaii, Tibet,
Hong Kong.
2).句型：复习前面句型
2.能力目标：1).继续提高听读能力。2).学会使用现在进行时态表示未来计划；掌握wh-
特殊疑问句的运用。3).学会科学安排自己的假期活动，能和合作伙伴互相交
流，充分交换信息。
3.情感态度目标: 能在描述自己的计划和打算时，激起学生更加热爱祖国的美好河山。II.教学重点: 掌握本课新单词和句型和学会科学安排自己的假期活动并能灵活运用于生活中。
提高阅读能力
III．教学难点：同重点。
IV. 教学设计：
Step1 Make an interview
Role play. Student A is the reporter. Student B is He Yu. Student A , interview Student B.
Ask some groups to act it out in front of class.
这是上节课的作业，但在上课时，也应该留点时间给学生模仿右边方框中所给的表达作为开头，进行对话练习，然后在全班表演。学生应尽可能用所学的的各种疑问词提问。Step2 Listening (Section A3a)
①Fill in the chart after listening.
②
Step3 Read(Section A3a)
①Answer any difficulty raised by students. Meanwhile deal with the new words, phrases and sentences.
②在黑板上写一些句子，让学生对划线部分提问。如：
I?m going to Tibet for a week.
He?s staying there next Sunday. etc.
③Read in pairs.
④Act it out before class.
Step4 Pairwork (Section A3b)
①请一名学生对左边的表格作一简要的说明。让学生说出自己的理解，如：这三列内容分别代表人物、将去的地点和将停留的时间。Friday-Tuesday 应读做from Friday to Tuesday 等。
②学生读右边方框中的对话，然后用左边内容替换相应部分进行两人对话。也可将全班分成boys and girls or halves等，进行齐声问答。
③Say one sentence for everyone. ---Dave is going to his cousin?s house for a week. …
What do we do when we go camp? First, we work out a plan. We take food, clothing, a knife, and things for cooking and eating. We take things to keep us away from insects and the sun.
Then we put everything into the car and we drive to the woods. We look for a place for
campers (露营者) and we look for a good place for our tent(帐篷). The place should have a lot of moving air. This will keep some insects (虫子) away. High land with water on both sides of it is good. Then we put up our tent. We put everything into the tent, and we are ready for fun. We can swim in the lake, walk in the woods, climb a mountain, row a boat, or go fishing.
In the evening we come back to the tent, we build a big fire because it can keep the insects away. We sit around the fire and talk. We may tell interesting stories or we may sing songs.
At night we lie down on the grass. We can look up at the stars. It is a busy day, so we try to go to sleep early.
Everything is dark. Everything is quiet. We hope we won?t hear music from the radio in the next tent. We hope it won?t rain.
Multiple choice:
1.Before going to camp we should first ___________.
A. draw up a plan
B. take some food
C. take things to keep us warm
D. take something for cooking and eating
2.We go to camp __________.
A. by bus
B. by car
C. by bike
D. on foot
3.Campers can take part in ________ activities.
A. one or two
B. only a few
C. many
D. two or three
4.In the evening we build a fire because ________.
A. it is cold at night
B. it can keep us warm
C. it can keep the insects away
D. it is dark and quiet
5.The campers like to ____ at night.
A. hear music from the radio
B. go to sleep early
C. have rain
D. be busy
答案：A B C C B
Step6 Vacation Dreams
①Individual work. Write down your vacations dream with a few sentences.
③Classwork. Report
Ask students to make a report in front of class.
Step7学生旅行社
学生分小组成立旅行社，根据学生人数最好成立四到五个。教师可以根据学生对各个省份和城市的了解及喜爱情况选择旅行社的项目所在地，然后学生查找相关的资料，制定旅行计划，撰写各个景点的简介，计算旅行的花费。教师可以利用综合活动的机会让旅行社展示自己的企划，用学生自己评选最佳创意、最佳路线、最佳导游等，鼓励学生创造。
Step8 Homework
Groupwork: discuss and write a report. The plan of National Day. The plan must contains: who, what, where, when, how, how long, why, what kind of food, the people and the weather.
Period4
Teaching aims and demands
Knowledge: talk about future plans
Learn future tense
Moral education: communication with others freely.
Ability: Talk about things planned to happen
Difficult points：
进行时表计划安排, be doing sth表示在计划中的将来要做的事情; on schedule打算将要做的事情，或根据判断得出的结论。
Teaching methods: Task based
Step1 Warming-up
Greeting the whole class as usual.
Step2 Revision
1. Just for fun
Enjoy the cartoons together.
2.Free talking
What are you doing for vacation?How are you going there?
Where are you going?When are you going?How long are you staying?
Step3 Listening
1.Pre-listening
Ask some students to say something of the five pictures. eg: the names of the activities…
2.Let the student listen to 3a and answer the following questions:
Where did Ben Lambert?s go at first?
When is Ben Lambert leaving?
Step4 Reading
1. Pre-reading
①Let the students underline the names of the activities in the magazine article.
②Write the number of each picture next to the correct activity.
2. While-reading
What does Ben Lambert do?
Is he taking a long vacation or a short vacation?
Where did he plan to do at last? Why?
Which part of Canada is he going, in the north or in the south?
How many activities is he going to do? What are they?
3. Explain any question which raised by students.
4. Read aloud.
Let students read it loudly.
Step5 writing 3b
1. Ask the students to go through the whole passage, and grasp the main idea and ask the teacher to explain some difficult express.
2. Discuss what kind of words should be filled in the blanks in groups. Eg, places, activities, or time etc.
3. Fill in the blanks. After finishing it, ask some students to read out their own passages and others assess them together.
4. Read their own articles freely.
Step6 task
On the way to Canada, Ben Lambert is staying in Beijing for two days (Saturday and Sunday). Please plan schedules for him.
place of interests in Beijing:
Tian'an men Square 天安门广场the Palace Museum 故宫
the Temple of Heaven 天坛the Great Wall 长城
the Ming Tombs 明十三陵the Fragrant Hills 香山
the Summer Palace 颐和园the Ruins of Yuanming yuan 圆明园
History Museum 历史博物馆The World Park 世界公园
Museum of Science and Technology 科技馆Beijing Amusement Park 北京游乐园
①Plan schedules in groups
②Report the plan.
Good morning, Ben Lambert. I'm … from … Travel Agency. I'm glad to share the next two days with you…
③Write the plan.
④Correct a report in class.
Step8 Self-check1
①Ask the students to find the sentences with the five words--- leave, hear, plan, ask, hope in
Section A and Section B, and pay attention to the meanings and usage of them.
②Let the students make sentences with the five words.
③Get the students to fill in the blanks with the proper forms, then check the answers together. Step9 Self-check
1. I am going to spend my summer v with my sister.
2. Tom doesn?t have enough money to buy a house, so he has to r one.
3.What?s you r p for this term.
4.A: What you ? B: I am my sister.
A: do; do; babysit B: are; doing; babysit
C: did; do; babysitting D: are; doing; babysitting
5.A: What is he doing for vacation? B: He is .
A: going camping B: go camp C: go camping D: going camp
6.I plan abroad.
A: go B: going C: to go D: is going
7. A: what are doing for vacation? B: .
A: Go to see a movie B: Going to see a movie
C: To go to see a movie D: Went to see a movie
8. It is a trip. You will feel very .
A: relaxing; relaxing B: relaxing; relaxed
C: relaxed; relaxed D: relaxed; relaxing
9. I am going hiking the mountain.
A: on B: to C: of D: in
10. A: are you going to stay there? B: a week
A: when; about B: how; for C: how long; for D: what; about
Key: vacation, rent, plan, D, A, C, B, B, D, C
Step8 Homework: (choose one )
Unit 1What's the matter? Language Goals Learn to talk about health problems and accidents. Give
本单元教材以“What's the matter？”为中心话题，围绕着询问及描述“身体状况”进行学习和运用几个常见的句型：What's the matter? I have a stomachache./What's the matter with Ben? He has a sore back./Do you have a fever？No，I don't./What should I do? You should take your temperature./ Should I put some medicine on it? Yes，you should.等。让学生知道怎样表达身体的不适及正确地处理生活中的一些事情。在学习过程中，学生在交流中，能促进师生之间的感情。Section A 主要学习怎样表达身体的不适并给出合理性的建议。应掌握句型：What's the matter? I have a stomachache.What should I do？等。短文“Bus Driver and Passengers Save an Old Man”介绍了一位公共汽车司机及乘客救一位老人的故事，增加了学生的阅读量。Section B安排了听、说、读、写的任务，教师在教学中应合理利用课本上的知识进行教学。 第一课时Section A(1a－2d) Teaching Key Points【教学重点】 The vocabulary： matter，throat，foot，stomach，toothache，headache，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor Target language： 1.What's the matter? I have a stomachache. 2．What should I do? Should I take my temperature? 3．I think you should lie down and rest. Teaching Difficult Points【教学难点】 Use the target language above to talk about health problems and give advice. Teaching Aids【教学工具】 an English book，a tape recorder and CAI Teaching Steps【教学过程】 ★Step 1Preview and perception【预习感知】 Ask the students to read the vocabulary and target language. 根据句意及汉语或首字母提示完成句子。 1．—What's the matter with her? —She has a very sore t______ now. 2．He ate too much，so he had a s______． 3．If you feel tired，you should l______ down and rest. 4．If you ______(咳嗽)，drink some hot tea with honey. 5．He wants to see a dentist，because he has a ______(牙疼)．
(此文档为word格式，下载后您可任意编辑修改！) Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did.No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。
2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class. 2. Now work with a partner. Make your own conversation about the people
2020合肥四中八年级下学期英语泛读 Sentrygun8 （一） One day the students are having their painting lessons. Everyone is busy drawing pictures. Xiao Ming is doing nothing. When the bell rings for the break, Xiao Ming gives his picture to the teacher. The teacher looks at it and gets angry. “Why d o you give me a piece of paper with nothing on it?” asks the teacher. “I am sorry, sir,’’ says Xiao Ming. “I draw a dog and some bread on the paper.” “Where is the dog and the bread?’’ asks the teacher again. I draw some bread first. When I finish drawing the dog , she eats up the bread .When I give it to you, she runs away,” says Xiao Ming . （二） Joan goes to school at seven in the morning. Now s he is waiting for the bus with her friends . “The bus is coming ,”says Joan.. The big old school bus is stopping at the bus stop. The boys and girls are getting on it .They go to school by bus. They get off the bus and go into the school. After school, Joan looks for their bus. But their bus isn’t there now. She sees a new bus but not theirs. Her friends are saying to her, “How do you like the new bus, Joan? Come on! We are waiting for you.” Joan goes to the new bus. She gets on it. All her friends are in the bus. They go home in the new bus.
【新目标八年级下英语教学案例】新目标八年级下册英语 新目标八年级下英语教学案例Unit 4 Why don’t you talk to your parents? (Section A) 海原三中马玉兰［设计理念］以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。在英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术，帮助解决教学难题。这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。 ［教材分析］教学内容为新目标英语八年级上册第六单元Section A 。学习内容主要体现在以下三点： 1. 学习并掌握下列单词： allow, wrong. midnight, guess, deal, 2. 能正确使用以下常用表达： What’s wrong? Look through big deal work out too much, too many, get into a fight with sb, allow sb to do sth, so that, be good at doing, find sb doing, No problem. 3. 能熟练掌握并使用下列重点句式： A: What’s wrong? B: I’m really tired because I studied until midnight last night. A: Why don’t you go to sleep earlier this evening? ［学生分析］1、利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习，学习效果很明显。 2、对于我校学生以前已经接触过给人礼貌提建议的句型结构。通过对本课的学习可以系统的学习如何表达自己的麻烦和苦以及给人合理的，好的建议。掌握用正确的语言结构表达自己及他人的麻烦和苦恼并给于相应的建议。 ［教学目标］1、知识目标：通过听说训练，学会谈论问题并给出相应建议, 注意连词的使用。 2、能力目标：培养学生的口头表达能力、阅读理解能力和写作能力。 3、情感文化目标：通过本课的学习，培养学生善于表达自己的问题，并乐于找到解决的办法，建立开朗健康的人格。 ［教学重难点］1、Talk about problems and give advice. 正确使用本课常用表达； 听力训练。 教学方法：情景教学法； 任务型教学法。 Step 1 Lead-in T：I had a fight with my best friends yesterday.What should I do ? S：You should say “sorry ”to him . T：What other good advice can you give me ? S：You could write a letter to him. T：Now ,You can also say “Why don”t you say “sorry ”to him? And “Why don’t you write a letter to your friend? 设计目的:［1、平时师生间接触多，但学生与老师的家人接触甚少，利用学生的心理和想象空间，调动学生的学习兴趣，增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度，为下一步巩固学习做好铺垫。］Step 2 Revision 1、Revise the problems that you have learnt before.: Divide the class into four groups and have a competition.See which group of the students can get as much as
八年级下册英语教案 Unit 1 What’s the matter? Teaching goals: 1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些 单词. 2.能够用所学的单词谈论身体并且能给出中肯的建议. 3.通过听力练习，争取能够提高学生的听力能力. Important points: 1.words . 2.Sentences: I have a headache. You should go to bed. He has a stomachache. He shouldn’t go to bed. She has a toothache. She should see a dentist. Difficulty points: How to talk about the health and give the advice . Period 1 Teaching procedures: Step 1 Leading in 1.sing a song and do some actions 2.Play a game and revise some words we have learned. 3.(Today we’ll learn some parts of the body .) Look at the picture and teach new words. Step 2 Pre-task 1.Read the new words by the Ss first . 2.Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct . 3.Practice reading the new words .Give them 6 minutes . 4.Have a competition between boys and girls .Write the words you remembered just now on the blackboard . Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do
Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class.
八年级下册英语 1．形容词，副词的比较等级考查热点透视： a)表示A与B在程度上相同时，“as+形容词或副词的原级+as”结构。表示A不如B时，可用“not as/so+形容词或副词的原级+as”结构。 b)表示A比B在程度上“更…..”时，可用“形容词或副词的比较级+than”结构 c)表示三者或三者以上的比较，其中一个在程度上“最…..”时，常用“the+形容词或副词的最高级”结构，后面可带“of/in的短语”来说明比较的范围。（注意：副词的最高级在句中常省略“the”.） d)在形容词或副词的比较级前，可以用“a little, even, far, much,still”的等词语来修饰，以加强语气。 e)表示“越来越….”时，常用“形容词或副词的比较级+and+形容词或副词的比较级”结构，但要注意，对于多音节和部分双音节形容词，副词而言，若要表达此意时，要用“more and more+形容词或副词的原级“结构。 f)在表示“其中最….之一“的含义时，常使用“one of+the+形容词最高级形式+名词复数”结构，其中的定冠词the不可以省略。 g)如果强调“两者中比较…的（一个）”的意思时，可使用“the+形容词比较级+其它”结构。 h)表示“越….越….”, 可使用“the+形容词或副词的比较级，the+形容词或副词的比较级”结构。 2 .一般将来时 a)一般将来时的构成：由助动词shall或will加动词原形构成，shall用于第一人称。在口语中，will在名词或代词后常简略为’ll 用”be going to +动词原形”也可表示将来时，表示将要发生的事，打算或决定要做的事。 b)一般将来时的用法：1）表示将要发生的动作或情况；2）不以人的意志为转移，肯定要发生的事情。The day after tomorrow will be National Day.后天是国庆日。 3. in/after:in是指以现在时间为起点的“在一段时间以后”。也可以表示“在将来多少时间之内”，句子中的谓语动词要用一般将来时态；after常指以过去时间为起点的“一段时间之后”，所以它与过去时态连用。当after指某个特定的未来时刻或日期之后，或指以将来某一时间为起点的若干时间之后时，它可以与将来时态连用。 4.more, less, fewer的用法区别：more为many, much的比较级，意为“更多”，可修饰可数与不可数名词。Less是little 的比较级，意为“更好，较少”，修饰不可数名词。Fewer是few的比较级，意为“更少”，修饰可数名词复数。【注意】few, little表示否定“几乎没有”。a few, a little表示肯定“一点，几个”。 5.would like sth意思为“想要某物“；would like to do意思为”想要做某事“。回答would like句型的一般疑问句时，其肯定回答为“Yes, please.”;否定回答“No, thanks”或“I’d like /love to, but….” 6. Such作形容词，意思是“如此的”“这样的”，修饰各种名词。 Such这样的。如It is such bad weather.天气如此恶劣。 Such常和as搭配，表示一种类别。如We enjoy such a voice as hers.我们喜欢象她那样的嗓子。 Such常和表示结果的that从句搭配，表示“如此….以至于…”如 It was such a hot day that we all had to stay at home. Such…that…和so…that…都可用来引出一个结果状语从句。由于such是形容词，所以that从句前有一个受such 修饰的名词；而so 是副词，用以修饰形容词或副词，因此that从句前一般不出现名词。如 They are such kind-hearted teachers that people in the village all respect them.
Unit 1 What’s the matter? 1.……26路公交车正行驶在中华路上，这时司机看到一位老人躺在路边。 …bus No.26 was going along Zhonghua Road when the driver saw an old man lying on the side of the road. 2.我正要冲澡，就在这个时候电话响了起来。 I was just getting into the shower when the telephone rang. 3.他们进去的时候，看到一些孩子正在花园里高兴地玩耍。 When they went in, they saw some children playing happily in the garden. 4.我们看见他独自站在那里，不知做什么是好。 We saw him standing there alone, not knowing what to do. 5.公交司机……没有多想便停下了车。 The bus driver… stopped the bus without thinking twice. 6.在我们做出这个决定之前，必须认真思考！ We must think twice before we make this decision! 7.好好想想，也许你会改变主意的。 Think twice about it. Maybe you’ll change your mind. 8.多亏了王先生和乘客们，医生及时挽救了老人的生命。 Thanks to Mr. Wang and the passengers, the doctors waved the man in time. 9.如今多亏有了互联网，你在家里就能买到你所要买的东西了。 Today, thanks to the Internet, you can do all your shopping from home. 10.因为你们的节目，我们方能相互认识。 Thanks to your program, we got to know each other. 11.有好多次，阿伦差点因为意外丢掉性命。 There were many times when Aron almost lost his life because of accidents.
i on? o n A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： e lf 能掌握以下句型： — i o — a ins. — — . — e? —Y ./N ’ . 2) 能了解以下语法： —复合不定代词some i ng等的用法。 — f等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点
1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词some i ng等的用法。 2) f等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱo n . . s. . . h ing a . N t: N Y . , r camp . N e r es next to the name of the i ty，r. . . r s: 1. f 2. b 3. g 4. e 5. c 6. a 7. d
n ing . n. r e . a ins. r e? . time. . d time. . . r e. . r s. IV．Pair work . . . . N . r e. . .r oom and give any help they need. . o ns. n ing . ’ . .Yes, or No.
八年级（下）英语知识讲解（人教）每单元均有重要的字、词的辨析及重要语句的分析与用法指导；有课文中的难重点分析与讲解；有针对性的训练及同步检测题，并且附有详细的解答。 目录 1 Unit 1 Will people have robots? 2 Unit 2 What should I do? 3 Unit3 What were you doing when the UFO arrived? 4 Unit 4 He said I was hard-working. 5 Unit 5 If you go to the party, you’ll have a great time! 6 Review of units 1-3 7 Review of units 4-5 8 八年级下学期期中复习（一） 9 改错小练 10 八年级下学期期中复习（二） 11 八年级期中考试模拟题 12 Unit 6 How long have you been collecting shells? 13 Unit 7 Would you mind turning down the music? 14 Unit 8 Why don’t you get her a scarf? 15 Unit 9 Have you ever been to an amusement park? 16 Unit 10 It’s a nice day, isn’t it? 17 介词复习 18 Review of units 6-8 19 Review of units 9-10 20 八年级第二学期期末复习题 21 八年级第二学期期末模拟试题 22 How do you study for a test 23 Unit2 I used to be afraid of the dark
八年级期末复习资料重点句型 Unit1 Will people have robots? 1. Will people use money in 100years? 一百年后人们还会使用钱币吗？ 2. There will be less leisure time． 空闲时间会更少。 3. I think there will be more pollution． 我认为将会有更多的污染产生。 4. What do you think Sally will be in five years? 你认为萨莉5年之后将会是什么样子? 5. I went to Shanghai last year and fell in love with it. 我去年去了上海，并且喜欢上了这座城市。 6. I can't have any pets because my mother hates them. 我不能养宠物，因为我妈不喜欢他们 7. I'll probably go skating and swimming every day. 我会每天都去滑冰和游泳。 8. I'll go to Hong Kong on vacation．我会去香港度假。 9. What do you think the weather will be like tomorrow? 你认为明天的天气怎样? Unit 2what should I do? 1. What should I do? You could write him a letter． 2. What should he do? Maybe he should say sorry to him 3. What should they do? They shouldn't argue． 4. She has the same haircut as I do. 她和我有相同的发型。 5、Everyone else in my class was invited except me. 除了我以外，我们班其他别的人都接到了邀请6、I can’t think what I did wrong. 我真想不出我做错了什么。 7、I’m very upset and don’t know what to do.我很沮丧，不知该干什么。8、There are a lot of things you could do. 有许多你能做的事。 9、You left your homework at home.你把你的作业落在家里了。 10、You should try to be funny. 你应该试着幽默一些。 11、Their school days are busy enough. 他们的学校生活是够忙的。 Unit 3 What were you doing when the UFO arrived? 1. You can imagine how strange it was! 你可以想象这事有多惊奇！ 2. I followed it to see where it was going 我跟随它想看看它将要去哪里。 3. She didn’t think about looking outside the station. 她根本没有考虑到站外去寻找。 4. It was difficult for me to get out of bed. 对于我来说从床爬起来很难。 5. Not all events in history are as terrible as this. 并不是所有历史事件都如此糟糕。 6. His flight around the Earth Lasted about 22 hours. 他的环绕地球的飞行持续了22个小时。 7. Do you think something good can come out of something terrible? 你认为坏事能变为好事吗？ Unit 4He said I was hard-working 1. What are some soap operas you know? 你所知道的有哪些肥皂剧？ 2. What are some things that happen on soap operas? 肥皂剧里发生了些什么事？ 3. Lana said she wasn’t mad at Marcia anymore. 拉娜说她不再生玛西娅的气了。 4.You want to know why C didn’t return it and where it is.你想知道为什么C未将它还回来并想知道它在哪里。 5．You were supposed to meet at the bus stop this morning to return it. 你应该今早上在车站去见面并把它还给人家。
人教版新目标英语八年级下册全册教案 Unit 1 What’s the matter? Teaching goals: 1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些 单词. 2. 能够用所学的单词谈论身体并且能给出中肯的建议. 3. 通过听力练习，争取能够提高学生的听力能力. Important points: 1. words . 2. Sentences: I have a headache. You should go to bed. He has a stomachache. He shouldn’t go to bed. She has a toothache. She should see a dentist. Difficulty points: How to talk about the health and give the advice . Period 1 Teaching procedures: Step 1 Leading in 1. sing a song and do some actions 2. Play a game and revise some words we have learned. 3. (Today we’ll learn some parts of the body .) Look at the picture and teach new words. Step 2 Pre-task 1. Read the new words by the Ss first . 2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct . 3. Practice reading the new words .Give them 6 minutes . 4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard . Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and
Unit1 What’s the matter? A丽萨，你好吗？ B我头疼，并且脖子不能动。我该怎么办？我应该量体温吗？ A不，听起来不像是你发烧。周末你做什么了？ B我整个周末都在玩电脑游戏。 A那很可能就是原因，你需要离开电脑休息几次。 B是的，我想我是一个姿势做的太久没有移动。 A我认为你应该躺下休息。如果明天你的头和脖子还痛的话，就去看医生。 B好的，谢谢，曼迪。 公交车司机和乘客救了一位老人 昨天上午九点，26路公交车正行驶在中华路上，这时司机看到一位老人躺在路边。在他旁边一位妇女在喊救命。 公交车司机，24岁的王平没有多想就停下来公交车。他下了车，问那个妇女发生了什么事。她说那个人有心脏病，应该去医院。王先生知道他必须快点行动。他告诉乘客他必须送老人去医院。他希望大部分或全部乘客下车去等下一辆公交车。但出乎他的意料，他们都同意和他一起去。一些乘客帮助王先生把那个老人移到公交车上。 多亏了王先生和乘客们。医生及时挽救了老人的生命。“许多人因为不想有麻烦而不想帮助别人，这真令人难受”，一位乘客说。“但是这位司机没有考虑自己。他只考虑挽救一条生命。” 他失去了手臂但还在爬山 阿伦是一个对爬山感兴趣的美国人。作为一名登山者，阿伦习惯于冒险。这是关于做危险运动的令人兴奋的事情之一。有许多次，阿伦因为（意外）事故几乎失去生命。在2003年4月26日，在犹他州登山时他发现自己在非常危险的处境。 在那天，当阿伦独自登山时，他的手臂被压在落在他身上的一块360千克的岩石下。因为他的手臂不能自由活动，他在那儿待了五天，希望有人会发现他。但当他的水喝完了，他知道他将不得不采取措施来挽救的生命了。他不愿意那天就死去。因此他用刀子切除了他的一半右臂。然后，他用左臂给自己打上绷带以至于他不会失去太多的血。这之后，他爬下山区寻求帮助。 在他失去手臂后，他写了一本名为《生死抉择》（又译作《生死两难》）的书。他的意思是“处于一个你似乎无法拜托的困境之中”。在这本书中，阿伦讲述了关于做出明智择和掌握自己生命的重要性。他对登山如此酷爱以至于即使这次经历之后他还继续爬山。 我们有和阿伦一样的勇气吗？在我们发现自己处于进退两难的处境之前以及在我们不得不做出生死抉择之前，让我们来想想它。 Unit2 I’ll help to clean up the city parks. A嗨，汤姆。我正在制定今年夏天在养老院工作的一些计划。 B 真的吗？我去年夏天在那儿工作了！ A 哦，他们请你帮忙做什么了？ B 嗯像给老人们读报，或者只是与他们聊天这样的事，他们给我讲过去的生活经历，讲过去是什么样子的。 A 那听起来很有趣。 B 是呀，许多的老人都很孤独。我们应该听他们说话并且照顾他们。 A 对呀，我的意识是有一天我们也都会老的。 志愿服务的学生 来自河畔中学的玛丽奥·格林和玛丽·布朗，每周放弃几个小时去帮助别人。 玛丽奥喜欢动物，他想成为一名动物医生。他每个周六上午志愿在一家动物医院工作。玛丽奥相信这能帮助他将来找到理想的工作。“这是艰苦的工作”，她说，“但是我想学习更多的关于如何照顾动物的知识。当我看到动物们（病情）渐好，看到它们的主人脸上的喜悦时，我产生出那么一种极强的满足感。”