义务教育教科书英语GO FOR IT八年级下册
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Unit1 What’s the matter ?
一. 语言目标：（Language goal）
1. 学会谈论健康问题，健康状况（Talk about your health ）
2. 能够辨认身体部位。（parts of the body）
3. 能够提供建议（Give advice）
二. 语言结构：（Structures）
1. What’s the matter with……？
2. 情态动词should , shouldn’t .
三. 词汇分类：（V ocabulary）
1. 表示身体各部位的词有：
head 头neck 颈部back 后背leg 腿arm 手hand 手foot 脚nose 鼻子eye 眼睛ear 耳朵mouth 嘴tooth 牙齿stomach 胃（注意foot的复数形式为feet，tooth的复数形式为teeth）
2. 表示生病或不适的名词有：
a cold感冒headache头痛toothache牙痛stomachache胃痛fever 发烧backache后背痛sore throat 咽部疼痛
3. 表示身体感觉的形容词有：
tired 累的thirsty 口渴的hungry 饿的stressed out 紧张的，有压力的
4. 医生dentist 牙医
四. 目标语言（主要句型）（Target Language）
1. What’s the matter ? 怎么了？
2. I have a headache . 我头疼。
3. You should go to bed . 你应该上床了。
4. That’s a good idea . 那倒是个好主意。或That sounds like a good idea . 听起来是个好主意。
5. I have a sore back . 我后背疼。
6. I hope you feel better soon . 我希望你很快会感觉好些。
7. That’s too bad . 太糟了。8. He has a stomachache . 他胃疼。
9. He shouldn’t eat anything for 24 hours . 他24小时内不应该吃任何东西。
10. She has a toothache . 她牙疼。11. She should see a dentist . 她应该去看牙医。
12. I’m not feeling well . 我感觉不好。
五. 重点难点分析：
1. How to talk about our health .
①问某人哪儿不舒服。
When we are not feeling well , we often go to see the doctor . The doctor will ask :
What’s wrong (with you) ?
What’s the matter (wi th you) ?
What’s your trouble ? Or What happens to you ? 和(Is there) anything wrong with you ?都表示“你怎么了”。
②叙述病情。
There is something wrong with my tooth . 我的牙出问题了。
Doctor , I’m not feeling well . 我感觉不好，医生。
I feel terrible . 我感觉糟透了。
I feel very ill . 我感觉病得很重。
This place hurts . (I’ve got a pain here) 这个地方疼。
My leg hurts . 我腿疼。
I don’t feel like eating . 我不想吃东西。
I have a cold . 我感冒了。
I have a fever . 我发烧了。
I have a headache . 我头疼。
③处置或提出建议：
1)Open your mouth , please . 张开嘴。
I want to take your temperature . 我想测测你的体温。
2)Take this medicine three times a day . 这个药一天吃三次。
3) Take three pills before you go to bed . 睡前服用三片。
4) You’d better stay in bed t ill tomorrow . 最好卧床休息到明天。
5) Drink lots of water and have a good rest . 多喝水，好好休息。
6) You should lie down and rest . 卧床多休息。
7) You should drink hot tea with honey . 你应该喝加蜂蜜的热茶。
8) You should see a dentist . 你应该去看牙医。
9) You should go to bed early . 你应该早点上床（休息）。
2. 关于情态动词should
1) 情态动词should表“建议、应该”，其否定形式为shouldn’t .
它用于所有人称。在其后应为动词原形。
You should wait a little more . 你应该再多等一会儿。
He should tell me about it . 他应该告诉我这件事。
2) 在表示要求、命令时，语气由should（应该）、had better（最好）、must（必须）逐渐加强。
在本单元主要是表建议“应当”或“应该”。
3. have a cold感冒，还可以说get a cold .
我得了重感冒：I have a very bad cold .
在这里cold是名词，因此前边可以加冠词“a”、有时也可以说：
I have got a very bad cold . 或：I have had a very bad cold .
4. P8 . He shouldn’t eat anything for 24 hours . 他不应在24小时内吃任何东西。
在这里因为是否定句，因而不用something，而用anything，同some和any的区别一样，something用于肯定句中，而anything用于否定或疑问句中，如：
There’s something wrong with him . 他出问题了，或他病了。
Is there anything I can help ? 我能帮忙吗？
又如：Do you have any brothers ? 你有兄弟吗？
I have some good friends . 我有一些朋友。
I never have any fun . 我从没什么乐趣。
never是否定词，因此我们用any，不用some
5.What’s the matter with you ? 你怎么了？
with是个介词，后边可以跟名词或代词。
What’s the matter with Sonja ? Sonja怎么了？
6.I am not feeling well .
feel well well表示“好”，这里不用“good”。
7.She’s tired . 她很累。
tired是个形容词，可以说feel tired感到很累，或说get tired. She feels tired. 或She gets
tired .
8.Traditional Chinese doctors believe we need a balance of cooling yin and hot yang to be healthy .
传统中医认为我们需要通过阴阳调和来保持健康。
其中a balance of……平衡
keep a balance of保持一个……平衡
如keep a balance of nature保持自然（生态）平衡。
be healthy，keep healthy，stay healthy都是保持健康的意思。
healthy是个形容词，其名词形式为health .
9. on the other hand 另一方面。经常与on (the) one hand一起连用。表示一方面……另一方面……。
如：On one hand we should study hard , on the other hand we should keep healthy .
我们一方面要努力学习，另一方面应该保持身体健康。
10. too much yang in their lives .
too much和too many都表示许多。
too much后接不可数名词，如water , money等。
too many后接可数名词的复数，如students , flowers
lives是名词life的复数形式。
11. It’s important to eat a balanced diet .
吃（营养）平衡的饮食是很重要的。
balanced在此处是形容词，表示“平衡的”。
It是形式主语，真正的主语是“to eat a balanced diet”，但因主语太长，为了句子平衡，将主语用
it代替，这是it的又一功能。
12.I’m not feeling very well at the moment .
at the moment .1）用于现在时态中，意思为“此刻”，如：
I am busy at the moment . 我此刻很忙。
2）用于过去时中，表示“当时”，如：
I was busy at the moment . 我当时很忙。
六. 扩展词汇（同学们可以背背以扩大词汇量）
（一）身体部位
throat 喉咙，咽喉chest 胸部pit 胸口abdomen 腹部
thigh 大腿shoulder 肩waist 腰hip 臂部
backbone 脊骨，脊柱joint 关节muscle 肌肉nerve 神经
brain 脑lung 肺heart 心脏liver 肝脏
（二）疾病
cancer 癌influenza , flu 流感cough 咳嗽sore eyes 眼睛疼stuffy nose 鼻子不通气insomnia 失眠
（三）医生
doctor in charge 主治医生head nurse 护士长
internist , physician 内科医生surgeon 外科医生
dentist 牙科医生ear - nose - throat doctor 耳鼻喉医生
（四）医院
children’s hospital 儿童医院clinic 诊疗所
first - aid station 急救站ward 病房
medical department 内科surgical department 外科
registration office 挂号处out - patient department , OPD 门诊部
in - patient department 住院部nursing department 护理部
waiting room 候诊室emergency room 急诊室
operation room 手术室laboratory 化验室
blood bank 血库pharmacy , dispensary 药房【模拟试题】
一. Suppose your friend isn’t feeling well , please give him / her some advice .
Problems advice
Headache You should
Sore throat
A cold
Stomachache
Toothache
二. Write a get - well card to a friend , Josie . Use the following words .
sorry , a cold , worry about（担心）things , office , should , until , feel better ,
take care of yourself !
____________________________________
三. Listen to 3a on P11 and then fill in the blanks .
Healing foods , the Asian Way
Traditional Chinese doctors believe we need a ______ of cooling yin and hot yang to be _____ _____ example , are you quiet and often _______ ? It might be _________ you have too much yin . You should eat hot yang foods , like beef or lamb , to give you more energy .
Eating Dangshen and Huang Qi herbs is also good _______ this . ______ the _______ hand , people who are ______ ___ and angry might have too _______ yang in their _______ . Chinese doctors believe that they should eat more yin foods , like tofu , or bean sprouts . It’s easy
to ________ heal thy , and it’s _____ to eat a balanced diet .
【试题答案】
一.
Problems advice
Headache You should go to bed .
Sore throat You should drink hot tea with honey .
A cold You should drink hot tea .
Stomachache You should lie down and have a rest .
Toothache You should go to see a dentist .
二. Dear Josie ,
I’m very sorry that you have a cold . Don’t worry about things at the office . You
should stay home and rest until you feel better .
Take care of yourself !
Mary
三.略
Unit 2 What’s the matter?
I. Teaching article: Unit Two
II. Teaching aims and demands:
What’s the matter?I have a headache.
You should drink some tea. That sounds a like a good idea.
I have a sore back.
III. Teaching importance and difficulty:
Talk about your health. Make suggestions.
IV. Teaching ways:Revision, Learning, Practice and Reading.
V. Teaching tools: Tape-recorder and Lattern.
V. Teaching time:Six periods
VI. Teaching procedure:
The first period
I. Teaching Aims and Demands
1. Knowledge Objects.
Body names. Illness. What’s the matter?I have a cold.
2. Ability Objects.
Listening skil, recognizing skill.
3. Moral Objects.
Exercise every day and keep healthy and strong.
II. Teaching Importance and Difficulty
What’s the matter? --I have a cold.
III. Teaching Methods
Recognizing method. Listening method. Discover method. Pairwork.
IV. Teaching Aids
A tape recorder. A doll for teaching the names of the body. A Projector.
V. Teaching Procedures
Step I Greet the class and check the homework.
Step II Section A 1a
Bring out a doll. Teach the words of body parts.
Read the words to students and ask them to repeat.
Now open your books and turn to page 7. Please look at the picture, I’ll ask a student to read the list of thirteen names of body parts.
Step III 1b
Act out an illness. Then show the other new words on the blackboard. Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.
Step IV Pairwork
Teach students more words of illness. For example,
Have a cold, have a fever, headache, stomachache, headache, toothache, have a sore back , have a sore throat
Step V An activity
Play the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.
Step VI An activity
Now please turn to page 106. There is a picture of a head with no eyes, nose, mouth or ears. Please draw them in the correct paces and say their names in English. Then show your pictures. Who draws the best?
Step VII Homework
Write down the new words in your exercise book and read them for several times
Step VII I Blackboard Design
Unit 2 What’s the matter?
Tooth ——teeth(pl.) Foot ——feet(pl.)
Toothache Stom-ach-ache
Eyes nose mouth ears
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
New words. Some advice. Grammar Focus.
2. Ability Objects
Listening skill, reading skill, writing skill, communicative competence.
3. Moral Object
To be a doctor and serve the people heart and soul.
II. Teaching Importance and Difficulty
What’s the matt er? --I have a toothache.
Maybe you should see a dentist. --That’s a good idea.
III. Teaching Methods
Listening method, reading and writing methods, pairwork.
IV. Teaching Aids
A tpae recorder, a projector.
IV. Teaching Procedures
Step I Greet the class and check the homework.
Step II Show the new words on the screen.
Read the new words to students and ask them to repeat.
Step II I 2a
Now open your books and turn to page 8.First read the eight items to students and ask them to repeat.
Toothache Sore throat Stomachache Fever Lie down and rest
Hot tea with honey See a dentist Drink lots of water
Step IV 2b
First look at the four pictures. Each picture illustrates of the conversations. Now we’ll
listen to the conversations again. This time listen for the missing words. Write the missing words on the blackboard.
Step V 2c Pairwork
First I’ll have two students read the dialogue in the box. OK. You two please.
Sa: What’s the matter?Sb: I have a toothache.
Sa: Maybe you should see a dentist. Sb: That’s a good idea.
Ask students to work in pairs.
Step VI Grammar Focus
I have a headache. He has a stomachache.
She has a toothache. You should go to bed.
He shouldn’t eat anything for 24 hours.
She should see a dentist.
Step VII Homework
This class we’ve leant some advice to people in advertisements for cold medicines , pain medicines and other medicines. Please recover the name and picture of the medicines in the advertisement and leave only the person. Next class we’ll play a game. Step VII I Blackboard Design
Unit 2 What’s the matter?
Problems Advice
… …
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
Reading and writing materials. Oral Practice.
2. Ability Objects
Reading skill, writhing skill, communicative competence.
3. Moral Object
Give good advice when someone needs your help.
II. Teaching Importance and Difficulty
Reading practice. Oral practice.
III. Teaching Methods
Reading and writing methods, pairwork, groupwork.
IV. Teaching Aids
Workbook exercises.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II 3a
Now open your books at page 9.Now look at the conversation on the left.
A: What’s the matter?B: I’m not feeling well. I have a 1 .
A:When did it start? B: About 2 ago.
A: Oh, that’s too bad. You should 3 .
Step II I 3b Pairwork
Now let students look at the picture. Have students ask and answer what’s the matter with the people in the picture.Write the answer on the blackboard. For example,
What’s the matter?He has a toothache. She has a sore throat.
He has a sore back.She has a stomachache.
Step IV 4 Groupwork
First look at the dialogue on the left. Read it to the class.
What’s the matter?Do you have a sore throat? No, I don’t.
Do you have a sore throat? No, I don’t.
Do you have a cold? Yes, I do.
You should drink some hot tea.
Step V An Optional Activity
Write the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness.
Step VI Summary
This class we’ve learnt some advice and done some reading, writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help. Step VII Homework
Finish off the exercises of workbook.
Step VII I Blackboard
Unit 2 What’s the matter?
What’s the matter?He has a toothache.
… a sore back.…a sore throat.…a stomachache.
The Fourth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary, reading practice, oral practice.
2. Ability Objects
Listening skill, reading skill, writhing skill, practice skill, communicative competence. 3. Moral Object
Ask for help when you have problem.
II. Teaching Importance and Difficulty
Key vocabulary. Reading practice. Oral practice.
III. Teaching Methods
Reading and writing methods, understanding method, pairwork, listening method.
IV. Teaching Aids
A tape recorder.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Section B 1a
Now open your books at page 10. First I’ll read the words to you.
Tired Hungry Thirsty Stressed out
Step III 1b
Now read the four sentences after me.
Eat an apple. Drink some water. Listen to music.
Step IV 2a
First let students look at the chart. Then tell students they’ll listen to the recording.
There are four conversations.
Write the problems in the blanks after each person’s name.
Play the recording the first time. Students only listen. Then play the recording a second time.
Step V 2b
Ask one or two to write their answers on the blackboard. Then correct the answers with the whole class.
Gina: should go to bed early
Shouldn’t go to the party tonight
Tony: should listen to music
Shouldn’t study
Alan: should eat an apple
S houldn’t play soccer before dinner
Step VI 2c Pairwork
Ask two students to read the conversation in speech bubble.
What’s the matter with Gina?She’s tired.
Well, she should go to bed early. She shouldn’t go to the party.
Step VII Homework
After class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother?
Step VIII Blackboard Design
Unit 2 What’s the matter
Gina: should do …
Shouldn’t do …
Tony: …
Julie: …
Alan: …
The Fifth period
I. Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary. Reading material. Group work.
2. Ability Objects
Reading skill. Writhing skill. Communicative competence.
3. Moral Object
Great Chinese culture.
II. Teaching Importance and Difficulty
Key vocabulary. Reading practice. Writing exercise. Groupwork.
III. Teaching Methods
Reading and writing methods. Groupwork. Communicative approach.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II New words
Open your books and turn to page 118. We’ll leant the new words of page 11.
Show a picture on the blackboard. Explain yin and yang in Chinese.
Step III 3a
Read the article to the class.
Now let students read the article and and underline each thing they should do.
Step IV 3b
Read the paragraph to the class, saying blank each time when come to a blankline.
Are you tired?
Eveyone gets tired sometimes. When you’re tired, you shouldn’t 1 . You should
2 for a few nights and you should
3 to stay healthy. You should also eat
4 and other healthy foods. You shouldn’t
5 when you are tired.
Step V 3c
First read the instructions.And then ask students to say some things to do when they have a cold.
Then ask some students to read their paragraphs to the class.
Step VI 4 Groupwork
Ask students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.
Step VII Homework
Write down the sentences about when you’re tired in your exercise book.
Step VIII Blackboard Design
Unit 2 What’s the matter? Stuents’ names Best advice
The Sixth period
I. Teaching Aims and Demands
1. Knowledge Objects
Vocabulary in this unit. Writing practice. Just for Fun.
2. Ability Objects
Reading skill. Writhing skill. Communicative competence.
3. Moral Object
Give your help to who needs one.
II. Teaching Importance and Difficulty
Vocabulary in this unit. Writing practice.
III. Teaching Methods
Reading and writing methods. Self check method.
IV. Teaching Aids
A projector.
V. Teaching Procudrues
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Step III Self Check 1
First ask students to fill in the blanks with the word given. Then check the answers. Then ask students to make their own sentences with the words.
Step IV 2
This activity provides writing individually. Ask some of them to read their advice to the
class.
Step V Just for Fun!
Ask the students to repeat.
T: What’s the matter with the snowman, do you know?
S: He’s stressed out.
T: Why is he stressed out? Well, because of the sun. He’s melting.
T: Can the boy help him? What does he do?
S: Yes. He puts him into the fridge.
T: OH, great! You ‘re quite right. Is t he snowman stressed out now?
S: No, he isn’t.
Step VI Workbook
Step VII Summary
This class we’ve reviewed key vocabulary in this unit. And we’ve read a letter from Sally and written back to give her some advice. Also we’ve read the problem of the snowman. I hope other all of you can help other people who need your help.
Step VIII Homework: Finish off the workbook exercises.
Step IX Blackboard Design
Unit 2 What’s the matter?
Sally’s Problem Advice snowman sun melt fridge save
2013年新人教版（go for it)八年级上册英语单词 Unit1 Where did you go on vacation? anyone ['eniw?n] pron.任何人 anywhere ['eniwe?(r)] adv.任何地方n.任何(一个)地方 wonderful ['w?nd?fl] adj.精彩的；极好的 few [fju?] adj.很少的；n.少量 most [m??st] adj.最多的；大多数的； something ['s?mθ??] pron.某事物； nothing(=not…anything) ['n?θ??] pron.没有什么n.没有 myself [ma?'self] pron.我自己 everyone ['evriw?n] pron.每人；人人 yourself [j??'self] pron.你自己；你亲自 hen [hen] n.母鸡；雌禽 bored [b??d] adj.无聊的；厌烦的；郁闷的 pig n.猪 diary ['da??ri] n.日记；日记簿(keep a diary) seem [si?m] vi.似乎；好像 someone ['s?mw?n] pron.某人；有人 quite a few相当多；不少(后接可数名词) of course [?vk??s] 当然 activity [?k't?v?ti] n.活动；活跃 decide [d?'sa?d] v.决定；选定(decide to do sth.) try [tra?] v.尝试；设法；努力(try to do sth. /try doing sth.) bird [b??d] n.鸟；禽 paragliding ['p?r?ɡla?d??] n.空中滑翔跳伞 bicycle ['ba?s?kl] n.自行车 building ['b?ld??] n.建筑物 trader ['tre?d?(r)] n.商人；商船 wonder ['w?nd?(r)] v.惊奇；想知道；怀疑difference ['d?fr?ns] n.差异；不同 top [t?p] n.顶部；顶wait [we?t] v.等；等待(wait for) umbrella [?m'brel?] n.伞；雨伞 wet [wet] adj.湿的；雨天的 below [b?'l??] prep.低于；在...下面adv.在下面 as [?z] conj.如同；像...一样 enough [?'n?f] adj.足够的adv.足够地；充分地 duck [d?k] n.鸭肉；鸭 hungry(反full) ['h??ɡri] adj.饥饿的；渴望的 feel like(doing sth.)想要 dislike [d?s'la?k] v.不喜欢；厌恶n.不喜爱；厌恶； 反感 because of因为；由于 have a good time=enjoy oneself=have fun(doing sth.)玩得痛快 Unit2 How often do you exercise? housework ['ha?sw??k] n.家务劳动 hardly ['hɑ?dli] adv.几乎不；简直不；刚刚 ever ['ev?(r)] adv.曾经；在任何时候 once [w?ns] adv.一次；曾经 twice [twa?s] adv.两倍；两次 Internet ['?nt?net] n.因特网 program ['pr??ɡr?m] n.节目；程序；课程；节目单full [f?l] adj.满的；充满的；完全的 swing [sw??] n.摇摆；秋千v.摇摆；旋转 maybe ['me?bi] adv.或许；也许；可能 swing dance摇摆舞 least [li?st] adj.最小的；最少的 at least至少 hardly ever很少；几乎从不；难得 junk n.垃圾；废旧杂物 coffee ['k?fi] n.咖啡；咖啡色
20梦回繁华 1．理清课文写作思路，概括课文内容。 2．弄清课文使用的说明方法及其作用，把握本文的说明顺序。 3．品味语言，感受本文典雅而富有韵味的语言。 一、导入新课 多媒体展示《清明上河图》图片。 同学们，《清明上河图》大家一定有所耳闻，它是一幅享誉古今中外的传世画作，是我国绘画史上的无价之宝。为什么这么说呢？它到底画了哪些内容？就让我们走进课文，一起来欣赏这件无价瑰宝。 二、教学新课 目标导学一：整体感知，把握文章内容 1．默读课文，概括每一自然段的内容。 明确：第1段介绍了《清明上河图》的创作历史背景，引出说明对象；第2段介绍画作作者张择端及其创作动机；第3段介绍了画作材质、尺幅等基本信息；第4段介绍了画作的详细内容；第5段介绍《清明上河图》的艺术价值和历史价值。 2．读了本文，关于《清明上河图》你又有了哪些新的了解？ 明确：①我了解到了北宋时期，城市繁荣，文化生活十分活跃，《清明上河图》便是反映这一时期城乡市井平民生活的一幅风俗画。②我了解到了画的作者张择端主要活动时期、籍贯、字、生平、爱好等。③我了解到了关于这幅图的画卷大小，描绘的具体内容，特点及价值等。 目标导学二：分析说明方法，把握说明顺序 1．课文都使用了哪些说明方法？有何作用？ 明确：(1)列数字：“张择端画的《清明上河图》，绢本，设色，纵24.8厘米，横528.7厘米。”使用准确的数字，说明了《清明上河图》的大小。 (2)打比方：“整个长卷犹如一部乐章，由慢板、柔板，逐渐进入快板、紧板，转而进入尾声，留下无尽的回味。”把《清明上河图》比作“一部乐章”，说明它宏大、优美而富有变化的特点。 (3)引资料：“画中的‘孙羊店’‘脚店’等，与《东京梦华录》中所记的‘曹婆婆肉饼’‘正店七十二户……其余皆谓之脚店’等，无有不符。”引用《东京梦华录》，准确说明了《清明上河
人教版初中新目标英语（go for it）八年级上册全册教案
Unit 1 How often do you exercise ? Teaching goals: 1.Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc . 2.Learn to talk about how often do you do things . 3.一些表示频率的副词: always , usually , often , never , hardly ever , sometimes . 4.句子结构: What do you usually do on weekends ? How often ··· ?及回答. Important and difficult points : What does she /he do on weekends ? She often goes to the movies . How often do you shop ? Once a week / Twice a week ··· . Teaching aids : cards , pictures and a tape recorder . Period 1 Teaching procedures : Step 1 Leading-in 1.Greetings:Talk about something the students did on summer vacation . Step 2 Pre-task SB Page 1 , 1a . 1.Look at the picture (学生识图). https://www.doczj.com/doc/b09442217.html, each activity . T: What are they doing ? They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer ) 3.Write the activities on the line . 4.Check the answers on the Bb .Correct their own activities . 5.Practise reading . SB Page 1 , 1c . 1.Focus on the conversation in the box . 2.Practise reading . 3.Pairwork : What do you do on weedends ? I ··· . 4.Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2:
Unit 1 Where did you go on vacation? New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains． Did she go to Central Park？Yes，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1．Master the vocabulary 2．Master the key patterns: Where did you go on vacation? I went to the mountains ? Did she go to Central Park？Yes，she did．No, she didn’t 单元教学重难点 1．Vocabulary and Expressions 2. Grammar Focus：Where did you go on vacation？I went to the mountains. Did she go on Central Park？Yes, she did． No, she didn’ t Use the past tense to talk about activities that happened in the past in E nglish with the following sentences： Where did you go on vacation? Did you go to…？Yes. …/No，… Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的 生活，They are all interested in talking about it. Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标 知识与能力 1. Match the vocabulary：New York City，Central Park，exam． 2. Master and use：Where did you/ they /he / she go， vacation? I / They /He /She went to the mountains＼New York City＼beach＼ summer camp． Did you go to the beach？Yes，I did．No, I didn’t． 过程与方法 通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过 去时态。 教学重、难点及教学突破重点 l. The vocabulary：New York City, Central Pads，exam． 2. Language： Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ N ew York City/ beach /summer camp Did you go to the beach? Yes，I did. No, I didn’t. 难点 Use the language to talk about past events． Language: Where did you go on vacation?及答语的学习
八年级上册英语知识重点复习 Unit1 Where did you go on vacation? 短语搭配： 1. buy sth for ab./ buy sb. sth 为某人买某物 2. taste + adj. 尝起来…… 3. nothing ….but + V.(原形) 除了……之外什么都没有 4. seem + (to be) + adj 看起来 5. arrive in + 大地方/ arrive at + 小地方到达某地 6. decide to do sth. 决定做某事 7. try doing sth. 尝试做某事/ try to do sth. 尽力做某事8. enjoy doing sth. 喜欢做某事 9. want to do sth. 想去做某事10. start doing sth. 开始做某事 11. stop doing sth. 停止做某事12. look + adj 看起来 13. dislike doing sth. 不喜欢做某事14. Why not do sth. 为什么不做…….呢？ 15. so + adj + that + 从句如此……以至于……16. tell sb. (not) to do sth. 告诉某人（不要）做某事17. keep doing sth. 继续做某事18. forget to do sth. 忘记去做某事/ forget doing sth 忘记做过某事重难点精练 1.复合不定代词或副词的构成及用法 构成：由some, any, no, every分别加上-body, -thing, -one构成的不定代词叫做合成不定代词；加上-where 构成副词。 用法： （1）不定代词作主语时，谓语动词要用单数。 There is nothing wrong with the TV. Everybody likes reading. （2）some-不定代词，通常用于肯定句中； any-不定代词则多用于否定句、疑问句中。 但some-可用于表请求、邀请、预料对方会作肯定回答时的疑问句中。 Someone is calling me. There isn’t anyone else there. Is anybody over there? Could you give me something to eat? （3）形容词修饰不定代词时要后置。 There is something delicious on the table. 巩固练习： ①. I can’t hear anything = I can hear _________. ②. There is __________ on the floor. Please pick it up. ③. No one ________ how to do it. A. know B. knows C. knowing D. knew ④. There’s ________in the newspaper. You should read it. A. important something B. something boring C. boring something D. something important. 2.arrive in 到达+大地方（国家省市）arrive at 到达+小地方（机场商店等) get to 到达+地方reach 到达+地方 练习： The Smiths_____ New York at 8:00 last night. B. got to C.reach D.arrived ______________; ________________ 翻译)_______ _________________________. _____后常接_____.另外feel like还意为_____ （翻译）_____________ “想知道”，后常接疑问词（who, what, why)引导的从句。
八年级英语上学期Unit 1-2单元测试 姓名：得分 Ⅰ.单项选择。（30分） 1. Today is day at school. A. first B. the my first C. my first D. my the first 2. In the first picture, he a little boy. A. looks B. like C. looks like D. look at 3. —Your sweater looks nice. Is it wool? —Yes, it is. A. made of B. made in C. made for D. made from 4. Danny is playing and Tom is playing . A. piano, football B. a piano, a football C. piano, the football D. the piano, football 5. Mr. Smith asked Jenny some new words and let her to on the blackboard. A.write them down B. write it down C. write down it D. write down them 6. Jack to _______ China five weeks ago and he ________ back to school tomorrow. A. went; was B. go; come C. went; will be D. has gone; will come 7. I’m glad ________ the good news that he joined the Party. A. to hear B. hearing C. of hearing D. for hearing 8. Jenny plays ________ piano, and I play ________ basketball every day. A. /; / B. the; the C. /; the D. the; / 9. He ________ reading, but he ________ to read this novel (小说). A. enjoys; doesn’t enjoy B. likes; dislikes C. likes; doesn’t dislike D. enjoys; likes 10. On Sunday morning, I want to do _______. A. someone different B. different something C. something different D. different someone 11. A young man ________ John bought this expensive painting. A. name B. call C. named D. calls 12. We have to ________ the wall ________. A. have; painted green B. paint; green C. get; to paint green D. paint; to make green 13. John Brown is our English teacher. We call him ________. A. Mr. John B. Mrs. Brown C. Mr. Brown D. Sir John 14. He is ready ________ someone to his class. A. introduce B. introduced C. to introduce D. introducing 15. I’m full (我饱了). I can’t eat ______. A. another B. other C. some D. any more Ⅱ.句型转换。（10分） 1. I also go to the cinema. (改为否定句) I _____ go to the cinema, ______.
Unit 1 What’s the matter? 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：foot, knee, neck, stomach, throat... 2) 能掌握以下句型What’s the matter?I have a headache. You should drink some tea. That sounds a like a good idea. I have a sore back. 二、教学重难点:1) Talk about your health. 2) Make suggestions. 三、教学方法：Revision, Learning, Practice and Reading. 四、教学辅助：Tape-recorder and Lattern. 五、课时：Six periods 六、教学过程： Period 1(Section A1a-2d) I. Teaching Aims and Demands 1. Knowledge Objects. Body names. Illness.What’s the matter? I have a cold. 2. Ability Objects. Listening skill. Recognizing skill. 3. Moral Objects. Exercise every day and keep healthy and strong. II. Teaching Importance and Difficulty What’s the matter?I have a cold. III. Teaching Methods Recognizing method Listening method. Discover method. Pairwork. IV. Teaching Aids A tape recorder. A doll for teaching the names of the body. A Projector. V. Teaching Procedures Lead-in Name the parts of the body by pictures. Step 1 Read a chant about the body. Step 2 Enjoy a song. Step 3 Play a game. Say and draw the part of body. Step 4 Activity 1a. Let Ss to look at the picture and write the correct letter [a-m] for each part of the body. Step 5 Judge their problems based on every picture. Step 6 Activity 1b. Listen and look at the picture. Then number the names [1-5]. Step 7 Act it out with their partner. Step 8 Listen again and complete the table. Step 9 Activity 1c. Pair works. Make conversations according to pictures.
《梦回繁华》教案 备课组：初二年级语文组执笔：赵艳菊备课时间：2017.10 教学目标： 知识与技能： 1.理清课文思路，把握说明顺序，概括课文内容。 2.弄清课文使用的说明方法及其作用。 3.品味语言，感受课文典雅而富有韵味的语言。 过程与方法： 4.自主探究、合作交流与教师点拨相结合。 情感、态度与价值观： 5.感受我国古代人民的艺术创造力和杰出才华，增强民族自豪 感。 教学重点： 1.理清课文思路，把握说明顺序，概括课文内容。 2.弄清课文使用的说明方法及其作用。 教学难点： 品味语言，感受课文典雅而富有韵味的语言。 教学方法： 7 ? 12 模式。（教师引导点拨，学生小组合作探究，交流讨论）课时安排： 二课时 第一课时 授课时间： 教学目标： 1、感知课文内容，扫清字词障碍。 2、阅读文章，理清说明顺序。 教学重难点：
感知课文内容，理清写作思路。 教学方法： 7 ? 12 模式。（教师引导点拨，学生小组合作探究，交流讨论） 教学环节: 一、德育专题： 社会主要矛盾转化 中国特色社会主义进入新时代，我国社会主要矛盾已经转化为人民日益增长的美好生活需要和不平衡不充分的发展之间的矛盾。 社会主要矛盾变化是中国特色社会主义进入新时代的重要特征，也是我国生产力水平总体提高的必然结果。 二、教学过程： 1、导入新课 导入新课：在我国灿烂的艺术瑰宝中，《清明上河图》是一颗璀璨的明珠，有人称它为我国宋代的小百科全书。这幅图到底画了什 么？有什么特点？今天让我们一起学习《梦回繁华》来了解这幅名画。 （板书：“梦回繁华”） 2、明确目标 出示本课的学习目标： （1）了解作家、积累字词。 （2）梳理课文内容。 （二）合作探究 3、布置任务 出示小组讨论任务要求： （1）、分享作者的资料，圈画文中生字词。 （2）、默读课文，概括每一自然段的内容。
最新人教版八年级英语下册教案全册 Unit 1What's the matter? Period 5 Self Check 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)． ★Step 2Consociation and exploration【合作探究】 Let the students read the book by themselves in order to find out the answers.They can discuss the questions in groups or ask the teacher for help.When they finish the questions，ask some students to check the answers. ★Step 3Leading in【情景导入】 Ask a student to act something is wrong with his/ her head… And T：What's the matter? Help the students to answer：I have a… Have the students repeat. ★Step 4Pre－task【准备任务】 Page 1，1a &1b
八年级上册梦回繁华教 案 This model paper was revised by LINDA on December 15, 2012.
20梦回繁华 知识与能力 1．明确本文的说明对象及其特征，把握文章的说明顺序，学习作者运用多种说明方法来介绍说明对象。 2．培养学生整体感知课文内容，快速概括、提取信息的能力。 3．仔细品读文章语句，体会说明文语言的准确性。 过程与方法 1．快速默读课文，圈点勾画出文章关键的词语和句子，把握文章内容。 2．教师点拨引导、学生讨论、小组合作探究相结合，把握文章的说明顺序和说明方法。 情感态度与价值观 1．感知《清明上河图》的内容及艺术价值，提高鉴赏艺术品的能力。 2．了解《清明上河图》的伟大成就，认识我国古代高超的艺术水平和人民的聪明才智，增强民族自豪感。 重点 学会概括、筛选信息，明确《清明上河图》的特点。 难点 学习作者抓住特点，按总分总的方式，运用典雅而富有韵味的语言来介绍《清明上河图》的方法。 圈点勾画法合作探究法点拨法 《清明上河图》图片多媒体课件 《中国石拱桥》给我们介绍了中国桥梁的悠久历史及伟大成就，《苏州园林》介绍了苏州园林的建造特点，这两篇文章让我们在增长知识的同时，也感受到我们祖国的伟大。今天，我们再来学习一篇介绍我国国宝级画作的一篇文章——《梦回繁华》，去领略中国画的博大精深。 1．张择端简介 张择端(生卒年不详)，字正道，山东东武(今中国山东诸城)人。中国北宋时期的画家。宣和年间任翰林待诏，擅画楼观、屋宇、林木、人物。所作风俗画市肆、桥梁、街道、城郭刻画细致，界画精确，豆人寸马，形象如生。存世作品有《清明上河图》、《金明池争标图》等，皆为我国古代的艺术珍品。
◇总第1课时 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.
《梦回繁华》教案 教学目标 1．积累字词，整体感知文意。 2．理清文章脉络结构，总结《清明上河图》的成画原因及其特点。 3．解读写作特色，分析说明方法及其作用。 教学重难点 重点：感知文意，理清段落大意，总结成画原因、画作的特点。 难点：解读说明方法的巧妙，品析作者用词的特点。 教学时间 1课时 教学过程 一、导入新课 【精品课件】出示清明上河图的图片。 同学们，谁知道这幅画的名字？（学生回答：清明上河图）《清明上河图》是中国十大传世名画之一，是北宋画家张择端仅见的存世精品，属国宝级文物，现藏于北京故宫博物院。 这是一幅怎样的画作？它为什么会有如此高的地位和价值呢？本节课我们就通过课文《梦回繁华》这篇说明文来认识一下这幅传世画作。 二、整体感知 阅读课文，检查预习，理清文章结构，整体把握文章内容。 【精品课件】 ⒈重点字词。 坊．：（fāng），城市居民聚居地的名称。 汴．梁：（biàn），又称“汴京”，北宋都城，今河南开封。 徽．宗：（h uī），北宋皇帝赵佶（jí）。 生卒．：（zú），出生和死亡时间。 题跋．：（bá），写在书籍，碑帖，字画等前面的文字叫做题，写在后面的，叫做跋，总称题跋。 城郊．：（jiāo），指城市的郊区或者指靠近城市的区域。 春寒料峭．：（qiào）形容初春的寒冷。 长途跋涉 ．．：（báshè），指路途遥远的翻山渡水。
漕．运：（cáo），在古代利用水道调运粮食。 舳舻 ．．相接：（zhúlú），船只首尾衔接。舳：船尾。舻：船头。 沉檀．：（tán），用沉香木、檀木制作的名贵香料。 摩肩接踵．：（zhóng），肩并肩，脚碰脚。形容人很多，很挤。踵：脚后跟。 络绎 ．．不绝：（l uòyì），形容行人很多，往来不断。 兼工带写：工：工笔，中国画技法名，工整细致一类密体的画法。意：写意，国画的一种画法，用笔不苛求工细，注重神态的表现和抒发作者的情趣，是一种形简而意丰的表现手法。 遒劲 ．．：（qiújìng），雄健有力。 2．成语辨析。 滔滔不绝：滔滔：形容流水不断。绝：停止，尽，穷尽。像流水那样毫不间断的样 子。形容口才很好，说话连续不断。 摩肩接踵：摩：摩擦。踵：脚后跟。接：碰。肩碰着肩，脚碰着脚。形容人多拥挤。 摩拳擦掌：形容战斗或劳动之前，人们精神振奋，跃跃欲试的样子。 3．课文总共5个自然段，朗读课文，尝试总结每个段落的大致意思。发表自己的见解， 小组内互相交流。 明确： 第一段：交代北宋社会经济、城市生活的总体特点，引出本文的说明对象——《清明上 河图》是盛行风俗画的北宋的典型代表。 第二段：介绍了《清明上河图》的作者和特殊意义。 第三段，从总体上介绍《清明上河图》的质地、篇幅、描绘对象、组成部分。 第四段：从细节入手，按照空间顺序，分别介绍了画作的开卷处、中段、后段各具特点 的绘画内容。 第五段：从总体上评价和总结《清明上河图》绘画的特点，指出其文化价值和史料价值。 三、局部探究 【精品课件】 （一）朗读课文前两个自然段，思考下列问题： 1．北宋时期的社会生活具有怎样的特点？ 明确：北宋时期，商业手工业迅速发展，城市布局打破了坊与市的严格界限，出现空前 繁荣的局面。北宋汴梁商业繁盛，除贵族聚集外，还住有大量的商人、手工业者和市民，城
不定代词 单项选择 1. —What a great thing to have a robot at home! —Robots are really useful. One day they will help people do almost ________. A. something B. everything C. nothing 2. Sorry, I know ________about the news. You can ask Peter. A. nothing B. anything > C. something D. everything 3. Dear classmates, may I have your attention, please I have ________ to tell you. A. important something B. important anything C. something important D. anything important 4. —Is Laura in the teachers' office —No, I didn't see________ there. A. anybody B. somebody C. nobody D. everybody ; 5. In the school, I asked one boy and two girls about the name of their headmaster, but ________of them could help me. A. neither B. none C. both D. all 6. Though Kung Fu Panda 3 is popular with teenagers, it won't be liked by ________. A. nobody B. somebody C. everybody D. anybody 7. Mum always tell s me, “A smile costs ________, but gives much. ”
20 梦回繁华 1．理清课文写作思路，概括课文内容。 2．弄清课文使用的说明方法及其作用，把握本文的说明顺序。 3．品味语言，感受本文典雅而富有韵味的语言。 一、导入新课 多媒体展示《清明上河图》图片。 同学们，《清明上河图》大家一定有所耳闻，它是一幅享誉古今中外的传世画作，是我国绘画史上的无价之宝。为什么这么说呢？它到底画了哪些内容？就让我们走进今天的课文，一起来欣赏这件无价瑰宝。 二、教学新课 目标导学一：整体感知，把握文章内容 1．默读课文，概括每一自然段的内容。 明确：第1段介绍了《清明上河图》的创作历史背景，引出说明对象；第2段介绍画作作者张择端及其创作动机；第3段介绍了画作材质、尺幅等基本信息；第4段介绍了画作的详细内容；第5段介绍《清明上河图》的艺术价值和历史价值。 2．读了本文，关于《清明上河图》你又有了哪些新的了解？ 明确：①我了解到了北宋时期，城市繁荣，文化生活十分活跃，《清明上河图》便是反映这一时期城乡市井平民生活的一幅风俗画。②我了解到了画的作者张择端主要活动时期、籍贯、字、生平、爱好等。③我了解到了关于这幅图的画卷大小，描绘的具体内容，特点及价值等。 目标导学二：分析说明方法，把握说明顺序 1．课文都使用了哪些说明方法？有何作用？ 明确：(1)列数字：“张择端画的《清明上河图》，绢本，设色，纵24.8厘米，横528.7厘米。”使用准确的数字，说明了《清明上河图》的大小。 (2)打比方：“整个长卷犹如一部乐章，由慢板、柔板，逐渐进入快板、紧板，转而进入尾声，留下无尽的回味。”把《清明上河图》比作“一部乐章”，说明它宏大、优美而富有变化的特点。 (3)引资料：“画中的‘孙羊店’‘脚店’等，与《东京梦华录》中所记的‘曹婆婆肉饼’‘正店七十二户……其余皆谓之脚店’等，无有不符。”引用《东京梦华录》，准确说明了《清明上河图》是一幅写实性很强的作品，增强了说明的可信度和说服力。 (4)摹状貌：“船正在放倒桅杆准备过桥，船夫们呼唤叫喊，握篙盘索。”作者用摹状貌的方法写活了画面细节，化静为动，使得画面描写生动至极。 【教学提示】 作者在文中着力描写画面的整体与细节，因此运用了大量的摹状貌这一说明方法，使得描写对象无比生动。在教学时间允许的前提下，教师可引导学生在文中关注此类句子，引导学生用摹状貌的方法对事物进行形象说明。 2．细读课文第4段，作者是怎样有条不紊地说明画卷内容的？采用了什么样的说明顺序？