每个老师上课需要准备的东西是教案课件，大家静下心来写教案课件了。需要我们认真规划教案课件工作计划，才能对工作更加有帮助！你们到底知道多少优秀的教案课件呢？为满足您的需求，小编特地编辑了“2017八年级英语下册第三单元集体备课教案”，仅供参考，欢迎大家阅读。

2017八年级英语下册第三单元集体备课教案

StudyingAims（学习目标）

1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根据音标拼读新单词）

2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.(能运用捕捉主要信息等听力技能完成判断、选词任务）

3.Beabletomakeaconversationinpairs(能进行有礼貌请求和请求许可的对话）

Preparingforclass(候课)

Askstudentstositwellandcheckthewordswitheachother.

Studyingprocedures(学习过程）

Step1:Dailygreetingsandleadingintoanewlesson.（导入新课）

Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?Inthisunitwe’lltalkaboutchoresandpermission.(今天，我们将学习第三单元，本单元主要谈论家务琐事与许可。)

Step2:Show“Studyingaims”(出示目标）(1)

Step3:GuideOne（自学指导一）(4)

1.Readandunderstandthewordsbylookingatthepronunciation.(根据音标拼读单词，1分钟后比比看，谁读得最好)(1)

2.抽读、正音、领读、齐读(2)

3.Finish1abywritingdownAforalways,Uforusually,Oforoften,Sforsometimes,HEforhardlyeverandNfornever.(在短语旁边用频率副词的首字母写出自己做家务的频率)

Step4:GuideTwo（自学指导二）(3)

1.ListenandcheckPeter’smotherorPeterwilldothesechores.

听力策略：听前让学生预测可能听到的结果，诱发其好奇心和兴趣；听中，捕捉家务名称和说话人的语音语调；听后，用完整的句子说出答案，旨在练语言、用语言。

2.Listenandreadalongthetape.(跟读课本99页的听力材料)

Step5:GuideThree（自学指导三）(8)

1.Readtheconversationin1aandtranslateitbythemselves.(默读并试着翻译1a的对话)(1)

Makepoliterequests:

Compare：Couldyoupleasesweepthefloor?

Canyoudothedishes?

Think:Whichsoundsmorepolitetoyou?

情态动词can和could均可用来提出要求，但could较为委婉、客气。Couldyouplease+…?是一个礼貌、委婉地提出要求的句式，其后加动词原形即可。

注意在回答时，could要用can代替。

2.Practicereading.(领读，齐读，分角色读)(2)

3.Makeconversationsaboutthechoresin1a.(两人小组用1a的短语练习对话)(5)

Step6:GuideThree（自学指导三）(15)

1.Listen.Peteraskshisfatherifhecandofourthings.Whatdoeshisfathersay?Checkyesorno.(听录音。彼得问他爸爸他能否做四件事。他爸爸说什么了，请在yes或no前打钩)

听力策略：听前，仔细观察图片，识别人物关系及对话地点，然后浏览表格中信息，明确每个短语的意思，扫清听力障碍）

Notes:(1)stayoutlate;(2）givesb.aride/getaridefromsb.

2.Listenagain.WhydoesPeter’sfathersay“no”?Drawlinestothereasonsinthechartin2a.(再听录音，彼得的爸爸为什么说不？在2a的表格里面连接理由)

3.Listenandcheck.(核对答案并跟读课本99-100页的听力材料)

4.MakeconversationsbetweenPeterandhisfather.(编写彼得和爸爸之间的对话)

Step7:Exercisesinclass(当堂训练)(15)

Pleasereciteanddictatethefollowingwords，phrasesandsentences.（背诵并默写下列单词、词组和句子。10分钟背诵，5分钟默写，小组阅，堂清)(10)

（1）做家务__________________（2）倒垃圾__________________

（3）叠衣服__________（4）扫地__________________

（5）整理床铺__________________（6）洗碗__________________

（7）打扫客厅__________________（8）在外面呆到很晚__________________

（9）搭车__________________（10）用电脑工作__________________

（11）A:请你倒一下垃圾好吗？______________________________________

B:是的，当然可以。/好的，但是我想先看个节目。/没问题。/对不起，我不能，我必须得先写作业。

_______________________________________________________________

_______________________________________________________________

（12）A:我可以和朋友一起出去吃晚饭吗？

_____________________________________________________________

B:当然，应该可以。/不，你不能。明天你有篮球比赛。

_______________________________________________________________Blackboarddesign（板书设计）

Unit3SectionA1a-2c

(1)A:Couldyoupleasetakeouttherubbish?

B:Yes,sure./OK,butIwanttowatchoneshowfirst./Noproblem.//Sorry,Ican’t.Ihavetodomyhomeworkfirst.

(2)A:CouldIgooutfordinnerwithmyfriends?

B:Sure.ThatshouldbeOK./No,youcan’t.Youhaveabasketballgametomorrow.

Reflection（教学反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period2

SectionA2dGrammarFocus教学设计

StudyingAims（学习目标）

1.Beabletoreadthenewwordsbylookingatthepronunciation.(能根据音标拼读新单词）

2.Beabletounderstandtheconversationandrole-playit.（能够理解对话，并进行角色扮演）

3.BeabletosummarizeGrammarFocus.（思考并归纳：（1)请求许可的表达方式及应答；（2)有礼貌请求帮助的表达方式及应答；）

Preparingforclass(候课)

Askstudentstositwellandcheckthewordswitheachother.

Studyingprocedures(学习过程）

Step1:Dailygreetingsandleadingintoanewlesson.（导入新课）

Todaywe’lllearnUnit3SectionA2d＆GrammarFocus.(今天我们将学习第三单元SectionA2d和单元语法聚焦)

Step2:Show“Studyingaims”(出示目标）(1)

Step3:GuideOne（自学指导一）(3)

1.Readthenewwordsbypronunciation.(根据音标拼读单词，2分钟后比比看，谁读得最好)

词汇策略：根据拼读规则拼读、记忆生词，注意单词的词性

2.抽读、正音、领读、齐读。(1)

Step4:GuideTwo（自学指导二）(13)

1.Read2dsilentlyandanswerthefollowingquestions.(快速默读2d，寻找与问题相关的信息，用铅笔划出答案。2分钟后比比看，谁做得又快有准)(3)

(1)Whatchoresdoesthesisterwantherbrothertodo?

(2)Wheredoyouthinktheirmotheris?

(3)Who’sreallythebossathome,theboy,thegirl,orthemother?

2.Read2dagainandtrytofindoutdifficultpoints.(3)（默读2d，用铅笔划出自己不理解的短语、句型或语法结构）

3.Listenandrepeat.(跟读磁带，注意模仿正确的语音语调)(2)

4.Role-playtheconversationandcheckup.（分角色练习表演对话，抽查反馈）(5)

Step5:GuideThree（自学指导三）(13)

1.ReadGrammarFocusandtrytosummarizethecontentsbythemselves.(读译语法聚思考并归纳：（1)请求许可的表达方式及应答；（2)有礼貌请求帮助的表达方式及应答；）(7)

2.检查、更正、点拨、小结(6)

Step6:Exercisesinclass(当堂训练)(15)

1.Finish4aand4bbythemselves,thenchecktheanswers.（完成4a和4b，然后核对答案）(6)

2.Whatdoyouthinkyouneedtoforanactivity?Whowilldothem?Discussinagroup.(小组内讨论完成一项活动需要做的事，并决定谁做。）(4)

3.Pleasetranslatethefollowingwords,phrasesandsentences,thenchecktheanswers.（翻译下列单词，短语和句子，核对答案）(5)

（1）杂乱__________________（2）递给___________________

（3）借回___________________（4）借出_________________

（5）手指________________（6）厌恶___________________

（7）杂务___________________（8当…时候(过程)____________

（9）完成做某事__________________（10）返回（状态）________________

（11）喝的东西________________（12）遛狗____________

（13）借给某人某物______________（14）弄湿它____________

（15做杂务____________________

（16）我可以和朋友出去吃饭吗？当然，那应当可以。____________________________

（17）电影完了后我们可以买一些喝的吗？不，不能。明天你有篮球赛。____________________________

（18）请你遛遛狗好吗？可以，但是我想先看一个节目。____________________________

（19）如果她看到这杂乱，她会不高兴。____________________________

（20）在你帮我洗盘子的过程中，我将完成我的作业。____________________________

Blackboarddesign（板书设计）

Unit3Couldyoupleasecleanyourroom?

SectionA2d＆GrammarFocus

(1)A:CouldIgooutfordinnerwithmyfriends?

B:Sure,thatshouldbeOK.

(2)A:Couldwegetsomethingtodrinkafterthemovie?

B:No,youcan’t.Youhaveabasketballgametomorrow.

(3)A:Couldyoupleasetakethedogforawalk?

B:OK,butIwanttowatchoneshowfirst.

Reflection（教学反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period3

SectionA3a-3c教学设计

Preparingforclass(候课)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（学习目标）

1.Beabletousereadingstrategiestofinishoffthereadingtasks.（能运用阅读策略完成阅读任务）

2.Beabletouseimportantphrasetomakeupsentences.（能运用本课时重点短语造句）

Studyingprocedures(学习过程）

Step1:Dailygreetingsandleadingintoanewlesson.（导入新课）

Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionA3a-3c.(今天，我们将学习第三单元，SectionA3a-3c)

Step2:Show“Studyingaims”(出示目标）(1)

Step3:GuideOne（自学指导一）(6)

1.Readandunderstandthewordsandphrasesbylookingatthepicturesandpronunciation.(根据音标拼读单词和短语，根据图片理解汉意，2分钟后比比看，谁读得最好)(3)

2.抽读、正音、领读、齐读。(3)

Step4:GuideTwo（自学指导二）(14)

1.Readthestoryandanswerthequestionin3a.(阅读3a故事，回答文中的问题）(4)

阅读策略：快速浏览全文，寻找与问题相关的信息，注意正确的人称、时态和语序

2.Readthesentencesbelow.Underlinethesentencesfromthereadingthatmeanthesamething.（阅读3b的句子，在文中意思相同的句子下划线）(5)

阅读策略：先理解题意，然后在文中寻找与题中陈述相关的内容

3.Decidewhethertheunderlinedwordsinthesentencesareverbsornouns.Thenwriteanothersentenceusingtheunderlinedwordintheotherform.(判断这些句子中的划线单词是动词还是名词。然后用划线单词的另一词性造句）(5)

Step5:GuideThree（自学指导三）(12)

1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.（让学生参照课本84页的注释3，自己找出不会的词汇、语言结构或文章内容理解有困难的句子，然后小组讨论，最后全班解决，教师可给予适当的解析和帮助。）(6)

学习策略：根据上下文猜测词义

2.Listenandrepeat.(听录音，跟读磁带，齐读，注意语音语调)(6)

Step6:Exercisesinclass(当堂训练)(15)

1.Pleasereciteanddictatethefollowingwords.（背诵并默写下列单词）(4)

（1）扔___________（2）也不___________（3）衬衫___________

2.Translatethefollowingphrasesandsentences.(翻译下列短语）(9)

（1)一直___________(2)一......就......___________

(3)对某人生气___________(4)解决问题_________________

(5)放学/下班回家___________(6）扔下_______________

(7)我一坐下________(8)过来___________

(9)遛狗__________（10）生气地回答_________________

(11)帮助做家务___________(12)整天工作_______________

(13)整晚干家务____________(14)就像......一样......________________

(15)大声反驳___________(16)走开_________________

(17)我也不___________(18)吃惊地_____________(19)第二天________

3.Translatethefollowingsentences.(翻译下列句子)(2)

(1)我一坐在电视机前，妈妈就走了过来。

_____________________________________________________________________

(2)我就和你一样累。

_______________________________________________________________________

(3)有一周时间，她没做任何家务，我也没做。

_______________________________________________________________________

(4)最后我终于明白我们需要分担家务以便有一个干净舒适的家。

_______________________________________________________________________

Blackboarddesign（板书设计）

Unit3Couldyoupleasecleanyourroom?(SectionA3a-3c)

Time：Lastmonth.

Place:Athome.

Characters:MymoherandI.

Cause:Momaskedmetotakethedogforawalk,butIrefusedangrily.

Procedures:Foroneweek,MotherdidnotdoanyhouseworkandneitherdidI.FinallyIcouldn’tfindacleandishoracleanshirt.

Result:IdecidetosharethehouseworkwithMomtohaveacleanandcomfortablehome.

Reflection（教学反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period4

SectionB1a-1d教学设计

Preparingforclass(候课)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（学习目标）

1.Beabletoreadthewordsbylookingatthepronunciation.（能根据音标拼读单词）

2.Beabletouselisteningstrategiestofinishoffthelisteningtasks.（能运用听力策略完成听力任务）

3.Beabletomakeconversationswiththenewphrases.（能运用所学词汇编写对话）

Studyingprocedures(学习过程）

Step1:Dailygreetingsandleadingintoanewlesson.（导入新课）

Todaywe’lllearn3SectionB1a-1d.(今天，我们将学习第三单元,SectionB1a-1d)

Step2:Show“Studyingaims”(出示目标）(1)

Step3:GuideOne（自学指导一）(13)

1.Readthenewwordsbylookingatthepicturesandpronunciation.（根据音标拼读单词，根据图片理解汉意，3分钟后比比看，谁读得最好）（5）

2.Finish1a.(完成1a,核对答案)(4)

答题技巧：根据日常生活中的对话，分析下面的几句话哪些是青少年请求他们的父母亲允许他们做的，哪些是父母要求他们做的。

3.Usethephrasesin1atomakeconversations.(用1a中的短语编对话）（4）

Step4:GuideTwo（自学指导二）(14)

1.ListentoaconversationbetweenSandyandhermom.Finish1c（2）

听力策略：熟悉1a的句子后，着重听里面的动词短语，然后画出里面出现的事情）

2.Listenforthefirsttime.（2）

听力策略：第一遍听录音，可先整体感知对话呈现语境，了解所呈现的对话场景即可

3.Listenandwritedowntheanswersto1c.(听录音，写出1c的答案)(2)

听力策略：在大体了解了听力内容后，重点听问题的答案。若听力内容对于学生来说难度较大，可将录音分成两部分先后播放，这样可以降低任务难度；或者根据学生听取信息有困难的地方，重新播放录音，以便学生准确把握信息。

4.Listenagainandchecktheanswers.(再听录音，核对答案)(2)

听力策略：再次播放录音，先让学生检查自己填写内容是否正确，然后全班核对答案

5.Listenagainandfinish1d,thenchecktheanswers.(2)（再听一遍，完成1d并核对答案。）

6.参照100页的听力材料两人一组翻译并朗读对话（4）

Step5:GuideThree（6）

Role-playaconversationin1e.

Step6:Exercisesinclass(当堂训练)(15)

1.Pleasereciteanddictatethefollowingwords.（背诵并默写下列单词）(4)

（1)点心，小吃___________(2)精神压力___________

(3)浪费___________(4)提供，供应________________

(5)而且，加之___________(6)依赖，依靠_______________

(7)发展，壮大________(8)独立___________

(9)公正性__________(10)因为，既然_________________

(11)邻居___________(12)有病_______________

(13)落下____________(14)独立的，自主的_______________

2.Translatethefollowingphrasesandsentences.(翻译下列短语）(9)

（1)目的是，为了___________(2)依靠，信赖___________

(3)照顾，处理___________(4)参加考试_________________

3.Translatethefollowingsentences.(翻译下列句子)(2)

(1)我能邀请我的朋友来参加聚会吗？

_____________________________________________________________________

(2)不，你不能举行聚会，你星期一还有一场考试。

_______________________________________________________________________

Blackboarddesign（板书设计）

Unit3Couldyoupleasecleanyourroom?(SectionB1a-1e)

gotothestorebuydrinksandsnacksdothedishes

cleanthelivingroomtakeouttherubbish

Reflection（教学反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period5

SectionB2a-2e教学设计

Preparingforclass(候课)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（学习目标）

1.Beabletogetthemainideaofthestoryaccordingtothedialogues.（能总结故事情节要点）

2.Beabletousereadingstrategiestofinishoffthereadingtasks.（能运用阅读策略完成阅读任务）

Studyingprocedures(学习过程）

Step1:Dailygreetingsandleadingintoanewlesson.（导入新课）

Todaywe’lllearnUnit3Couldyoupleasecleanyourroom?SectionB2a-2e.(今天，我们将学习第三单元，SectionB2a-2e)

Step2:Show“Studyingaims”(出示目标）(1)

Step3:GuideOne（自学指导一）(22)

1.Discussthequestionswithyourpartner.(和同伴讨论2a的问题，抽查）(2)

阅读策略：激发阅读欲望和参与活动的意识

2.TheSundayMailmagazineinvitedparentstowriteaboutwhethertheythinkyoungpeopleshoulddochoresathome.Skimthefollowingletters.Whichoneagreesandwhichonedisagrees?(《星期日邮报》杂志邀请家长们写点关于他们是否认为年轻人应该在家里做家务的情况。浏览下面的信，哪一封同意，哪一封不同意？）(3)

阅读策略：快速阅读文章的开头和结尾

3.AccordingtoMs.MillerandMr.Smith,whataretheprosandconsaboutkidsdoingchores?（根据史密斯先生和米勒女士的信，赞成和反对孩子做家务的论据是什么？）(6)

阅读策略：阅读全文，找寻、筛选、判断、归纳两者对待孩子做家务的不同观点

4.Writeonesentencewitheachphrasefromtheletters.(用信中的每一个短语造句）(5)

5.Discussthequestionswithapartner.(和同伴讨论2e的两个问题）(6)

Step4:GuideTwo（自学指导二）(12)

1.Read3asilentlyandfindoutdifficultpoints.Solvethedifficultiesbyeachother.Helpthemifnecessary.（让学生参照课本85页的注释4、5、6，自己找出不会的词汇、语言结构或文章内容理解有困难的句子，然后小组讨论，最后全班解决，教师可给予适当的解析和帮助。）(6)

学习策略：根据上下文猜测词义

2.Listenandrepeat.(听录音，跟读磁带，齐读，注意语音语调)(6)

Step5:Exercisesinclass(当堂训练)(10)

1.Translatethefollowingphrasesandsentences.(翻译下列短语）(6)

（1)帮忙做家务___________(2)邀请某人做某事___________

(3)如今___________(4)有足够的学业压力___________

(5)有时间做某事___________(6)浪费时间______

(7)在某事上花费时间_______（8)为了做某事___________

(9)上一所好大学__________(10)长大___________

(11)对某人来说没必要做某事________(12)给某人提供某物___________

(13)太依靠某人_______(14)提高孩子的独立性_______

(15)照顾自己___________(16)尽自己的职责做某事___________

（17)保持干净整洁________(18)在第一年期间____________

(19)不知道_________(20)结果_________________

(21)根据___________(22)赞成和反对________

(23)做某事是不够的_________(24)越早......越好_______

2.Translatethefollowingsentences.(翻译下列句子)(4)

(1)给孩子在家里提供一个干净舒适的环境是父母的职责。

___________________________________________________________________

(2)简直是浪费时间。_______________________________________

(3)对孩子们来说学会如何做家务并且帮助父母做家务事是很重要的。

___________________________________________________________________

(3)对孩子们来说学会如何做家务并且帮助父母做家务事是很重要的。

___________________________________________________________________

Blackboarddesign（板书设计）

Unit3Couldyoupleasecleanyourroom?(SectionB2a-2e)

ProsCons

Reflection（教学反思）

Goforit8BUnit3Couldyoupleasecleanyourroom?Period6

SectionB3a-SelfCheck教学设计

Preparingforclass(候课)

Askstudentstositwellandcheckthewordswitheachother.

StudyingAims（学习目标）

1.Beabletoshowthedifferentopinionsaboutwhetherthechildrendosomechoresathome.（能够表达“学生是否应该做家务”的不同观点）

2.Learntowritealettertoexpressyouropinionaboutthechores.（学写一封信表达自己对“学生是否应该做家务”的观点）

Studyingprocedures(学习过程）

Step1:Dailygreetingsandleadingintoanewlesson.（导入新课）

Todaywe’lllearnUnit3SectionB3a-SelfCheck.(今天我们将学习第三单元SectionB3a-SelfCheck)

Step2:Show“Studyingaims”(出示目标）(1)

Step3:GuideOne（自学指导一）(2)

1.Readthenewwordsbylookingatthepicturesandpronunciation.(根据音标拼读单词，根据图片理解汉意，1分钟后比比看，谁读得最好)

2.抽读、正音、领读、齐读。

Step3:GuideTwo（自学指导二）(8)

1.Lookatthewordsinthebox,readandtranslatethem.(读并翻译3a表格中的词)（1）

2.Fillinthechart.Thenchecktheanswers.(根据要求完成表格,然后核对答案)（7）

Step4:GuideTwo（自学指导三）(19)

1.Readandtranslatethesentencesin3b.(读并翻译3b的提示语)（2）

2.Howtowritealettertoexpressyouropinionaboutthechores.（学写一封信表达自己对“学生是否应该做家务”的观点）（2）

Summarizethewaystowritealettertoexpressyouropinionaboutthechores,suchasthepros,thecons,thereasonsandsoon.(总结写作方法,如：做家务好的地方，不好的地方，原因等)

3.Writealettertoexpressyouropinionaboutthechores.（学写一封信表达自己对“学生是否应该做家务”的观点）（15）

（1）AskoneortwostudentstowritetheconversationsontheBb.Theotherswriteintheexercisebooks.（让1-2名学生在黑板上写，其余同学在本上写。）（10）

（2）ChecktheconversationsontheBbtogether.(学生修改黑板上的文章)（3）

（3）Presenttheconversationswrittenbythestudentsontheprojector.(用实物投影展示学生作品，赏析并改错)（2）

写作指导：

（1）本文写作内容为写一封信表达自己对“学生是否应该做家务”的观点。因此在写句子时应用一般现在时态，并注意书信的写作格式。

（2）参照写作方法，根据3b中的要点提示，完成句子。

（3）最后，再通读一遍自己写的文章，看是否通顺和正确。

Step5:Exercisesinclass(当堂训练)(15)

SelfCheck.Dotheexercisesbyyourselves.Thencheckingroups.Ifyouhaveanyquestions,asktheteacherforhelp.(自己完成自测题，小组核对答案。如果有疑问，向老师寻求帮助)

Blackboarddesign（板书设计）

Unit3Couldyoupleasecleanupyourroom?(SectionB3a-SelfCheck)

Students’compositions.

相关知识

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Unit2WhatshouldIdo?

I.Teachingaimsandteachingdemands:

Inthisunitstudentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

argue,loud,original,outofstyle,tutor,upset,adult,

Recycling:problem,sorry,part-time,important,friend,money,home,new,easy,letter,ticket,ballgame,surprise,colorful,borrow,write,callsomeoneup,gotosomeone’shouse,everynight

B.Targetlanguage

MybrotherplayshisCDtooloud.

WhatshouldIdo?

Whydon’tyoutalktohimaboutit?

C.Structures

Modalscould,should

Whydon’tyou…?(formulaic)

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Thisunitisdividedintosevenperiods.

Lesson1Speakandlisten

SectionA1a---1c

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

keepout,play,loud,argue,wrong,What’swrong?outofstyle,could,should,

B.Targetlanguage

MybrotherplayshisCDstooloud.

Maybeyoushouldbuysomenewclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Dictation

Task2.Askandanswer.

Questionsaboutfuturewithwill.

Activity2.Presentation

Thisactivityintroducessomenewvocabulary.

Task1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn2.Thenaskthestudentstotellyouwhatyoucoulddoaboutit.

Problem

IwanttobuyanewguitarbutIdon’thaveenoughmoney.Advice

1.Waituntilnextyear.

2.Don’tbuyaguitar.

3.Borrowone.

4.Buyausedguitar.

5.Getapart-timejob.

Task2.Thenreadtheproblemtotheclassagain.Thenwritethewordscould,should,andshouldn’tontheboardnexttothechart.Readtheproblemtotheclassagainandhelptheclassgiveadviceusingthewordscould,should,andshouldn’t.

Task3.Askthestudentstofinishthetaskin1a.

Teach:Seriousproblemisaverybadproblem,averybigproblem.Outofstylemeansnotinfashion.

enoughmoney:Idon’thaveenoughmoneytobuyabike.

AskthestudentstowritetheproblemsintheseriousorNotseriouscolumn.

Task4.Talkabouttheanswers.

Ask,Whoput“Myparentswantmetostayathomeeverynight?”theseriouscolumn?Askthesamequestionsabouttheotheritems.Discusswhichproblemsstudentsthoughtwerethemostserious.

Activity3.Listenandcircletheproblemsyouhearinactivity1a.

Task1.Pointtothepicturesinactivity1a.Askdifferentstudentstosaywhattheyseeineachpicture.Readtheinstructionstostudents.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Studentscircletheproblemstheyhear.Thenchecktheanswers.

Step4.Pairwork

Askthestudentstolookattheproblemsinactivity1aandmakeconversations.

Homework

1.Makeupyourownconversations.

2.Maketensentenceswithcould,shouldandshouldn’t.

Lesson2Listenandspeak

SectionA2a---GrammarFocus

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

callsb.up,ticket,surprise,onthephone,What’sthematter?

B.Targetlanguage

Youcouldgotohishouse.

Youcouldgivehimatickettoaballgame.

WhatshouldI/he/theydo?

III.Teachingmethods:Audio-lingualmethodsandPPP

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Activity2.Listeningandcircling.

Task1.Readtheinstructions.Learnthekeyvocabulary.

Readandrepeatthephrases.

Task2.YouwillhearaconversationbetweenNariandafriend.

Playtherecordingtwiceandstudentscircletheword,Nari’sfriendusestogiveadvice.

Thenchecktheanswers.

Activity3.Listening

Task1.Readtheinstructions.Showstudentstheexamplematch.

Task2.Playtherecordingagainandchecktheanswers.

Activity4.Groupwork

Task1.Readtheinstructionsfortheactivity.

Task2.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadtheconversationtoclass.

Task3.AskstudentstoroleplayaconversationbetweenNariandhisfriendusingthesetwosetsofsentences.Thenhavethestudentsworkinpairs.

Task4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.

Activity5.GrammarFocus

Reviewthegrammarbox.askthestudentstosaythequestionsandtheresponses.Explainthatthewordshouldisalwaysusedtoaskforadvice,butthewordscould,should,andshouldn’tareusedtogiveadvice.Couldisalessseriouswordthanshould.

Payattentiontothequestionsandanswers,askandanswerloudly.

Homework

1.Reviewtheconversationandthevocabulary.

2.Writeyourownconversationsongivingadvice.

Lesson3Readingandwriting

I.Teachingaimsanddemands:

Studentslearntotalkaboutproblemsandgiveadvice.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

payfor,part-timejob,okay,either,bake,TeenTalk,tutor,need,maybe,goodidea,badidea,okayidea

B.Targetlanguage

WhatshouldIdo?

ThenIthinkyoushouldgetapart-timejob.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:apicture

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.Readingandwriting

Task1.Readtheinstructions.WritethepossibleresponsesontheBbandaskastudenttoreadtheresponsestotheclass.Discussthethreeresponsesandbesurestudentsunderstandhowtheresponsesareused.

Task2.Askfourstudentstoreadtheconversationtotheclass.

Askthestudentstofillintheblank.

Thenaskandansweringroups.

Activity3.Pairwork

Task1.Readtheinstructions.Andthenasktwostudentstoreadthesampleconversationn.

Task2.Askthestudentstosaysomewaystogetmoneythataren’tinthebook.

Task3.askthestudentstoworkwithpartnersastheyaskforandgiveadvice.Thenasktwoorthreepairsofthestudentstosaytheirconversationstotheclass.

Activity4.Pairwork

Thisactivityprovidesanopportunityforstudentstousethelanguageoftheunittogiveadvice.

Task1.Readtheinstructions.Thenasktwostudentstoreadthedialogue.

Task2.Askanotherpairofstudentstogivetheiradviceonanothertopic.Pickatopicofcurrentinterestinthenews.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson4SectionB

I.Teachingaimsanddemands:

Studentspracticeusingthetargetlanguage.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

original,thesameas,instyle,nicer,haircut,inexpensive,comfortable

B.Targetlanguage

IthinkErinshouldtellherfriendtogetdifferentclothes.

Friendsshouldn’twearthesameclothes.

Theyarethesameasmyfriend’sclothes.

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Thisactivityintroducesthekeyvocabulary.

Task1.Readtheinstructionsin1a.Askastudenttoreadthesentencestotheclass.ReadeachsentenceagainandasktheSstorepeatit.Thenexplainintheirownwordsthateachsentencemeans.

Forexample:T:Whatdoesoriginalmean?

S1:Differentfromothers.Notthesame.

T:Correct.Whensomethingisoriginal,itisnotlikealltheothers.Canyougiveanexample?

S1:Mywatchdoesn’thavenumbersonit.Ithaspicturesoffacesinsteadofnumbers.Mywatchisoriginal.

T:Correct.It’snotlikealltheothers.

Task2.Pointoutthewrite-inlineinfrontofeachsentence.writeVIifthestatementisveryimportanttoyou,writeIifthestatementissomewhatimportanttoyou,andwriteNIifitisnotimportant.

Task3.Talkabouttheanswerswiththeclass.

Activity2.Listening

Task1.Readtheinstructions.

Pointtothethreeitemsstudentswillbelisteningfor:

Sayyouwillbelisteningtoaradioadviceprogram.Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice.Theywillbetalkingaboutoneoftheseproblems.Pleasechechtheproblemtheytalkabout.

Task2.Playtherecordingthefirsttime.Studentsonlylisten.

Task3.Playtherecordingasecondtime.Askthestudentstoputacheckinfrontoftheseproblems.Thenchecktheanswer.

Activity3.Listeningandwriting

A.Listencarefullyandfillinthechartwiththeadvicethatyouhear.Thenchecktheanswers.

B.Listenagainandfillinthechart.Thenchecktheanswers.

Activity4.Pairwork

Task1.Readtheinstructions.

Task2.Asktwostudentstoreadtheconversationtotheclass.

Task3.WorkwiththepartnersandsaywhatdoyouthinkErinshoulddo.

Asksomepairsofstudentstosaypartoftheirconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Writeyourownconversationsaboutadvice.

Lesson5Readingandwriting

I.Teachingaimsanddemands:

Studentspracticethetargetlanguagebyreadingandwriting.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

except,upset,findout,dowrong,whattodo,lonely,argue

B.Targetlanguage

WhatshouldIdo?

Youcouldbemorefriendly.

Youshouldtrytobefunny.

Everyoneelseinmyclasswasinvitedexceptme.

I’mveryupsetanddon’tknowwhattodo.

Ijustfoundoutthatmyfriendswereplanningabirthdaypartyformybestfriend,…

III.Teachingmethods:Audio-lingualmethodsandControl-writing.

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Step1.Revision

Task1.Checkthehomework.Askandanswer.

Task2.Revisethevocabulary.

Step2.Readingandwriting

Task1.Teachthesewords:

except:EveryonehasabikeexceptJim.

EveryonehasabikebesidesJim.

findout:learn,Pleasefindoutwheretheylive.

Ican’tthinkwhatIdidwrong.

Idon’tknowwhattodo.

Task2.Askthestudentstoreadtheinstructions.

Task3.Askthestudentstoreadtheletterandunderlinetheproblemontheirown.

Correcttheanswers.

Step3.Writing

Task1.Readtheinstructions.

Askastudenttosaysomeoftheadvicetheymightgive.Writethekeywordsontheboard.

Task2.Askthestudentstowritethelettersontheirown.

Task3.Asksomestudentstoreadtheirletterstotheclass.

Step4.Writingonyourown.

1.readtheinstructions.

2.askthestudentstosaysomeproblemstheymightwriteabout.

3.asksomestudentstoreadtheirletters.

Step5.Groupwork

1.Askthestudentstoreadtheinstructions.

2.Asktwostudentstoreadthedialogue.

3.Askanotherpairofstudentstogivetheiradviceforoneoftheproblems.

4.Askstudentstocompletetheworkingroups.

5.Askafewstudentstosharethesampleconversations.

Step6.SelfCheck

1.Askthestudentstodotheexercisesontheirown.Thenchecktheanswers.

2.Readtheletterandthenwritesomeadvice.

3.Askafewstudentstoreadtheirlettersofadvice.

4.Justforfun.Asktwostudentstoreadtheconversationtotheclass.

Homework

1.Reviewthevocabulary.

2.Finishoffthewritingexercises.

Lesson6Readingandwriting

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Revisethevocabularyandthekeystructures.

Task2.Dictation.

Activity2.BeforeYouRead

Task1.Readtheinstructions.

1.Encouragethestudentstothinkaboutlifeoutsideschoolhours.ListthemontheBb.

2.AskthestudentstousethelistontheBbtocompletethetwoboxeslabeled‘Ido’,and‘Idon’tdo-‘.Theyarefreetoaddanyoreactivitiestheydo,ordon’tcurrently.

3.Askafewstudentstosharewhattheyhavewritten.

Task2.Teachthestudentsaboutusingadictionary.

1.Explainthatadictionarycanhelpstudentslearnindependently.Theycanlearnnewwords,howtopronouncethem,andhowtousethemcorrectly.

2.Letthestudentstolookupthewordsinthebox.

3.Haveabriefmemoryquizonallthewords.

4.DiscussthepointsmadeintheReadingStrategyaboutusingabilingual,learner’sandelectronicdictionary.

Activity3.WhileYouReading

Task1.Askthestudentstoreadandnoticethewordstheyhavejustlookedupintheirdictionaries.Readthesentencestotheclass.

Task2.Askthestudentstoreadthepassageloudly.

Homework

1.Reviewthevocabularyandtargetlanguage.

2.Writeyourownconversationsaboutproblemsandadvice.

Lesson7Readingandwrite

I.Teachingaimsanddemands:

Studentslearntomasterthereadingskills.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

until,fit,asmuchaspossible,pressure,complain,include,pushy,send,allkindsof,compare,crazy,adult,ontheonehand,…organized,ontheotherhand,…

B.Targetlanguage

Whatshouldyoudotorelax?

Parentsshouldlearntogivetheirkidsabitmoretimetothemselves.

III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.

IV.Teachingaids:atape-player

V.Teachingprocedure

Activity1.Revision

Task1.Dictation.

Task2.Readthepassagetotheclass.

Activity2.AfterYouRead

Task1.Readthestatements.

Task2.Discusswithyourpartners.

Task3.Askeachgrouptoreporttheirideastotheclass.

Activity3.writing

AskthestudentstowriteasentenceoftheirownusingthewordsfromtheboxinSection1b.

Activity4.Writing

Task1.Readtheinstructions.

Task2.Reviewlanguageusedforadvice.ThenimagineyouareDrAliceGreen.WritealettertoCathyTaylor.Giveadviceaboutwhatsheshoulddowithherchildren.

Activity5.Goforit!

1.WritePressureontheBb.Makeasurveywithtwoquestions:

Whendoyoufeelunderpressure?

Whatshouldyoudotorelax?

2.Ifthereissomeoneinyourclasswhohasabigproblem,makeaplantohelpthem.

Homework

1.Reviewthevocabulary.

2.Finishwritingtheletter.

2017八年级英语下册第三单元复习资料

2017八年级英语下册第三单元复习资料

第三单元知识点

◆unit3WhatwereyoudoingwhentheUFOarrived?

知识点：

过去进行时

a)过去进行时由“was/were+动词ing形式”构成。以动词work为列，b)其肯定式，c)否定式，d)疑问式以及简略答语见下表：

肯定式：I/He/She/Itwasworking.We/You/Theywereworking.

否定式：I/He/She/Itwasnotworking.We/You/Theywerenotworking.

疑问式和简略答语：WasIworking?Yes,youwere.

Washeworking?No,hewasn’t.

wasnot常简略为wasn’t;werenot常简略为weren’t

e)过去进行时的用法：过去进行时表示过去某一时刻或某一段时间正在进行的动作。这一特定的过去时间，f)除有上，g)下文暗示以外，h)一般用时间状语来表示

not…until直到…才。表示动作在某时之前尚未开始，直到此时动作才开始。not…until可以用after或when来代替，但主句谓语动词要用肯定形式。Until为连词时后接时间状语从句，until作介词时，后面接表示时间的名词。Until用于肯定句多表示动作或状态一直延续到until所表示的时间为止，意思为“直到…”from..till…中till往往表示不太具体的时间。From…to…或from…until常用来表示具体的时间。

findit…todo，it在此句中为形式宾语代表动词不定式，动词不定式为真正的宾语，常用于这种用法的动词有find,feel,think,make等。

“疑问词+不定式“结构相当于一个名词性从句，常常可用同等成分的从句代替。改写时，只需在疑问词后面加一个适当的主语（这个主语一般与主句的主语一致），并将不定式改成适当形式的谓语即可。如，Wheretogoisstillaquestion.=Whereweshouldgoisstillaquestion.

when与while:when连接的状语从句是个特殊句型，“前一个分句（谓语动词用过去进行时）+when(作并列连词，意思为“这时，突然”)+后一个分句（谓语动词用一般过去时）”表示在前一个动作正在进行的过程中突然发生了后一个动作，when强调动作的突然性，when后面的动词为非延续性动词；while表示“在….过程中”，强调在一段时间内，所以while引导的从句中的谓语动词必须为延续性动词。在状语从句中，若从句放在句首时，应用逗号与主句隔开。

2017八年级下册英语第三单元重点句型汇总（人教版）

2017八年级下册英语第三单元重点句型汇总（人教版）

1.Couldyoupleasecleanyourroom?你能打扫一下你的房间吗？

2.Ihavetodosomework.我必须干些活。

3.CouldIuseyourcomputer?我可以用一下你的电脑吗？

4.Shewontbehappyifsheseesthismess.如果她看到这样乱七八糟的话，她会不高兴的。

5.Foroneweek,shedidnotdoanyhouseworkandneitherdidI.整整一周，她什么家务活都不干了，我也一样。

6.MymomcameoverassoonasIsatdowninfrontoftheTV.我一在电视机前坐下，我妈妈就过来了。

7.Ihatetodochores.我不喜欢做杂务。

特殊句型

1、as---as---与---一样，用于同级比较。第一个as为副词，后跟形容词或副词的原级;第二个为连词，引导比较状语从句。

否定形式：notas/so---as---,不如----

2、neither+连系动词be/助动词/情态动词+主语----也不。

这是一个倒装句，表示上句否定的情况也同样适合后者。

So+连系动词be/助动词/情态动词+主语----也是。

这是一个倒装句，表示上句肯定的情况也同样适合后者。

拓展：neither+主语+连系动词be/助动词/情态动词----的确不是这样。(表示说话者同意上文中说话者的否定观点。)

So+主语+连系动词be/助动词/情态动词-----的确是这样。

表示说话者同意上述说话者说出的观点。

1、doone’spartin(doing)sth尽某人的职责做某事。

2、The+比较级，the+比较级表示越----，就越-----

比较级+比较级表示越来越------

重点语法

can的用法：

1)请求别人时通常用此句型，也可以说：Canyou...please?情态动词could或can在这里均表示请求，在意思上无区别，但是用could在于其上显得更委婉、客气、诚恳。在日常生活中常使用couldyou/I...?若在句末加上please，则显得更礼貌。

Couldyouhelpmefindmybook,please?你能帮我找到我的书吗?

(2)对couldyou/I...?的问句作出肯定回答，常用“sure/certainly/ofcourse”等;如果作否定回答，常用“sorry或oh,pleasedon’t”。一般不用no开头，用no显得语气生硬、不礼貌。

(3)表示请求的句式：

Wouldyouliketodo...?Wouldyouminddoing...?Let’sdo....ShallI/wedo...?

Pleasedo...(祈使句前加please)

提示：couldyouplease...与couldIPlease...两种问句，前者是请求别人帮忙的句式，后者是有礼貌地向别人请求允许的交际用语。试比较：

Couldyoupleasehelpme?请你帮我一下好吗?

CouldIpleaseinvitemyfriendstomybirthdayparty,Mom?妈妈，我能邀请我的朋友参加我的生日聚会吗?

2.could的用法：

(1).can的过去式，意为“能、会”，表示能力时一般译为“能、会”，即有种能力，尤其是生来具备的能力，此时may和must均不可代替它。如：Shecanswimfast,butIcan’t.她能游得很快，但我不能。Icanseewithmyeyes.我用眼睛看。

(2).could在疑问句中，表示委婉的语气，此时could没有过去式的意思。如:Couldyoudomeafavour?你能帮我个忙吗?—CouldIuseyourpen?我能用一下你的钢笔吗?—Yes,youcan.可以。(注意回答)

常用于否定句和疑问句中，此时can’t译为“不可能”。—Canitbeourteacher?那个人有可能是我们老师吗?—No,itcan’tbeourteacher.HeisonavisittotheGreatWall.不可能。咱们老师正在游览长城呢。

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