为了促进学生掌握上课知识点，老师需要提前准备教案，是认真规划好自己教案课件的时候了。认真做好教案课件的工作计划，才能够使以后的工作更有目标性！你们会写一段适合教案课件的范文吗？下面是小编精心收集整理，为您带来的《牛津版八年级英语Unit1教案》，希望能为您提供更多的参考。

牛津版八年级英语Unit1教案

Friends

Languagefunctionsandfocus

1.Useanadjectivebeforeanounorafteralinkingverbtodescribesomeone/something

e.g.:Shehasshorthair.

Herhairisshort.

2.Usecomparativestocomparetwopeople/things

e.g.:Sandy’shairislongerthanMillie’shair.

3.Usesuperlativestocomparethreeormorepeoplethings

e.g.:Heisthetallestboyinmyclass.

4.Use‘as’+adjective+‘as’tocomparepeople/things

e.g.:MillieisastallasKitty.

5.Useadjectivestodescribesomeone’sphysicalfeaturesandappearance

e.g.:Sandyistallandhaslonghair.

Languageskills

Listening

1.Identifymainideastoobtaininformationaboutafriend

2.Interpretinformationtoobtainageneralunderstandingofthepeopleinaconversation

3.Identifyspecificandrelevantinformationtocompletelettersaboutteenagers’futureplans

Speaking

1.Usequestionsandanswerstotalkaboutpeople’sappearanceandpersonality

2.Useeverydayexpressionstoshowagreementandconfirminformation

Reading

1.Guessgeneralmeaningfromkeywordsandcontext

2.Skimtextforoverallmeaningandscanfordetails

3.Identifyspecificinformationaboutdifferentpeoplefromtheirfriends’descriptions

Writing

1.Collectinformationandorganizeideastodescribetheappearanceandpersonalityofafriend

2.Produceaparticulartext-typeforanaudienceusingagivenmodel

Studyskills

Lookformainpointsandkeywordstohelpunderstandandrememberapassagemoreeasily

Backgroundinformation

Book8AcontinuesthestoryaboutthelivesandexperiencesofthesixcentralcharactersintroducedinBook7A.Here,thecharactersareGrade8students.Yourstudentswillbeabletoidentifywiththedifferentsituationsandcontexts.Languageispresentedthroughreal-lifeexperiences,exposingstudentstorealcommunication.

Overviewoftheunit

Themaintopicofthisunitisdescribingtheappearanceandthequalitiesofagoodfriend.Studentslearntotalkabouttheirfriendsandtheirfutureplans.

Unitopening

Backgroundinformation

Theopeningpagearousesstudents’interestinthetopicoftheunitthroughthefunnyinteractionsoftwocartooncharacters(EddieandHobo).Thisopeningpageintroducestheideaoffriendshipandsharing.

Warm-upactivities

1.ReadtheconversationbetweenEddieandHobo.Checkunderstandingof‘kind’and‘share’.Ask,

e.g.:WhatdoesEddiegiveHobo?(Hegiveshimsomecakeandmilk.)

Isthereanythingelseinthefridge?(No,thereisn’t.)

WhatdoesHobowant?(HewantstoshareEddie’spizzainthebowl.)

2.Introducetheideaofsharingandfriendship.Ask,

e.g.:AreEddieandHobogoodfriends?(Yes,theyare.Theysharethings.)

Whodoyoulikemore?Why?(IlikeEddiebecauseheshareshisfoodwithHobo.)

Asktwomoreablestudentstorole-playtheconversationinfrontoftheclass.

Welcometotheunit

Objectives

1.Torevisevocabularyandexpressionstodescribepeople

2.Toguessmeaningfromcontext

3.Togenerateideasaboutpeople’sappearanceandpersonalities

4.Tocategorizeadjectivestodescribeimportantqualitiesofafriendaccordingtopersonalpreferences

Backgroundinformation

Thissectionintroducesstudentstotheunittopicaboutdifferentpersonalitiesoffriends.Studentsanswersomequestionsinamagazineaboutthequalitiesofabestfriend.Italsopreteachessomeusefulwordsandexpressions.

Teachingprocedures

1.Askmoreablestudents

e.g.:Doyouhaveaspecialfriend?Whatmakeshim/herspecial?

Acceptallreasonableanswers.(He/Shehelpsmewithmyhomework.Icanalwaystalktohim/heraboutmyproblems,etc.)

2.AskstudentstolookatPartAandexplainthattheywillbereadinganadvertisementin“Teenagers’magazine.Theyhavetomatchthequalitieswiththequestions.Forweakerclasses,gothroughthewordsandphrasesontheleft.Thenaskeachquestionatatimeandinvitestudentstosaythecorrectwordorphrase.Thenasktheclasstowritethecorrectlettersontheirown.

3.Goaroundtheclasstocheckthatstudentshavewrittenthecorrectletters.

4.Askmoreablestudentstothinkofotherqualitiesofagoodfriend,e.g.,generous,clever,kind,understandsmyproblems,makesmelaugh.Writethewordsandphrasesontheboard.

5.ReadthelistofwordsinPartBandchickthatstudentsunderstandtheirmeanings.Checkalsounderstandingof‘quiteimportant’and‘veryimportant’.

6.Ontheboard,write‘Whatqualitiesofagoodfriendareimportanttoyou?’.Asktheclasstothinkcarefullyaboutwhatqualitiestheyappreciateinfriendsandputticksunderthecorrectheadingsinthetable.Encouragestudentstoworkontheirown.Thenaskthemtocomparetheiranswerswithapartner.Askindividualstudentstotelltherestoftheclassabouttheirownchoiceandtheirpartner’schoiceofqualities.Writesomestructuresontheboardtoenablestudentstofocusonthechoiceofadjectivesandtomaintainafluentoralperformance.

Extensionactivity

Youcancopythetable.Moreablestudentscanaddmoreadjectivesdescribingqualitiesofagoodfriend.Studentscanalsointerviewseveralclassmatesusingthistable.Theyshouldwritetallymarksinsteadofticksinthetable.Thentheycancomparetheirresultswithapartnerorinclasstofindoutwhichqualitiesarethemostpopular.

Game

Askeachstudenttowritethreeadjectivesorphrasestodescribeaclassmateonapieceofpaper.Remindstudentstowritehisorhernameaswell.Encouragethemtoworkontheirownandnottoshowtheirchoiceofwordstootherstudents.Thencollectthepiecesofpaperandputthemtogether.Drawoneatatimeandreadeachdescription.Invitetheclasstoguesswhomitdescribes.

Readingm.jAB88.CoM

Objectives

1.Toguessgeneralmeaningsfromkeywordsandcontext

2.Toskimtextforoverallmeaningsandscanfordetails

3.Toidentifyspecificinformationaboutdifferentpeopleformtheirfriends’descriptions

4.Touseadjectivestodescribepeople’sappearanceandcharacteristics

5.Torecognizetheuseofcomparativesandsuperlatives

PartA

Backgroundinformation

Thissectionpresentsthreelettersabout‘bestfriends’forawritingcompetitionheldby‘Teenagers’magazine.Thecontextinvitesstudentstothinkaboutqualitiesintheirfriends.

Teachingprocedures

1.Reviewkeyvocabularyaccordingtothegeneralabilityoftheclass.Telltheclassaboutafriendorrelative.Ifpossible,showhis/herphoto.Say,

e.g.:Mybestfriendissmallandthinwithlonghair.Sheisverysmartandhelpful.

Thenaskquestionstocheckunderstanding.(Ismyfriendtall?Isherhairshortorlong?Isshewillingtohelp?)

2.Dividetheclassintothreegroupsandallocateonearticletoeachgroup.Whilestudentsskimthetextontheirown,askthemtounderlinethewordstheydonotknow.Thengothroughthewordsstudentshaveunderlined.

3.Ontheboard,writetheheadings‘Appearance’and‘Personality’.Askeachgrouptogothroughtheirletteragainandfindwordsorexpressionstomatcheachheading.Invitestudentsfromeachgrouptocomeforwardandwritetheirwordsandexpressionsunderthecorrectheading.

4.Writethefollowingquestionsontheboardforstudentstocopyintheirbooks.

Whatdoeshe/shelooklike?(Forappearance)

Whatkindofpersonishe/she?(Forpersonality)

Whatdoeshe/shedoorwanttodointhefuture?(Forfutureplan)

Invitestudentsfromeachgrouptoaskandanswerthesequestionsanddescribetheteenagerineacharticle.

PartB

Teachingprocedure

1.Explainthecontextandcheckthatstudentsunderstandwhataneditorofmagazineornewspaperdoes.ThenreviewtheadjectivesandnounsintheboxinPartB1.Askstudentstofindthewordsinthearticlesonpage4.

2.AskstudentstodoPartB1ontheirown.Tellthemthattheyneedtolookforspecificdetails,whichfiteachofthepersonsdescribedinthearticles.Encouragestudentstochecktheiranswerswithapartner.Thenaskstudentstoreadoutthecompletedcaptionsoneatatime.

3.ExplainthecontextofPartB2andaskstudentstofindeachdescriptioninthecorrespondingletter.PointtothephotosinPartB2andaskmoreablestudentstobrieflydescribeeachperson.Forweakerclasses,readthesentencestothestudentsandaskthemtomatchthemwiththecorrectphotos.Studentscouldworkindividuallyorinpairs.

Game

1.Cutoutsomepicturesofpeopleofdifferentheightandappearance.Numberthepicturesorgivefamiliarnamestoeachpersoninthepictures(Mary,Tom,Peter,ect.).Stickthepicturesontheboard.Describeoneofthepeoplewithoutpointingorevenlikingathis/herphoto.Invitestudentstoguessthepersonyouhavedescribed.(That’spicturenumberfive./That’sMary.)Thenaskindividualstudentstodothesamewhiletherestoftheclassguesstheperson.

2.Alternatively,youcandividetheclassintothreeorfourcompetingteams.Eachteamcanworkoutdescriptionfortheotherteamstoguess.Giveascoreonlyforthefirstcorrectguess.

PartC

Teachingprocedures

1.ExplainthecontextofPartC1andreadthesixsentencesforweakerclasses.Dependingonstudents’abilities,setthisactivityeitherasanindividualactivityorasaquiz.

2.Ifyouuseitasaquiz,dividetheclassintoteamsof4-5students.Setatimelimit.Theteamwhogetsallthecorrectanswersfirstisthewinner.

3.Alternatively,youcanaskstudentstoclosetheirbookswhileyouarereadingeachsentence.Giveascoretotheteamwhogivesthefirstcorrectanswer.

4.Askstudentstocorrectthefalsesentences.

5.AskmoreablestudentstodotheextrasentencesinPartC1.Youcanalsoaskthemtocorrectthefalsesentences.

6.ExplainthecontextofPartC2andcheckthatstudentsunderstandtheideaofvotingforsomebodyorsomething.Iftimeallows,organizeaclassvote.Nameajob,e.g.,aclassmonitor,astudentrepresentative,etc.askstrongerclassestomakealistofqualitiesrequiredforthejob.Writeallthequalitiessuggestedbythestudentsontheboard.Forweakerclasses,providethistablewiththeadjectives.

Thenaskthestudentstovoteforeachquality.Beforeeachvote,invitemoreablestudentstoexplainwhytheywillvoteornotvoteforthatparticularquality.Acceptallreasonableanswers,e.g.:Iwillvotefor‘clever’becauseit’simportantthataclassmonitorlearnsandunderstandsthingsquickly.

7.Forweakerclasses,readthesentencesinthespeechbubblesbeforeyouaskthestudentstofindoutwhoeachofthecharacterswillvoteforandfillintheblanks.Thenask‘WhowillAmy/Simon/Sandyvotefor?’tochecktheanswers.

8.Dividestudentsintopairsandaskthemtovoteforoneofthe‘bestfriends’describedinthearticlesonpage4.Writedownthenumberofvotesforeachpersonontheboard.

Extensionactivity

Organizeaclassvotefora‘bestfriend’.Onapieceofpaper,askstudentstowriteabriefdescriptionaboutapersontheyconsidertobeabestfriend.Invite6-7studentstoputuptheirdescriptionsontheboard.Thenreadthedescriptionsoneatatimeandasktheclasstovoteforoneofthem.Askindividualstudentswhytheyhavevotedforthatparticularperson.

Vocabulary

Objectives

1.Touseadjectivestodescribepeople’sphysicalfeatures

2.Touseadjectivestodescribegeneralappearanceofpeople

3.Toselectanduseadjectivesthatareappropriatetodescribetheappearanceofboysandgirls

Backgroundinformation

Thissectiondevelopstheuseofadjectivestodescribepeople’sappearance.Studentsshouldbeencouragedtodeveloptheirrangeofadjectivesasmuchaspossibleusingthetasksonthepageasastartingpoint.

Asstudentsbecomemoreandmoreabletounderstandthesubtlemeaningsofwords,theywillbeabletodevelopwaysofaccessingimaginativeandcreativetextstofostergenuineinterestandpleasureinwhattheyread.Inturn,theywillgraduallybeabletouseadjectivestowritemoreinterestingandcreativetextsthemselves.

Teachingprocedures

1.Explainthecontextofthetasks.Askstudentstostudythepicturesandwords.Forweakerclasses,gothroughthewordsandpreteachunknownwords.AskstudentstodoPartAontheirownfirstandthencompareanswerswithapartner.Askseveralstudentstoreadtheiranswerstocheckcorrectuseofadjectives.

2.GothroughthewordsintheboxinPartB.lessablestudentsarenotlikelytoknowtheadjectiveswhichareonlysuitabletodescribemalesorfemales.Youmayneedtogivethemsomehints.Askstudentstousethewordsinsentencestocheckthattheyunderstandthemeaningsanduseofwords.Thenaskstudentstocompletethelistsingroupsof4-5.Checkanswersorallywiththeclass.

Extensionactivities

1.AskstudentstofindmoreadjectivesforeachcategoryoftheadjectivesusedinPartA.drawthistableontheboardandbrainstormasmanywordsaspossible.

Gothroughtheadjectivesandaskstudentstodrawsimpleillustrationsoftheadjectivesonpiecesofpaper.Invitesomestudentstoshowtheirillustrationstotherestoftheclass.

Providepicturesofpeopleeitherpinnedupontheboardorcutoutofmagazinestogroupsoffourstudents.Fayanadjectiveandaskstudentstofindapictureillustratingit.

2.Askstudentstoselectandwritesuitableadjectivestodescribethemselvesonapieceofpaper.Invitesomestudentstocomeforwardandreadtheadjectives.Makesurethattheatmosphereissupportiveandthattherestoftheclassdonotmakeanyunpleasantcomments.

3.Askstudentstodescribetheirfriends,classmates,relativesorpop/sportsstarsusingtheadjectivestheyhavelearned.Forstrongerclasses,encouragethemtouseanyadjectives.

Game

1.Bringsomepicturesofpeopleintotheclassroomoraskstudentstobeingpictures.Thesecanbemagazineornewspapercuttingsorphotos.Dividestudentsintogroupsoffive.Giveapicturetoonlyonestudentineachgroupandaskhim/hernottoshowittotheotherstudents.Giveblankpiecesofpapertotheotherstudents.Thestudentwiththepicturedescribesthefeaturesofthepersoninthepicturewhiletheotherstudentsdrawtheperson.Ontheboard,displaythedrawingstogetherwiththeoriginalpicture.Forstrongerclasses,invitestudentstofindoutthemistakes.Forweakerclasses,askstudentstovoteforthebestdrawingwhichresemblesthepicture.

2.Alternatively,tellstudentswhoaredrawingthepicturestoaskasmanyquestionsaspossibletogetinformationaboutthepersontheyaredrawing,e.g.,‘Isyourpersonaboy/aman/awoman/tall/small/fat/thin?Ishis/herfacesquare/round?’Thestudentlookingatthepictureisonlyallowedtosay‘Yes.’or‘No.’.

Grammar

Objectives

1.Touseanadjectivebeforeanounorafteralinkingverbtodescribesomeone/something

2.Tousecomparativestocomparetwopeople/things

3.Tousesuperlativestocomparethreeormorepeople/things

4.Tocomparetwopeople/thingsusing‘(not)as’+adjective+‘as’

Backgroundinformation

Thissectionfurtherdevelopstheuseofadjectivesalreadyintroducedinthereadingandvocabularysections.ThestorymovesonfromdescribingbestfriendsforamagazinecompetitiontodescribingclassmatesatBeijingSunshineSecondarySchool.Danielwantstowritetohise-friendsabouthisclassmates.Wealreadyknowsomestudents’featuresfromearlierpassagesbutwewilllearnmoreabouttheirphysicalappearanceandabilitiesinthissection.Mostadjectivesarefamiliarsothatstudentsareabletofocusonusingthemaccuratelyinsentences.Theuseof‘(not)as’+adjective+‘as’isintroducedinthecontextofasurveyaboutoutdooractivities.

PartA

Teachingprocedures

1.Tellstudentsthatweuseadjectivestodescribepeopleandthings.Explainthatwecanputanadjectivebeforeanounorafteralinkingverb.Readtheexamplesonthepageandinvitestudentstothinkofmoreexamples.Promptstudentsbygivinganexamplewithanadjective,e.g.,placedbeforeanoun,andaskstudentstoputtheadjective,e.g.,afteralinkingverbandmakeanothersentence.

2.Forweakerclasses,readthelinkingverbsinthetipboxandcheckunderstanding.Forstrongerlasses,elicittheverbs.

3.Forlessablestudents,gothroughthewordsinPartAtocheckunderstanding.Askstudentstorearrangethewordsontheirown.Theninviteseveralstudentstoreadouttheircompletesentencestochecktheanswers.

4.Givelessablestudentssomeextrawordstorearrangeandformcompletesentences.Youcanusetheadditionalitemsonthepage.Forstrongerclasses,dividethestudentsontopairsandaskeachstudenttothinkofsomejumbledwordsforhis/herpartnertorearrangeintoacompletesentence.Makesurestudentsincludeadjectivesintheirsentences.Tomaketheactivitymeaningful,tellstudentstodescribefriends,classmatesorotherfamiliarpeople.

PartB

Teachingprocedures

1.Itisagoodideatousepicturesofpeople,animalsorthingstoteachcomparativesandsuperlatives.Forexample,usepicturesoftwopop/sportsstars,toelicitexampleswithcomparativeforms,e.g.,‘JackyistallerthanAndy.AndyisthinnerthanJacky.AndyismorehandsomethanJacky.’Makesureyouusebothshortandlongadjectives.Writethecomparativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformthestudents,e.g.,weadd‘-er’toshortadjectivesanduse‘more’forlongadjectives.Thenweadd‘than’afterthecomparatives.

2.Addoneortwomorepicturesofpop/sportsstarstoelicitexampleswithsuperlativeforms.Writethesuperlativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformstudents,e.g.,weadd‘-est’toshortadjectivesanduse‘most’forlongadjectives.Thenweadd‘the’beforethesuperlatives.

3.Forstrongerclasses,pointouttheexceptions,e.g.,‘morepleased’,‘themostpleased’;‘morereal’,‘themostreal’.

4.Thetableshowsthechangeofformofadjectiveswhen‘-er’/‘-est’or‘more’/‘most’areadded.Italsoincludessomeirregularforms.Gothroughitwithstudents.Checkunderstandingbyaskingstudentstoformcomparativesandsuperlativeswithotheradjectives.Youcanusetheadditionalexamplesonthepage.Invitestudentstowritetheexamplesontheboardtocheckthecorrectspelling.

5.Forstrongerclasses,askstudentstoclosetheirbooksandelicitthespellingrulesfromtheexamplesyouhavewrittenontheboard.Thenaskthemtolookatthetabletocheckiftheyhaveformulatedthecorrectrules.Givemoreablestudentstheirregularformsof‘old’and‘far’.

6.AskstudentstocompletethetableinPartB1ontheirown.Remindlessablestudentstorefertothetableatthetopofthepage.Theninvitestudentstocompareanswersinpairs.Gothroughtheexerciseagainwiththewholeclass.

7.Askstudentstocomplete‘Workouttherule!’atthetopofpage10.Forlessablestudents,askthemtorefertotherulesonpage8andthetableonpage9.

PartB2

Backgroundinformation

PartB2isaproblem-solvingtask.Studentsmustworkouttheanswersformtheinformationgiveninthetable.Althoughthisisacognitivelydemandingtask,asitrequirescomparingnumbers,thevocabularyandlanguagestructuresusedintheactivityarewithinstudents’linguisticabilities.

Teachingprocedures

1.Formoreablestudents,askthemtocompletethesentencesontheirownandcompareanswerswithapartner.

2.Forlessablestudents,gothroughthewordsandnumbersinthetableandaskquestions.revisetheadjectivesinbracketsbeforestartingthistask.

3.Checkanswersorallywiththeclass.

Extensionactivity

Dividestudentsintogroupsof5-6.askstudentstocollectinformationabouttheirowngroupandpresentitinasimilartable.Studentscaninclude‘Height’,‘Weight’,‘Running’,‘Mathstest’,etc.Tellstudentsnottoworryabouttheaccuracyoftheirscoresbuttoincludeapproximatefigures.Thenaskthemtowriteagroupprofileusingsentences1-9asmodels.

PartC

Teachingprocedures

1.UsetheinformationcollectedbystudentstointroducethenewstructuresinPartC.Ifyouhavenotdonetheextensionactivity,usetheinformationinthetableinPartB2.promptthestudentstocompletethesentencetoelicitthenewstructure.

2.Invitestudentstomaketheirownsentencesbasedontheinformationintheirtableorthetableonthepage.Writethesentencesontheboard.Elicittheruleformmoreablestudents.Forlessablestudents,readtheexplanationatthebottomofthepage.

3.BeforestartingPartC1,revisethemeaningofthenounsusedinthisactivity----‘hiking’,‘swimming’,‘camping’,‘cycling’,‘diving’and‘skiing’.Elicitthenounsbypointingatthepicturesinthetable.Invitestudentstothinkofotheroutdooractivities.

4.Elicitthemeaningsofthetwokeyadjectives----‘interesting’and‘dangerous’.Listthings,people,phenomenaoractivitiesandaskwhethertheycanbedangerousorinteresting,e.g.,afire,afavouritebook,alesson,atyphoon,ice-skating,etc.

5.Explainthecontexttostudents.PointoutthatthetableinPartC1isanotherwayofpresentinginformationofasurvey.Encouragestudentstousethisasamodelforpresentingsurveyresultsabouttheirownclassmates.

6.Givestudentsenoughtimetostudythetablecarefully.Encouragestudentstoaskquestionstoclarifyorconfirmmeaningsofspecificdetails.

7.Forweakerclasses,readtheconversationtogetherwiththestudentsandexplainanyunfamiliarwords/phrasesfirst.Remindstudentsnottousecomparativesandsuperlatives,butonly‘(not)as…as’.

8.Remindstudentsthattheyneedtopayattentiontowhoisspeakingintheconversationinordertorefertothecorrectcolumninthetableforinformation.

9.Askstudentstoworkinpairstocompletetheconversation.Asthisisaproblem-solvingtaskengagingstudents’generalknowledgeaswellaslinguisticknowledge,youmustallocatesufficienttimetodothistask.Checkanswersorallywiththewholeclass.

10.Iftimeallows,role-playtheconversation.Checkforcorrectpronunciation.

11.InpartC2,askstudentstocompletethelastcolumnofPartC1expressingtheirownopinionsaboutthedifferentoutdooractivitiesincludedinthetable.

12.Inpairs,invitestudentstocomparetheiranswersandtalkaboutwhattheythinkabouttheactivitiesusing‘(not)as…as’.Forlessablestudents,tellthemtousetheconversationonthepageasamodel.Askpairsofmoreablestudentstocomeforwardandtalkaboutwhattheythinkabouttheactivities.

Extensionactivity

Ifthereistimeandinterest,dividestudentsintogroupsof5-6andaskthemtodoasimilarsurveyoftheclassmatesintheirgroupusingthetableonthepageasamodel.Encouragemoreablestudentstoincludeotheractivitiesinthesurveyandcomparetheactivitiesusingothercriteria,e.g.,popular,exciting,ect.Thenmakeadisplayofthegroupsurveys.

YoucanalsodrawthetablewithouttheinformationaboutMillie,Sandy,DanielandSimonforstudents’use.Studentscanaddthenamesofthestudentsintheirgrouptothetable.

Integratedskills

PartA

Objectives

1.Tolistenforandidentifyspecificinformation

2.Tointerpretinformationandobtainageneralunderstandingofthepeopleinvolvedinaconversation.

3.Torespondtowrittentextandinformationobtainedfromlistening.

4.Toselectspecificandrelevantdetails,toconsolidateinformationandcompletetwoletterstotheeditorofamagazine.

Backgroundinformation

Inthissection,MillieandSandyareeachwritingabouttheirownhopesforthefuturetoMr.Zhou,theeditorof‘Teenagers’magazine.Beforewritingtheirrespectiveletters,theydiscusstheirfutureplanswiththeirfriends,AmyandKitty.

Teachingprocedures

1.Asklessablestudentstoreadthelistoffutureplansbeforeplayingtherecording.Checkunderstanding.Encouragemoreablestudentstoguessthemeaningofphrases.

2.Invitestudentstotalkabouttheirownandtheirpartners’futurehopes.

3.Playtherecording.Studentslistentotherecordingandputaticknexttoeachcorrectphraseastheyhearit.Askthemtoreadthephrasestheyhavetickedtocheckthecorrectanswers.

4.Ifmanystudentshavegotwronganswers,playtherecordingagain.StoptherecordingaftereachphraselistedinPartA1ifnecessary.

5.Forstrongerclasses,askstudentstoreadMillie’sletteraddressedtoMr.Zhou,theeditor,ontheirown.Forweakerclasses,readthelettertogetherwiththestudents.Checkgeneralunderstandingoftheletterandexplainwordsandphrasesifnecessary.AskstudentstoreadthelistofphrasesinPartA1againandusetheinformationtocompletetheletter.

6.Readthecompletedletteroraskastudenttoreadittocheckthecorrectanswers.

7.Forstrongerclasses,playtherecordingforPartA3andaskstudentstocompleteSandy’sletteronpage13ontheirown.Forweakerclasses,gothroughthelistofphrasesinthetableonpage12againbeforeplayingtherecording.Readtheincompleteletterandcheckthatstudentsunderstandallthewords.

8.Forweakerclasses,youmaywanttoaskstudentstoclosetheirbooksandlistentotherecording.Thencheckgeneralcomprehensionoftheconversationbyaskingquestionssuchas“AreSandyandKittygoingshoppingthisweekend?Whynot?What’sSandydoingtodonextmonth?Whatdoesshelovedoing?Whatdoesshehopetobecomewhenshegrowsup?”ThenplaytherecordingagainandaskstudentstocompleteSandy’sletter.Allowlessablestudentstocheckspellingofwordsinthetableonpage12.

9.Readthecompletedletteroraskastudenttoreadittocheckthecorrectanswers.

Extensionactivities

1.Dividestudentsintopairsandinvitethemtotalkabouttheirownfuturehopesand/orplans.Writedownsomeusefulquestionsforstudentstoaskeachother,e.g.,‘Whatwouldyouliketobe/do?’,‘Whatdoyouhopetobecomewhenyougrowup?’,‘Whatkindofpersonwouldyouliketobe?,ect.

2.Iftimeallows,askstudentstowritealetterabouttheirownfuturehopesand/orplansusingoneofthelettersasamodel.Addtheletterstothedisplayofgroupsurvey.

PatB

Objectives

1.Touseadjectivestodescribefriendsandyoungpeople

2.Toformulatequestionsaboutpeople’spersonalities

3.Torespondtoquestionsaboutpeople’sappearanceandpersonalities

4.Toshowagreementandconfirminformation

5.Tointeractwithothersinafamiliarcontext

Backgroundinformation

Explainthecommoncontextofintroducinganddescribingfriendstootherpeoplewhileshowingtheirphotos.SandyandhercousinHelenarelookingatSandy’sphotoalbumwithphotosofherfriends.HelenisaskingSandyquestionsaboutherfriendsandSandyisdescribingthem.

Teachingprocedures

1.Forstrongerclasses,tellstudentstoclosetheirbooksandlistentoyouwhileyoureadtheconversation.Forweakerclasses,allowstudentstofollowtheconversationinthebook.Readtheconversationlinebylinefocusingonintonationandsentencestress.Askstudentstounderlinewordsthatarestressed.

2.Askstudentstorepeatthesentencesasthyhearthem.Makesuretheysonotsoundmonotonousormechanical.Iftheyhaveproblemspronouncingparticularwords,practicethewordsseparatelyfirst.

3.Askstudentstopracticetheconversationinpairsandthenchangeroles.Askmoreablestudentstorole-playtheconversationinfrontoftheclass.

4.Askstudentstobringphotosoftheirfriends.Invitemoreablestudentstoshowtheirphotoswhileyouaskthemquestionssuchas‘Whoistheboy/girlontheleft/right/inthemiddle/nextto…?What’she/shelike?Whatwouldhe/sheliketobewhenhe/shegrowsup?’Studentswhodonothaveanyphotostoshowcandrawsimplepicturestotheirfriends.

5.Dividestudentsintopairsandinvitethemtoaskeachotherquestionsaboutthepeopleintheirphotos.Askstudentstomakeuptheirownconversationsbasedonthemodel.Forlessablestudents,allowthemtowritedowntheirconversationsfirstbeforerole-playingthem.

6.Whilestudentsarepracticingtheconversationinpairs,movearoundtheclassroomprovidinghelpwithcorrectpronunciationandfluency.

Studyskills

Objectives

1.Tofindthemainpointsofapassageinordertounderstandandmemorizeitmoreeasily

2.Toidentifykeywordsinordertodevelopgeneralunderstandingofapassage

3.Toguessmeaningandgeneratementalpictures

Backgroundinformation

Thissectionfocusesonencouragingstudentstolookforthemainpointsandkeywordsinapassagesothattheycanunderstandandrememberitmoreeasily.Thepassagewhichstudentsarerequiredtoreadandunderstandinthissectionisaproblemletterbyateenagerin‘Teenagers’magazine.Youneedtointroducethegenreofproblemlettersinmagazinesandnewspapers.Arousestudents’interestinthetopicbybringingsomemagazinesornewspaperswithsuchlettersorrepliestothem.

Teachingprocedures

1.Askmoreablestudentswhattheywanttofindoutwhentheyreadapassage.Write‘Whatisitabout?’ontheboardandtrytoelicittheotherquestionslistedonthepage.Underlinethe‘Wh-’words.

2.Forweakerclasses,readthequestionsonthepagetogetherwiththestudentsandexplainthatansweringthesequestionswillhelpthemfindthemainpointsorideasinapassage.Tellstudentsthatnotallthewordsinapassageareimportantandthattheyshouldalwayslookforkeywords(wordsofgreatimportance)inapassage.

3.Readthelettertothewholeclass.Youcanaskmoreablestudentstoclosetheirbookswhileyouread.Thenasksomeopenquestions,e.g.,‘WhoisCindy?WhyisCindyunhappy?WhatisCindy’sproblem?’ElicitalistofthedetailswhichdescribeCindyandherproblems.Explaindifficultorunfamiliarwords.

4.Brieflyexplaintostudentsthattheycanunderstandinformationmorequicklyiftheyidentifymainpointsandkeywordsfirst.Itisagoodideaifstudentsrememberthequestionslistedonpage14sothattheycanusethemwhenreadingthroughothertexts.Askstudentstostudythequestionsforoneminute,thenclosetheirbooksandsaythemtotheirpartnerstocheckiftheyhavememorizedthem.

5.Askstudentstoreadthelettercarefullyandunderlinethemainpointsontheirownsuingapencilinitially.Remindthemtorefertothe‘Wh-’questionsatthetopofthepage.Dividetheclassintogroupsoffourandaskstudentstocomparethemainpointstheyhaveunderlined.Gothroughtheletteragainsentencebysentenceandchecktheanswers.

6.Nowaskstudentstoreadtheletteragainandcircletheotherkeywordsusingapencil.Invitestudentstocomparetheiranswersintheirgroups.Thenchecktheanswersorallywiththewholeclass.

7.Youcanaskmoreablestudentstounderlinemainpointsandcirclekeywordsatthesametime.

8.Tellstudentstoreadthemainpointsandkeywordsagain,andanswerthe‘Wh-’questions.Studentscanworkinpairsorgroupsoffour.Thenasksomeofthepairsorgroupstoanswerthequestionsinclass.

Extensionactivities

1.Forstrongerclasses,cutoutorphotocopyproblemlettersfrommagazinesandnewspapers.Givethemouttogroupsofstudents.Askstudentstogothroughtheirlettersandidentifythemainpointsandkeywords,invitearepresentativeformeachgrouptotalkaboutthegroup’sletterinclass.

2.AskmoreablestudentstowriteaproblemlettertoateenagemagazineornewspaperusingCindy’sletterasamodel.Tellstudentstowritedownthekeywordsdescribingtheirproblemsandthemainpointsoftheirlettersfirst.Thenaskthemtoformulatecompletesentencesusingthemainpointsandkeywords.Encouragestudentstoreadtheirlettersinclass.

Maintask

Objectives

1.Toplanideasforpersonalwriting

2.Towriteadescriptionoftheappearanceandpersonalityofafriend

3.Towriteforanaudience

4.Towriteforanewspapercompetitionusingappropriateregister

5.Todevelopanunderstandingofthestructureoftheletter:introduction,mainbodyandconclusion

Backgroundinformation

Eachmaintaskrequiresstudentstousearangeofskills(reading,writing,speakingandlistening)inordertoproduceafinalproduct.Italsofurtherdevelopsthemainthemeoftheunit—writinganarticleaboutafriendforanewspapercompetition.StudentshaveachancetolookatDaniel’snotesandhisarticleabouthisbestfriend.Explainthatthisisaspecificgenrewhichisdifferentformordinarylettersorstories.Studentsneedtounderstandthepurposeofthearticleandtheaudiencetheyarewritingfor.Emphasizethefactthatthisarticleisforacompetitioninamagazineandwillbereadbytheteenagereadersofthemagazinewhowillmaketheirchoiceofthe‘bestfriend’basedonthequalitiesdescribedinthearticle.

Teachingprocedures

1.Explainthecontextofenteringawritingcompetitionofateenagemagazine.Ifpossible,findoutaboutsimilarwritingordrawingcompetitionsinmagazinesornewspapers,andshowthemtothestudents.

2.AskstudentstolookatDaniel’snotesinPartA.forweakerclasses,readthewordsstudentsandexplainthemeaningsofdifficultwords.Asksomestudentstoreadthewordstocheckforcorrectpronunciation.

3.Remindstudentsthatwhenwetakenoteswedonotneedtowriteincompletesentences—wejustneedtowritedownthekeywords.

4.Forlessablestudents,tellthemtolookbackatDaniel’slistandunderlinetheadjectiveswhichcanbeincludedintheirownwritingtodescribetheirbestfriends.

5.Encouragestudentstouseavarietyofadjectivestoavoidrepetition.Remindthemoftheadjectivestheyhavelearnedinthisunit.Allowthemtogothroughthepagesoftheunittolookforsuitablevocabulary.Goaroundtheclassroomtoofferhelpwithspelling.

6.AskstudentstoreadDaniel’sarticleinPartContheirown.Thenaskgeneralquestionstocheckcomprehension,e.g.,‘WhoisDaniel’sbestfriend?Wheredoesshelive?Whatdoesshelooklike?What’sshelike?Whatwouldsheliketobewhenshegrowsup?

7.Askstudentstounderlinetheadjectivesinthearticle.

8.Askstudentstoidentifythefourparagraphsinthearticle.Helpthemidentifythepurposeofeachparagraph.Thenfocusonthelayoutofthearticle,e.g.,introduction,mainbodyandconclusion.Askstrongerclassestowriteaheadingforeachparagraph.

9.Makesurethatstudentsareawareoftheuseofpronouns,whichhelplinkdifferentideasandsentencestogetherandavoidrepetitionofnames.

10.AskstudentstowritearoughdraftusingtheirnotesinPartB,Daniel’sarticleasamodelandtheplaninPartD.

11.Inpairs,studentsread,checkandcorrecttheirpartners’drafts.Encouragemoreablestudentstocommentontheirpartners’drafts.Goaroundtheclasstocorrectspellingandgrammaticalmistakesandtosuggestimprovementsintheuseofwordsandstructures.

12.Askstudentstorewritetheirarticlesonaseparatesheetofpaper.Encouragestudentstoaddillustrationsorphotosoftheirbestfriendstomaketheirarticlesmoreattractive.

13.Askvolunteerstoreadouttheirarticlesinclass.Displaythearticlesintheclassroom.

Additionalexercise

AskmoreablestudentstomakenewsentencesreplacingDaniel’sadjectiveswiththeirownadjectivestodescribearealorimaginaryfriend.

Game

Displayonlythephotosorshowonlytheillustrationsontheboard.Invitevolunteerstoreadtheirarticlesorotherstudents’articleswhiletherestoftheclasstrytomatcheachdescriptionwithaphotooranillustration.

Checkout

Objectives

1.Toassessstudents’understandingandcorrectuseofadjectives,comparativesandsuperlativesinanewcontext.

2.Toassessstudents’abilitytotransferinformationfromgraphicalpresentationintowriting.

3.Toassessstudents’understandingofarangeofadjectivesandsetphrasestodescribepeople’sappearanceandpersonalities

4.Tousenounandadjectivecollocationstodescribepeople’sappearanceandpersonalities

Backgroundinformation

Thissectionencouragesstudentstofindouthowmuchtheyhavelearnedandhowwelltheirlearningstrategiesareworking.InPartAoftheCheckoutsection,studentshaveachancetomeetDaniel’sbestfriendKate.InPartB,theyreadadiaryentrywrittenbyDaniel.

Teachingprocedures

1.Tellstudentsthattheywillbeabletochecktheiruseofadjectives,comparativesandsuperlativesinthestructurestheyhavelearnedearlierintheunitbydoingPartA.

2.Askstudentstoreadthroughthetableandcompletetheconversation.Setatimelimit.

3.Forstrongerclasses,askstudentstocorrectthemselves,ordividetheclassintopairs.Studentscorrecteachother’sworkandwritethescoreinthe‘paw’.

4.TellstudentsthattheyneedtoselectthecorrectadjectivesandnounphrasestofitthecontextofthesentencesinthediaryentryinPartB.setatimelimit.

5.Askmoreablestudentstoworkinpairsandcheckeachother’swork.Remindthemtowritethescoreinthe‘paw’.Forlessablestudents,checkanswerswiththewholeclass.Explainstrategiesonhowtoimproveifstudentshaveproblems.Suggestthattheytrytolearntheadjectiveandthenounasaunitwhereverpossible.

6.Forweakerclasses,gothroughthediaryentryandcheckthattheyunderstandallthewordsandphrases.Askmoreablestudentstothinkofotheradjectivesornounstofitthecontextofthesentences.Writetheappropriatesuggestionsontheboard.

Extensionactivity

Askstudentstowritetheirowndiaryentriesaboutsomeofthe‘bestfriends’inthisunit.AllowstudentstoreadthedescriptionsofBetty,MaxandMayonpage4,thelettersonpages12and13,andthedescriptionofKateonpage16again.

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八年级英语下册Unit1教案

一般给学生们上课之前，老师就早早地准备好了教案课件，规划教案课件的时刻悄悄来临了。在写好了教案课件计划后，这样我们接下来的工作才会更加好！你们会写多少教案课件范文呢？小编特地为您收集整理“八年级英语下册Unit1教案”，希望对您的工作和生活有所帮助。

Unitone复习提要

一．用所给词的适当形式填空。

1.Theyhavealotoftallsince3yearsago.(build)

2.It’s(possibly)tofinishsuchadifficulttaskinaveryshorttime.

3.Tomseems(goskating)tomorrow.Butheisveryofthelife.(bore)

4.Mycousinsbothwanttobegreat(science)sothattheycanmakethose

(predict)clear.Theywilltrytostoppeoplefrommaking(更少污染)

5.Thatastronautwasnotwiththattruth..（pleasant）

那个宇航员对那个令人不快的事实感到很不满意。

6．Tomtakesfivedays(teach)thatparrot==Tomspendsfivedays(teach)thatparrots

7.Manyscientistsaretryingtomakerobots(walk),it’sdifficultforthem(finish)this

8．Weallknowthat(predict)thefuturecanbediffficultandmany(predict)nevercametrue.

9.Tom(is)acomputerprogrammerin7years.

10.Weshouldtryourbesttousepeopleandmoneytodomorework.(few/little)

二．写出下列短语

1．三只电动牙刷three2。太空站

3。好几百只鹦鹉of4。在未来the

4．形状不同的巨大的机器人robotsdifferent

5．实现梦想realizethedream===makethedream

6．驾飞船到月球tothemoon.7.fallinlovewith

8.穿戴更随意些more9。Bethesameas反义bedifferent

10．活到200岁livetwohundredyearsold.

11.通过电脑在家学习studyathome

三．重点句型1havefundoingsth.

意为"做某事有乐趣"，其中havefun相当于enjoyoneself，表示过得愉快。haveagood/nice/wonderfultimedoingsth./withsth.

Didyouhaveagood/nice/wonderfultimevisitingthatcountry?访问那国家你们快乐吗？

另表“做某事费力”havetrouble/difficulty/problems/ahardtimedoingsth./withsth.

句中fun及trouble为不可数名词，前不能用冠词。可用great、much、alotof，lotsof等修饰。

习题1.it’sfun（swim）inthesea,wehadgreatfun（goswimming）there.

2.whatfuntheyhad(visit)thatamusementpark.

3.Noneknowswhatgreattroublewehad(find)yourhouse.

4．Wehadfunplayingcomputergames.我们玩电脑游戏很愉快。

2英语中集体名词，如family,class,team等作主语时，若作为一个整体看，其后的谓语动词用单数；若强调其组成成员，谓语动词用复数。类似还有police和the+形容词表一类人时

Myfamilyisahappyone.MyfamilyareallwatchingTV.

3在比较级中，要注意than后面人称代词的格。

1）当句中的谓语动词是不及物动词时，than后代词用主格还是宾格，意思上通常没有区别。如：HerunsfasterthanI/me.他跑得比我快。

Theygettoschoolearlierthanwe/useveryday.他们每天都比我们到校早。

2)句中谓语动词是及物动词时，than后面人称代词用主格还是宾格在意思上就有差别了。试比较：Ilikeyoumorethanhe.(=Ilikeyoumorethanhelikesyou.)我比他更喜欢你。

Ilikeyoumorethanhim.(=IlikeyoumorethanIlikehim.)你和他相比，我更喜欢你。

在比较句型中，than后面的谓语动词常常省略。也可以用相应的助动词来代替与前面相同的谓语动词，以避免重复。如：

TomdoesbetteratthelessonsthanI(do).汤姆功课比我好。

SheatelessthanI(did)forbreakfast.她早饭吃得比我少。

4．不定式作定语时，应放在被修饰词的后面，一般指一个还没有发生的动作。

如：Doyouhaveanythingtosayaboutthis?有关这件事你有没有什么要说的？

5．Youdbetter...是Youhadbetter...的缩写形式。hadbetter为固定短语，意为"最好......"，后接动词原形，常用来提出建议或劝告，其否定形式是"hadbetternot+动词原形"。Youdbetternotstaytheretoolong.你最好别在那里呆得太久。

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Itissuchbadweather.天气如此恶劣。

Such常和表示结果的that从句搭配，表示“如此….以至于…”如

Itwassuchahotdaythatweallhadtostayathome.

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

Theyaresuchkind-heartedteachersthatpeopleinthevillageallrespectthem.

Theexamwassodifficultthatmanystudentsfailedtopassit.

a)如名词是可数名词的单数形式，such和so位置不同：

such+a/an+形容词+单数名词=so+形容词+a/an+单数名词即suchanicegirl=soniceagirl

b)如果名词是不可数名词或名词复数，只可用such,不能用so.:

such+形容词+不可数名词或复数名词，如：suchgoodweather，suchcleverkids

c)如果被修饰的不可数名词被much,little,或复数名词被many,few等表示量的形容词修饰时，用so，不用such.

语法要点一般将来时的用法：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。ThedayaftertomorrowwillbeNationalDay.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，对此提问用howsoon

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。用”begoingto+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。

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。

few,little表示否定“几乎没有”==hardlyany或notmany/notmuch。

afew==severalalittle表示肯定“一点，几个”=abitof……。

5.wouldlikesth意思为“想要某物“；wouldliketodo意思为“想要做某事”。回答wouldlike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’dlike/loveto,but….”

d)当little表示“年纪小的”时，可用such+little+名词。

单选题()1.It________usnearlyawholedaytofinishthework.

A.usedB.costC.tookD.spent

()2.Thereis________waterinthejar,isthere?

A.fewB.littleC.afewD.alittle

()3.Thisbasketis________thanthatone.Youcancarrythelightone.

A.moreheavierB.muchheavyC.muchheavierD.veryheavier

()4.It’spolite________theold.Weshouldlearnfromyou.

A.ofyoutohelpB.foryoutohelpC.ofyouhelpingD.foryouhelping

()5.Therearethree________studentsintheirschool.

A.thousandsofB.thousandofC.thousandsD.thousand

()6.There________animportantmeetingthisafternoon.Allofyoushouldattendit.

A.willhaveB.willbeC.willholdD.has

()7.—________willyoucomebackfromyourwork,Dad?

—Inabouthalfanhour,dear.

A.HowlongB.HowoftenC.WhattimeD.Howsoon

()8.Thebossmakestheworkers________longhourseveryday.

A.workB.toworkC.worksD.working

()9.Wehadfun________therobotsdomanydifferentkindsofthings.

A.towatchB.watchedC.watchingD.watches

()10.—Willyouplease________dothat?

—OK,Iwon’t.

A.won’tB.notC.don’tD.can

11.凯蒂不能参加运动会了。

Kitty____________________________________________takepartinthesportsmeeting.

12.昨天有好几百人来我们学校参观。

______________________peoplecametovisitourschoolyesterday.

13.彼得在上海找到了一份工作，他不得不在那里独自生活。

PeterfindsajobinShanghai,sohehasto___________there___________.

14.我们家乡的污染没有以前严重了。Thereis______________inourhometownthanbefore.

15.十年后你会是什么样子？

What____________________________________________intenyears?根据要求完成句子（5分）

61.Therewillbeasportsmeetingthisweekend.(改为同义句)

There_________________________________beasportsmeetingthisweek.

62.IthinkSallywillbeadoctorinfiveyears.（对画线部分提问）

______________________youthinkSally______________________infiveyears?

63.Therewillbefewerpeoplein100years.(改为一般疑问句)

___________there___________fewerpeoplein100years?

64.Therewon’tbeanypapermoney.(改为同义句)

Therewillbe______________________money.

65.MyclassmatesoftenhelpmelearnEnglish.(改为同义句)

Myclassmatesoften___________me___________myEnglish.从方框中选择合适的句子完成对话。（有两项多余）(10分)

David(D)andTina(T)aretalkingaboutwhattheyaregoingtodointhefuture.

T:Whatareyougoingtodoafterleavingschool?

D:Iliketovisitdifferentplaces.(71)__________

T:(72)__________

D:OfcourseIdo.

T:That’sgood.YouaregoodatspokenEnglish.(73)__________

D:Really?I’mtryingtolearnitbetter.(74)__________

T:MaybeI’llbeaPEteacher.Ifeellikeplayingallkindsofgameswithchildren.

D:(75)__________

T:Yes.Ihopemystudentswilllikeme.

D:Goodluck!

A.Whatdoyouwanttobe?

B.Doyouliketraveling?

C.Isthatright?

D.Itseemsthatyou’llenjoyyourwork.

E.Areyougoingtobeateacher?

F.Iamthinkingaboutbecomingaguide.

G.Great.Iwillbeproud(自豪的)tobeateacher.

书面表达（10分）

假如你是Jack，你有一个梦想，希望将来你家能有一个叫Superman的机器人帮你做很多事情，还可以和你一起玩。请展开想象，以Mydream为题写一篇80词左右的短文。

Mydream

I’mJack.I’mdreamingofamorerelaxinglifeinthefuture.Iwillbuyalargeapartmentformyfamily,IhopeIcanhavearobotcalledSuperman.Itwillhelpmecleantheroom,cookthemealandfeedmypetdog.Itwillbeabletoplaysoccerwithme.IfIamhurtorill,itcanlookaftermewell.Therobotwillbeoneofmybestfriends.Ialsowanttobeanastronautandflyarockettothemoon,andifpossibleIwillliveonaspacestation.Ithinkmydreamwillcometruesomeday.

Unit2复习提纲

一．词汇

1.不让……进入教室==keep……theclassroom向……外看lookoutof…..

2.与某人打架haveawithsb.==fightwith

3．与某人争吵withsb。==havewithsb。

4.许多好建议many/alotof/lotsofsuggestions（可数名词）====muchadvice(不可数名词)

5．时尚的Instyle==fashionable===trendy--------------反义词落伍的/不时髦的outofstyle

5.你怎么了?What’swrongyou?===what’stheyou?

==whatishappeningyou？

6．一张球赛票aaballgame.

7.通过电话谈论那电影talkthemoviethephone

8.给某人打电话callsb.==ringsb.up===givesb.acall==makeatelephonecalltosb.

9.从……买礼物buygiftsfrom。。。反义短语sellsth.Sb.把某物卖给某人

10．我能借您的词典吗?CanIyourdictionary?===Canyoumeyourdictionary?

borrow,lend:borrow“借入，借给”即说话人向他人借东西borrowsthfromsb.;lend-lent-lent“借出，借给”即说话人把自己的东西借给他人lendsbsth=lendsthtosb

11.把A与B相比较AB把A比喻成BAB

12．抱怨作某事aboutdoingsth。

二．重点知识点

1..loud是形容词,loud-louder-loudest意思是“响亮的”；作副词时，常与talk,sing,laugh等词连用，如speakloud;

loudly“大声地”带有喧闹的意味，常用来修饰shout,cry,call,knock等动词，通常没有比较级和最高级，作状语；

aloud副词，出声地，大声地，仅指发出声音（以使能被听得见）。

2．Enough为形容词，意思是“足够的”；enough+n.修饰名词常放名词前面enoughmoney;adj/adv+enough修饰形容词或副词必须放其后边；后常用todo或forsb.todo足够做某事

3.except，besides除…之外:except除了…都，在noone,nobody,nothing等词后加介词but也表示“除了”。后边代词必须用宾格且其后的成分不影响前边主语的数，

besides==with强调“除了…之外还有…”

TomwenttotheDisneylandbesidesKate.除了有凯特汤姆也去了迪斯尼乐园

类如with，togetherwith，aswellas后的成分也不能影响主语。

()Nobodybutthetwinsbeentothatcity.

A.haveB.hasC.hadD.is

()TheclassexceptlilyfromEnglish-speakingcountries.

A.comesB.isC.areD.iscoming

4.findout,find,lookfor,lookup:

findout“找出，发现，查明”多指通过调查，询问，打听，研究之后搞清楚，弄明白或指找出较难找到的，无形的抽象的东西；

find“找到，发现”通常指找到或发现有形的东西也可指偶然发现某物的某种情况，强调找的结果；

lookfor“寻找”强调动作。

Lookup查找单词/地点

5．talkabout谈到，谈论；talkof谈到，说到；haveatalkwith与..谈谈，做报告；talktosb对…谈话；talkwithsb与…交谈；talktosb和talkwithsb均表示“和某人谈话”，“讲话”。talktosb比较常用，侧重一方谈，一方听；talkwithsb侧重双方交谈；talkaboutsb则表示“谈论某人”

6．miss(1).女士,后跟姓氏，如：Missli(2)。思念Imissyouverymuch

(3)错过miss后必须用动词的ing形式==failtodo

Hemissedcatchingthebus===hefailedtocatchthebus.

(4).Bemissing==belost=begone丢了，不见了

Mypenismissing==mypenislost==mypenisgone

7．own与have:own强调的是拥有，占有某物为自己的财产，但所占有的东西目前不一定是由人使用，强调所有权；have为普通动词，表示的所有关系。

英语中表“……自己的……”不能用oneself’s必须用one’sown…”如：myownguitar

ofone’sown完全属于某人自己的；onone’sown独立地，自愿地；withone’sownears亲耳。Iwon’tbelieve(相信)youuntilIseeitwithmyowneyes直到我亲眼见到我

8．attend,join,takepartin:

attend“出席，参加，上学”attendschool上学，attendmeeting出席会议；

takepartin参加，是指参与某项活动takeanactivepartin积极参加；

join参加，当join用于加入某个团体或组织，成为其中的一员，后面直接跟名词，当join表示参加某项活动时后面跟介词in.

三．重点句型

1.主语+think/find/make/feel+it作形式宾语（此处不可用其他词替代）+todo不定式作真正宾语

（）Whenthosekidsareadults,theymightfinddifficulttoplanthingsforthemselves.

A.itB.thatC.thisD.that’s

2.“疑问词+不定式“结构相当于一个从句==疑问词+句子主语+一个情态动词+动词原形

如，Wheretogoisstillaquestion.=Whereweshouldgoisstillaquestion.

Wedon’tknowwhentoleaveforshanghai.

=wedon’tknowwhenweshould/can/mustleaveforShanghai.

3hearsb./sth.doing意为"听见某人/物正在做......"，句中doing为现在分词作宾语补足语，表示动作正在进行，强调一个过程。

JustthenIheardsomeonecrying"Help!Help!"那时我听见有人在喊"救命啊！救命！"

hearsb./sth.dosth.听见某人/物做某事，句中do为不带to的动词不定式作宾语补足语，表动作已经结束或经常发生，也可表示即将发生的动作。强调一个结果。

与此用法相同的词有：一感（feel）二听（listento，hear）三让（let，make，have）四看（lookat，see,watch,notice）

Iheardhimsingthreesongs.我听见他唱了三首歌。

WeoftenseeTomreadEnglishontheplaygroundinourschool.

我们常见汤姆在我们学校操场读英

4．把某物忘在某地不能用forget，必须用leavesth。某处

()I’msorrythatImyhomeworkathome,canIhanditinbysuppertime.

A.haveforgottenB.forgetC.haveleftD.leaves

单项选择（10分）

()21.Ihavegottwotickets_______theconcert.

A.onB.ofC.forD.about

()22.Pleaseanswermyquestionina_______voice.

A.loudB.loudlyC.aloudD.weak

()23.Thiskindofskirtlooks_______andsells_______.

A.well;wellB.nice;goodC.nice;wellD.good;nice

()24.Thisis_______book.It’sgoodforyou.

A.quietgoodB.quietgoodaC.agoodquietD.quiteagood

()25.Theofficerorderedthesoldiers_______downquickly.

A.lyingB.liesC.layD.tolie

()26.Wereallydon’tknow_______.Couldyouhelpus?

A.howtodoB.whattodoC.todowhatD.todohow

()27.Iwon’tleavehereuntilmymother_______back.

A.willcomeB.iscomingC.cameD.comes

()28.—_______?

—Mywatchdoesn’twork.

A.WhyareyouhereB.HowdoyoudoC.What’swrongD.What’sthis

()29.Shetoldusthatshe_______herhandbagonthebus.

A.leftB.forgotC.missedD.failed

()30.He_______eighthundredthousanddollarsforhisBenz(奔驰)car.

A.paidB.costC.tookD.spent

词汇（10分）A)根据句意和首字母提示填空。

51.Ioftenhearherc____________aboutherson’slaziness(懒惰).

52.It’llbebettertohavea____________around.It’sdangerousforyouteenagerstogocamping(野营)alone.

53.Hedidn’tpasstheexam,sohewasu____________.

54.Myjobdoesn’ti____________makingcoffeefortheboss.

55.Thiscoatisins____________.Ilikeitverymuch.

B)用括号中所给词语的适当形式填空。

56.Thechildrenenjoyed____________(they)inthemuseumlastSunday.

57.Sallybroughtusapieceof____________(surprise)news.

58.Everyoneinmyclasswas____________(invite)tothepartyexceptme.

59.Thereareall____________(kind)ofcomputersinthatshop.

60.Juliaranpastthefinishinglineasfastas____________(possible).

V.根据要求完成句子（5分）

61.Ithinkyoushoulddoitbyyourself.(改为否定句)

I______________________you___________doitbyyourself.

62.Whatdoyouthinkofourcity?(改为同义句)

___________doyou___________ourcity?

63.Shehastotakeherdaughtertopianolessons.(改为一般疑问句)

___________she___________totakeherdaughtertopianolessons?

64.Parentsaretryingtoplantheirchildren’slife.(对画线部分提问)

___________areparentstrying______________________?

65.Ihavethiskindofbook.Johnsonhasthiskindofbook,too.(改为同义句)

Johnsonhas______________________kindofbook___________me.

Ⅵ.完成句子（5分）

66.他需要足够的睡眠。

He___________toget______________________.

67.学习很重要，但另一方面，你也要多做运动。

Studyisimportant.But____________________________________________,youshouldexercisemore.

68.我妈妈希望我每天晚上都呆在家里。

Mymotherwantsme____________________________________________everynight.

69.你和同学们相处得怎么样？

Howareyou_________________________________yourclassmates?

70.我想弄明白为什么汤姆没邀请我参加他的生日聚会。

Iwantto______________________whyTomdidn’tinviteme___________hisparty.

Ⅶ.从方框中选择适当的句子，补全对话。(10分)

A:Hi,Gina!Whyareyouwearingahat?

B:(71)___________

A:What’swrongwithyourhair?

B:(72)___________

A:Letmehavealook.Oh,it’snotuglyatall.

B:Butitmakesmelooklikeaboy.ItseemsbetterwhenI’minthehat.

A:Butit’ssummer.(73)___________

B:WhatshouldIdo?

A:I’vegotanidea.(74)___________

B:Oh,willitbestrange?

A:No!Thenyoushouldcutyourhairalittleshorter.(75)___________

B:Yes,verygoodidea.ThenIcansayI’maboy,right?

A.It’sshortandugly.

B.Shorthairisverypopular.

C.Youwearsunglasses.

D.Idon’tlikemyhaircut.

E.It’stoohottowearahat.

书面表达（10分）

假如你叫Betty,请用下面所提供的信息写篇短文，告诉你最好的朋友Mary你的烦恼。

内容提要：这几天，你发现同学们对你不太友好。上个星期六，班上的一位同学举行生日聚会，他邀请了很多同学，但没有邀请你。你感到很烦恼，于是向她诉说此事，并向她征求意见。（80词左右）

DearMary,

Ihaveaproblemthesedays.IthinkIneedyourhelp.

Iamnotgettingonwellwithsomeofmyclassmates.Theyarenotfriendlytome.Idon’tknowwhy.LastSaturdayoneofmyclassmateshadabirthdaypartyathome.Heinvitedmanyclassmatesinmyclassexceptme.Ifeelworried,IwanttogetalongwellwithallmyfriendsbutIdon’tknowwhattodo.CouldyoutellmewhatIshoulddo?

Yours,

Betty

新牛津译林版八年级上8A Unit1～8语法总结(英语)

教案课件是老师不可缺少的课件，大家应该要写教案课件了。在写好了教案课件计划后，这样接下来工作才会更上一层楼！你们到底知道多少优秀的教案课件呢？以下是小编为大家收集的“新牛津译林版八年级上8A Unit1～8语法总结(英语)”希望对您的工作和生活有所帮助。

1. 形容词/副词的比较等级(1)—用法讲解大多数的形容词都有三个级别：原级、比较级、最高级。其中比较级表示“更……”，用于两者之间的比较，用来说明“前者比后者更……”，比较级前面一般用much, even, a little修饰，其中even, much 只能修饰比较级。最高级表示“最……”，用于三者及三者以上之间的比较，用来说明“某人或某物在某个范围内最……”① 形容词的比较级(-er)和最高级(-est)的构成a.规则变化之口诀：直接加；去e加；双写加；变y加; more/ most b. 不规则变化原级比较级最高级good / wellbetterbestbad / illworseworstmany / muchmoremostlittlelessleastfarfarther, furtherfarther, furtheroldolder, elderoldest, eldest②比较级前的修饰语still, even, any, quite(a bit), almost, nearly, just, rather；a little, a bit；much, a lot, far, many；twice, ten times, one fourth, two pounds, three years形容词的比较等级(2)—常见句型① A=B A+ V + as + adj./adv. + as + B （与。。。一样）He is as tall as I/me. 他和我一样高。He is as good a teacher as his father.他和他的父亲一样是个好教师。②A≠ B A + V + not + as/so + adj./adv. + as + B （与。。。不一样）They didn’t do as/so much work as you did. 他们干得事没有你多。I’ve never seen as/so old a car as this.我从来没有见过像这样旧的车。③A > B 或A

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八年级英语下册 unit1 What is the matter？教案

八年级英语下册unit1Whatisthematter？教案

人教版初中八年级下册unit1

Unit1Whatisthematter？

SectionA

.TeachingAims

Abilityaims:

1、Tohelpstudentsunderstandandmasterthewords,phrasesandsentencepatterns.

2、Studentslearntoinquireaboutotherpeoplescondition.AndStudentscanlearnaboutotherpeoplesphysicalconditionwiththewordstheylearn.

Knowledgeaims:

Words:matter;have;cold;stomachache;sore;back;arm;ear;eye;foot;hand;head;leg;mouth;neck;nose;stomach;tooth;throat;toothache;fever;rest;honey;dentist;should;headache;shouldn’t

Phrases:haveacoldhaveasorethroathaveafeverseeadentist

Sentences:

1.What’sthematter?Ihaveacold.

2.Ihaveaheadache/stomachache/toothache/soreback/sorethroat.

3.Youshouldgotobed/drinksomewater.

Emotionalaims:

Helpthestudentslearnhowtotalkabouthealthproblemsandgiveadviceonthatwiththelanguagepoints.

II.TeachingkeypointsandDifficulties

1、Learnnewwordsaboutbodyparts.

2、Talkaboutyourhealthandgiveadvice.

.TeachingMethods

Discussion

Task-basedLanguageTeaching

.TeachingAids

BlackboardVideomusicMultimedia

.TeachingPeriods

Oneperiod(45minutes)

VI.TeachingProcedures

Step1Warmingup(5minutes)

1.Attractstudents’attention

Ashortvideoaboutlifedisease.Letstudentswriteasmanywordsaspossibleaboutbodypartsandsickwordsasmuchaspossible.Thenthestudentsaskedthestudentstolabelthemselveswithoutknowingthewords.Aftertheshortvideoisover,theclassroomcanexplainsomewordsthatmoststudentsdonotunderstand.

Step2listeningandreading(10min)

Showpictures

Letstudentslookatthepicturesontheblackboardandlearnthenewwordsaboutthepartsofthebody.Firstteacherletthestudentsraisetheirhandsandtrytoreadthewords.Nexttheteachershouldexplainandguidethestudentstoguessthemeaningofthewordandcorrectthepronunciationofthestudents.Theteacheraskedthestudentstowritedownwordsthatwerenotfamiliarandpractiseundertheclass.

Step3Relax(3min)

Asongtohelpstudentsrelaxthemselves.Theteachergivethelyricstothestudentsandletstudentssingalong.

Step4Learning(20minutes)

Task1、Letthestudentsfillintheblanksinthebookandaskquestionsintheclassroom.Andgivetheanswer.

1.b______2.n_____3.he_____

4.ha_____5.ea_____6.ey_____

7.f______8.m_____9.ne_____

10.a______11.s_______12.l_____

Task2、Makeasentencepatternbythedifferentsymptomsofthecharactersinthepicture.Teachersneedtowritethemainsentencepatternsontheblackboard.Teachersexplainthemeaningofsentencepatternsandthecompositionofbasicsentencepatterns.Andemphasizetheusageofthesuffixache.

Step5After-learning(5minutes)

Pairwork:Theteacheraskedthestudentstochooseasmallpartnertocompleteasmallconversationthroughthepicturetheygave.Andteachertakeafewgroupstosharethefront.

Step6Homework(2min)

Consolidatingsentencepatternsincombinationwithclassroompractice.

Anddoyourhomeworkthatteachergivesyou.

Copyalltheusefulexpressionsorcollocationsinthepassagetothenotebook.

Classroomsummary

Inthislesson,weshouldlearnhowtocareaboutothersillness.Learntocareforstudentsandfamilybetter.

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