以下是小编为大家整理的上海牛津教材八年级上词汇手册(已经出版请勿盗用)(译林牛津版八年级英语上册教案教学设计)，本文共12篇，欢迎阅读与收藏。
篇1：上海牛津教材八年级上词汇手册(已经出版请勿盗用)(译林牛津版八年级英语上册教案教学设计)
Chapter 1（讲解版）
rugby ['rgbi] n. 橄榄球
hockey ['hki] n. 曲棍球
badminton ['bdmintn] n. 羽毛球
table tennis 乒乓球
______ ______ (打羽毛球)
______ _____ ________(弹钢琴)
top-right adj. 右上的
bottom-left ______
title ['taitl] n. *标题,字幕
the name of a work of art or literary composition etc.
subtitle _______
entitle : give a title to ________
signature ['signit] n. 签名
your name written in your own handwriting
Please ______your name here.
His ________isn’t clear enough for me to recognize.
postal code 邮政代码
deliver [di'liv] v. *送
deliverer ______
delivery ______
The person who _______ the parcels and letters is called a ________, and he always makes a _______ on time.
foot [fut] n. * 脚,英尺
foot (singular form)-feet （plural form）
____ _____ 步行
play chess 下棋
form [f:m] n. *年级
Grade eight Class four
three forms of water _______
fill in the form ______
form a company _______
sports field 运动场
______ _______ 运动会
keen [ki:n] adj. *热切的,渴望的
be keen on * 喜爱,渴望
very interested in ; wanting to do something
我喜欢足球。
_______________________.
_______________________.
_______________________.
_______________________.
physics ['fiziks] n. *物理
Physics ____ one of the subjects.
physics – physical
a _______ teacher
________ homework
_________ changes
ambition [m'bin] n. *抱负,雄心
wish or goal
His ambition is to own his own business.
________________________________
我的理想是成为一名工程师。
________________________________.
enclose [in'kluz] v. 围住,封入
put inside
close -enclose
Darkness enclosed him.
meaning ['mi:ni] n. 意义,意思
mean-meaning -meaningful-meaningless
What does the word ____?
What’s the _______ of the word?
look up * 查找
When we meet the new word, we’d better not look it up in the dictionary immediately.
all in 疲劳的
tired
trainer ['trein] n. 训练器材,鞋子
I need to buy a pair of _______.
hurt [h:t] v. * 弄疼,伤害
(hurt –hurt-hurt)
terribly ['terbli] adv. 十分,非常
very
terrible -terribly
The film is _______ ________.
idle ['aidl] adj. 空暇的,游手好闲的
lazy
idle-idler
tidy ['taidi] v./adj. 整理
______ the room, and make it _____.
inaudible [in':dbl] adj. 听不见的
impossible to hear , unhearable
audible -inaudible-inaudibly
boring ['b:ri] adj. *烦人的
architect['ɑ:kitekt] n. 建筑师
a person who plans and designs
___ architect 一个建筑师
He is one of the famous _______ in China.
machine [m'i:n] n. * 机器
full name 全名
less than *少于
more than ____
inch [int] n. *英寸
at all 根本
Not at all ______
I don’t know you at all. __________
geography [di'grfi] n. * 地理
probably ['prbbli] adv. *也许,可能
possibly / maybe / perhaps
length [leθ] n. * 长度
long-length wide-width
high-height strong-_______
birth [b:θ] n. 出生
conversation [knv'sein] n. 会话,对话
formal talk
questioner ['kwestn] n. 提问者,询问者
shorten [':tn] v. 缩短
enlarge /enclose /broaden / widen
begin with 从......开始
start with 从......开始
end up with _________
consonant ['knsnnt] n. 辅音
vowel ['vaul] n. 元音
European [jur'pi:n] a/n. 欧洲的,欧洲人
Europe - European
____ European 一个欧洲人
actress ['ktris] n. *女演员
act-actor-actress-action-activity-active
at the other side of 在......另一边
on both sides of
on each side of
on either side of
recently ['ri:sntli] adv. * 最近
I have finished reading a new book recently.
arrow ['ru] n. 箭
such as *例如
dictionary ['diknri]n. *字典
encyclopaedia [ensaiklu'pi:dj]n. 百科全书
directory [di'rektri] 地址,姓名录
alphabetical [lf'betikl] adj. 字母表的
alphabet - alphabetical
arrange ['reind] v. * 安排
arrange-arrangement
they made ____________ to meet in Chicago.
social ['sul] adj. 社会的
society _______
step [step] n. *步骤,阶段
ending ['endi] n. 结束
capital ['kpitl] a/n. *大写的,首都
childhood ['taildhud] n. * 童年
underlined ['nd'laind] adj. 下划线的
underline-underlined
come into the world 出生
couple ['kpl] n. * 一双,一对,夫妇
the couple _______
a couple of days _______
adopt ['dpt] v. 收养,采纳
omen ['umen] n. 前兆,预兆
year of the horse 马年
destine ['destin] v. 命定,预订
fortune ['f:tn] n. 运气,财富
bill [bil] n. * 帐单
arrival ['raivl] n. 到达
arrive - arrival
on one’s arrival ________
embassy ['embsi] n. 大使馆
housekeeper ['hauski:p] n. 管家
chief [ti:f] adj. 主要的,首位的
earn [:n] v. 赚得,挣得
earn money= make money
greatly [greitli] adv. 极大地
moment ['mumnt] n. * 瞬间,刹那
drama ['drɑ:m] n. 戏剧
academy ['kdmi] n. 学院
*************************************
Taylor ['teil] 泰勒
Sidney [sidni] 西德尼
Newcastle ['nju:kɑ:sl] 纽卡斯尔
Tyne [tain] 泰恩
Edwin ['edwin] 埃德温
punch [pnt] 潘趣酒,混合饮料
Stephen ['sti:vn] 斯蒂芬
Don Wilson 唐.威尔逊
Ottawa ['tw] 渥太华
Ontario [n'triu] 安大略
Test1: Complete the sentences with the given words in their proper forms.
1. I was sitting at the back of the hall, so his speech was ______(audible).
2. The performances made me ______(bore).
3. _______ is a new subject in Form Two.(physical)
4. My new ______ hurt my toes because they are too tight.( train)
5. My sister is an________(act).
Test2: Write questions for the underlined part.
1. My father went to London by air last week.
_____________________________
2. Sam and Karl have visited the Great Wall some times.
_____________________________
3. It is around 4500 kilometres from Beijing to Singapore.
_____________________________
4. Qu-yuan was born around two thousand years ago.
_____________________________
5. His brother practises swimming twice a year.
_____________________________
6. It took the old man over half an hour to get home.
_____________________________
7. They have lived in Los Angeles for six years.
_____________________________
8. Eddie felt quite well this morning.
_____________________________
9. Twenty of my classmates like watching television best.
_____________________________
10. My plane will leave for Bangkok at 10:10 a.m.
_____________________________
11. Jack’s sister is 14 years old.
_____________________________
12. I always have toothache because I have eaten too many sweets.
_____________________________
13. The man over there is 1.75 metres tall.
_____________________________
14. The big house cost me more than a million yuan.
_____________________________
15. There are about 12 million people in Tokyo.
_____________________________
16. Many tourists always visit the Palace Museum in Beijing.
_____________________________
17. Mrs Li is going to USA to see Aunt Judy.
_____________________________
18. He has put a small amount of tea in his suitcase.
_____________________________
19. We are going to have Dragon Boat races in two weeks.
_____________________________
20. I lost my bag in the park the day before yesterday.
_____________________________
Chapter 1（集中版）
rugby ['rgbi] n. 橄榄球
hockey ['hki] n. 曲棍球
badminton ['bdmintn] n. 羽毛球
table tennis 乒乓球
top-right adj. 右上的
title ['taitl] n. *标题,字幕
signature ['signit] n. 签名
postal code 邮政代码
deliver [di'liv] v. *送
foot [fut] n. * 脚,英尺
play chess 下棋
form [f:m] n. *年级
sports field 运动场
keen [ki:n] adj. *热切的,渴望的
be keen on * 喜爱,渴望
physics ['fiziks] n. * 物理
ambition [m'bin] n. *抱负,雄心
enclose [in'kluz] v. 围住,封入
meaning ['mi:ni] n. 意义,意思
look up * 查找
all in 疲劳的
trainer ['trein] n. 训练器材,鞋子
hurt [h:t] v. * 弄疼,伤害
terribly ['terbli] adv. 十分,非常
idle ['aidl] adj. 空暇的,游手好闲的
tidy ['taidi] v./adj. 整理
inaudible [in':dbl] adj. 听不见的
boring ['b:ri] adj. *烦人的
architect['ɑ:kitekt] n. 建筑师
machine [m'i:n] n. * 机器
full name 全名
less than *少于
inch [int] n. *英寸
at all 根本
geography [di'grfi] n. * 地理
probably ['prbbli] adv. *也许,可能
length [leθ] n. * 长度
birth [b:θ] n. 出生
conversation [knv'sein] n. 会话,对话
questioner ['kwestn] n. 提问者,询问者
shorten [':tn] v. 缩短
begin with 从......开始
start with 从......开始
consonant ['knsnnt] n. 辅音
vowel ['vaul] n. 元音
European [jur'pi:n] a/n. 欧洲的,欧洲人
actress ['ktris] n. *女演员
at the other side of 在......另一边
recently ['ri:sntli] adv. * 最近
arrow ['ru] n. 箭
such as *例如
dictionary ['diknri]n. *字典
encyclopaedia [ensaiklu'pi:dj]n. 百科全书
directory [di'rektri] 地址,姓名录
alphabetical [lf'betikl] adj. 字母表的
arrange ['reind] v. * 安排
social ['sul] adj. 社会的
step [step] n. *步骤,阶段
ending ['endi] n. 结束
capital ['kpitl] a/n. *大写的,首都
childhood ['taildhud] n. * 童年
underlined ['nd'laind] adj. 下划线的
come into the world 出生
couple ['kpl] n. * 一双,一对,夫妇
adopt ['dpt] v. 收养,采纳
omen ['umen] n. 前兆,预兆
year of the horse 马年
destine ['destin] v. 命定,预订
fortune ['f:tn] n. 运气,财富
bill [bil] n. * 帐单
arrival ['raivl] n. 到达
embassy ['embsi] n. 大使馆
housekeeper ['hauski:p] n. 管家
chief [ti:f] adj. 主要的,首位的
earn [:n] v. 赚得,挣得
greatly [greitli] adv. 极大地
moment ['mumnt] n. * 瞬间,刹那
drama ['drɑ:m] n. 戏剧
academy ['kdmi] n. 学院
*************************************
Chapter 2（讲解版）
motor [ 'mut ] n. *马达,汽车
subtitle [ 'sbtaitl ] n. 字幕,说明,副标题
be similar to 与......相似
be different from 与......不同
whiz-kid ['wizkid] n. 神童
a teenager or young adult who is very good or quick at doing something
successful [ sk'sesful ] adj. 成功的
succeed-success-successful-successfully
Failure is the mother of _________.
If you work hard, you will _______.
How can I work it out _________?
His ambition is to be a __________ writer.
top student 尖子生
luckily [ 'lkili ] adv. *幸亏,幸运地
luck-lucky-luckily-unluckily
_________, he failed in the examination.
manager [ 'mnid ] n. *经理
a person who controls a business or part of it
manage-manager
Without your help, I couldn’t ______ it by myself.
manage to do
responsible [ ris'pnsbl ] adj. *负责的
having the responsibility or duty to do something
be responsible for 对......负责
It is responsible of you to look after these homeless children.
我们应该对这些无家可归的孩子负责。
_____________________________________
sale [ seil ] n. *销售
selling; the part of a business which tries to sell the product
on sale ____
accountant [ 'kauntnt ] n. 会计
the person who looks after the money and keeps the financial records
own [ un ] adj./v. *自己的
of one’s own _________
own-owner
这本书是我的。
_______________________
_______________________
_______________________
_______________________
client [ 'klaint ] n. 客户
customer; someone who buys something or uses a service
achieve [ 'ti:v ] v. *达到,获得
get, receive, succeed in doing something
achieve-achievement
fail [ feil ] v. *失败
fail to do
fail -failure
simple [ 'simpl ] adj. *简单的
very easy
simple-simply
attend ['tend] v. 出席
be present, go to
attend the school/ a club/ the meeting
assist ['sist] v. 帮忙
help someone do something
assist sb. in doing sth.
assist sb. with sth.
assist-assistant ( )
violin [vai'lin ] n. *小提琴
continue [ kn'tinju: ] v. *继续
go on doing
seldom [ 'seldm ] adv. 很少,不常
not often
company [ 'kmpni ]n. *公司
gain [ gein ]v. *获得,增加
musical [ 'mju:zikl ]adj. 音乐的
music-musical
instrument [ 'instrumnt ] n. 工具
pass[ pɑ:s ] v. *通过
usual [ 'ju:ul ] adj. *通常的,平常的
usual-usually-unusual
guard [ gɑ:d ] n. 警卫,哨兵
messenger [ 'mesind ] n. *信使
positive [ 'pztiv ] adj. 肯定的,积极的
adverb [ 'dv:b ] n. 副词
adverbial [ d'v:bil ] adj. 副词的,积极的
phrase [ freiz ] n. 短语
at no time 从不
rainfall [ 'reinf:l ] n.[u] 降雨,雨量
honestly [ 'nistli ] adv. 诚实地
honest-honestly-honesty
to be honest _______
daydream [ 'deidri:m ] v. 做白日梦
physical [ 'fizikl ] adj. *物理的,身体的
temper [ 'temp ] n. 脾气
lose one's temper 发脾气
tell the truth 说实话
tell a lie _____
repeat [ ri'pi:t ] v. 重复
say it again
correct [ k'rekt ] v./adj. * 改正,正确的
explain [ iks'plein ] v. *解释
explain to sb. sth./ explain sth. to sb.
explain-explanation
A dictionary______ the meaning of words.
He left the room without _________.
politeness [ p'laitnis ] n. 礼貌
polite [ p'lait ] adj. 礼貌的
_________ 不礼貌的
experiment [ iks'perimnt ] n. *实验,试验
do / make an experiment
first of all 首先
attention[ 'tenn ] n. 注意,注意力
pay attention to
cell [ sel ] n. 蜂窝,细胞
force [ f:s ] n. 力量,权力
seed [ si:d ] n. 种子
temperature [ 'temprit(r) ] n. *温度
____ ____ _______ 量体温
champion[ 'tmpjn ] n. 冠军
jog [ dg ] v. 慢跑,漫步
go jogging ______
daily[ 'deili ] adj. *日常的,每日的
everyday
finding [ 'faindi ] n. 发现
*************************************
Bandar 班达（地名）
Fuller 福勒 （人名）
Fantasia 樊泰西亚 （人名）
Test1: Spell the words according to the meanings.
1. _________ a person who looks after the money and keeps the financial records
2. _________ a person who plans and designs a building
3. _________ a person who plans, makes or repairs machines.
4. _________ a teenager who is very good or quick at doing something
5. _________ a person who controls a business.
Test2: Complete the sentences with the given words in their proper forms.
1. We all ______ in mending the roof when it was raining.(assistant)
2. If you want to be a ______ in business,you must work hard.
3. _______, I didn’t pass the final test .
4. My mother is __________ for cleaning the house.(responsibility)
5. He bought a small house in the countryside and lived ______. (simple)
6. ---Why did he look _____ at her son?
--- Because he didn’t pass the examination. (happy)
7. Most of the people in our city ________ the night school for the further education.(attention)
Chapter 2（集中版）
motor [ 'mut ] n. *马达,汽车
subtitle [ 'sbtaitl ] n. 字幕,说明,副标题
be similar to 与......相似
be different from 与......不同
whiz-kid ['wizkid] n. 神童
successful [ sk'sesful ] adj. 成功的
top student 尖子生
luckily [ 'lkili ] adv. *幸亏,幸运地
manager [ 'mnid ] n. *经理
responsible [ ris'pnsbl ] adj. *负责的
be responsible for 对......负责
sale [ seil ] n. *销售
accountant [ 'kauntnt ] n. 会计
own [ un ] adj./v. *自己的
client [ 'klaint ] n. 客户
achieve [ 'ti:v ] v. *达到,获得
boring [ 'b:ri ] adj. 烦人的
fail [ feil ] v. *失败
simple [ 'simpl ] adj. *简单的
attend v. 出席
assisst v. 帮忙
violin [ .vai'lin ] n. *小提琴
continue [ kn'tinju: ] v. *继续
seldom [ 'seldm ] adv. 很少,不常
company [ 'kmpni ]n. *公司
gain [ gein ]v. *获得,增加
musical [ 'mju:zikl ]adj. 音乐的
instrument [ 'instrumnt ] n. 工具
pass[ pɑ:s ] v. *通过
usual [ 'ju:ul ] adj. *通常的,平常的
guard [ gɑ:d ] n. 警卫,哨兵
messenger [ 'mesind ] n. *信使
positive [ 'pztiv ] adj. 肯定的,积极的
adverb [ 'dv:b ] n. 副词
adverbial [ d'v:bil ] adj. 副词的,积极的
phrase [ freiz ] n. 短语
at no time 从不
rainfall [ 'reinf:l ] n. 降雨,雨量
honestly [ 'nistli ] adv. 诚实地
daydream [ 'deidri:m ] v. 做白日梦
physical [ 'fizikl ] adj. *物理的,身体的
temper [ 'temp ] n. 脾气
lose one's temper 发脾气
tell the truth 说实话
repeat [ ri'pi:t ] v. 重复
correct [ k'rekt ] v./adj.* 改正,正确的
explain [ iks'plein ] v. *解释
politeness [ p'laitnis ] n. 礼貌
polite [ p'lait ] adj. 礼貌的
experiment [ iks'perimnt ] n. *实验,试验
first of all 首先
attention[ 'tenn ] n. 注意,注意力
cell [ sel ] n. 蜂窝,细胞
force [ f:s ] n. 力量,权力
seed[ si:d ] n. 种子
temperature [ 'temprit(r) ] n. *温度
champion[ 'tmpjn ] n. 冠军
jog [ dg ] v. 慢跑,漫步
daily[ 'deili ] adj. *日常的,每日的
finding[ 'faindi ] n. 发现
Test3: Choose an expression to take the place of the underlined part of each sentence.
A. help B. go on C. was born D. picks up F. walking slowly
1. My mother sometimes collects me after I finish my violin lessons.
2. I always assist my father with the garden.
3. I will continue watching TV after lunch.
4. Jogging is his favourite form of exercise.
5. He came into the world in 1954.
1._____ 2._______ 3._______ 4._______ 5. ________
Chapter 3（讲解版）
dial [ 'dail ] n/v* 拨号 号码盘
select the numbers on a telephone ; make a phone call
dialed / dialled
打你的电话___________________________
argue [ 'ɑ:gju: ] v. *争论,争辩
argument [ 'ɑ:gjumnt ] n. *争论,争辩
a quarrel ; an angry disagreement
We _______ with the waiter about the price of the meal.
Most families have _______ over money.
deal with 处理,应付
do with ________
______ will you do with these problems?
______ will you deal with these problems?
shout at 对......大喊
hold out 端出,伸出
crowd [ kraud ] n. 人群,群众
a large number of things or people together
crowd-crowded
a crowd of people ________
The new store is _____ with customers.
stare [ ste ] v./n. 瞪视
look at someone or something with great interest, with one’s eyes wide open
She stared at herself in the mirror.
___________________________
不要那样地盯着我。____________________
“看”：_______________________________
steal [sti:l]v. (stole,stolen) *偷窃
take something which is not yours ; be a thief
steal something from somebody
purse [ p:s ] n. 钱包
a small bag in which we keep money, wallet
bookshop [ 'bukp ] n. 书店
bookstore
postcard [ 'pstkɑ:d ] n. *明信片
notice [ 'nutis ] v. *注意到
see something, to become aware of it
Did you notice him coming in/come in?
________________________________
I noticed something unusual.
handbag [ 'hndbg ] n. 手提包
follow [ 'flu ] v. *跟随
to travel behind, go after, come after
the following week =the next week
请跟我来 ______________
bell [ bel ] n. *钟
ring [ri] v. (rang,rung) *响铃
铃响了________________
gate [ geit ] n. *大门
aboard [ 'b:d ] adv. 上车,上船
on or into a ship, boat, aeroplane, bus or train
go aboard ______
go abroad ______
strange [ streind ] adj. *奇怪的,陌生的
unusual , puzzling
stranger ______
action [ 'kn ] n. 行为,行动
Actions speak louder than words.
__________________________
______ ______ 动作片
robbery [ 'rbri ] n. 抢劫
the act of robbing someone
rob - robber - robbery
The______ knocked her down and ______ her of her purse.
There were several________ happening in the neighborhood.
railing [ 'reili ] n. 围栏
metal bars which keep you out of an area
detail [ 'di:teil, di'teil ] n. 细节,详细
handcuff [ 'hndkf ] n. 手铐
two strong metal things which police put around the wrists of prisoners, usually used in pairs
in handcuffs ______
noisily [ 'nizili ] adv. 吵闹地
with much noise or loud and unpleasant sound
noise-noisy-noisily
There is so much _____in this restaurant; your voice.
He blew his nose _______.
The bus was crowded with _____ children.
funny [ 'fni ] adj. *有趣的,古怪的
fun-funny
A _____ thing happened to me today.
What great _____ swimming in the sea is!
amusing ['mju:zi] adj. *有趣的,好笑的
amused-amusing
She keeps a lot of _____ stories in her head.
Everyone was ____ at/by the story about the dog.
unusual [ n'ju:ul ] adj. *不同寻常的
usual-usually-unusual
against [ 'genst ] prep. 反对,抵抗
我反对战争,支持和平。
__________________________
realize [ 'rilaiz ] v. *实现,意识到
My wishes have been realized. ( )
He could not realize his own danger. ( )
permission [ p'min ] n. 允许
permit-permission
They entered the room without _______.
in time *及时
on time ____
definitely [ 'definitli ] adv. 明确地,确定地
do sth wrong 做错事
attack ['tk ] v. *攻击
The enemy attacked us at night.
description [ dis'kripn ] n. 描述
describe-description
The beauty is beyond ________.
Words cannot ______ the beauty .
baseball [ 'beisb:l ] n. 棒球
refer to 谈到,涉及
referred referring
Don't refer to this matter again, please.
regular [ 'regjul ] adj. 规则的,定期的
irregular [ i'regjul ] adj.不定期的,无规律的
double [ 'dbl ] adj./v 双倍的,加倍
final [ 'fainl ] adj. *最终的
finally
____ _____
____ ___ ______
period [ 'pirid ]n. 时期,阶段
inspector [ in'spekt ] n. 检查者,稽查员
_____or _______ _______
alone [ 'lun ] adv. *单独地
lonely 寂寞的孤独的
Although I live ______, I don’t feel _____.
smash [ sm ] v. 粉碎,猛撞
gang [ g ] n. 匪帮团伙
daring [ 'dri ] adj. 大胆的,勇敢的
brave
switch [ swit ] v. 接通,转换
switch on ______
____ ____ 关掉
scold [ skuld ] v. 责骂,批评
Did you scold her for breaking it?
soldier [ 'suld ] n. *战士,士兵
scientist [ 'saintist ] n. *科学家
cauliflower [ 'k:liflau ] n. 花椰菜
cause [ k:z ] v./n. *引起,原因
Police are investigating the causes of the fire.
caution [ 'k:n ] n. 小心,警告
cellar [ 'sel ] n. 地窖,地下室
cello [ 'tel ] n. 大提琴
cement [ si'ment ] n. 水泥
ceremony [ 'serimni ] n. 仪式,典礼
chain [ tein ]n. 链子,电路
chalk [ t:k ]n. [u] 粉笔
top-left adj. 左上的
cassette [ k:'set ] n. 录音带
absent [ 'bsnt ] adj. 缺席的
absent-present（ opposite）
national [ 'nnl ] adj. *国家的,民族的
nation-national-nationality-international
_____ ______ ________ __________
prove [ pru:v ] v. *证明
coast [ kust ]n. 海岸
defeat [ di'fi:t ] v. /n. 击败
easily [ 'i:zili ] *adv. 容易的
Can you work out the ____problem _____ ?
goal [ gul ] *n. 目标,终点,球门
He has achieved his goal. _____
It's in we've got a goal! _____
starve [ stɑ:v ] v. 挨饿
joke [ duk ] n. *玩笑
play a joke on somebody.
degree [ di'gri: ] n. *等级,程度
figure [ 'fig ] n. 数字,形状
broken ['brukn ] adj. 坏的,破的
charge [ tɑ:d ] v. *收费
the price charged for some article or service
How much do you charge for mending shoes?
photocopy [ 'futu.kpi ] v. 复印
gift [ gift ] n. 礼物
make up 化妆,编造
I tried to make up for the lost time. ______
make up one’s mind _________
Make up a story ________
*************************************
Kurt 科特 (人名)
Julia 朱丽亚 (人名)
Judy 朱迪 （人名）
Celsius 摄氏的
Test1: Complete the sentences with the given words in their proper forms.
1, I _____with her for a long time.(argument)
2, A______ _______ a bank yesterday.( robbery)
3,That is a _______ of you. (describe)
4, Your writing is _______, some letters are big and some are small.(regular)
5, The time is coming for _______(act).
Test2: fill in the blank with the right tense.
1.We (visit) our teacher already.
2.I (be) to the Great Wall twice.
3. May (go) home yet?
4.He (give) you the answer as soon as he (come) back.
5. (be) there much snow last winter? No, there (not).
6. you (hear) the news last night?
7.They (write) letters the whole morning. They didn't have a rest.
8.She often (talk) about that book.
9.Look! The children (play) in the park.
10.The foreign guests (arrive) in 5 minutes.
11.The boy (study) now. (not make) any noise.
12. Last week my grandma (go) to (see) a friend of her. She (be) very happy. She (cook) a good dinner. They (enjoy) it very much.
13.A: How many times you (see) the film?
B: About 5 times.
A: When you (see) it for the first time?
B: 2 years ago.
A: you (like) it?
B: Yes. I (like) it very much?
14.Mary (listen) to the radio when her mother came in.
15. Tomorrow (be) Sunday. I (visit) an old friend.
Chapter 3（集中版）
dial [ 'dail ] n/v* 拨号 号码盘
argue [ 'ɑ:gju: ] v. *争论,争辩
deal with 处理,应付
argument [ 'ɑ:gjumnt ] n. *争论,争辩
shout at 对......大喊
hold out 端出,伸出
crowd [ kraud ] n. 人群,群众
stare [ ste ] v./n. 瞪视
steal [ sti:l ] v. *偷窃
purse [ p:s ] n. 钱包
bookshop [ 'bukp ] n. 书店
postcard [ 'pstkɑ:d ] n. *明信片
notice [ 'nutis ] v. *注意到
handbag [ 'hndbg ] n. 手提包
follow [ 'flu ] v. *跟随
bell [ bel ] n. *钟
ring [ ri ] v. *响铃
gate [ geit ] n. *大门
aboard [ 'b:d ] adv. 上车,上船
strange [ streind ] adj. *奇怪的,陌生的
action [ 'kn ] n. 行为,行动
robbery [ 'rbri ] n. 抢劫
railing [ 'reili ] n. 围栏
detail [ 'di:teil, di'teil ] n. 细节,详细
handcuff [ 'hndkf ] n. 手铐
noisily [ 'nizili ] adv. 吵闹地
funny [ 'fni ] adj. *有趣的,古怪的
amusing ['mju:zi] adj. *有趣的,好笑的
unusual [ n'ju:ul ] adj. *不同寻常的
against [ 'genst ] prep. 反对,抵抗
realize [ 'rilaiz ] v. *实现,意识到
permission [ p'min ] n. 允许
in time *及时
definitely [ 'definitli ] adv. 明确地,确定地
do sth wrong 做错事
attack ['tk ] v. *攻击
description [ dis'kripn ] n. 描述
baseball [ 'beisb:l ] n. 棒球
refer to 谈到,涉及
regular [ 'regjul ] adj. 规则的,定期的
double [ 'dbl ] adj./v 双倍的,加倍
final [ 'fainl ] adj. *最终的
irregular [ i'regjul ] adj.不定期的,无规律的
period [ 'pirid ]n. 时期,阶段
inspector [ in'spekt ] n. 检查者,稽查员
alone [ 'lun ] adv. *单独地
smash [ sm ] v. 粉碎,猛撞
gang [ g ] n. 匪帮团伙
daring [ 'dri ] adj. 大胆的,勇敢的
switch [ swit ] v. 接通,转换
scold [ skuld ] v. 责骂,批评
soldier [ 'suld ] n. *战士,士兵
scientist [ 'saintist ] n. *科学家
cauliflower [ 'k:liflau ] n. 花椰菜
cause [ k:z ] v./n. *引起,原因
caution [ 'k:n ] n. 小心,警告
cellar [ 'sel ] n. 地窖,地下室
cello [ 'tel ] n. 大提琴
cement [ si'ment ] n. 水泥
ceremony [ 'serimni ] n. 仪式,典礼
chain [ tein ]n. 链子,电路
chalk [ t:k ]n. [u] 粉笔
top-left adj. 左上的
cassette [ k :'set ] n. 录音带
absent [ 'bsnt ] adj. 缺席的
national [ 'nnl ] adj. *国家的,民族的
prove [ pru:v ] v. *证明
coast [ kust ]n. 海岸
defeat [ di'fi:t ] v. /n. 击败
easily [ 'i:zili ] *adv. 容易地
goal [ gul ] *n. 目标,终点,球门
starve [ stɑ:v ] v. 挨饿,饥谨
joke [ duk ] n. *玩笑
degree [ di'gri: ] n. *等级,程度
figure [ 'fig ] n. 数字,形状
broken ['brukn ] adj. 坏的,破的
charge [ tɑ:d ] v. *收费
photocopy [ 'futu.kpi ] v. 复印
gift [ gift ] n. 礼物
make up 化妆,编造
Chapter 4（讲解版）
minus ['mains] prep. *减,减去
decimal ['desiml] n. 小数
protractor [pru'trkt] n. 量角器
measure ['me] v. /n. 测量
He measured the length of the room. ( )
The government has promised to take measures to help the unemployed. ( )
angle ['gl] n. 角,角度
angel ______
triangle ______
odd [d] adj. 奇怪的,单数的
strange , cannot be divided by two
compass ['kmps] n. 圆规，指南针
fraction ['frkn] n. 分数,碎片
subtract [sb'trkt] v. 减,减去,减掉
subtract 2 from 8 _________
multiply ['mltiplai] v. 乘,增多
add a number to itself a number of times
Four multiplied by seven is twenty-eight. ______
divide [di'vaid] v. *除,分割
find out how many times one number is contained in another
Six divided by two is three. ________________
percentage [p'sentid] n. 百分比
an amount that is part of a hundred
80% ____________
even ['i:vn] adj. * 偶数的,相等的
especially [is'peli] adv. * 尤其
special-specially-especially
I love the country, __________ in spring.
I came here ___________ to see you.
She is a _______ friend of mine.
calculate ['klkjuleit] v. 计算
use numbers to find answers
calculation [klkju'lein] n. 计算
the result of calculating
calculator ['klkjuleit] n. *计算器
a machine for caculating
calculating __________
We can ______ the ________by using a _______ or a ________ machine.
brain [brein] n. 大脑
this organ inside the head that thinks, remembers, feels
at least 至少
at most _____
ancient ['einnt] adj. *古代的
very old
in ancient times _______
in tens 以十为计,十进制
Greek [gri:k] adj. / n.希腊的,希腊人,希腊语
Roman ['rumn] adj. / n. 罗马的,罗马人
When in Rome , do as the Romans do.
_________________________
All roads lead to Rome.
________________________
Egyptian [i'dipn] adj. / n. 埃及的,埃及人
consist [kn'sist] v. * 由...组成
consist of *由...组成
be made up of
我们班级由50人组成。
_________________________
_________________________
invent [in'vent] v. *发明
make for the first time
invention [in'venn] n. *发明
inventor ______
The ________ of the computer marked the beginning of a new era.
Bell is one of the most famous _______, who _______the telephone.
develop [di'velp] v. *开发,发展
grow bigger or better
develop-developed-developing-development
They ________ a new medicine.
China is a ________ country. However, with the ______ of China, she will be a ________ one in the near future.
abacus ['bks] n. 算盘
an old form of calculator
accurate ['kjurit] adj. 精确的,准确的
with no mistakes
He can speak English fluently and _________.
bead [bi:d] n. 珠子,念珠
represent [repri'zent] v. 代表
stand for
The red lines on the map represent railways.
What does “PK” stand for?
electronic [ilek'trnik] adj. 电子的
using electrons for power
E-mail ( ) E-pal ( )
electricity-electric-electrical
I like to read books on ________ music.
Now _________ appliances have entered into ordinary families.
How can we make _________?
He bought an_______ hair-drier for Mary.
root [ru:t] n. * 根
square root平方根
powerful ['pauful] adj. *强大的
strong
lifetime ['laiftaim] n. 终身,一生
in one’s lifetime ____________
human ['hju:mn] adj. 人类的,人性的
human being __________
amazing ['meizi] adj. * 惊人的
very surprising
amazed ________
He was______ as he listened to their ______ news
program ['prugrm] n. 编程
give orders to a computer
instruction [in'strkn] n. 指令,指示
order
solve [slv] v. * 解决
I can solve the problem.
______________________(passive voice)
be made up of *由...组成
consist of
nation ['nein] n. 国家,民族
stand for 代表
represent
What does blue stand for?
beat [bi:t] v. 打败
receive [ri'si:v] v. * 收到,接待
statement ['steitmnt] n. 陈述,说明
Listen to the tape and tell whether the following statements are T or F.
pause [p:z] v./n. 暂停
arrange ['reind] v. * 安排
arrangement _____
total ['tutl] n./ adj. 总数,总共,全部的
in total / in all / altogether
cardinal ['kɑ:dinl] n./adj. 基数,基本的ordinal [':dinl] n./adj. 序数,顺序的
position [p'zin] n. 位置
separately ['sepritli] adv. 单独地,分开地
ID card 身份证
pick up * 捡起,拾起
pick up a flower from the ground.
pick a flower
copy down 抄下,记下
wrongly [rli] adv. 错误地
announcement ['naunsmnt] n. 声明,宣言
decision [di'sin] n. 决定
decide ________
make up one’s mind ________
make a decision ________
他决定努力学习。
______________________
______________________
______________________
fellow ['felu] n. 伙伴
graph [grɑ:f] n. 图解,图表
cashmere ['kmi] n. 开司毛(羊毛)
average ['vrid] adj.平均的,平常的
On average we receive five letters each day.
population [ppju'lein] n. 人口
中国人口有多少？
_______________________________
中国人口比日本人口多。
_________________________________
Prep. V.
+ plus/and add …and
- minus subtract…from
× times/multiplied by multiply …by
÷ divided by divide …by
+ (be) equal to is/ equal
5+5 add 5 and 5
5+5=10 5 plus 5 equals /is 5.
10-8 subtract 8 from 10
10-8=2 10 minus 8 equals 2.
8 × 6 Multiply 8 by 6
8 × 6=48 8 multiplied by 6 equals 48.
18 ÷6 divide 18 by 6
18 ÷ 6=3 18 divided by 6 equals 3.
5+5=? What is 5 plus 5 ?
Test1: Fill in the blank with the proper words.
1. Please ___7 and 3
2. David, ___4 from 14
3. ____3by 9 if you want 9 boxes of milk.
4. ___4by 2 ,and you will still get 2.
5. 10____9 is 1.
6. 9_____10 equals 19.
7. 9______ ____10 is 90.
8. 10____ ______10 is 1.
Test2: Translation
1. 100-94不等于5。
_________________________________________
2. Tom 把6乘以0，他得到的答案仍是0。
__________________________________________
3. 为什么不将100除以5呢？
_________________________________________
4. 40-14=26
________________________________________
5. Bill，从30 里减去6。
__________________________________________
Test3: Fill in the blank with the proper form.
give, bring, go, speak, rain, turn off, make, sleep, play, build
1、Tom many friends since he came here.
2、She swimming tomorrow afternoon.
3、Jim is always busy. He only sixhours every night.
4、Chinese in many countries today.
5、Look! the students football on the playgrownd.
6、The bridge by the farmers themselves in 1950.
7、The headmaster us a talk yesterday.
8、Please the lights when you leave.
9、Mr Smith asked me the book with me that afternoon.
10、Take the rain coat with you. It now.
Chapter 4（集中版）
minus ['mains] prep. *减,减去
decimal ['desiml] n. 小数
protractor [pru'trkt] n. 量角器
measure ['me] v. 测量
angle ['gl] n. 角,角度
odd [d] adj. 奇怪的,单数的
compass ['kmps] n. 圆规
fraction ['frkn] n. 分数,碎片
subtract [sb'trkt] v. 减,减去,减掉
multiply ['mltiplai] v. 乘,增多
divide [di'vaid] v. *除,分割
percentage [p'sentid] n. 百分比
even ['i:vn] adj. * 偶数的,相等的
especially [is'peli] adv. * 尤其
calculate ['klkjuleit] v. 计算
calculation [klkju'lein] n. 计算
calculator ['klkjuleit] n. *计算器
brain [brein] n. 大脑
at least 至少
ancient ['einnt] adj. *古代的
in tens 以十为计,十进制
Greek [gri:k] adj. / n.希腊的,希腊人,希腊语
Roman ['rumn] adj. / n. 罗马的,罗马人
Egyptian [i'dipn] adj. / n. 埃及的,埃及人
consist [kn'sist] v. * 由...组成
consist of *由...组成
invent [in'vent] v. *发明
invention [in'venn] n. *发明
develop [di'velp] v. *开发,发展
abacus ['bks] n. 算盘
accurate ['kjurit] adj. 精确的,准确的
bead [bi:d] n. 珠子,念珠
represent [repri'zent] v. 代表
electronic [ilek'trnik] adj. 电子的
root [ru:t] n. * 根
square root平方根
powerful ['pauful] adj. *强大的
lifetime ['laiftaim] n. 终身,一生
human ['hju:mn] adj. 人类的,人性的
amazing ['meizi] adj. * 惊人的
program ['prugrm] n. 编程
instruction [in'strkn] n. 指令,指示
solve [slv] v. * 解决
be made up of *由...组成
nation ['nein] n. 国家,民族
stand for 代表
beat [bi:t] v. 打败
receive [ri'si:v] v. * 收到,接待
statement ['steitmnt] n. 陈述,说明
pause [p:z] v./n. 暂停
arrange ['reind] v. * 安排
total ['tutl] n./ adj. 总数,总共,全部的
cardinal ['kɑ:dinl] n./adj. 基数,基本的ordinal [':dinl] n./adj. 序数,顺序的
position [p'zin] n. 位置
separately ['sepritli] adv. 单独地,分开地
ID card 身份证
pick up * 捡起,拾起
copy down 抄下,记下
wrongly [rli] adv. 错误地
announcement ['naunsmnt] n. 声明,宣言
decision [di'sin] n. 决定
fellow ['felu] n. 伙伴
graph [grɑ:f] n. 图解,图表
cashmere ['kmi] n. 开司毛(羊毛)
average ['vrid] adj.平均的,平常的
population [ppju'lein] n. 人口
Chapter 5（讲解版）
article ['ɑ:tikl] n. *文章
dinosaur ['dains:]n. 恐龙
No one can explain why dinosaur died out.
fierce [fis] a. 粗暴的,厉害的
fiercely
Nowadays the competition for jobs is _____.
The storm blew ________ over land and sea.
They were having a _____ argument than yesterday night.
thinker ['θik] n. 思想家
thinking
thought
Lost in _____, he sat there quietly.
He is a brave _____ with lots of new ideas.
_______before jumping
Africa ['frik] n. *非洲
_______ 非洲的
Europe ['jurp] n. *欧洲
________ 欧洲的
create [kri(:)'eit] v. 创造
make or produce using body or mind
creative-creation-creativity
Human beings are _______ animals.
Some people believe that God ____ the world.
Human beings are full of _________.
exist [ig'zist] v. 存在
have an existence,be, live
人类没有空气不能生存。
_________________________
harmless ['hɑ:mlis] a. 无害的
not causing harm
harm-harmful
It is ______ to your health to drink too much.
unlike [n'laik] prep. 不象,与...不同
like-unlike
like-dislike
My mother, _____other women, ______going shopping.
My mother, _____other women, ______going shopping.
skeleton ['skeltn] n. 骨骼,骷髅
the bones that support the body
jar [dɑ:] n. 坛子
a round container for holding food or drink
kneel [ni:l] v. 跪下,跪着
go down on one’s knees
kneel-knelt/kneeled-knelt/kneeled
She knelt down to pray.
amusement ['mju:zmnt] n. *娱乐
something that gives people pleasure or fun，entertainment
France [frns] n. *法国
French
Frenchman --Frenchmen
character ['krikt] n. 人物,性格
a person, animal in a book, play, film,etc.
lastly [lstli] adv. 最后
finally, in the end
like best 最喜欢
Which seasons do you like best?
Which do you like ______,coffee or tea?
= Which do you ______,coffee or tea?
tame [teim] a. 温顺的，驯服的
peacefully ['pi:sfuli] a.平和的
peace-peaceful-peacefully
橄榄枝象征着和平
The olive branch_____ _____ _______.
disease [di'zi:z] n. 疾病
illness
secret ['sikrit] a. / n. * 秘密的，秘密
secretly--secretary
______(the) secret 保守秘密
______(a/ one’s) secret 打破秘密
memorial [mi'm:ril] a./n. 纪念的，纪念碑
memory-memorize
If you can _______ the word “memorial”in two seconds, you must have a good ________.
main [mein] a. *主要的
the main road ______
the main idea ______
attraction ['trkn] n. 吸引，魅力
attract –attractive
The actress is so ______ that her _____ _____ all the audience.
republic [ri'pblik] n. *共和国
___ _____ ______ __ _____中华人民共和国
bury ['beri] v. 埋葬，埋藏
hectare ['hektɑ:] n. 公顷
____ hectare _____ ___ _____ 一点五公顷
____ ______ _____ ___hectares一点五公顷
government ['gvnmnt] n. *政府
roof [ru:f] n. 房顶
two _____
purple ['p:pl] a./n. 紫色的，紫色
toe [tu] n. 脚趾
crocodile ['krkdail] n. 鳄鱼
countable ['kauntbl] a. 可数的
uncountable [n'kauntbl] a. 不可数的
plural ['plurl] a 复数的
singular ['sigjul] a. 单数的
material [m'tiril] a./n. 物质材料物质的
concrete ['knkri:t] a. /n. 混凝土，具体的
banknote ['bknut] n. 钞票
ring [ri] n. * 戒指，耳环，圆
gold [guld] n. *金子
syllable ['silbl] n. 音节
electron [i'lektrn] n. 电子
electronic / E-mail
dynasty ['dainsti] n. 朝代
The Tang Dynasty n. 唐朝
produce [pr'dju:s] v. *生产，产生
diamond ['daimnd] n. 钻石，宝石
jewel ['du:l] n. 珠宝，首饰
photography [f'tgrfi] n. 摄影
photograph= photo---________(pl.)
___________ is one of his hobbies.
possible ['psbl] a. 可能的
possible--________(opp.) --________(adv.)
appear ['pi] v. *出现
appear--______(opp.)
panda ['pnd] n. *熊猫
upper ['p] a. 高的，上级的，上部的
slope [slup] n. 斜坡，倾斜的
south-western a. 西南的
giant ['daint] a. /n. 巨大的，巨人，大力士
chubby [tbi] a. 圆胖的
broad [br:d] a. 宽阔的
band [bnd] n. 乐队，细带
shoulder ['uld] n. 肩膀
We walked in the street shoulder ___ shoulder.
side ___ side/hand ___ hand /face __ face
patch [pt] n. 补片，斑点
clumsy ['klmzi] a. 笨拙的
hind [haind] a. 后面，后部的
behind adv./ prep
cub [kb] n. 幼兽，年轻人
shoot [u:t] n. 苗，嫩芽
rare [r] a. 稀少的，珍贵的
law [l:] n. *法律
lawyer _____
Shooting rare animals is against the law.
*******************************************************************************
Diogenes [dai'dni:z] 戴奥真尼斯(人名)
Walt Disney [w:lt 'dizni ] 华尔特.迪斯尼
Mickey Mouse 米老鼠
Donald Duck 唐老鸭
Goofy ['gu:fi] 古菲
Waltz [w:lts] 华尔兹舞
Dudley ['ddli] 达德利
Albert Einstein ['ainstain]
阿尔伯特.爱因斯坦
Thomas Edison 托马斯.爱迪生
Test1: tag-questions
1.You're in Grade two now, ?
2.They all look fine, ?
3.Kate swims the best in her class, ?
4.They won't have a good time, ?
5.She isn't going to buy a book, ?
6.Tom and Mike are watching TV, ?
7.I had a rest a moment ago, ?
8.Don't open the door, ?
9.Let's go to school, ?
10.Listen to me, ?
11.Kate made few mistakes in the exam, ?
12.The little girl can hardly read, ?
13.He has never been to Japan, ?
14.The students borrowed few English books from the library, ?
15.There's little water in the river, ?
16. He knew the girl with few words, _______?
Chapter 5（集中版）
article ['ɑ:tikl] n. *文章
dinosaur ['dains:]n. 恐龙
fierce [fis] a. 粗暴的,厉害的
thinker ['θik] n. 思想家
Africa ['frik] n. *非洲
Europe ['jurp] n. *欧洲
create [kri(:)'eit] v. 创造
exist [ig'zist] v. 存在
harmless ['hɑ:mlis] a. 无害的
unlike [n'laik] prep. 不象,与...不同
skeleton ['skeltn] n. 骨骼,骷髅
jar [dɑ:] n. 坛子
kneel [ni:l] v. 跪下,跪着
amusement ['mju:zmnt] n. *娱乐
France [frns] n. *法国
character ['krikt] n. 人物,性格
lastly [lstli] adv. 最后
like best 最喜欢
tame [teim] a. 温顺的，驯服的
peacefully ['pi:sfuli] a.平和的
disease [di'zi:z] n. 疾病
secret ['sikrit] a. / n. * 秘密的，秘密
memorial [mi'm:ril] a./n. 纪念的，纪念碑main [mein] a. *主要的
attraction ['trkn] n. 吸引，魅力
republic [ri'pblik] n. *共和国
bury ['beri] v. 埋葬，埋藏
hectare ['hektɑ:] n. 公顷
government ['gvnmnt] n. *政府
roof [ru:f] n. 房顶
purple ['p:pl] a./n. 紫色的，紫色
toe [tu] n. 脚趾
crocodile ['krkdail] n. 鳄鱼
countable ['kauntbl] a. 可数的
uncountable [n'kauntbl] a. 不可数的
plural ['plurl] a 复数的
singular ['sigjul] a. 单数的
material [m'tiril] a./n. 物质材料物质的
concrete ['knkri:t] a. /n. 混凝土，具体的
banknote ['bknut] n. 钞票
ring [ri] n. * 戒指，耳环，圆
gold [guld] n. *金子
syllable ['silbl] n. 音节
electron [i'lektrn] n. 电子
dynasty ['dainsti] n. 朝代
The Tang Dynasty n. 唐朝
produce [pr'dju:s] v. *生产，产生
diamond ['daimnd] n. 钻石，宝石
jewel ['du:l] n. 珠宝，首饰
photography [f'tgrfi] n. 摄影
possible ['psbl] a. 可能的
appear ['pi] v. *出现
panda ['pnd] n. *熊猫
upper ['p] a. 高的，上级的，上部的
slope [slup] n. 斜坡，倾斜的
south-western a. 西南的
giant ['daint] a. /n. 巨大的，巨人，大力士
chubby [tbi] a. 圆胖的
broad [br:d] a. 宽阔的
band [bnd] n. 乐队，细带
shoulder ['uld] n. 肩膀
patch [pt] n. 补片，斑点
clumsy ['klmzi] a. 笨拙的
hind [haind] a. 后面，后部的
cub [kb] n. 幼兽，年轻人
shoot [u:t] n. 苗，嫩芽
rare [r] a. 稀少的，珍贵的
law [l:] n. *法律
Chapter 6（讲解版）
rocket ['rkit] n. 火箭
telescope ['teliskup] n. 望远镜
tele-
______ _______ _______
I watched stars through the telescope.
comet ['kmit] n. 彗星
captain ['kptin] n. *船长,队长
dull [dl] n. *迟钝的, 乏味的
boring
take place *发生,举行
happen, hold
When will the Olympic Game take place in BeiJing?
When will the Olympic Game _________in BeiJing?
I don’t know what will take place in the future.
I don’t know what will _______ in the future.
in trouble *陷入麻烦
in danger / order / sight
out of …
monster ['mnst] n. 怪物,巨兽
ugly and frightening creature
master ['mɑ:st] n. *主人,首领
master----- servant
host---- guest
owner----______
Fire and water are good servants, but bad masters.
spaceman ['speismn] n. 太空人
navigator ['nvigeit] n. 领航员,航海者
person who finds the way on a ship or plane
navy _____
_____or / ____or / ____or / _____or
run out of 用完
finish or use up
The time is running out.
We are running out of time.
The time is being used up.
unexplored ['niks'pl:d] a. 未探索过的
never visited before
unknown / unexpected /
valley ['vli] n. 山谷,峡谷
close to 离......近,在......旁边
near ,next to
The church is close to the school.
Don’t get close to the fire.
cliff [klif] n. 峭壁,悬崖
rock [rk] n. *岩石
storey ['st:ri] n. 楼,层
floor or level of a building
___________________一个四层高的建筑物
approach ['prut] v. 接近,靠近
go / come towards
The time is approaching when we must think about buying a new house.
furniture ['f:nit] n. [U] *家具
a piece of furniture
bedside ['bedsaid] n. 床侧,枕边
partly ['pɑ:tli] adv. 部分地,少许
篇2：牛津7AUnit 4(译林牛津版八年级英语上册教案教学设计)
Period 1
Teaching Contents
1. Comic strip.
2. Welcome to the unit.
Teaching Aims:
1. Knowledge objectives:
1) To revise old vocabulary and learn new vocabulary about food.
2) To talk about likes and dislikes with regard to food.
2. Ability objectives:
1) Express likes and dislikes.
2) Learning how to talk about the kinds of food they like and dislike.
3. Emotion objectives:
To help the students have a healthy lifestyle and diet.
Teaching Methods:
Listening, speaking, reading and writing
Teaching Materials:
1) Student’s book 7 A, page 55.
2) Some pictures of several kinds of food.
3) Slide shows.
Teaching Procedures:
1. Pre-task
1) Warming-up
Let’s sing a song to relax.
2) Free talk
T: Good morning, boys and girls.
S: Good morning, Miss…
T: In the last weeks, we’ve talked about festivals. What do we do on Festivals?
S1: We have parties.
S2: We often have big meals.
T: Yes, people eat different food on different festivals, right? What do people eat on Thanksgiving Day?
S1: Turkeys.
T: What do we eat on Spring Festival?
S2: Dumplings.
T: Great. Boys and girl, do you know some other food?
S1: Eggs.
S2: Bread, oranges.
T: Very good. Please look at the food.
(Show them a picture, in which the food is classified like the form on page 55, and then teach them the new words:
vegetable, hamburger, a bowl of rice . After showing these new words, teach them to read and remember these words which will appear in the lesson.)
T: Do you like these food?
S: Yes.
T: The food look very good, so I am a little hungry. ( with the gesture, let the students know the meaning of this word and write it on the blackboard) I want some fish. I like fish very much, and fish is my favourite food. But I don’t like chicken. I hate chicken.
(Write these two new words on the Bb and lead them to read.)
2. While-task
1) Presentation
T: Please look at the form on page 55, Tom, I like fish, what food do you like?
S: Hamburgs.
T: Do you love it?
S: Yes, I eat it every day.
T: Do you like rice?
S: No, I don’t
T: Thanks. You don’t like rice. So you dislike rice. Boys and girls, we know Tom’s favourite food , but how about your favourite food?
2) Practice
T: Please work in pairs and fill in the form.
(Give them 3 minutes to do it, then ask some of them to act it out )
3. Post-task
1) Presentation
T: Boys and girl, look at him. He is my friend, Jack. He is very …
(Show them a picture of a fat man.)
S: Fat.
T: Yes. Can you guess which food he loves?
S: Hamburgers.
T: You’re very clever. He loves hamburgers very much, and eats it every day.
Do you think he is a healthy person? (with gesture teach these two new words)
S: No.
T: Why?
S: He eats too much.
T: Yes. And he never does sports, he never exercises. (write this word on the Bb)
But he wants to be fit like him. (Show another picture of a very healthy and strong man)
Can you help him?
S: He can’t eat too much.
S2: He can run every day.
T: Yes, he can exercise. What can he eat?
S1: Vegetables.
S2: Rice.
T: Great. He needs a healthy diet. ( Write the two new words on the Bb and teach them to read.)
With the help of diet, he will have energy. (write it on the Bb and tell them the meaning of it in English.)
2) Comic strip
T: Now, boys and girls, listen to the tape and answer these two questions.
(Show the questions on the screen.)
1. What time is it?
2. Does Eddie often exercise?
(Ask the Ss to answer the questions.)
T: Now, please open your books, turn to page 54. Read after the tape.
(After reading after the tape, let them read by themselves in roles.)
S: …
3) Practice
T: Now, work in pairs to act it out.
(Give them 3 minutes to prepare it, then ask some pairs to act it out. )
Homework
1) Copy the new words.
2) Write five sentences about your family like this:
My father loves/likes…. My mother ….
3) Get ready for Reading on page 56.
Unit 4 Food
Period 2: Reading
Study Tasks:
1. Practice the technique of skimming for overall comprehension and scanning for details
2. Master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top
3. Know how to keep healthy by doing exercise and have a suitable diet every day
Topic: Unit 4 What's your favourite food?
Contents: Reading(I) in Unit 4
Important points: the technique to skimming for overall comprehension and scanning for details
Difficult points: 1. the relationship between diet and overall health
2. the teachique to skimming for overall comprehension and scanning for details
Teaching procedures:
Pre-task 1) Revision
Help the students revise “What is your favourite food?” and the answers:“ My favourite food is... I like ... I love...” by making dialogues like this:
S1: What’s your favourite food?
S2: My favourite food is rice and chicken. What about you?
S1: My favourite food is fish and rice.
2) Lead-in
1. T: Show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:
T: S1, do you exercise at school?
S1: Yes, I do.
T: What exercise do you like?
S1: I like basketball/football/running...
2. T: Ask the whole class to discuss. “Why do we exercise every day?” (Write the sentence on the blackboard and explain. Give them 2minutes to discuss.)
Ss:...
3. (Have some students to report.)
T: To exercise is very good for our health. But food is also important for our health. What do you eat every day?
S1: I eat rice, apples, oranges, meat... every day.
T: What's your favourite food?
S2: I eat bread, milk, pork, bananas...every day.
Task circle 1) Listen and answer. (Kitty)
Let the Ss look at some questions about Kitty before they listen to the tape.
1. How often does Kitty dance?
2. Where did Kitty get her energy?
3. Why did Kitty change her diet?
Then ask the Ss to answer the questions.
2) Read and complete B2 (Kitty)
Ask the Ss to read Reading A by themselves. When they read, they’d better underline the new words. Then the teacher will get them to guess the meaning and explain. Then ask the Ss to complete B2 (Kitty) according to the text.
3) Read and answer. (Daniel)
Let the Ss look at some questions about Daniel before they read the text.
1. How often does Daniel swim?
2. Why did Kitty change her diet?
3. What does Daniel usually have for breakfast?
Then ask them to read the text to find the answers.
4) Complete B2 (Daniel)
Ask the Ss to complete B2 according to the text (Reading B).
5) Listen and repeat (Daniel)
Ask the Ss to listen to the tape and repeat after the tape sentence by sentence.
Read the passages in corals.
Post task 1) Do B1
Ask the Ss to do B1. Let them match the words on the left with the meaning on the right. Then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g
2) Complete C2
Tell students to do C2 individually, then ask them to check their answers with a partner. Refer back to the text if there are any disagreements.
Task 10: Discussion
T: Boys and girls, what do you learn from the text?
S2: I learn a lot from the text. I think it’s very important to have a healthy diet and a good lifestyle.
S3: I liked hamburgers a lot. But from now on, I will not eat them any more.
S4: I seldom exercised before. I decide to exercise every day.
T: Now if you are healthy, please tell us your diet and lifestyle. If you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.
Homework:
1. Write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (If some Ss think it hard, the teacher can give them some key words for help.)
2. Recite the text (Reading A & B).
牛津7AU4reading教案2
Task:1,To practise the technique of scanning ofr details
2,To know the relationship between diet and overall health
3,To master the usages of the following expressions and words
want to do, for two days,It's important for ...,be good for,eat ...for,not...any more,a
top student,like doing,on the internet,exercise,twice a week,dancer,fast food
4,To finish a class test
Topic:What we eat and how we live
Contents:Reading part in Unit 4
Important points:1,the usages of the expressions and words
2,the technique of scanning for detail
Difficult points:the relationship between diet and overall health
the teachique to scanning for detail
Blackboard design:
What we eat and how we live
Every day,I dance for two hours. It's important for a dancer to be healthy.I know that sweet snacks are not good for me. I always eat an apple for breakfast. I don't eat sweet snacks any more. I am...a top student I like studying. ...on the inernet. After class. I exercise every day for about 30 minutes. I swim twice a week. I always have a healthy meal for dinner.I don't eat fast food any more.
Teaching procedures:
Task One:Show the task for this class (Let the students know they study task):Omission
Task Two:Practise the skill for scanning for the details
1,Give the students papers
2,(The students)Try to read the passage fill the missing words
The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.
The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.
Task Three:A discussion about food and life styles
1,Show a piece of videos (一段关于胖孩子录像)
2,A discussion
Task Four:Ability test
1,Give the papers
2,Use the expressions to fill in the blank for three hours,want to do,It's important for...,not...any more,eat.for,be good for,like doing...
Jack is an English boy.He ______a football player(足球运动员）He ______football very much.He plays football _______every day.He says playing football ______his health.Before he seldom played football because he couldn't run fast.He often ______meat _____his three meals.He got very fat...
Task Five:Practice
Help the students to master the usages of the expressions
First :T:English S:Chinese Then T:Chinese S:English
1， T:I want to be a dancer.
S：我想成为一名舞蹈者。（教师可帮助学生理解意思）
T：She/He/Miss Li/They/The boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....
S:她/他/李小姐/他们......想成为......
T: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......
S:I/you/he/we/you/Mr Wang want/wants to be a/an ......
2，T:I dance for two hours very day.
S:我每天跳舞两小时。（教师可帮助学生理解意思）
T：Theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.
S:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......
T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....
S: I/My friends/His father.....read for one hour/watch TV for 30 minutes......
3,T:It's important for a dancer to be healthy.
S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）
T：It's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.
S:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。
T:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。
S: It's important for us/you/them/Pingping/Jack to read English /listen to the tape/walk/play basketball/eat some vegetables....
4,T:I know that sweet snacks are not good for me.
S:我知道甜点心对我没有好处。（可帮助学生理解）
T：Too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....
S:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......
Task Six:Class Practice
一、Fill in the blanks according to the passage
The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.
The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.
二、Fill in the blanks with the expressions given
Simon is my friend. He wants ____ ____a basketball player.He knows ____ _____for him to run fast. So he runs ____ ____ ____in the morning every day.Before he didn't like running ____ ____.He often _____much chicken and meat ______his supper and he was very fat.His mother told him that too fat ______not _____ _____him. But now,Simon seldom eats chicken and meat.And he gets up early and do exercise every day.
三、Put the following into English
1，他们每天要打一个小时的网球。(for...)
2，明明想成为一个歌唱家。(want to be)
3，对你来说，每天吃一些水果很重要。(It's important...)
4，李先生每个月看两次电影。(twice)
5，读书（reading) 你每个人都有好处。(be good for)
6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)
Task Seven:Homework and exercise
1,Recite the passage
2,Finish the exercise in the book.
3,Class test 三
A Design for Vocabulary of Unit 4 (period 4 )
Teaching Content: Vocabulary of Unit 4 ( F W E 7A
Teaching Aims: 1. To recognize names of different foods
2. To use adjectives to describe different tastes
Teaching Difficulty: Spelling of the names of the foods
Teaching Importance: To recognize the names of the different foods
Teaching Tools: foods, pictures, a piece of cloth, papers
Teaching Procedure:
I. Greetings and giving the aims of this lesson.
T: Hello, boys and girls. Today we are going to recognize different food and their tastes.
II. Pre-task activity
1. T: Boys and girls, look at my desk. I bring some kinds of food here today. Let’s see who has the best memory. I’ll give you two minutes to look through the food. Then, I’ll cover the food. Who says the most names of the food, who’ll be the winner. And I’ll give him or her the food as a prize.
(Use some foods to make the students interested and excited.)
2. T: Now, boys and girls, look at these pictures. There are many kinds of food on the pictures. Let’s see what are their names. Now, follow me.
(Display the pictures of food with the words underneath them in large and clear letters. Use them to teach the new words. This makes the learning interesting and easy.)
III. Task cycle
Task1. Rearrange the letters of some food.
Boys and girls, let’s come to Part A on P59. Please help Millie rearrange the letters to find out the names of food. After you finish the answers, please put up your hand. Let me see who’ll be the first five students.
(get two students to write their answers on the blackboard and check the answers with the whole class. If your class is a stronger one you can choose other words for food and jumble the letters of each word. Ask for volunteers to write some of these words on blackboard. Work out the answers as a class activity.)
Task 2. Find how the food tastes.
Wow, look at me. It’s so sour/sweet/spicy/salty.
(Use some pictures of different kinds of food with strong tastes. Mime the words “sour” and “spicy”. Explain these meanings further with pictures.)
Now, boys and girls, let’s come to Part B. How well do you know the different tastes? Look at the pictures, write the correct words under the pictures.
(Ask students to do this task on their own. Compare answers with their partner.)
Task 3.List the names of food, then complete the figure.
Now, look at the figure. Please work in pairs, try to write down the names of food and their tastes. The more, the better.
Food Taste
( Get some students to report orally. )
There is another figure here. Please work in groups of four to complete the following figure .
Taste Food
Sweet
Sour
Salty
Spicy
IV. Post task
Please tell me how many names of food do you list. The more, the better.
(Students report the results to the whole class.)
Well done! Now, let’s see which group finds the most food. That’s the winner of this lesson.(Give some food as prizes.)
V. Homework
Make a survey. Go to the supermarket to find more food and their tastes.
Period 5
Grammar (Part A Adverbs of frequency)
Teaching contents:
the adverbs of frequency
Objectives:
To recognize and use the adverbs of frequency
Teaching Aids:
A computer, a projector
Teaching methods:
直观教学法、任务型教学
Teaching procedures:
Pre-task: 1) Presentation
T: Kate, what’s your favourite sport?
S1: My favourite sport is dancing.
T: So you can say, “I always dance.” Lucy, what sport do you love?
S2: I love swimming.
T: So you can say, “I usually swim.” Jack, do you like playing football?
S3: Yes, I do.
T: So you can say, “I often play football. I don’t like swimming, but swimming is good for my health. So I sometimes go swimming. Lily, do you like playing badminton?
S4: No, I don’t like it. I play it twice a week.
T: So you can say, “I seldom play badminton.” Tom, do you like playing football?
S5: No, I hate it. I will not play it.
T: So you can say, “I never play football.”
2): Tell the Ss the adverbs of frequency
Show the Ss a diagram to tell the adverbs of frequency. (用柱状图表示)
Main task: 1) Ask and answer
T: Tom, how often do you go roller skating? (show a picture of roller skating)
S1: I sometimes play badminton.
Repeat with other adverbs of frequency.
Then the teacher can encourage the students to ask the teacher some questions.
S1: How often do you swim?
T: I often swim.
2): Do Part A1
T: Boys and girls, do you want to know how often our friends exercise?
Ss: Yes.
Then ask the Ss to open their English books to complete the sentences in Part A1. First, let the students work individually. Then ask them to check their answers in pairs. At last, check for the correct use of adverbs as a class activity.
Pre-task: 1) Presentation
Show some kinds of food for lunch and dinner. (one picture for one kind of food)
T: What’s this?
Ss: It’s ice cream.
T: Lucy, how often do you eat ice cream?
S1: Sometimes.
T: And what’re they?
Ss: They’re noodles.
T: Tom, how often do you eat noodles?
S2: I usually eat them.
T: Now let’s see how many times Millie’s classmates eat these kinds of food for lunch and dinner in a week.
Show the table. Then let the Ss ask and answer questions according to the table.
S1: How many times do the boys eat chicken?
S2: They eat it twice a week.
Main task: Do Part A3
Ask the Ss to complete the sentences in Part A3. Then check the answers.
Post- task: Work in pairs and act it out
Ask the Ss to make dialogues about how often they exercise and how often they eat these kinds of food. Then let them act it out.
Homework:
Ask them to write a short passage to tell how often they themselves and their partners exercise and eat these kinds of food.
Period 6 (Grammar 2)
Teaching contents: 1 To recognize and use countable and uncountable nouns.
2 To recognize and use the indefinite articles to talk about things that are countable.
3 Make the students can use the form of a + … + of.
Teaching aims: 1 Make the students grasp the knowledge.
2 Train the abilities of listening, reading, speaking and writing and the studying skills of the students.
3 Make the students cooperate more in class.
Teaching important and difficult points:
1 To recognize and use countable and uncountable nouns.
2 To recognize and use the indefinite articles to talk about things that are countable.
3 Make the students can use the form of a + … + of.
Teaching aids: pictures, real objects and multi-media computer
Teaching steps：
Step 1 Presentation
T: Boys and girls, good morning. First, please look at the screen.
Show a picture of an apple.
T: What’s this?
S: It’s an apple.
T: (show a picture of a glass) What’s this?
S: It’s a glass.
T: Good. What’s this? (show a picture of a piano)
S: It’s a piano.
T: What are these? (show a picture of mangoes)
S: They are mangoes.
Use pictures to teach story, glass, piano, mango, shelf, carrot, tomato, pot, pancake and potato. At the same time, teach the singular and plural forms of these new words. They are stories, glasses, pianos, mangoes, shelves, carrots, tomatoes, pots, pancakes and potatoes.
Show a picture of a Christmas card with wishes on it.
T: You see, it’s a Christmas card. What should we write on it?
S: Merry Christmas!
T: Yes, and it’s a wish. For example, Happy New Year! It’s a wish, too. Any other examples?
S: Happy Teachers’ Day.
T: Good. These nouns are something we can count. So we call them countable nouns. And only countable nouns have plural forms.
Step 2 Conclusion
Conclude the rules that how to form the plural form of most countable nouns. We add ‘-s’ to the singular form. However, there are some exceptions.
Most nouns + s
Nouns ending in a consonant +y -y + ies
Nouns ending in s, sh, ch or x + es
Nouns ending in o + s or + es
Nouns ending in f or fe -f or fe + ves
Step 3 Presentation
T: We saw some pictures of countable nouns. Now let’s see some pictures of another kind of nouns. (show a picture of bread)
Look, what’s this? It’s bread.
T: What is it? (show a picture of water)
S: It’s water.
T: And what’s this? (show a picture of tea)
S: It’s tea.
Use pictures to teach tea, soup and salt.
T: You see, these are something we cannot count. So we call them uncountable nouns.
Step 4 Practice
Do B1 on Page 62.
Check answers and then do B2. Read Millie and her mother’s conversation and write the underline nouns in the correct column of the table.
Then check the answers.
Step 5 Presentation
Show the students a picture of a cup of tea.
T: Now please look at the screen. What’s this?
Ss: It’s tea.
T: Yes, it is. And it’s a cup of tea. We can not say a tea, but a cup of tea. We can use nouns in front of uncountable nouns to show their amounts. Let’s see some other examples.
Show pictures of a glass of milk, a bowl of rice, a packet of salt one by one. Ask the students to read these phrases.
Then show a picture of meat. Teach kilo and a kilo meat.
Then show a picture of two or three glasses of milk. Teach the plural forms of these phrases.
two bowls of rice three cups of tea four kilos of meat
five packets of salt Students read these phrases together.
Conclusion: a … of + uncountable nouns
Show some other pictures. e.g. a bag of apples a box of eggs
two baskets of bananas
T: We can also use nouns in front of uncountable and countable nouns to show their amounts.
Step 6 Practice
Translate some phrases.
1 五杯茶 2 两袋牛奶
3 一碗米饭 4 三袋盐
5 一盒鸡蛋 6 四公斤芒果
Step 7 Exercises
Do the exercise on Page 63, in the kitchen. Read the conversation and fill in the blanks with a or an.
Then check the answers.
Get students read the dialogue together.
T: Pay attention. In this sentence “It takes half _______ hour to cook.” we should put ‘an’ in the blank.
T: We use ‘a’ or ‘an’ before a singular countable noun. If the noun starts with a vowel sound, we use ‘an’. And in the word hour, the letter ‘h’ is silent and it starts with a vowel sound, so we use ‘an’.
T: Let’s see how many letters we can put ‘an’ before them. Please think it over.
Then check answers.
The letters are A, E, F, H, I, L, M, N, O, R, S, X.
Step 8 Production
T: We’ll have a party. We don’t have enough food or drinks. So we should go shopping. Please work in pairs and make up a new dialogue about shopping.
Choose several pairs to perform their dialogues in class.
Homework
Write down the dialogue discussed above.
Period 7
A Design for Intergrated skills of Unit Four
Teaching Content:Integrated skills (Part A)
Teaching Aims:Develop four skills by way of talking about “How to keep fit”.
Teaching Tools:recorder,slides,etc.
Teaching Procedure:
I.Greetings and giving the aim of this lesson:
T:Hello,boys and girls. Today we’re going to talk about “How to keep fit”,then please finish the questionnair on Page64. （Explain“ fit”）
II.Pre-task activity:
At the beginning,show some funny pictures to arouse students’ interest in different lifestyles ,food and health issues.
T: Now, please look at this form, it is Wang Ling’s lifestyle, please talk about it, do you think it is a good lifestyle?
exercise Play computer games Eat fruit and vegetables Watch TV Eat fast food
never *
seldom *
sometimes *
often *
always *
(The students have a talk)
S: No. It isn’t a good lifestyle.
T: Good Now would you like to tell me your lifestyles ?
S: Yes.
T: OK. Work in groups .I will give you five minutes ,please talk about your own lifestyles, then I will ask some groups to give us your opinions . You can refer to these questions on the screen:
1. How often do you exercise?
2. How long do you sleep every night?
3. How much TV do you watch every day?
4. How often do you eat cakes, biscuits and sweets?
5. How often do you eat fruit and vegetables?
6. How often do you walk to school?
(The students have a talk.)
T: OK. Time is up. Any groups volunteers?
(Some groups give their opinions, the teacher gives some advice, Then have a free talk to teach new words and phrases :“less than”,“more than ”,“biscuits” and “total”.)
III.Task cycle:
Task 1 : Come to the questionnair.
T: Now you are logging onto the Get Fit website and listening to an online interview with one of the club members, Hu Wen. Then please finish the questionnair on P64.
(Explain the instructions and the purpose of a “lifestyle” questionnaire carefully. The students study the questionnair individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.)
Task 2: Finish the questionnair. Play the recording ,ask students to listen for specific information about Hu Wen ’s lifestyle and tick the correct boxes, ask them to check their answers with a partner. Then check answers as a class activity. Give help and explanations if students have problems. Then encourage them to find the information for themselves and complete the last column of the questionnair.
Task3: Report.Ask students to enter Hu Wen’s score and their own score in the table in PartA3.Students analyze the health scores for Hu Wen and themselves. Read out the three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is. (The teacher can ask the students to draw a chart according to the report for class display.)
IV.Post-task activity:
Task1: Interview. Divide the class into pairs. Ask students to read and understand the questions in PartA4 before they interview their partners. Pay attention to intonation. Ask them to drop their voice at the end of the question. Say some sample questions and ask students to repeat them.
Task 2: Report.Ask students to complete the report in Part A5.Use the information obtained from the questions in Part A4.Ask students to put up their reports, together with the class profile for classroom display.
V. Homework :1. Make a survey: What do your friends have for breakfast/lunch/supper?
See how healthy or unhealthy they are . Tell them to how to keep fit.
2.Make a plan for yourself to tell your classmates how you keep fit.
(The students can choose one as their homework)
A Design for Integrated Skills of Unit 4(Period 8)
Teaching Content:Integrated skills ( Part B )
Teaching Aims:1.Develop four skills
2.Introduce and consolidate common intonation patterns with ‘Wh’ questions.
Teaching Tools:recorder, slides etc.
Teaching Procedure:
I. Greetings and giving the aim of this lesson
T: Hello, boys and girls, today we’re going to talk about food and diet, ask and answer questions about likes and dislikes
II. Pre-task activity.
(First say a rhyme :What would you like?
What would you like? I’d like some rice.
What would you like? I’d like some pies.
Sure,they’re very nice. )
T: Good job.OK,here are Peter’s diets,please talk about them,(give some sentence patterns about like and dislike),then tell your partners what you like and dislike.(make the students work in pairs)
Before Now
seldom Fruit and vegetables seldom Fast food
often Snacks, sweets often Fruit and vegetables
always Fast food always Healthier food
(The students have a report , the teacher gives some advice, then have a free talk to teache new words:“feel”,“luck”,“supermarket”,and“ carry.”
III. Task cycle:
Task 1:Know Meiling and Ricky’s diets .Listen to the tape , make the students listen for some details about Meiling and Ricky’ conversation, then ask the students to repeat the dialogue between Meiling and Ricky.(in chorus, in groups, or in pairs)
Task 2:Act out the dialogue. Ask students to work in pairs , then make some pairs to present the dialogue before the class,make sure that students should be able to role-play this conversation with fluency, eye contact and appropriate intonation.
IV.Post-task activity:
Task 1:Make up new dialogues .Ask students to work in pairs and talk about their own diets. for some weaker classes,allow students to write down their conversations before role-playing them. Remind them that they can use Meiling and Ricky’s conversation as a model.. Ask some pairs to present their conversation to the class. After this ,the teacher can give some advice.
Task2:Extension activity. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’diets without referring to their books, then ask the students to write a short passage about it .If time permitted,the teacher can give some comment on some passages.
Task 3: Introduce common intonation patterns with ′Wh‵questions.
Make the students talk about their lifestyle and diet, make sure they use ‘Wh’ questions.,(give some sentence patterns), tell them to pay attention to the intonation.Explain that we drop our voice at the end of a ‘Wh’ question to indicate that we have finished speaking .Tell them Wh-words include“ what ”“when ”“ why ”“where ” “who ” “how ” “which ”“whom ”and“ whose.”
Task 4. Pratice. Ask students to listen to the questions on the recording, then repeat each question, make them place the downward arrow on the last word of each question ,ask some students to write an answer to each question, make the students practise saying the questions and the answers in pairs, they can add their own Wh questions about food items and use different Wh-words.At last,ask some pairs to come to the front of the classroom and present the conversation.
VII. Homework: Written work: My favourite food.
Period 9 (Main Task)
Teaching contents: To teach the students how to write an article.
Teaching aims:
1 To express factual information about diets and lifestyles in writing.
2 To write an article for a website based on personal information.
3 To read an article to a classmate and check for mistakes.
4 To train the healthy lifestyle of the students.
Teaching important and difficult points:
To teach the students how to write an article.
Teaching aids: pictures, real objects and multi-media computer
Teaching steps:
Greetings and assigning the task
T: Good morning/afternoon, boys and girls. Do you know about Get Fit Club. Get Fit Club is an e-club which introduces healthy styles and helps people to live better and healthier. Millie has joined it. We are going to join it, too. And each member of it must write an article to introduce his/her healthy life style. So in this class each of us will write an article to talk about our life styles.
Warming up
T: In the last several periods, we have already learned and revised many names of food. Now, can you say them as many as possible?...
Food: cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),
eggs(3) ,potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),
turnips(2) ,vegetables(1) etc.
Fruit: watermelons(4), apples(1), pears(2), bananas (3), oranges(3),
lemons(2), strawberries(4) , mangoes (1), pineapples(2) cherries (3),etc.
Drinks: coke(1), juice(3), water(4), milk(2), tea(3) etc.
Snacks: biscuits(1), chips(4), ice cream(2) etc.
Pre-writing
1) T: Good. You have really known a great deal of words about food. Here is a form. Can you ask and answer the questions and fill the form? After you have finished it, you will have a report.
Name __________________________ Age ____________________________
HealthCondition__________________Hobby/Hobbies____________________
Questions Answers
Do you have breakfast every day? Seldom/every day/never
What do you have for breakfast?
What do you have for lunch?
Do you have snacks?
What do you have for supper?
Do you have sports?
How often do you have sports?
2) T: Look at the information table on page 67 and compare your form with your partners .Do you know how much energy you need every day? Can your diets give you enough energy ?Do you eat too much or take too little exercise ?Learn the calories and vitamins in each portion of the food ,compare the report above and design a healthy diet for yourselves and tell the class about it.
Breakfast: bread, milk, eggs, fruit/noodles with eggs or meat, fruit/
Congee, eggs, meat, fruit etc.
Lunch (dinner): soup, rice, pork, fish, vegetables / soup, rice, chicken,
vegetables, fruit / soup, fish, beef, vegetables, fruit, etc.
Supper: porridge, cakes, vegetables congee, cakes, vegetables/
noodles, vegetables etc.
Snacks: biscuits, juice etc.
Exercise: have a walk every day/jogging/play ball games/do morning exercises, riding, etc.
Report Pattern
Hello, everybody. My name is…. I am…years old. I like….I am strong/a little weak/a bit fat/a little thin/…I will have…for breakfast every day, because …; for lunch I will have….This will give me enough energy to….; Between lunch and dinner /supper ,I will have some snacks, such as….I will have …for supper. I will do enough exercise and I will ….I will be a healthy boy /girl.
Writing
T: Please read Millie’s article for the website (on Page68) and see how Millie design her healthy life style.
T: Millie has written out her plan to keep fit. Now you try it, imitating her writing style, write your own articles for the Get Fit Club.
Tips for your writing
Name: age: sports: health condition:
What to have for breakfast:
What to have for lunch:
What to have for dinner/supper:
What to have between the meals:
some exercise
Writing Sample: Millie’s article on Page 68(omitted)
Post-writing
1) T: OK, you have finished your writing. That’s great. Do you want to share them with the whole class and improve them? Please read your articles to the class. We will help you to correct your mistakes and make your articles better. Who will read the article first?
…
…
….
2) T: In this class, we have finished our articles for the Get Fit Club. Each of us has done a good job. Now here is your homework:
Homework
Read, beautify, print, display your articles and post to the Get Fit Club (Website-Fit@sina.com)
Help your parents to design their healthy diets and write them out.
Finish the exercises on page 60 and page 61, workbook.
Period 10
Teaching Contents:
1. Checkout
2. Exercises
Teaching focus:
Self-assessment for students to find out how much they have learned in this unit.
Teaching difficulties:
1. to write the key vocabulary
2. the usage of the simple present tense
Teaching Aims:
1. Knowledge objectives(知识目标):
1) To revise the use of adverbs of frequency and the names of common food items
2) To revise key vocabulary
3) To review the simple present tense
2. Ability objectives(能力目标):
To help the students build the ability of self-study and self-assessment
3. Emotion objectives(情感目标):
To help the students have a healthy lifestyle and live a healthy life
Teaching Methods:
Listening, speaking, reading and writing
Teaching Procedures:
1. Pre-task
1) Greetings.
2) Free talk
T: Hello, boys and girls! How are you today?
Ss: I’m fine. Thank you. And you?
T: I’m OK now. But I didn’t feel well yesterday. I went to see the doctor. The doctor said, “There’s nothing serious. You’d better exercise more and have more healthy food, such as vegetables, fruits.” Do you often exercise, boys and girls?
Ss: Yes. (Some Ss may say “No”.)
T (to a boy): Do you often exercise?
S1: Yes.
T: What kind of exercise, basketball or football?
S1: …
T (to a girl): What about you?
S2: No, I don’t exercise.
T: Why not?
S2: Because I have no time. I have to do a lot of homework.
T: Oh, you have a lot of homework to do. But I think you must exercise often to be strong, to have a healthy body. If not, you will feel ill and have to stay in bed or go to see the doctor, then you will not be able to come to school and you will fall behind others.
The doctor told me to eat more vegetables and fruits. Can you tell me any names of fruits?
S3: …
S4: …
T: Good! Thank you! Now I must eat more apples, bananas and vegetables and exercise more. By the way, what food do you often have?
S5: …
S6: …
T: Good! Boys and girls, do you know Amy? What food does Amy often eat, do you know?
2. Task circle
1) Do Part A
T: Please open your books at p69. Let’s look at Part A. How often does Amy eat these different kinds of food? Look at the chart below and write a few sentences. (Two minutes)
(Two minutes later, ask some students to speak out their sentences.)
T: Now, boys and girls, how often do you eat these different kinds of food in the picture? First, do you often eat fish? …
… …
2) Do Part B
Now, let’s look at Part B. You are now a member of the Get Fit Club too. Complete this week’s crossword puzzle. You can read these sentences first, they will help you find the right words.
(Ask some Ss to tell their answers.
1. Eating good food and doing exercise help you stay healthy.
2. A kind of fast food. (hamburger)
3. Many Chinese eat it every day. (rice)
4. They grow on trees. They can be red or green. (apples)
5. This fruit is yellow and it tastes sour. (lemon)
6. You need this drink to live. (water)
7. They swim. (fish) )
3. Post task
Now boys and girls, please add your scores. Let’s see who gets the most score. He or she will be the winner of this lesson.
4. Homework:
1. Make a survey to find how often your classmates eat some certain kinds of food. Write down a few sentences according to Part A on p.69. You should use “ sometimes, never, usually, always, often, seldom”.
2. Preview Unit 5.
篇3：牛津8B unit8 教案教学设计(译林牛津版英语八年级)
Grammar
Teaching aims:
To learn to use passive voice in the simple future tense.
Teaching steps:
Step 1 Presentation
1. Show some pictures and present the new words: display, pollute, harm, living.
2. Let some students spell the words.
3. Read after the teacher.
4. Read together.
Step 2 Explanation
1. 被动语态的一般将来时的概念
被动语态的一般将来时用来描述将要发生的动作。
e.g. He will be/is going to be taken to hospital in a few minutes.
他几分钟之内就会被送到医院。
The food will be /is going to be eaten by the dog soon.
这些食物马上就会被狗吃掉。
2. 被动语态的一般将来时的构成
主语 will be/ be going to be 过去分词
I will be /am going to be
supported.
You /We /They will be /are going to be
He /She/It will be /is going to be
注意：主语是第一人称时，被动语态的一般将来时也可以用“shall be+动词的过去分词”来表达。
Step 3 Practice
1. Complete part A on page 112.
2. Check the answers.
3. Complete part B on page 113.
4. Check the answers.
Step 4 Exercises
I. 根据句意及括号内所给动词的提示填空。
1. A cat __________ (keep) in my grandmother’s house.
2. The concert ___________ (hold) last Friday evening.
3. Jane was made __________ (work) ten hours a day.
4. A new hospital _________________ ______ (build) in our city next year.
5. More than 50 trees ________________ (plant) since last month.
II. Complete part C on page 114.
Step 5 Homework
1. Review the contents of this lesson.
2. Finish the exercises in the workbook.
3. Preview the next lesson.
Integrated skills
Teaching aims:
1. Learn some words and phrases.
2. Practise listening skills by listening to a text.
Teaching steps:
Step 1 Revision
Translate some sentences.
1被扔进湖里be thrown into lakes
2被装满 be filled with
3使人们生病make people ill/sick
4将来in the future
5清理clean up
6和……一样as well as
7土地和水污染 land and water pollution
8采取行动做某事 take action to do sth.
9有机会做某事 have chance to do sth.
10考虑 think about
11这场演出将会在你们学校礼堂举行。
The show will be held at the school hall.
12污染是世界上最大的问题之一。
Pollution is one of the biggest problems in the world today.
Step 2 Presentation
Present the new words.
empty adj. 空的
survey n. 调查
Read aloud these new words
Step 3 Warming up
How can we live a green life?
What can we do to protect the environment in our daily lives?
Using some pictures to show how to go green in our daily lives.
Step 4 Listening
Listen to the tape and finish Part A1.
The Class 1, Grade 8 students want to do a survey to get some ideas for their presentation on how to go green. Listen to the conversation between Daniel and Sandy and write the correct information in the table below.
A survey on students’ daily habits.
Time: Survey (1) _____________
Daniel and Sandy meet:
(2) __________________
Place: (3) __________________
Numbers of students: (4) _________
Boys: (5)__________
Girls: (6) _________
Numbers of questions: (7) __________
Keys: (1) 4 p.m. this Wednesday (2) 3:40 p.m. this Wednesday (3) Room 201
(4) 50 (5) 25 (6) 25 (7) 6
Listen to the tape and finish Part A2.
Daniel and Sandy are talking about the results of the survey. Listen carefully and then complete the table below.
Daily habits Number of students
Turn off the tap when brushing teeth 35
Take showers for less than 10 minutes 20
Use both sides of the paper 40
Recycle empty bottles 15
Turn off the lights when they leave a room 41
Take their own bags to the supermarket 9
Complete Part A3.
Sandy is writing a note to Mr Wu about the survey she and Daniel have done. Help her complete the note. Use Parts A1 and A2 to help you.
Dear Mr Wu,
Daniel and I did a survey this (1)__________. Students were asked about their (2)____________.
Here are the results of the survey. Only (3)_____ students usually take showers for less than 10 minutes, but (4)_____ students turn off the tap when brushing their teeth. Only 15 students recycle (5)____________, but (6)____ students use both sides of the paper. It is great that most students remember to (7)_________ the lights when they leave a room, but few students take their own (8)________ to the supermarket.
The survey shows that students are doing a lot to help protect the environment, but there are still many more things they can do.
Sandy
Keys: 1. Wednesday 2. daily habits 3. 20 4. 35 5. empty bottles 6. 40 7. turn off 8. bags
Step 5 Speak up
1. Listen to the conversation between Sandy and Kitty then answer the questions:
1) What has been a serious problem all around the world?
2) What can Kitty do to protect the environment?
3) Is air pollution harmful to our health?
2. Listen to their conversation again and find out the advantages of planting trees.
Trees make our town look nicer.
Trees reduce dust and help keep air clean.
Trees help keep soil in place during storms.
Trees provide home for animals.
3. Read aloud the conversation then work in pairs to ask and answer. Use the conversation as a model
4. Make your own dialogue.
Sample conversation
S 1: Water is very important for all living things.
S 2: Yes. We should use our water carefully and not waste it.
S 1: Right. We can help save water by doing many simple things like turning off the tap while we brush our teeth.
S 2: Taking short showers saves even more water.
S 1: Saving water is good for the environment. I hope all of us do our best to save water.
S 2: I hope so too.
Step 6 Language points
1. I think our town will look nicer with more trees around.
句中with more trees around 为介词短语，起副词作用。Around 用作副词，意思是“周围，四周”。
e.g. I could hear laughter all around. 我可以听见周围的笑声。
2. Air pollution is harmful to our health.
be harmful to sb.= harm sb. = do harm to sb. 对某人有害
e.g. Air pollution is harmful to our health.
= Air pollution harm to our health.
= Air pollution does harm to our health.
空气污染对我们的健康是有害的。
3. They provide home for animals too.
provide sth. for sb. = provide sb. with sth.
提供给某人某物
e.g. They provide homes for animals.
= They provide animals with homes.
他们给动物提供了家园。
Step 7 Let’s do a survey.
Work in groups of four and ask your group members about their daily habits. Then write a short passage about the results and report it to the class.
Step 8 Exercises
一、根据汉语提示填空。
1. There is a ______(调查) on learning English.
2. He joined an English club to improve his ______ (日常的) English.
3. Smoking is a kind of bad _______(习惯) .
4. Some of the waste material can be reworked for _________ (再利用).
Keys: 1 survey 2 daily 3 habit 4 recycling
二、汉译英。
1. 几乎没有学生带他们自己的袋子去超市。
2. 这是调查的结果。
Keys: 1. Few students take their own bags to the supermarket.
2. Here are the results of the survey.
Step 9 Homework
1. Remember the new words in this lesson.
2. Preview the next lesson.
Study skills
Teaching aims:
1. To learn to talk about how to protect the environment
2. To learn to correct the mistakes by checking the work
Teaching steps:
Step 1 Revision
Translate the phrases and sentences.
1.关掉水龙头
2.少于
3. 扔掉
4. 依靠
5. 自然资源
6. 洗澡
7. 刷牙
8. 学生的数量
9. 用纸的两面
10. 回收空瓶子
11. 关灯
12. 做一个调查
13. …的结果
14. 保护环境
15. 几乎没有学生带他们自己的袋子去超市。
16. 这是调查的结果。
17. 调查表明学生为帮助保护环境正在做许多事。
Step 2 Presentation
1. Present some new words with pictures and then read them aloud
2. Let some students spell the words.
3. Read after the teacher.
4. Read together.
Step 3 Study skills
1. Explanation
We can correct a lot of our own mistakes by checking our work. After we have finished a piece of writing, always spend some time reading it through.
Types of mistakes
Step 4 Exercises
1. Complete the exercises on textbook.
Millie has written an article. Help her check her work. Underline the mistake, make the corrections and decide the types of mistakes she has made.
Let’s protect the environment!
People depend natural resources to live. Water and soil help provide us with necessary food and drinks. Coal, oil and natural gas is not only useful for families, but have a wider use for factorys.
Some natural resources are around us, such as water. Others like coal, oil and natural gas are dug up from the ground. They will form over thousands or even millions of years. As a result, it is very important for us to use them wise. If they are used and thrown away carelessly. finally some of them will run out.
It is time for us to take proper actions to protect our enviromnent. We should try produce less waste, reuse or recycle things if possible?
2. Check the answers.
3. Then read them aloud.
4. Do more exercises
Correct mistakes in the sentences.
1) You should pay not attention to his words.
2) Nobody can prove him wrongly.
3) Who made them so sadly?
4) What a valuable advice it is!
5) I really don’t know what to solve the problem.
6) I don’t see anything strange about the photo, too.
7) What is he look like? He is kind and helpful.
8) Listen, the music is sounding beautiful.
Step 5 Homework
Write a short passage “My green life” and use the skills we have learnt today to check your work.
Task
Teaching aims:
1. To learn some information about going green.
2. To learn how to write a script on how to go green.
Teaching steps:
Step 1 Presentation
1. Show some pictures and present the new words: simple, step, power.
2. Read after the teacher.
3. Read together.
Step 2 Warming up
Discuss: How can we go green?
go green = protect the environment
Step 3 Brainstorm
What can we do to save water?
What can we do to save power?
What can we do to reduce pollution?
Step 4 Reading
Read Millie’s notes on page 118 and find out:
What can we do to save water?
What can we do to save power?
What can we do to reduce pollution?
Which else can we do to live a green life?
Step 5 Practice
1. Complete Millie’s script on page 119.
2. Check the answers.
3. Read together.
Step 6 Language points
Here are some simple steps to take.
take some steps 采取一些措施
e.g. We should take some simple steps to save water.
我们应该采取一些简单的措施来节约用水。
Step 7 Writing
Show some pictures about protecting environment. Let the students to give a presentation on how to go green.
Useful expressions:
1) It is time for us to ….
2) We can save water by ….
3) We should use/take ….
4) … is a good way to ….
5) It is important for us to ….
6) It is good to ….
7) Moreover, ….
Step 8 Exercises
I. 用所给单词的适当形式填空。
1. The waste can ______________(separate) into different groups to recycle.
2. Take your own bags when __________ (shop).
3. You should do more exercise and watch ______ (little) TV.
4. We can save water by ________ (take) shorter showers.
5. You need to check your homework after finishing _________ (write).
II. 汉译英。
1. 我们可以通过缩短淋浴时间来节约用水。
2. 为了节约电力，当我们离开房间时应该把灯关掉。
3. 好习惯能够帮助减少污染。
4. 对我们来说养成环保的生活方式很重要。
5. 遵循这些小步骤，你可以对地球产生大影响。
6. 当电视和电脑不用时，我们应该关掉电源。
Step 9 Homework
1. Finish your script.
2. Review all the new words and language points in this unit.
篇4：牛津8B unit2 教案教学设计(译林牛津版英语八年级)
Unit 2 Travelling
Welcome to the unit
Teaching aims:
1. To know foreign city famous tourist resorts and popular attractions.
2. Be familiar with the scenic spot and the country.
Teaching steps:
Step 1 Warming up
Do you like travelling?
Do you know any famous tourist attractions in Yancheng?
Step 2 Comic strip
Look, listen and answer the questions.
1. Is Eddie happy in the first picture? Why?
2. Where is Eddie going?
3. Does Eddie want to go too?
4. What does Hobo want to bring?
5. Does Eddie feel happy at last? Why?
Step 3 Explanation
I don’t think it’ll be a holiday for me.
我想对我而言这不会是什么假期了。
这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。当主句含有I think, I believe等词语时，通常否定前移。
e.g. I don’t think it is a good idea. 我认为那不是个好主意。
Step 4 Let students look at the picture then act the dialogue out.
Step 5 Welcome the unit
If you have a chance (机会) to travel abroad (出国旅游), where will you go?
Then show some pictures about some popular attractions in foreign Countries:
the Great Wall
the Leaning Tower of Pisa
the Little Mermaid
the Statue of Liberty
the Sydney Opera House
Tower Bridge
Step 6 Read and guess
1. It is the longest wall in the world.
2. It is a present from French people. It stands for Liberty.
3. It sounds like pizza. It is leaning. It may fall down some day.
4. The girl has a fish’s tail instead of legs.
5. It is the busiest performing arts centre in the world.
6. It is a large bridge over the River Thames in London. It has twin towers.
Step 7 Work in pairs
Work in Part B.
A: What’s this, Millie?
B: It’s the Little Mermaid.
A: Where is it?
B: It’s in Copenhagen, the capital of Denmark.
A: What’s special about it?
B: It comes from the story by Hans Christian Andersen.
A: Have you ever been there? B: No, I haven’t.
Step 8 Do some exercises
Step 9 Homework
1. Prepare a fact file and write about one of your holidays.
2. Preview the new words in Reading.
Reading I
Teaching aims:
Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.
Let students talk about tourist in vocabulary.
Teaching steps:
Step 1 Review
Look at some pictures and say something about them.
e.g. the Leaning Tower of Pisa
the Statue of Liberty
Mount Fuji
the Little Mermaid
Tower Bridge
…
Step 2 Free talk
1. What places of interest have you visited in China?
2. Have you ever been to Hong Kong?
Step 3 Watch a video about Hong Kong Disneyland.
Step 4 Ask students to read together.
Step 5 Present some pictures about Hong Kong Disneyland.
Step 6 Let students read the letter and answer the questions.
1. Who visited Disneyland?
2. How long did they stay in Disneyland?
Step 7 Work on B1
Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions.
Amy: Who did you go to Hong Kong with?
Kitty: I went there with ___________.
Amy: Where did you go during your stay there?
Kitty: We went to ____________________.
Amy: How did you get there?
Kitty: We got there ___________________.
Amy: How long did you stay in the park?
Kitty: We stayed there for ___________.
Amy: Did you enjoy yourselves there?
Kitty: Sure. We had _______________.
Step 8 Work on B2
After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below.
A day at Disneyland
Had fun on ______________
Hurried to have a __________ and met Disney _________________ on the way
Watched a _______ of Disney characters
Watched a __________
Did some ___________
Watched ____________ in front of the castle
Step 9 Work on B3
Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23.
Kitty: I took lots of photos at Hong Kong Disneyland, Amy.
Amy: Oh, let me have a look. Is that Mickey Mouse?
Kitty: Yes. He looked so _____.
Amy: What’s in this photo?
Kitty: It’s Space Mountain, an ______ roller coaster. It moved at high ______ and we were __________ and laughing through the ____.
Amy: What do you think was the best part of the day?
Kitty: I think the parade of Disney __________ was really wonderful.
Amy: Was the film in the park interesting?
Kitty: Yes. The 4-D film was like _______.We could even smell the apple ____.
Amy: Did you go shopping there?
Kitty: Yes. I bought ___________ key rings. Here’s one for you.
Amy: It’s nice. Thank you.
Step 10 Work on B4
Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.
We’re having a fantastic time here.
First, we had fun on Space Mountain – an indoor roller coaster in the dark.
It moved at high speed and was really exciting!
We were screaming and laughing through the ride.
It was the best part of the day.
I ran after them and couldn’t stop taking photos.
Step 11 Homework
Ask students read the article after class.
Reading II
Teaching aims:
1. To know and master some useful words/sentences/phrases.
2. To know the meaning of passage.
3. To learn more about the world and protect the environment.
Teaching steps:
Step 1 Revision
Review Kitty’s trip.
Kitty did a lot of things at Hong Kong Disneyland. She did different things at different time. Let’s complete the table about her trip.
Step 2 Language points
1. I miss you so much!
miss vt. 想念，思念
e.g. Amy misses her grandparents very much.
艾米非常想念她的爷爷奶奶。
miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。
e.g. Kitty was sad because she missed her train.
基蒂非常伤心，因为她错过了火车。
I don't want to miss seeing that film on television tonight.
我不想错过今晚在电视上看那部影片的机会。
miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。
e.g. Miss Smith is a popular writer.
史密斯小姐是一位受欢迎的作家。
2. We’re having a fantastic time here.
fantastic adj. 极好的，美妙的
e.g. We watched a fantastic play yesterday evening.
昨天晚上我们看了一场非常精彩的演出。
have a fantastic time 过得愉快，玩的高 兴 = have a good time = enjoy oneself = have fun
3. Today we spent the whole day at Disneyland.
the whole day 一整天 = all the day
e.g. They spent the whole day wandering about seeing the sights.
他们花了一整天参观名胜古迹。
4. It moved at high speed and was really exciting!
at high speed意为“快速地, 非常快地”, 其中的speed为名词, 意为“速度”, at speed与at high speed意思相同。
e.g. He drives the car at (high) speed in the road.
他在路上飞快地开车。
at a speed of ...也是一个常见的短语, 表示“以……的速度”。
e.g. The train is travelling at a speed of sixty miles an hour.
火车正以每小时六十英里的速度行驶。
5. We were screaming and laughing through the ride.
1) through是介词, 可它的意思不再是我们以前学过的“从……通过，穿过”, 而是“从(某事)的开始到结束, 从头到尾”的意思。
e.g. The nurse looked after the old man through his long illness.
这个老人病了很长时间, 这个护士一直在照顾他。
2) ride n.
可数名词, 意为“乘坐, 搭乘; (乘车或骑车的)短途旅程, 旅行”, 有时也可指“距离”。
e.g. Can I have a ride on your bike?
我能坐你的自行车吗?
6. …such as Snow White and Mickey Mouse.
such as 例如
such as和for example都有“例如”的意思，但是它们的用法有所不同。
such as常用来列举同类人或事物中的多个例子。
e.g. I like animals, such as dogs, bears and pandas.
我喜欢动物，例如狗，熊和熊猫。
for example一般只以同类人或事物中的“一个”为例。
e.g. He has ever been to many countries, for example, Australia.
他曾经去过许多国家，例如，澳大利亚。
选用such as或for example填空。
1) John likes many sports, ____________, basketball.
2) She can say many languages, __________ Chinese, Italian and Russian.
7. I ran after them and couldn’t stop taking photos.
run after 跟着跑，追逐
e.g. Look, the dog is running after the rabbit.
看，这条狗正在追赶那只兔子。
cannot stop doing something 忍不住一直做某事
e.g. We could not stop laughing when we watched Tom and Jerry.
我们在看《猫和老鼠》时忍不住一直大笑。
8. I bought a couple of king rings for classmates.
a couple of 可以表示不确定的“几个”。
e.g. a couple of minutes 几分钟
短语 a couple of也可以表示“两个”
e.g. I saw a couple of men get out.
我看见有2个男人出去了。
9. Hope you’ve enjoyed yourself there.
希望你在那儿玩的开心。
这是一个省略句，省略了主语I，完整的句子是 I hope（that) you’ve enjoyed
yourself there!
在非正式行文（包括日记，卡片，便条，信件）中，有时我们会省去主语，使文字更简洁。
e.g. Hope to here from you.
期待收到你的来信。
Step 3 Do some exercises.
Step 4 Homework.
Recite the new words, phrase and sentence patterns in Reading.
Grammar
Teaching aims:
1.掌握“have/has been to” 和 “have/has gone to”的用法。
2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换。
Teaching steps:
Step 1 Revision
Answer the questions.
1. Where has Kitty been?
2. How did she feel on Space Mountain?
3. What were they doing through the ride?
4. What did she meet on the way to the restaurant?
5. What was the best part of her day?
6. What did they do after the parade?
7. Did she buy any gifts?
8. When did they watch the fireworks?
Step 2 Study Grammar A: Using have/has been 和 have/has gone
We use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.
e.g. Mille and Amy have been to South Hill. They want to go there again.
Sandy has never been to South Hill. She wants to go with them.
We use have/has gone to express the idea that someone went to a place but has not yet returned.
e.g. Kitty and her family have gone to Hong Kong. They will come back next week.
Suzy is not at home at the moment.
She has gone to the bookshop.
Step 3 Summary
have/has been和have/has gone的用法
让我们一起来观察下面的句子并分析总结它们的用法!
① I have been to America many times. It’s really a modern city.
② Millie has gone to America with her family. I hope they have a great time
there.
【区别一】
通过分析上面两个例句, 你能得出什么结论呢?
___________ 表示曾经去过某地, 已经回来; 而 ___________表示说话时已经去了某地, 可能在途中, 也可能到达目的地。
③ Have you ever been to the supermarket to buy grapes?
④ Minnie and her father have been to the supermarket to buy grapes twice this
month.
⑤ Minnie and her father have gone to the supermarket to buy grapes.
【区别二】
通过分析上面三个例句, 你能得出什么结论呢?
含 ___________ 的句子中可以加 once, twice, ever, never等时间状语; 而含 ____________ 的句子中不能加此类时间状语。
【区别三】
综合分析上面五个例句, 你还能得出什么结论呢?
含 ___________ 的句子中主语的人称一般为第三人称形式; 而含 ___________ 的句子中对主语的人称没有限制。
Step 4 Practice
Finish the exercises on pages 26 & 27.
A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.
1. Millie isn’t here. She _________ to the library.
2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.
3. My cousin __________ to Xi’an twice.
4. My parents __________ to Xi’an and they’ll stay there for a week.
5. Daniel won’t be with us at the party. He _________ to Shanghai.
A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.
Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?
Millie: He __________ (go) to Tianjin to attend a meeting.
Daniel: _____ you _____ (be) anywhere recently?
Millie: Yes, I __________ to Hainan with my parents.
Daniel: Oh, that’s great! ______ you ______ to Sanya?
Millie: Sure, we _________(be) to the beach there. Look at these photos.
Daniel: The beach is beautiful. I see Andy playing on the sand too.
Millie: Yes, We went there with his family.
Daniel: I see. By the way, shall we invite Andy to go for a picnic tomorrow?
Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.
Step 5 Study Grammar B: Verbs with for and since
We use for when we talk about a period of time, and we use since when we talk about a time point in the past.
e.g. Mr Dong has lived here for many years.
Mr Dong has lived her since he was born.
Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.
Step 6 Summary
since和for的用法
现在完成时表示动作或状态从过去某一时刻开始, 一直持续到现在, 多与“since +点时间”或“for +段时间”连用。for表示“经过(一段时间)”, 而since表示“自从(……以来)”。
常见结构如下：
for + 表示一段时间的状语
一段时间+ ago
since +表示过去的某一时间点
从句
e.g. He has lived here for 16 years.
他住在这里有十六年了。
He has lived here since 16 years ago.
他从十六年前起就住在这里了。
He has lived here since 1991.
他从1990年起就住在这里了。
He has lived here since he was born.
他从出生起就住在这里。
If we want to express a continuous state, we can use another way like this.
Verb Used for a continuous state Example
begin/start have/has been on
The film has been on for 20 minutes.
finish/stop
have/has been over The parade has been over for hours.
come/go/arrive
have/has been in/at
Kitty has been in Hongkong for two days.
leave
have/has been away
She has been away from home since last Tuesday.
borrow
have/has kept
She has kept this book since last week.
join
have/has been in
have/has been a member of
Simon has been a member of the Football Club since last year.
marry
have/has been married They have been married for 15 years.
die
have/has been dead
The fish have been dead for some time.
Step 7 Practice
Kitty is telling Millie about her holiday in Hong Kong on the phone. Complete what she says with the correct forms of the verbs in brackets.
My parents and I _________(arrive) in Hong Kong on the first day of the winter holiday. We _________(be) here for three days.
I __________(borrow) a book about Hong Kong a week ago. It’s very useful. I ____ ____ (keep) it with me for a few days. It helps me learn more about Hong Kong.
Now it’s noon and we’re in Ocean Park. The first dolphin show ______(begin) at 11:30 a.m. It ________(be) on for about half an hour. The show is really exciting.
Step 8 Do some exercises.
I. 慧眼识错。
1. I have borrowed the book for 3 months.
2. My bother has joined the army since he was 18.
3. Jack and Tom have lived here since 5 years.
4. The film has been on since I have come to the cinema.
5. When has Mr. Li caught a bad cold?
6. His grandfather has been died for two years.
7. Jim has gone to Beijing for ten years.
8. What time have the factory opened?
9. I have gone to Chunhua Middle School twice.
II. 同义句转换。
1. The class was over ten minutes ago.
The class _____________ for ten minutes.
2. His grandpa died in .
His grandpa ______________ for ten years.
3. The exhibition has been on for three
days.
The exhibition ____________ three days ago.
4. My parents got married 25 years ago.
My parents __________________
since 25 years ago.
5. I bought the MP3 last week.
I __________ the MP3 for a week.
6. Kitty joined the Reading Club last year.
Kitty _____________________ the Reading Club since last year.
III. 翻译下列句子。
1. 这些日子你去哪里了？
2. 我父亲已经去上海出差了。
3. 他离开家已经了。
4. 篮球赛已经开始15分钟了。
5. 20分钟前会议就已经结束了。
6. 我两年前来到了这个学校。
7. 她已经到达公司半个小时了。
8. A: Tony曾经去过法国吗？B: 是的。
A: 他去过埃菲尔铁塔吗？ B: 没有。
9. A: 我昨天没看见你。你去哪儿了？
B: 我去电影院了。
A: 你什么时候去电影院的？
B: 昨天下午。
10. A: 你爸爸去哪儿了?
B: 他去美国了。他下周回来。
11. A: 他们去印度了吗?
B: 不，没有。他们明天走。
Step 9 Homework
1. 复习for和since的用法。
2. 复习延续性动词和非延续性动词的用法。
Integrated skills
Teaching aims:
1. By reading and listening to obtain useful information
2. Can ask and answer questions about travel
Teaching steps:
Step 1 Revision
Translate some sentences.
1. 小名参军半年了。
Xiao Ming has been a soldier for half a year.
2. 我们上了8年学了。
We have been students for eight years.
3. 下课10分钟了。
The class has been over for ten minutes.
4. 电影开始了一小时了。
The film has been on for an hour.
5. 门打开半小时了。
The door has been open for half an hour.
Step 2 New words
beautyseaside theme park sailing view except
mountain business direct flight on business
Step 3 Free talk
Have you ever travelled to any places in China?
What did you do there?
Step 4 Listen to the tape and answer A1.
The Class 1, Great 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places. Write the correct letter in each box.
Places for travelling
a. Chinese gardens1. Kitty
b. Museums 2. Simon
c. Places of natural beauty3. Sandy
d. Seaside cities 4. Daniel
e. Theme parks 5. Millie
Step 5 Make sentences use the information in A1.
Kitty likes to go….
Millie wants to go…
Step 6 Ask students talk with classmates
What is important when you plan your holiday?
Step 7 Listen to the tape finish A2.
The students are listening to a radio programme about the best time to visit some places in China. Put a tick (√) in the correct boxes.
Places to go Spring Summer Autumn Winter
Chinese
gardens Suzhou,
Yangzhou
Museums Beijing,
Xi’an
Places of natural beauty Mount Huang,
Jiuzhaigou
Seaside cities Dalian,
Qingdao
Theme parks Shenzhen,
Hong Kong
Step 8 Finish part A3 together.
Amy wants to give her classmates some advice on travelling in China. Help her complete her notes. Use the information in Parts A1 and A2 to help you.
Places to go in China
Kitty likes ___________, such as the Window of the world in Shenzhen or____________ Disneyland. She can go there all year round.
Simon loves water sports, such as sailing. He thinks it is great fun. He can visit a seaside city like ______ or Qingdao this ________.
Sandy likes places of ______________, like Mount Huang or Jiuzhaigou. She can go there in any season except _______. The views there in winter may be wonderful, but it is dangerous to climb the mountains or hills on cold and snowy days.
Daniel likes ________________. He can visit Suzhou or Yangzhou. The best time to go there is in spring or________. There may be some rain, but the weather is usually nice at that time of year.
Millie likes _________. She can go to Beijing or Xi’an. She can visit museums in any season.
Step 9 Pair work
Work in pairs. Talk about your travelling.
A: Where did you go last summer?
B: I went to …
A: What did you do there?
B: I went… I had a fantastic time.
Step 10 Written task
Your foreign friend wants to visit Suzhou, please give him some advice.
Speak up and Study skills
Teaching aims:
1. Students can ask and answer about the travel information.
2. Students can use main points and details to write an article.
Teaching steps:
Step 1 Free talk
Travelling is very interesting. May Day is coming and it’s a good season for travelling. Amy will go traveling. Where will she go?
Step 2 Speak up
Listen and answer some questions.
1. Where will Amy go?
2. How will they get there?
3. How long are they staying there?
4. How long dose it take to fly to Chengdu?
Step 3 Act out
Let students act the dialogue out.
Step 4 Pair work
Let students talk about:
What’s your holiday plan? Where do you want to go during the May Day holiday？
Give them tips:
Where are you going?
Why do you plan to go there?
Who are you going with?
How will you get there?
Step 5 Notes
1. My Dad has been to Chengdu on business twice.
我爸爸去成都出差过两次。
business n. 的意思是 “公事，生意”，该词还有“职业，企业”的意思。
on business 意思是“出差”
2. We’re going to take a direct flight to Chengdu.
我们将乘直飞航班到成都。
direct adj. 径直的
e.g. There is a direct high-speed train to Hangzhou.
有一班直达杭州的高速列车。
Step 6 Practice
Complete the sentences.
Step 7 Study skills
Presentation:
1. When we write about an experience or event, we can organize our ideas using
the following five main points.
When did it happen?
Where did it happen?
Who was there?
What happened?
How did you feel?
Then we should give details to support the main points.
2. Take Kitty’s day at Hong Kong Disneyland as an example:
When: during the winter holiday
Where: Hong Kong
Who: Kitty and her parents
What: visited Hong Kong Disneyland
How: had a fantastic time
Step 8 Practice
Mr wu is asking the Class1, Grade 8 students to organize the following information into main points and details. First, help them write the correct letters in the blanks. Then work pairs and talk about their trip.
a Class 1, Grade 8 students
b Enjoyed the natural beauty
c Everybody felt excited
d Flew kites
e Went fishing by the lake
f 5 March
g South Hill
h A visit to South Hill
When: ____________
Where: ____________
Who: ___________ ____________
What: ___________ ___________
How: ____________ ____________
Step 9 Sample speech
On 5 March, the Class 1, Grade 8 students went to South Hill. They enjoyed the natural beauty there. Some of them flew kites, while some of them went fishing by the lake. Everybody felt very excited.
Step 10
Write a passage about your trip, using the information we have learned in the lesson.
Task
Teaching aims:
To write an article about one of your holidays.
Teaching steps:
Step 1 Warming up
Show some pictures about Hong Kong Disneyland.
Step 2 Work in Task 1
1. Presentation
Show students some pictures to learn new words.
2. How does Kitty write her article?
Step 1(part A):
Step 2(part B):
Step 3(part C):
3. Look at Kitty’s fact file –Part A in page 32carefully and try to remember more information about Kitty’s trip to Hong Kong.
Main Points Details
When The winter holiday ------
where Hong Kong
Who ------
What visiting places of interest Disneyland
Ocean park---
Other activities
Eating
How
4. Useful expressions:
It took us …to fly to
The next day, we went to…
I loved watching the interesting…
…was exciting/beautiful/fantastic
On the third day, we visited…
We went to…on the fifth day
…was the best part of the day
We enjoyed this trip very much
Step 3 Work on Task 2
1. Complete Kitty’s article in Part B on page 33 as quickly as you can.
2. Analysis (分析) kitty’s article. We can group this article into 3 parts:
Part 1: para( )-para( ) It is mainly about
Part 2: para( )-para( ) It is mainly about
Part 3: para( )-para( ) It is mainly about
3. During Kitty’s article, Kitty used some adjectives（形容词）and adverbs（副词） to describe her article. Could you please find them out as many as you can?
Step 4 Notes
1. My parents and I left for the airport in the early morning.
我和父母一大早就前往机场。
leave for 动身去
e.g. The plane leaves for Hong Kong at 10:30.
飞机于10：30 起飞前往香港。
2. It took us about three and a half hours to fly to Hong Kong.
我们花了3个半小时飞到香港。
“3个半小时”还可以表达成three hours and a half
“一个半小时”的两种表达方式 one and a half hours
one hour and a half
Step 5 Writing
You are going to write an article about one of your holidays. Write down some main points and details, and organize your ideas before you write.
Tips:
1. Remember to state (陈述) clearly the place and the time of your trip, and the people who went with you.
2. Organize your ideas before you write.
3. Think of something interesting and special to write about.
4. Use adjectives and adverbs to make your article more interesting.
5. Write about your feelings in the last paragraph.
Step 6 Homework
If you went to Beijing for a holiday last summer, try to write an article about this trip.
篇5：8a unit6 reading 教案教学设计(译林牛津版英语八年级)
一、教案背景
1、面向学生：中学
2、学科：英语
3、课时：两课时
4、学生课前准备：
（1）预习教材94-95页的内容。
（2）以小组分工形式搜集以下地震的相关资料并完成下列表格：
names of earthquakes when where the number of deaths
the Tangshan earthquake
the Wenchuan earthquake
the Yushu earthquake
the Haiti earthquake
the Chile earthquake
请你用英语写出关于地震的几句话：
（3）请完成下列调查表：
性别
学生
编号 地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震各种信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
1 男 女
2
.
40
（4）搜集资料：如何在灾难中自救。
二、教学课题
译林版牛津初中英语（八年级上）Module 2 Unit 6 Natural disasters Reading
The Taiwan earthquake
三、教学目标
（一）知识目标：
1、学习掌握课文四会内容。
2、了解台湾地震的整个过程。
3、掌握课文大意，并能按照事件发生顺序复述课文内容。
（二）能力目标：
1、培养学生根据关键词和语境猜测大意的能力。
2、进一步理解、应用过去进行时。
3、培养学生良好的听、说、读、写综合语言能力。
（三）情感态度目标：
1、通过学习主人公在地震中的活动，培养学生勇敢、不畏艰难的精神。激发学生珍爱生命及自我保护意识。
2、通过开展小组活动，积极与他人合作，培养学生互帮互助的团队精神。
四、教材分析
1、教材版本：
凤凰出版传媒集团、译林出版社义务教育课程标准试验教科书《牛津初中英语（八年级上）》。
2、学情分析：
本课以台湾9.21大地震为背景，男孩Timmy用第一人称叙述了在地震中他被困瓦砾堆下的故事，给人以亲身经历的感觉。这种感觉很容易使学生倾心地去听、去读、去说，或为故事中人物的命运和事件的发展深刻感受遭遇地震的恐惧不安和死里逃生。
这篇课文语境真实，有利于课堂交际活动的真实开展。在教学中我设计了Do you know how to protect yourself if there is an earthquake here? 等问题,由课内延伸到课外,增大学生的知识量,拓展了学生的思维,从而达到综合运用语言进行交际的目的。
3、教学重点：
1.了解有关地震的基本知识。
2. 通过阅读，理解课文大意并理清事情发生的顺序。
3.培养学生的阅读技巧。
4、教学难点：
进一步理解、应用过去进行时。
5、教学准备：
（1）利用百度搜索好教学所需的地震相关视频和音乐。
（2）多媒体、录音机。
（3）对学生调查表进行分析统计。
五、教学方法
1、教学方法
情境教学法、任务型教学法
2、学习方法
预习、自主学习、合作学习
六、教学过程
第一课时：
Step 1 情景导入(4分钟)
【小组活动】
小组展示课前用百度引擎www.baidu.com/搜集完成的合作成果
names of earthquakes when where the number of deaths
the Tangshan earthquake on 28 July,1976 in Tangshan 242,000
the Wenchuan earthquake on 12 May, in Sichuan 69,142
the Yushu earthquake on 14 April, in Gansu 2220
the Haiti earthquake on 12 Jan,2010 in Haiti 222,500
the Chile earthquake on 27 Feb,2010 in Chile 802
请你用英语写出关于地震的几句话： The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
【设计意图】让学生通过了解几次大地震的基本情况，激发学生脑海中的地震图式，并能用几句英语句子描述地震。
T：An earthquake is a disaster , isn’t it ？引入课题：The Taiwan earthquake
Step 2 呈现(6分钟)
1【师生活动】
【百度视频01:07】video.sina.com.cn/v/b/13515276-1192284773.html
T:Where and when did the earthquake happen?
What is the big noise like ?
What can you see in the video?
S:It happened on May 12 in Wenchuan.
The big noise is like thunder / bombs under the ground .
I can see mountains and trees shaking , big stones falling down .
I can see people screaming in fear , running wildly .
【设计意图】：通过该视频提问检查小组成员课前自主学习的准备情况，检查四会内容预习情况，引入本课部分重要单词。
2【教师活动】板书学生回答时提到的新单词，并带读。
3【学生活动】完成P96B1练习，加深对新单词的理解。
Step 3 听力练习(6分钟)
1【教师活动】
T:There was also an earthquake in Taiwan on 21 , September in . About 2,000 people lost their lives , but a boy named Timmy survived. He is a survivor. Let’s listen to see what happened to him.
播放课本94-95页录音。
2【学生活动】
听录音，完成课本97页D部分判断正误。
3【师生活动】
学生朗读D部分判断正误的句子，教师与学生一起核对答案，就错误的句子要求学生改正并朗读。
【设计意图】：通过听力练习，让学生整体感受课文，同时训练学生的听说能力。
Step 4阅读(15分钟)
1【师生活动】
(1)教师再次播放课文录音，学生跟读2遍，教师用多媒体展示以下问题，并提问检查学生对课文的理解：
(1)、What was Timmy doing when the earthquake started ？
(2)、Why did people scream ?
(3)、Where did Timmy try to run when the real noice came，like bombs under the ground ?
(4)、Why did people run wildly in all directions ?
(5)、What happened to the building ？
(6)、How did Timmy feel when he was trapped ?
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
(9)、Did he survive the earthquake ?
(10)、How was Timmy saved ?
【设计意图】：让学生通过问题阅读来验证对篇章的整体理解，该部分主要采用5-W设计提问，其中(7)、What did he tell himself when he was trapped ? 和 (8)、Did Timmy eat up the chocolare ? Why not ? 两个问题的设计目的是为了教学生在面对灾难时要冷静，随身食品不要一下吃完，而要作为维持生命的延续。
Step 5练习(14分钟)
2【学生活动】
（1）、先小组内朗读，再全班朗读，然后小组合作完成下列表格并展示：
Noise People do What happened Timmy
At first / / / felt a slight shaking
Then A big noise
like thunder
Children screamed looked at each other in fear;
Childre were frightened
/ /
Then The real
noise came
like bombs ran in all directions; ran wildly Pieces of glass
and bricks fell down tried my best
to run,too
Final-ly The noise
ended calmed down;
could not see at all
（2）、完成课本97页c部分练习，选3位学生根据排好序的图片复述课文大意。
（3）、在音乐中完成课本96页B2部分练习
【百度视频】www.tudou.com/programs/view/C1GBeIg6FUs/
（4）、朗读课本97页c部分练习，小组核对答案。
【设计意图】：让学生通过朗读和练习，获得对文章的细节理解和把握，图片排序有助于学生掌握课文大意，为运用所学知识复述课文内容做准备，音乐《让爱转动整个宇宙》是让学生感受台湾人在9.21地震灾难后重建家园的奇迹和和对生活的坚强。
Homework
Finish off the exercises in the Evaluation Handbook and learing English.
板书设计:
The Taiwan earthquake（1）
用几句英语句子描述地震
The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
生词、短语、句子
1、The big noise is like thunder / bombs under the ground .
2、What can you see in the video?
I can see。。。shaking , falling down .
screaming in fear , running widly .
3、P96B1练习听录音
1、完成课本97页D部分判断正误。
2、回答问题
(1)、。。。。。。
。。。。。。
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
。。。。。。
练习
1、完成课本97页c部分练习，根据排好序的图片复述课文大意。
2、完成课本96页B2部分练习
第二课时：
Step 6练习(12分钟)
1、【学生活动】
(1)First watch a video about an earthquake in Haiti ,Then complete the following artile:
【百度视频01:32】 v.youku.com/v_show/id_XMTcxNTA2ODEy.html
The building was shaking when the earthquake started . We can hear clearly pieces of bricks falling down the ground . A man in blue was running out of the building at the moment . The walls were shaking . Another three men were running wildly in all directions because they were very frightened . We can hear a loud noise like thunder/bombs under the ground . Then the walls began to come down , At last all calmed down.
(2)Ask Ss to read the above article.
【设计意图】：借助海地大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习,同时对部分重点词语、短语加以巩固。
(3)词组练习
1、When hearing the loud thunder ,he felt a heavy shaking through his body .(一阵巨大的摇晃传过他的身体)
2、The baby calmed down (平静下来) after listening to teh beautiful music .
3、I was doing some shopping (在购物) when the earthquake took place .
4、Timmy shouted for help(大喊救命) but no one came for a long time .
5、People in the shop center looked at each other in fear (惊恐地相互看着).
6、When seeing the snake , the girls ran in all directions (四下逃窜).
(4)Translation
1、起先，他感觉到一丝轻微的震动传遍全身。
At first,he felt a slight shaking through his dody.
2、地震开始时，我正尽力朝操场跑去。
When the earthquake started,I was trying my best to run to the playground.
3、今早我看到她时，她正急匆匆地赶去上学。
When I saw her this morning,she was in a great hurry to go to school.
4、人们在疯狂奔逃时，一块块玻璃和砖块直下掉。
People were running wildly while pieces of glass and bricks were falling down .
Step 7 活动
1、【学生活动】(13分钟)
（1）Work in pairs
One acts as a reporter , the other acts as Tommy . The reporter interviews Tommy with such as the following questions :
(1)How did you feel at first when the earthquake happened ?
(2)What was the big noise like ?
(3)What were people doing while pieces of glasses and bricks were falling down .
(4)What did you feel when you were trapped ?And what did you do ?
(5)Did you shout for help ?
(6)Where did you know when you were trapped ?
(7)How did the people save you from the ruins ?
（2）Ask some volunteers to act out
【设计意图】：采访活动中给学生提供可能用到的问题，目的在于给学生建立脚手架，让学生伸伸手可摘桃，让每个学生都能有话可说，有利于培养学生自信心，使每个学生都能积极主动地参与到活动中来。
2、【师生活动】(6分钟)
T: Show Ss the following survey summary , which is based on the Ss’survey .
95 percentt of you are afraid of an earthquake , and we know Donghai county lies in a seismic activity area . Do you know how to protect yourself if there is an earthquake here?
调查统计表
性别
人数
百分比
地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震重大信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
abc 是 否 是 否 够 不够 是 否
男 19 19 17 2 16 3 18 1 18 1
89.5% 10.5% 84.2% 15.8% 94.7% 5.3% 94.7% 5.3%
女 21 21 21 0 13 6 19 2 17 4
100% 0% 61.9% 38.1% 90.5% 9.5% 81% 19%
汇总 40 40 38 2 29 9 37 3 35 5
100% 95% 5% 72.5% 27.5% 92.5% 7.5% 87.5 12.5%
T: Groups of four students to discuss the topic, and then representatives of each group to speak.
How to protect yourself if there is an earthquake here?
(1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
。。。。。。
【设计意图】：通过开展小组活动，培养学生在面临灾难来临时，要勇敢、要有互帮互助的团队精神，同时也激发了学生要珍爱生命及自我保护意识。从而将知识由课内延伸到课外,增大了学生的知识量。
3、【学生活动】(14分钟)
（1）根据视频内容和首字母提示完成下列文章：
【百度视频05:38】www.tudou.com/programs/view/GkPL9fAmYG8/
The Wenchuan earthquake
A sudden heavy earthquake hit Wenchuan at 14:28 on May 12,2008. The earthquake flattened the beautiful Wenchuan to the ground .More than 6,9000 people lost their lives and tens of thousands of people became homeless in the disaster. In pictures : People were trying their best to save trapped persons in the buildings .An old man was sitting on the ruins .Dead bodies and the injured were everywhere .A father only found his child.’s schoolbag in the ruins. Many people were crying for their lost relatives .They were in deep sorrow. PM Wen Jiabao was in a greay hurry to come to the disaster area in the fist time to guide rescue work. Lots of people donated money and blood to Wenchuan. While watching , I could not help crying. As students, we should try our best to help them .
（2）Ask Ss to present the answers .
（3）Read the article ,
【设计意图】：一是让学生对所学内容加以巩固和提高，并能学以致用，如过去进行时、重点单词和词组的使用；二是培养学生根据关键词和语境猜测大意的能力，并能从视频中获取信息和转化信息的能力；三是通过让学生观看这些催人泪下的惨烈场景、感人肺腑的细节，去感受、体验灾难中所显示出来的民族精神，从而培养学生珍爱生命、不畏艰难和团结互助的精神。
Homework
1、Try to recite the text.
2、Finish off the exercises in the Evaluation Handbook and learing English.
板书设计
The Taiwan earthquake（2）
一、Watch and complete the artile: was shaking、 started 、 pieces、 bricks falling 、 running out 、 were shaking 、 three 、 running wildly directions frightened 、 noise 、thunder/bombs 、ground 、come down 、 calmed
二、Activities
1、Work in pairs
2、Discuss:
How to protect yourself if there is an
earthquake here? (1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
......
3、根据视频内容和首字母提示完成下列文章
earthquake、 May 12,、 lives 、disaster、trapped 、was sitting 、 bodies 、everywhere 、in a greay 、money、 blood 、crying、 try
八、教学反思
本课是一篇阅读课，是以台湾9.21大地震为背景，以幸存男孩Timmy的切身经历为主线。在教学设计上主要采用情境教学法和任务型教学法。各教学环节紧紧围绕知识目标、能力目标和情感态度目标进行展开，力求突出重点和突破难点。
本课阅读任务分为三个阶段，即任务前、任务中和任务后。任务前以情景导入来激发学生的地震图式，引入四会内容，解决学生的语言障碍；任务中通过听读练习、一览表、视频等问题设置，并借助问答、讨论、小组活动探究、复述等形式进行教学活动开展，有利于学生先整体，后细节，再整体获取文章信息和转化文章信息的能力，这也是对学生的阅读技能和阅读方法的培养，同时对单词、短语和句子起到巩固和提高的作用。任务后借助海地大地震和汶川大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习和巩固，从而有效突破教学难点；使用调查统计表，通过开展小组采访活动，培养了学生勇敢、互帮互助的团队精神，同时也激发了学生珍爱生命及自我保护意识，使学生的情感目标再次得到升华。
本节课教学活动的设计，无论是问题设计的层次性、艺术性和真实性，还是视频资源的合理使用、学生目标的达成情况和阅读技能的培养等方面都取得了很好的效果。但美中不足的是本课话题稍微有些沉重，班级中有95%的学生对地震感到害怕，对学生的心理健康或多或少会产生一些影响，这就需要我在以后类似话题的教学中要借助我校心理咨询教师对学生的心理多做一些必要的心理辅导。
八、教师个人介绍
省份 江苏 学校 东海县城头中学 姓名 刘华成
职称 中学一级 电话 15161350796 邮件 lhcctzx@126.com
通讯地址 江苏省东海县城头中学 邮编 222303
刘华成，男，汉族，徐州师范大学英语教育专业毕业，本科学历，自参加工作以来一直从事初中英语教育教学研究工作，近年来有多篇教学论文在国家级、省级刊物上发表。
著作权与使用申明：获奖作品的作者享有作品的著作权，并同意授权《中国教育信息化》杂志社与百度公司校园合作项目相关推广活动中以非商业目的对该获奖作品进行复制、使用、编辑、改编等。
篇6：牛津初中英语8B(译林牛津版八年级英语下册教案教学设计)
1. over the past 100 years
2. collect information
3. used to do
4. be used to+名词/doing
5. be used to do…/ be used for doing
6. get married/ tired/ paid/ hurt / lost / caught
7. play cards and Chinese chess
8. noise pollution / air pollution/ white pollution/ water pollution
9. take off
10. from time to time
11. have an interview with sb.
12. look up a word in the dictionary
13. if necessary
14. be in service/ be in use
15. on one’s own= by oneself
16. start / begin with
17. provide sth. for sb./ provide sb. with sth.
18. lose one’s way / get lost (be lost )
19. It must be fun.
20. go skiing/ hiking/ swimming/ sightseeing
21. take photos (of sb.)
22. dance to music
23. give sb. some advice on…
24. something interesting and special
25. make a video
26. hold a writing competition
27. write computer programs
28. come out
29. at the same time
30. a thirteen-year-old boy
31. fall asleep
32. play the role of…
33. sell out
34. Most of them is good
35. on the radio/ on the air
36. Do you mind telling me how to…?
37. in other words= that is to say
38. the host of charity show
39. Only if you sleep less during the day!
40. different ways of raising money
to raise money
41. give out
42. Will it be a success?
43. donate money to Project Hope
44. give something to people in need
45. make money by doing sth.
46. I wish (that) I could fly.
I wish (that) I were Yao Ming.
We wish you good luck.
I hope (that) you will like it.
I hope to pass all my exams.
47. set up
48. volunteer to do sth.
49. have some pocket money left
50. The good/ bad news is that…
51. perform operations on sb.= operation on sb.
52. be grateful to sb. for sth..= be thankful to sb. for sth.
53. be proud of…
54. All we need is enough money to carry on with our work.
55. improve the lives of children
56. treat them with kindness
57. leave a book at your place
58. support one’s family
59. care about other people
60. finish school
61. a helping hand
62. train for a charity walk
63. be known as = be famous as
64.be famous/ known for…
65. group themselves into a team of four people= form groups of four
66. team spirit
67. This will be an experience.(that) you will never forget
68 Its aim/ goal is to raise money for…
69. first-aid
70. give seats to the elderly (= old people)
71. pay attention to sth.
72. fill in the form
73. be willing to do sth.
74. theme park
75. remote control
76. all-time favorite CD-ROM
77. health care
78. prevent …from doing
篇7：An Earthquake in Sichuan（牛津8A配套教学）(译林牛津版八年级英语上册教案教学设计)
苏州市十六中学 周红兰
【教学课型】复习及写作训练课
【教材分析】
1．教材内容 （牛津初中英语8A Unit 6 8BUnit 5&6）
2．教材处理
8A Unit6讲述了发生地震和暴风雪等自然灾害后当地人们如何从容应对，相互帮助，共渡难关。8B Unit 5&6介绍了一些慈善机构和组织以及它们的职能。笔者对这三个单元进行有机的串联与整和，同时还注重把学生所需要的语言环境和背景知识渗透在整个过程中。重新设计写作任务，要求学生学会写记叙文、说明文、倡议书等，自然承接，深化话题，进而增强学生呼吁他人帮助受灾群众的社会责任感；激发学生的爱国爱民之情；增加对自然灾害的认识和防范。
【教学目标】
1 知识目标
复习并灵活运用所学的描述受灾和呼吁捐助灾区的词汇和句型：
词汇：fire, earthquake, flood, rainstorm, snowstorm, typhoon, sandstorm, donate to, raise … for等
句型：Thank you for…; It’s … for sb to do sth; I’m asking you to …;
I’m wondering if …; I hope that …等
2 能力目标
1）能根据所提供话题和范文写一份倡议书
2）了解和掌握一些在不可预见的自然灾害和人力不可抗拒的重大事故中如何自护和自救的办法。
3 情感和价值观目标
加强生命教育，增强社会责任感，懂得珍惜生命，懂得如何动员社会力量来帮助处于困境中的人们。
【教学重点】
1 复习相关的词组和短语
2 根据文字提供的信息写一篇有关的文章
【教学难点】
1 如何写出语意连贯及结构完整的短文
2 如何把握写作中的时态、语态；语气和情感
【教学过程】
Step 1 Lead in
Read some newspaper headlines and watch some pictures about the earthquake that happened in Sichuan , then talk about the pictures and review the expressions and phrases:
survive the earthquake kill thousands of people feel a shaking through my body
look at each other in fear run in all directions
pieces of glass and bricks fall down begin to come down
be trapped in calm down shout/scream for help
stay alive be in a great hurry move away the bricks and stones
operate on the PLA men soliders/social workers
give out food and clean drinking water volunteers/do some voluntary work
government officials support teams team spirit
be grateful to carry on with send donations to
without meals or sleep with tired bodies group themselves into a team of four
mourn the death of sb have support from businesses
【设计说明】
首先齐声朗读三个单元的Reading部分，然后叫学生找出其中的关键短语和词组，教师板书在黑板上，可叫同学一起拼写。接着展示和观看图片让学生了解5.12地震的惨烈和灾后中国政府和中国人民如何共同抗震救灾，众志成城。教师可以要求学生朗读词组、书写词组和短语、根据板书在黑板上的词组来复述汶川大地震的经过。激发他们的爱国热情，珍惜和尊重生命。同时复习了词组和句型，承接救灾这个话题，提高他们对相关内容的兴趣，同时引出下一步骤。
Step 2 Discuss: 1. What should we do if an earthquake happens to us?
2. What can we do to help the survivors?
【设计说明】
Step1 和Step2是Pre-writing阶段，是语言和内容的输入，输入阶段可以是听一段材料，阅读一篇文章，也可以是让学生看图说话等。教师可以在写作之前组织学生围绕写作的话题展开讨论，让他们能言之有物。在这部分教师可以启发学生讨论如果大地震来临我们如何脱险、如何减少伤害或伤亡。适时地进行“事先预防教育”、“事中处理教育”、“事后化解教育”。让孩子进行自我保护的教育。
Step 3 Teach how to wrote an article and ask them to write one, supposing they are victims, survivors , volunteers, doctors or the reporters in quake zones. And ask them to pay attention to the writing tones, capitalization, usage, punctuation, and spelling.
1) choose the topic
2) choose materials
3) make a list
4) start to write
A terrible earthquake happened in Sichuan. / There was a terrible earthquake in Sichuan.
The houses and buildings fell down and the survivors were homeless.
He lost family members and relatives and he was very sad.
Premier Wen was in a great hurry to the quake zones .
The PLA men hurried to the quake zones.
They were searching for the survivors.
She was trapped in the bricks and stones and the volunteers were trying to save her.
The soldiers were carrying the victims on their backs.
A little baby was saved.
They were having a break.
The doctors were performing an operation.
They were marching across the stones and bricks and carrying the victims.
The chairman of our country was comforting a child without parents.
The nurse was encouraging the girl not to give up hope.
They were supporting each other.
The support team members were mourning the death of a mother and her daughter.
The goods from foreign countries arrived.
A new couple were donating blood.
The children were donating their pocket money.
A beggar was donating money .
All the Chinese people were mourning the loss of more than 7 million of people.
The volunteers were giving out the food and clean drinking water.
The people in quake zones were grateful to the PLA men and the government.
Luckily, we can rebuild a better world.
The social workers were encouraging the children to cheer up.
There was delightful smile on the girl’s face again.
【设计说明】
在while-writing 阶段，教师的主要任务是分解写作任务，创设写作情景，提供必要的词汇或句子结构等方面的帮助。因为本节课的内容是关于抗震救灾的，教师可以从网上下载一些汶川大地震的图片，要求学生根据所看到的内容以及刚复习到的词组给每幅图片配上必要的文字说明。这一部分相对简单一些，只要学生注意每幅图的时态、语态和单、复数就可以了。实际上这一部分的难度就相当于中文翻译成英文。接着要求学生身临其境以各种身份写一篇文章。他们的身份可以是灾区的受害者、记者、解放军战士、志愿者或前往救援的医生、心理医生或社会工作者等。这一部分相对前一部分来说难一些，要求学生注意体裁的选择，内容的组织和安排以及语言的恰当使用等问题。把讨论中和本节课中所复习的词汇和知识要点运用于写作实践，从而在充分的语言输入后实现有效的输出。
Step 4 Discuss & correct their articles
【设计说明】
在Post-writing阶段，教师应先呈现习作的评价标准，分别从content/structure/language usage/ mechanical skills等几方面进行自我修正和评价。接着教师引导学生自我欣赏与相互欣赏，自我修正与相互修正，自我提高与相互提高。作品的第一鉴赏者和评价者应该是作者本人，学生完成写作后，教师应要求自己读一遍，在朗读过程中找出习作的优点和不足。在自我欣赏和修正之后，老师鼓励同桌或学习小组成员之间相互欣赏与修正；最后请几个同学到台上展示自己的作品，或叫相对写作水平较好的同学把他们的习作写在黑板上，让同学们一起修正，老师要注意从欣赏的角度来点评学生的习作，尽量避免叫基础差的同学，要照顾他们的自尊心。这样做的话也可以给基础较差同学提供范文。
【板书设计】
An Earthquake in Sichuan
survive the earthquake kill thousands of people feel a shaking through my body
look at each other in fear run in all directions
pieces of glass and bricks fall down begin to come down
be trapped in calm down shout/scream for help
stay alive be in a great hurry move away the bricks and stones
operate on the PLA men solider workers
give out food and clean drinking water volunteers/do some voluntary work
government officials support teams team spirit
be grateful to carry on with send donations to
without meals or sleep with tired bodies group themselves into a team of four
【教学反思】
这节课是在非常肃穆的氛围下进行的。这节课我首先相当的是生命教育，其实它并不是一个陌生的话题。早在上世纪九十年代中期随着素质教育的概念的提出而被频频提起。但十余年的发展，并没有出现令人欣慰的结果。对生命的尊重是生命教育的基础，必要的危机意识、自护能力是生命教育的核心。教师应抓住契机传授一些灾难到来的一瞬间该如何应对的基本技能。大地震后，关于国家领导人火速赶灾区，救援部队驰援，中国政府对灾难的公开坦然，全国哀悼日所体现的人性关怀，无不激发起学生作为一个中国人的民族自豪感。在英语学科教学过程中，老师应努力渗透思想、道德、品格、情感、价值观等，引入人与自然、人与社会、人与文化、人与自我等方面的内容，引导学生对自然、社会、自我进行深层次的反思，将英语教学从普通知识的教授提升到人文素养的培养。注重寓思想教育于英语教学中。这一节课让学生体会到了生命的尊贵，人与人之间关系的纯洁，让学生体会到奉献的快乐。
复习课的特点是容量大，所以要求老师对教材进行有机的整和。复习不是简单的机械重复，而是问故知新的求知过程。它既是教师帮助学生弥补知识缺陷的一项重要的工作，又是帮助学生梳理知识、融会贯通的大好时机。教师既要善于激活学生已有的语言能力，又要对新旧知识进行有机地串联与整和，使学生每时每刻在课堂上使用所学的知识。书面表达是衡量学生语言输出能力和运用能力的主要手段，它既要学生使用正确的语法、确当的词汇、合理的结构，清楚、连贯地表达意思。教师要精心设计教学的每一个环节，使语言环境和背景知识有序合理地渗透在整个教学过程中，让学生每时每刻都沉浸在语言的氛围中。教师在处理语言知识时，应根据学生的学习特点，有重点、有层次地采用形式多样的机械性的操练和意义性操练进行强化和巩固，为学生进入、运用、演绎所学语言并最终完成一篇习作设计合理递进的台阶。所以我在设计本教案时从复习词组、短语开始，接着看图写句子，最后再写习作。在教学过程经常会有一些无法预见的教学因素和教学情景发生，教师要有效利用生成性教学资源。在上这节课时，一同学说想写一份劝募信，由于没学过这部分内容，所以我抓住机会，教给他们写劝募信的格式、语气等。然后引导学生讨论：这样的信写给谁能收到更多的捐款？为什么？这个环节可以拓展学生的写信对象，既可以是国内人士也可以是国外人士，既可以是团体或组织。由于课堂上时间较紧，只能完成一个初稿，所以我临时决定这节课的课后。
就是完成这封劝募信。这节课保证了老师在课堂上对学生的写作过程进行有效的监督和指导，复习、写作、评改浑然一体，“发展学生综合语言应用能力”真正落到了实处。
世上无难事，只怕有心人。笔者相信如果每个老师都能合理利用教材资源，细心地去设计每一节课，并持之以恒，学生的总体英文水平定能突飞猛进。教学是一门艺术，笔者希望本文是齐放的“百花”中的一朵，为我们的初中英语教学添上一点“颜色”。
【参考文献】
1．许少秋 “高中课型课例交流与研究” 《中小学外语教学》 第5期
2． 石锡伍 “利用教材资源开展写作训练的策略” 《中小学外语教学》 2008第5期
中学一级
篇8：模块7 Unit 3 Project 教学设计(译林牛津版八年级英语上册教案教学设计)
Teaching Design for M7 Unit 3Project, Advance with English
Designed by Ji Lifen
教材内容分析
Project仍然围绕本单元的中心话题“因特网及其运用”展开的，属于探究式学习。由阅读材料和几个提示性问题组成。阅读部分探讨了如何在网上进行信息检索，介绍了两种搜索服务，如何搜索以及如何运用所检索的信息。通过学习，实践，讨论，激发学生的好奇心和求知欲望，鼓励学生运用从阅读材料中所掌握的知识进行小组分工合作在网上对相关话题搜索制作一个海报，并在全班范围内进行交流。
学生分析
1． 经过前面几个课时的学习，学生对因特网方面的知识有了一定的了解和兴趣，但对如何在网上进行有效搜索了解较少；
2． 学生具备一定的阅读理解能力，但在有限的时间内查找特定的信息和分析处理的能力还有待提高。
教学目标(Teaching aims)
1. Help the students to read a passage using the skills of fast reading and careful reading.
2. Help the students to build up their overall ability.
3. Help them to make use of information and process it according the demand and cooperate in a team and enjoy learning English
4. Help students realize the importance of using information legally and properly.
其中，第1点为语言技能目标，第2点和第3点是能力目标，第5点为德育目标。
设计思想
根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。因此我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。教学过程由脑风暴开始，引入本课阅读文章，进行所设计的快速阅读和仔细阅读活动，对文章进行相应要求的理解。阅读活动由整体入手，由易到难，步步推进，层层深入。讨论部分旨在引导学生对网络有正确的认识。作业设计以阅读材料为依托，让学生运用网络资源在小组内施展其才能，同时将话题定为公共交通，从而为下个单元的学习做了准备。整个教学活动以教材为载体，以学生为中心。学生参与活动贯穿始终。学生既有个人活动，又有小组活动和班级活动。
在课堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力以及写作能力。积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。
教学媒体1.the multimedia teaching system
2.the blackboard
教学过程(Teaching Procedures )(45 ms)
教师活动内容﹑方式 活动内容﹑方式 备注
Step 1 Leading in
1. Ask Ss ：In ways can we get information?
(S1: Watching TV.
S2: Going to libraries.
S3: Reading newspapers.
S4: Reading magazines.
S5: Surfing on the Internet …)
2. Show students some pictures and provide them with more sources. ( Listening to the radio; Communicating with others…)
3. Focus on the Internet.
Ask Ss ：From your answer, I know that you tend to surf on the Internet to get information. Now please think over how to do research on the Internet in your daily life.
( S1: I usually use Baidu.
T : Do you know what is Baidu?
S2:It is a kind of search engines.
T: Do you know something about search engines.
Ss: No.
T: Ok. We are going to read an article and after reading it, you will know more about the Internet.)
Step2. Fast reading
Ask the students to read the text quickly and answer the questions
1. What is the topic of this passage? (主旨归纳)
（Ss：Researching on the Internet.
T: How can you know this?
Ss: From the title .
T: Very good. How can we deal with this kind of problem? Can you draw a conclusion?
S1: We should pay special attention to the title.
T: What other things should we pay attention to?
S2: The first or the last para.）
2. Can you draw a structure of this passage?
(篇章结构)
( Show an example of this kind of question in reading comprehension.
T: Which of these diagrams best shows the structure of the passage?
Ss: C.
Draw a conclusion:
Actually the whole passage can be divided into three parts.
Write on the Bb:
PartⅠ: Introduction
PartⅡ: Body
PartⅢ: Conclusion
3. Main idea of each part.
Ask students to go through PartⅠand try to summarize the main idea of it.
( some things to keep in mind to use the Internet in the best way possible.)
Ask: What are the things?
Let’s read the remaining part of the passage and find the answer.
Ask Ss to go through PartⅡand try to summarize the mian idea of this part.
Draw a conclusion:
( T: How can you find the information from the passage?
Ss: From the subtitles.
T: So when we are asked to summarize the mian idea, we should turn to the subtitles.
Step3. Careful reading
1. Focus on the steps.
Ask Ss: What do you do step by step when you research information on the Internet?
( Steps: Step One: Choosing s search service
Step Two: How to search
Step Three: Using your information )
Draw a conclusion:
Step One: Before
Step Two: While
Step Three: After
2. Step One : Choosing s search service
① What are the two search services?
( Search engines & Subject directories )
② Comparison between Search engines & Subject directories.
Ask Ss: Do they have something in common?
What do they have in common?
( Both give you you direct links. )
Ask Ss: What are the differences?
( The information is chosen and organized differently. )
③ Listen and fill in the blanks.
Comparison
between
Search engines & Subject directories
a type of ________ built by _________
based on __________ selected by ______
choose pages for you________ and divided into ______
provide _____________ get_____ sometimes a short summary
goes to ________ offer_______________
④ Typical examples
ⅰAsk Ss to think of some examples of the two services.
ⅱProvide Ss with two typical examples.
Search engine: Baidu ( www.baidu.com )
Subject directory: Sohu ( www.sohu.com )
⑤ Practice
“Now would you please help me to find the suitable search service?”
If I am interested in investing in Yancheng and want to get some information about Yancheng as soon as possible, which service should I choose?
3. Step Two: How to search
Ask Ss: How many tips are mentioned?
( Pay attention to the words in blue. )
① Try to describe the tips in your own words.
② ⅰCheck the dates of the sites.
ⅱCheck the source of the information you find.
To do research, choose some formal pages rather than personal ones.
( T: What kind of page should you choose for doing research?
Ss: Government pages, or pages managed by organizations and companies you trust.
T: So we can say that Formal pages not Personal pages.)
ⅲ Focus on cross-checking.
( T: How can we do cross-checking?
Why should we do cross-checking? )
Ask Ss to guess the meaning of this word.
③ Pay attention to the way you type your words.
( T: Why ?
S1: Because it makes a difference.
T: What does the author provide in the passage to prove this?
S2: Examples.
T: How to get the pages having the words “bird” and “sparrow”?
S3: Type “bird” + “sparrow”.
T: How to get the pages having information about “birds” but no information about “sparrow”?
S4: Type “bird” - “sparrow”.
T: How to get the pages having information about “birds” or “sparrow”?
S5: Type “bird” or “sparrow”.)
a. Pages have the words “bird” and “sparrow”
b. Pages have information about “birds” but no information about “sparrow”
c. Pages have information about “birds” or “sparrow”
4. Step Three: Using your information
If we write a research paper in college, can we cite(引用) the information on the internet?
How should we use the information from the internet?
(We should attach a list of the sites we got our information from.)
Show an example and emphasize the importance of using information legally.
Step4 Summary
Fill in the blanks according to the text.
Step 5 Discussion
Internet
more advantages or disadvantages?
Divide Ss into two groups : Team A Pro & Team B Con
Pro:
1. gain more information;
2. build social ties
3. broaden our horizons
4. more convenient to communicate;
5. save money and time
Con:
1. full of traps and unhealthy materials ( uncontrolled infor. )
2. be addicted to games
3. do damage to our health
4. affect the Chinese language
5. put movie industry in a rough situation
Give Ss some tips.
important things
that you need to keep in mind
when you're on your computer at home or at school.
First, remember never to give out personal information
such as your name, home address, school name, or telephone number.
Also, never send a picture of yourself to someone you chat with on the computer.
Never write to someone who has made you feel uncomfortable or scared.
Do not meet someone or have them visit you
without the permission of your parents.
Tell your parents right away
if you read anything on the Internet that makes you feel uncomfortable.
Remember that people online may not be who they say they are.
Someone who says that “she” is a “12-year-old girl” could really be an older man.
Step6. Writing & Homework
Make a poster explaining how you have searched and what you have found.
Topic: Public Transport
Steps: Planning → Preparing → Producing → Presenting
Individual activity. Enjoy the pictures and discuss the questions
Individual activity.
Read quickly and answer the questions.
Try to draw conclusions from the questions.
Individual activity.
Read quickly and answer the questions.
Listen and finish the task
Listen and finish the task
Group activity.
Discuss in a group ,write down the steps and report to the class
Individual activity.
Group activity.
Discuss in a group
Group activity.
Discuss and finish the task step by step following the tips Actually, many students give the same answer, that is, surfing on the Internet.
板书
板书
根据学生反馈机动调整
运用启发式问题，激发学生思考，培养其概括能力
板书
德育教育贯穿其中
自由讨论，互助合作
板书设计：
Title: Researching on the Internet
Introduction ( some things to keep in mind )
↙ ↓ ↘
Steps: Before While After
↘ ↓ ↙
Conclusion ( Follow these tips and enjoy searching)
篇9：牛津8A Unit2全部配套教案(译林牛津版八年级英语上册教案教学设计)
Objectives:
- To introduce vocabulary used in British English and American English
- To distinguish between British and American usage
- To sort out vocabulary
Vocabulary
British English American English
1. American football
2. autumn
3. break
4. corridor
5. dustbin
6. lift
7. film
8. football
9. ground floor
10. Maths
11. rubber
12. secondary school 1. football
2. fall
3. recess
4. hall
5. garbage can
6. elevator
7. movie
8. soccer
9. first floor
10. Math
11. eraser
12. high school
Pre-task activities 1. Have my students read the words after the teacher. Pay attention to the pronunciation and the spelling of words.
During-task activities 2. Check the answers in pairs, then in class.
British English American English
13. American football
14. autumn
15. break
16. corridor
17. dustbin
18. lift
19. film
20. football
21. ground floor
22. Maths
23. rubber
24. secondary school 13. football
14. fall
15. recess
16. hall
17. garbage can
18. elevator
19. movie
20. soccer
21. first floor
22. Math
23. eraser
24. high school
3. Practice.
1) Say the words after the teacher.
2) Practice in pairs.
3) Make sure my students are able to use the words.
4. Have my students do Part B, on Page 19.
Check the answers in class.
Practice reading the words.
Post-task activities
Unit 2 School lives (Pp. 20 – 22) Reading
Objectives:
- To guess general meanings from pictures and keywords.
- To understand feelings and opinions.
- To identify specific information about school life.
Language focus:
1. life in a British school (l. 1)
life in an American school (l. 16)
2. in Year 8 (l. 3)
in 9th grade (l. 18)
3. a mixed school (l. 4)
4. have lessons together (l. 4-5)
5. my favourite subject (l. 5)
6. how to do things for myself (l. 6-7)
how to cook healthy and tasty meals
7. have a reading week (l. 9)
8. bring in books and magazines from home (l. 11)
9. the end of each class (l. 12 - 13)
10. talk to our friends about our books (l. 13)
11. our friends’ books (l. 15)
12. as well (l. 15)
13. in Denver (l. 19)
14. have driving lessons (l. 20)
have a driving lesson
15. every day 16. twice a week (l. 23)
17. play softball (l. 23)
18. spend a lot of time practicing (l. 24)
19. go to a ‘buddy club’ (l. 24-25)
20. at the buddy club (l. 25)
21. older students (l. 25)
22. enjoy this a lot (l. 26)
23. a senior in 12th grade (l. 27)
24. help me learn (l. 27)
25. help me with my homework (l. 28-29)
26. listen to my problems (l. 28)
27. my hero (l. 28)
my heroes
28. during lunchtime (l. 29)
29. meet my friends (l. 29)
30. have a great time (l. 29)
31. talk to each other (l. 29-30)
32. go to shopping malls (l. 30)
33. after class (l. 30)
Pre-task activities Brainstorming and Free discussion:
What do you like in our school?
What makes you unhappy?
Which is your favourite subject?
What subjects do you study at school?
What subjects do you want to study at school?
Do you want to study in Britain?
Do you want to study in America?
Why?
During-task activities 1. Fast reading
Read the articles on Page 20 as quickly as possible. Fill in the blanks below.
Name John Nancy
School Woodland School Rocky Mountain High School
Grade 8 9
In class
(Subject) Home Economics Driving lessons
After class
(activities) A reading week Play softball; go to a ‘buddy club’
2. Detailed study of the articles and word guessing
Life in a British School
1) About a mixed school
What kind of school is Woodland School? (A mixed school.)
Who studies in a mixed school? (Boys and girls. They have lessons together.)
There are some schools for girls only. Is our school a mixed school or not? (Yes, it is.)
2) About Home Economics
Home Economics is John’s favourite subject. It is one of the subjects in Woodland School.
What can students learn in this subject? (How to cook healthy and tasty meals. ‘Tasty meals’ means meals with a pleasant taste.)
Exercise 1
Hi everybody
My name is John. I am in Year 8 at Woodland School near London. It is a mixed school. Boys and girls have lessons together. My favourite subject is Home Economics. I like learning how to cook and sew. I did not know how to do things for myself before I came to this school. Now, I know how to cook healthy and tasty meals.
3) About the reading week
Suppose you are John. Answer my questions:
- How often do the students in Woodland School have the reading week? (Every year. = once a year.)
- Can the students read all the books from the school library? (Yes, they can.)
- What can you bring in (the library) from home? (Books and magazines.)
- What must you do if you want to read books and magazines from home? (Tell our English teacher what we are reading. ‘have to’ = ‘must’)
- Who can you talk to about your books near the end of each class? (Our friends.)
- Do you like the reading week? Do you think it is too long? Why not? (We want to read all our friends’ books as well. ‘as well’ = ‘too’)
Exercise 2
Our school has a reading week every year. My classmates and I （我和我的同学们） love it. We can read any books from the school library. We can even bring in （把……带来） books and magazines from home but we have to （必须） tell our English teacher what we are reading. Near the end of （在……的结尾） each class we can talk to our friends about （对……谈论关于……） our books. The reading week is always too short because we want to read all our friends’ books as well （也）.
Life in an American School
1) About driving age in the USA
- Students at 17 years old are in 12th grade in the USA.
- Students in 11th grade can have driving lessons.
Exercise 3
Hi guys,
I’m Nancy and I’m 14 years old. I’m in 9th grade （在九年级） at Rocky Mountain High School in Denver. My brother’s name is Jim. He is 17 years old. He had driving lessons （驾驶课） in school last year. Now, he drives me to school （开车送我上学） every day. This is great because it’s faster than （比……快） taking the bus.
2) About softball
- When do you play softball?
- How often do you play softball?
3) About the ‘buddy club’
3.
1) Home Economics
2) Tasty
3) As well
4) Softball
5) Buddy
4. Detailed study of the text
5.
Post-task activities
Unit 2 Making comparisons (Pp. 26 – 27) Grammar
Objectives:
- To compare two things using ‘like’ and ‘alike’
- To make comparisons using ‘the same as’ and ‘different from’
Language focus:
Structures:
- Amy’s sweater is like Millie’s sweater.
- (Amy’s shoes are like Millie’s shoes.)
- Amy’s sweater and Millie’s sweater are alike.
- My uniform is the same as Simon’s uniform.
- My uniform is different from Simon’s uniform.
Vocabulary:
Words about Stationery: ruler, paper, pencil, rubber, notebook
timetable
Pre-task activities 1. What are they wearing?
Look at the picture on page 26.
- How many students are there in the picture? (Four.)
- What are they wearing?
(Daniel is wearing a yellow jacket and a scarf.)
(Simon is wearing sports clothes.)
(Amy is wearing a red sweater.)
(Millie is wearing a red sweater, too.)
- Amy’s sweater is like Millie’s sweater.
- Amy’s sweater and Millie’s sweater are alike.
Have my students read the sample sentences and remember them.
During-task activities 2. Things that are similar
1) Have my students do Part C1.
2) Check the answers in pairs.
3) Ask my students to read the sentences aloud and check the answers in class.
3. What stationery do you have?
Have my students list the stationeries they have now. Teach the words ‘notebook’ and ‘paper clips’.
Post-task activities 4. Things in your school bags.
- My pen is like yours.
- Our notebooks are alike.
Pre-task activities 5. What are they wearing?
Look at the pictures on page 27. What are the boys wearing? (They’re wearing school uniforms.)
- Daniel’s uniform is the same as Simon’s (uniform).
- Daniel’s uniform is different from John’s (uniform).
It’s better to use what my students are wearing as the presentation.
During-task activities 6. Same or different?
1) Have my students do Part D1.
2) Check the answers in pairs.
3) Ask my students to read the sentences aloud and check the answers in class.
4) Then, go through Part D2 the same way.
Post-task activities Exercises on the Workbook:
How are their daily lives? (Pp. 26 – 27)
Unit 6 An accident report (Pp. 100– 101) Integrated skills
Language focus:
Vocabulary:
1) New words:
2) Numbers in English
Structure: more … than; fewer … than; less … than
1) There are more students in Rocky Mountain High School than in Woodland School.
2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.
3) Rocky Mountain High School has more students than Woodland School.
4) Rocky Mountain High School has fewer students than Woodland School.
5) Chinese students have more weeks off in the summertime than British Students.
6) British students spend less time doing their homework than Chinese students.
Pre-task activities 1. John’s school, Nancy’s school and your school
1) Which school is John in? (Woodland School, Britain.)
2) Which school is Nancy in? (Rocky Mountain High School, the USA.)
3) Which school are you in? (Nanjing No. 13 Middle School.)
4) Which class are you in?
5) How many students are there in your class?
6) How many boys are there? How many girls are there?
(There are more / fewer boys than girls in my class.)
7) How many students are there in your grade?
8) How many students are there in your school? How many teachers?
9) How many students / teachers are there in Woodland School / Rocky Mountain High School?
During-task activities 2. Numbers of students, teachers and classrooms; length of summer holiday
A. Read the chart on Page 28.
1) How many students are there in Woodland School? (550.)
2) How many classrooms are there in Beijing Sunshine Secondary School? (45.)
3) How many classrooms are there in Rocky Mountain High School? (35.)
4) How long do the Beijing Sunshine Secondary School students have their summer holiday? (7 weeks.)
‘long’ & ‘length’
B. Listen to the conversation between Sandy and Daniel. Complete the table of Part A1, on Page 28.
- There are 550 students in Woodland School.
- The students in Beijing Sunshine Secondary School have 7 weeks off in the summertime.
D. Structures
1) There are more students in Rocky Mountain High School than in Woodland School.
2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.
3) Rocky Mountain High School has more students than Woodland School.
4) Rocky Mountain High School has fewer students than Woodland School.
5) Chinese students have more weeks off in the summertime than British Students.
6) British students spend less time doing their homework than Chinese students.
E. Comparing Schools, Part A2, Page 28.
F. Comparing Schools, Part A3, Page 29.
Unit 2 Talking about different schools (P. 29) Speak up
Objectives:
- To develop fluency in asking and answering questions about school.
- To develop interactive skills by responding appropriately.
- To transfer a model conversation to a personal situation.
Language focus:
Vocabulary: kilometre
Structures:
1) How far do you live from your school?
How far is it from your home to school?
2) Do you walk to school?
Do you go to school on foot?
3) I usually take the school bus.
I usually go to school by bus.
4) What if it rains or snows?
What are you going to do / do you do if it rains or snows?
5) It doesn’t snow / rain, etc.
6) I don’t mind the rain.
Pre-task activities Mini-task I: How do you go to school?
- How do you go to school every day?
- How long does it take?
1) T – S
2) S – S
During-task activities Mini-task II: How do they go to school?
1. Listening task
- Daniel goes to school by bus.
- John walks to school
2. Reading aloud
Read after the tape twice.
3. Language studies
7) How far do you live from your school?
How far is it from your home to school?
8) Do you walk to school?
Do you go to school on foot?
9) I usually take the school bus.
I usually go to school by bus.
10) What if it rains or snows?
What are you going to do / do you do if it rains or snows?
11) It doesn’t snow / rain, etc.
12) I don’t mind the rain.
4. Role-play
Post-task activities Additional exercises on language points:
I. Fill in the blanks
Nancy: How far do you live from your school?
John: About two kilometres.
Nancy: Do you go to school on foot?
John: Yes, I walk to school every day. I like walking. And you?
Nancy: I usually ride my bicycle to school. (I usually go to school by bike.)
It’s fun (funny).
John: What if your bicycle doesn’t work?
Nancy: I don’t mind. I can take a bus then.
(I can go to school by bus then.)
II. Translation
1) The air pollution in Sunshine Town is less than that (the air pollution) in other areas of Beijing.
There is less air pollution in Sunshine Town than in other areas of Beijing.
2) British students spend less time (in) doing their homework than Chinese students (do).
3) How far is your home from your school? About 10 kilometres.
How far do you live from your school?
About 10 kilometres.
4) I don’t mind if it will rain tomorrow.
Unit 2 My ideal school (Pp. 31 – 32) Main task
Objectives:
- To complete a questionnaire with personal information.
- To select specific information for an ideal school week including the choice of favourite activities.
- To generate and organize ideas about an ideal school and write an article about it for website audience.
Language focus:
Vocabulary: finish, tick, baseball, table tennis, tennis, chess, drama, support, ideal, pop, tennis court
Phrases:
1. get up late
2. my ideal school
3. start at 9 a.m.
4. finish at 3 p.m.
5. have lots of time for after-school activities
6. have an hour for lunch
7. a big dining hall
8. eat lunch and chat
9. listen to pop music
10. in the hall
11. eat fruite and vegetables
12. every day
13. have Maths
14. love computers
15. have Computer Studies
16. before lunch 17. wear school uniforms
18. wear ties
19. be quite small
20. in each class
21. have a park
22. on one side
23. the other
24. have a big library with lots of useful books
25. have a tennis court and a swimming pool
26. lots of clubs
27. after-school activities
28. have half an hour of homework
29. at weekends
30. go on a school trip to a museum or a theatre
Pre-task activities Mini-task I: Your ideal school
1) When does your school start / finish? When do you get up?
2) How much time do you have for lunch? What do you do after lunch?
3) What subjects do you have every day? How many students are there in your class? Do you have to wear uniforms and ties?
4) Where is your school? What is around your school? What is your favourite place in your school?
5) What do you do after class? Every month? Every year?
During-task activities Mini-task II: Daniel’s ideal school
1) Introduction: starting and finishing time of school
2) Lunchtime: length, location, food
3) Subjects, school uniform and size of classes
4) Environment and facilities
5) Clubs and activities
Post-task activities Where do you want to go on with your studies after your leave No. 13 Middle School in ?
Unit 2 Showing surprise (P. 30) Pronunciation
Objectives
To recognize and use intonation patterns
To recognize and use falling voice to indicate the end of a statement
To recognize and use rising voice to show surprise
Language focus
Vocabulary
1. monkey n.
- Joe wants to get a pet monkey.
2. news n.
- Did you hear the news?
Tense
1. Laura hurt her leg on Monday.
2. She won’t be able to play basketball for three months.
3. Look out the window. It’s snowing!
4. Mr. Wu is going to be on TV tonight.
5. Joe wants to get a pet monkey.
6. You just ate four hamburgers.
7. We’ll have cakes for dinner tonight.
8. Did you hear the news? Liu Mei is going to move to Canada.
I don’t believe it.
During-task activities Mini-task I: Poor Laura
A. Amy and Sandy are talking about their classmate Laura. Try to fill in the blanks below.
Amy: Laura hurt her leg on Monday.
Sandy: Oh, really!
Amy: She has to stay in hospital for a month.
Sandy: A month!
Amy: Yes. She won’t be (be) able to play basketball for three months.
Sandy: Three months!
B. Amy and Sandy are talking about their classmate Laura. Listen to their conversation and fill in the blanks.
C. Listen to the conversation. Pay attention to the intonation patterns. Read after the tape.
D. Role-play
Mini-task II: Intonation
A. Read the sentences and fill in the blanks.
1) Look out the window. It is snowing (snow)!
2) Mr. Wu is going to be (be) on TV tonight.
3) Joe wants (want) to get (get) a pet monkey.
4) I’m hungry.
Hungry? You just ate (eat) four hamburgers.
5) We will have (have) cakes for dinner tonight.
6) Did you hear (hear) the news? Liu Mei is going to move (move) to Canada.
B. Read the sentences and put an arrow at the end of each sentence.
C. Listen to the tape and check the answers.
D. Read after the tape.
篇10：牛津初中英语知识点8年级8A(译林牛津版八年级英语上册教案教学设计)
1. be familiar with
2. be divided into
3. share similar characteristics
4. at times
5. keep secrets
6. forgive sb.for their faults
7. sense of humor
8. She is stubborn at times though.
9. make such a mess
10. come up with new ideas
11. agree with sb.
12. Would you mind doing extra work?
13. would rather do … than do…
14. Blue looks good on you.
15. be in a good mood
16. I’m feeling blue.
17. feel relaxed/stressed
18. a contented feeling
19. cheer sb. up
20. remind sb. of sth.
21. the color of nature
22. physical strength
23. have difficulty making a decision
24. figure out
25. get good marks in tests
26. make phone calls to sb.
27. promize sb. success
28. make an appointment
29. be good for sb./ do good to sb.
30. common problems teenages have
31. achieve a balance between the two
32. focus on
33. stay ou late
34. from time to time
35. offer sb.some suggestions
36. give sb. an idea of
37. Susan prefers her drink hot.
38. Do you want your coffee black?
39. His computer broke down suddenly.
40. be in the wrong order
41. read sth. through
42. solutions to stress
43. deal with
44. be weak in
45. Mr Wu suggested that his students write to their penfriends about the causes of their stress.
46. keep the worries to yourself
47. wish for
48. I’m far too busy to go shooping.
49. a weekly round-up of what is happening in sport.
50. up-to-date information
51. the program covers different sports
52. a bit boring
53. This year’s Beijing Music Awards will be covered live.
54. send text messages
55. win free tickets
56. a horron film
57. A doctor is found dead in his house.
58. get scared
59. take a close look
60. the Asian Tiger in its natural habit
61. win an award
62. refer to
63. put away
64. enter the writing competition
65. the remote control
66. work on the plan
67. It is you who make our story so perfect.
68. Stop daydreaming! Be more realistic!
69. stand by
70. join the film industry
71. put all her effort into ballet training
72. play the lead role in the play
73. shortly after
74. win an Oscar for Best Actress
75. protect the environment
76. remember sb. as
77. devote…to…
78. work closely with UNICEF
79. earn sb. many awards
80. The president presented her with the Medals.
81. pass away
82. rush into the cinema
83. action films
84. fall in love with
85. star in mant films
86. keep doing
87. The person is wanted for murder!
88. He was last seen leaving his office at 7p.m.
89. bleed to death
90. Detective Lu added that the police are checking the scene for fingerprints and other clues.
91. be guilty of
92. be charged with
93. break into
94. computer systems
95. offer a reward of
96. for a short stay
97. the endangered birds
98. the changes in their numbers
99. sort out
100. a radio program on bird
101. email sb. at…
102. mop the floor up
103. A coach crashed into a tree.
104. wash away
105. survive the earthquake
106. happen to sb.
107. look at each other in fear
108. run in all directions
109. run out of
110. calm down
111. A moment of fear went through my mind.
112. stay alive
113. in a great hurry
114. drop to -5
115. make an excuse
116. A snowstorm hit Beijing.
117. can do nothing but do
118. divide…into
篇11：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)
Teaching content：Comic strip and welcome to the unit
Teaching aims：1.复习掌握已学过的衣服的名称。
2.复习掌握已学过的颜色单词。
3.掌握并会使用服装的制作材料。
4.掌握并灵活运用课文中的对话。
5.教育学生养成乐于助人的品质。
Teaching focus ：1.衣服的名称及其制作材料。
2.会描述人物的穿着打扮。
Teaching aids：教学挂图，多媒体。
Teaching procedure：
Warming up:
Let the students see some pictures of the fashion show on the screen.
Pre - task:
1. Use the pictures to review the names of the clothes.
2. Review the colours. Ask the Ss to say the colours of the clothes.
3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.
While- task:
1. Eddie is going to a fashion show. Will you please help him to dress up?
2. See some pictures of different kinds of dogs in clothes on the screen.
3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)
eg. Look at this lovely dog. Its scarf is white, and its made of silk.
4.Practise
Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.
names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
5．Learn “comic strip”.
A. Present the comic strip. Help the Ss understand the meaning.
eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.
B. Repeat the dialogue
C. Read the dialogue after the teacher.
D. Ask some students to act it out.
Post- task:
1.Welcome to the unit
A. Looking good and raising money.
The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.
B. Clothes and materials
Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.
2. Give a fashion show
Ask several students to give a fashion show.
The Second Teaching Plan Of Unit 6
Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.
(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。
（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。
Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit
Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.
Teaching procedures:
1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …
eg: 1. What colour is his coat?
2. What size is it ?
3. Does he look cool? …
(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )
2. Warming up exercises: Present the new materials by picture.
(1) To distinguish the fashions in different times.(through pictures prepared.)
(2) Sum up. To describe a person in a short passage. (according to the pictures.)
Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”
3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.
Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______
Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers
Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.
Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.
Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.
(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)
(3) Try to retell the main ideas of the story.
4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.
This course is for the purpose of main task
5.Ss’ activities. Say something about the pictures drawn on the Bb.
6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.
7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.
The Third Period of Unit 6
Teaching Contents: Reading A B
Teaching Topic: The Fashion Show
Teaching Aims: 1、进一步理解课文的主题
2、学习有关服装的名称、面料、色彩的运用
3、能够描述某个人的着装特色，增强个人的审美意识
Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文
Ⅰ.Greeting
Ⅱ.Warming up
1. Read the names of clothes with the picture on P87 (A)
T : He / She looks beautiful ( smart modern cool)
What is it?
S: Jacket tie shirt / blouse skirt
T : What are they?
S: Shoes trousers / boots
2. Ask the students about his (her) real life.
T: What are you wearing ?
S: A shirt.
T: What’s it made of?
S: It’s made of silk (wool leather cotton).
T: What colour is it?
S: It’s red .(yellow black white blue green purple)
Ⅲ. Reading (1)
1. Read the new words.
T: Last Friday ,Sandy’s class gave a fashion show.
Can you read the new words.
a fashion show Project Hope style scarf
time times trainer trainers century
smart modern colorful comfortable cool
2. Read the text
3. Qs and As
T: (1) Who wore white shoes?
(2) What did Simon wear?
(3) Who wore a blouse?
(4) What did Amy wear?
(5) Who wore sport clothes?
(6) Who wore a black skirt?
(7) Was Amy’s blouse silk? Was Amy’s scarf wool?
4. Fill in the blanks.
Name Clothes
Simon
Daniel
Sandy
Amy
Ⅳ.Reading (2)
T: Now let’s look at P90 (B) “Style and fashion”
Finish Kitty’s notes.
1. Simon wore a pair of white_____________
2. Millie talked about sports shoes called _____________
3.Young people like to wear trainers because they are ____________
4.Sandy wore a red____________
5. Simon’s _________ was yellow and red.
6.Amy wore a yellow __________ blouse and a pair of blue jeans.
Ⅴ.Post-task activity
(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .
S: He /She is wearing ….
(2) T: OK. Please come to the front and say something about yourself.
S: I’m wearing…
Ⅵ. Reading (3)
The students read the text again.
Ⅶ. Homework.
T: Please write an article about your friend’s fashionable clothes.
( about the fashion show)
The Fourth Period Of Unit 6 Fashion
Topic: Reading C, D
Aims:
1. Identify clothes and learn the names appeared in the reading part.
2. Arouse students’ enthusiasm for contacting others by interviewing.
3. Developing the ability of useing
I. Greetings
T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?
A: My father did.
T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.
B: Thank you.
T: Do you still remember the fashion show?
Ss: Yes, we do.
II. Fashionable Clothes (C1)
1.T: Ok, let’s look at the pictures. Please tell us what these are.
(Teacher show them the pictures on the blackboard, ask students to tell the names.)
Picture One
C: scarf
T: Yes, scarf, a blue silk scarf. Read after me, please.
(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;
boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)
T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.
(Students read it quickly.)
T: Who wore the scarf? Student E , please.
E: Amy wore the blue silk scarf at the fashion show.
(Ask students do the rest questions, write the names on the lines.)
2. Ask students to do the exercises in pairs like this:
A: What is this?
B: It’s a …..
A: Who wore it/them at the fashion show?
B: ….. did.
III. Fashionable Clothes (C2 )
T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.
(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)
IV. A television interview
1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.
(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)
2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.
(Student prepair and act out the interview.)
V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?
The Fifth Period of Unit 6
TeachingContents: Vocabulary
TeachingTopics: Fashion Clothes
Teaching Aims :①To recognize adjectives that describe clothing
②To use adjectives to express opininons about how things look
Ⅰ:Warming up
T:Good morning
S:Good morning
T:What are you wearing ?
S:A silk shirt
T:Very beautiful
S:Thank you
Ⅱ: Part (A)
1,Show the six pictures and let the students guess who they are
S: Picture 1:Sandy
2:Amy
3;sandy
4:simon
5:Daniel
6:Daniel
2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.
e.g..Amy is wearing a yellow silk blouse
Sandy is wearing a pair of long red boots
3,Read the new words
boots blouse skirt tie trainers T-shirt
Ⅲ:Part (B)
1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:
big-small
old-new
short-long
slim-fat
young-old
2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.
3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.
Ⅳ:Do a game
students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.
Game: He is wearing a yellow blouse and his clothes is heavy.
Q: Who is he ?
Extension activity
Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.
What is your favourite clothing item? What materal is it made from? What colour is it?
Name of classmate Favourite clothes Material Colour
1
2
3
4
Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.
`they all like…’
‘One student like …and two students like…’
Ⅴ.Homework
1:Read the text after class
2:Preview grammar
The 6th and 7th Period Grammar
A Simple past tense
Task-based Teaching Aims:
1. Cognitive Development
Make sure students can recognize the tense freely.
2. Proficiency Level
To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.
3. Affective Learning
To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.
4. Cultural Understanding
Make them feel the cultural differences between Eastern and Western Countries.
Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.
e.g. 1. Eddie met Millie 3 years ago.
2. Eddie was ill yesterday.
Step 2 Teach them how to form the simple past tense before practicing them.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk →consonant walked
Verbs ending in e + d live → lived
Verbs ending in a consonant + y - y + ied try → tried
Short verbs ending in double the
a vowel + a consonant consonant + ed stop → stopped
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.
No change cost → cost
Change the vowel come → came
Change the consonant make → made
Change the vowel (s) and the consonant (s) buy → bought
Writing about the past
A1. Write about the simple past tense forms of the verbs below.
1. start → started 2. dress → dressed 3. play → played
4. help → helped 5. use → used 6. like → liked
7. look → looked 8. study → studied 9. plan → planned
Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.
Did you have a good weekend?
I played tennis for two hours.
What did you do?
I watched a film on Saturday evening. It finished at 11 p.m.
What did you do last Saturday?
On Sunday, I took a bus from Wangfujing.
There were a lot of people.
What did you do on Sunday?
Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.
Mrs Wang: Did Millie ask Grandma about the dress on Monday?
Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?
Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?
Andy: Yes, she did. But she cleaned her bedroom.
Mrs Wang: I know! Did she do her Maths project?
Andy: No, she didn’t. But she did some work for the fashion show.
Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.
Millie: Were you at home on Saturday morning?
Sandy: Yes, I was.
Millie: Was your cousin at the football match?
Sandy: No, he wasn’t. He was at the shopping mall with Mum.
Millie: Were you and your parents at the cinema on Saturday evening?
Sandy: Yes, we were.
Millie: Were your grandparents at the fashion show on Friday?
Sandy: No, they weren’t.
Millie: Were we at school last Monday?
Sandy: No, we weren’t. Last Monday was a holiday.
B Sequencing events
Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.
( first, then, next, afterward, finally)
Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.
B1 Briefly review the adverbs, using the picturesfor support.
Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.
B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.
Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’
Ask questions about each picture.
1) What did Simon do first?
2) What did Simon wear?
3) What did he do next?
4) Who did Simon talk to?
5) Where did he go afterwards?
Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.
The Eighth Period of Unit 6 Fashion (Part 7)
Integrated Skills
Task-based Teaching Aims:
(1) Cognitive Development:
Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.
(2) Proficiency Level:
To develop the Ss’ integrated skills through listening ,speaking, reading and writing .
(3) Affective Learning:
To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .
(4) Cultural Understanding :
Make the Ss feel the cultural differences between Eastern and Western Countries.
Procedures:
Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.
T: Is it a trainer ?
S: …
T: Do you like wearing trainers?
S: …
T: Do you know what the names of these parts are ?
S: …
T: OK. We call it “shoelace / sole / stripe / tongue”.
Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .
T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?
S: …
T: OK. First let’s have a look on the screen . Then please tell me about it .
S: …
T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .
S: …(Discuss in groups )
T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)
Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .
T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.
S: …
T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)
T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:
清后[t], 元浊[d], [t][d]之后读[id].
eg: /t/ /d/ /id/
danced played acted
helped lived needed
talked answered visited
shopped carried shouted
Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.
T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)
Step Five :Written work
T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :
My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction
T:OK. That’s all for today’s class . Thank you .
The Ninth Period of Unit 6 Fashion
Main task
Objectives
1 To describe different materials and items of clothing.
2 To make a brochure about clothes and fashion.
3 To present a brochure to the class.
Background information
Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about
1 Who are the readers?
2 What do the readers want to know?
3 How do you make your brochure look interesting to the reader?
Teaching procedures
1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.
2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.
Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal
3 Enable students to describe themselves or their classmates by using the keywords above.
4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.
5 Check the answers and encourage students to express their opinions about the model article.
6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.
7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
Sample writing
Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.
First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.
Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.
All the clothes are comfortable to wear at weekends.
篇12：UNIT ONE PART ONE: TEACHING DESIGN (译林牛津版八年级英语上册教案教学设计)
第一部分：教学设计
Unit Goals
● To learn how to use adjective properly
● To learn to use comparatives to compare two people or two things, to use superlatives to compare three or more people or things and to use ‘as+ adjective + as’ to compare people or things
● To collect information and organize ideas to describe their friends’ appearance and personality
● To develop the skills of looking for main points and keywords
● To develop some ideas about making friends
LANGUAGE POINTS AND FOCUS
VOCABULARY More, nothing, bowl, honest, secret, joy, special, sad, believe, magazine, good-looking, slim, willing, ready, singer, almost, eyesight, round, smart, bored, joke, fit, off, advertisement, everyone, true, thin, square, handsome, cheerful, printer, better, worse, worst, test, dangerous, camping , activity, solve, future, become, famous, sporty, agree, runner, reader, uncomfortable, miss, advice, bright, smiling, dark, fat, neat, pleasant, wear, climbing, exciting, correctly (四会) teenager, musical, sense, humor, vote, height, competition, cycling, skiing, diving, outdoor, editor, social, nervous, general, appearance (三会) generous, shoulder-length, hiking, secondary, ponytail (二会)
EXPRESSIONS as … as, give seats to, travel around the world, has poor/good eyesight, think of, keep a secret, say a bad word about, try to do sth., try one’s best to do sth., feel uncomfortable, sit alone
STRUCTURE She is willing to share things with her friends.
He has a good sense of humour.
When something worries me, I can always go to her.
I think swimming is not as interesting as cycling.
I can listen to people’s problems and help them solve their problems.
I will be happy if I can make people happy again.
I am unhappy these days because I have some problems with my new school.
PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT
Teaching Goals
● To revise vocabulary and expressions used to describe people
● To guess meaning from context
● To generate ideas about people’s appearance and personalities
● To categorize adjectives to describe important qualities of a friend according to personal preferences
Teaching Procedures ww w. xk b1.co m
STEP 1 Brainstorming and free discussion
Are you hungry now?
If you are very hungry, what can you do? What are you going to do?
Do you want to have anything to drink, too? What would you like to drink?
If you are still hungry, what can you do? (Have some more food.)
If there’s nothing else in the fridge, what can you do?
STEP 2 A listening task
Listen to the conversation between Eddie and Hobo. Can you find out the answers to these questions?
1.______ is / are hungry. A. Eddie B. Hobo C. Eddie and Hobo
2. Hobo wants to share the ______ with Eddie. A. cake B. milk C. pizza
STEP 3 Reading
1) Read the conversation after the tape.
2) Explain the language points briefly.
---Do you want some? Do you want some cake? I have a cake.
---Can I have something to drink? Is there anything in the fridge?
--- What about …?
Have some more food. Have too much food. Have enough food
---Maybe we can share it.
3) Have the students read the conversation aloud.
4) Have the students act the conversation in pairs.
STEP 4 Discussions
a. If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?
b. Do you think Eddie is a good friend?
c. What do you think should do?
STEP 5 Talking about your best friend
My best friend in my class is ______.He / She is ______.
(Ask questions according to the sentences given on Page 3.)
Honest: Do you believe what he / she says?
Keep secrets: Can you talk to him / her about anything?
Share my joy: Do you talk to him / her when you are happy?
Make me happy: Do you talk to him / her when you are sad?
Helpful: Do you talk to him/her when you have problems.
STEP 6 Qualities of a good friend
a. Have the students finish Part A (Page 3).
b. Check the answers in class.
c. Get the students to make a summary as the following:
A good friend can make you happy.
A good friend should be helpful. He/she helps you solve problems.
A good friend should be honest. You always believe what he/ she says.
A good friend shares your joy. He/she shares your sadness, too.
A good friend should keep secrets. You can tell him / her everything.
d. showing the qualities of a good friend.
STEP 6 What’s important?
a. A good friend may have lots of qualities. It is also very important for us to figure out what the most important qualities are, because the students may need these to tell about good friends. These will definitely help the students a lot in making friends with each other.
b. Have the students finish the table in groups of four. I think it is important to get the students to discuss it before we come to any conclusion. Or simply, we don’t need any conclusions here. The thing that matters is that they start to think about this on their own.
I think it very helpful to give the students the sentence patterns before they start to talk about this topic. The sentence patterns are listed as follows.
It is very important for my good friend to be polite.
It is quite important for my good friend to be clean and tidy.
It is not important for my good friend to be good looking.
It is very important for my good friend to….
It is quite important for my good friend to….
It is not important for my good friend to….
STEP 7 Homework
a. Read the comic stripes and try to remember it. Try your best to act it out.
b. Try to read your notes about the qualities of good friends. If possible, think of other qualities a good friend should have.
c. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 2: READING I
Teaching Goals
● To guess general meanings from the key words and context
● To skim text for overall meanings and scan for details
● To identify specific information about different people from their friends’ descriptions
● To use adjectives to describe people’s appearance and characteristics
● To recognize the use of comparatives and superlatives
Teaching Procedures
STEP 1 Let’s talking about your best friends
Get the students to talk about their friends. They may just say a few words or some very short sentences, but they are encouraged to speak out what they have already learned to describe a person. Then classify some of the words they used on the blackboard in different categories.
1. Who is your best friend in your class? He / she is …
2. Classify the words into the following parts:
appearance
personality
ability
future plan
3. Get the students to read the words on the blackboard together.
STEP 2 Finding out the key words
“In our textbook, three students has written (wrote) about their friends for a competition. Can your find their names as quickly as possible. “(Betty, Max and May)
Read the passages, and find out the key words for each of the passages新课标 第一网
Betty is _____________.Max is ____________.May is _____________.
Betty Max May
Appearance Slim
Short hair Tall, poor eyesight
Glasses – smart Small straight,
shoulder – length hair
pretty
Person Generous , Helpful a good sense of humour a true friend
Special Wants to be a singer funny Kind
STEP 3 Choosing the best friend
Have the students finish the exercises on page 5. Check the answers in pairs. Or Check the answers in class.
STEP 4 Detailed study of the passages
Read the passages one paragraph after another. Ask students questions and help them take down the key phrases.
Betty
1. Is Betty the writer’s new friend? (No, they have been friends for a long time.)
2. What does Betty look like? (She is as slim as the writer and has short hair. )
3. What are Betty’s personalities? (She is generous and helpful.)
4. How can we know she is generous? (She is willing to share things with her friends.)
5. How can we know she is helpful?
(She is ready to help people any time. She helps writer with her homework.
She always gives seat to people in need on the bus. )
6. What does Betty want to do when she grows up?
(She wants to be a singer and travel around the world when she grows up. )
Max
1.What is Max like?
(He is very tall--- almost 1.75metres. His small, round glasses make him look smart.)
2.Why does he have poor eyesight?(Because of working on the computer too much at night.)
3. What is the characteristic (性格) of Max? Max has a good sense of humour.)
4. Why does the writer say so?
(The writer never feels bored or unhappy when he is with Max. He tells funny jokes and
always makes me laugh. )
5. Do Max’s legs fit under the desks? Why? (No. Because his legs are very long.)
6. Why does the writer think Max is funny?
(Because Max often knocks their things off the desks when he walks past their desks.)
May
1. What is May like?
(She is shorter than the writer and is very small. She has straight, shoulder-length hair. Everyone thinks she is pretty. )
2. What kind of friend is May? (May is a true friend. )
3. Why does the write think May is a true friend?
(a. She can keep a secret. When something worries the writer, he can always go to her. The writer can tell May anything. )
(b. She is kind. She never says a bad word about anyone.)
Have the students retell the passages, looking at the keywords on the blackboard.
STEP 5 What makes a best friend?
Have the students finish Part C1, on Page 6.
Check the answers in pairs. OrCheck the answers in class.
STEP 6 Discussion
Which people would you like to have as your best friends Betty, Max or May? Why?
STEP 7 Homework
1. Read after the tape five times. Your parent’s signature is needed.
2. Finish the exercises in the Evaluation Handbook and Learning English.
PERIOD 3: READING II
Teaching Goals
● To figure out the structure of each passage
● To speak out the passage in their own words, following the structure of the passages
● To explain the language points in the passages
● To develop a good attitude towards friends
Teaching Procedures
STEP 1 Reading the passages together
Help students to remember what we learnt last time by getting them to read the passages together loudly.
STEP 2 Figuring out what each paragraph is about
Help the students to figure out what each paragraph is about. It is important to encourage the students to speak out their ideas, and at the same time to give out their own reasons. (This is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.)
Betty
Max
May
STEP 3 Explaining the sentences
Explain the sentences one by one and talk about the language points, by giving more examples.
1. as … as …
She is as slim as I am.
She is as tall as I am. I am as tall as she is.
I run as fast as she does. She runs as fast as I do.
I drove as quickly as she did. She drove as quickly as I did.
I am driving as carefully as she is. She is driving as carefully as I am.
I can run as fast as she can. She can run as fast as I can.
2. be willing to do sth. / be ready to do sth.
3. want to be … / want to do …
4. I have a wonderful friend named Max. / I have a wonderful friend called Max.
5. … because of too much computer work. / … because he has too much computer work.
6. … and they make him look smart. / they: the glasses look smart (adj.) / make sb. do sth./ make me laugh
7. I never feel bored or unhappy when he is with me./ feel bored (adj.)
8. … and they do not fit under the school desks./ fit v.
9. … when he walks past the desks, …/ pass & past
10. knock …off
11. think of …
12. Everyone thinks she is pretty.
13. When something worries me, …
14. say a bad word about anyone.
STEP 4 Finishing the exercises
Get the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.
STEP 5 Saying something about making friends
It’s the time for the student to say something about making friends. They are going to be motivated to think about the following questions.
a. What kind of people can be your best friend?
b. What kind of personality do you hope your best friends to have?
c. What do you think is the most important thing between two friends?
STEP 6 Homework
a. Recite the three passages fluently.
b. Tell your parents about your best friend at school.
c. Write about your best friend, following the structure.
PERIOD 4: VOCABULARY
Teaching Goals
● To use adjectives to describe people’s physical features
● To use adjectives to describe general appearance of people
● To select and use adjectives that are appropriate to describe the appearance of boys and girls
● To make up more sentences talking about one’s appearance
Teaching Procedures
STEP 1 A guessing game
Take an exercise book to the classroom. Tell the students that one of them has done well in yesterday’s homework. Can you guess who he/she is?In this way, the students’ attention is drawn to describing a person. They will surely get the right person. If not, I will give them some hints.
STEP 2 Talking about one’s appearance
It is important to learn to describe one’s appearance.
When we see a person, we don’t pay attention to his facial appearance at the first sight. We can only tell his/her general appearance. Can you think of words that talk about one’s general appearance?
tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cute
Here we should pay attention to some of the words. For example, we seldom us ‘thin’ or ‘fat’ to talk about people, because they sounds impolite, sometimes it may hurt that people.
STEP 3 Boys or girls?
Some of the words can only be used to talk about boy, while some only with girls. So it is also very important to make it clear.
a. Have the students finish Part B in two or three minutes.
b. Discuss the answers with the students. Make sure they feel confident in using these words.
Boys: good-looking, handsome, smart
Girls: beautiful, good-looking, handsome, lovely, pretty, smart
It must be stated very clear that handsome can not only go with boys but also with girls. But when it describes girls, it means ‘having an attractive appearance with large strong features’, sometimes it means ‘端庄的’ in Chinese.
But, ‘beautiful’ and ‘pretty’ are not the same. Usually, ‘pretty’ is used to modify girls who are small but beautiful.
STEP 4 Talking of something special about one’s appearance
However, it is not enough that we describe people’s general appearance. For example, when I say ‘My friend is good-looking’, do you know whom I am talking about? No. So it is really important for us to learn to describe one’s facial appearance and learn to talk about something special about someone.
First. Let’s talk about one’s hairstyle.
have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the forehead
Second, let’s talk about one’s face.
round, square, oval, small, big
Third, let’s talk about one’s eye.
have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames)
Fourth, let’s talk about one’s nose.
big, small, flat, hooked
Fifth, let’s talk about one’s ear.
big, small, look like two small fans
Finally, let’s talk about one’ s mouth.
big small, wide
Well, it may seem a little bit boring if we only name and write the words on the blackboard. So it is important for me to do something to take control of the class.
I think it is good way to describe the students in the class, as I am teaching the words. The students will be well-motivated to describe the students around them.
They will surely have fun this way.
STEP 5 Activity
Now, we can easily write about someone’s appearance. Can your write about one of your classmates? Let the others guess who he /she is? You need to write at least 5 sentences.
Give the students 5-6 minutes to write the passage. Get some of the students to read aloud
STEP 6 A summary
Make a general summary. Read the words on the blackboard.
General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean
Face: long, short, round, square
Eyes: big, small, round, bright, smiling
Nose: long, short, big, small
Hair: black, dark brown, long, short, shoulder-length, straight, ponytail
STEP 7 Homework
a. Read and learn these words by heart.
b. Write about one of your best friends.
c. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 5: GRAMMAR I
Teaching Objectives
● To learn to use an adjective before a noun or after a linking verb to describe someone or something
● To help students understand the structure “linking verb+ adjective”
● To use comparatives to compare two people or things
● To use superlatives to compare three or more people or things
● To get students focus on how to form comparatives and superlatives with adjectives
● To help students to have some general ideas about when to use comparatives and when to use superlatives
Teaching Procedures
STEP 1 Having a revision
Sam has a square face. Jude has long and black hair.
Sam’s face is square. Jude’s hair is long and black.
Jimmy is a tall boy. Sandy is a pretty girl .
Jimmy is tall. Sandy is pretty.
Get your students to read and compare these sentences.
The conclusion: We can use adjectives to describe someone or something. We can put and adjective before a noun or after a linking verb.
Get the students to talk about the sample sentences in Part A to check if we make the right conclusion.
STEP 2 Being followed by adjectives
Usually, verbs are followed by adverbs. But they can be followed by adjectives. Why? Because they are different kind of verbs. If a verb can be followed by an adjective, then we can make a conclusion that the verb is a ‘linking verb’. Get the students to think of more examples.
When you grow older, you may understand this.
Spring is here. Trees turn green.
The dumplings smell nice.
He does exercises to keep healthy.
After a long walk, I felt tired.
The flowers in the garden look beautiful.
(The verb ‘look’ can be used in other structures, ‘He looked at me angrily. ’ In this example, ‘look’ is not used as a linking verb, so it is modified not by an adjective but by an adverb ‘angrily’. The structure is different from ‘He looked angry’)
Your white coat gets dirty.
He seems happy today.
STEP 3 Talking about the pictures
Show two pictures to the students and get one or two students to talk about the pictures.
Jim is tall. Sam is tall, too. (Let’s compare. Who is taller?) Sam is taller.
Show one more picture. Get the students to compare the three pictures. They may easily come out with the following sentence, ‘Sam is the tallest.’
(I may use more pairs of pictures like this to talk about it.)
Tell the students that we use comparatives to compare two people or things. When we compare three or more people or things, we use superlatives.
STEP 4 Forming comparatives and superlatives
Ask the students, do you know how to form comparatives and superlatives.
Most short adjectives+-er/-est cold, kind, round smart
Short adjectives ending in e +-r/-st nice, fine, brave
Short adjectives ending in a consonant +y -y+-ier/-iest
funny, lazy, pretty, easy, early
Short adjectives ending in a vowel + a consonant
slim, big, hot, fat, thin
‘+more/most’ before long adjectives
important, helpful, polite, interesting, careful
Replace the irregular adjectives with new words
good/well, better, best
bad/ ill/ badly, worse, worst
little, less, least
much/many, more, most
old, elder/older, eldest/eldest
far, farther/further, farthest/ furthest
Get the students to finish Part B1 on page 9.
STEP 5 Finishing Part B2 on page 10
Get the students to finish Part B2 on page 10. Remind the students that the structures like ‘of the three, of all, in+ a noun’ usually go with superlatives. While the word ‘than’ is usually used with comparatives. It is also important to tell the students to add a ‘the’ before superlatives.
If necessary, I think the teachers should give some examples to show the students how to read and understand the structures. Then use questions to help them.
STEP 6 Summary
Compare two people and things:
A is_______ ______B.(tall)
A is_______ ______B.(slim)
A is _______ ______B.(heavy)
This pencil case is_____ _____that one.(nice)
English is_____ _____ ________Maths.(interesting).
A is _____ ______ B at English .(good)
Compare three or more things:
Sam is____ ____ of the three. (tall)
The bag is ____ _______ of all. (heavy)
The girl is_____ ________in our class. (thin)
The weather in Kunming is______ ______in China.(fine)
Li Yuchuan is _______ _______ _______ super girl of the three.(wonderful)
STEP 7 Additional exercises
Jim is very __________. Tom is much ___________
than Jim. Tom is _________ of the three. (tall)
Who is _________, Daniel or Millie?(thin)
Li Lei is __________ than Li Xin and Wang Fei. He is
______________ in his class. (early)
This story is ____________ than that one. (interesting)
This first girl is quite _________. The second one is __________ than the first one. But the third one is ________________ of all. (pretty)
STEP 8 Homework
Review what we have learnt.
Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 6: GRAMMAR II
Teaching Objectives
● To consolidate the usage of comparatives and superlatives
● To continue to talk about how to compare people and things
● To use ‘(not) as …so/as…’ to compare people or things, when people or things are (not) the same in some ways
Teaching Procedures
STEP 1 Using comparatives
Get two pencils (One is new, the other is used.) in hands and show them to the students. Get the students to talk about the two pencils using comparatives.
A is longer than B. B is shorter than A.
A is as long as C.
Use pictures and things to do this several times. Make sure that the students can speak this structure very well.
STEP 2 Talking about the table
Ask the students to look at the table on page 10 again. Get them to talk about the table once again.
Millie is 1.5 meters tall. Sandy is 1.5 meters tall, too.
Millie is as tall as Sandy.
Amy is 40 kg. Kitty is 40kg, too. Amy is as heavy as Kitty.
Millie is 150cm. Peter is 168cm.
Millie is not as tall as Peter.
Millie is shorter than Peter.
Encourage the students to make more sentences, using ‘(not) as …so/as…’the more sentences, the better.
STEP 3 Filling in the blanks
Show the students a table as following.
A B C D
Age
Height
Weight
Running (50m)
Maths test
Englih test
Chinese test
Ask the students to work in groups of four and first fill in the blanks by asking each other questions. Then get the students to talk about this information in groups of 4 students. Encourage them to use comparatives, superlatives and ‘(not) as… so /as…’to compare people or things. STEP 4 Making sentences
Tell the students that stars show how interesting the activity is and the triangles show that how dangerous the activity is.
Get the students to talk about Millie’s opinion first.
Hiking is as interesting as skiing.
Swimming is not as interesting as hiking.
Camping is not as interesting as swimming.
Diving is not as interesting as camping.
Cycling is not as interesting as diving.
Skiing is as dangerous as diving.
Swimming is as dangerous as camping.
Hiking is as dangerous as cycling.
Cycling is not as dangerous as diving.
Hiking is not as dangerous as swimming. …. AND SO ON.
Give the students 3 minutes to finish the exercises in Part C1 on page 15.
(For weaker classes, the teacher better explain how all this works.
For stronger classes, just let the students to do it by themselves. )
Check the answers together.
Ask the students to fill in their own information and talk about it in groups.
Encourage the students to make more sentences like this. Here I can organize a competition among different groups. Or I can organize some chain work.
STEP 5 A summary
We use ‘(not) as…so/as…’ to compare people or thing, when they are (not) the same in some ways.
STEP 6 Additional exercises
I. Fill in the blanks
I think English is as________(important) as Chinese.
Swimming is as _______(interesting) as cycling.
Amy is not as_________(careful) as Simon.
Maths is not as________(difficult) as English.
II. Translation
我认为游泳不如徒步旅游有趣。I think swimming is___________________.
不仅滑雪而且骑自行车都没有潜水危险。
________skiing______cycling____________________________diving.
我认为如果我们小心，所有户外活动都不危险。
I ______________________________ are dangerous if we are___________.
STEP 8 Homework
a. Go over what we have learnt.
b. finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 7: INTEGRATED SKILLS
Teaching Objectives
● To listen for and identify specific information
● To understand the people of his/ her future plan and find out why they want to have the plan
● To respond to written text and information got from listening
● To select proper information or details, to consolidate information and complete two letters to the editor of a magazine
Teaching Procedures
STEP 1 Showing some pictures
Show some pictures of some famous persons, asking the students if their know about these persons and their jobs. Teach the word ‘popular’.
A lot of students know about the people above. They like them. Get the students to read the names correctly, especially Celine Dion.
Get the students to talk about their future plans, using the following sentences.
I want to be a ______ when I grow up.
I would like to be as popular as ____ is when I grow up.
I hope to become a famous _______ and _______ in the future.
Encourage the students to give their reasons very briefly. And lead them to think about what they can do for other people and what they can do for the society.
make other people happy travel around the world
be kind/helpful/popular make money to help more people
STEP 2 Listening to the tape
STEP 3 Read the passage
Get the students to read Part A2 aloud. Ask the students to read the passage silently and find out What Millie tries to do and why Millie wants to be a social worker.
What does Millie try to do?
a. She tries to be kind to his classmates.
b. She tries her best to help her friends.
Why does Millie want to be a social worker?
a. She can listen to people’s problems.
b. She can help people to solve their problems.
c. She will be happy if she can make people happy again.
It is because of Millie’s personality (kind and helpful) that she wants to be a social worker. Social workers are also kind and helpful. Personally, I think this may help to develop the students’ ability to organize their speech and writing.
STEP 4 Listening to the tape
Say ‘Sandy wants to write about her future plans to Mr. Zhou, too. She is talking to kitty about it.’ Ask the students to listen to the tape and tick out Sandy’s future plans in Part A1.
Play the tape twice, if necessary.
Help Sandy to complete the letter to Mr. Zhou.
STEP 5 Read the passage together
Get the students to read the passage together. Ask the students to read the passage silently and find the answer to the question why Sandy wants to be a singer.
Why does Sandy want to be a singer?
a. She thinks it is great to sing for people.
b. She’d like to make people happy.
c. She wants to be as popular as Celine Dion.
d. She wants to travel around the world.
Get the students to focus on these sentence patterns, because they may be very useful when the students write their own articles. They also help to get the students to think about the reasons of their own future plans.
STEP 6 Making your own future plans新课标第一网
Encourage the students to have their own future plans. Work in groups to talk about them. Encourage the students to speak out the reasons for having such a future plan.
STEP 7 Finding out the answers
Ask the students, ‘Do you know a lot about your patterns future plans? Let’s talk about our best friends. First, let’s listen to the sample dialogue here.’
Ask the students to listen carefully and find out the answers to the questions.
Who are they talking about? (They are talking about Peter.)
How does peter look? (He looks sporty. He is the fastest runner. )
What is Peter like? (He is friendly and helpful.)
What’s his future plan? (He’d like to be a doctor when he grows up.)
STEP 8 Completing the dialogue
Helen and Sandy are going to talk about a girl. Work in pairs and complete their dialogue. Encourage the students to use their own language.
---Who’s the girl next to Peter? --- She ‘s Mary. I think she ‘s very ___ .
--- Yes , I agree . -- -She’s one of _____ girls in my school .
--- What’s she like ? -- -She’s ___ and ___ .
---She would like to be ___when she grows up .
STEP 9 Homework
Read the two passages and try to learn it by heart.
Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 8: STUDY SKILLS
Teaching Objectives
● To show the students how to find the main points of a passage
● To help the students to guess the meaning and to generate mental pictures while reading
● To encourage the students to help others to solves the problems
Teaching Procedures
STEP 1 Enjoy yourselves!
Get 8 pieces of paper that are about the same size. Write 8 long sentences on each. Divide the class into 8 groups column by column. Do chain work and get the students to pass the sentence orally to see which column get all the sen
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