新目标八年级英语下册UNIT 9教学设计

新目标八年级英语下册UNIT 9教学设计（精选7篇）

1.新目标八年级英语下册UNIT 9教学设计 篇一

Teaching goals :

1. 掌握如何表达现在完成时。

2. 对比现在完成时，一般过去时和现在进行时表将来的用法。

3. 描述某人曾经去过哪些有趣的地方。

Important and difficult points :

1. 现在完成时态。

2. so 和neither 的区别。

3. have been to sw 与have gone to sw 的区别。

Structures :

Have you ever been to an aquarium ?

Yes , I’ve been to an aquarium .

No ,I haven’t .

No ,I’ve never been to an aquarium .

I’ve never been to a water park . Neither have I .

Functions : Talk about past experiences .

Period 1

Teaching of new lesson :

Step 1 Assign the task

New language

Have you ever been to Europe ?

Yes ,I have . / No , I’ve never been to Europe .

In this unit ,students learn to talk about past experiences in the other way .

Step 2 Warm up Section A (1a-1c)

SB Page 68 , 1a .

1. Read each of the words and phrases at the top of the page to the class .

2. Read the instructions .

3. Do a quick check to see where Ss would like most to visit .

SB Page 68 , 1b .

1. Read the instructions .

2. Point out the sample answer .

3. Play the recording .Ask Ss to check off their answers .

SB Page 68 , 1c .

1. Read the instructions for the activity .

2. Point to the example in the sample dialogue .Ask two students to read the dialogue to the class .

3. Then have Ss work in pairs .

4. Check the answers by calling on several different pairs of students to say their conversations to the class .

Step 3 Pre-task

SB Page 69 , 2a .

1. Read the instructions .

2. Point to the map ,play the recording and ask Ss to circle places on the map .

3. Correct the answers .

SB Page 69 , 2b .

1. Read the instructions .Point out the sample answer .

2. Point out the statements about the three conversations .

3. Play the recording again .Ask Ss to circle the word true or false after each statement .

4. Correct the answers .

SB Page 69 , 2c .

1. Point to the map and tell Ss they can talk about any of the places on the map .

2. Ask Ss to work in pairs .

3. Ask several pairs of students to say their conversations to the class .

Step 4 Grammar Focus

Review the grammar box .Ask students to say the statements and responses .

Exercise designing for Period 1 :词组翻译

1. 太空博物馆 2. 娱乐公园

3. 水上公园 4. 乘地铁

5. 去年 6. 明年

教学后记:

Period 2

Teaching of new lessons

Step 1 Pre-task

SB Page 70 , 3a .

1. Read the instructions .

2. Then read the story to the class .After you finish ,ask if Ss have any questions about words and phrases in the article .

3. Ask Ss to read the story again .Circle all the interesting things .

4. Discuss the students’ answers .

SB Page 70 , 3b .

1. Read the instructions .

2. Ask a pair of students to read the example in sample dialogue to the class .

3. Then Ss work in pairs .

4. Ask one or two pairs to say their conversations to the class .

Step 2 While-task

1. Read the instructions .

2. Ask two students to read the dialogue .

3. Ask another pair of students to talk about something else they have .They should use the phrase : Have you ever … ?

4. Ask Ss to complete the work in pairs .

5. Ask a few students to share their list .You can ask for details and explanations of their answers .

Exercise designing for Period 2 :词组翻译

1. 从没去过迪斯尼乐园

2. 玩得愉快 3. 结束 4. 主题公园

5. 当然 6. 一直 7. 许多著名的人物

8. 听说 9. 行驶不同的路线 10. 在同一个地方

教学后记:

Period 3

Teaching of new lesson

Step 1 Assign task

SB Page 71 , 1a .

1. Read the instructions.

2. Read each sentence to the class .

3. Read the instruction again and say , Put 1after the most important reason that you learn English ,put 2 after the second most important reason and continue the same way .

4. Do a quick check to see which reasons Ss think are most important .

SB Page 71 , 1b .

1. Point to the example in the sample dialogue .Ask two students to read it to the class .

2. Ss work in groups .

3. Ask several groups to say their conversations .

SB Page 71 , 2a .

1. Read the instructions and point out the sample answer .

2. Play the recording .Ask Ss to circle their answers .

3. Check the answers .

SB page 71 , 2b .

1. Read the instructions and point out the questionnaire .Ask a student to read the headings at the left .

2. Play the recording .Ask Ss to fill in the answers .

3. Check the answers. Ask Ss to write the answers on the board .

SB Page 71 , 2c .

1. Point to the example in the sample dialogue .Ask two students to read it to the class .

2. Ask Ss to work in small groups .

3. Ask several pairs to say their conversations to the class .

Step 2 While-task

SB Page 72 , 3a .

1. Ask different students to read each of the paragraphs to the class .Answer any questions students may have .

2. Then say, Now read the paragraphs again and answer the questions .Correct the answers .

SB Page 72 , 3b .

1. Ask Ss to review the information in activity 3a .

2. Ss write articles about themselves .As they work , move around the room offering language support as needed .

SB Page 72 , Part 4 .

1. Read the instructions to the class .

2. Point out the example in the speech bubbles and have two students read it to the class .

3. Discuss the answers with the class .

教学后记:

Period 4

Teaching of new lesson

Step 1 Self Check

SB Page 73 , Part 1 .

1. Ask Ss to fill in the blanks on their own .

2. Check the answers .

3. Ask Ss to make their own sentences with the words .

4. Write a number of students’ answers for each word on the board

SB Page 73 , Part 2 .

1. Read the instructions with the students .

2. Ask Ss to complete the task by interviewing other students .

3. Ask Ss to share their results with the class .

SB Page 73 , Part 3 .

1. Read the instructions and sample answer with the students .

2. Ask Ss to complete the task .

3. Ask Ss to share their short report with the class .Make sure Ss include details .

Step 2 While-reading

Have you ever been to Singapore ?

SB Page 74 , Section 1 .

1. Ask Ss if they have ever thought about traveling to a favorite foreign destination .Elicit ideas as a class .

2. Ask the groups to choose one of the capital cities in the box and write four things the group knows about it .

3. Discuss answer as a class .

SB Page 74 , Section 2 .

Ask Ss to read slowly and thoughtfully .They should be aware of the words they are reading as they read .

SB Page 75 , Section 3 .

1. Ask Ss to scan the reading to find more words for the different categories .

2. Ask the class for any unusual words that they have found .

3. 3c. Tell Ss to first read the false information given in the exercise .Then ask them to scan the reading to find the correct details to write a true sentence .

4. Ss complete the task .

5. Check the answers .

Exercise designing for Period 4 :单项选择

( )1. He to Canada ,so you can not see him recently .

A. went B. has been C. has gone D. have been gone

( )2. - have you been there since you became a teacher

-Twice .

A. How often B. How soon

C. How long D. Hoe many times

( )3. London has ever hosted the modern Olympics Paris .

A. So does B. So has

C. Nor does D. Neither has

( )4. - I haven’t been to the space museum .

- .

A. So do I B. Me too

C. Me neither D. So have I

( )5. There are many stores you can buy souvenirs from my hometown .

A . which B. where C. when D. there

教学后记:

Unit 10 It’s a nice day , isn’t it ?

Analysis of Unit 10

Teaching goals :

1. 描述与陌生人聊天就注意的事项，学习该聊些什么，如何将话题展开。

2. 通过学习与陌生人聊天来达到了解关心别人并增进友谊。

Important and difficult points :

Tag questions (附加问句)

Structure :

It’s a nice day , isn’t it ? Yes ,it is . I really love hot weather .

You’re Jenny’s friend ,aren’t you . Yes , I am .

The No.15 bus stops here , doesn’t it ? Yes , it does .

Functions : Make small talk

Period 1

Teaching of new lesson

Step 1 Assign the task

In this unit Ss learn to make small talk .On the Bb ,draw a picture of a boy and a girl waiting for bus .Include a large sign that says Bus Stop .Draw a speed bubble over each person’s head .

Step 2 Warm up

SB Page 76 , 1a .

1. Point out the four scenes .Help Ss understand that in all the pictures two people who don’t know each other (strangers) are starting a conversation .

2. Ask Ss to circle the pictures where they would talk with people they don’t know .Then have Ss write their own lists .

SB Page 76 , 1b .

1. Point out the four pictures .Then read the instructions .

2. Say , You will hear three conversations .They go with three of the pictures .

3. Play the recording .Have Ss write the number of each conversation in the box next to the correct picture .

4. Check the answers .

SB Page 76 , 1c .

1. Ask Ss to look at the pictures in activity 1a .Then point out the sample conversation in activity 1c .Ask two students to read it to the class .

2. Say,Now work with your partner .Make your own conversations about the people in activity 1a .Use the expression in the box .

3. Ask several pairs to say one or more their conversations to the class .

Step 3 Pre-task

SB Page 77 , 2a .

1. Read the instructions and point out the sample answer .

2. Play the recording .

3. Check the answers.

SB Page 77 , 2b .

1. Read the instructions and point to the lettered list of sentences .

2. Ask different students to read the lines of the conversation to the class .

3. Play the recording .Ask Ss write the letter of each line of conversation in the correct place .

4. Check the answers .

SB Page 77 , 2c .

1. Read the instructions for the activity .

2. Point to the conversations in activity 2b .Ask a pair of students to read the conversations to the class .Then ask all students to practice the conversation in pairs .

3. Point out the questions in the box .

4. Then have Ss work in pairs .

5. Ask several pairs to come to the front of the room and say their conversations to the class .

Step 4 Grammar Focus

1. Review the grammar box .Ask students to read the questions and answers .

2. Ask Ss to give other examples of small talk that use tag questions .Help Ss find the correct Yes or No short answer to go with each question .

Exercise designing for Period 1 汉译英

1. 天看起来要下雨了，是吗?是的，但是 我忘带雨伞。

2. 今天真的很热，是吧?是的，我希望下一场雨。

3. 你认为到中午雨会停吗?我想会吧。

4. 火车总是晚点，是吧?我想有时是的。

教学后记:

Period 2

Teaching of new lesson

Step 1 Pre-task

SB Page 78 , 3a .

1. Read the directions .Point to the blanks in the conversations .

2. Ask Ss to think of answers that would be correct in blank 1 for example ,I’m going to the beach or I always go to the beach on hot days .

3. Ask Ss to finish writing sentences in the blanks on their own .

4. Ask some pairs of students to read their completed conversations to the class.

SB Page 78 , 3b .

1. Point out the conversation in 3a and ask Ss to read it to the class

2. Ask another student to read the list of possible conversational situations .

3. Ask pairs to practice the conversation in 3a together .

4. If the class needs help getting started have the whole class make a conversation together .

5. Next ask pairs of students to make their own conversation .

6. Ask some pairs to say their conversations for the class .

Step 2 While-task

SB Page 78 , Part 4 .

1. Read the instructions .

2. Ask Ss to identify the people in the pictures .

3. Ask other students to give sample topics of conversation .Topics should be suitable for each person .

4. Ask Ss to work in groups and role play the conversations .

5. Ask a few students to share the sample conversations with the rest of the class .

教学后记:

Period 3

Teaching of new lesson

Step 1 Assign task

Teach the new words .

SB Page 79 , 1a .

1. Focus attention on the four pictures .

2. Point to the pictures one by one and ask a student to read the question under each picture to the class .

3. Ask Ss to check the questions that they think are good small talk questions .

4. Check the answers .

SB Page 79 , 1b .

1. Read the instructions to the class and answer any questions Ss may have .

2. Then point out the sample conversation in activity 1b .Ask two students to read it to the class .

3. Say , Now work with your partner .Make your own conversations about the people activity 1a .

4. Ask several pairs to say one or more of their conversations to the class .

SB Page 79 , 2a .

1. Point out the chart with the list of the three conversations .Then read the instructions .

2. Say ,You will hear three conversations .The people in each conversation are in a different place .

3. Point to the answer space and say , Write your answer in these spaces .Point out the sample answer .

4. Play the recording .

5. Check the answers .

SB Page 79 , 2b .

1. Read the instructions .

2. Point out the sample answer .Ask a student to read the sample question and answer to the class .

3. Play the recording .Say , Now write the letter in the correct blank in the first column .

4. Check the answers .

SB Page 79 , 2c .

1. Read the instructions .Say , Now you can have your own small talk conversations with your partner .

2. Point out the list of openers and ask Ss to read these openers to the class .

3. Then ask Ss to work in pairs .Have Ss make their own small talk conversation using the openers on the list .

4. Suggest that they write down the lines of their conversation and practice saying them to each other several times .

5. Ask several pairs to say their completed conversations for the class .

Step 2 While-task

SB Page 80 , 3a .

1. Call attention to the three notes .Read the three notes to the class or have different do it .

2. Ask the class to read the letters to themselves .Discuss any questions Ss may have .

3. Read the instructions to the class .Say , Each of the notes was written for a different situation .Match each note with one of the situation .

4. Ask Ss to finish on their own .

5. Check the answers .

SB Page 80 , 3b .

1. Read and explain the instructions .

2. Say , Now read the letter to yourself and fill in the blanks .You can use words from this unit or any other words you know .

3. Ask Ss to read their letters to their partner .Ask the partner to check that the answers are correct .

4. Ask some students to read their letters to the class .

SB Page 80 , 3c .

1. Ask Ss to make a list of ideas before they write their letters .

2. Discuss these ideas .

3. Ask Ss to write a complete thank you note .

4. Correct as many of the letters as you can in class .Invite some students to read their letters to the class .

SB Page 80 , Part 4

1. Read the instructions to the class .

2. Point out the handwritten notes in the picture .Ask a student to read the notes to the class .

3. Ask Ss to suggest opening questions the person standing in line might use and also possible responses the boy might give .

4. Ask students to work in pairs and hand out cards for each pair to write on .

5. Ask several pairs to say their conversation for the class .

Exercise designing for Period 3 词组翻译

1. 相处融洽 2. 帮助我复习数学课程

3. 举行他90岁的生日聚会 4. 等了十分钟

5. 浏览 6. 过街

7. 走路去上学 8. 在电梯里

教学后记:

Period 4

Teaching of new lesson

Step 1 Self Check

SB Page 81 , Part 1 .

1. Ask Ss to fill in the blanks on their own .

2. Check the answers .

3. Ask Ss to make their own sentences with the words ,preferably sentences that are meaning for .

4. Write a number of students’ answer for each word on the Bb .

Step 2 SB Page 81 , Part 2

1. Read the instructions .Ss must read carefully to try to make their answers fit the context .

2. Ask Ss to identify the people in the pictures .

3. Ss complete the task

4. Ask a few students to share sample conversations with the rest of the class .

Step 3 SB Page 81 , Part 3 .

1. Read the instructions .

2. Ask Ss to identify the locations in the pictures .

3. Ss complete the task .

4. Ask a few students to share sample conversations with the rest of the class .

Step 4 Review this unit .

Exercise designing for Period 4 单项选择

( )1.-Do you think it will stop raining noon ?

-Well , it is really hard to say .

A. in B. by C. on D. for

( )2. -This is great weather , isn’t it ?

-It sure is .But it’s a little hot me .

A. to B. on C. with D. for

( )3.After you finish your homework ,you can go online for a while ,but you are not allowed computer games .

A. doing , playing B. to do , playing

C. doing , to play D. to do , to play

( )4.This is the place I spent my childhood .

A. there B. where C. that D. which

( )5.The box is heave for us carry upstairs .

A. very, to B. so, to C. too, to D. very, not to

( )6.If you go right now ,you late .

A. won’t , will B. don’t ,will be

C. won’t , are D. don’t , are

( )7.Why come a little earlier ? We have had a lot of delicious food prepared .

A. don’t B. don’t you C. not to D. aren’t you

( )8. fun it is to swim in the sea on such a hot day .

A. what a B. what C. How much D. How a

教学后记:

Review of units 6-10

Teaching contents :Review of units6-10 (SB Page 82-85)

Teaching procedures :

Step 1 Leading in

1. SB Page 82 , 1a .Ask Ss to do the crossword individually .Then correct the answers .

2. SB Page 82 , 1b .Explain to the students that they need to write clues like the clues for the crossword in activity 1a .Have Ss do the activity in pairs .As they work ,move around the classroom listening and offering help where necessary .

Step 2 Pre-task

SB Page 83 , 2a .

1. Draw attention to the sample answer .Say , Each statement goes with one conversation .Now listen to the tape and write the numbers of four conversations next to the statements .

2. Play the recording of conversations 1-4 .Ss listen and write the numbers in the boxes next to the pictures .Check the answers .

SB Page 83 , 2b .Play the tape, Ss listen and complete the task . Repeat playing the tape as often as necessary .Check the answers .

SB Page 83 , 2c .

1. Read the instructions .Explain to Ss that they should make up their own answers ,not just repeat what is on the tape .

2. Ask two or more pairs of students to practice the sample dialogue for the class .

3. Ss complete the task .Then ask some pairs of students to practice their conversations for the class .

Step 3 While-task

SB Page 84 , Part 3 .

1. Draw students’ attention to the instructions and the example .

2. Ask Ss what sorts of things bother them .

3. Tell Ss to think five things that bother them .For each thing ,Ss should write a polite request .Remind Ss to write in sentences .

4. Tell Ss to role play their requests and replies .

SB Page 84 , Part 4 .

1. Draw students’ attention to the instructions and the example .

2. Ask a few students about places where they make small talk .

3. Tell Ss to write small talk questions suitable to each of the five places .Ask Ss to use their questions to role play conversations with their partners .

4. Ask Ss to share their answers as dialogues with the class .

Step 4 Post-task

SB Page 84 , Part 5 .

1. Ask Ss about things that they like and dislike .Ask for reasons . Discuss whether the reasons are good or not .

2. Tell Ss to write five things they like or dislike .

3. Ask Ss to share their likes and dislikes with their partners .The partner should ask for reasons .

SB Page 85 , Part 6 .

1. Explain to Ss that they are going to reflection what they have learned from studying English .

2. Explain that they are going to write an essay about their learning experience .

3. Students do activity on their own .Monitor and provide support as required .

Step 5 Homework

SB Page 85 , Part 7 .

1. Explain to Ss that this is an opportunity for them to reflect on what they have learned ,and to make plans and resolutions to improve their learning of English .

2. Explain that they will not be marked on this section , and that their answers will remain secret .They should not feel that they should award themselves high marks , but instead give hones answers .

3. Students complete the questionnaire individually .Tell students that it is acceptable for them to write their answers in Chinese if they wish. Monitor and give help as needed .

教学后记:

2.新目标八年级英语下册UNIT 9教学设计 篇二

【1】“昨日重现”——一般过去时

★一般过去时表示过去某个时间或某一段时间内发生的动作或存在的状态,常和表示过去的时间状语连用,如yesterday, last week, in 2008, two years ago等 .

★一般过去时也表示过去经常或反复发生的动作,此时常和often,always等表示频度的时间状语连用。

1. 包含be动词过去式的句式

(1)陈述句句式:主语 +was或were+ 其他成分 . 如:

They were at home last Sunday. 上周日他们在家里。

(2)否定句句式:主语 +wasn’t/weren’t+ 其他成分,如:

I wasn’t on the Internet when my father came into the room. 当我父亲进入房间时,我没在上网。

(3)一般疑问句句式:Was/Were+ 主语 + 其他成分?

(4)特殊疑问句句式: 疑问词 +was/were+ 主语 + 其他成分?如:Where were you last Sunday? 上周日你在哪儿?

2. 包含实义动词过去式的句式

(1)肯定句句式:主语 + 动词的过去式 + 其他成分,如:He stayed at home last night. 他昨晚待在家里了。

(2)否定句句式:主语 +did not(didn’t)+ 动词原形 + 其他成分 . 如:They didn’t go shopping last week. 上周他们没有去购物。

(3)一般疑问句句式:Did+ 主语 + 动词原形 + 其他成分?肯定回答:Yes, 主语 +did, 否定回答:No, 主语 +didn’t. 如:

—Did he go to Guangzhou yesterday? 昨天他去广州了吗?

—Yes, he did./No, he didn’t. 是的,他去了。/ 不,他没去。

(4)特殊疑问句句式:特殊疑问词 +did+ 主语 + 动词原形 + 其他成分?如:

What time did he get to school this morning? 今天上午他是什么时间到达学校的?

【实战演练】:

( ) 1.——what did you do yesterday evening,Gina?

——I ____Titanic in the City Cinema.

A. watch B.watched C. am watching D.will watch

( ) 2.——You look very nice in your new dress today.

____ Oh,really?I ____it when it when it was on sale.

A. buy B.bought C. have bought D.will buy

【2】怎样表示频度?——频率副词

频率副词表示动作发生的频率,常见的频度副词有always, usually,often, sometimes, hardly, never等。但是程度上有所不同,频率由高到低,如下所示:

1、频率副词的用法

★always频率最高,表示动作重复、状态继续,意为“一直、总是”,其反义词为never. always与not连用时,表示部分否定。

★usually“通常”,表示习惯性的动作或状态,中间有间断。

★often“经常,时常”,表示反复性的动作或状态,中间有间断。

★sometimes“有时”, 表示动作偶尔发生,间断时间较长。其位置比较灵活,放在句首、句中、句末都可。

★hardly“几乎不、简直不”,本身具有否定意义。

★never“从不”,本身含有否定意义。

2. 对上述频率副词提问时,常用how often。

I often play basketball. → How often do you play basketball?

3. 常见的表示频率的短语还有:every day/ week/month/year, once/twice a day/week/month/year, five times a week/month等。

【注:三次或三次以上一般用“基数词 +times”来表示】。

【3】形容词的原级和比较级

1. 形容词的原级即形容词原形形式,常用于very, so, quite, too之后。还用于句型as…as(和……一样……),以及not as/so…as(不如……)中。例如:

The coat is too expensive.

The boy isn’t as/so old as the girl.

2. 形容词的比较级常用于两者之间进行比较,后用连词than连接另一个所比较的人或物。在上下文明确的情况下,形容词比较级也可单独使用。例如:

I’m more outgoing than my sister.

This book is old. Can you give me a newer one.

3. 形容词比较级形式的构成:

形容词比较级规则变化口诀:

比较级,有变化,一般词尾加er;词尾不发音e简单化,之后另把 -r加。

辅音字母 +y型,改y为i,加er; 一辅重读闭音节,词尾字母应双写后再加er。

多音节更容易,之前加more;“俩多”(many/much)是more

“坏 / 病”(bad/ill) 是worse;“老 / 远”(old/far)变化有两个。

注意:*far的两个比较级有所不同:farther强调距离的远;further强调程度的深。

例如:We can’t go any farther steps.

Let’s have a further study.

*old的两个比较级的不同:

older指年龄的大小;elder指亲兄弟、姐妹间的长幼关系。例如:

My elder brother is two years older than I.

4. 形容词比较级的用法:

【实战演练】

( ) 1. The boy is ____than the girl.

A. older 2 years B.2 years older

C. 2 years elder D. elder 2 years

( ) 2. You can get____ more water if you go there.

A. much B. many C. little D. few

( ) 3. This book is_____ .

A. more interesting and more interesting

B. much interesting and much interesting

C. more and more interesting

D. much and much interesting

( ) 4. Shanghai is bigger than___ city in Australia.

A. any B. any other C. other D. another

【4】形容词或副词的最高级

三者或三者以上(人或事物)作比较时,应用最高级。含有最高级的句型可用of/in短语来引出比较的范围。形容词最高级前一般要加定冠词the,副词最高级前的the可以省去。

1. 最高级的句型

(1)A+be+the+ 形容词最高级 + 表示范围的介词词组

Dream Clothes is the worst store in town.(in后接表示地点或范围的名词)梦想服装店是镇上最差的。

(2)A+ 动词 +(the)+ 副词最高级(+ 表示范围的介词词组)He does his work(the)most carefully of the three.(of后接表示比较对象的复数名词或数词)这三个人当中他工作最认真。

2.最高级的特殊用法

(1)“one of+the+ 形容词最高级 + 名词复数”表示“最……之一”。

One of the most popular teachers is Mr Green. 格林先生是最受欢迎的老师之一。

Shanghai is one of the largest cities in the world. 上海是世界上最大的城市之一。

(2)最高级前可加序数词表示“第几最……”。

Mike is the third strongest boy in his class. 迈克是他班里第三强壮的男孩。

Taiwan Island is the first largest island in China. 台湾岛是中国的第一大岛。

(3)Which/Who+is+the+ 形容词最 高级,A,B or C? 或Which/Who+ 动词 +(the)+ 副词最高级,A,B or C? 如:

—Which is the smallest,the sun,the moon or the earth?

—Of course the moon is.

“哪个最小,太阳,月亮还是地球 ?”

“当然是月亮。”

【注意】

1.比较级形式可以表达最高级的含义。如:

Tom is the tallest in his class.汤姆是他班上最高的。

此句可用比较级结构来表达:

Tom is taller than any other student in his class.=Tom is taller than the other students in his class.=Tom is taller than anybody else in his class.=Nobody else is taller than Tom in his class.

2.形容词最高级前如有物主代词、指示代词、名词所有格等修饰时,其前不用the。如:

He is my best friend. 他是我最好的朋友。

This is Zhang Yimou’s latest movie. 这是张艺谋最新的电影。

【实战演练】

1、单项选择:

1. Of all the subjects.English is ____for me.

A.interesting B.more interesting

C.the most interesting D.much more interesting

2. Tony is only shorter than Jim.He is ____in his class.

A.two tallest B.the two tallest

C.the second tallest D.second tallest

3.Nanjing isn’t so large ___Shanghai,however,it’s the second ___city in East china.

A.1ike;largest B.as;largest

C.1ike;large D.as;large

【5】动词不定式作宾语

1. 动词不定式做宾语的形式有两种,带to的动词不定式和不带to的动词不定式,其否定形式为直接在不定式符号to之前直接加not。以write为例,动词不定式的肯定形式为to write,否定形式为not towrite。

2. 动词不定式的语法功能

动词不定式具有名词、形容词和副词的特征,在句中可作主语、表语、宾语、定语、状语、宾语补足语。下面主要讲解动词不定式作宾语的用法。

(1)动词不定式可以作及物动词的宾语。

I hope to see you tomorrow. 我希望明天见到你。

I don’t know what to do next. 我不知道下一步做什么。

He doesn’t know how to do it. 他不知道怎样做这件事情。

(2)动词不定式可以作介词的宾语。动词不定式作介词的宾语时,一般情况下要加上特殊疑问词。

We are talking about what to do next. 我们正在讨论下一步干什么。

注意:动词不定式作宾语时,如果其后有宾语补足语,常用it作形式宾语,其真正的宾语即动词不定式要放在宾语补足语的后面。

I found it easy to make a model ship.

【实战演练】

1.用括号内所给动词的适当形式填空。

1. Tina decided _____(work)in Shanghai.

2. We planned _____(make)a school radio program.

3. Does Mary agree _____(visit)the new museum with you this weekend?

4. Remember_____ (take)your bag.

5. He wants____ (go)to study in Beijing University.

【6】(1-5单元 ) 知识点能力提升

( ) 1. This English newspaper is very easy for the students becausethere are ____new words in it.

A. littleB. a littleC. fewD. a few

( ) 2. My host family tried to cook ____for me when I studied inNew Zealand.

A. different somethingB. different anything

C. something different D. anything different

( ) 3. Last Sunday we didn’t go out____ the rain.

A. because of B. because

C. on front of D. before

( ) 4.—It snowed heavily last night.Is everyone in our class here today?

— Yes, and____ of us was late for school this morning.

A. none B. neither C. all D. either

( ) 5. — Many boy students think math is___ English.

— I agree. I’m weak in English.

A. much difficult thanB. so difficult as

C. less difficult thanD. more difficult than

( ) 6. The volunteer spoke as ____as she could to make the visitorsunderstand her.

A. clearlyB. more clearly

C. most clearlyD. the most clearly

( ) 7. Li Tao, my best friend, is ___more outgoing than any otherstudent in his class.

A. very B. a little C. too D. quite

( ) 8. I had no money and I couldn’t buy___ for my parents.

A. nothing B. anyone C. anything D. something

( ) 9. He asked us___ in the river. It’s too dangerous is serious.

A. to swim B. not to swim C. to not swim D. don’t to swim

( ) 10. ____it was raining, we went there.

A. But B. Though C. Because D. So

( )11. Our life is getting ______now.

A. good and good B. better and better

C. well and well D. more and more

( ) 12. —What happened ____you yesterday?

—I happened ____meet my old friend, Lucy.

A.to, to B. with, to C. to, with D. with, with

( ) 13. Mickey Mouse was the first cartoon_____ sound and music.

A.and B. with C. in D. of

( ) 14. We should eat many fruits ___apples and oranges.

A.for example B. such as C. so as D. such like

( ) 15. —I think Boonie Bears ( 熊出没 )isn’t as ____as Pleasant Goat( 喜羊羊 ).

—I agree with you. Boonie Bears is ____than Pleasant Goat.

A. famous, more famous B. famous, less famous

C. more famous, less famous D. less famous, more famous

参考答案:

【1】“昨日重现”——一般过去时

【实战演练】答案:

1.B解析:根据问句“did,yesterday”可知是一般过去时。

2.B解析:when引导一个过去时态的从句,主句的动作也发生在过去,故用一般过去时。

【2】怎样表示频度?——频率副词

【3】形容词比较级的用法

【实战演练】答案:1.B 2.A 3.C 4.B

【4】形容词或副词的最高级

答案:1.C 2.C 3.B

【5】动词不定式作宾语

答案:1.to work 2.to make 3.to visit 4.to take 5.to go

【6】(1-5单元 ) 知识点能力提升解析及答案

1.C解析:本题考查a little表示有点,little几乎没有。修饰不可数名词 ;a few表示一些,few表示几乎没有。修饰可数名词。

2.C解析:本题考查不定代词和形容词,副词的位置。形容词、副词修饰不定代词应放不定代词后。

3.A解析;because of后接短语,名词及名词词组。Because后接句子。

4.A。

5.C解析:考查多音节的词的比较级在前面加more/less。

6.A解析:as...as中间用形容词和副词的原级。

7.B解析:修饰比较级的词,a little /much /far/even/still等。

8.C解析:anything用于否定和疑问句中。

9.B解析:本题考查固定搭配ask ab to do sth和不定式的否定即在to前加not。

10.B。

11.B解析:比较级 +and+ 比较级,表示“越来越”。

12.A解析:sth. happen to sb, 表示“某人发生某事”,sb happen to do sth, 表示“某人碰巧做某事”。

13.B解析:with除了表示“和”,还有“具有、带有”“使用……”。

14.B解析:for example与所接成分常用逗号隔开,而such as则不用。另外,for example用来举例说明某一论点或情况时,一般只举同类人或物中的一个为例;such as用来列举事物时,一般列举同类人或物中的几个为例。

3.新目标八年级英语下册UNIT 9教学设计 篇三

1. It ____ that he has been ill for a long time.

A. seemsB. looksC. looks as ifD. seems as if

2. ——Can you come on Monday or Tuesday?

——I’m afraid ____ day is possible.

A. eitherB. neitherC. someD. any

3. ——Have you ever been to Japan?

——No, ____.

A. only onceB. I haveC. neverD. not

4. ——Edward likes foreign films a lot.

——____ does Henry.

A. NeitherB. NorC. SoD. But

5. Maybe when I graduate I ____ about becoming an English teacher

rather than a tour guide.

A. thinkB. have thoughtC. will thinkD. am think

6. We’ve never been to an amusement park like it ____.

A. agoB. before

C. a few days agoD. before last year

7. She discovered that the most important requirement was ____ English

well.

A. speakingB. speaksC. to speakD. to have spoken

8. The American school has ____ helped me learn English.

A. realB. reallyC. trueD. truly

9. ——____ you ever ____ to Shanghai?

——No, never.

A. Haven’t; arrivedB. Hasn’t; arrived

C. Didn’t; arrivedD. Have; been

10. For years, doctors ____ millions of patients’ lives with the help of

microscopes.

A. savedB. have savedC. has savedD. were saving

11. I like traveling, so I want to be a ____.

A. reporterB. tour guideC. policemanD. teacher

12. ——I feel lonely. My friend, Anna, has gone to America to visit her

parents.

——Really? When ____ she ____ there?

A. will; goB. is; goingC. has; goneD. did; go

13. You can improve your English quickly in a(n) ____ country for years.

A. English-speakingB. spoken English

C. spoken FrenchD. French-speaking

14. ——How long ____ you ____ this computer?

——For about three years.

A. have; hadB. have; boughtC. did; buyD. do; buy

15. ——Is it far from your home to school?

——Yes. It usually ____ me half an hour to get to school.

A. costsB. spendsC. takesD. pays

Ⅱ.基础知识（35分）

(A)整理下列句子顺序，使之成为一段通顺的对话(10分）

A. I wish, too. I believe we will have a great time there.

B. Neither have I. I want to go there. I want to go to the space

museum, too.

C. Yes. Now it’s getting late. Where will you go?

D. Have you ever been to an aquarium?

E. I want to see a film in the theater now.

F. How lucky you are!I wish I will go there with you that day.

G. Twenty yuan. We have no time now. Let’s go.

H. I want to go, too. How much is the ticket?

I. Yes, I have. I went there last year. But I have never been to an

amusement park.

J. I haven’t ever been to the space museum, either. My father said

he would take me there one day.

1.____ 2.____ 3.____ 4.____ 5.____

6.____ 7.____ 8.____ 9.____ 10.____

(B)用所给词的适当形式填空(10分)

1. Sally likes this kind of ____(music) instrument. So do I.

2. For most of the ____(tour), London is a good place.

3. Today our headmaster gave us a ____(specially) lesson. We are

very excited.

4. Taiwan is in the ____(east) of China.

5. Many ____(Asia) love their heart-throb stars from our country.

(C)根据括号中的汉语提示完成句子(10分)

1. Have you ever been to an ____ ____(娱乐园)?

2. Let’s go to ____ ____(水之城) tomorrow.

3. ——Do you want to go to the ____(水族馆)？

——No, I am ____(害怕) of the turtles.

4. Lasa asked me to take her to the ____ ____(太空博物馆).

5. Have you ever heard of the Disney characters, ____ ____（米老 鼠） and ____ ____(唐老鸭)?

(D)指出错误之处并改正(5分）

1. I have been to Fun Times last week. ____

2. I have studied Chinese history for four years. ____

3. ——Have you ever been to the Blue Mountain?

——No, ever. ____

4. I have been there three times last year. ____

5. When did you start study Japanese? ____

Ⅲ.完形填空（10分）

Mr Smith and Mrs Brown were neighbours. One day Mr Smith came to Mrs Brown’s __1__. He wanted to __2__ a big bottle from her. Mrs Brown asked him in and __3__ one for him. Mr Smith __4__ it and went back. When he __5__ it the next day, he gave her another small one and said, “It has __6__ had a baby.”

A few days later he came to borrow the __7__ again. Mrs Brown __8__ out another bottle and said with a smile, “Here’s the baby. It has grown up. It’s __9__. You may __10__ it as long as you like.”

1. A. officeB. carC. houseD. shop

2. A. buyB. borrowC. lookD. ask

3. A. lentB. soldC. foundD. made

4. A. toldB. sawC. helpedD. got

5. A. showedB. washedC. returnedD. thanked

6. A. neverB. alwaysC. justD. nearly

7. A. babyB. bottleC. moneyD. car

8. A. tookB. lookedC. wentD. used

9. A. smallB. the sameC. brokenD. beautiful

10. A. openB. drinkC. keepD. grow

Ⅳ.阅读理解（20分）

(A)

My brother, John, is a college student. Last year he went to Italy and stayed for two months. I was surprised that John was able to have such a long holiday, because he never had any money.

“How did you manage it, John?” I asked. “I thought you were going to stay for two weeks.”

“It was easy,” John answered. “I got a job.”

“A job?” I asked in surprise. “What did you do?”

“I gave English lessons to a shop manager,” John answered.

“His name is Luigi. We have become good friends.”

“But you’re not a teacher,” I said.

“I told Luigi I couldn’t teach,” John explained. “But he insisted on having conversation(会话) lessons. He wanted to practise his English. He had a lot of American customers, so it was important for him to speak English. I spent three hours a day talking to him. In return he gave me a room, three meals a day and a little pocket of money.”

“Did your pupil learn much English?” I asked.

“I don’t know,” John said, “but I learnt a lot of Italian.”

阅读短文，选择正确答案（10分）

1. The writer was surprised that John was able to stay in Italy for ____.

A. a weekB. two monthsC. two weeksD. two years

2. John was able to have a long holiday in Italy because ____.

A. he was a shop manager

B. he had a lot of money

C. he taught a shop manager to learn English

D. he worked in a shop as an assistant

3. John’s pupil was ____.

A. an AmericanB. an EnglishmanC. a ChineseD. an Italian

4. How long did John spend talking to his pupil every day? ____.

A. Two hoursB. Twenty minutes

C. Three hoursD. Thirty minutes

5. Why did the shop manager ask John to teach him English?

Because ____.

A. he was an Italian

B. he liked English very much

C. he was a shop manager

D. he had many American customers

(B)

Several summers ago, Joe Smith, a coach（教练） of a football team, and his family were spending their holidays in a small town. One rainy afternoon, it was impossible for them to go out to do something interesting, so the family decided to go to the cinema. Joe, his wife, and their three children walked soon to the town’s only cinema, bought tickets and went into the hall. The lights were still on, and there were just six other persons there. As Joe entered, some of them saw him and started clapping（鼓掌）.

Joe gave them a smile and turned to his wife. “Aha, I can’t believe they know me and I’m getting a warm welcome here,” he guessed. “They saw my games on TV.”

They sat down and then a young man came back and gave out his hand. “Thanks a lot,” said the coach. “I just can’t believe you know who I am.” “All I know,” replied the man. “They would not show the film until at least ten people bought tickets.”

阅读短文，判断正(T)误(F)（10分）

1. Joe and his family couldn’t go out for anything funny that day

because there was a wonderful film.

2. When Joe and his family got to the cinema, the film didn’t begin to

show.

3. Joe was worried when some people warmly greeted him.

4. Now with the coach’s family there were eleven people in the cinema.

5. In fact the people in the cinema clapped to the coach because they

often saw him on TV.

Ⅴ.书面表达（10分）

你到过什么地方？你对它有什么深刻的印象?请用英语写一篇短文来介绍你游历过的城市或风景点。词数在80~100之间。

4.新目标八年级英语下册UNIT 9教学设计 篇四

2013-2014学下学期

保聪丽

新课程倡导要促进每个学生身心健康发展，培养学生良好的品质和终身的学习的能力，提倡交流与合作，自主创新学习。课程改革的成败关键在于教师，教师是课程改革的实施者。过去的一年，在学校领导的关心帮助下，在老师们的大力支持下，我较好地完成了我的本职工作。在过去的一年中，有过收获，也有失落。为了能在以后的工作中更好地发挥自己的优势，必须及时总结经验，吸取教训。

今年，我任教八年级（2）班的英语。经过一年的学习，大部分学生基本上会说简单的对话，看懂简单的英文读物，但部分学生基础较差，不敢开口讲英语，更不懂英文写作；究其原因，是学生对英语学习的接触面小，说练机会少，以及他与中文的部分反差的诸多因素，使得学生对英语学习常常存在“厌、怕、弃”的不健康的心理。为了克服困难，取得成绩，我在教学中坚持作到：

一、面向全体学生，为学生全面和终身发展奠定基础

1、创设各种情景，鼓励学生大胆地说英语，对他们在学习过程中犯的错误，采取宽容的态度。根据教材中的情景，真实再现于课堂并创造新的环境，使学生积极参与，到讲台上锻炼英语表达能力和胆量。

2、讲究教法，因材施教

八年级英语这本教材充分吸收了国际上新的外语教学理念和实践经验，注重对学生综合语言能力的培养和训练。教材图文并茂，安排了大量生动有趣的活动内容，使英语学习变得容易而有趣。

外语教学和其他学科一样，有严谨的系统性和连贯性。学生在初一阶段所获得的语言技能，能否在初二年级得到继续发展，是防止分化的又一个问题。这就给教师提出了更高的要求，即力求把教学搞“实”、搞“活”。所谓“实”就是讲究实际效果，把教学大纲化为具体的要求，落实到教和学上，对每课时的教学计划逐项落实。课堂上，少讲空话，多做实事，精讲多练，以学生为主；对每个单元进行考查、总结，分析存在问题，及时补遗，帮助学生过关。所谓“活”就是侧重听说训练，把外语课由“讲演课”变成“实践课”。我想方设法创设语言情景以激发学生的求知欲，从而提高他们的学习兴趣。在听与说中培养语言能力，在听与说中激发学生的热情和兴趣。采用展示性的直观教学方法，使学生一上课就置身于一个讲英语的环境中，在既紧张而又活泼的气氛中学习英语。

在教学过程(本文来自优秀教育资源网斐.斐.课.件.园)中注意学生的听、说、读、写的综合能力，鼓励他们大胆地说并运用到实际中去。让学生表演，通过表演尽量多让学生参与到活动中来，表演过程中，除要求学生，语言语调正确外，还应让学生注意到交流手段，如表情、手势、姿态。

3.创造条件让学生能够 发现他们自己的一些问题，并自主的解决。

二、创造宽松和谐的气氛

1、在教学过程(本文来自优秀教育资源网斐.斐.课.件.园)中，注重与学生沟通，让学生消除对英语学习的恐惧感，只有对英语感兴趣，才能保持学习的动力，并取得好的成绩。鼓励学生大胆的尝试。平时作业或测验得到好成绩或有进步的，一定在班上进行表扬，给予肯定；对作业错漏较多的当面批改，及时订正。

2、初二学生要是能听懂老师和同学说的英语，自己能用英语表达简单的思想，能读懂简易读物，他们就会感到有收获，兴趣就会产生，所以每堂课都注意让学生有练的内容，有练的时间。练的时候因题而异，做简单题时，多找些差生去做，提高他们自信心，同时激励他们。每次练习五分钟左右，费时不多收获较大。

3、鼓励学生大声朗读并多背诵课文，促进学生相互学习，相互帮助。

4、建立良好融洽的师生关系。我经常关心、尊重学生，耐心细致地指导学生，使自己成为学生欢迎和爱戴的人。上课时我是学生的老师，课后我却成为他们的好朋友，生活上，我是他们的父母，关怀备至。

5.新目标八年级英语下册UNIT 9教学设计 篇五

七、板书设计SectionB

and

Selfcheckagent

mobile

aroundtheworld

makemoney

八、总结和帮助（反思及改进）本节课由于没有再多媒体实践，很多幻灯片都无法体会，但从课堂的反馈，先设置情境进行句型复习效果良好，然后再由自己生活中最重要的事情引入本节课的话题，在谈论本节课的话题比较成功。在听力方面存在一个难点，让学生根据2b部分内容谈论，很多学生都不感兴趣，或是感觉有点难，于是换用谈论自己的理想选择时，学生很感兴趣。然后再练习做题，基本上完成了教学任务，取得了良好的效果。教学内容Ifyougototheparty,you’llhaveagoodtime!课时Period4教学对象八年级学生设计者

一、教材内容分析第四课时为SectionB部分的3a-4的内容，主要是以一篇形式向我们呈现本节课的重点内容。在前三个课时的说，听及写的基础上，再要求我们进行阅读训练，并且还强调写的能力的训练。本节课要求我们能读懂的同时，还要根据，学会写自己的，继续训练目标句型及目标语言。

二、教学目标（知识与能力，情感态度）

（一）知识目标：单词及短语：athlete；against;charity;chance;realize;choose;hurt/injuredtonight;lawyer;champion;toplayornottoplay;makealivingdoing;billionsof;allthetime;lookupto;beableto;havedifficulttimedoingsth.掌

握

句

型

：IfIbecomeaathlete,willIbehappy?Becomingaprofessionalathletemightseemlikeadreamjob.Theysaytheywillhappierbeforetheybecamerichandfamous.many

professional

athletesgetinjured.（二）能力目标：Totrainstudents’abilityofreadingandwriting.Totrainstudents

’abilityofcommunication.（三）情感态度：TobeinterestedinlearningEnglish.Tobeabletoaskforhelpwhenhavingdifficultiesinlearning.三、重点、难点a.Readingpassage

b.writingpractice

c.oralpractice

四、学习者特征分析在前三课时的听说读写等训练中，基本上能读通简单的句子，但遇到有生词的阻扰时，就不敢或者说没兴趣再读下去了，这是八年级大部分学生存在的问题。遇到不懂地没有记笔记的好习惯，只是写过扔过。不去消化吸收并学以致用。结合他们的特点，这节课尽量培养他们阅读的能力，并利用各种有效的途径提高他们阅读的质量。

五、教法选择与学法指导，资源准备教法选择：利用问题或表格诱导阅读法；任务型教学法，多媒体手段。学法指导：带着问题阅读；小组合作探讨重点，难点知识，教师加以解释强调。资源准备：多媒体，录音机。

六、教学过程教学任务教师活动学生活动设计意图及资源准备Step1lead-in

（8minutes）Bringsomepicturesofsomewell-knowpeople,askstudentsthequestionsbelow:•

whodoyouadmire?•

whoishe?•

Areyougoingtobecomea…likehim?why?•

IfI

become…,I

willSsanswerthequestions.通过学生感兴趣的名人的图片来引入教学，使学生倍感兴趣，也自然的进入到本节课的内容。Step2

Reading（20minutes）1.Askstudentstoreadthepassageandanswerthequestionsteacherasked.2.readthepassageagainandcompletethechart.ReasonsforbecomingaprofessionalathleteReasonsagainstbecomingaprofessionalathlete3.Readthepassagebymanykindsofways.1.Readthepassageandanswerthequestionsteacherasked.2.Readthepassageagainandcompletethechart.培养学生阅读的能力，根据阅读材料获得相关的信息。让学生快速阅读，并获取信息，进一步加强学生的语速和语感，并发表自己的见解。

Step3,Exercise

（8minutes）Fillintheblanksofthispassage.checktheanswersandreaditagain.Fillintheblanksofthispassage.通过以填写所缺单词的再现，学生在加深对的理解和巩固，并达到熟练掌握的目的Step4

writing

（3minutes）1.Askstudentstowriteabouttheirownplanintenyearsusingsentencewith

“

if

”

and“will”.Aexampleisgiven.myownplan

IthinkIwillbeateacherintenyears.IfIbecomeateacher,Iwillworkwithchildren.IlovechildrensoIwillbehappy.Iwillalsobeabletoworkoutsidesometimes.ButIwon

’tbefamous.2.Askseveralstudentstoreadtheirplantotheclasswriteabouttheirownplanintenyearsusingsentencewith“if”and“will”.Aexampleisgiven.本环节难度相对较大点，通过学生对3a的学习和掌握，自己学会表达自己若干年后的计划或者理想，使学生能运用所学知识进行创造性劳动，并教育他们要努力实现自己的伟大理想。Step5

Homework（1minuteswriteyourownplanforthefutureandtheresultsofyourplan,use“If……will……”Dohomework.本节课的作业A，B组一样，让他们都能敢有理想，而且鼓励他们朝自己的理想奋斗，B组可根据情况适当写出几个句子。

七、板书设计Unit5SectionBwords:

athlete

；against;charity;chance;realize;choose;hurt/injured;tonight;lawyer;champion;Phrases:toplayornottoplay;makealivingdoing;billionsof;allthetime;lookupto;beableto;havedifficulttimedoingsth.八、总结和帮助（反思及改进）学生对明星非常感兴趣，于是借此机会引入话题，并让

他

们

进

行

讨

论Doyouwanttobeastaroraprofessionalathletes?whyorwhynot?很多学生很有见解，通过引导，基本上说出了本节课要学的内容。于是趁热打铁，让学生朗读课文，完成3a部分的表格，效果不错。再通过各种途径的读，如集体读，个别读等，让学生足够熟悉课文，再合上课本完成的所缺的词，效果不错。最后总结本节课的要点，并完成练习。但时间有限，学生还不能当堂完成背诵任务。

www.5y

kj.co

6.新目标八年级英语下册UNIT 9教学设计 篇六

2.have a cold 感冒

3.have a fever 发烧

4.have a stomachache 胃疼

5.lie down 躺下

6.take your temperature 量体温

7.to my /our / everyone’s surprise 使我(我们，大家) 感到惊奇的是

8.take breaks =take a break 休息

9.get off 下车

10 get into陷入， 参与

11.be used to sth/ doing sth 习惯某事/习惯做某事

12.right away 立刻， 马上

13. take risks =take a risk冒险

14.run out of 用完，耗尽

15. get out of 离开，从---出来

16. cut off切除

17 be in control of掌管，管理

18. give up 放弃

1. clean up 打扫 Unit 2

2. cheer up 振奋起来，变得更高兴

3. take after =be like =look after (外貌，行为)像

4. set up 建起，设立

5. fix up 修理，装饰

6. make a difference 影响，有作用

7. give away 赠送，捐赠

8. give out分发，散发

9. hand out 分发

10. come up with (idea/plan) 想出， 提出(主意，计划，回答)

11. put off推迟

12. call up打电话给--- 征召

13. used to曾经，过去

14. care for 照顾， 非常喜欢

15. try out参加---选拔， 试用

1.take out the rubbish 倒垃圾 Unit 3

2.depend on 依靠，信赖

3.take care of =look after照顾，处理

4.in order to +do 目的是，为了

5.all the time 反复，频繁

6.as soon as 一---就 ------ ，尽快

1.What’s wrong? 哪儿不舒服 Unit 4

2.look through 浏览，快速查看

3.work out 解决，成功地发展，解出

4.get on (well) with 和睦相处，关系良好

5.big deal重要的事

6.cut out删除，删去

7.compare ---with 比较，对比

8.in my opinion依我看

1. go off (闹钟发出) 响声 Unit 5

2. pick up (the phone) 接电话， 捡起

3. fall asleep 进入梦乡，睡着

4. die down 逐渐变弱，逐渐消失

5. have a look (at) 看一看

6. make my way 费力多前进，前往

7.take down 拆除，记录，往下拽

8.at first首先，最初

9.in science 沉默，无声

1. turn---into 变成 Unit 6

2. fall in love 爱上，喜欢

3. get married 结婚

4. once upon 从前

5. instead of 代替，反而

6. a little bit =kind of =a little cute 有点儿，稍微

1. feel free (to do ) (可以)随便干某事 Unit 7

2. as far as I know 据我所知

3. take in吸收， 吞入(体内)

4. walk into 走路时撞着

5. fall over 绊倒

6. or so 大约

7. at birth出生时

8. up to 到达(某数，程度)

9. in the face of 面对(问题，困难)

10. even though =even if即使，虽然

11. the Pacific Ocean 太平洋

1. full of满是---的，(有) 丰富的 Unit 8

2. hurry up 赶快，急忙

3. one another 互相

4. ever since 自从

1.tea art 茶艺 Unit 9

2.tea set 茶具

3.thousands of 数以千计的，许许多多的

4.on the one hand --on the other hand 一方面---另一方面

5.all year round 全年

6.National Science Museum 科学博物馆

7.Hangzhou National Tea Museum 杭州国家茶博物馆

8.the Bird’s Nest 鸟巢

9.Southeast Asia 东南亚

10.Night Safari 夜间动物园

11.the Terracotta Army 兵马俑

1. clear out 清理，丢掉 Unit 10

2. check out 检查，审查

3. no longer 不再

4. part with 放弃，交出(不舍的东西)

5. as for 至于

6. according to依据，按照

7. (be) close to接近，几乎

8. to be honest说实在的

9. yard sale 庭院拍卖会

10. bread maker 面包机

11. soft toy 软体玩具，布绒玩

12. board game 棋类游戏

7.新目标八年级英语下册UNIT 9教学设计 篇七

所用教科书:Go For It

所教年级:九年级

所教册次、单元: 九年级第一单元

一、整体设计思路、指导依据说明

教学设计整体思路:

主要以reading的文本为载体, 通过具体教学活动来激发学生的阅读兴趣, 训练学生速读和根据所给问题寻找相关细节的能力。此外, 在教学过程中渗透学习策略, 指导学生如何利用上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。在这一部分阅读训练中, 针对任务型阅读这一学生的薄弱之处, 我设计了一系列题目, 希望学生通过一定量的常规练习, 感受任务型阅读, 减少畏难情绪, 更好的适应这一河北省的新题型。

对文本中的词汇和语法教学, 我把它们分成了两部分来处理。教师着重教授语法重难点“unless”一词的用法, 并带领学生进行知识的拓展, 归纳类比其它经常用于主将从现的连词:as soon as, if, when。其它文本中的短语相对简单, 主要通过学生自学和小组合作学习的方式来解决, 教师根据课堂情况做适当的点拨。作业我选择了美国女诗人Sara Teasdale的一首优美的励志小诗“Like barleybending”

供学生欣赏, 希望学生在接触到原汁原味的英美文学作品, 体会阅读之美的同时, 心灵上受到鼓舞, 乐观、勇敢的面对生活中的挫折与挑战。

整个课程设计凸显阅读课的特点, 对课本内容进行了内部整合与外部拓展, 同时也兼顾中考的要求对基本词汇和重要语法点用不同的方法加以处理。课堂活动利用学习小组, 以学生活动为主, 教师主要是倾听、引导与点拨。

教学设计指导依据说明:

依据新课程标准, 基础教育阶段英语课程不仅仅要使学生掌握一定的听、说、读、写技能, 形成一定的综合语言运用能力, 还注重激发和培养学生学习英语的兴趣, 使学生养成良好的学习习惯和形成有效的学习策略, 发展学生自主学习的能力和合作精神, 帮助学生拓展视野, 了解世界和中西方文化的差异。

课程标准对学生“读”的目标描述中, 九年级学生应能根据上下文和构词法推断、理解生词的含义, 能根据不同的阅读目的运用简单的阅读策略获取信息, 能利用字典等工具书进行学习等。

二、教学背景分析

教学内容分析:

本课时是本单元的第五课时, 前面四个课时的学习已经为本课做了一定的铺垫。学生在前面SectionA和Section B的3a阅读中也初步实践了一些阅读方法, 本课的学习, 将是前面小块阅读训练的延续与提升, 内容更为集中, 方法针对性更强, 阅读课的特色更加突出。

学生情况分析:

学生通过初一、初二两年的英语学习, 已积累一定的阅读量与阅读体验, 但是面对阅读中较难的体裁如:科普文、议论文和阅读中较难的题型如:主旨概括, 词意猜测, 根据细节进行推理判断还是感到力不从心, 因此阅读策略的渗透和阅读技能的训练就显得尤为重要。我们旨在通过对教材中Reading阅读材料的整合与延伸, 让学生通过实践, 结合教师的点拨与精讲, 提升自身的阅读能力, 形成自己的有效阅读策略。

三、教学目标分析

教学目标分析:

知识目标:

学习并能在具体上下文情境中运用下列基本 短语:deal with, worry about=beworried about, learn to do sth, be angrywith sb, go by, decide not to do sth, regard…as…, complain about…, tryone’s best to do sth= do one’s best to dosth, with the help of sb, break off

学习连词“unless”的用法, 复习“when, if, as soon as”的用法。

能力目标:

学习如何通过上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。

训练学生速读和根据所给问题寻找相关细节的能力。

情感目标:

通过文本的学习, 鼓励学生做个坚强、快乐的人, 积极、勇敢地直面生活中的挫折与困难。

四、教学重点、难点分析

教学重点、难点分析:

(一) 教学重点:

1. 在于具体的阅读能力的训练:培养学生借助上下文的帮助获得恰当词意的能力;训练学生速读和根据所给问题寻找相关细节的能力。

2. unless的用法;主将从现常用连词“unless, when, if, as soon as”的归纳与运用。

(二) 教学难点:

1. 如何寻找有效的上下文

2. “unless, when, if, as soon as”用 法的辨析与结合情境的具体运用。

(三) 突破方法:

能力的提升借助具体的语篇和引导性较强的题目, 于潜移默化中让学生自己体会、感悟, 教师精讲巧点拨。

语法难点通过教师讲解, 小组互助学习来解决, 并通过巩固练习, 在具体情境中辨析、运用进一步巩固。

五、教学过程设计

Step One: Leading In

1. 教师出示图片和语篇。 (见图 1、2)

Do you still remember the dancerswho performed at 2005 Spring Gala?How beautiful and charming they are!However, they can’t hear or talk, becausethey are disabled people. But they facethe challenges bravely instead of giving up.

2. 请学生猜测 disable 和 face 两词在 文中的词意。

3. 学生讨论词意, 交流方法。教师倾听, 点评, 及时鼓励。

在此过程中, 教师渗透学习策略, 点拨学生利用上下文的提示:They can’thear or talk, because they are disabledpeople. 上下文互为解释。They face thechallenges bravely. bravely副词的运用提示此处face是动词, 故应为面对之意。

设计意图:激发兴趣, 渗透策略:根据上下文猜测词意。

Step Two: Pairwork

1. 口语热身。教师出示话题及要求: Can you think of any problems you havehad recently ? Tell a partner how youdealt with them.

设计意图:阅读前的热身, 也是话题的衔接过渡:面对困难, 我们该如何做?

Step Three: Fast Reading

1. 请学生快速阅读课文并回答问题: What are the three ways of dealing withour problems?

在此过程中教师渗透学习策略:有时可以通过速读来获取信息, 速读时, 文中的副标题非常有帮助。

设计意图:训练学生的速读能力和对文章结构的整体把握。

Step Four: Detail Reading

1. 教师出示阅读任务: (1) 为判断正误, (2) 至 (4) 为回答问题, (5) 为翻译句子。

Stephen Hawking, a famous psychologist, becomes successful by regarding his problemsas unimportant. (T or F)

If we don’t deal with our problems, what will happen?

What can we learn from children tohelp deal with problems?

Why do many students often complainabout school?

Let’s not worry about our problems.Let’s face the challenges instead.

2. 请学生认真阅读课文并写出答案, 要求书写工整, 清晰。

3. 核对答案, 小组交流解决疑难, 教师巡视, 并向学生提供必要的帮助。

4. 全班范围内学生交流, 分享自己的 翻译句子, 学生自评, 选出最佳译文。

设计意图:培养学生寻找相关细节回答问题或进行判断的能力, 训练学生根据文意选择恰当词意, 培养学生小组交流、合作的精神和认真倾听, 主动评价的意识。

Step Five:Vocabularies And Expressions

1. 请学生独立大声朗读课文并找出下列短语, 若需要可向组员寻求帮助:

(1) 处理, 应对 (2) 担忧 (3) 学习做某事 (4) 生某人的气 (5) 决定不做某事

(6) 将…视为… (7) 抱怨… (8) 努力做某事 (9) 在某人的帮助下 (10) 中断

2. 小组内朗读、记忆上述短语。

3. 教师组织小测试进行检测, 以小组竞赛形式进行。测试题注重短语在具体情境中的应用。

(1) I have trouble ______ all theproblems in such a short time. 应付

(2) ______, I finished writing thisessay easily . 在她的帮助下

(3) Our teacher ______ because ofhis cheating in the exam. 生他的气

(4) He ______ to learn English and caught up with his classmates at last.努力

(5) The young mother ______ herson’s illness for quite a few days. 担忧

设计意图:培养学生自主学习的能力, 培养学生的合作精神和竞争意识。

Step Six: Grammar Study

1. 教师出示含有“unless”的例句, 学生朗读、体会、感悟。

2. 教师讲解“unless”, 带领学生辨析归纳unless, when, as soon as, if的用法。

3. 教师提供“unless, when, as soonas, if”的相关练习供学生巩固。

(1) We will go bike riding __ it rainstomorrow.

A. because B. unless

C. if D. when

(2) My brother is going to look foranother job____ the company offers himmore money.

A. after B. when

C. unless D. because

(3) Anybody can learn Englishwell____he works hard at it.

(A) if B. unless

C. when D. but

(4) Tom will call me ____ he getshome.

A. until B. unless

C. as if D. before

4. 核对答案, 小组交流解决疑难, 教师提供必要的讲解。

设计意图:关注语法重点, 提升能力的同时兼顾中考基础知识的考察。

Step Seven: Homework

1. 请学生欣赏Sara Teasdale的励志小诗“Like barley bending”并选出自己喜欢的句子。

Like barley bending

In low fi elds by the sea,

Singing in hard wind

Ceaselessly.

Like barley bending

And rising again,

So would I, unbroken,

Rise from pain;

So would I, softly,

Day long, night long,

Change my sorrow

Into song.

------ By Sara Teasdale

我们应该如何面对生活中的困难?请用三五句话写出你的想法并与同学交流。

设计意图: 开拓视野, 涉猎西方文学作品, 陶冶情操, 启迪心灵。

六、教学评价设计

教学评价设计:

评价内容:

学生的课堂发言。

学生英译汉的译文。

基本词汇知识的掌握。

unless, when, as soon as, if用法的掌握与辨析。

评价方法:

对学生的课堂发言, 教师应及时给出鼓励性的评价。

选出最佳英译汉译文的环节, 鼓励学生自评, 生生互评, 以达到美文共赏的目的。

词汇部分检测以竞赛方式进行, 引导学生自评学习效果, 并解决出现的问题。