八年级上Unit3~Unit

八年级上Unit3~Unit（精选7篇）

1.八年级上Unit3~Unit 篇一

laughv.&n.笑

Wealllaughedloudlywhenshemadeajoke.她说了个笑话，我们都大声笑起来。

Wealllaughedathisjoke.听了他的笑话我们都笑起来。

Helaughsbestwholaughslast.谁笑在最后，谁笑得最好。/不要高兴得太早。

(与at连用)嘲笑

Don’tlaughathim.别嘲笑他。

Peoplehaveoftenlaughedatstoriestoldbyseamen.人们常常嘲笑海员所讲的故事。

Everyonelaughedathisfoolishantics.大家都笑他那种愚蠢的滑稽动作。

笑;笑声Wehadagoodlaughathisjoke.我们被他的笑话逗得哈哈大笑。

thoughconj.虽然;纵然;即使;尽管=although

Thoughitwasraining，hewentthere.虽然当时正下着雨，他还是到那里去了。

Thoughhewaspoorhewashappy.虽然他很穷却很快乐。

注意：不能受汉语的影响，在though引导的从句后使用but。如：

Thoughhewaspoor，buthewashappy.(误)

thoughadv..不过，可是，然而，常用于句末，用逗号隔开。

Jimsaidthathewouldcome,hedidn’t,though.

语法讲解：

形容词与副词的比较级

1.规则变化单音节词和少数双音节词，加词尾-er，-est来构成比较级和最高级。

构成法

原级

比较级

最高级

一般单音节词末尾加-er，-est

tall(高的)

great(巨大的)

taller

greater

tallest

greatest

以不发音的e结尾的`单音节词和少数以-le结尾的双音节词只加-r，-st

nice(好的)

large(大的)

nicer

larger

nicest

largest

以一个辅音字母结尾的闭音节单音节词，双写结尾的辅音字母，再加-er，-est

big(大的)

hot(热的)

bigger

hotter

biggest

hottest

“以辅音字母+y”结尾的双音节词，改y为i，再加-er，

-est

easy(容易的)

busy(忙的)

easier

busier

easiest

busiest

少数以-er，-ow结尾的双音节词末尾加-er，-est

clever(聪明的)

narrow(窄的)

cleverer

narrower

cleverest

narrowest

其他双音节词和多音节词，在前面加more，most来构成比较级和最高级

important(重要的)

easily(容易地)

moreimportant

moreeasily

mostimportant

mosteasily

2.不规则变化

原级

比较级

最高级

good(好的)well(健康的)

better

best

bad(坏的)ill(有病的)

worse

worst

old(老的)

older/elder

oldest/eldest

much/many(多的)

more

most

little(少的)

less

least

far(远的)

farther/further

farthest/furthest

2.八年级上Unit3~Unit 篇二

(一) 教学内容

本课为北京版小学英语三年级上册第三单元的Lesson 10。本单元的功能话题为“谈论生日和年龄”, 主要句型结构为“When is your birthday?It’s in... When was... born? She /He was born on...How old is ...? He /She is....”通过学习, 使学生能够运用这些句型询问他人的生日、年龄, 并与他人进行简单的交流, 且能在交流过程中关心朋友、家人的情感。

本单元共有四课时内容, 其中Lesson 9~Lesson11 为新授内容, Lesson 12 为复习课内容。 在Lesson 9 中, 学生已经学习了询问生日的一种表达法:When is your birthday?在Lesson 1~Lesson 9 中已经学习了12 个月份词、序数词的表达法以及日期的表达法, 本课时是在前面课时学习的基础上继续学习另一种生日表达法:When were you born?When was... born?

本课时主要包括Listen and say;Listen, look and learn;Write and tell三个教学板块。其中第一个板块是对话学习, 第二个板块是重点词句的学习, 第三个板块是联系生活实际运用语言。第一板块Listen and say中共有两幅图片, 对话情景是Guoguo和Dad在家里谈论爸爸和奶奶的生日。重点句型分别为:“When were you born?”“I was born on...”和“When was ...born? She was born ...”。第二板块Listen, look and learn中呈现了本课时的重点句型和4 个家庭成员的生日信息, 通过运用所给句型谈论4 个人物的生日, 对词句进行专项学习。第三个板块通过画家庭成员的头像, 并写出每个人生日的活动, 引导学生对语言的综合运用以及体验关心亲人和朋友的感情。

(二) 学生情况

本课所教授的对象是延庆三小三年级1 班的学生, 属于借班上课。通过课前接触了解到, 他们对英语有着浓厚的兴趣, 对本节课有着热情的期盼。通过自然真实的英语对话, 可以看出学生对When is your birthday?It’s in... 的生日表达法以及日期掌握得很扎实, 这为新知的学习打下了良好的认知基础。同时, 为了保证课堂上的有效互动, 笔者和学生沟通了本节课的“集得小贴画, 以最多的贴画个数换取小礼物”的评价方式, 学生很兴奋, 对礼物充满了好奇, 这为本节课的顺利实施奠定了很好的行为基础。

(三) 教学方式、手段

通过唱月份歌曲、看日历说日期等活动, 帮助学生复习日期的表达法;通过以旧带新, When is your birthday? = When were you born? 帮助学生理解新句含义;通过观察主题图, 引导学生明确对话中的人物, 对话发生的地点、时间、内容等, 使学生对语言的功能有更好的理解;通过两遍完整视听对话内容, 找到对话的核心信息, 帮助学生更好地理解对话;通过引导学生逐句静听并尝试复述出对话中的原句, 发展学生的听说能力, 更好地理解语言功能;通过选择不同的朗读任务;体现对学生个体差异的尊重, 引导学生体验成功;通过利用所给信息, 谈论Lingling一家人的生日, 引导学生初步运用所学语言。

(四) 技术准备

多媒体电脑、人物头像、点读笔、自制ppt课件、评价纸杯、奖励贴、小礼物、句型条。

二、教学目标

本节课要达到的教学目标为以下四个方面:学生能够正确理解、朗读对话内容, 并尝试着在小组内进行角色扮演;学生能够初步运用所学句型When was /were you born? I /She /He was born on... 和短语May 23rd, June 15th, February9th, July 29th, August 14th来谈论Lingling家庭成员的生日;学生能够初步运用所学的两种句型It’s in... 或I was born on... 来表达自己的生日;学生通过询问家庭成员生日的活动, 体会关心他人的情感。

三、教学重、难点

(一) 重点

1. 学生能够正确理解、朗读对话内容, 并尝试着在小组内进行角色扮演。

2. 学生能够初步运用所学句型When was /were you born? I /She /He was born on...和短语May23rd, June 15th, February 9th, July 29th, August14th来谈论Lingling家庭成员的生日。

(二) 难点

be动词was和were在句型中的正确运用。

四、教学过程

(一) Step1:Warming up

1. 师生问好。

2. 预热活动, 师生跟唱歌曲Months。

【设计意图】活跃课堂气氛, 复习12 个月份名称词, 唤起学生的原有认知。

(二) Step 2:Review and Lead in

1. Look and say some dates

(1) 教师课件出示一张日历图, 给学生做示范:What’s the date? For example, this is May 23rd.

(2) 师生问答如下日历图:

T:What’s the date?

S1:June 15th.

T:Yes, thank you.A sticker for you.Now who can say it again?

(教师选2~3 名学生回答问题)

T:Very good.A sticker for you.Now next one, what’s the date?

S4:February 9th.

...

以此方法完成上述六个日期的谈论。

【设计意图】采用色彩艳丽、画面可爱的日期图片, 能够激发学生的学习兴趣;同时, 这6 个日期中有5 个均是本课时重点学习内容, 还有一个是教师本人的生日。选择本课时的重点新授内容在复习环节出现, 不仅帮助学生复习了日期的正确表达法, 也增加了日期短语的复现和表达的机会, 利于学生的理解、记忆和运用。选择教师本人的生日, 有利于导入下一个环节, 自然过渡。

2. Talk about Ss’birthdays

师生谈论完最后一张日历图后, 教师介绍说:October 22nd is my birthday. So when is your birthday? (教师出示句型条) Who can answer my question? My birthday is on...

S1:My birthday is on February 16th.

T:Good. A sticker for you. Who can? When is your birthday?

...

T:When is your birthday? That means when were you born? (教师出示句型条) 是询问生日的另一种表达法. You can answer I was born on... (教师出示句型条, 并带读)

T:Was

Ss:Was.

T:Born

Ss:Born

T:Was born

Ss:Was born

T:I was born on October 22nd. So when were you born? Who can answer?

S3:I was born on March 29th.

T:Very good, two stickers for you. Who can answer? When were you born?

S4:I was born on July 28th.

...

教师呈现课题:Today we are going to learn Lesson 10 When were you born? (板贴)

【设计意图】通过复习环节出示的最后一个日期, 教师巧妙地引出自己的生日, 并询问学生的生日, 引导学生用已学的知识进行真实的表达运用, 然后通过两种询问生日表达法意义的相同性, 引导学生尝试着用新句型表达自己的生日, 不仅理解了新知的含义, 而且进行了初步的学习, 降低了后续学习的难度。

(三) Step 3:Listen and say

1. 谈论主题图, 获取对话背景信息

T:Look! Who are they?

S1:Lingling and Father.

T:Yes. They are Lingling and dad. Where are they? At school or at home?

S2:At home.

T:Yes, two stickers for you. What are they talking about?Birthday or Teacher’s Day?

S3:Birthday.

T:How do you know that? You can say it in Chinese.

S3:因为玲玲看电视上有人在吃生日蛋糕。

T:Excellent! Three stickers for you. Because they are watching TV and some children are having a birthday party on TV. So they are talking about birthday.

T:Look at this picture, there is a photo of Lingling’s family.

T:Who’s this? (教师逐一指向人物图像)

Ss:Grandma /Grandpa /Mother /Father. (学生根据教师所指顺序回答)

T:There are five people in Lingling’s family.Whose birthdays are they talking about? Can you guess?

Ss:Lingling’s /Father’s /Mother’s /Dad and grandma’s. (学生根据自己的猜测回答)

T:Maybe.

【设计意图】教师引导学生充分观察主题图, 明确对话发生的时间、地点、人物和谈论的话题, 帮助学生更好地理解语言的功能;同时, 提供选项帮助学生找到问题的答案, 降低了交流的难度, 使信息更加聚焦;问题的引导有助于培养学生的观察能力, 发散学生思维, 促进语言应用。

2. 整体感知对话, 提取主要信息

(1) 第一遍整体视听对话, 回答问题:Whose birthday are they talking about?

T:Whose birthday are they talking about?

Ss:Grandma and dad.

(2) 第二遍整体视听对话, 回答问题:When was grandma /dad born?

T:They are talking about grandma and dad’s birthday. When were they born? Let’s see the cartoon again, and find out the answer.

(学生观看课件)

T:When was Dad born?

S1:May 23rd.

T:Great! Two stickers for you. When was grandma born?

S2:June 15th.

T:Good. A sticker for you.

【设计意图】整体感知对话, 提取对话主要信息, 帮助学生梳理对话的内容, 为进一步学习语言奠定良好的理解基础。

3. 学习对话1

(1) 逐句呈现并学习对话1中的句子

①学习句子When were you born, Dad?

T:OK, let’s go to the Dialogue 1. Lingling wants to know her father’s birthday. How does Lingling ask? Let’s listen.

(学生听句子When were you born, Dad?两遍)

T:Who can?

S1:When were you born, Dad?

T:Yes or no?

Ss:Yes.

T:Let’s check. (教师点击课件, 呈现句子, 确认学生的答案)

T:OK. Lingling asks:When were you born, Dad?Read after me.

(教师板贴句型条, 带读, 并开展男女生、组与组之间的朗读比赛。)

② 学习句子I was born on May 23rd.

T:How does Ling ling’s father answer?Listen.

(学生静听句子Iwas born on May23rd.两遍)

T:How does Lingling’s father answer?

S1:May 23rd.

T:The whole sentence.Let’s listen to it again.

(学生再次静听I was born on May 23rd.)

T:How does Lingling’s father answer?

S2:I was born on May 23rd.

T:Yes or no.

Ss:Yes.

T:Let’s check. (教师点击课件, 呈现句子, 确认学生的答案)

T:OK.Lingling’s father says:I was born on May 23rd.Read after me.

(教师板贴句型条, 带读, 并开展男女生、组与组之间的朗读比赛。)

③ 学习句子I will make a cake for you.

T:What will Lingling do for his father? Let’s listen.

(学生静听句子I will make a cake for you.两遍)

T:What does Lingling say?

S1:I will make a cake for you.

T:Yes. Lingling says I will make a cake for you. (教师点击课件呈现答案并板贴句型条)

T:Which picture is“make a cake”A, B or C? (教师呈现PPT图片请学生选择)

Ss:A.

T:A sticker for you.

师生练习朗读句子:I will make a cake for you.

【设计意图】以听入手, 引导学生通过辨音尝试重复听到的内容, 训练学生的听力技能;开展男、女生比赛读句子等多种方式朗读课文句型, 激发学生的学习兴趣, 体验成功, 帮助学生内化语言。

(2) 练习朗读对话1

①整体跟读对话

T:Open your books, Page 20, please. Let’s read Dialogue One. Are you ready? Let’s begin.

Ss:...

(教师用点读笔带读对话两遍)

②分角色朗读对话

T:Now I’m Lingling, you are Dad. When were you born, Dad?

Ss:I was born on May 23rd.

T:I will make a cake for you. Very good! Now this time, you are Lingling, I am Dad.

...

4. 以同样方法学习对话2

5.整体对话的朗读、扮演练习

(1) 师生分角色朗读示范

T:Look at blackboard. I am Lingling, you are Lingling’s father. Let’s role play. OK?

Ss:OK!

(2) 呈现朗读任务及评价方式

T:This time, work in groups. Four in a group, two are Ling, the other two are father. You can choose the different task. If you act Dialogue 1, you can get two stickers. If you act Dialogue 2, you can get one sticker. But if you act the whole dialogue, you can get 3 stickers.

(3) 小组选择任务并练习

(4) 小组展示

T:Which group wants to show?

Ss:...

T:Who are Lingling?Who are dad?

Ss:...

T:Two stickers for you.

(以同样的方式请三组学生来展示)

【设计意图】通过布置不同的任务, 照顾不同层次的学生, 为每个学生的展示提供机会;通过组内分角色练习朗读, 体会人物角色, 梳理人物话语, 促进语言内化。

(四) Step 4:Listen, look and learn

1. 谈论Lingling的家庭成员的生日

T:This is Lingling’s family. Can you answer my question? When was Lingling born?

— When was...born?

—He/She was born on...

S1:She was born on January 21st.

T:Very good. A sticker for you.When was grandma born? Who can?

S2:She was born on June on 15th.

T:She was born on June on 15th. Very good, a sticker for you. When was Grandpa born?

S3:He was born on February 9th.

...

2.扮演Lingling, 介绍家庭成员的生日

(1) 教师示范

教师逐一出示图中人物的生日, 进行介绍:I’m Lingling. I was born on January 21st.

My grandma was born on June 15th. My grandpa was born on February 9th. My mother was born on August 14th. My father was born on May 23rd.

I was born on...

My grandma was born on...

(2) 学生小组内练习

(3) 学生展示

T:Who wants to be Lingling? Come here please.

【设计意图】运用本节课所学功能句型When was... born? 询问Lingling家庭成员的生日, 引导学生用She /He was born on...来进行回答, 复现原有知识, 对功能句型进一步巩固和运用;引导学生扮演Lingling, 介绍她的家庭成员的生日信息, 不仅使学生初步练习从对话到语段的表达方法, 也为后面的Write and tell板块做了铺垫和准备。

(五) Step 5:Homework

1. Read the dialogue.

2. Talk about your family.

(六) Step 6:Sum-up

教师统计学生所得的贴画数, 对得到贴画个数较多的前几名学生颁发小礼物。

T:Who has got twelve? A toy rabbit for you.

五、板书设计

六、教学反思

在宽松、和谐的教学氛围中, 笔者完成了本节课的教学。通过本节课的学习, 学生基本掌握了所学内容, 在学习的过程中, 充分体验了英语学习的乐趣, 取得了较好的效果。笔者认为在今后的教学中值得借鉴成功之处有如下三点:

(一) 注重信息提取, 强调理解先行

苏霍姆林斯基指出“理解是识记的基础, 应该引导学生通过理解, 弄清大量的事物、现象和事实以后再进行识记”。英语学习也一样, 学生只有理解了语言的功能和含义, 才能模仿、识记并运用。本节课上, 为了帮助学生理解所学内容, 笔者设计了不同的活动。例如, 引导学生通过观察主题图背景信息, 明确对话发生的时间、地点、人物、起因和话题, 完成对目标语的话题和功能的理解;引导学生通过两遍整体视听, 找出对话的主要信息, 完成对课文内容的理解;通过图片选择, 完成对课文中的情景语言I’ll make a cake for you的理解。这些理解活动的设计, 有效地帮助学生感知、体验语言, 并实现了最终的运用。

(二) 注重细节设计, 引领学生发展

细节决定成败。本节课在整体活动设计的基础上, 还关注了细节的设计与实施, 帮助学生更好地达成学习目标。例如:将本课时的重点短语分别在复习环节、新授环节和拓展提高环节以不同的任务情境呈现, 增加了复现率, 强化了学生记忆;将本课时的重难点功能句When were you born?以When is your birthday?同义句的形式呈现, 帮助学生理解其含义;在对话学习中, 通过听辨、多种形式朗读等方式帮助学生练习语音语调, 分散了难点, 降低了学习难度;将Lingling一家人的概念引入课堂, 创设了一节课都在谈论Lingling的家庭成员生日的整体情景, 使应用板块Write and tell的教学水到渠成。这些细节设计, 环环相扣、首尾相应、化整为零, 帮助学生循序渐进地构建了知识体系, 引领学生多元发展。

(三) 注重分层评价, 关注学生差异

在本节课中, 为了激发学生参与英语学习活动的积极性, 帮助学生养成良好的学习习惯, 笔者将评价贯穿课堂始终, 并根据学生的表现进行了分层设计。在学生个体活动展示时, 笔者会根据问题的难易度、学生回答的准确性以及回答的时机等给予学生不同个数的贴画奖励。在学生小组或结对展示活动中, 笔者会根据学生对不同任务的选择给予不同个数的贴画奖励, 例如在课文分角色朗读环节, 如果学生只选择展示对话1, 就会在展示后得到两个贴画的奖励;如果只选择展示对话2, 则会得到一个贴画奖励, 因为对话2的难度要相对小一些;但如果学生选择展示整个对话 (包括对话1和2) , 则会得到三个贴画奖励。这种奖励与展示的效果关联不是很大, 主要是鼓励学生挑战自我, 获得更多的展示体验, 并在准备和展示的过程中付出努力, 获得更好的发展。

专家点评

张洲 (北京教育学院国际语言与文化学院)

本节课以《英语》 (北京版) 三年级上册Unit 3 Lesson 10 When were you born?为教学内容, 在教学设计过程中, 教师通过对问题的层次性设计, 并对对话信息进行交互式处理, 使整个课堂知识的教授循序渐进, 真正贯穿落实了以学生为主体的教学理念。

一、提问设计层次清晰, 强调整体理解

“提问是课堂教学中不可缺少的一种重要手段。恰到好处的提问可以提高教学质量。”学生的思维过程往往是从问题开始的。本节课教师采取了问题导读式引领学生理解对话, 并通过问题的层次性设计, 完成了对话信息的交互式处理。例如:在整体感知对话环节, 教师播放了两遍对话动画, 每遍播放之前都提出了问题, 问题内容采用了由表及里、由易到难、循序渐进的方式。通过视听、回答问题, 学生理解了对话的主要信息。有效地启迪了学生的思维, 改变了他们学习的方式, 有效地提高了课堂学习效果。通过问题的引导, 发散了学生的思维。

二、课堂教学扎实有效, 关注学生、以学生为中心

本节课中, 教师通过图片预测内容、观看动画检验预测、听录音提取主要功能句型三个步骤进行故事教学, 逐层递进, 抓住学生的注意力, 引导学生小梯度、细致、深入的进行练习;并通过跟录音读、跟教师读、男生读、女生读、小组读、分角色朗读等多种形式的练习达到能够理解、朗读、表演本课故事的教学目标;本节课教师始终关注学生, 例如:学生听录音没有听清楚, 教师就再播放一遍;出现了学生不会回答的问题, 教师对学生进行及时的交流与引导, 把学生放在主体位置。

摘要：以《英语》 (北京版) 三年级上册Unit 3 Lesson 10 When were you born?为例, 在教学设计过程中, 采取问题导读式引领学生理解对话, 并通过问题的层次性设计, 完成了对话信息的交互式处理。整个课堂活动逐层递进, 抓住了学生的注意力, 引导学生小梯度、细致、深入地进行练习, 有效地完成了教学目标。

3.八年级上Unit3~Unit 篇三

A)根据句意及所给首字母，完成下列单词。

1. I usually r____ a bike to school, but this morning I went to school on foot.

2. There is a l____ in the park. Look! The boys are swimming in it.

3. England is in E____ and China is in Asia.

4. They had no money to buy a house, so they had to r____ one.

5. Jack Chan is a f____ movie star in China. We all love him.

B)从括号内选择合适的词，并用其适当的形式填空。

(forget, babysit, tour, fish, leave)

6. Jill, I’m ____ my little brother this weekend, so I can’t go hiking with you.

7. Every year, a lot of ____ come to Hainan for sightseeing.

8. I’m sorry I ____ to post the letter.

9. We are ____ in the countryside this afternoon. Would you like to go with us?

10. They are ____ tomorrow, so they come to say goodbye to me.

Ⅱ.单项选择

1. I want to do ____ for my vacation.

A. different somethingB. something different

C. anything differentD. different anything

2. We’re going to play ____ basketball ____.

A. the, tomorrow afternoonB. /, in Sunday evening

C. /, next weekD. the, next week

3. My aunt ____ to see me. She’ll be here soon.

A. comesB. is comingC. has comeD. came

4. I’m going to Tibet ____ December ____ a month.

A. on, ofB. on, forC. in, forD. for, in

5. The boys often help the old man ____ water.

A. to carryB. carriesC. carryingD. has carried

6. ____ are going to Hawaii ____ vacation.

A. The Smith, forB. The Smiths, for

C. The Smiths, withD. The Smith, in

7. His sister is ill. He has to ____ her.

A. look atB. seeC. watchD. take care of

8. ——I’d like to go with you to the zoo, but I’m too busy.

——____.

A. I’m afraid notB. Good luckC. Best wishesD. What a pity

9. ——Would you like to go for a picnic?

——Yes, ____.

A. I would likeB. I’d loveC. I’d love toD. I would

10. They are ____ Tibet next year.

A. planning to visitB. plan to visit

C. plan visitingD. to plan visiting

11. The math problem is too difficult. Only ____ can get the answer.

A. a few studentsB. many students

C. all studentsD. a number of students

12. I hope ____.

A. him to join usB. he to join us

C. he will join usD. him join us

13. I put my photos at home. Can I ____ tomorrow?

A. show them youB. show you to them

C. show them to youD. show you them

14. When did you finish ____ your homework yesterday?

A. to doB. doC. doesD. doing

15. I want to stay in Tibet for two days. Then I’ll ____ Beijing.

A. returnB. travelC. leaveD. leave for

Ⅲ.句型转换，每空一词。

A)按要求改写下列各句。

1. They are going shopping this afternoon. (改为否定句)

They ____ ____ shopping this afternoon.

2. Do it quickly. (改为否定句)

____ ____ it quickly.

3. They are staying with us for two days. (就划线部分提问)

____ ____ are they staying with us?

4. He is camping this Sunday. (就划线部分提问)

____ he ____ this Sunday?

5. I’m going home on September 15. (就划线部分提问)

____ ____ you going home?

B)根据上句改写下句，且使上下两句意思相同或相近。

6. My father is going to San Francisco by air next Saturday.

My father is ____ ____ San Francisco next Saturday.

7. What do you think of going hiking in the mountains?

____ ____ going hiking in the mountains?

8. We always take a walk after dinner.

We always ____ ____ ____ ____ after dinner.

9. Can I borrow your car tomorrow?

____ I ____ your car tomorrow?

10. He is leaving the first week in June and staying there until September.

He is staying there for about ____ ____.

Ⅳ.补全对话。

A)从方框内选择最佳选项，完成对话，其中有一个选项是多余的。

Peter: Hi, Linda!Where are you going?

Linda: __1__

Peter: Wow, you are taking many things with you. Let me give you a hand.

Linda: __2__

Peter: For what will you go there? For your summer holiday?

Linda: __3__

Peter: Beijing? The 2008 Olympic Games will be held there in August.

Linda: __4__ My uncle will take me to watch some matches duringthe time.

Peter: How long will you be there?

Linda: __5__

Peter: You are so lucky!By the way, are you going to do anything else?

Linda: __6__

Peter: Could you do something for me, please?

Linda: Of course. __7__

Peter: I’m not interested in shopping, but could you take some photosof the Olympic Games for me? __8__

Linda: I’m not sure. __9__ Here we are at the airport. It’s time tosay goodbye. Thanks for helping me.

Peter: __10__

A. I’ll do my best.

B. About two months.

C. Quite right.

D. I’ll keep them.

E. I’m going to the airport.

F. Yes, I’m going to do some shopping with my aunt.

G. Tell me what.

H. Yes, I’m going to stay with my aunt and uncle in Beijing.

I. It’s very kind of you.

J. In two months.

K. You are welcome.

B)补全对话，每空一句。

Bill: What are you doing for vacation, Jack?

Jack: I’m planning to travel.

Bill: __1__?

Jack: I’m going with my parents.

Bill: __2__?

Jack: Well, we’re going to Italy.

Bill: Hey, a great country. __3__?

Jack: It’s always sunny and warm.

Bill: Really? When are you leaving?

Jack: We’re leaving on July 17th.

Bill: __4__?

Jack: No, a week is too long. We’re staying for four days.

Bill: Great. __5__?

Jack: Oh, we’re going to many restaurants. We want to taste differentkinds of Italian food.

Bill: Anything else?

Jack: Yes, we’re going sightseeing and shopping.

Bill: Well, that sounds wonderful. Have a good time.

Jack: Thank you.

Ⅴ.完形填空

Mr and Mrs Harris had always spent their summer holidays in a small hotel at the seaside near their hometown. One year, however, Mr Harris made a lot of__1__ in his business, __2__ they decided to go to a foreign country and stay at a really good __3__. They flew to Rome, and __4__ at a 5-star hotel late in the evening. They thought that they would have to go to bed hungry, because in that __5__ hotel they had been used to in the past, no meals were served __6__ seven in the evening. They were __7__ to be told that the hotel served dinner until ten.

“Then what are the times __8__ meals?” asked Mrs Harris.

“Well, madam, we serve breakfast from seven to eleven, lunch from twelve to three, __9__ from four to five, and dinner from six to ten.”

“But that hardly __10__ any time for us to see the city!”said Mrs Harris.

1. A. mistakesB. time C. friends D. money

2. A. butB. so C. though D. yet

3. A. hotelB. place C. cityD. restaurant

4. A. stayed B. got C. arrivedD. reached

5. A. small B. big C. foreignD. good

6. A. onB. afterC. duringD. until

7. A. tiredB. interestedC. surprisedD. worried

8. A. with B. onC. at D. of

9. A. drinkB. tea C. beerD. food

10. A. takesB. does C. hasD. leaves

Ⅵ.阅读理解

(A)

Mr Green worked in a factory near a small town. He liked fishing very much. When he was free, he went fishing in the small river behind the factory. But there were few fish because the river was polluted. Then one summer, he went to a big lake during his holiday and stayed at a small cheap hotel.

“I have never fished in such a big lake before,” he thought, “It will be quite different from fishing in our small river.”

On the first day, Mr Green caught a lot of fish and he was very happy. After he went back to the hotel, he cooked the fish for the owner of the hotel and all the other people there, and they enjoyed the fish very much. After that, he did this every day. But when Mr Green got his bill(账单) at the end of the week, he saw on it:

“For oil to cook the fish (7 days), 14 dollars.”

根据短文内容，判断下列句子正（T）误（F）。

1.Mr Green went to fish every day when he worked in a factory.

2.Mr Green went to the big lake during his summer holiday.

3.There were more fish in the big lake than in the small river behind the factory.

4.The owner of the hotel cooked the fish for Mr Green and all the other people there.

5.The owner of the hotel wanted Mr Green to pay some money for the oil to cook the fish.

(B)

Americans with small families own a small car or a large one. If both parents are working, they usually have two cars. When the family is large, one of the cars is sold and they will buy a van（住房汽车）.

A small car can hold（容纳） four persons and a large car can hold six persons but it is very crowded. A van holds seven persons easily, so a family with three children can ask their grandparents to travel together.

Mr. King and his wife had a third child last year. This made them sell a second car and buy a van. There are seven seats in the van, and two of them are used to put things on, for a family of five must carry many suitcases（手提箱） when they travel. When they arrive at their grandparents’ home, the suitcases are put into the two seats. And then they can carry their grandparents.

Americans call vans motor homes. A motor home is always used for holidays. When a family are traveling to the mountains or to the seaside, they can live in their motor home for a few days or weeks. All the members of a big family can enjoy a happier life when they are traveling together. That is why motor homes have become very popular. In America there are many parks for motor homes.

根据短文内容，选择最佳答案。

1. From the passage we can learn that a big American family usually____.

A. travel together by vanB. live together

C. live in a vanD. has three cars

2. After Mr. King and his wife had a third child, first they ____.

A. bought a van

B. sold one of their old cars

C. moved to their grandparents’ house

D. got many suitcases

3. A motor home is usually owned by a big family with ____.

A. much moneyB. interest in traveling

C. two carsD. a big house

4. The last sentence “In America there are many parks for motor

homes.” in this passage means “____”.

A. American families like to visit parks

B. There are many beautiful parks in America

C. Vans can be parked in many places in America

D. Motor homes can be bought in many places in America

5. Americans usually drive motor homes to ____.

A. visit their grandparents at weekends

B. take their children to school every day

C. travel with their family members for a holiday

D. do some shopping with their family members

Ⅶ.书面表达

根据提示和要求完成短文。

提示：假如你是张华，你的加拿大朋友给你发来e-mail，希望了解你将如何度过今年暑假，请把你的暑假计划和想法写成英文，用e-mail发给他。

计划应包括以下内容：

锻炼身体，帮助做家务，读书，适当看电视，按时作息等。

要求：

1. 词数在80左右；

2. 假期活动不得少于5项；

3. 不得用真实姓名和校名。

4.八年级上Unit3~Unit 篇四

双城市金城二中

乔晓燕

一、指导思想：

本节课讲授的内容是仁爱版教材八年级英语（上册）第三单元Topic 1 Section A。这一单元描述hobbies，每个话题都是与学生日常生活息息相关的内容。第一话题I love collecting stamps不单是谈论有关集邮方面的爱好，还有听音乐、做运动等。这极大地丰富了同学们的业余生活，通过谈论彼此的兴趣爱好，既学到了知识。

从新课标的理念出发，贯彻面向全体学生，以学生的终身发展为本的指导思想。对原教材内容重新加以处理。力求对教学过程精心设计，采用任务型教学途径，全方位调动学生学习英语的积极性，培养他们的综合语言运用能力。

二、教学目标

1、知识与技能目标：①学会关于兴趣、爱好方面的词汇②能够运用语言谈论自己及他人的兴趣和爱好。

2、过程与方法：采用任务型教学方法，小组合作。

3、情感态度：能热情地与他人合作。共同完成学习任务；主动向老师和同学请教；注意力集中；积极地运用所学英语进行表达和交际。

三、教学重点及难点

1、教学重点：学生能够运用各种方式谈论兴趣、爱好、并初步认识感叹句

2、教学难点：used to的用法

四、教学过程

1、课前热身，师生同唱一首歌：（调动学生的积极性，拉近师生的距离)

2、复习love,like,prefer,enjoy+v-ing结构，为新课作准备

①教师简介家人的兴趣爱好My sister likes dancing,but she doesn`t love singing,My brother enjoys skating.He also prefers swimming

②师生对话谈论喜欢做的事情，反复应用What do you lovelikeenjoyprefer doing?巩固用法，增进师生间了解.3、发入学案，预习，小组讨论学习。

4、导入1a：教师拿出部分收集的邮票，边让学生看，边表达，Collecting stamps is my hobby, too.I love collecting stamps.导入Topic 1标题。这样创设情境，自然贴切。（呈现）进行听、读、说的练习。

a.听前，提出听的任务，让学生听录音后回答问题。如：What’s Wen Wei’s hobby? Does he often listen to rock music now?

b.然后，教师通过以旧带新，对比法呈现新pleased, colect, painting, valuable.并且推出used to 通过上下文学生会很轻松猜其含义，借助例句知其用法used to do sth.从而在一定程度上突破了难点，同时也为Section B的学习作了良好的铺垫。

c.学生朗读la，并能运用几个关键词进行角色表演。

5、组织学生两人一组编对话，谈论彼此的兴趣、爱好，学生可以利用教师为他们准备的实物（故事书、邮票、钱币等）也可随意发挥。教师应适时给予帮助和引导，最后请2~3组同学将所编对话表演出来。

6、呈现2a,3：各组展示

①通过同学们编、演对话表现出的浓厚的兴趣，引出格言Interest is the best teacher。然后对学生说：I hope you can be interested in English.进而呈现新词语，be interested in 由两个例句让学生归纳出它的用法：（板书）

②组织学生运用2a中的图片信息进行看图说话练习，进一步巩固be interested in 的用法。

③看图片3，听录音，录音放两遍，第一遍学生进行搭配练习，第二遍学生在横线上写出所听原句子，培养写的技能。

7、综合探究活动

组织学生以小组为单位，采用比赛形式，在八幅图中任选其一，进行看图说话或对话练习，要求：重点运用本节呈现的语音知识，不少于5句话。准备时间不超过2分钟，表现最好的一组，给予奖励，小组研讨，培养合作精神；对话交流，提高综合语音运用能力。

a.习题巩固语言知识

b.课堂小结，知识梳理。

c.布置梯形任务作业。

板书设计： Unit 3 Our hobbies Topic 1 What hobbies did you use to have? Section A Love/like/prefer/enjoy doing sth

please→pleased be interested in sth/doing sth

paint→painting be fond of doing sth

5.八年级下学期Unit3教学反思 篇五

课题：Unit 3 What were you doing when the UFO arrived?

Section A 1a-2cP18-19 第一课时

英语教师：彭丽红

通过组内集体备课，集中讨论该课时如何制定符合学生实际的学习目标、学习方法和策略，一起分析教材，理清思路，确定重、难点，突破易错点、易混淆点等方面。共同讨论和设计相关预习案和导学案，确定课时环节的每一个步骤和时间的控制，初步形成定案。经过教学，反思如下：

优点：

1、学生根据教师提供的预习案提前预习好，上课时时间安排合理，教学节奏强。

2、通过自主学习，学生基本知道和了解了本课所学的重点单词、短语和句型。

3、合作探究学习中，学生能够有目标的进行小组合作讨论学习，尤其在“过去进行时”这一新学时态上也能认真总结和归纳。

不足：

1、学生还不会善于使用参考书，借助参考书帮助突破难点和易错点。

2、学生对几种时态放在一起时，还不会正确的区分该用何种时态，应在以后的教学中给以针对性的学法指导。

3、学生对知识点的总结归纳上还须加强指导和规范。

课题：Unit 3 What were you doing when the UFO arrived?

Section A 3a-4P18-19 第二课时

英语教师：彭丽红

本课时重点学习3a阅读文章，学生根据教师提出的学习目标，有步骤、有默契地开始自主学习、合作探究及课堂训练等学习环节。通过完成导学案上的各项任务，顺利完成了该课时，但也存在一定的不足之处。

优点：

1、学生能够通过自主学习，掌握不同阅读技巧，培养了学生的分析能力。

2、培养了学生小组合作的团体精神，追求共同进步。

3、指导学生通过小组讨论，学会总结和归纳文中的重点单词、短语和句型结构，同时学会借助参考书突破难点、易错点等。

4、培养了学生学会设计板书的书写能力。

不足：

1、部分学生缺乏学习的自主性，需要老师及时的关心与鼓励。

6.八年级上Unit3~Unit 篇六

八年级英语知识点unit3

过去进行时

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

肯定式：I/He/She/Itwasworking.We/You/Theywereworking.否定式：I/He/She/Itwasnotworking.We/You/Theywerenotworking.疑问式和简略答语：WasIworking?Yes,youwere.Washeworking?No,hewasn’t.【注意】wasnot常简略为wasn’t;werenot常简略为weren’t

e)过去进行时的用法：过去进行时表示过去某一时刻或某一段时间正在进行的动作。这一特定的过去时间

f)除有上，g)下文暗示以外，h)一般用时间状语来表示

not…until直到…才。

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

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

“疑问词+不定式“结构相当于一个名词性从句，常常可用同等成分的从句代替。

改写时，只需在疑问词后面加一个适当的主语(这个主语一般与主句的主语一致)，并将不定式改成适当形式的谓语即可。

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

感叹句的构成：What+a/an+形容词+单数名词+主语+谓语!Whatagoodbookitis!

What+形容词+复数可数名词+主语+谓语!Whateasyquestionstheyare!

What+形容词+不可数名词+主语+谓语!Whatcoldweatheritis!

How+形容词+主语+be动词!Hownicethewatchis!

How+副词+主语+谓语!Howhardtheyareworking!

takeplace,happen“发生”：takeplace指“发生事先计划或预想到的事物”;happen指“一切客观事情或情况的偶然或未能预见地发生”。两者都是不及物动词或短语，后面不能跟宾语，也不能用于被动语态;happen的意义很广泛，而takeplace仅用于历史上的事件，集会等，是先行布置而后发生或举行的事件，它不用于地震等自然界的现象。

happentodo巧遇sthhappenstosb某人遭遇某事

不定代词all,both,each,every与not连用时，只表示部分否定，在否定句中用and连接两个宾语，表语，定语，状语时，只表示部分否定，并且否定and后面的部分;如用or连接句中两个部分，则表示全部否定。

7.八年级(上)Unit11检测题 篇七

1. ——Do you like to ____ your bed?

——No, not really. But I like to ____ the dishes, because it’s relax-ing.

A. clean, makeB. make, doC. do, makeD. wash, do

2. ——Could you please pass me the apple?

——____.

A. Yes, of courseB. No, thanks

C. That’s rightD. Sure. Here you are

3. Could I ____ your dictionary? I will return it later.

A. borrowB. giveC. sendD. buy

4. ——What ____ things can you see in the picture?

——Some trees.

A. otherB. elseC. anotherD. the other

5. ——Could you come here, please? I want ____.

——Sure. I’m coming now, Dad.

A. some helpsB. some helpC. many helpsD. a help

6. ——Don’t forget ____ your English book to school tomorrow.

——Sorry, I won’t do it again.

A. bringB. bringingC. to bringD. brings

7. ——Dad, could I surf the Internet now?

——Yes, ____. But you have to finish your homework first.

A. I canB. you couldC. I couldD. you can

8. ——What a mess(脏乱) in your room! You shouldn’t throw your clothes here and there.

——Oh, I’m sorry. I am going to ____ and put them in the cupboard.

A. fold my clothesB. take out the trash

C. clean the tableD. close the window

9. You can go out tonight, but don’t stay ____ late. You must come back before ten o’clock.

A. upB. outC. offD. down

10. I don’t like doing the laundry ____ it’s boring.

A. butB. becauseC. andD. so

Ⅱ.完形填空（共10小题，满分为10分）

Most American families are smaller than the families in other countries. Most American families have one or two __1__ and one or two children each.

Children in the USA will __2__ their parents’ home when they grow up. They usually live __3__ their parents because they want to find good jobs. They often __4__ to their parents or telephone them. And they often go to see their parents on __5__.

Parentｓ usually let their children choose their own __6__. Americans think it’s __7__ for young people to decide their lives by themselves.

Children are asked(被要求) to do some housework inside their __8__. And in many families, children are paid(被付钱) for __9__ some housework so that(以便) they can learn __10__ to make money for their own use.

1. A. unclesB. auntsC. parents D. grandparents

2. A. leave B. goC. loveD. go away

3. A. nearB. far from C. besideD. with

4. A. come B. driveC. moveD. write

5. A. Monday B. weekdaysC. FridayD. holidays

6. A. jobsB. job C. worksD. thing

7. A. bad B. worse C. important D. wrong

8. A. playground B. houseC. classroom D. school

9. A. to doB. doC. doingD. does

10. A. what B. whenC. where D. how

Ⅲ.阅读理解（共8小题，满分为16分）

(A)

Do teenagers in small villages do chores at home? How about the teenagers in big cities? We make a survey last month. We asked 4,000 teenagers in China. Half of them come from big cities like Beijing, Shanghai and Guangzhou. The others are from small villages. We made a diagram according to our survey. Let’s have a look at it.

We can find out that teenagers in small villages do more chores than those in big cities. Maybe it is because they live a harder life. We will give our advice to parents in big cities. We think parents should give their children some chores to do because it’s a good chance for teenagers to learn how to take care of themselves.

根据短文内容，选择最佳答案。

1. They asked ____ teenagers from small villagers.

A. 1000B. 2000C. 4000D. 3000

2. More than 3000 teenagers ____.

A. take out the trash and sweep the floor

B. take out the trash and do the dishes

C. sweep the floor and fold the clothes

D. make the bed and do the dishes

3. Less than 1500 teenagers ____ do the dishes and fold the clothes.

A. in small villages

B. in Beijing and Guangzhou

C. in big cities

D. in some towns

4. The number of teenagers in big cities is more than that in small vil-lages only in ____.

A. taking out the trashB. making the bed

C. folding the clothesD. doing the dishes

5. Why did they make the survey? ____.

A. Because they wanted to ask teenagers in China to do chores at home

B. Because they thought it could help teenagers to take good care of themselves

C. Because they wanted to know if teenagers in China do chores at home

D. Because they thought it’s necessary for teenagers to look after themselves

(B)

From the time we were babies we have been taught manners. We are taught how to hold a knife and fork and not to talk with our mouths full. We are taught how to shake hands and when to stand and when to sit and the way to introduce people.

Sometimes good manners in one place are very bad manners somewhere else. Almost everywhere eating together means that people are very friendly to each other. But in parts of Polynesia（波利尼西亚） it is bad manners to be seen eating beside each other. So they politely turn their backs to each other when they are taking food.

Some East Africans spit four times as a kind of blessing（祝福）． They do it to show that they want a sick person to get well， or to bless a new-born baby. In most other places， spitting means something completely different. It usually shows an unhealthy habit. In many countries， it may mean that you hate someone.

When we go to visit someone we say “Hello！” Or “How are you?” or things like that. But if you are visiting an East African village， everyone will be very careful not to pay attention to you. The polite thing there will be for you to go quietly， without speaking to anyone, and sit beside your friend. You should wait until he has finished what he is doing and then he will begin talking to you.

In a village in Arab， a visitor will walk behind all the tents until he gets to the one he wants to visit. If he passes in front， he will be invited into each tent and asked to eat. It is rude to refuse.

1. From this passage we know ____．

A. it’s good manners to use a knife and fork to eat

B. it’s bad manners to stand and talk

C. it’s good manners not to talk with our mouths full

D. how to shake hands when we introduce people

2. In many places， spitting may mean ____．

A. you give a new-born baby the blessing

B. you want a sick person to get well

C. you hate someone

D. you show your love to your relatives or friends

3. If you visit an East African village， you ____．

A. should say “Hello！” or “How are you？” to others

B. should talk to the villagers quietly

C. should be very careful and not to pay any attention to others

D. must wait until your friend has finished his work and then begin to talk to him

Ⅳ.任务型阅读（共5小题，满分为10分）

Once there was a man who had two children, a boy and a girl. The boy was good-looking, but the girl was not.

One day they found a mirror and for the first time they saw what they looked like. The boy was very pleased and he said to his sister. “How good looking I am! I look much nicer than you!”

The girl did not like what her brother said and gave him a hard push. “Go away!” she said.

Their father saw what was happening. He went up to them and said to the boy, “You must be always good as you look good.”

Then to the girl he said, “My dear, if you help people and make them happy, everyone will love you. It does not matter that you are not as good looking as your brother.”

A)根据短文内容，判断下列各句正“√”误“×”。

1. The story is about a woman and her two children.

2. The two children always looked in the mirror.

3. The story tells us that the most important thing for a person is to be nice and helpful to others.

B)把文中划线部分的两个句子翻译成中文。

4. I look much nicer than you!

____________________________________

5. You must be always good as you look good.

____________________________________

Ⅴ.词汇考查（共10小题，满分为10分）

A)根据句意及所给首字母完成下列单词。

1. The students s____ the floor just now. It is clean now.

2. Thank you for i____ me to your birthday party.

3. My clothes are dirty. I have to do the l____ now.

4. The baby is hungry, so she f____ her with milk.

5. I don’t like dogs. I h____ them.

B)用所给单词的适当形式填空。

6. Could I use your bike? ____(I) is broken.

7. I want to buy some ____(drink) and snacks.

8. Could you help me clean my ____(live) room?

9. We must be ____(care) when we cross the busy street.

10. My brother bought a MP4 ____(play) yesterday.

Ⅵ.完成句子（共5小题，满分为14分）

根据汉语完成句子，每空一词。

1. 我打算做英语课题，然后与朋友会面。

I’m going to ____ ____ my English project and then meet my friends.

2. 我去你家，但你不在。

I ____ ____ your home, but you ____ ____.

3. 你能给我们买些小吃吗？

Could you please buy ____ snacks ____ us?

4. 这是个非常轻松的假期。

This is a very ____ ____.

5. 我们应该保护好我们的书。

We should ____ ____ ____ ____ our books.

Ⅶ. 用could, can, may, must, need 的正确形式填空（共5小题，满分为10分）

1. ——____ you answer this question in English?

——Sorry, I ____. ____ I answer it in English?

——No, you ____. You ____ answer it in Chinese.

2. ——____ I ask a question?

——Yes, you ____. But you ____ wait a minute.

3. ——____ I use your pen, Joan?

——Sorry, I don’t have one. Ask Key. She ____ have one.

4. ——____ you help me do the shopping?

——OK, sure.

5. ——____ you sweep the floor, please?

——OK, but I ____ finish my homework first.

Ⅷ.补全对话（共5小题，满分为10分）

选择恰当的句子完成对话，有一项为多余选项。

Peter: Hey, Dad?

Dad: __1__

Peter: Could I go to the movies tonight?

Dad: I guess so. __2__

Peter: __3__

Dad: No, you can’t. You have a test tomorrow, remember?

Peter: Oh, yeah. Well, could I use the car?

Dad: Sorry, but I need it. __4__

Peter: __5__

Dad: Sure.

A. But don’t stay out late.

B. I have to go to a meeting.

C. Could I stay out until 11?

D. Could you give me a ride?

E. Could I take a bus with you?

F. Yes?

Ⅸ. 写作（10分）

假如你叫李雷，今年寒假，你作为一名交换生要去澳大利亚呆一个月，但家中的小猫没人照料，现在请你写一封信给你的朋友David，请他帮忙。Dear David,

I’m going to Australia in the winter vacation…

____________________________________________________________

____________________________________________________________

Yours,

Li Lei