初二上词组(人教版八年级英语上册教案教学设计)（精选16篇）由网友“szmylove”投稿提供，下面是小编给大家带来关于初二上词组(人教版八年级英语上册教案教学设计)，一起来看看吧，希望对您有所帮助。
篇1：初二上词组(人教版八年级英语上册教案教学设计)
do well in
...做得好
be good at
善长于。。。
in fact
事实上
play football
踢足球
play video game
玩电子游戏
get angry
生气了
be sad
感到悲观
/12/11
第六课
have a nice weekend
周末过得愉快
last Friday
上星期五
be sick
感到恶心，病了
ask for leave
请假
what is wrong with you
你怎么啦
have a bad cold
得了重感冒
stay at home
呆在家里
kind of boring
有点令人生厌
lend sb. sth.
把某物借给某人
lesson notes
课堂笔记
how was the score
比怎么样
there goes the bell
铃响了
it is time to do sth.
该做某事了（do）
it is time for sth.
该（做）某事了。（名词）
2003/12/11
第七课
篇2：初二上词组4(人教版八年级英语上册教案教学设计)
turn red
变红了
on one's way to an exhibition
某人去展览馆的路上
get on a bus
乘上公共汽车
get off
下车
each other
相互
in front of
在。。。之前
give one's seat to an old lady
把座位给一位老奶奶
young pioneer
少先队员
look up
抬头看
stand up
站起身来
over and over
一遍又一遍地
2003/12/11
第四课
篇3：初二上词组5(人教版八年级英语上册教案教学设计)
the end of
。。。的末尾
give sth. to sb
把某物给某人
with a smile
带着微笑
It is unusual for you
对你来说是不平常的
both A and B
A和B两者都
just a minute
等一会儿
belong to
属于
science fiction
科幻小说
look healthy
看上去健康
make great progress
取得巨大的进步
make a mistake
犯了个错误
/12/11
第五课
篇4：初二上词组2(人教版八年级英语上册教案教学设计)
the first prize
一等奖
on one's way to school
去学校的路上
on one's way home
在回家的路上
take part in
参加
be good at
善长于。。。
be sure
我肯定
pick up
拾起
hesitate a moment
迟疑了一会儿
to one's joy
令人高兴的是
a pop song star
一个流行歌手
2003/12/11
第二课
篇5：初二上词组3(人教版八年级英语上册教案教学设计)
cross talk
相声
talk about
谈论
in fact
事实上
what about
。。。怎么样
I think so
我认为是这样
play piano
弹钢琴
modern dance
现代舞
short play
短剧
a match between A and B
A与B之间的一场比赛
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第三课
篇6：初二上词组7(人教版八年级英语上册教案教学设计)
a visit to
去。。。的参观
early this morning
今天一早
in a small village
在一个小村庄
take a bus
乘汽车
offer sb. sth.
主动提某物给某人
enjoy doing
喜欢做
finish doing
做完
keep doing
一直做
a kitchen
一间厨房
around the house
在房子周围
grow vegetables
种蔬菜
go to town
去城里
on foot
步行
go by motorcycle
骑摩托车去
feel happy
感到高兴
2003/12/11
第八课
篇7：初二上词组1(人教版八年级英语上册教案教学设计)
know sb.
认识某人
know about sb.
听说过某人
one of
。。之一
the greatest inventors
最伟大的发明家们
as a boy
当他年轻时，作为一个小孩
be interested in sth.
在某方面感到兴趣
be interesting
令人感到有趣
a lab of his own
他自己的一个实验室
bottles test tubes and chemicals
瓶子，试管和药品
over a thousand
超过一千
the most famous
最著名的
be in hospital
在医院里
/12/11
第一课
篇8：外研初二上Module 5教案(外研版八年级英语上册教案教学设计)
I. Teaching objectives 教学目标
Skill focus 听 Listen for matching people with the music they like
说 Talk about opinions about music
读 Read a passage about music for information
写 Write a biography of a composer
Language
Focus 功
能
句
式
Talk about music
You like western classical music, don’t you? Yes, I do.
Who’s your favourite classical composer? Beethoven.
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
词汇 1. 重点词汇:
pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century
2. 认读词汇
blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure
语法
Tag questions
话题 Western music
Ⅱ. Teaching materials analyzing 教材分析
本单元以Western music为话题，设计了三个部分的内容。旨在通过单元教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家--约翰施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。
Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。
Unit 2 学习关于著名音乐家约翰施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing （Unit 2)
Period 3 Language in use (Unit 3)
Ⅳ Teaching plans for each period分课时教案
Unit 1 You like western classical music, don’t you?
Target language 目标语言
1. Words & phrases生词和短语
pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise
2. Key sentences重点句子
Who’s it by?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You like western classical music, don’t you?
But Sally is a classical musician, so she doesn’t like pop music, does she?
No, she doesn’t.
What on earth is that?
Ability goals 能力目标
Enable the students to listen to different types of music and learn tag questions.
Learning ability goals学能目标
Help the students to learn how to listen to and talk about different types of music and describe music.
Teaching important/difficult points 教学重难点
Learn some new words and expressions, learn tag questions.
Teaching aids教具准备
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
Step I Lead in
In this procedure, show some pictures to let the students know different types of music.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: Do you like music?
S: Yes.
T: There are many different kinds of music. Let’s look at the pictures.
Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.
T: We can use some adjectives to describe different kinds of music. For example, how is pop music?
Help the students to say modern.
T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.
One sample conversation:
S1: What kind of music do you like?
S2: I like blues.
S1: How is blues?
S2: It is sad.
Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.
Step 2 Listening and matching
In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.
T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.
T: Listen again and match the words with the music.
Check the answers with the students and then play the tape again to make the students correct their answers.
Step 3 Listen and read
In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.
T: In these types of music, there is western classical music, do you like it?
S: Yes.
T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.
Listen to the tape and ask the students to fill in the blanks of Activity 4.
T: Let’s check your answers with your friends.
T: Now, let’s listen again and check your answers.
Go through the answers with the students.
Step 4 True or False
In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.
T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.
One sample conversation:
S1: They’re listening to western classical music.
S2: True.
S1: Strauss was born in the capital of Australia.
S2: False. Strauss was born in the capital of Austrian.
Add another three sentences for the students to
6. The music Tony is listening is by Strauss.
7. Sally doesn’t like pop music.
8. Daming likes rap music.
At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.
In the end, count the number of stars with the whole students to see which side is winner.
Step 5 Discussion
In this procedure, practice some words and expressions in Activity Five by having a discussion.
T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.
T: Work in pairs. Ask and answer questions in Activity 6.
One sample conversation:
S1: What’ s the capital of Shandong Province?
S2: Jinan.
S1: Who is your favourite composer?
S2: My favourite composer is Beethoven.
…
Check the answers. Ask some pairs to make up a short conversation. .
Step 6 Pronunciation and speaking
In this procedure, listen to the tape and pay attention to the tone of tag questions.
T: In the dialogue, there are some tag questions, can you find them?
Help the students to find the tag questions in the dialogue.
T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.
Play the tape and help the students to find out the usage of tones.
T: When we want to ask a real question, will we use rising tone or falling tone?
S: Rising tone.
T: What about checking information?
S: Falling tone.
Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.
Step 7 Speaking
In this procedure, work in pairs, describe opinions of music.
T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.
T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.
One sample conversation:
S1: What music do you like?
S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?
S1: I like…
Ask some pairs to make a conversation before the class.
Homework:
1. Ask the students to learn and remember the new words and expressions of this unit.
2. Ask the students to read the dialogue and grasp some important sentences.
Unit 2 Project Hope has built many schools
Target language 目标语言
1. Words & phrases生词和短语
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
2. Key sentences重点句子
There were two composers called Johann Strauss: a father and a son.
His Waltzes made him famous all over Europe.
Before he was six he played not only the piano, but also the violin and the organ.
Ability goals 能力目标
Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.
Learning ability goals学能目标
Help the students read the passage for information and write a passage about a composer with the information given.
Teaching important/difficult points 教学重难点
Some new words and important sentences.
Develop the skills for reading for information
Teaching aids教具准备
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教学过程与方式
Step 1 Revision
In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: In the last unit, we have learnt many different types of music. What are they?
S: Blues, classical, jazz, opera, pop, rock, techno
T: How are these types of music?
(Do chain work)
S1: Blues is sad.
S2. Classical is serious.
S3: Jazz is beautiful and slow
…
T: Do pair work, ask and say your favourite music, using tag questions.
Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.
One sample conversation:
S1: You like pop music, don’t you?
S2: No, I like rock music. You don’t like rock music, do you?
S1: Yes. I do. I am a classical fan.
S2: What on earth is that?
S1: Classical music.
S2: I don’t believe it.
Ask some pairs to make a conversation before the class.
Step 2 New words
In this procedure, make the students familiar with some new words of some instruments, using pictures.
T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano
Use pictures to help the students answer. Present the new words: organ, trumpet,
Ask the students to read these words. Make sure they understand the meaning of each word.
T: Look at pictures on page 36, match the pictures with the words.
Step 3 Listen and Read
In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.
T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?
Help the students to say some famous musician, in Chinese is OK.
T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?
S: Yes, it is Vienna.
T: There were also two great musicians in Vienna….
S: Johann Strauss and Mozart.
T: Well done. Today, let’s come to know the two great musicians.
T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.
Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.
Step 4 Pair work
In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.
T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.
When the students are reading, walk up and down to see if the students have any difficulties in reading.
T: Now, work in pairs, ask and answer the questions.
Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.
Step 5 Careful reading
In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.
Write some sentences on the blackboard:
1. He is famous all over the Europe for his waltzes.
2. When he was 12, he wrote his first opera.
3. There were two composers. We call them Johann Strauss: a father and a son.
4. He played the piano, the violin and the organ.
T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.
After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.
1. make…famous
2. at the age of: He went to school at the age of 7.
3. called: He has a boy called Tom.
4. Not only…but also: He not only read this book, but also remember the book.
Step 6 Reporting
In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.
T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.
Give some key words and ask the students to have a report.
Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer
Ask some students to report the story of Mozart.
Step 7 Writing
In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.
T: There are many famous musicians in China. Who do you know?
S: Nie’er, Xian Xinghai and…
T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.
One possible version:
Xian Xinghai is one of the great composers of classical and traditional music. He was born in…
Ask two students to have a report.
Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.
Homework:
1. Learn and remember the new words and important sentences.
2. Read the passage for several times.
3. Practice writing.
Unit 3 Language in use
Target language 目标语言
1. Words & phrases生词和短语
maybe, phone, instrument, of course, loud, record, own, century
2. Key sentences重点句子
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
Ability goals 能力目标
Enable the students to understand the tag questions and use them.
Learning ability goals学能目标
Students can find information of a passage. Develop listening and speaking skills.
Teaching important/difficult points 教学重难点
Revision of the tag questions
Teaching aids教具准备
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式
Step 1 Revision
In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.
Have a dictation of some new words and expressions.
Ask some students to read the passage about the composer of Xian Xinghai.
Step 2 Grammar
In this procedure, revise the important points of this module. Do pair work to practise tag questions.
T: Look at page 38, Exercise 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.
One sample conversation:
S1: You like rock music.
S2: don’t you?
S1: They sing well.
S3: don’t they?
S1: He has written ten new songs this year.
S4: hasn’t he?
…
T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.
Give the students a few minutes to write the correct answers.
T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.
Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.
T: Please tell us whether the speaker in each case is asking a real question or just checking information.
Ask the students to answer. Go through the answers with the students.
Step 4 Words and expressions
In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.
Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.
One sample conversation:
S1: What type of music is it?
S2: It’s pop music.
S1: How is it?
S2: It’s lively and modern.
T: Please write down the different types of music below the five pictures.
T: Let’s look at Activity 5. Please add these words to the correct column.
Check the students’ answers. Then go through suggested answers with the students.
One possible version:
classical piano composer
jazz trumpet singer
pop guitar singers
T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.
Ask one student to write the answer on the blackboard. Then check the students’ answers.
Step 5 Reading
In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.
T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.
After reading, ask students to answer the questions.
T: Let’s ask and answer the questions in pairs.
One sample conversation:
S1: How long did Elvis live in Memphis?
S2: He lived there for 29 years.
The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.
Step 6 Listening
In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.
Play the tape twice and ask the students to listen carefully.
T: Have you got it? Please ask and answer the questions in pairs.
One sample conversation:
S1: Where does Amy study?
S2: …
Go through the answers with the students.
Step 7 Around the word
In this procedure, ask the students to read the passage to know something about the orchestra.
T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.
Give the students a few minutes to read this passage.
Step 8 Module task
In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.
T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.
One sample conversation:
S1: What kind of music do you like best?
S2: I like rock music.
S1: Why?
S2: Because it is lively and fast.
S1: Do you like classical music?
S2: Yes I do.
Ask some pair to act before the class.
T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.
One sample version:
S1: I like pop music. It’s lively and modern.
I don’t like rock music, because it’s too noisy
T: Please report your discussion to us.
One sample version:
S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.
Homework
1. Revise this Module.
2. Do workbook Module 5
Teaching resources教学资源库
I. 重点知识详解
(1) 反意疑问句的构成及回答
反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。
He plays the piano well, doesn’t he?
They are listening to music, aren’t they?
My brother won’t leave for America, will he?
但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。
You must go home right now, needn’t you?
The car must be locked, mustn’t it.
祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?
Have a cup of tea, won’t you?/will you?
Don’t open the door, will you?
Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?
Let’s take a rest, shall we?
Let us do it, will you?
在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。
He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？
Yes, he did. (=He got up early) 不，他起得早。
No, he didn’t (=He didn’t get up early) 是的，他起得不早。
(2) not only…but also的含义及用法：
not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。
He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。
not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。
Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。
Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。
II. 背景知识
1. 施特劳斯父子
维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。
父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。
青出于蓝而胜于蓝。音乐世家的长子约翰施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。
2. 莫扎特
1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。
1772年，16岁的莫扎特终于结束了长达之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。
莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。
3. 爵士乐
爵士乐（jazz)是美国音乐的一种，开始于20世纪代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。
4. 古典音乐
古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从16开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。
5. 蓝调
蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。
6. 流行音乐
流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。
7. 歌剧
歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于15）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.
8. 摇滚
摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。 摇滚通过音乐来反大众化的东西。
9. 电子音乐
电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。
III. 补充练习
(1) 根据句意填单词
①It's t________ in England to eat turkey on Christmas Day.
②John is s________ because his dog has died.
③She's a l________ child and everyone likes him.
④What f________ it will be when we all go on holiday together.
⑤I can't work in here it's too n________.
⑥Our children have grown up and have children of their o________.
⑦While we play tennis what will the r________ of you do?
⑧Her face was s________ as she told us the bad news.
(2) 单项填空
①-Jack hasn’t paid for the school things, has he?
-______. His father will pay for him.
A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t
②Your father has been to Guangzhou twice, ______?
A. has he B. hasn’t he C. doesn’t he D. isn’t he
③She’s an Australian, ______?
A. hasn’t she B. isn’t she C. doesn’t she D. is she
④He has never visited the Great Hall of the People, ______?
A. hasn’t he B. has he C. does he D. doesn’t h
⑤Lucy, you clean the blackboard today, ______?
A. do you B. did you C. will you D. can you
⑥Mr. Green went to Shenzhen on business last wee, ______?
A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he
⑦John can hardly understand Chinese, ______ he?
A. can’t B. doesn’t C. can D. does
⑧- weather! It’s raining!
-Bad luck! We have to stay at home all day.
A. What fine B. How fine C. How bad D. What bad
Keys:
(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious
(2) ①B ②B ③B ④B ⑤C ⑥C ⑦C ⑧D
篇9：高二上unit8-10词组(人教版高二英语上册教案教学设计)
1. 拯救地球 save the earth
2. 地球面临的最大问题是什么？
What is the biggest problem facing the earth?
3. 一个有价值的资源 a valuable resource
4. 造成严重的污染 cause serious pollution
5. 讨论该问题 discuss the issue
6. 烧煤 burn the coal
7. 用一个比较好的方式 in a better way
8. 做笔记 take notes of…
9. 得出结论 draw a conclusion
10. 支持/反对 be for/ against
11. 交换意见 share ideas
12. 取得进步 make much progress
13. 主题 main theme
14. 可持续发展 sustainable development
15. 谈论 speak about/ of
16. 在不破坏环境的情况
without damaging the environment
17. 出席国际会议
attend the international conference
18. 做了一个很重要的演讲
make a very important speech
19. 根据世卫组织的意思
according to the World Health Organization
20. 愿意做某事 be willing to do
21. 参加活动 take part in
22. 自由利用 have free access to
23. 与。。。和谐 in harmony with
24. 结束死亡和苦难
put an end to the death and suffering
25. 擦干净 wipe out
26. 对。。。有影响 have an effect on
27. 劝说某人做某事 advise sb to do
28. 尽所能去做某事 do whatever one can to do
29. 在农村地区 in rural areas
30. 采取行动 take action
31. 采取措施 take measures to do
32. 有大的成效/有所不同 make a difference
33. 空调 air conditioner
34. 改变现状 improve the situation
35. 对。。。有更好的了解
have a better understanding of
36. 对。。。掌握；熟悉 have a good knowledge of
37. 找到解决办法 find solution to the problem
38. 教育是未来的关键
Education is the key to the future
39. 上学 attend school
40. 对学习满意 be content/satisfied with
41. 偶然 by chance
42. 充分利用时间 make full use of time
43. 以。。。的速度 at a speed of
44. 防御 defend oneself against/from
45. 因。。。表扬。。。 praise sb for sth
46. 强调保护水资源的重要性
stress the importance of protecting
the water resources
47. 对。。。负责 be responsible for
48. 刚。。。就。。。 hardly/ barely/ scarcely… when
no sooner…than
49. 照顾；护理 attend to
50. 与某人有共同的信仰/信念
share one’s belief/faith
51. 一个备用轮胎 a spare tire
52. 在空闲时间 in the spare time
53. 递给我一个婚礼请柬
hand me a wedding invitation
54. 加强；增强 build up
55. 消息传开 Word got around.
56. 一位著名的教育专家
a well-known educational expert
57. 有意义；行得通；有道理 make sense
58. 在危险中 at risk/ in danger
59. 与其说。。。不如说 more… than…(分开)
60. 不仅仅 more than （不分开）
61. 面对激烈的竞争 face fierce competition
62. 受益于 benefit from
63. 店员 a shop assistant
64. 受到压力 under pressure
65. 带某人参观 show sb around sp
66. 展览 on show
67. 名胜古迹
a place of interest/ places of interest
68. 过得高兴 have a wonderful time
69. 为你的观点辩护 defend your argument
70. 插嘴 cut in / break in
71. 插队 jump the queue
72. 令我惊讶的是 to my surprise
73. 收到某人的来信 hear from sb
74. 找出, 发现, 查明(真相等), 认识到, 想出, 揭发 find out
75. 别无选择只能 have no alternative but to do
篇10：外研初二上Module 3教案 Journey to Mars(外研版八年级英语上册教案教学设计)
I. Teaching objectives 教学目标
Skill focus 听 Listen for the sentence stresses
Listen for finding out about a news broadcast
说 Talk about recent events
读 Read a dialogue and a passage about space travel
Read and choose the best title
写 Write a narrative story
Write a poster about space travel
Language
Focus 功
能
句
式
Talk about recent events
I/ You/ We/ They have just heard the news.
He/ She /It has already ……
I/ You/ We/ They haven't ……yet.
He/ She/It hasn't ……yet.
Have you/ we/ they ……yet? Yes, we/ you/ they have.
No, we/ you/ they haven't.
Has it/he/she reached Mars yet? Yes, it/he/she has. No, it/he/she hasn't.
Astronauts have already been to the Moon.
Astronauts have already gone to the Moon.
They haven't discovered life on Mars yet.
词汇 1. 重点词汇:
message, Earth, just, hear, hear about, several, month, discover, recently, planet, alone, also, part, light, beyond, even, secret
2. 认读词汇
Mars, mission, unmanned, s[ace shuttle, billion, solar system, universe, galaxy, Jupiter,
语法 The Present Perfect Tense with already, just, yet
话题 Journey to Mars
Ⅱ. Teaching materials analyzing 教材分析
本单元以Journey to Mars为话题，设计了Unit 1 Has it reached Mars yet? Unit 2 We haven't found life on other planets yet. Unit 3 Language in use三个单元的内容。旨在通过单元教学使学生通过听，说，读，写,了解有关太空的知识，学会运用现在完成时谈论事情。学会写a poser about space travel。
Unit 1 学习和太空科学有关的词汇；听和太空旅行有关的对话；接触含有just, already的现在完成时；听句子，并标明重读词汇。
Unit 2 读关于外星生命的文章，选择最佳题目；看图作句子并写故事；学习本模块新词汇与短语。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于planets and days的文章；作一份关于太空旅行的海报。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing （Unit 2 )
Period 3 Language in use (Unit 3 )
Ⅳ Teaching plans for each period分课时教案
Unit 1 Has it reached Mars yet?
Target language 目标语言
1. Words & phrases生词和短语
message, Earth, just, hear, hear about, several, month, discover, recently,
2. Key sentences重点句子
I've just heard the news on the radio.
Have the scientists spoken to the astronauts? Yes, they have. No, they haven't.
Has it reached Mars yet? Yes, it has. No, it hadn't.
We haven't discovered if there is life on Mars yet.
Ability goals 能力目标
Enable the students to listen to and talk about space travel.
Learning ability goals学能目标
Help the students to learn how to listen to and talk about space travel, using the Present Perfect Tense.
Teaching important/difficult points 教学重难点
How to listen to and talk about space travel, using the Present Perfect Tense.
Teaching aids教具准备
A projector or some pictures about space travel, a tape recorder .
Teaching procedures and ways教学过程与方式
StepⅠ Warming up and lead-in
In this procedure, ask students to look at the projector or some pictures about space travel. Learn the words about it. Learn to ask and talk about the space travel, using the Present Perfect Tense.
T: Hello, boys and girls. Nice to see you again. Do you know Yang Liwei, Fei Junlong and Nei Haisheng? This class we’ll begin with a projector about space travel. Are you interested in it? Please look carefully. Can you say some words about it?
Show the projector. (like the picture in P18)
Write the words with the students. Help them learn the words of space travel.
T: This is a projector about space travel. What can you see in it? (Help to say)
S: Earth, Mars, spacecraft, Moon, Sun, unmanned spacecraft, scientists…
Keep the above words down on the blackboard.
T: Do you know something about space travel? Please talk about it in groups.
S: Discuss in groups.
Then ask students to report it. The teacher write down the important words as students report it. Like hear about, message, mission, discover, recently, and so on.
T: Good. You know much about space travel.
Step II Listening and vocabulary
In this procedure, students will listen and learn the words.
T: Now please open your books at page 18. Look at the words on the table. We have just talked about them. Please read them first. Now Let's listen and number them. The first time, just listen. Then number them. At last let's check together.
S: Listen and number.
Then check the answers with the students.
Encourage or help the students to say something about the words.
e.g: T: Do you know “message”?
S: piece of information.
Go on with the others in the same way.
Step III Listening and reading
T: Now please close your books. Let's listen to a passage. In this passage Daming and Tony are talking about space travel. Please listen to it carefully and answer two questions. 1. Has the spacecraft read Mars yet? 2. Have we discovered if there is life on Mars yet?
Play the tape for the first time.
S: Listen and answer: 1. Yes, it has. 2. No, we haven't.
T: Then open your books and listen again. This time please listen and underline the new words of this passage.
S: Listen and underline..
T: Groupwork. Please discuss in groups and try to explain them in English. Let's see which group can give more English explanations.
As students discuss, teacher should go around the class and help them if necessary.
T: Have you finished? Please report them to us.
Ask to do it group by group.
Like:
Mars: a planet in solar system mission: task discover: to find …
T: Good job. Let's match the words with their meanings in Part 3.
S: 1-discover, 2-space shuttle, 3-space station, 4-life, 5-scientist, 6-message
T: Please listen to the recording for the last time and check the true sentences.
Play the recording. Then check the answers.
After this, ask students to repeat after the recording. Then read in pairs.
T: I'll ask some pairs to read. The others pay attention to the important sentences.
Students read.
T: What are important sentences? What do they look like?
S:1. I've just heard the news on the radio about the space mission to Mars.
2. I haven't heard about this yet.
3. Has it reached Mars yet?
……
T: These sentences are the Present Perfect Tense. The structures are: have /has +p.p Can you find more sentences like these in the passage?
S: Read or make sentences using the Present Perfect Tense.
Step IV Pronunciation
T: We know pronunciation is very important to English learners. We should stress on the nouns and verbs, and something you want to tell others. Please listen to the recording carefully and underline the words the speaker stresses.
Play the recording. Students underline the words. Then check the answers.
Play the recording again. Ask students to read after it. Then read loudly.
Step V Speaking
T: We have known much about space travel in this class. Can write down things we've done and the things we haven't done yet about space travel.
e.g. We've sent astronauts to the Moon.
We haven't sent astronauts to Mars.
……
You can discuss in group first. Then write them down. Who has the longest list?
S: Discuss and write.
Check the answes together.
Homework
1. Ask students to learn the new words and expressions in this unit .
2. Ask students to write a short passage to introduce space travel.
Unit 2 We haven't found life on other planets yet.
Target language目标语言
1. Word &phrases
planet, alone, also, part, light, beyond,
2. Key sentences重点句子
… just (already) have/ has +p.p … …haven't/ hasn't + p.p…yet. Have/ Has + …+p.p +…yet?
Ability goals能力目标
Enable the students to read a passage and learn to write a story about space travel.
Learning ability goals学能目标
Help the students learn how to read a passage and learn to write a story about space travel.
Teaching important/difficult points教学重难点
How to read a passage and learn to write a story about space travel.
Teaching aids教具准备
Some pictures or a projector.
Teaching procedures and ways教学过程与方式
Step ⅠRevision and lead-in
Check the homework. Talk about space travel.
T: Looking up, we can see the sun, the moon and stars in the sky. But what is it like? We didn’t know until we travel in space. With the development of science, our dream of space travel will come true one day.
Show a projector or a picture.(picture in P20)
T: Please look at the picture. What can you see?
S: A spacecraft.
T: Yes, we have sent some spacecraft into universe. What is in the universe?(Help to answer and write down some important words )
S: The sun, the earth, the moon, and some stars.
S: And 9 planets. They are called the solar system.
S: Galaxy
.……
T: Well done. We have known so many words about the space. Please write them down. Then you'll find them in the next passage.
S: Try to write them down.
Ask students to read the words.
Step Ⅱ Reading
T: Boys and girls. We’ll read a passage about space. First please look at Part2. There are four titles. (Go through with students) Please read the passage and choose the best title.
Students read it quickly.
Theck the answer. 3 Our solar system
T: Now you’ll have three minutes to read the passage. After reading, try to do “Part3 Check the true statements.”
Check the answers: ×√√√√×××
After that, ask a student to read the passage to the class. Other students underline the sentences they don't understand.
Then discuss the important questions with the students.
T: This time please read loudly and carefully. Then try to retell the passage.
Students read.
The teacher ask one to retell.
StepⅢ Writing (4 P21)
T: Have we found any life on other planets? Please look at the cartoon picture. What happened?
S: Discuss the picture in groups.
T: OK. Let's answer the questions.
Ask students to answer them one by one.
1. It has landed Mars.
2. It has discovered people on Mars.
3. They haven't sent us a message because they can't hear us.
4. Because they prefer life on Mars.
5. They have made TVs, radios, and cars.
T: Please look at these sentences carefully. Can you find some rules?
S: …have/ has + p.p …
T: Good job. These sentences are the Present Pefert Tense.
Step Ⅳ Writing (5: P21)
In this procedure, ask students to talk about the cartoon picture.
T: Let's write a story “Life on Mars”, according to the answers in Part 4. Pay attention to the Present Perfect Tense. You can discuss it in pairs first. Then write it down.
Ask two students to write on the blackboard.
A sample :
We've just had some news about the mission to explore Mars. Scientists have just heard a message from a spacecaraft. It has landed Mars. And it has discovered people there. But they haven't sent us a message because they can't hear us. They prefer life on Mars, so they haven't visited us on Earth. They also made TVs, radios, cars and so on with the other spacecraft. I think they are having a good time.
StepⅤ Homework
1. Try to find some information about space and write it down to us.
Unit 3 Language in use
Target language目标语言
1. Words & phrases生词和短语
even, secret
2. Key sentences重点句子
I've just heard the news.
Has it reached Mars yet?
Astronauts have already been to the Moon.
They haven't discovered life on Mars yet.
Ability goals能力目标
Enable students to use the Present Perfect Tense.
Learning ability goals学能目标
Help students learn how to talk about and write something using the Present Perfect Tense.
Teaching important/difficult points教学重难点
How to use the Present Perfect Tense.
Teaching procedures and ways教学过程与方式
Step Ⅰ Revision
1. Check the homework.
2. Ask students to tell the story in Unit 2.
Step Ⅱ Grammar
(1.) just, already, yet
T: Read the sentences on the table. Pay attention to the words: just, yet, already. Where are they used in the sentences?
S: Just/already, 一般用在肯定句中，have/has 之后 yet, 一般用于否定句或疑问句末
T: Yes, they are all used in the Present Perfect Tense.
Do Exercise 1.
Go through the model with students.
T: Now I'll give you 3 minutes to finish Exercise 1. Let's see who can finish them first.
Then let students read them one by one.
1. They haven't been to Mars yet.
2. Many astronauts have already visited the space station.
3. The spacecraft has just reached Mars.
4. We've already known that there isn't any life on the Moon.
5. We have just stared to look at other planets.
6. The space shuttle has just returned from a visited to the space station.
( 2.) Grammar:
Let's complete the following table.
Help students sum the grammar in Unit 3.
动词构成: have/ has +p.p
句子构成:
肯 定 句 否定句
S +have/has +p.p S +have/has+not +p.p
特殊疑问句 回 答
What
Who
When have/has +p.p?
Where
Why
How
S +have/has+p.p
一般疑问句 回 答
Have/Has+ S+p.p? Yes, S+ have/has.
No, S +haven't/hasn't..
Do Activity 7:
Askk students to write them on the blackboard.
1. Have you already finished your homework?
2. I haven't seen my teacher yet.
3. Has a dog been for the walk?
4. We have just watched a programme on TV.
5. They haven't discovered life on Mars yet.
(3.) have/has been, have/has gone
T: Liu Mei, will you please go to the office to bring my book here?(Liu Mei goes to the office.) Class, where is Liu Mei?
S: She has gone to the office.
(After a while Liu Mei comes back with a book.)
T: Thank you, Liu Mei. OK. Has Liu Mei been to the office?
S: Yes, she has.
T: Now, do you know the diffences between have/has gone and have/has been?
S: Yes. have/has gone: 去了某地，还没回来。have/has been: 去过某地，已经回来
T: Great. Let's do exercise 2 .
Ask them to do them one by one.
1. been 2. gone 3. gone, 4. been
T: Can you use have/has been or have/has gone correctly? Please complete the sentences in Exercise 3 in groups. Then give us the correct words.
Students discuss in groups.
Check the answers: 1. has gone 2. have been 3. have been 4. has gone
(4.) The forms of the verbs.
T: We have learnt many verbs in this module. Please read them and write down their different forms. Then discuss in groups and find out their rules.
Students discuss .
Ask to sum:
S: 1.… +ed 2. …e +d 3. …y+ied 4. Irregular forms
T: Good. Now let's comelete the table
S: 1. came 2. discover, discovered 3. did 4. went, gone 5. heard 6. landed, landed 7. make,made
8. reached, reached 9. see, saw 10. sent, sent 11. taken 12.tried, tried
T: Please comelete the passage with the correct form of the verbs in brackets.
S: Read in pairs and complete the passage.
Ask one pair to read it. The others check the answers.
1. seen 2. discovered 3. Have, tried 4. haven't found 5. decided
T: Work in pairs and try to act it out.
Students read in pairs.
Ask some pairs to act it out in front of the class.
Step III. Practice
Ask students to read the letter in Activity 8 and complete the letter.
T: Boys and girls, do you want to know more about space? We’ll read Mry's letter. I'll give you 3 minutes to complete it. If you finish it, please put up your hands and read it to us,OK?
Students read and write .
Ask one of the students to read it to the class. The others check the answers.
1. just 2. read 3. already 4. been 5. never 6. haven't 7. written 8. yet
Then ask them to ask and answer some questions in pairs.
A sample :
S1:Where have the astronauts been?
S2: They have been to Mars and even to Jupiter.
Step IV Words
T: Let's revise the words in Unit 3.
Students read for a while.
Do Activity 9: Add the words.
T: Now let's have a compitation between the boys and the girls. Let's see who can write more words about space. I'll give you two small blackboards and boys write on Blackboard A, girls Blackboard B. Don't see each other. Begin!
Students write one by one.
Then go through Around the world.
Step Ⅴ Module task
T: Do you know the first Moon landing or China's first manned space travel? Please talk in groups and write a report. Then please report to us.
Students talk and write in groups.
Ask them to report.
T: Well done. You have known a lot. If you want to know more, after class, please look for more photos and information about it from your parents or the Internet. Then make a poster and put it somewhere for everyone to see.
Step Ⅵ Homework
1. Ask the students to summarize what they have learned in this unit and preview the next unit.
2. Ask the students to finish the poster.
3. Ask students to finish the exercises in the workbook.
Teaching resources教学资源库
I. 重点知识详解
(1) 现在完成时的含义：
现在完成时叙述现在已经做过的事情或已有过的经验，所表示的动作在说话前已经完成，但对现在有影响，即在以过去发生的事情的基础上暗示现在的状况，至于事情何时发生的并不重要。
The lift has broken down. 电梯坏了。
I have seen you wife. 我见过你太太。
Never in my life have I felt so excited. 我这一生从来没觉得这样兴奋。
现在完成时可用来表示若干时间以前直到现在一再重复的动作或屡有的经验，每次发生的时间并不重要，所以不提。可以和一些不确定的过去时间状语连用，如already, yet, just, before, recently, lately等。
I have already finished my homework. 我早把作业做完了。
He has just run out. 他刚跑出去。
(2) be up to的含义：
①up to意为“达到”，表示达到某一数量。
I can take up to four people in my car. 我的汽车最多能带四个人。
②up to表示“由某人负责”。
Whether we go or not is up to you. 我们去不去你说了算。
③up to表示“胜任”。
He is not up to the job. 他不胜任这个工作。
④表示“正在做某事”。
What is he up to? 他在搞什么名堂。
(3) with的复合结构：
with的复合结构在英语语言表达上灵活，丰富，主要有：
①with+宾语+副词
The Emperor walked in the procession with nothing on. 皇帝走在游行队伍的中间，一丝不挂。
②with+宾语+形容词
I went out with the window open. 我外出时没关窗户。
Don’t speak with your mouth full. 不要满嘴食物讲话。
③with+宾语+介词短语
She saw a brook with red flowers and green grass on both sides. 她看见了一条两岸长满了红花绿草的小溪。
④with+宾语+名词
Wu Song beat the tiger to death, with his bare hands the only weapon. 武松赤手空拳打死了老虎。
II. 背景知识：太空旅行
自从人类进入太空以来，去太空旅行一直成为许多人的梦想。随着国际太空站（ISS）即将建立，去太空旅行再次成为国际商界关心的课题。
德国宇航公司表示，将利用阿丽亚娜火箭的最新技术来研制宇宙飞船。新的飞船将以氢作动力，可载客120人。最迟到可以投入运行。估计每张往返票的价格在5－10万美元或再高一些。迄今已有312名德国人在德国宇航公司登记去太空旅行。
日本一家企业在不久前召开的太空旅行国际研讨会上，介绍了他们的太空旅馆模型。该旅馆将在离地球450公里的轨道上运行，可接纳64位客人。欧洲人设计的太空旅馆像一个圆形的蛋糕，蛋糕的外圈分成56个客房，每间客房可容纳4名旅客，共接纳224人。此外还有健身房和4个餐厅。在那里将人工制造地球引力，使进食和健身相对容易。蛋糕表面的太阳能板将解决太空旅馆的能源需求。
III. 补充练习
(1) 根据句意填单词
①The teacher was a_______ in the room when I arrived.
②All this year's new m_______ are at the car show.
③Columbus d_______ America.
④Many people are worried about the pollution (污染) of the e_______.
⑤He wanted to keep it s_______ from his family.
⑥They've r_______ bought a new car.
⑦Rice does not g_______ in a cold climate.
⑧He's written s_______ books about India.
(2) 根据对话内容，填入所缺的词
Daniel: Joe, have you heard of Guilin? It’s a city of China.
Joe: Oh, I haven’t heard of it before.
Daniel: A lot of travelers like Guilin. It’s famous for its __①__ and __②__.
Joe: Have you ever been to Guilin?
Daniel: Yes, I have. I went there last summer with my parents. I had a great time there.
Joe: Do you like __③__?
Daniel: Of course .How about you?
Joe: Me, too. I have been to several countries except China.
Daniel: So you __④__ visit the country one day. It’s a beautiful country. And Chinese people are very __⑤__. I like Guilin and China. I stay in Guilin for ten days. I have never __⑥__ in a city for __⑦__ than a week __⑧__ Guilin.
Joe: I don’t __⑨__ with you. I have been __⑩__ in a city for more than ten years!
Daniel: Really? Which city?
Joe: Here！New York.
Keys:
(1) ①already ②models ③discovered ④environment ⑤secret ⑥recently ⑦grow ⑧several
(2) ①water ②mountains ③traveling ④should ⑤friendly ⑥stayed ⑦more ⑧except ⑨agree ⑩staying
篇11：人教版八年级上册英语第一单元 教案教学设计(人教版英语八年级)
八年级上册英语第一单元检测题
一、单项选择。
( ) 1.- _________ students in your class are from Yishui? - Only three.
A. How many B. How often C. How much D. How long
( ) 2. Anny likes fruits, ___________ she doesn’t like vegetables.
A. but B. and C. or D. also
( ) 3. - __________ do your grandmother come to see you ? - ______ Twice a week.
A. How often B. How many C. How D. When
( ) 4. Doing morning exercises is good __________ our health.
A. to B. with C. for D. at
( ) 5. What ___________she_________on weekends?
A. is ,do B. does, does C. do ,do D. does ,do
( ) 6. Do you think he has ___________ healthy style?
A. an B. a C. the D. /
( ) 7. Ed’s parents want him ___________ lots of healthy food every day.
A. eat B. eating C. eats D. to eat
( ) 8. Although he is very old ,___________he works very hard.
A. and B. butC. so D. /
( ) 9. The old man is well ,becausehe often ___________ .
A. exercises B. drinks C. plays D. sleeps
( ) 14. His father was ill, so he had to _______ him at home.
A. look after B. look at C. look for D. look like
( ) 10. -How often does your brother go to the movies? -___________.
A. Six days B. Once a week C. For two days D. Three times
( ) 11. -What can Bill and Cindy do?
-Bill can play _______ soccer and Cindy can play ______ piano.
A. the, the B. /, /C. the, / D. /, the
( ) 12. -Does the girl do _____ ? --Yes, he does.
A.morning exercises B. eyes exercises C. math exercise D. eye exercise
( ) 13. Bill is in good _______ . He is pretty _______.
A. health , health B. healthy ,heathy C.heath ,healthy D. healthy , health
( ) 14.They are going to have a picnic _______next week.
A.sometimeB. some timeC.sometimesD.some times
( ) 15.My little sister is trying __________ an elephant there.
A. draw B. to draw C. to drawing D. draws
二、完形填空
1 is a result of the student activity survey at our school. Most students exercise three or four times 2 week. Some students exercise once 3 twice a week. Some students exercise every day. 4 homework, most students 5 homework every day.
Some students do homework three or four times a week. Most students do homework every day. 6 students do homework once or twice a week.
The result for “watch TV” is 7 . Some students watch TV once or twice a week. Some watch TV three or four 8 a week. But most students watch TV every day. 9 think it’s helpful for them 10 TV. They can be relaxed and learn much knowledge(知识) by watching TV.
( )1. A. Here B. There C. Here’s D. There’s
( ) 2. A. a B. an C. the D. /
( ) 3. A. and B. but C. or D. so
( ) 4. A. With B. By C. To D. As for
( ) 5. A. did B. do C. does D. doing
( ) 6. A. Not B. No C. No of D. No one
( ) 7. A. interesting B. interests C. interested D. interest
( ) 8. A. time B. times C. a time D. some time
( ) 9. A. They B. Their C. Them D. Theirs
( ) 10. A. watch B. to watch C. watches D. watching
三、阅读理解 A
Bill and his brother Dave are in the same class. The teacher tells them to write a composition (作文) “My Father”. Dave finishes it and he wanted to give it to his teacher. But Bill says to Dave, “Let me copy it.” In the afternoon, there teacher asks Bill, “Why is your composition the same as Dave’s ?” “Because we have the same father , do you know this?” answers Bill.
( ) 1. Bill and Dave ________.
A. aren’t at school B.are brothers C. are the same D. are brothers
( ) 2. The name of the compositon is “ __________ ”.
A. Bill B. Dave C. My Mother D. My Father
( ) 3. Dave studies _________. Bill studies _________.
A. well, badly B. badly ,well C.well , wellD. badly ,badly
( ) 4. Who copy the composition in the class?
A. Dave B. Bill C. The teacher D. No one
( ) 5. Bill and Dave ________.
A. are at a facctory B. are brother and sister C. are good students D. are classmates
B
Jim is a very busy 8-year-old boy. He is good at many kinds of sports. It is (A)__________ to see that Jim is very active after school. In contrast (相比之下), while most American children are in school, they have a PE class just (B) 每周一次 for 45 minutes. Boys and girls from Grade 1 to Grade 12 do not have to exercise.
Not all American children are (C) as active in sports after school as Jim is.Therefore, these boys and girls need to exercise in school. Many people believe that (D) 美国孩子们的健康 is in trouble.In fact, 40% of children aged 5 to 8 may be unhealthy already. For example, many are overweight. Doctors believe that these are the results of physical inactivity and poor diet (饮食).
In many countries in the world , all school children have to do one hour of exercise every day. These exercises do not have to be team sports.(E) They may not be difficult , such as running or jumping. Doctors believe that habits learned early are more probable to stay with us all our lives. School is the good place to learn these habits, or practices. Active, healthy children who exercise often can become active, healthy adults(成年人)
6.在（A）空白处填入一个适当的单词:____________
7.将划线（B）译成英语.________________________
8.将划线（ C）译成汉语.________________________
9.将划线（ D）译成英语.________________________
10.将划线（ E）改写成 _______they ______difficult, such as running or jumping.
四、词汇考查
A.根据句意和首字母提示，完成句中所缺单词。
1. The old grandpa is in poor h_________.
2. My father likes to s_________ on the Internet.
3. Smoking is a bad h____________.
4. He is a student and he is n__________ late for school.
5. The old man e _________ every morning.
6. M_______ of my claassmate are working hard.
7. I’m p______ healthy.
8. Most children like to go to the I________ Bars(网吧).
9. Healthy lifestyle helps us get good g________.
10. Li Lei visits his grandpa o_______ a week?
B.短文填空。
根据短文内容和括号内所提供的汉语提示，写出所缺单词的正确形式。
Here are the 11 (结果) of the students sports survey in our class. 12 (60%) students exercise every day. 13 (25%) students exercise three or four times a week. 14 （15%）students exercise twice or three times a week. 15 (0%) student exercises only once a week. As for sports, 16 (100%) the students 17 (做) morning exercises every day, 18 (25%) students run in the morning. 19 (15%) students play soccer after school. 20 (60%) students swim once a month.
C.用动词的适当形式填空
21. Are the people_________(shop)?
22. Why ______ you ________ (call) him Sam?
23. ---Would you like ________(drink) coffee? ---Yes , I’d love to.
24. Sunday_______(be) the first day of a week.
25. He tries______ ( find) his lost dog.
五、句型转换
1. Eating a lot of vegetables help us to keep in good health.(同义句转换)
Eating a lot of vegetables help us to________ ________.
2. She often does her homework in the evening.(改成否定句)
She ________often _________her homework in the evening.
3. My brother exercises three or four times a week. (对划线部分提问)
_______ _______ does your brother exercise?
4. We usually go to school by bike. (改为一般疑问,并作否定回答)
______ you usually ______to school by bike ? No , _____ _______.
5. I sleep eight hours every night.(对划线部分提问)
________ _______ _______ do you sleep every night ?
六、补全对话
A. Shall we have something to eat?
B. I agree with you.
C. Where is the supermarket?
D. Is there a supermarket near here?
E. How long does it take?
F. How far is it?
G. What kind of music do you like?
(Mike and John finished swimming ) M=Mike , J=John
M: How nice the water is ! But I’m feeling a little hungry now. (1)___________
J: Sounds good .
M: (2) __________.
J: Yes , there is .
M: (3)__________
J: It’s only five minutes’ walk. Let’s go .
M: OK. Oh, I nearly forgot my MP3.
J：(4)_________
M: Pop music. How about you?
J: Light music. I think it can make me relax.
M: (5)_____________
1. _________ 2. __________ 3. ___________ 4. ___________ 5. ___________
七、书面表达
根据下面问题, 写一篇短文, 告诉大家怎样保持健康
1. Is it important to keep healthy? 2. What can we do to keep healthy?
3. What is your favorite sport? 4. How often do you exercise?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
篇12：unit7 的重点词组(人教版高三英语上册教案教学设计)
I. Warming up
1. care for 喜欢，照顾
2. care about 关心，担心
3. safety measure 安全措施
4. fake food product 假冒食品
5. fake milk powder 假冒奶粉
6. an increasing problem 不断增加的问题
7. social conscience 社会良知
II. Reading
1. want/have a day off = ask for a day’s leave 1 请一天假
2. pick a man’s pocket 掏某人口袋
3. leave sb alone别管他
4. do good to sb对某人有好处
5. bring in profit带来利润
6. be in want/need of急需
7. raise money 筹款
8. make a contribution 捐赠，作出贡献
9. afford to do sth供得起
10. be badly off穷困
11. make it short 长话短说，简而言之
12. close up （尤指暂时）关闭，使靠近
Language study
1. love (n. ) for the poor 对穷人的爱
2. have no eye for 没眼力，没眼光，不关心，不注意
3. far from 远离，远远不，完全不
4. comment on 评论
5. of Dickens’ times 狄更斯时代
6. in favour of 支持，赞成
7. in praise of 表扬
8. in honour of 为纪念，为庆祝
9. in the face of 面对
10. in hopes of= in the hope of = in the hope that 怀着。。。的希望
11. in search of 搜寻
12. in memory of 纪念，追念
13. turn the whole room upside down 把整个房间翻了个遍
14. turn down my suggestion拒绝接受我的建议
15. believe in信任某人
16. admit doing sth承认做了某事
17. end up with 以…结尾
18. as follows 如下
Integrating skills:
1. take one’s place 代替某人的位置
2. have an eye for：有眼力；有眼光；对…感兴趣
3. be content to do 满足于做某事
4. of late 最近，近来
5. on the contrary 相反地
6. toast to 为…举杯庆祝
篇13：Unit 14 Festivals(人教版八年级英语上册教案教学设计)
Teaching aims:
(1) Learn to use functional sentences, key structures, and words.
(2) To know something about the festivals of different countries and try to express their ideas about them by listening, speaking, reading and writing.
Teaching contents:
1. Topic: Festivals.
Talking about festivals and customs.
2. Functional Sentences: Expressing and supporting an opinion.
(1) In my opinion, we should….
(2) I believe we should…
(3) I don’t think it’s necessary to…
(4) We must decide…
(5) I hope we can make a decision…
(6) If we do this, we can…
(7) I think that…should…
3. Vocabulary:
(1) Words: theme parade holy Easter symbol conflict argument opinion major probably honour ancestor principle nation purpose creativity faith commercial joy light similar generation salute kiss cheek nod celebration respect gift cycle fool invitation.
(2) Phrases: dress up in one’s opinion play a trick on sb. take in
4. Grammar: modal words--- must, have to and have got to
Period 1 Warming up and listening
Teaching aims:
1. To get students to know something about festivals, customs and habits.
2. To train students listening ability for catching specific information.
Teaching aids: multimedia, recorder, and tape.
Teaching procedures:
Step1 Pre-task (Warming up)
Look at the pictures of these festivals on page 8 and answer the questions:
(1) Do you know the Chinese names of the festivals?
(2) Do you know which countries the festivals come from?
(3) What are the people in the pictures doing? Why are they doing this?
If students can answer these questions, that’s OK. If not, ask the students to read the following description and match.
On October 31st westerners celebrate Halloween which children like best, because they can enjoy themselves on that day. When night comes, they wear all kinds of strange costumes and masks as bad men, witches, ghosts or goblins, then they ask for candies from door to door, shouting: “Treat or Trick? Happy Halloween…”
The Day of the Dead is an ancient festival celebrated in Mexico. The festival honors both the living and the dead. On this day, people light candles for prayers to the dead and give sugar skeletons to each other as gifts. It is not a sad day, but rather a time to celebrate the cycle of life.
Obon is an ancient festival celebrated in Japan. The Japanese float paper lanterns in memory of the dead.
Step2 While task (Listening comprehension)
(1) Before listening, ask the students to have a competition to match the festivals with the given information.
1. Mardi Gras A. It’s much like Halloween in the US.
2. Ramadan B. People celebrating the festival will not eat or smoke.
3. Easter C. The name of the festival is “Fat Tuesday”.
(2) Martin Gras
1. Go through the three items with the students and make sure what to listen before the teacher plays the tape.
2. Play the tape for 3-4 times and finish the multiple choice.
3. Let students check their answers in pairs and then with the whole class.
(3) The teaching procedure of Ramadan and Easter: the same as Martin Gras
Step3 Post task (Comparative study of Chinese and foreign festivals)
1. Show some pictures about the Chinese festivals to the students and have them try to identify the festival. Whether they can identify the festival or not, ask them to read the short description in English and share it with class.
(1) The Spring Festival
The Spring Festival is celebrated on the 30th day of the 12th lunar month. It’s an ancient Chinese festival and it is the most important one for Chinese. On that day, people will get together to have a reunion dinner on Chinese New Year’s Eve no matter how far he is. And children often get new clothes and money from their parents or relatives
(2) The Dragon Boat Festival
Chinese celebrate the memory of a great poet Qu Yuan on the 5th day of the 5th lunar month. On this day, the people eat some pyramid-shaped dumplings which are made of glutinous rice wrapped in bamboo or reed leaves and they often have a dragon boat race and throw some pyramid-shaped dumplings into the Yangzi River so that the fish or animals in it wouldn’t eat Qu Yuan.
2. Brainstorm: How many foreign and Chinese festivals do you know through today’s study? Can you compare them in details? Please work in pairs and compare a Chinese festival with one from another country.
A Chinese festival A foreign festival
The name of the festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, for example “family” and “peace”?
How old is the festival?
Step4 Homework:
Task: Comparative study of Chinese and foreign festivals.
Period 2 Speaking
Teaching aims:
1. To train students’ speaking ability through practicing their expressing and supporting an opinion.
2. To train students’ creative ability.
Teaching procedures:
Step1 Pre-task (Leading in)
1. Instruction: This class we will learn four new holidays, which new holiday do you like best and why? Please read and decide what a new holiday should be about.
2.Ask the students to read the message about the four new holidays on page 10 and decide what a new holiday should be about.
Step2 While task
1. Brainstorm: Ask the students to try to remember festivals as many as possible.
Instruction: What foreign festivals did we learn from last class? How about Chinese festivals? Among the foreign and Chinese festivals and four new festivals, which one do you like best and why?
2. Activity: Before the students tell their partners which one they like best, ask the students to write down their favourite festival and then have a game according to the instructions on page 30 of the teachers’ book.
3. Instruction: Then I’ll show you how Tom thinks. (Show the sample to the class) What sentences can express and support an opinion in English? Let’s see the useful expressions on page 10.
4. Ask the students to read the useful expressions.
5. Instruction: Please discuss in group of four and tell your group members why your holiday is the best one or why you like it best. (Then have students discuss in groups.)
6. Ask some groups to report in class.
Step3 Post task
(1) Ask the class to finish the following task.
Task: Create a new festival or holiday.
When would you celebrate it? Why would you celebrate it? How would you celebrate it? What theme would you use?
1.Name of the festival (holiday):
2.Date:
3.Meaning:
4.Themes:
5.How is the festival celebrated?
6. What is the symbol of the festival?
Ask the students to discuss and then ask some groups to tell the class why their festival or holiday is the best one.
(2) Divide the class into three groups and each group finish one of the following three tasks.
Situation1: Create a class festival
1. Show the key words to the students: honor, purpose, faith, respect, fix, on the day, in honor of, sing high praise for, in memory of…
2. Show the functional sentences to them.
1) Fix the festival on that day in memory of…
2) Celebrate the festival by…
3)Do this to play respect to…
Situation2: Work in groups. Imagine that you and three of your classmates are going to celebrate a festival. Please decide
1.when you will celebrate the celebrate
2. what you will do
3.where you will celebrate
4.what you will buy
5.what guests you will invite ……
Situation3: Work in groups. Imagine that you and three of your classmates are going to spend a holiday together. Please decide where you will go and what you will do.
*Show the functional sentences to them:
1. I think that we should go to the park and have a picnic because…
2. I think that the best way to celebrate is to have dinner at a restaurant and then go
to a karaoke bar because…
3. I think we should go on a trip to …and …because…
4. I think we should…
Step4 Homework
Project work: Work in group of four to create a new festival or holiday.
Period 3 Reading
Teaching aims:
1. Let students know about the history and culture of the festival.
2. Ask students to understand and respect other countries’ costumes.
3. To train students’ reading ability.
Teaching procedures:
Part I--------Pre-reading.
I. Task : Ask students to search the information about the Spring Festival in groups before the class:
II. Show students some pictures of festivals of China and other countries and ask them to guess what festivals they are.
Part II-------.While-reading
Step 1: I. Show students some pictures of Kwanzaa and ask them if they know this festival.
Show the word “ Kwanzaa” on the blackboard.
II.. Ask students what they want to know if they come across a new festival.
Ask students ideas then write their questions on the blackboard.
What…
When…
Who…
Why…
How…
(T: So today we are going to read an article, then you will get the answer)
Step 2. Ask students to read the passage as quickly as possible and then answer the following questions:
1. What is Kwanzaa?
2. When is the festival celebrated?
3. Who celebrate it?
Step 3. . Listen and read for the detailed information and finish True or False statements.
( 可参考目标练习册)
1. Kwanzaa is a very old festival. ( F)
2. People celebrate Kwanzaa from December 25 to January 1. (F)
3. The word Kwanzaa means first fruit in Swahili. ( T)
4. Kwanzaa is celebrated by all the Americans. (F)
5. Many things of the African first-fruit are the same. (T)
6. People celebrate it by lighting seven candles each day and discussing one of the seven principles of Kwanzaa. (F)
7. The holidays and festivals help us understand who we are, remember where we come from, and share our hopes for a happy future. (T)
Step 4. Dealing with difficulties in understanding the words and sentences.
I Ask students to read the text with the tape on and find out some difficulties in understanding the text.
II . Help students understand the following words and match them.
unity make decisions by oneself
nation strengthen , help (sth. sb.) to continue
self-determination country
support harmony(和睦), arrangement of aims of feelings
purpose that which one means to do.
creativity trust; strong belief; confidence
faith the ability of creating or making things.
III. Help students understand some long sentences:
1. Kwanzaa was born in 1966, when people created a new festival so that African Americans would be able to celebrate their history and culture.
Q: (1) When did African Americans create the new festival?
(2) Why did they create the new festival?
( If students still can’t understand, help them to translate it into Chinese.)
2. The festivals were a way to celebrate history and culture, as well as the new year.
Q: (1) Which festival, only Kwanzaa or all the first-fruit festivals?
(2) What do the festivals celebrate?
( If students still can’t understand, help them to translate it into Chinese.)
3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.
Q: (1) Is Kwanzaa a time for joy? Is it a time for learning?
(2) What does ‘since’ mean here?
(3) What do people do in Kwanzaa?
( If students still can’t understand, help them to translate it into Chinese.)
IV. Ask students to discuss two questions.
1. How did this festival come about ?
2. How to celebrate it?
( Give students some candles and other things. Ask them to act how to celebrate it. During the action, teacher can help students understand the principles.)
Part III. Post-reading
Step 1. Ask students to discuss one question:
What’s the meaning of creating a new festival?
Step 2.
task1: Ask students to fill in the form according to the text and the information they have got about the Spring Festival.
Name of the festival The Spring Festival Kwanzaa
When is the festival
Who celebrate it
Why do people create it
The principles of it.
How to celebrate it?
Step 2. task 2 : Ask students to compare the Spring Festival and Kwanzaa, then show the differences in groups.
Homework:
Task: Ask students to write an article about a festival which they are interested in.
Suggestions:
1. When and where is the festival celebrated.
2. The birth of the festival.
3. How to celebrate it.
Grammar
Teaching aims: Grasp the modal verbs---must, have to, and have got to
************************************************************************
Teaching procedure:
Step 1 Lead in
Fill in the blanks with ought to, should, had better do.
1. You should see a doctor about that.( It’s a good idea.)
2. You had better go to school tomorrow.(If you don’t go, something bad will happen.)
3. Teacher to student: if you want to pass this class, you had better finish all you assignments.
4. Students to teacher: if you come to my country, you should visit Kyoto.
5. You must try to get to work on time. (I want you to.)
When you trying to advise someone something, you can use should ,ought to, had better do. but make sure their degrees of strength are different. In this class, we’ll focus on “must”. It’s more forceful to express ideas.
Weak
(-------- )
(should/ought to )
(had better )
(must )
Strong
Open books
Step2: Ask Ss to look at the examples and find out the differences in meaning. (p12)
I. Summary for affirmative forms
1. You use must when you think it is necessary.
2. You use have to when someone else thinks it is necessary.
3. In informal English, you can use have got to instead of have to.
II. Fill in the blanks.
1.You must be back by 2 o’clock. ( I want you to do some cleaning)
. 2. He had to wait for his wife to come back at the door if he had lost his key.
3. I must phone my parents tonight.(I think they’ll be worrying about me.)
4. His sister is ill, so he had to stay at home to take care of his sister.
5. I’m tired. I must stop working to have a good sleep.
6.His parents have gone to visit his grandfather. He has to make dinner himself.
Step 3. Discuss the forms of must and had to.
1. We must go now.
We must go tomorrow.
2. I have to go to hospital.
Have you ever had to go to hospital?
I might have to go to hospital.
3.What do I have to do to get a driving licence?
Why did you have to go to hospital?
Karen doesn’t have to work on Saturdays.
Step4: Summary for negative forms: must not , do not have to
I. Examples:
You mustn’t tell George.(= Don’t tell George.)
You don’t have to tell George.(= You can if you like but it isn’t necessary).
II. Finish the sentences with mustn’t or don’t/doesn’t have to.
1. I don’t want anyone to know. You mustn’t tell anyone.
2. He doesn’t have to get to wear a suit to work but he usually does.
3. I can stay in bed tomorrow morning because I ___________________go to work.
4. Whatever you do, you _________________touch that switch. It’s very dangerous.
5. There’s a lift in the building, so we __________________ climb the stairs.
6. You_______________ forget what I told you. It’s very important.
7. Sue ________________ get up early. She gets up early because she wants to.
8. Don’t make so much noise. We ________________ wake the baby.
9. I _________________ eat too much. I’m supposed to be on a diet.
10. You _______________ be a good player to enjoy a game of tennis.
Step 5: Finish off the exercises on page 12,13
I. Look at the table and decide which is necessary and which is not. Make sentences using “must, mustn’t, have to, have not to” (p12)
II.Complete the sentences with have got to (p13)
Step6: Homework:
Workbook p79-80
Type of lesson: language study
Teaching aims: help the students to understand and use the following words and phrases.
hear about, believe, light, support, so that, take in gift symbol faith
Teaching aids: work sheet
***********************************************************************
Teaching procedures:
Step 1. Review the whole text.
Listen to the sentences and fill in the blanks. All the sentences are from the text.
1. Have you heard about Kwanzaa?
2. they used to honour their ancestors, celebrate their past, and the group or society they lived in.
3. Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa.
4. We should build and support our factories and shops.
5. Whatever the trick, if a person is taken in, he or she is called “April Fool!”
Step 2. Word study.
1. light
1）Understand the following sentences and find out the different property of the word “light”
a. A soft light came into her eyes as she looked at him. ( n.)
b. He was lighting the candle.(verb)
c. He ‘s lost a lot of weight: he’s three kilos lighter than he used to be.(adj)
d. Marriage is not something to be undertaken lightly.(adv)
e. Her eyes lit up with joy.(verb)
2) Summarize
2. support v&n
1). Read the sentences in Column A and find out the different meaning of the word in the sentence situation in Column B.
Column A.
1) Is this bridge strong enough to support heavy lorries? (d)
2) Will you support me in my campaign for election?(a)
3) This evidence supports my argument that she is guilty(e).
4) I was supported by my parents when I was studying.(b)
5) Such a barren (荒脊的) desert can support very few creatures.
Column B
a. to help sb/sth by one’s approval
b. to provide sb with the necessary money
c. to provide enough food and water to keep alive
d. to bear the weight of sth/sb
e. to help to show that a theory is true
2). Ask the Ss to make up sentences according to the given pictures
3.gift
ask the Ss to read the sentences and sum up the meanings of the word “gift”
1) Officials are not allowed to receive gifts from the public.( )
2) I have no gift for foreign languages. So I have to study English very hard to catch up with other students. ( )
Though John is very lazy in his study, he is a gifted boy, isn’t he? He always gets No.1 in the exams in his class. ( )
4. honour
1)ask the Ss to read the sentences and sum up the meanings and structures of the word “honour”.
it is an great honour to be invited.
May I have an honour to dance with you?
Will you honour me with a visit?
2)summarize
5. take in
1)Read the following sentences and get the different meaning of “take in” in each sentence by discussing with their partner.
a. She was homeless, so we took him in.( allow sb to stay in one’s home)
b. She took me in completely with her story.(deceive, delude or fool sb)
c. Fish take in oxygen(氧) through their gills（鳃）.（absorb sth into the body by breathing）
d. This dress need to be taken in at the waist.(make narrower or tighter by altering its seam)
e. The tour took in six European capitals.(include or cover sth)
f. I hope you can take in what I’m saying.(understand or absorb sth that one hears or heads)
2)Ask the Ss to translate the following sentences into Chinese.
Mrs. Brown is a kind old lady. One day when she was walking along the street, she saw a homeless boy begging(乞讨). Mrs. Brown tried to speak with him, but the boy seemed not to take in ( ) what Mrs. Brown was saying. He was so poor that Mrs. Brown decided to take him in ( ). Then she took the boy back home. Her neighbors advised her not to take in ( ) a stranger or she might be taken in ( ). But Mrs. Brown believes that virtue is its own reward(好人有好报).
6. so that
Rewrite the sentences
1) I got up early today . I could catch the first bus.
A.________________________________________.
B _________________________________________.
2) Mary worked very hard . Her classmate could not catch up with her.
A____________________________________________________.
B____________________________________________________ .
7.hear
1) Understand the following sentences and summarize the structures.
Have you heard the news? ( hear sth )
You are not to go – do you hear me! (hear sb.)
I heard that she was ill. (hear that …)
Through the wall ,I heard someone laughing. (hear sb. doing )
He was heard to groan. (be heard to do )
2) Ask the students discuss in groups and then choose correct prep. to fill in the blanks.
from of out about
I have only just heard about his remove.(听到关于某事的消息)
How often do you hear from your sister?（收到某人的来信）
I have never hear of the place / her.（听到或知道某事某人）
3) Practice: translate the following sentences into English.
1. 我们留心听，但什么也没听见。
We _____but could _____ nothing.
2. 我们还是听听他们要说些什么吧。
We’d better hear __________________.
Step 3. Write a passage
Write a short description of your favorite festival. Or you can create your own festival. You ctan use “hear about, gift, support, take in, faith, share, honour…”
Period 6 Integrating skills
Teaching aims: Get the information of festivals by reading.
Get Ss to know how to write an invitation.
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Teaching procedure:
Step 1. Fast reading
Read about these festivals and choose the correct pictures.
Step2. Detailed reading
Ask Ss to fill in the chart.
Festival Earth Day Martin Luther
King, Jr Day Day of the Dead April fool’s Day
When is the festival celebrated?
Where is it celebrated?
Why do people celebrate it?
How do people celebrate it?
Step3 Post-reading
Discuss these questions with partners.
1) Since most Chinese are more concerned about losing face than most westerners, would April Fool’s Day be so easily accepted? Why or why not?
2) What do you think “ the first of April is the day we remember what we are the other 364 days of the year.”
3) Why do so many festivals honor our ancestors?
4) What do you think “ a day on, a day off!” means?
Step 4 Extension
Ask the students to look at the four pictures and describe what they see in the pictures.
Possible answers:
1. Easter : It is the most important holiday in spring, especially for Christians(n.基督徒). It can be any Sunday between March 22 and April 25. Many people celebrate it by buying new clothes. Children celebrate by hunting for colored eggs that their parents have hidden around the house. People also give Easter baskets filled with candy and other good things to one another to celebrate the day.
2. Thanks Giving Day: It is a national day in the U.S.A. which is celebrated on the fourth Thursday in November. It is a time for remembrance and for giving thanks. The family eats many kinds of delicious food, such as turkey and pumpkin pie.
3. Mother’s Day: About 100 countries in 5 continents now have this festival. In the United States it celebrated on second Sunday in May. Many people follow the custom of wearing a carnation on that day and children honor their mothers with cards, gifts, and flowers.
4. Halloween: At the end of October Americans will celebrate this holiday. The stores have been full of pumpkins, costumes, and candy for weeks. On October 31, children dress up, go to their neighbors' homes, say “Trick or treat”, and receive a lot of candy.
Step5: Writing
I. Give Ss the sample writing.
1.Formal Letters of Invitation
Mr. and Mrs. Andrew K.K. Wang
request the pleasure of your company
at a dinner
in honor of their parents
Fiftieth Wedding Anniversary
on Sunday, the fifth of July
at eight o'clock
New Asia Hotel
100 Deep Water Bay Road
Hong Kong
R. S. V. P. 谨订于七月五日星期日晚八时在香港深水湾道100号新亚洲大酒店为我们父母的金婚纪念举行晚宴，敬请
光临
王楷康夫妇敬约
敬请回复
2. Informal Letter of Invitation
Dear Miss Smith,
I would like to invite you to my house this coming Sunday. My brother Peter will be staying with us for a few days during the Christmas holidays and my wife and I have planned for him a family dinner so that he can meet some of our friends. We should be delighted if you could join us. I hope you will let me know that you can come.
Yours
Peter
II. Ask Ss to list things to include in an informal invitation. (见目标练习)
1. What?
2. When?
3. Who?
4. Why?
5. Where?
6. Pictures and colors.
III. Get the Ss to write their own invitation.
篇14：初中八年级上册英语精选教案教学设计
一、学情分析：
八年级2班级：93、94共有学生115人，两班学生基础参差不齐，一头一尾差别大，学习风气不好，学习态度很不端正，缺少上进的动力。另外，学生在情感态度以及学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习、课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不留意知识的巩固和积累。
本学期的重点将继续学习词汇和习惯用语，学习的语法知识点有：频率副词、询问情况、方式状语、提出邀请、形容词比较级、最高级等。其中状语从句和形容词是本册的难点，将重点学习。
二、目标
通过学习激发学生的学习热情，养成良好的学习习惯，有明确的学习方向，掌握一定的学习策略，能够真正学会用英语做事情。
力争使合格率有大幅的提升，同时注重优等生特别是尖子生的培养
三、提高教学质量的措施：
1、认真钻研教材，提高自己驾驭教材的能力;
2、积极参与课堂改革，将学生充分调动起来;
3、准确引导尖子生，抓好中等生，辅导好学困生;
4、作业做到及时批改，发现问题及时反溃或单独辅导;
5、认真备课，认真指导，尽量提高四十五分钟的效率;
6、天天背诵课文中的重要语段，培养语感;
7、规定早读内容，加强监督，保证早读效果。
8、坚持单元检测的形成性评价制度，在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识;
9、加强对学生学习策略的指导，为他们终身学习奠定基础;
10、充分利用现代教育技术，利用计算机和多媒体教学软件，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学质量。
篇15：Unit 3-6 重点词组U5(人教版高二英语上册教案教学设计)
1.an advertising firm; advertise for 登广告征求、找寻
2.complain to sb of/ about sth; make complaints
3.persuade sb (not) to do sth说服了; persuade sb into/ out of doing sth
4.in order (of) 按(….的)顺序
5.take … into consideration
consider doing考虑 consider sb/ sth to be/ as 认为，看作
6.make/take notes of 做笔记
7.make a list of = list
8.in charge of管理-in the charge of 在…的管理下
charge要价，索价charge (me) 300 for a haircut
charge sb with doing sth 指控某人accuse sb of sth
9.be to blame 应受到责备 Who is to blame for the broken glass?
blame sb for sth; blame sth on sb 把某事怪到某人的头上
10.be concerned about关心，担忧
be concerned with 和..有关
concerned adj. 担忧的，担心的 concerned parents
有关的（后置定语）the people concerned
concerning 关于(介词) Concerning your request, I am pleased to inform you that…
11.take (full) advantage of 充分利用 have an advantage over sb 比…
12.on/ over the radio, by radio on the phone; over the phone; by phone
13.post张贴 poster海报 Please post up the notice.
14. react to起反应 (respond to); react on有影响，有作用
15.inform sb of sth通知 informed了解情况的，见闻广识的
16. critic n.批评者 criticize (vt.) criticism n.
critical adj. 批评性的;
危急的，紧要关头的，关键时刻的
at the critical moment
a matter of critical importance极为重要
a critical stage in his illness
17.associate …with联系 (NBA association)
结交Don’t associate with bad boys.
18.get across传播;被理解，让…听懂
19.appeal to投合（兴趣）The idea appeals to me.
呼吁，恳求I appeal to your sense of justice/ responsibility.
The government is appealing to everyone to save water.
求助于He appeals to me for help.
上诉 He appeals against the judge’s sentence.
n. His appeal for forgiveness went unanswered.恳求，呼吁
The game has lost its appeal.吸引力
上诉权the right of appeal
20.keep an eye out for 当心，警惕
keep an eye on照看，照料
21.attract one’s attention to
pay attention to
draw one’s attention to吸引
devote one’s attention to专心于
fix one’s attention on
22.we differ from/ with(和) them on/about/over (关于)the question.
We differ in interests.(在某方面)
make a/ no/ some difference 有影响，有关系
23. attach …to…
1) 使附属于，使参加（某个团体）
The school is attached to (ZNU) Zhejiang Normal University.
I got lost so I attached oneself to another agency.
2)重视，认为…有重要性
He attaches great importance to study.
3)与…有关联
No blame attaches to him for the accident.
No blame can be attached to him…
be attached to喜欢，依恋
24.make a bargain with sb over sth关于sth和sb达成协议，做成交易
25.make sense有意义的 makes no sense 毫无意义
26.name sb as任命，指定
27.distinguish between A and B; distinguish A from B区别，辨别
distinguish oneself 表现突出
28.hand in hand 手拉手，密切关联的
篇16：Unit 3-6 重点词组4词组(人教版高二英语上册教案教学设计)
U1.fix one’s attention/ eyes on集中注意力于
2.Identification Card 身份证
3.at first sight; lose one’s sight; at the sight of ;catch sight of;
out of one’s sight/beyond one’s sight/ in one’s sight
景色，景象（可数，常用复数）The sunrise is a beautiful sight.
4. have an appetite for (knowledge) 求知欲
5. at the appointed time
keep/break one’s appointment
make/fix an appointment with sb
6.be calculated to旨在，用意在
calculate on 指望
7.on purpose故意地; for the purpose of 为了…的目的
8.at one’s expense由某人负担费用
at the expense/ cost of牺牲，以…为代价
9. supply sth to/for sb; supply sb with sth
provide sth for sb; provide sb with sth
10.look out! = watch out!
look out for sth小心;留心, 找寻
11.be involved in (trouble) 卷入,忙于
12. the private/ state enterprise (私营/国营)企业
a spirit of enterprise 进取精神, 事业心
13. abandoned practice抛弃了的，废弃了的做法
14.a large amount of/ amounts of +u.n
15.experiment with/ on (animals)用…做实验
16.You deserve punishment/ punishing/ to be punished.
(同need/ want/require)
deserve attention值得注意
17.or else否则
18.be designed to do / for sth/sb专为…设计的，打算
be intended for/ to do
19.在脑海中出现某种想法A good idea occurred to me.
It occurred to me that…
20.in view可以看到，在望，临近
in view of 考虑到，鉴于
21.a bunch of 一束
22.lead a cosy life; a cosy little house
23.on a large scale大规模的
24.name after以…命名
25. in detail 详细地
★ 初二上英语作文
★ 部编版是人教版吗
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