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16春八年级下新目标作文

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16春八年级下新目标作文(（共13篇））由网友“钻石别针杀了她”投稿提供，小编在这里给大家带来16春八年级下新目标作文，希望大家喜欢!

16春八年级下新目标作文

篇1：16春八年级下新目标作文

I lie on the desk, his right hand kept flipping the rubber, staring out the window and dynamic scene: grass in the race to see who should first emerged; flowers in the competition to see who the most graceful and charming; sparrows in the game to see who is the winner and losers. Slowly, I fell into deep memory.

篇2：16春八年级下新目标作文

Frankly speaking, I want to be a writer in my future. As a student major in Applied Chemistry, someone will absolutely doubt that why I have such a silly idea in my mind. As follows, I will list my reasons why I select writer to be my future career:

Firstly, there is no doubt that writer is a sacred job worldwide, the writer can use their pen to express their own opinion on the sociaty's contemporary situation and propose the suggestion.

Moreover, writer is a quite an enjoyable job. As a writer, I can have a visit all over the world to collect my writing topic. Taking eating for example, for the aim to advocate a healthy diet eating, I can try different kinds of delicious food to text their nutrition. How enjoyable it is.

篇3：16春八年级下新目标作文

Dear Mum,

I finished my end-of year exams last week and got my report card today.I always feel nervous when I got my report card,but luckily I did Ok this time.My Chinese teacher said I was the best in class,because I had a really hard time with it .But my worst report was from my math teacher.He said I was lazy.And my science teacher said I could do better.That`s all for my report card .Best wishes.

Tom

篇4：16春八年级下新目标作文

Dear Looking for Help,

There are lots of things you could do. First, you could talk it over with her. Encourage her to return what she borrowed from you, or tell her how much it annoys you. If it means nothing to you cousin, you shouldn't lend her anything. Second, you could borrow a dictionary from her. Let her learn that you also need something. Maybe she could return your things to you.

篇5：新目标八年级下英语教学计划

《新目标英语》八年级下册，全书共有十个单元，另两个复习单元。本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、间接引语、时间状语从句、条件状语从句、反意疑问句等。同时每个单元后都提供了一篇阅读文章，用以训练学生的.阅读能力，扩大学生的阅读量。

以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读七至八年级学生的阅读短文，克服生词障碍，理解大意。能与他人合作，解决问题并报告结果，共同完成学习任务。在学习和日常交际中能注意到中外文化的差异。

初二年级通过初一年半的英语学习，有些学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有不少学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。针对种种问题，在本期的英语教学中，采取以下提高教学质量的措施。

1、认真专研教材和课标，精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。

2、充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。

3、在英语教学过程，应注意教养学生综合运用英语的能力。在培养学生阅读能力的同时，注意加强听、说技能的训练，促进学生综合运用英语的能力。

4、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

5、多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。注重个别辅导，在面向全体学生的基础上，培优补差。

6、不断学习，加强自身素质和业务能力的提高。

篇6：新目标八年级下英语教学计划

一、指导思想

为促进教育教学质量的提高，在本学期的英语教学中，要坚持以下理念的应用：1、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；

2、突出学生主体，尊重个体差异；

3、采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；

4、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

二、全期教学总目标

学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。

三．教材简要分析

《新目标英语》八年级（下册），全书共有十个单元，另两个复习单元。本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、间接引语、时间状语从句、条件状语从句、反意疑问句等。同时每个单元后都提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的阅读量。

四、学情简要分析

整体而言，学生成绩和学生的学习态度的两级分化十分严重，少部分英语基础好的优秀学生，不管是在学校，还是在家，都能认真学习、主动思考问题，同时还能够及时反馈学习情况，在他们身上，教和学得到了比较好的统一。与此相反的是，另一部分同学英语基础很差，有些连26个字母都不能背全；学习态度也十分懒散，不但不愿学，不想学，还影响课堂纪律，影响他人学习。其他大部分学生属于中间层次，虽然不太吵，但学习情况依然很不理想，还是存在很多不想学不愿学的情况。总的来说，学生在英语学习上所存在的问题主要表现在:

(1)听、说、读、写等方面的基本技能未能掌握，连音标和单词的拼读都没有掌握好；

（2）受方言影响，多数同学的发音不准确。

(3)单词量掌握较少。

（4）上课时精力不集中，对英语有一定的抵触心理；

（5）学生整体的惰性还是很强，自觉性很差。

（6）学生在情感态度,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；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，不注意知识的巩固和积累。

五、提高教学质量的可行措施及教改措施

一、面向全体学生，注重素质教育。

二、以学生为主体，尊重学生个体差异。

三、采用活动途径，倡导体验与参与。

六、开发课程资源，拓展学用渠道。

具体来说：

1.认真专研教材和课标，精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。

2.充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。

3.多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。

4.积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语手抄报比赛、学唱英文歌曲，课前五分钟活动等。

5.注重个别辅导，在面向全体学生的基础上，培优补差。

6.不断学习，加强自身素质和业务能力的提高。

七．教学进度安排

Unit16课时第一周----第三周

Unit25课时第三周---第四周

Unit35课时第五周---第六周

Unit45课时第六周---第七周

Unit56课时第七周---第八周

ReviewandMid-Test5课时第九周

Unit65课时第十周------第十二周

Unit75课时第十二周---第十三周

Unit85课时第十三周---第十四周

Unit95课时第十五周---第十六周

Unit105课时第十七周---第十八周

ReviewandFinal-Test11课时第十八周—第二十周

篇7：新目标八年级下Unit5学生作文

新目标八年级下Unit5学生作文

Dear Mr. Brown

I have decided that I will join Lions.

If I join the Lions, I will be famous, and people all over the world will know me.

If I join the Lions, I will also make a lot of money, and give money to schools and charities to help people. And I also need money to travel around the world.

The most important reason is I love playing soccer. This is a great chance for me.

Sincerely

Michael

Dear Mr. Brown

I have decided that I won’t join the team.

If I join the team, I will never go to college, but I really want to get an education.

If I become famous, people will watch me all the time and follow me everywhere.

I love soccer , because it can make me happy. But there are many other interesting jobs I would like. They can also make me happy.

If I play sports for a living, my job will sometimes be very dangerous.

And I know many famous people complain that they are not happy. I want to make a lot of money, but I think money isn’t everything.

So I won’t join your team.

Sincerely

Michael

篇8：八年级英语新目标下unit2 教案

八年级英语新目标下unit2 教案

A TEACHING PLAN FOR--- “Maybe you should learn to relax!” Teaching Key Points and Difficulties 1. Help the students understand the passage well. 2.Improve the students’ reading ability. 3..some useful phrases and words: not…until, as…as possible, compare…with/to…, find+it+adj+(for sb) +to do sth. see sb doing/do sth Teaching Procedures Step 1 Warming up. Ask the students the following questions: Do you have too much homework to do? What homework do you have to do ?Yes, English homework, math homework, Chinese homework, history homework, and so on. Maybe you often feel tired, and you are under too much pressure. On the other hand , you have to study for tests, for your future. To make your parents happy, you have to study harder and get higher grades. So you are under too much pressure. You need to find some ways to relax. When you are tired, when you are under too much pressure, what do you often do to relax ? Do you often do after---school activities? What after---school activities do you often do? Do you want to know the students’ lives in other countries? Now, let’s read the passage and find what the students’ lives in other countries and what the children need.. Please open your books to Page16. Step 2 Skim reading. 1. Have the students read through the passage and try to find the answer to the following questions: What do the children need? 2.Encourage some students to tell the class the answers to the questions and the others correct the mistakes if any. Answers : On the one hand, children need organized activities. On the other hand, they also need time and freedom to relax, and they need time to do things by themselves. (Children need time to plan things for themselves) Step 3 Intensive reading Get the students to read the passage once more with the following statements in mind, then do TRUE or FALSE! 1)Cathy Taylor’s three children are very free, and they often get home early. 2)The Taylors never take their children to after---school activities or try to fit as much as possible into their kids’ lives. 3)Parents see other children taking part in after---school clubs, but they think their own children should relax. 4) Parents never compare their own kids with other children. 5)Linda Miller thinks that the pushy parents’ action is right. 6 )Dr Alice Green thinks that the parents shouldn’t plan their kids’ lives for them. Answers: 1) F Cathy Taylor’s three tired children are very busy and they do not get home until 7 pm.(not …until..) 2) F The Taylors take their kids from activity to activity and try to fit as much as possible into their kids’ lives. (as…as possible..) 3)F Parents see other children taking part in after―school clubs, and they feel their own children should do the same. ( see sb doing sth) 4)F Parents are always comparing their kids with other children. (compare…with /to….) 5) F Linda Miller thinks that the pushy parents’ action is crazy, and people should not push their kids so hard. 6)T Because if parents plan their kids’ lives for them , their kids might find it difficult to plan things for themselves when they are adults. ( find+it+adj+(for sb) +to do sth. ) (Explain the key points and structures) Step 4.Read new words First, the students to read the new words and expressions by themselves ;Then the teacher correct mistakes if any. Step 5.Read the passage Ask the students to read the passage after the tape by themselves .(Teacher doesn’t use the pause key) Step 6 Retell Give several minutes to the students and encourage them to retell the passage with their own words. Step 7 Discuss Read these statements. Is the situation the same in China? Discuss with your partner. ___ American and British children do many after--school activities. ____Many children are under pressure. ____Parents these days push their children much harder than before. ___Competition between families starts at a young age . ___ Children should have free time to relax. Homework: 1. Encourage each student to write a letter to Cathy Taylor. 2.Read aloud the passage in Section 2 (Blackboard Design:) 1. busy , not …until 2. from activity to activity, try to fit as much as possible into…lives. 3. see other children taking part in…activities, do the same 4.compare…with… 5.crazy. Parents shouldn’t push their children so hard. 6.The children might find it difficult to plan things for themselves. Question’s answer: organized activities, time and freedom, time to do things by themselves Sentences: 1. She was ill, so she didn’t get up until 9 am. 2.To catch up with the other runners, he ran as fast as possible. 3.She saw some people swimming in the river when she was in the boat, 4.Parents often compare their kids with other children. People often compare the children to beautiful flowers. 6.Do you find it difficult to talk with your parents? 更多精彩；英语教师网英语教师网论坛

篇9：新目标八年级英语下Unit7教案

新目标八年级英语下Unit7教案

新目标八年级英语下Unit7教案 Unit 7 Would you mind turning down the music ? Analysis of Unit 7 Teaching goals: 1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。 2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。 Important points : A: Would you mind doing sth ? B: I’m sorry .I’ll do it right away . A: Would you mind not doing sth ? B: Sorry. We’ll go and play in the park . Difficult points : 比较: Would you mind (not) doing sth ? Could you please do sth ? Please do sth . You have to do sth . Structures: Would you mind cleaning your room ? I’m sorry .I’ll do it right away . Would you mind moving your bike ? No, not at all .I’ll do it right away . Period 1 Teaching procedures: Step 1 Assign the task Write the following requests on the Bb : Can you give me the book ? Please give me the book . Would you mind giving me your book . Explain that the last example is a very polite way of making a request . Step 2 Warm up Section A(1a-1c) SB Page 52 ,1a . 1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it . 2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture . 3. Correct the answers . SB Page 52 ,1b . 1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen . 2. Play the recording a second time .Correct the answers . SB Page 52 ,1c. 1. Ask two students to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests . 2. Ask two pairs to say their conversations to the class . Step 3 Pre-task Section A (2a-2c) SB Page 53 ,2a . 1. Read the instructions with the students .Play the recording the first time .Ss only listen . 2. Play the recording a second time .Ask Ss to write the number of each conversation . 3. Correct the answers. SB Page 53 , 2b . 1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class . 2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses . 3. Correct the answers . SB Page 53 , 2c . Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above . Step 4 Grammar Focus 1. Review the grammar box .Ask students to say the statements and responses . 2. Ask students to talk about the differences among the different sentences . Exercise: 汉译英: a) 你介意把门关上吗？好的，我马上就办。 b) 你介意把收音机关小点儿声吗？不，一点也不。 c) 请不要在教室里大声说话好吗？对不起。教学后记: Period 2 Teaching procedures : Step 1 Pre-task SB Page 54 , 3a . 1. Read the instructions .Point to the pictures .Ask Ss to explain what is happening in each picture . 2. Point to the note .Ask Ss to read the note and fill in answers . 3. Check the answers . SB Page 54 , 3b . 1. Read the instructions .Point out the list of requests and commands in the box . 2. Ask Ss to make conversation like the sample dialogue . 3. Ask several pairs to say one of their conversations to the class . SB Page 54 , Part 4. 1. Ask Ss to complete the work in groups . 2. Ask a few students to share the sample conversation . Homework : 完成对话 A: mind up ? You to help me in the kitchen . B: OK .I’ll get up right . Do I have to the dishes . A: Yes , and you have to help me dinner . B: OK . When I finish , you help me my homework ? A: Sure . 教学后记: Period 3 Teaching procedures : Step 1 Assign task Teach the new words . SB Page 55 , 1a . 1. Read the instruction and ask Ss to read each situation and think about the two questions . 2. Ask some students to share their answers with the class .Ask other students whether they agree with the opinions or not . SB Page 55 , 1b . 1. Help the students understand that something that is unpleasant or something that bothers you is annoying . 2. Then ask the students to number the ideas from most annoying to least annoying . 3. Ask the class to vote on the most annoying item on the list . SB Page 55 , 2a . 1. Read the instructions .Play the r4ecording .This time Ss only listen .Answer any questions they have about the recording . 2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures . 3. Correct the answers . SB Page 55 , 2b . 1. Say , Listen to the three conversations again .This time write the situations ,problems and solutions in the chart . 2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books. 3. Check the answers . SB Page 55 , 2c . 1. Read the instructions .Point out the problems in activity 2b . 2. Ask one or two students to say the conversations to the class . Step 2 While-task SB Page 56 , 3a. 1. Read the article to the class .Ask Ss which words they don’t understand. Write these words on the board . 2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen. 3. Correct the answers with the class . SB Page 56 , 3b . 1. Look at each picture with the class .Ask different students to tell what is happening in each picture . 2. Read the instructions and ask students to complete the activity on their own . 3. Check the answers . SB Page 56 , Part 4 . 1. This activity provides speaking ,listening and writing practice using the target language . 2. Ask students to complete the work in groups . 教学后记: Period 4 Teaching procedures: Step 1 Self Check SB Page 57, Part 1 . 1. Ask Ss to fill in the blanks on their own .Check the answers. 2. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful . SB Page 57, Part 2 . 1. Ask the students what might be annoying in the picture . 2. Ask the students to write the letter on their own . 3. Ask a few students to share their letters . Step 2 While-reading SB Page 58 , Section 1 . 1. Read the title .Ask the students to predict what they think the article is about based on the article . 2. Look at the picture .Ask students to describe what is happening in the picture . SB Page 58 , Section 2 . 1. Encourage Ss to use the reading strategy of scanning for specific information . 2. Ask Ss to read the article carefully once time .Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest ,guessing the meaning of words and phrases from the other words around them. 3. Ask the Ss to read the article again for comprehension . SB Page 58 , Section 3 . 1. complete the task .Ss can work individually or in pairs . 2. Check the answers . 3. Practice students’ speaking and listening skills . Homework: 词组翻译 1. 控制你的声音 2. 熄灭 3. 例如 4. 在公共场所 5. 捡起垃圾 6. 实际上 7. 排队 8. 变得气恼教学后记:

篇10：新目标八年级英语下Unit8教案

新目标八年级英语下Unit8教案

新目标八年级英语下Unit8教案 Unit 8 Why don’t you get her a scarf ? Analysis of Unit 8 Teaching goals : 1. 掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质。 2. 通过学习如何赠送礼物，对比中西方文化的不同。 Important points : 1. What should I get sb ? 2. Why don’t you get/buy sb sth ? 3. What about /How about sth ? 4. It’s/They are too + adj . 5. Present perfect tense . Difficult points : 1. too + adj : 太… 2. adj + enough :足够 Sructures: 1. What should I get my sister ? 2. Why don’t you get a camera ? hat’s too expensive . 3. How about some tennis balls ? hey are too cheap . 4. What about a watch ? That’s too personal . 5. What’s the best present you have ever received ? A bike . Period 1 Teaching of new lesson Step 1 Assign the task In this unit students learn to compare qualities . SB Page 60 , 1a . 1. Ask Ss to read the list of gifts and any words they don’t understand .Use simple drawings or use the words in other sentences to explain their meaning . 2. Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of ? Add them to the chart . 3. Discuss the answers . SB Page 60 , 1b . 1. Point out the picture and the gifts in the second boy’s thought bubbles .Ask Ss to say the name of each gift . 2. Then ask a pair of students to read the conversation . 3. Play the recording the first time .Ss only listen . 4. Then play the recording a second time .Number the sentences from 1 to 4 . 5. Check the answers . SB Page 60 , 1c . 1. Read the instructions and then have Ss work in pairs . 2. Check the answers by calling on several different pair of students to say their conversations to the class . Step 2 Warm up SB Page 61 , 2a . 1. Point out the chart and read the instructions .Say , You will hear three conversations .After each conversation , put a check after the name of the person who is going to receive the gift . 2. Play the recording and ask Ss to make checkmarks in the chart . 3. Check the answer . SB Page 61 , 2b . 1. Point out the suggestions and Comments .Review the meaning of any terms students are not sure of . 2. Point out the sample answers . 3. Play the recording several times .Fill in the suggestions and comments on this chart . 4. Correct the answers . SB Page 61 , 2c . 1. Ask two students to read the example in the sample dialogue in activity 2c .Say , Please work with your partner . 2. Ask one or tow pairs of students to say their answers to the class . Step 3 Grammar Focus Review the grammar box .Ask students to say the statements and responses . Exercise Cdesigning for Period 1: 汉译英 1. 我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！ 2. 为什么你不给妈妈买一条围巾呢？那不够有趣。教学后记 Period 2 Teaching of new lesson Step 1 Pre-task SB Page 62 , 3a . 1. Point out the chart in activity 3a .Review the meaning of any words Ss don’t understand . 2. Ask Ss to work in pairs . 3. Point out the example in the sample dialogue .Then complete the first question and answer exchange with a student . 4. Ask the pairs to continue on their own .Move around the room checking the progress of the pairs . 5. Correct the answers . SB Page 62 , 3b . 1. Read the instruction .Say ,This activity is just like activity 3qa .But this time you are going to talk about real gifts that you have received . 2. Ask a pair of students to read the example in speech bubbles to the class .Ask several other students to do this . 3. Then ask Ss to work in pairs .As they talk , move around the room checking progress and offering language support as needed . Step 2 While-task SB Page 62 , Part 2 . 1. Read the instructions .Ss can practice several times . 2. Ask two students to read the dialogue . 3. Ask Ss to complete the work in pairs . 4. Ask a few students to share the sample conversation . Exercise designing for Period 2: 完成对话 A: What’s the best Vera has ever ? B: A bracelet . A: When Vera it ? B: his tenth birthday . A: Who it to him ? B: His grandma . A: a lucky guy ! 教学后记: Period 3 Teaching of new lesson Step 1 Assign task SB Page 63 , 1a . 1. This activity reviews earlier vocabulary and introduces some new words . 2. Point out the pet shop in the picture .Ask different students to point to and say the names of the animals they see there . 3. Read the instructions .Ask Ss to write the names of the animals in the picture in the correct parts of the diagram . 4. Discuss the answers . SB Page 63 , 1b . 1. Ask a student to read the example in the sample dialogue . 2. Ask Ss to do the activity in small groups . 3. Ask different students of each group to tell the class what is the most unusual pet and most popular pet . SB Page 63 , 2a & 2b . 1. Point out the write-on lines on front of each pet .Say , You will listen to the recording and write your answers on these lines . 2. Read the instructions and answer any questions students may have. 3. Play te recording . 4. Correct the answers . SB Page 63 , 2c . 1. Read the instructions for the activity 2. Point to the example .Ask two students to read the questions and answers to the class . 3. Then have Ss work in pairs . 4. Check the answers by calling on different pairs to do one question and answer each . Step 2 While-task SB Page 64 , 3a . 1. Read the story to the class .After you finish ,ask if Ss have any questions about the words or phrases on the article . 2. Say ,Now read the story again .Write the answers to the two questions . 3. Check the answers . SB Page 64 , 3b . 1. Point to the picture and read the instructions . 2. Point out the list of good and bad things about hamster . 3. Ask Ss to finish the writing on their own .Ask Ss work , move around the classroom checking the work . 4. Ask a student to read his or her completed article to the class . SB Page 64 , 3c . 1. Read the instructions . 2. Remind Ss not to say the name of the animal they are writing about on their articles . 3. Ask Ss to write their articles on their own . SB Page 64 , Part 4 . 1. Read the instructions .Ask if any students have pets .If so ,ask about the advantages and disadvantages of such pets . 2. Ask a few groups to share their lists . 教学后记: Period 4 Teaching of new lesson Step 1 Self Check SB Page 65 , Part 1 . 1. Ask Ss to fill in the blanks on their own . 2. Check the answers . 3. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful . SB Page 65 , Part 2 . 1. Read the instructions . 2. Ask Ss to read the passage on their own . 3. Ask Ss to work on their own . 4. Ask a few groups to share their lists . Step 2 While-reading 1. Ask Ss what English songs they like best .Then look at the picture .Ask Ss to describe what is happening in the picture . 2. Read the reading strategy with the students. Encourage Ss to use it to read the story . 3. Ask Ss to read the article once .Ask Ss to raise their hands and say which words and sentences they don’t understand . 4. Ask Ss to read the article again for comprehension . SB Page 67 , 3a . 1. Ss complete the task .Remind them to look at the story again for extra help . 2. Check the answers . SB Page 67 , 3b & 3c . 1. Read the instructions with the students . 2. Ss complete the task . 3. Check the answers . Exercise designing for Period 4 : 按要求写出下列单词 1. cheap(反义词) 2. interesting(反义词) 3. person(形容词) 4. lucky(名词) 5. friend(形容词) 6. agree(反义词) 7. good(最高级) 8. usual(反义词) 9. care(副词) 10. spend(过去式) 教学后记:

篇11：新目标八年级下重要的词组

一词组

1 too much2 lie down 3 see a dentist

4 get an X-ray 5take one’s temperature 6在….上敷药

put some medicine on 7 have a fever 8 play computer games.9 all weekend 10 take breaks 或者用take a break 休息

11 without thinking twice 没多想 12 go to a doctor 13 get off 14 take sh. to the hospital 15 wait for 16 to one’s surprise 17 thanks to 18 in time 19 think about 20 have a heart problem 21 get to +地点 22 right away 23 get into trouble 24 do the fight thing 25 fall down 26 play soccer 27 put ….. on sth. 28 a few +名词复数 30 get hit 被打击

31 get sunburned被晒伤 32 be interested in 33 be used to +动ing

习惯于 33 take risks 或者 take a risk 冒险 34 lose one’s life 失去生命 35 because of36 run out (of) 用完，耗尽37 cun off 38 get out of 从…..出来 39 make a decision 40 be in control of41 think about 42 go (mountain) climbing去爬山 43 give up +动词ing

二句型

1 need to do sth 2 see sb doing sth 3 ask sb to do sth.

4 ecpect sb to do sth 5 agree to do sth 6 help sh to do sth7 want to do sth 8 tell sb to do sth 9 have problems (in) doing sth 有困难做某事 10 be used to doing sth 或者get used to doing 习惯于做某事 11 use sth to do sth 用某物做某事 12 seem to do st 13 keep on doing sth 继续做某事 14 mind doing sth ,介意做某事。

三句子

1 what’s the matter (with sb)?

What’s wrong with sb?

What’s the trouble with sb?

What happened (to sb )?

2 There is something wrong with……

3 I have a fever ./ a cold/ stomachache/backache

4 I have a sore throat .

5 He hurts his leg..

6 Are you OK?

四 should 情态动词，翻译为应该，应当。

建议 Would you like to do sth?

Why not do sth ?

let’s do sth

You’d better not do sth .

Shall I /we do sth.?

七单元

1 take in2 in the face of 3 at birth 4 talk about 5 as you can see 6 as far as I know 7 mountain climbing 8 give up 9 up to 10 prepare…for 11 walk into 12 fall over 13 take care of 14 die from 15 cut down 16 or so 17 in the future 18 because of

19 in danger 20 risk my life

句型

1 any other +名词单数 2 feel free to do sth.

3 one of +the+形容词的最高级+名词的复数谓语动词用单数（翻译为最。。。。。。。。之一） 4 what’s the +形容词的最高级+in the world? 世界上最。。。。。。是什么 5 How high is…….?....有多高？ 6 protect …….from (或者against) doing sth? 7 stop sb.from doing sth. 8 keep sb from doing sth. 9 spend doing sth. 10 succeed in doing sth. 11 There is/ are doing sth.有某人正在做某事。12 teach sb about sth 13 send sb to do sth.

八单元

1 go to sea 2 full of 3 grow up 4 put…down 放下，记下 5 at least 6 hurry up 7 on the island 8 have nothing 9 bring back to +地点 (带回到某地) 10 give up 11 wait for 12 cut down 13 the marks of 14 on the sand 15 not long after that 之后不久 16 a broken ship 17 a piece of+不可数名词 18 in the middle of 19 leave behind 遗忘，留下 20 go to the movies =see a film 21 more than 22 a bit +形容词（有点。。。） 23 a bit boring 24 fight over 25 full of feelings 26 on the radio 27 think about 28 come to realize 29 ever since then 30 a kind of 31 the importance of ……..32 belong to 33 each other / one another 34 do some research35 become famous

36 find out 37 at the end of the day

句型

1 arrive in+地点 arrive at +地点 2 learn to do sth 3 see sb.doing sth 4 help sb (to ) do sth 5 name sb/sth 6 teach sb sth 7 teach to do sth 8 ues sth to do sth

9 be interested in doing sth 10 can’t wait to di st 12 used to do sth 13 be kind to sb 14 hope to do sth 15 have time to do sth

九单元

1 a great way to do sth 2 It’s unblievable that+句子很难相信。。。。。。3 watch sb doing sth 4 watch sb do sth 5 encourage sb .to do sth 5 as +形容词原级 + as

6 have prombles (in) doing sth . 7 seem +adj.8 the best time to do sth 9 choose to do sth 10 tell sb to do sth. 11 something new 12 something to eat 13 something differernt 14 learn about 15 put up 16 much bigger 17 in such a rapid way 用如此快速的方式 18 a couple of 19 hear of 20 take a ride 21 thousands of 22 in Southeast Asia 在东南亚 23 take a holiday 24 on the one hand 一方面 25 more淌汗 26 three quarters 3/4 27 whether ..or 28 at night 29 during th daytime 30 close to 31 far from 33 all years round

十单元

1 how long 2 have a yard sale就行庭院拍卖会 3 giveaway

4 not…..anymore 5 welcome to 6 a bit 7 board gome 8 check out 9 a bread maker 10 grow up 11 clear out 12 a lot of 13 no longer 14 at first 15 for example16 as for 至于 17 to be honest 说实在的 18 on weekends 在周末 19 at least 20 millions of 21 search for 22 according to 23 across from 24 in order to do sth

篇12：人教版新目标英语八年级（下）教案

Unit 1 Will people have robots ?

Teaching goals:

1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.

3. There be 句型的一般将来时.

4. more , less , fewer 的用法.

5. 学习一般将来时态的相关知识，学会对未来进行预测.

6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.

7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.

Important and difficult points :

1. will构成一般将来时态的句式。

2. There be 句型的一般将来时态。

3. more , fewer , less 的用法。

4. How to make predictions .

Period 1

Teaching procedures:

Step 1 Leading in

1. Greetings: Welcome to school .

What’s the date today ? Who’s on duty today ?

Do you enjoy your winter holiday ?

Do you finish your homework ?

Do you want to live on the moon ?

Can you guess what will happen in ten years ?

Collect the Ss’ answers and say something about their predictions .

Step 2 Pre-task

SB Page 2 ,1a .

1. Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .

2. Read each predictions to the class .Explain the new vocabulary .

3. Read the instructions .Make sure Ss know what they should do .

4. Do it by themselves .

5. Talk about the answers with the class .

Explain :一般将来时态

构成: will / be going to +动词原形

Step 3 While-task

SB Page 2 ,1b .

1. Practise reading the six predictions .

2. Read the instructions to Ss .Circle the things you hear on the recording .

3. Play the tape twice .

4. Play the tape a third time .At the same time ,check the answers .

SB Page 2 , 1c .

1. Pay attention to the dialogues .

2. Read the dialogues fluently .

3. Pairwork .Work in pairs to make predictions according to the sample .

4. Ask several pairs to share their conversations to the class .

SB Page 3 , 2a & 2b .

1. Read the predictions .

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

3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .

4. Check the answers .

学生探究: less , fewer 的区别。

Step 4 Post-task

1. Point to the example in the sample dialogue .Practice reading .

2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .

Grammar Focus:

1. Review the grammar box .Ss say the statements and responses .

2. Make summaries about “will” ,“fewer” and “less” .

Homework:

1. Make predictions about yourself in 10 years .Write down 5 sentences .

2. Go over the new words .

教学后记:

Period 2

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. Check their homework :Ask two or three Ss to speak out what they wrote down .(教师作出适当的评价)

Step 2 Pre-task

1. Go over what we learnt yesterday .

2. 通过三种时间的对比简略复习一般过去时与一般现在时。

Step 3 While-task

SB Page 4 , 3a .

1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .

2. Read the instructions .

3. Complete filling in the blanks individually .

4. Check the answers .

5. Practise reading .Then ask some Ss read them out .

SB Page 4 , 3b .

1. Look at activity 3a .Make predictions about Sally .

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

3. Practise reading .

4. Pairwork .Make their predictions about Sally .

Step 4 Post-task

1. Write about yourself .

With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .

2. Complete the work individually .

3. Review the task .Ask a few more Ss for answers .

Homework :

Draw a picture of the city in 20 years .Describe it to the class .

教学后记:

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Say yourselves :five years ago , today and in five years .

3. Check the homework.

Step 2 Pre-task

SB Page 5 , 1a .

1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .

2. Read the list of seven words .Explain the new words .

3. Write each word in the correct column .Check the answers.

SB Page 5 , 1b .

1. Read the words already written on the chart .

2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition .

Step 3 While-task

SB Page 5 , 2a .

1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .

2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .

3. Play the tape twice .Check the answers .

SB Page 5 , 2b .

This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years .

1. Read the instructions .

2. Pay attention to the sentences and the verbs in the box .

3. Play the tape and correct the answers .

Step 4 Post-task

1. Read the instructions .

2. Pairwork. One is Alexis, one is Joe .

3. Point out the example in the sample dialogue .Read it to the Ss .

4. Talk about Joe’s life now , ten years ago and in ten years .

5. Ask some pairs of Ss to say their dialogues .

Homework:

1. Go over the words .

2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。

教学后记:

Period 4

Teaching procedures:

Step 1 Leading in

1. Greetings .

2. Ask two Ss to say sth about Joe .

3. Check their homework .

Step 2 While-task

SB Page 6 , 3a .

1. Read the instructions .

2. Give Ss 3 minutes to read the passage , tick out the new words.

3. Explain the new words and practice reading .

4. Point out the chart .Read the column headings to the class .

5. Read the passage again .Write words from her answers in the correct columns below .

6. Check the answers .

7. Practise reading .

SB Page 6 , 3b .Playing a game :Who write it ?

1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper .

2. Put all the Ss’ papers together .

3. Take turns reading the paper .The other Ss guess who wrote it .

Step 3 Post-task

SB Page 6 , Part 4 .

1. Read the questions below .

2. Ask two Ss to read the dialogue .

3. Answer the questions .

4. Pairwork. Get your partner’s answers .

5. Share a few Ss’ conversations .

Homework:

1. Finish selfcheck as their homework .

2. Go over the words in this unit .

教学后记:

Period 5

Teaching contents:

Reading :Do you think you will have your own robot ?

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. If possible,draw a robot on the Bb or put up a picture of a robot.

Tell :What does it look like ? What can it do ?

3. Tell your partner what you know about robots .

Step 2 Pre-task

SB Page 8 , 1b .

1. Read the title of the passage .

2. Look at the picture together .Ask a few Ss to describe What they see .

3. Read the words and phrases in the box .Practice reading the words .

4. Circle the words you think you will read in the passage .

Step 3 While-task

SB Page 8 .

1. First let Ss scan the passage for the main idea .

2. Explain something .

help sb with sth /do sth

do the same as …

make sb do sth

It takes /took /will take …

3. Ask a few comprehension questions around the class .

4. Read the passage by the Ss .

Step 4 Post-task

1. Go through the reading again .

How many words in 1b did you correctly predict ?

2. Go over the structures in SB Page 9 , 3b .

Make their own sentences .

Homework:

1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .

2. Go over this unit .

3. Make their own sentences .

4. What ways do you think a robot will help you and your family in the future .Write your ideas .

教学后记:

Unit 2 What should I do ?

Teaching goals :

1. Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .

2. 情态动词could /should 的用法。

3. Why don’t you … ?结构表建议的运用。

4. 如何谈论问题及提出建议。

5. 在处理问题中学会自省与人际交往。

Important and difficult points :

1. should /could 情态动词的用法。

2. 如何提出建议。

Teaching aids : a tape recorder5 , cards .

Period 1

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. Check the homework .

Step 2 Pre-task

T: I want to buy a new guitar but I don’t have enough money .What should I do ?

Ss think it over ,and try to give his/her advice .

Write their advice on the Bb .

1. Borrow one .

2. Buy a second-hand guitar .

3. Get a part-time job .

4. Don’t buy a guitar .

5. Wait until next year .

Practice reading the advice by the Ss .

导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .

Step 3 While-task

SB Page 10 , 1a .

1. Read the instructions to the Ss .

2. Read the problems by the Ss .

3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .

4. Explain .

5. Talk about the answers with the class .Practice reading .

SB Page 10 , 1b .

Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .

Step 4 Post-task

SB Page 10 , 1c .

Look at the problems in activity 1a and make conversations .

Step 5 While-task

SB Page 11 , 2a .

1. Read the instructions .Make sure the Ss understand what should they do .

2. Point to the sentences below .

3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .

4. Play the tape again .Ss circle “could” or “should” .

5. Correct the answers .

SB Page 11 , 2b .

Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .

Step 7 Post-task

Make conversations with peter and his friend with the help of 2a & 2b .

Step 8 Grammar Focus

Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .

Homework:

1. Go over the words .

2. My clothes are out of style ,what should I do ? Please give the advice .

教学后记:

Period 2

Teaching procedures :

Step 1 Leading in

1. Greeting and free talk .

2. Check the homework .Collect the students’ advice .Write it down on the Bb .

Step 2 Pre-task

1. Review the differences between “could /should” .

2. Learn the new words in Page 12 .

Step 3 While-task

SB Page 12 , 3a .

1. Read the instructions .

2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .

3. Talk about the students’ answers .

4. Make sure the students understand the dialogue.Practice reading

Step 4 Post-task

SB Page 12 , 3b .

1. Read the instructions .Point out the example conversation and ask two students to read it to the class .

2. Use your head .Find some other ways to get money that aren’t in the book .

3. Ask Ss to work with partner as they ask for and give advice .

4. Pairwork .

5. Act out the conversations to the class .

Step 5 While-task

SB Page 12 , Part 4 .

1. Read the instructions .Make sure the Ss understand what they should do .

2. To students read the dialogue .

3. Practice reading .

4. Ask another pair to give their advice on another topic .

5. Pairwork .

Homework :

将下列短语或句型译为汉语

1. keep out 2. out of style 3. What’s wrong ?

4. call sb up 5. pay for 6. ask for something

7. summer camp 8. stay at home

教学后记:

Period 3

Teaching procedures:

Step 1 Leading in

1. Greetings and free talk .

2. Check the homework .

Step 2 Pre-task

SB Page 13 , 1a .

1. Read the instructions to the students .

2. Read the sentences and ask a student to read the sentences to the class .

3. Write NI , I , VI for each statement .

4. “What is important to you when you choose clothes ?”Write one or more of their statements to the class .

Talk about the answers with the class .

Step 3 While-task

SB Page 13 , 2a .

1. Read the instructions .Make sure the Ss understand what they should do .

2. Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .

3. Play the tape twice .Ss check the problem they hear .

4. Play the tape again ,Ss correct the answers .

SB Page 13 , 2b .

1. Read the instructions .Make sure Ss understand what they should pay attention to .

2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .

3. Play the recording again .Ss write their answers .

4. Play the recording again ,one sentence by one sentence .Check the answers .

Step 4 Post-task

SB Page 13 , 2c .

1. Point out the example in the sample dialogue .Ss practice reading .

2. Pairwork: What do you think Erin should do ?

3. Share their conversations with whole class .

Homework :

You left your homework at home ,what should you do ? Please give your advice .

教学后记:

Period 4

Teaching procedures :

Step 1 Leading in

1. Greetings & free talk .

2. Check the homework :I left my homework at home ,what should I do ? Share some students’ advice .

Step 2 While-task

SB Page 14 , 3a .

1. Scan this letter ,underline the problem .

2. Read the letter again , tick out the new words .

3. Explain something :

except=but 除…之外（不包括在内）

besides 除…之外（包括在内）

All the students went to the park except him .

Lucy and Lily will come to the party besides me .

find out = learned 了解到 find 找到

I just find out there is a dance tomorrow .

4. Listen to the recording .Ss practice reading .

SB Page 14 , 3b .

1. Pairwork: Give some advice to the lonely kid in 3a .

2. Suppose you’re Mary .Write the letters on your own .

3. Read the letters to the class .

SB Page 14 , Part 4 .

1. Read the problem in the box .

2. Two students read the dialogue .

3. Pairwork : Think them over and give your advice .

4. Groupwork: See which classmate has the best advice .

Step 3 Post-task

SB Page 15 , Selfcheck .

1. Fill in the blanks with the words given .Try to make your own sentences with the words .

2. Read the letter to Aunt Chen’s advice column and then write some advice .

Homework :

What’s your problem ? Please write your own letter to an advice column .

教学后记:

Period 5

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework :Read the letter out in the class ,the other Ss give their advice .

Step 2 Pre-task

1. What after-school activities can you think of .Write what you do and what you don’t do .

2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .

Step 3 While-task

SB Page 16 .

1. Read the passage quickly and get the main idea .

2. Listen to the recording .Circle the words in the box in 1b .

3. Explain something :

busy enough

It’s time for sth .

the + 姓s : 夫妇/一家

SB Page 17 , 3a .

1. Read these statements .

2. Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .

3. After a while .All pairs with the same number from a group and compare ideas .

4. After five minutes .Each group report their ideas to the class .

Homework :

1. Write four sentences using one of the words from 1b in each sentence .

2. Are you or your friends under pressure ? Do a survey to find out .

教学后记:

Unit 3 What were you doing when the UFO arrived ?

Teaching goals :

1. Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .

2. when , while 引导的时间状语从句。

3. 学习过去进行时态。

4. 利用知识谈论过去发生的事情。

5. 复习过去式，学会讲故事。

6. 了解一些自然科学知识和社会科学知识。

Important and difficult points:

1. when , while 引导的时间状语从句。

2. 学习过去进行时态。

Teaching aids : a tape-recorder , cards .

Period 1

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

3. Dictate the words in Unit 2 .

Step 2 Pre-task

SB Page 18 , 1a .

1. Point to the sentences .Read the sentences .Explain what each one means .

2. Look at the picture .Point out the six people .Match the statements with the people in the picture .

3. Check the answers .

4. Practice reading .

Step 3 While-task

SB Page 18 , 1b .

1. Read the instructions .Make sure the Ss understand what they should do .

2. Look at the dialogue in the picture .

Explain :

过去进行时态的构成: was / were + doing .

用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。

I was standing in front of the library when the UFO arrived .

3. Play the tape twice . Circle the correct responses .

4. Check the answers .

Step 4 Post-task

Talk about what people were doing when the UFO arrived .

Step 5 While-task

SB Page 19 , 2a .

1. Read the sentences .Make sure the Ss understand what they mean .

2. Play the tape twice .Order these statements .

3. Play the tape again ,correct the answers .

SB Page 19 , 2b .

1. Read the instructions .

2. Play the recording .Write “when” or “while” on each line .

3. Play the recording again ,correct their answers .

Notice: when / while

※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .

Step 6 Post-task

SB Page 19 , 2c .

1. Point ort the picture .Ask what each person is doing .

2. Groupwork : Ask “What was …doing when the UFO arrived ?”

3. Ask a group to say its conversation to the class .

Step 7 Grammar Focus

Review the grammar box by asking some students to read the sentences .

Homework :

1. Go over the words in this unit

2. 用介词或介词短语填空。

① They were talking the phone .

② I was the barber’s chair .

③ The boy was walking the street when a UFO landed .

④ I had a very unusual experience Sunday .

⑤ The alien visited the Museum Flight .

教学后记:

Period 2

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

Step 2 While-task

SB Page 20 , 3a .

1. Read the instructions .

2. Read the e-mail by the Ss first .Number the pictures in the correct order .

3. Explain something .

4. Practice reading and listen to the tape .

SB Page 20 , 3b .

Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students .

If necessary , do it as homework .

SB Page 20 , Part 4 .

What were you doing at these times last Sunday ?

1. Read the sample dialogue in the box .

2. Look at the table .Read the times for the Ss .

3. Pairwork : Talk about what they were doing at different times .

4. Write down your answers .

5. Practice reading .

Step 3 Post-task

Make an interview .

Interview two classmates in your class and write down their answers .Begin like this :What were you doing at … ?

I was … .

Homework :

Cover the story in 3a .Try to retell the story .

教学后记:

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

Step 2 Pre-task

SB Page 21 , 1c .

1. Look at the pictures .Please say something about the picture .

2. Read the sentences and explain the new words .

3. Match the sentences with the pictures .

4. Check the answers .

Step 3 While-task

SB Page 21 , 2a & 2b .

1. Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart .

2. Play the recording the first time .Ss only listen .

3. Play the recording a second time .Check the phrases they hear on the recording .

4. Listen again .Pay attention to the persons who did each thing in the chart above .Match the phrases with the persons .

5. Play the tape again and correct the answers .

Step 4 Post-task

SB Page 21 , 2c .

Pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word “while” ,S2 complete the sentence .

① While John was walking to school , he saw a cat in a tree .

② While John was climbing the tree , a man saw him .

③ While the man was calling the police , a woman called the newspaper .

④ While the newspaper reporter was taking photos ,the cat went up the tree again .

Ss can say them out by themselves .

Homework :

SB Page 23 , Selfcheck , Parts 1and 2 .

教学后记:

Period 4

Teaching procedures:

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework : Correct the answers .

Step 2 Pre-task

SB Page 22 , Part 3 .

1. Read the instructions ,pointing to the article and the list of questions .

2. Scan the passage for the main idea .

T: Who found Linda’s dog ? (the police officer’s dog )

3. Read the questions by the Ss .Make sure they understand them .

4. Play the recording .Ss listen carefully .

5. Write answers to the questions .

6. Practice reading .

7. Correct the answers .

Step 3 While-task

SB Page 22 , 4a .

1. Read the instructions .

2. Look at the pictures .Discuss in groups .

3. Ask students to explain what is happening in each picture .

4. Complete the work on their own .Remind them to use times in their stories .

5. Share their stories .(If someone can’t finish it in class ,do it as homework .)

Step 5 Post-task

SB Page 22 , 4b .

1. Read the instructions .

2. Read the times .

3. Pairwork : One is the police officer ,the other is the bicycle thief .Begin like this :

A: Where were you at … ?

B: I was in the park .

A: What were you doing there ?

B : … .

4. Show the role-plays to the class .

Homework :

1. Finish Selfcheck , Part 3 .

2. 运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子。

Time Action

Linda Me

8:00 am read English play football

12:00 am have lunch read newspaper

2:00 pm have a rest play computer games

4:00 pm play basketball sleep

6:00 pm do homework watch TV

教学后记:

Period 5

Teaching procedures:

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

Step 2 Pre-task

SB Page 24 , Groupwork .

1. Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives .

2. Tell the Ss to help each other with vocabulary they might need and don’t know .

Step 3 While-task

1. Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading .

2. Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered in the reading .

3. Play the recording , Ss listen .

4. Ask Ss to read the story out to the class .

5. Ask Ss to comment on whether their questions in the previewing stage were answered .

Step 4 Post-task

SB Page 25 , 3a .

Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .

Homework :

Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .

教学后记:

Unit 4 He said I was hard-working .

Teaching goals:

1. Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .

2. Patterns: What did your math teacher say ?

He said he could speak three languages .

3. 直接引语和间接引语的转换。

4. 写成绩报告单，并能将自己的成绩报告给他人。

Important and difficult points :

1. 新的词汇和习语。

2. 个人Report card 的写作。

3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。

Teaching aids : teaching cards , pictures and a tape recorder .

Period 1

Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .

Teaching procedures :

Step 1 Leading in

Ask several Ss what they are going to do after school .Write their sentences on the Bb .

Step 2 Pre-task

Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?

Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .

Repeat this process with the other sentences on the Bb .

Step 3 While-task

SB Page 26 , 1a .

1. Ask a student to read the four questions .

2. point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .

3. Repeat with the other pictures .

SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .

SB Page 26 , 1b .Play the recording and correct the answers .

Step 4 Post-task

SB Page 27 , 2a & 2b .

1. Ask several Ss to read these sentences .

2. Play the recording .Ss circle their answer .

3. Check the answers .

Step 5 Grammar Focus

1. Review the grammar box by ask Ss to say the statements .

2. Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .

Step 6 Homework

用she/he said 将直接引语改为间接引语。

1. I am a clever girl . 2. I am having lunch at school .

3. I can dance well . 4. I play football every day .

5. I don’t like my younger brother .

教学后记:

Period 2

Teaching contents :SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c .

Teaching procedures :

Step 1 Leading in

Check the homework .Ask several students to read their sentences to the class .

Step 2 Pre-task

SB Page 28 , 3a .

1. Read the article to the class .

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

3. Correct the answers .

SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .

Step 3 While-task

SB Page 29 , 1a .

1. Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves .

2. Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .

SB Page 29 , 2a & 2b .

1. Read the instructions to Ss .Make sure they know what to do .

2. Play the recording two or three times .Correct the answers .

Step 4 Post-task

SB Page 29 , 2c .

Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues .

Step 5 Homework

SB Page 28 , 3b .Ask Ss to write anything they want .

教学后记:

Period 3

Teaching contents: SectionB 3a , 3b , 3c , 4 , selfcheck .

Teaching procedures :

Step 1 Leading in

Check the homework .Ask several students to read their episodes to the class .

Step 2 Pre-task

SB Page 30 , 3a .

1. Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b .

2. Correct the answer .

SB Page 30 , 3b .

1. Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .

2. Ask a student to read his or her completed letter to the class .Orally correct any mistakes .

Step 3 While-task

SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .

SB Page 30 , Part 4 .

1. Get Ss to make up their teachers comments .

2. Pairwork. In pairs ,talk about their report cards .

3. Ask several pairs to share their conversations .

Step 4 Post-task

SB Page 31 ,Selfcheck ,Part 1.

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

2. Correct the answers.

3. Have Ss make sentences with the words .

SB Page 31 , Selfcheck , Part 2 .

1. Ask Ss to read the story .

2. In pairs ,have Ss to make conversations according to the story .

3. Ask some Ss to share their conversations with the class .

Step 5 Homework

Ask students to write their conversations on their exercise books .

教学后记:

Period 4

Teaching contents: Reading :She said helping others changed her life .

Teaching procedures :

Step 1 Leading in

Ask Ss to think of people who need help and write some ideas .Then discuss with their partner .

Step 2 Pre-task

SB Page 32 , Section 2 .

1. Have Ss read the passage first for meaning .

2. Ask Ss to read it again and fill in the blanks .

3. Check the answers .

Step 3 While-task

SB Page 33 , Section 3 , 3a .

1. Ask Ss to read through again to find the relevant information for Yang Lei’s students .

2. Ask Ss to complete the information under “you” , saying what is true for their own lives .

3. Have Ss discuss their answers with their partner .

SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .

SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .

Step 4 Post-task

SB Page 33 , Section 4 .

1. Have a class discussion about the work each organization does .

2. Ask some Ss to say which organization they would like to work for and why .

Step 5 Homework

Write the summary of the reading on their exercise books .

教学后记:

Unit 5 If you go to the party , you’ll have a great time !

Teaching goals:

1. Words and expressions in this unit .

2. Target language :

Are you going to the party ?

Yes , I am . I’m going to wear my jeans .

If you do , you’ll have a great time .

You should wear your cool pants .

3. 掌握现在进行时态表示将来(Present progressive as future ).

4. 学习条件状语从句: if + will .

5. 进一步了解情态动词should的用法.

6. 学习谈论因果关系.

7. 做出决定是否做某事.

Important and difficult points :

1. 学习运用be going to 和will构成的一般将来时。

2. if 引导的条件状语从句。

Teaching aids : teaching cards , a tape recorder .

Period 1

Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,grammar focus .

Teaching procedures :

Step 1 Leading in

Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .

Repeat with other sets of pictures .

Step 2 Pre-task

SB Page 34 , 1a .

1. Point out the pictures and ask Ss to tell what they see .

2. Ask some students to read the statements and responses .

3. Have Ss match the statements and responses on their own .

Step 3 While-task

SB Page 34 , 1b .

1. Play the tape and get Ss to check their answers to activity 1a .

2. Talk about the answers together .

SB Page 34 , 1c .

1. Ask two Ss to read the example in the sample in activity 1c.

2. In pairs , get Ss to talk about what happened in the pictures .

3. Ask some pairs to present their conversations to the class .

SB Page 35 , 2a & 2b .

1. Read the instructions .Make sure the students know what to do .

2. Play the recording .Ss listen and write down their answers .

3. Correct the answers .

Step 4 Post-task

SB Page 35 , 2c .

1. Ask two students to read the sample dialogue .

2. In pairs ,get the students to role play the conversation between Andrea and her friend .

3. Ask a few pairs of students to practice their conversations for the class .

Step 5 Grammar Focus

SB Page 35 , Grammar Focus .

1. Review the grammar focus .Ask Ss to say the statements and responses .

2. Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can.

3. Ask some groups to share their sentences with the class .

Homework :

Have Ss write their sentences on their exercise books.

教学后记:

Period 2

Teaching contents: SectionA 3a,3b,4,SectionB 1,2a,2b,2c.

Teaching procedures:

Step 1 Leading in

Ask some students to make sentences with if .

Step 2 Pre-task

SB Page 36 , 3a .

1. First ,let Ss read the notice from the principal .

2. Read the dialogue to the class saying bland when come to a blank line .

3. Get Ss read the notice again and fill in the blanks .

4. Correct the answers .

Step 3 While-task

SB Page 36 , 3b .

1. Ask some students to read out the sample dialogue and the words in the box .

2. In pairs , let Ss have a conversation about the rules .

3. Get some pairs to say their conversations to the class .

SB Page 36 , Part 4 .

1. Read the instructions and ask Ss to complete the work in pairs .

2. Ask a few students to share their conversations .

Step 4 Post-task

SB Page 37 , Part 1 .

Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class .

SB Page 37 , 2a & 2b .

1. Read the instructions and play the recording .

2. Ss listen and write down their answers .

3. Correct the answers .

SB Page 37 , 2c .

In pairs , get Ss to role play a conversation according to the information in activity 2b .

Homework:

Have Ss write their conversations on their exercise books.

教学后记:

Period 3

Teaching contents :SectionB 3a , 3b , 3c , 4 , selfcheck .

Teaching procedures :

Step 1 Leading in

Check the homework .Ask a few students to present their dialogue to the class .

Step 2 Pre-task

SB Page 38 , 3a .

1. Read the instruction and ask students to read the article first for the meaning .

2. Let Ss read the article again and complete the chart .

3. Check the answers .

Step 3 While-task

SB Page 38 , 3b .

1. Read the instructions .Ask Ss to look back at activity 2a and 2b to get ideas for the letter .

2. Ask Ss to complete the letter on their own .

3. Ask some students to read their completed letters to the class .

SB Page 38 , 3c .

1. Ask two different students to read the two sets of sentences in the examples .

2. Have Ss write about their own plans .

3. Ask several students to read their sentences to the class .

Step 4 Post-task

SB Page 38 , Part 4.

1. Read the instructions and then have a student read the example .

2. Ask the whole class to practice doing the exercise together .

3. Ask Ss to work in groups of four or five .Then let several groups to say their stories to the class .

Step 5 Selfcheck

SB Page 39 , Selfcheck Part 1 .

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

2. Check the answers .

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

SB Page 39 , Selfcheck Part 2. Have Ss fill in the blanks on their own .Correct the answers .

Step 6 Homework

Have students write the sentences in Part 2 on their exercise books .

教学后记:

Review of units 1-5

Teaching contents: Review of units 1-5(SB Page 40-43) .

Teaching procedures:

Step 1 Leading in

SB Page 40 , 1a .Ask Ss to do the crossword individually .Correct the answers .

SB Page 40 , 1b .

1. Have Ss understand what they need to do by explaining the example .

2. Ask Ss to do the activity in pairs .

3. Ask several pairs to share their clues with the class .Let the other students guess the answer .

Step 2 Pre-task

SB Page 41 , 2a & 2b .

1. Read the instructions and let Ss know what to do .

2. Play the recordings of conversations 1-4 .

3. Correct the answers .

SB Page 41 , 2c .

1. Replay the second dialogue about the school fire .

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

3. Ss complete the task .

Step 3 While-task

SB Page 42 , Part 3 .

1. Remind Ss to write in sentences .

2. Ask some Ss for their suggestions .

SB Page 42 , Part 4 .

1. Ask a few Ss about things they like to do ,tell Ss to write five things they do .

2. Ask Ss to share their activities with their partner .

3. Ask Ss to share the answers with their partner .

Step 4 Post-task

SB Page 42 , Part 5 .

1. Ask Ss to rank the signs in order of importance .

2. Ask Ss for their answers .

SB Page 43 , Part 6 .

1. Explain to Ss that aliens landed at your school the week before .Ask Ss to interview several people and write down what the people said .

2. Instruct Ss to turn the quotes they have into reported speech in their magazine article .Let Ss do activity on their own .Monitor and provide support as required .

Step 5 Homework

SB Page 43 , Part 7 .Have Ss complete the questionnaire .

教学后记:

Unit 6 How long have you been collecting shell ?

Teaching goals:

1. Words and expressions in this unit .

2. 现在完成进行时的用法。

3. Patterns: How long have you been doing sth ?

I have been doing sth since … .

I have been doing sth for … (period of time) .

4. 谈论人们做某事持续多长时间。

5. 谈论人们的业余爱好。

Important and difficult points:

1. Words and expression in this unit .

2. 现在完成进行时的用法以及与现在进行时和过去进行时的区别。

Teaching aids: teaching cards , pictures , a tape recorder .

Period 1

Teaching procedures :

Step 1 Leading in

Ask one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in .Say,in this unit we’re going to talk about how long we’ve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat .

Repeat the activity with other students .

Step 2 Pre-task

SB Page 44 , 1a .

1. Ask a student to read the three questions ,and answer the questions as example like this: I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I have been skating since five years ago .

2. Have Ss work in groups of four .

3. Ask the class each question and call on several different students to answer .

Step 3 While-task

SB Page 44 , 1b .

1. Play the recording and get Ss to fill in the chart .

2. Correct the answers .

SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class.

SB Page 45 , 2a & 2b .

1. Read the instructions and have Ss know what to do .

2. Play the recording .Ss write down their answers .

3. Correct the answers .

Step 4 Post-task

SB Page 45 , 2c .

1. Read the example in sample dialogue in activity 2c .

2. In pairs,role play the interview between Alison and the reporter .

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

Step 5 Grammar Focus

SB Page 45 , grammar focus .

1. Review the grammar box .

2. Explain that in these sentences “since” comes before a date and “for” before a period of time .

3. Ask What is the difference between “How long did you skate ?”and “How long have you been skating?” .Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment .

Step 6 Homework

Review the present perfect progressive .

教学后记:

Period 2

Teaching contents: SectionA 3a,3b,4,SectionB 1a,1b,2a,2b,2c.

Teaching procedures:

Step 1 Leading in

Ask some students the questions: How long did you skate ?How long have you been studying English ?

Step 2 Pre-task

SB Page 46 , 3a .

1. Ask Ss to read the passage and fill in the table .

2. Check the answers .

SB Page 46 , 3b .Read the instructions and ask Ss to complete the task .Correct the answers .

Step 3 While-task

SB Page 47 , 1a & 1b .

1. Ask different students to say the items they see in the picture .

2. Ask students to write the names of things they collect and things they would like to correct in the chart .

3. Ask some students to read their lists to the class .

4. In pairs ,let students tell their partner what they collect and what they would like to collect .Say why .

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

SB Page 47 , 2a & 2b .

1. Read the instructions and let the students know what to do .

2. Play the recording and get students to fill in the chart .

3. Correct the answers .

Step 4 Post-task

SB Page 47 , 2c .

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

2. Have students practice conversations in pairs .

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

Step 5 Homework

SB Page 46 , Part 4 .

1. Read the instructions and ask two students to read the dialogue .

2. Make sure students understand what they need to do .

3. Have students complete the work in groups of four after class .

教学后记:

Period 3

Teaching contents: Section A 3a,3b,4a,4b,selfcheck.

Teaching procedures:

Step 1 Leading in

Check the homework .Ask on group of students to share their conversations with the class .

Step 2 Pre-task

SB Page 48 , 3a .

1. Ask some different students to tell what they see in the picture .

2. Read the instructions and make sure students know what to do .

3. Ask students to read the e-mail on their own and then draw lines matching each snow globe with its description.

4. Correct the answers .

Step 3 While-task

SB Page 48 , 3b .

1. Read the instruction to make sure students know what to do .

2. Ask students to complete the message ,writing about Bob ,Marcia or Liam in activity 2a .

3. Ask some students to read their messages to the class .

SB Page 48 , 4a .

1. Ask two students to read the dialogue.

2. Ask a student the same questions but let him answer with his own hobbies .

3. In groups of four ,have students complete the work .

4. Ask two groups of students to share their conversations .

SB Page 48 , 4b .

1. Point to the questions and ask a student to read them to the class .

2. In groups of four ,get students discuss each question .

3. Read the four questions one by one and ask each group to say their answers to the class .

Step 4 Post-task

SB Page 49 , Selfcheck , Part 1.

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

2. Ask one student to write the answers on the Bb .

3. Correct the answers .

4. Ask some different students to make sentences with the words given .

SB Page 49 , Selfcheck , Part 2 . Ask students to complete the letter on their own .Then ask on student to read his letter to the class .

Step 5 Homework

Have students write their letters on their exercise books .

教学后记:

Period 4

Teaching contents: Reading:I’ve been studying history in China .

Teaching procedures :

Step 1 Before reading

SB Page 50 , Section 1 .

1. In groups of four ,get students to discuss the three questions .

2. Ask a speaker from one group to tell the class what the group knows .Help to complete any missing dynasties and famous characters the class should know .

Step 2 While reading

SB Page 50 , Section 2 .

1. Ask students to read the passage silently once for general meaning .Ask students if there is anything they don’t understand .

2. Let students read the passage again for detail .

Step 3 After reading

SB Page 51 , Section 3 , 3a .Ask students to scan the text for information to complete the sentences .

SB Page 51 , Section 3 , 3b & 3c .

1. In groups of three ,let students practice the sample conversations first ,then make their own conversations .

2. Ask two groups of students to present their own conversations in front of the class .

Step 4 Go for it

1. Direct the students’ attention to the box and read the heading on the left and ask students to list other things they would miss .

2. Ask students to share their ideas .

3. In the same way ,do with the right part of the chart .

Step 5 Homework

1. Remember the words and expressions in this unit .

2. Review the present perfect progressive .

教学后记:

Unit 7 Would you mind turning down the music ?

Analysis of Unit 7

Teaching goals:

1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。

2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。

Important points :

A: Would you mind doing sth ?

B: I’m sorry .I’ll do it right away .

A: Would you mind not doing sth ?

B: Sorry. We’ll go and play in the park .

Difficult points :

比较: Would you mind (not) doing sth ?

Could you please do sth ?

Please do sth .

You have to do sth .

Structures:

Would you mind cleaning your room ?

I’m sorry .I’ll do it right away .

Would you mind moving your bike ?

No, not at all .I’ll do it right away .

Period 1

Teaching procedures:

Step 1 Assign the task

Write the following requests on the Bb :

Can you give me the book ?

Please give me the book .

Would you mind giving me your book .

Explain that the last example is a very polite way of making a request .

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

SB Page 52 ,1a .

1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it .

2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture .

3. Correct the answers .

SB Page 52 ,1b .

1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen .

2. Play the recording a second time .Correct the answers .

SB Page 52 ,1c.

1. Ask two students to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests .

2. Ask two pairs to say their conversations to the class .

Step 3 Pre-task Section A (2a-2c)

SB Page 53 ,2a .

1. Read the instructions with the students .Play the recording the first time .Ss only listen .

2. Play the recording a second time .Ask Ss to write the number of each conversation .

3. Correct the answers.

SB Page 53 , 2b .

1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class .

2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses .

3. Correct the answers .

SB Page 53 , 2c .

Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above .

Step 4 Grammar Focus

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

2. Ask students to talk about the differences among the different sentences .

Exercise: 汉译英:

a) 你介意把门关上吗？好的，我马上就办。

b) 你介意把收音机关小点儿声吗？不，一点也不。

c) 请不要在教室里大声说话好吗？对不起。

教学后记:

Period 2

Teaching procedures :

Step 1 Pre-task

SB Page 54 , 3a .

1. Read the instructions .Point to the pictures .Ask Ss to explain what is happening in each picture .

2. Point to the note .Ask Ss to read the note and fill in answers .

3. Check the answers .

SB Page 54 , 3b .

1. Read the instructions .Point out the list of requests and commands in the box .

2. Ask Ss to make conversation like the sample dialogue .

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

SB Page 54 , Part 4.

1. Ask Ss to complete the work in groups .

2. Ask a few students to share the sample conversation .

Homework : 完成对话

A: mind up ? You to help me in the kitchen .

B: OK .I’ll get up right . Do I have to the dishes .

A: Yes , and you have to help me dinner .

B: OK . When I finish , you help me my homework ?

A: Sure .

教学后记:

Period 3

Teaching procedures :

Step 1 Assign task

Teach the new words .

SB Page 55 , 1a .

1. Read the instruction and ask Ss to read each situation and think about the two questions .

2. Ask some students to share their answers with the class .Ask other students whether they agree with the opinions or not .

SB Page 55 , 1b .

1. Help the students understand that something that is unpleasant or something that bothers you is annoying .

2. Then ask the students to number the ideas from most annoying to least annoying .

3. Ask the class to vote on the most annoying item on the list .

SB Page 55 , 2a .

1. Read the instructions .Play the r4ecording .This time Ss only listen .Answer any questions they have about the recording .

2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures .

3. Correct the answers .

SB Page 55 , 2b .

1. Say , Listen to the three conversations again .This time write the situations ,problems and solutions in the chart .

2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books.

3. Check the answers .

SB Page 55 , 2c .

1. Read the instructions .Point out the problems in activity 2b .

2. Ask one or two students to say the conversations to the class .

Step 2 While-task

SB Page 56 , 3a.

1. Read the article to the class .Ask Ss which words they don’t understand. Write these words on the board .

2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen.

3. Correct the answers with the class .

SB Page 56 , 3b .

1. Look at each picture with the class .Ask different students to tell what is happening in each picture .

2. Read the instructions and ask students to complete the activity on their own .

3. Check the answers .

SB Page 56 , Part 4 .

1. This activity provides speaking ,listening and writing practice using the target language .

2. Ask students to complete the work in groups .

教学后记:

Period 4

Teaching procedures:

Step 1 Self Check

SB Page 57, Part 1 .

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

2. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful .

SB Page 57, Part 2 .

1. Ask the students what might be annoying in the picture .

2. Ask the students to write the letter on their own .

3. Ask a few students to share their letters .

Step 2 While-reading

SB Page 58 , Section 1 .

1. Read the title .Ask the students to predict what they think the article is about based on the article .

2. Look at the picture .Ask students to describe what is happening in the picture .

SB Page 58 , Section 2 .

1. Encourage Ss to use the reading strategy of scanning for specific information .

2. Ask Ss to read the article carefully once time .Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest ,guessing the meaning of words and phrases from the other words around them.

3. Ask the Ss to read the article again for comprehension .

SB Page 58 , Section 3 .

1. complete the task .Ss can work individually or in pairs .

2. Check the answers .

3. Practice students’ speaking and listening skills .

Homework: 词组翻译

1. 控制你的声音 2. 熄灭 3. 例如

4. 在公共场所 5. 捡起垃圾 6. 实际上

7. 排队 8. 变得气恼

教学后记:

Unit 8 Why don’t you get her a scarf ?

Analysis of Unit 8

Teaching goals :

1. 掌握如何表达应该给别人买什么礼物，掌握如何建议别人买礼物的表达法，掌握如何比较物品的品质。

2. 通过学习如何赠送礼物，对比中西方文化的不同。

Important points :

1. What should I get sb ?

2. Why don’t you get/buy sb sth ?

3. What about /How about sth ?

4. It’s/They are too + adj .

5. Present perfect tense .

Difficult points :

1. too + adj : 太…

2. adj + enough :足够

Sructures:

1. What should I get my sister ?

2. Why don’t you get a camera ? hat’s too expensive .

3. How about some tennis balls ? hey are too cheap .

4. What about a watch ? That’s too personal .

5. What’s the best present you have ever received ? A bike .

Period 1

Teaching of new lesson

Step 1 Assign the task

In this unit students learn to compare qualities .

SB Page 60 , 1a .

1. Ask Ss to read the list of gifts and any words they don’t understand .Use simple drawings or use the words in other sentences to explain their meaning .

2. Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of ? Add them to the chart .

3. Discuss the answers .

SB Page 60 , 1b .

1. Point out the picture and the gifts in the second boy’s thought bubbles .Ask Ss to say the name of each gift .

2. Then ask a pair of students to read the conversation .

3. Play the recording the first time .Ss only listen .

4. Then play the recording a second time .Number the sentences from 1 to 4 .

5. Check the answers .

SB Page 60 , 1c .

1. Read the instructions and then have Ss work in pairs .

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

Step 2 Warm up

SB Page 61 , 2a .

1. Point out the chart and read the instructions .Say , You will hear three conversations .After each conversation , put a check after the name of the person who is going to receive the gift .

2. Play the recording and ask Ss to make checkmarks in the chart .

3. Check the answer .

SB Page 61 , 2b .

1. Point out the suggestions and Comments .Review the meaning of any terms students are not sure of .

2. Point out the sample answers .

3. Play the recording several times .Fill in the suggestions and comments on this chart .

4. Correct the answers .

SB Page 61 , 2c .

1. Ask two students to read the example in the sample dialogue in activity 2c .Say , Please work with your partner .

2. Ask one or tow pairs of students to say their answers to the class .

Step 3 Grammar Focus

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

Exercise –designing for Period 1: 汉译英

1. 我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！

2. 为什么你不给妈妈买一条围巾呢？那不够有趣。

教学后记

Period 2

Teaching of new lesson

Step 1 Pre-task

SB Page 62 , 3a .

1. Point out the chart in activity 3a .Review the meaning of any words Ss don’t understand .

2. Ask Ss to work in pairs .

3. Point out the example in the sample dialogue .Then complete the first question and answer exchange with a student .

4. Ask the pairs to continue on their own .Move around the room checking the progress of the pairs .

5. Correct the answers .

SB Page 62 , 3b .

1. Read the instruction .Say ,This activity is just like activity 3qa .But this time you are going to talk about real gifts that you have received .

2. Ask a pair of students to read the example in speech bubbles to the class .Ask several other students to do this .

3. Then ask Ss to work in pairs .As they talk , move around the room checking progress and offering language support as needed .

Step 2 While-task

SB Page 62 , Part 2 .

1. Read the instructions .Ss can practice several times .

2. Ask two students to read the dialogue .

3. Ask Ss to complete the work in pairs .

4. Ask a few students to share the sample conversation .

Exercise designing for Period 2: 完成对话

A: What’s the best Vera has ever ?

B: A bracelet .

A: When Vera it ?

B: his tenth birthday .

A: Who it to him ?

B: His grandma .

A: a lucky guy !

教学后记:

Period 3

Teaching of new lesson

Step 1 Assign task

SB Page 63 , 1a .

1. This activity reviews earlier vocabulary and introduces some new words .

2. Point out the pet shop in the picture .Ask different students to point to and say the names of the animals they see there .

3. Read the instructions .Ask Ss to write the names of the animals in the picture in the correct parts of the diagram .

4. Discuss the answers .

SB Page 63 , 1b .

1. Ask a student to read the example in the sample dialogue .

2. Ask Ss to do the activity in small groups .

3. Ask different students of each group to tell the class what is the most unusual pet and most popular pet .

SB Page 63 , 2a & 2b .

1. Point out the write-on lines on front of each pet .Say , You will listen to the recording and write your answers on these lines .

2. Read the instructions and answer any questions students may have.

3. Play te recording .

4. Correct the answers .

SB Page 63 , 2c .

1. Read the instructions for the activity

2. Point to the example .Ask two students to read the questions and answers to the class .

3. Then have Ss work in pairs .

4. Check the answers by calling on different pairs to do one question and answer each .

Step 2 While-task

SB Page 64 , 3a .

1. Read the story to the class .After you finish ,ask if Ss have any questions about the words or phrases on the article .

2. Say ,Now read the story again .Write the answers to the two questions .

3. Check the answers .

SB Page 64 , 3b .

1. Point to the picture and read the instructions .

2. Point out the list of good and bad things about hamster .

3. Ask Ss to finish the writing on their own .Ask Ss work , move around the classroom checking the work .

4. Ask a student to read his or her completed article to the class .

SB Page 64 , 3c .

1. Read the instructions .

2. Remind Ss not to say the name of the animal they are writing about on their articles .

3. Ask Ss to write their articles on their own .

SB Page 64 , Part 4 .

1. Read the instructions .Ask if any students have pets .If so ,ask about the advantages and disadvantages of such pets .

2. Ask a few groups to share their lists .

教学后记:

Period 4

Teaching of new lesson

Step 1 Self Check

SB Page 65 , Part 1 .

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

2. Check the answers .

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

SB Page 65 , Part 2 .

1. Read the instructions .

2. Ask Ss to read the passage on their own .

3. Ask Ss to work on their own .

4. Ask a few groups to share their lists .

Step 2 While-reading

1. Ask Ss what English songs they like best .Then look at the picture .Ask Ss to describe what is happening in the picture .

2. Read the reading strategy with the students. Encourage Ss to use it to read the story .

3. Ask Ss to read the article once .Ask Ss to raise their hands and say which words and sentences they don’t understand .

4. Ask Ss to read the article again for comprehension .

SB Page 67 , 3a .

1. Ss complete the task .Remind them to look at the story again for extra help .

2. Check the answers .

SB Page 67 , 3b & 3c .

1. Read the instructions with the students .

2. Ss complete the task .

3. Check the answers .

Exercise designing for Period 4 : 按要求写出下列单词

1. cheap(反义词) 2. interesting(反义词)

3. person(形容词) 4. lucky(名词)

5. friend(形容词) 6. agree(反义词)

7. good(最高级) 8. usual(反义词)

9. care(副词) 10. spend(过去式)

教学后记:

Unit 9 Have you ever been to an amusement park ?

Teaching goals :

1. 掌握如何表达现在完成时。

2. 对比现在完成时，一般过去时和现在进行时表将来的用法。

3. 描述某人曾经去过哪些有趣的地方。

Important and difficult points :

1. 现在完成时态。

2. so 和neither 的区别。

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

Structures :

Have you ever been to an aquarium ?

Yes , I’ve been to an aquarium .

No ,I haven’t .

No ,I’ve never been to an aquarium .

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

Functions : Talk about past experiences .

Period 1

Teaching of new lesson :

Step 1 Assign the task

New language

Have you ever been to Europe ?

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

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

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

SB Page 68 , 1a .

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

2. Read the instructions .

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

SB Page 68 , 1b .

1. Read the instructions .

2. Point out the sample answer .

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

SB Page 68 , 1c .

1. Read the instructions for the activity .

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

3. Then have Ss work in pairs .

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

Step 3 Pre-task

SB Page 69 , 2a .

1. Read the instructions .

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

篇13：新目标八年级下全册写作指导

人教版新目标八年级下全册写作指导

Unit 1 Will people have robots?

一、单元分析

本单元主要学习“发表意见opinions”并作“预告Make predictions”。通过一般将来时态的学习，学会对未来进行预测，学会will 构成的一般将来时态的陈述句、否定句、疑问句及回答。通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时。另外还涉及There be 句型的一般将来时；more, fewer, less几个词表示将来和现在的对比。

重点词汇：on paper on computers, in the future, live to be, use to do …， in college, take the train to school, fly rockets to the moon, fall in love with, look smart, win awards, work for myself, come true, help with, the same as.

重点句型：--Will there be lessfewer pollution? --Yes, there will.

Kids will study at home on computers.

In ten years, I think I will be a reporter.

I might even keep a pet parrot.

I will be able to dress casually.

What will teenagers do for fun twenty years from now.

The head of one of the biggest movie companies in the US predicted that no one would want to see actors talk.

He thinks that it will be difficult for a robot to do the same things as a person.

There are already robots working in factories.

Some …， others …

二。教师指导

a. 本单元的写作指导：

本单元主要是运用由will构成的一般将来时态，表示人们对于未来的设想与预测。通过对未来的设想，可以让我们对未来充满期待，也可以让我们体会并明白“只有今天的付出，才能有明天的收获”这样深刻的道理，也有利于一般将来时的掌握与运用。那么现在让我们来一同回顾一下一般将来时的基本用法：一般将来时由“助动词will + 动词原形”构成，表示将来某个时间要发生的动作或存在的状态，也表示将来经常发生或反复发生的动作，常与表示将来的时间状语连用，如：tomorrow, next month, in 10 years, in the future等。

肯定句由“will + 动词原形”构成，例如：I will tell you the story tomorrow.

否定句由“will + not + 动词原形”构成，例如：I won’t help you do your homework.

疑问句由“will + 主语 + 动词原形”构成，例如：Will you please open the door?

另外，本单元还学习了there be句型的一般将来时形式there will be，例如：There will be fewer people in the future.

b.常用句型：

①I will have a good job. ② Kids won’t go to school.

③ There will be less free time. ④ As a reporter, I think …

⑤ I will be a … ⑥ I believe … ⑦ I want to …

c. 本单元语法指导：

一般将来时（The Simple Future tense）

（1）一般将来时表示将来某一时刻的发生动作或状态，或将来某一段时间内经常的动作或状态。一般将来时由助动词 shall（第一人称）will（第二、三人称）be going to+动词原形构成。

（2）基本句型

肯定句：I/We shall/will go. You/He/She/They will go.

否定句：I/We shall/will not go. You/He/She/They will not go.

疑问句：Shall I/we go? Will you/he/she/they go?

简略回答：（肯）Yes,主语 shall/will （否） No,主语 shall/will not

特殊疑问句：一般将来时的特殊疑问句是将疑问词放在句首，后接一般疑问句（就主语提问时，以疑问词who开头的疑问词除外）

will 常简略为 'll，并与主语连写在一起，如：I'll，he'll，it'll，we'll，you'll，they'll。一般疑问句如用will you…？其简略答语须是Yes，I will或 No，I won't；如用 Shall I…？（较少见）其简略答语须是 Yes，I shall.或 No， I shall not.

（3）表达方法

一般将来时常常与表示将来的时间状语连用。常用的表达形式共有四种，现归纳如下：

a.用will或shall表示

“助动词will或shall+动词原形”这一形式，表示将来发生的事情，用于征求对方的意见或表示客气的邀请。在口语中will用于所有人称，书面语中第一人称常用shall（其实will也可以用到）。

b.用be going to结构表示

“be going to+动词原形”用来表示近期或事先考虑过的将要发生的动作以及已有迹象表明必将发生某事，意为“打算；就要”。

c用现在进行时表示

表示位置转移的动词（如：go, come, leave, start, arrive等），可用现在进行时表示将来时。根据规定或时间表预计要发生的动作，在时间和条件状语从句中，都可用一般现在时表示将来时。

d.用“be+动词不定式”或用“be about to +动词原形”的结构表示。

三。范文赏读

“时间胶囊”是如今比较流行的一种给未来的自己、朋友、家人或任何人保存下信息或物品的活动，这些信息或物品将被放在一个容器中，在未来的一个特定时间将会被打开，这种东西对我们很有意义。重要的是它能提醒我们为了让自己的梦想实现，需要我们现在的努力。请以My Future为题将你对于自己20年后的设想写成一篇短文，介绍20年后的自己，并把这篇文章放在“时间胶囊”里，20年后再打开它。内容可以适当发挥，60词左右。

My future

I have a dream about my life in 20 years. I will live ① Shanghai with my families because it’s a very beautiful city and we like it very much. I will be a good English teacher. I will teach in a middle school. I will love my students, and my students will love me, also ②。 We will be good friends. I will do sports and ③ my students every day. Swimming and running will be my favorite sports. I will be health and strongly ④。

This is my future dream. What do you think of it?

点评：

上面的这篇习作正文的文章格式正确，作者充分发挥了自己的想象，想象20年后的自己成为了一名优秀的老师。我们在写文章时也可以展开想象的翅膀，做出任何想象。结尾句“This is my future dream. What do you think of it?”意味深长，引人思考，假如作者真能在20年后自己再读到这篇文章，相信他会感慨万千的。美中不足的是文章中有些词语运用不恰当，没有区分好词语的用法，需要作者加强这方面的记忆与训练，以便更好地提高自己的写作能力。

文章中的四处错误已经标出，你能找出来吗？

通过本文的改错我们应当借鉴到这样的经验，在日常学习中我们要对知识点有更好地掌握，以免在写作中出现不该出现的错误。本文的写作想象力是重要的环节，题目要求我们对未来有所设想，这样的内容是我们不曾经历的，写作中我们要充分发挥想象，如果能做到尽可能地发挥想象力，并用熟悉的英语将其表达出来就非常难得了。因此，将文章中的细节写得更为细化，会使文章更有可读性。另外我们还要注意的是保守为主是写文章的成功因素之一，在一篇文章中尝试运用自己不熟悉的词语、句型、叙述方式方法，只会得到“画虎不成反类犬”的后果。运用自己所熟悉的短语与句型去组成一篇属于自己的文章是成功的关键。

对比写作：

My future

Everyone dreams about the future. I also have a dream about my life in 20 years. I’ll live in Shanghai with my families because we like it very much. It will be more beautiful. I will teach in a middle school. I will be a good English teacher. I will love my students, and my students will love me, too. We will be good friends. I will do sports with my students every day. Swimming and running will be my favorite sports. I will be healthy and strong. There will be more robots everywhere. They will help us do many things. I believe we will have more time to study and play.

This is my future dream. What do you think of it?

小试牛刀

请以The Life in the Future为题写一篇记叙文，按下列提示完成。

1. 可以想象一下：未来的生活将会是什么样子的呢？

2. 具体介绍一下未来的生活，很多事情都由计算机或机器人来完成。例如：料理家务、购物、网上聊天、不出门就可以看医生、打扫卫生、做饭等。

3. 为了未来的生活，现在我们应该努力学习，实现理想。

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade _______________ Date ____________________

纠正：

_________________________________________________________________

__________________________________________________________________________________________________________________________________

Unit2 What should I do?

一、单元分析

本单元的主要内容是围绕What should I do? 谈论在学校和家庭中遇到的种种麻烦和问题，为他人找到合理的解决办法，提出相应的建议，便于展开日常交际活动。本单元要求用流利的英语来谈论问题，并解决问题，掌握谈论问题和建议的常用词汇和句型，培养团结协作、虚心接受他人意见的良好个人品质。

本单元围绕 problems and advice进行听说读写的训练；Section A 重点以对话形式展示。Section B练习了听力，而且以lonely kid’s problem展开读写练习。(范文网 )Self Check就一封笔友来信展开阅读和写作训练。

1.重点单词：

play， loud ，argue， wrong， could ，can， ticket ，surprise ，other， except，fail， football， until， fit， include， send， themselves

2. 重点词组：

keep out不让……进入 out of style不时髦的；过时的

call sb. up打电话给…… pay for付款

ask for要求 the same as与……同样的

in style时髦的；流行的 get on相处；进展

as much as possible尽可能多 all kinds of各种；许多

on the one hand, … （在）一方面

on the other hand, … 另一方面，……

3. 重点句型：

（1） What should I do? 我应该怎么做？

（2） You could write him a letter.你可以写信给他。

（3） What should he do? 他应该怎么做？

（4） Maybe he should say he’s sorry.也许他应该说抱歉。

（5） What should they do? 他们应该怎么做？

（6）They shouldn’t argue.他们不应该争吵。

二。教师指导

a. 本单元的写作指导：本单元主要是谈论在学校和家庭中遇到的种种麻烦和问题，为他人找到合理的解决办法。在写这样的文章时，首先要确定写作要点，即通过分析麻烦和问题以及提出如何解决来构思文章。然后尽量使用自己熟悉的词、词组及句子来表达以保证语法逻辑的正确性和语言的简洁性。

b.本单元体裁的写作指导：本单元的写作要求要注意的问题：我们要抓住写作任务中的要点，有针对性地扣题写作。结合本单元话题要求，写成书信或电子邮件的可能比较大，让我们来一同了解下书信。书信（或电子邮件）是人们日常生活中重要的传递方式，人们可以通过书信交流思想，提供建议，解决问题等，从而达到情感交流与信息沟通的目的。书信书写最应该注意格式。

c.精彩句型：

（1） I have a problem.

（2） I need……

（3）What should I do?

（4）I’m very upset and I don’t know what to do. Can you help me?

（5） There are a lot of things you could do?

（6）Maybe you should……Or maybe you could…

（7） Good luck!

三、范文赏读：

你和你的好朋友Jean发生了争执，在自我反省过后，你觉得有必要给她写一封信向她道歉，并向她提一些意见。请就此向她发一封e-mail表示你的诚意，60词以上。

Dear Jean,

I am sorry to ①argue you several days ago. We haven' t talked with each other these days. You are my best friend, aren' t you?

Few days ago when I heard you lost my lovely book, I was really mad, so I argued with you, and said that I could not be your friend from then on. Later, I didn' t sleep well those days. I always ②remembere a lot of fun we had. So I decided to write a letter to say sorry to you. I also think you should be careful and take good care of your things. Let' s be best friends again, OK?

Yours ever,

Julia

点评：

上面的这篇作文的格式正确，作者充分利用课本所学知识，段落清晰，中心突出，内容充实。文章中的几处错误也是我们同学们容易犯的毛病，主要是词语运用不当。看看大家对于这几处错误的认识如何。①argue此处使用错误，应用argue with这个词。②时态使用应该全文一致，一般均用过去时，应改为remembered。

例文诵读：

下面是一封刊登在校报上的信。写信人想征求读者意见，找到解决问题的方法。请你写封信提出你的建议。70词左右。

提示词：put…away 把……收拾好

Dear friend, What a terrible day today! This morning I was late for school and my teacher was angry with me. Then I found I left my science book at home . Because I stayed up late last night, I felt sleepy in class this afternoon. I could hardly hear what the teacher said. Could you please give me some advice? Yours, Looking for Help

Dear Looking for Help,

There are many things you should do. First, I’m afraid you’re wrong to be late for class, so you should get up early in the morning and get to school on time. And you should go to bed earlier at night. Before going to bed, you should put away your school things. If you do so, I’m sure you will become a happy student.

Your friend

小试牛刀：

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

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

____________________________________________________________________

Grade _______________ Date ____________________

纠正：__________________________________________________

________________________________________________________

Unit 3 What were you doing when the UFO arrived?

一、单元分析

本单元以What were you doing when the UFO arrived?为话题，要求学生学会运用过去进行时态和when、while引导的状语从句来讨论过去发生的事情，并学会讲故事，同时了解一些自然科学知识和社会科学知识，从而更加热爱科学，迸发探索科学的热情。

重点词汇：bathroom, bedroom, kitchen, bought, land, got, while, experience, imagine, strange, follow, amazing, climb, jump, shout, rode, ran, anywhere, met, happen, accident, plane, heard, modern, kill, murder, bright, playground, bell, rang, told, close, silence, meaning, became, earth, hero, flew

重点句型：1. What were you doing when the UFO arrived?

2. While the boy was walking down the street, the UFO landed.

3. I had a very unusual experience on Sunday.

4. I followed it to see where it was going.

5. The station was crowded and Linda couldn’t see Davy anywhere.

二。教师指导

a. 本单元的写作指导：本单元主要是练习描述一件事。在写这样的文章时，首先要确定写作要点，即通过分析“我”经历的一件事来构思文章。然后尽量使用自己熟悉的词、词组及句子来表达以保证语法逻辑的正确性和语言的简洁性。

b.常用句型：

（1） It was sunny that day.

（2） The whole class went to the park last weekend.

（3） While some girls were singing and dancing, some boys were playing soccer.

（4）Though we were tired, we felt very happy.

c.本单元体裁的写作指导：本单元的写作要求需要注意的问题：这类作文段落要清晰，多用过去时态描写。主要应涉及：

1.介绍事件发生的时间、地点；

2.可以介绍当时的天气情况；

3.描写最令人难忘的时刻以及当时你在做什么；

4.多用第一人称I 或 we 描述；

5.最后表达一下自己的感受。

三、范文赏读

你和同学之间发生过许多趣事吧。请任举一例和我们分享一下吧。请以An Interesting Experience为题写一篇短文。词数要求在80词以上。文中不得出现真实的校名、姓名。

An Interesting Experience

Last weekend all my classmates go to the park. The weather was fine .There were many green trees and beautiful flowers. The park looked very beautiful.

While some girls were singing and dancing, some boys were playing soccer. Still others were playing chess under the trees.

We went boating after lunch and then climb the hills. The hills were very high. When we reached the top , we were all tired.

When we went back to school, it was getting late. We were very happy!

点评：

上面的这篇习作正文的文章格式正确，作者充分利用课本所学知识的整体叠加，中心突出，内容充实。文章中的几处错误也是我们同学们容易犯的毛病，主要是词语运用不当。大家看看对于这几处错误如何更正？①此处为一般过去时态，应把go 改为went;②and 前后引导的时态要一致，所以climb 要改为climbed。

例文诵读：

2008年，在中国发生了不少重大事件。请根据下面表格中的信息提示，描述当这些事件发生时，你在干什么。70-80词。

TimeEvents

2:28 pm, May 12th, 2008A big earthquake happened in Wenchuan, Sichuan.

8:00 pm, August 8th, 2008The 29th Olympics opened in Beijing.

September 25th, 2008Shenzhou VII went into space.

I still remember what I was doing when these important events happened. When the big earthquake happened on May 12th, 2008, I was taking an English lesson in the classroom. I felt very sorry. And I was watching TV with my parents when the 29th Olympics opened in Beijing. How exciting it was! When Shenzhou VII went into space on September 25th, I was listening to the radio with my classmates. We talked about it a lot.

小试牛刀：

一天你放学回家时，你的父母还没有到家。然后，你便玩起了电脑游戏。当你玩的正高兴的时候，你的父母回家了。以下列问题为线索，写一篇80词左右的短文。要求符合逻辑，情节合理。（不少于80词）

提示：1.When did you get home?

2.What did you do first when you got home?

3.What were you doing when your parents got home?

4.What did your parents say to you?

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

________________________________________________________

Grade _______________ Date ____________________

纠正：__________________________________________________

________________________________________________________

Unit 4 He said I was hard-working.

一、单元分析

本单元的主要内容是使用“间接引语”正确转述他人话语，会报告自己和他人的成绩单；在操练中理解、运用间接引语，进一步熟练一般过去时和过去进行时。Section A 部分围绕soap opera，a surprise party，Young Lives话题展开听力，口语，阅读，新闻稿写作的训练； Section B围绕hard-working，report card，进行听说读写的训练。

重点词汇：message; suppose; nervous; true; lucky; copy; own; poor; village; area; meter; thin; ate; decision; husband; start; influence; return; hometown; danger

重点句型：

-What did your math teacher say?

-He said I was hard-working.

-He told me he would call me tomorrow.

-He said he could speak three languages.

-How’s it going?

二、教师指导

a. 本单元的写作指导：本单元主要练习根据提示写一篇评价报告。写材料作文，要善于捕捉材料提供的信息，把握要点，把所需内容表达出来。

b. 常用句型：

（1） How’s it going? 近来如何？近况可好？

（2） My teacher said that… 我的老师说…

（3） I was happy that……and I did well in…… 我很开心……，在…方面我做的很好。

c.本单元的写作要求需要注意的问题：

1.紧扣提示内容，叙述清晰而又不必有太多的发挥，也不可漏内容；

2.注意时态，善于把简单句和复合句交替使用，以增强文章的可读性，但尽量避免使用难词难句。

三、范文赏读：

假如你叫Michael，根据表格所提供的信息，写一封信，把你老师对你的学习评价介绍给你的朋友John。词数要求为80词左右。

Mathhard-working

Englishdo well in listening and speaking

Sciencea little lazy

Historycan do better

Dear John,

How’s it going? I finish my end-of-year exams last week, and I got my report card today. My math teacher said I am hard-working. But my science teacher said I was a little lazy. And he also said I should work harder next term. The good news is my English teacher said I did well in listening and speaking. My history teacher told me I could do better.

What about you? Please write and tell me about yourself.

Yours,

Michael

点评：

上面的这篇习作格式正确，作者充分利用课本所学知识的整体叠加，中心突出，内容充实。文章中的几处错误也是我们同学们容易犯的毛病，主要是词语运用不当。看看大家对于这几处错误的认识如何？

①___________________。

②___________________。

例文诵读：

假如你是Tom，请用英语给妈妈写一封信，介绍一下你的学习情况。

Dear Mum,

I finished my end-of year exams last week and got my report card today. I always feel nervous when I got my report card, but luckily I did Ok this time. My Chinese teacher said I was the best in class, because I had a really hard time with it .But my worst report was from my math teacher. He said I was lazy. And my science teacher said I could do better. That’s all for my report card. Could you give me some advice ?

Best wishes.

Tom

小试牛刀：

John 是一位来自美国的交换生，他收到了班主任寄给他的期中评价报告单。假如你是John, 请你根据以下提示给在美国的父母写封信，说说你的学习情况。（不少于80词）

Name: John

Chinesehard-working

Mathcan do better

Englishwell done

Sciencevery poor

Historygood

P.E.not active enough

Dear Mum and Dad,

How’s it going at home? I got my report card today.

Well, that’s all about my studies for now!

Yours

John

Grade _______________ Date ____________________

纠正：__________________________________________________

________________________________________________________

Unit 5 If you go to the party ,

you will have a great time !

一、单元分析

本单元是以“参加聚会”为话题，学习if 引导的条件状语从句。在Section A中，涉及了三个话题：话题一：以不同的方式去参加聚会会出现的各种结果。话题二：在各种可能的时间举行一次班级聚会会出现的各种结果。话题三：在参加End of Year Party时如果不遵守聚会规则会出现的各种结果。Section B部分是知识的拓展和语言综合运用。该部分涉及了两个主要话题：加入或不加入专业足球队会出现的各种结果和是否成为一名专业运动员会出现的结果。并且从第二个话题延伸到写作训练。在Self check部分拓展了一些和日常生活紧密相关的话题，通过讨论这些话题对if引导的条件状语从句的结构和用法进一步加以巩固。

重要词汇：flower, against, chance, tonight, window, explain, improve，

take the bus, go to college, stay at home, ride my bike, ice cream, happy, famous

重要句子：

1. If you go to the party, you’ll have a great time .

2. Don’t bring …If you do , …

3. Remember to bring …

4. Please take…away.

5. Please turn…on/off.

二。写法指导

主题写作：本单元主要是用if 引导的条件状语从句来谈论未来的计划。

写作思路：此类作文针对性比较强，要针对对方所遇的实际情况进行分析。

1.首先目标要明确，紧扣话题。

2. 要用对方能够接受的语言来描述，达到建议的目的。

3. 用最明了的语言，最顺畅自然地词、句、段去表达中心思想，贯穿材料。

三。范文赏读

基础达标篇：There will be an English party from 5pm to 9 pm on Friday. You can come to the party with your friend. Here are some rules you must remember. Don’t bring food and drinks to the party. Don’t leave during the party. You mustn’t wear jeans. If you wear jeans, we won’t let you in. And please bring your ID card.

点评：

上面的这篇习作作者充分利用课本所学知识的整体叠加，中心突出，内容充实。充分练习了if引导的条件状语从句。

优秀篇：

Maybe I’ll become a teacher. If I become a teacher, I’ll work with children. I love children, so I’ll be happy. I will also be able to work outside sometimes. But I won’t be famous.

Maybe I’ll be a lawyer. If I become a lawyer. I’ll be able to help people. But I won’t be able to work outside and I won’t be able to work with children. I think I’ll be a teacher!

Maybe I'll become a doctor. If I become a doctor, I'll work with people who need help. I can help them ,so I'll be really happy.

四。小试牛刀：

想一想以后如果你有了钱，你会用这些钱干什么？请根据所给的提示词，展开联想，以If I have a lot of money为题写一篇短文。

提示词汇：1.travel around the world

2.a big house, parents, a happy life, buy a car

3.charity, help poor students, go to school, get an education

Grade _______________ Date ____________________

纠正：_____________________________________________________

______________________________________________________________________________________________________________________________________

八下Unit6 How long have you been collecting shells ?

一、单元分析

本单元的主要内容是围绕“谈论人们做某事持续多长时间”和“谈论人们的业余爱好”这两个话题，设计了相关的语言情境。并提供了运用现在完成进行时所进行的听、说、读、写的一系列练习，进一步强化了这一语法项目。通过听、说、读、写的活动，谈论人们的业余爱好以及谈论收藏某物多长时间，对现在完成进行时态的运用能力进行了综合训练，有助于创造性的掌握运用现在完成进行时态的能力。

重点词汇：collect, marathon, skate, pair, since, raise, several, stamp, kite, anyone, store, cake, coin, be interested in, thousand, quite, miss

重点句型：- How long have you been skating?

-I’ve been skating since nine o’clock.

-When did you start skating?

-I started skating at nine o’clock.

二。教师指导

1.写作指导

本单元练习写开放性的作文，主要是运用现在完成进行时态谈论业余爱好以及爱好习惯持续的时间。在写这样的文章时，首先要确定写作要点，即通过分析收藏爱好的情况来构思文章。然后尽量使用自己熟悉的词、词组及句子来表达以保证语法逻辑的正确性和语言的简洁性。

2.写作语法

本单元涉及到的语法是现在完成进行时，即havehas been doing 表示从过去某一时间开始一直延续到现在的动作。常与sincefor 连用。写作时一定注意：since 跟过去的时间点，for 跟时间段。例如：

I’ve been skating since I was seven years old.

I’ve been skating for seven years.

3.精彩好句

1） Everyone has a hobby . My hobby is collecting…/ doing sports…

2） I like …because ……

3） That can make me relax and feel happy.

4） I think doing sports is really a great hobby.

5） I have been …ing … for …

三。参考范文

1.赏读纠错

（吉林中考）请以My Hobby 为题写一篇短文，说说你的爱好是什么？

你为什么喜欢它？以及它对你的生活和学习产生了什么样的影响？

要求：语句通顺，合乎逻辑。词数60-80.

My Hobby

My hobby is do ① sports. I used to be a little weak. Now I’m stronger because of doing sports. I have been doing sports ② 2 years. And I became interested ③ different kinds of sports, such as running, swimming and playing ball games. I’ve been exercise ④ for at least half an hour every day. I’m glad that I am getting healthier and healthier.

Whenever I feel tired and stressed ⑤ , I do sports. Doing sports can make me relax and feel happy. Then I can study better. Doing sports is really a great hobby.

点评：

上面的这篇习作正文的文章格式正确，作者充分利用课本所学知识的整体叠加，中心突出，内容充实。文章中的5处错误也是我们同学们容易犯的毛病，主要是词语运用不当。看看大家对于这几处错误的认识如何？

2.例文诵读：

下面是学校报刊的招聘广告，要求已经以问题的形式提出，假如你是Bob，根据表格内容写一封应聘信，注意时态用法。

Writer wanted

The school newspaper needs a writer. We will give you free topics to different things. To get the job, please answer these four questions:

1. How long have you been listening to music videos?

2. How long have you been watching English movies?

3. How long have you been watching sports?

4. How long have you been working as a writer?

5. How long have you been reading English newspaper?

6. How long have you been writing in English?

Name Q1Q2Q3Q4Q5Q6

Bob 七岁大时两年前大约五年三年前半年2007

Bob Seven years OldTwo years AgoAbout five yearsThree years AgoHalf a year2007

Dear Editor,

I am interested in the writer job. I have been listening to music videos since I was seven years old. I have been watching English movies since two years ago. I have been watching sports for about five years. I have been working as a writer since three years ago. I have been reading English newspaper for half an year. And I have been writing in English since 2007. I love writing. And I hope I can be a writer for our school newspaper.

Yours sincerely,

Bob

点评：

上面这篇习作正文格式正确，句型语法运用得当，内容充实，行文流畅，是一篇佳作，可圈可点的地方很多。具体来看，题目中的6个问题文章中都有具体回答，且正确的使用了现在完成进行时；另外个别单词、词组的使用是文章的亮点，如be interested in, since，for 的使用。

四、小试牛刀

Nick的美国笔友Bob向他询问他和妹妹Linda的业余爱好。假如你是Nick，请根据下面的表格给Bob写一封信介绍一下。词数：60-80（开头与结尾已给出，不计入总词数中）。

People Hobby How longHow many

Nick Collecting shells For five years About 220

Linda Collecting movie ticketsSince she was ten years old More than 350

Dear Bob,

I’d like to tell you about our hobbies.

Can you tell us about your hobby?

__________________________________________________________________________________________________________________________________________________________

Yours,

Nick

Grade _______________ Date ____________________

纠正：______________________________________________________________

Unit 7 Would you mind turning down the music？

一、单元分析

1.本单元围绕“请求及歉意”这一话题展开教学，学习婉转提出请人帮忙的请求方式以及在生活中遇到不顺心不如意的事情生气的时候提出的请别人帮忙，以此培养学生交际能力。

本单元是在已学习Could you please sweep the floor?请求别人帮忙的基础上进一步提升请人帮忙的请求方式，运用Would you mind…？和Could you please……？进行课堂交际以及用便条的方式请求别人帮助。Section A运用would, could句型来表示有礼貌的请求和will表示未来的计划。Section B学会谈论自己最烦心事，以及学会对他人最烦心的是进行调查。Self-check 学会了解西方文化的内涵。

2.重点词汇： right away, wait in line ,cut in line ,break the rule, put out, keep……down, pick …… up

3.主要句型：

（1）。Would you please…？ You should……

（2）。 Could you please……？

（3）。 Would you mind……？

（4）。 Would you mind not……？

（5）。 P lease remember ……

（6）。Thank you very much.

二、教师指导

A:主题写作：本单元我们要写一张便条。

写作思路：便条包括留言，请假条，证明等。写时要注意以下几点：

1. 日期要写在右上角，但不必要像写信那样繁琐，只需写清月日期或星期几即可，也可省略。

2.称呼应写在第二行，顶格写，称呼可以比较随便。

3.正文要另起一行。用词通俗易懂，一般比较口语化，简单明了，写明情况即可。要注意若是请人帮忙或是请假，要语气委婉。

4.署名一般只写留言人的姓名即可。如果是请假条，则要署名正式些，一般表示尊重。

B: 注意事项：

1.本单元主要以便条的形式向别人抱怨某事或请求别人不要做某事或做某事。

2.语气委婉，词句简洁，尽量避免应酬语和各种敬词

3.切忌内容空洞、言不达意。

三。范文赏读：

（1）Tony明天和父母去度假，他给朋友李雷留言。请求李雷帮助照顾一下他的家。内容包括，照看宠物，浇花等等。

Dear Li Lei,

My parents and I are going on vacation tomorrow. I need your help. Could you please help me to take care of my house? Could you please clean the house and water the flowers? I have a pet dog, you know. Would you mind feeding and bathing him when I’m out? You can take him for a walk and give him some water every evening.

Thank you very much.

教师点评：

本文为一则便条，格式正确，主题明确，要点全面。能准确运用表达请求的各种句式。无语法错误，且行文流畅，过度自然，称得上是一篇佳作。

（2）例文诵读：

Betty 的妈妈临时有事外出，她要给 Betty 留个便条。请根据以下要点提示，代 Betty 的妈妈完成便条。要点提示：

1. 爸爸这几天工作繁忙，妈妈要去市里参加一个重要会议；

2. 下午放学后去超市购买一些食物和水果；

3. 明天上午 10 点，去火车站接叔叔和堂妹；

4. 妈妈明天 11 点左右到家做饭。

要求：语句通顺，60 词左右。

Dear Betty,

Your dad is busy working these days. I’ll be at an important meeting in the city. Would you mind going to the supermarket and buying some food and fruit after school this afternoon? Could you please meet your uncle and cousin at the train station at 10 tomorrow morning? You can take a taxi. I’ll be back tomorrow around 11. I’ll cook when I’m back.

See you soon!

Love, Mom

四。小试牛刀：

Bill正在睡懒觉，他父亲在桌子上留了张便条，结合下图，完成便条中的内容。

I’m leaving home, I’m going home at nine this evening. I need your help.

1. Would you mind____________________________?

2. Could you please____________________________?

3. Please____________________________ at half past eight.

4. ____________________________ mending my bike?

5. Could you help me with____________________________?

6. You have to____________________________.

If you finish these tasks, you can play computer games and watch TV.

Love,

Dad.

Grade _______________ Date ____________________

纠正：__________________________________________________

________________________________________________________

Unit8 Why don’t you get her a scarf ?

一、单元分析

本单元围绕“谈论礼物”这一话题而展开，涉及到的语言目标是比较品质，语法是情态动词should，现在完成时以及How/What about…？ Why don’t you…？等句型。Section A是语言的基本内容，是语言的输入呈现阶段。1a、1b和1c分别是看、听、说的任务型环节，均围绕1a中的卡通画而展开。2a、2b是同一材料内容的听力部分，但任务不同。先讨论2a、2b的听力材料，在此基础上，再由学生结对练习2c的句型结构。在3a的学习中，区分现在完成时和一般过去时，让学生在使用过程中区分这两种时态的不同。3b是3a内容的巩固和练习。Section B是在谈论礼物的基础上，涉及到宠物的相关内容，是Section A的继续和巩固，是综合的语言运用和知识的扩展部分。

重点词汇：scarf, calendar, photo album, necklace, CD, camera, dictionary等物体名词；turtle, mouse, spider, snake, hamster, rabbit, pot-bellied pig 等动物名词，以及expensive, cheap, boring, interesting, personal, friendly, scary, beautiful

重点句型：----What should I get …？

----How about a CD?

----No, that’s too expensive.

----What’s the best present you have ever received?

----A bike.

二。教师指导

a. 本单元的写作指导：本单元主要是学习一些有关物品质量的词，学会比较物品的质量，并学会谈论礼物，发表个人观点，礼貌的向别人提出建议。在写这样的文章时，首先要确定写作要点，即通过分析物品来向别人提出建议。尽量使用自己熟悉的词、词组及句子来表达以保证语法逻辑的正确性和语言的简洁性。

b.常用句型：

（1） The best present I have ever received is…

我曾经收到的最好的礼物是…

（2） I think it is bad for…

（3） What about…？

（4） Why don’t you…？

（5） That’s too…

c.本单元体裁的写作指导：本单元的写作要求需要注意的问题：我们要抓住写作任务中的要点，有针对性地扣题写作，结合本单元话题的要求，写成议论文是最好的选择。要写好议论文，必须注意以下几点：

1.确定论点，论点通常在文章的第一段提出。

2.要有足够的论据，可以列举生活的实例。

3.论证要有严密的逻辑性，所有事实、原因、理由应紧密地同结论连接起来。

4.层次要清楚。

5.态度诚恳、友好，因为议论文重在说理，以理服人，委婉的提出建议。如：Why don’t you…？

6.论据要充分，欲证明自己的观点必须有充分的证据。作者可以列举事实、展示数据、提供事例、借助常识或利用亲身经历。

三、范文赏读：

1.近年来，一些学生在过生日的时候，举办大型的'生日派对，这可能会带来一些问题。请根据提示内容，用英语写一篇短文。

问题：1）花费许多钱，家庭不富裕的同学感到烦恼；

2）浪费时间，不利于学习；

3）容易染上抽烟，喝酒的恶习。

建议：… …

写作要求：所给提示内容必须全部用上，并适当发挥，词数在80个左右。

In recent years, some students hold big birthday parties to celebrate their birthdays. I think it is not the best way to celebrate one’s birthday.

First, you will spend much money and the students from poor families may be worried about that. Second, it will also waste a lot of time. It is bad for your study, too. Then, some of the students may get in bad habits, such as smoking, drinking wines .

Why not celebrate your birthday with your friends by going hiking or fishing or doing other things? I think it’s a good way for us to celebrate our birthday by giving paper cards as birthday presents. As students, we should spend our money and time on study.

点评：

上面的这篇习作正文的文章格式正确，作者确定了主题思想，正确表达了生日派对的负面影响，用别人能接受的语言委婉的提出了这样做的弊端，并适当给别人提供了一些建议。

从本文的写作中我们应当借鉴到这样的经验，在日常学习中我们要对知识点有更好地掌握，以免在写作中出现不该出现的错误，运用自己所熟悉的短语与句型去组成一篇属于自己的文章是成功的关键。同时文章中的细节写得更为细化，会使文章更有可读性。

佳句欣赏：

I think it is not the best way to celebrate one’s birthday.

我认为那不是庆祝生日的最好方式。

It is bad for your study, too.

那也不易于你的学习

Why not celebrate your birthday with your friends by going hiking or fishing or doing other things?

为什么不和你的朋友去远足或者钓鱼或者去做些其他的事情来庆祝生日呢？

2.请根据以下要点提示，以“The best gift I have ever received”为题写一篇短文。

要点提示：

1）When did you receive the gift?

2） Who gave it to you? Why did he/she buy you the gift?

3） Why do you like it? Introduce the gift.

要求：语句通顺，70词左右。

The best gift I have ever received

The best gift I have ever received is a camera. It is red. It looks nice. I received it from my dad on my 13th birthday. He knew I love taking photos, so he bought the camera for me . When I traveled with my parents or friends, I would bring the camera with me. I took lots of photos during the travels. The pictures would help me remember those interesting things!

四、小试牛刀：

假如你是Tina，是某电视台英语频道“School English”栏目的忠实观众，请根据下列信息给该栏目的主持人Tom写一封英文信，并表达你对该节目的良好祝愿。

优点：1. 内容丰富（有故事，游戏，英文歌曲等）；

2.有利于提高英语水平（词汇量，听说能力）；

3.能了解更多的外国文化。

不足：1. 语速有点快；

2.每周只播出两次。

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

Grade _______________ Date ____________________

纠正：__________________________________________________

________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

Unit9 Have you ever been to an amusement park?

一。单元分析

本单元围绕谈论过去的经历，学习使用现在完成时态。通过对学生们喜闻乐见的一些娱乐场所（fun places）的描述，反复运用句型Have you ever been to…？ I’ve never been to… 来激发他们使用本单元所学单词的兴趣。教材中提供的所有活动都以现在完成时态为中心，通过一系列的听、说、读、写的训练，来加深对现在完成时态的理解，明白英汉两种语言在结构及表达方法的一些异同点，从而提高他们运用所学语言的综合能力。

重点词汇：neither, island, especially,discover,quarter,population,

natural,wake up,end up,all year round

重点句型：

1.--Have you ever been to an amusement park?

--Yes,I have./ No, I haven’t.

2.Have you ever been to an English- speaking country?

3.I decided that the best way to do this was to become a flight attendant.

4.Maybe when I leave school I’ll think about becoming an English teacher rather than a tour guide!

二。教师指导

a. 本单元的写作指导：本单元主要是培养学生恰当运用现在完成时介绍你曾经去过的地方。描述过去的经历是同学们较为熟悉的话题，此话题较为开放，同学们在谈论过去做过的事情时，可以联系现在，也可以讨论未来。

1. 注意时态的运用。写此类短文一般用现在完成时，一般过去式，有时也会用到一般将来时。

2.选材要典型。写作时注意所选取的素材应具有典型性，并且是同学们比较熟悉的事情，这样能产生共鸣。

3.在写作时要按一定顺序来写。短文层次要清晰，语句要通顺。

b.常用句型：

1. I went to …

2. It was a … place that I have ever visited .

3. I fell in love with …

4. I hope I can ……

三、范文赏读

（1）请根据以下要点提示，并结合自己的经验写一篇短文，给同学们推荐一处旅游目的地。

提示：

1. What place are you going to visit？

2. Have you been there before?

3. Why do you like this place?

4. Who do you want to travel with? And when?

要求：语句通顺，70个单词左右。

I think Beijing is a good place to visit. I have been there with my family. We all enjoyed ourselves there. There are lots of attractions in Beijing. I’m interested in anything about history. So I especially like the Palace Museum. We went there in the morning and spent the whole day there. I’m planning to visit there again with my pen pal Tina this autumn.

上面的这篇文章格式正确，作者充分利用了课本所学知识。中心突出，内容充实。文章中的几处句子我们可以借鉴。如： 1.I think Beijing is a good place to visit . 此句中要注意a good place to visit , 其中to visit 为a good place 的后置定语。

2. We enjoyed ourselves there . 此句应注意enjoy oneself 玩的高兴。

3. I’m interested in anything about history. 此句中要注意对…感兴趣：be interested in

4. I’m planning to visit there again 注意plan的用法 plan to do sth : 计划做某事。

改进的建议，从本文的写作中我们应当借鉴到这样的经验，在日常学习中我们要对知识点有更好地掌握，以免在写作中出现不该出现的错误，运用自己所熟悉的短语与句型去组成一篇属于自己的文章是成功的关键。同时文章中的细节写得更为细化，会使文章更有可读性。

（2）例文诵读

Have you ever been to Xi’an where I was born and grew up? It’s one of the most famous ancient cities in China as well as in the world. It is in Northwest China and was originally called Chang’an. There are many places of historical interest, for example, the Greater Wild Goose Pagoda. Xi’an is a modern industrial city. There are many beautiful parks, shops, roads and museums of different kinds. You may enjoy the cultural features of the city and buy whatever you need at the same time.

四。小试牛刀

请用英语写一篇短文来介绍你游历过的城市或风景点，你对它有什么深刻的印象。80词左右。请参考以下提示词：

travel,traffic,friendly,buildings,foreigner,tour guide,tidy,

comfortable

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

Grade _______________ Date ____________________

纠正：__________________________________________________

________________________________________________________

Unit 10 It’s a nice day, isn’t it?

一、单元分析

本单元的语言功能项目是“Make small talk” ，涉及到的语法是

“反意疑问句”和“Thank-you note”的形式和内容。

Section A是语言功能的初步呈现和输入阶段。通过“呈现-展示-讲解-理解-操练-运用”这几个环节，循序渐进，从而达到对反意疑问句这一语法现象的认识。Section B是本单元语言功能项目“Small talk”的再现、巩固，以及语言的综合知识的扩展部分。3a是“Thank-you note”的示范展示，体现了语言的综合运用，3b和3c是“Thank-you note”的操练、模仿和运用，鼓励学生进行大胆的语言运用和输出。

重要词汇：

at noon ,look through, cross, low, slow ,take notes, come along, get along, at least ,traffic

重要句子：

It’s really windy today, isn’t it ? Yes, it is.

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

Do you think it’ll stop by noon ?

Their prices are really low, aren’t they ?

So, tell me about yourself.

Sometimes it isn’t easy being the new kid at school.

Thank you so much for inviting me.

I feel like part of the group now.

I was having a hard time finding it until you came along.

Friends like you make it a lot easier to get along in a new place.

I’ll think of you as we watch the Black Socks win the game.

I’m sorry I had to leave early.

Be careful to look both ways before you cross the street.

二、教师指导

a. 写作指导：

感谢信是感谢对方给自己的某种关怀，帮助，照顾或勉励等的专用书信。本单元主要是培养学生恰当地运用Thank-you note来表达“谢谢”这一语言功能项目，增强学生综合运用语言的能力。

注意事项：

1.感谢信的格式与其他书信相同，由标题，称呼，正文，结尾，署名和日期构成。一般同学或平辈之间的感谢信较为随意，由称呼和署名构成即可。

2.正文内容一般由三部分构成：一要写出感谢理由；二是赞扬对方；三是表明自己向对方学习的决心。

3.内容要简明，具体，感情要真诚。

b.常用句型：

----It’s a nice day, isn’t it?

----Yes, it is. I really love hot weather.

----You’re Jenny’s friend, aren’t you?

----Yes, I am.

Thanks for the tickets for next week’s game.

I really enjoyed meeting your family .

It’s nice of you …

This made me feel …

三、范文赏读：

（1）基础达标篇：

你生日那天，Tony送给你两张流行音乐会的门票，你见到了自己最喜欢的歌星，度过了一个愉快的晚上。为此你用英语给Tony写了一封Thank-you note。

Dear Tony,

Thanks for the tickets to today’s pop concert. This is the best birthday gift I have received. I went there with my mother. Do you know who we have seen? We’ve seen David Tao and Jay Chow! How happy I was! You know they are my favorite singers. They sang many beautiful songs tonight. I was so excited and sometimes I sang along with them. I had a great time this evening.

点评：本文熟练运用所学知识点和熟悉的短语与句型组织语言并且细化细节，使文章具有较高的可读性。

（2）优秀提升篇：

Dear Eric,

How time flies ! I have been back from France for nearly two weeks . I was so lucky that I had a chance to take part in the summer camp and live with your family. I enjoyed myself in your home . Thank you for taking care of me . I really miss all of you .

I am sorry l left my digital camera in your house . Would you mind sending it to me ? I hope you and your parents can come to China . And there are also many places of interest in Beijing , such as the Great Wall , the Summer Palace . I’d like to show you around.

I’m looking forward to your coming .

Yours,

Xiao Cong

四、小试牛刀：

假设你是Jim , 请根据以下情况写一封感谢信。上周五踢球时，你的腿受伤了，是李雷帮助了你。为了表示感谢，邀请李雷下周日到你家做客。

要求格式正确，内容清楚完整，语言通顺，80词左右。

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Grade _______________ Date ____________________

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★ 春八年级班主任工作计划

★ 八年级我心目中的春作文600字