初三英语九年级：Unit8教案
人教版英语九年级全册Unit8SectionB1(1a1d)教学设计
3.教师巡回指导，针对学生的讨论情况进行反馈，引导学生注意词汇和语法的正确运用。
（四）课堂练习（500字）
1.教师设计一系列与旅行相关的练习题，包括听力、口语、阅读和写作等形式，巩固所学知识。
2.学生独立完成练习题，教师对学生的答题情况进行反馈，针对共性问题进行讲解。
三、教学重难点和教学设想
（一）教学重难点
1.重点：
（1）掌握与旅行相关的词汇和短语，如：guidebook, scenery, passport, visa等。
（2）熟练运用一般过去时和一般将来时态描述旅行经历和计划。
（3）运用目标句型进行对话，如：Where did you go? What did you do? How was your trip?
（4）通过听力练习，提高获取、处理信息的能力。
2.难点：
（1）在实际语境中灵活运用所学词汇和句型混淆。
（3）提高听力理解能力，尤其是对细节信息的把握。
（二）教学设想
1.创设真实语境，激发学生兴趣：
2.采用任务型教学法，培养自主学习能力：
设计一系列与旅行相关的任务，如：编写旅行计划、介绍旅行经历等，引导学生主动探究、实践。在完成任务的过程中，学生能够自主学习和运用所学知识。
4.布置课后作业，要求学生运用所学知识编写一段旅行日记，以巩固课堂所学。
五、作业布置
为了巩固本节课的学习内容，特布置以下作业：
1.编写一篇旅行日记，描述自己的一次旅行经历，要求使用一般过去时态，不少于80词。
2.制定一份旅行计划，包括目的地、出行方式、活动安排等，要求使用一般将来时态，不少于100词。
设计有针对性的课后作业，巩固所学知识。同时，采用多元化的评价方式，如：自我评价、同伴评价、教师评价等，全面评估学生的学习成果。
牛津译林版九年级英语上册Unit 8 Detective stories全章教学案
牛津译林版九年级英语上册Unit 8 Detective stories 全章教学案总课题 9A Unit 8 Detective stories 总课时 10第1 课时 课题Comic strip & Welcome to the unit课型新授教学目标知识目标1. To understand clues about a crime.2. To read notes on four suspects and decide which suspect is most likely to be guilty3. To draw a picture of the suspect. 能力目标 Describe a person情感目标Learn to tell a good man from a bad man教学重点 V ocabulary about describing a person 教学难点 Learn to describe a man 课前预习Preview the new words and phrases教 学 过 程 教 师 活 动 学 生 活 动备课札记Step1. warm-up Ask:What do you want to be when you grow up? Why? Do you think of being a detective when you grow up? (Give your opinions to be or not)Do you know something about the things about detective stories? etc. Step2. welcome to the unitExplain the context. This is a detective’s report. Everyone wants to make sure who the murder is , so let the Ss read the profiles of every suspect in Part A Discuss in groups of four and guess who is the murder. Ask some students to stand up to say who the murder is .and give out the reason, sent the best drawer to draw out the murder onthe blackboardTalk about their own dreams and give the reasons Discusssomethingabout detectiveDiscuss and guesswho is the realmurder看侦探方面的故事是很多学生所喜爱的事情,所以这话题很容易引起他们的兴趣教 学 过 程 教 师 活 动学 生 活 动备课札记Compare which team is the best group. Underline some words and phrases a bout describing a person’s appearance.Step 3. Practice Still in groups, learn to describe their own friends’ appearance, using the phrases they learned.Have a speech, choose the best speaker and give him some prize.After learning some vocabularyabout describing a person, try to describe a friend of theirs by themselves让学生了解如何用英语去描述一个人Step 4. comic stripesGive a listening taskQuestions:1.Why is Eddie dressed like a detective?2. What is he really looking for?Play the tape for the Ss to catch the answers.Act the dialogue out in pairDiscussion :What do you think of Eddie? Do you like him?Point out the phrases:dress sb / dress upgo missingStep 5 TopicTalk about the topic of this unit and guess some vocabulary Learn about some famous detectives in the worldLearn to tell a detective story Listen to the tape andfind sth about Eddie让学生认识到本单元的主题是侦探,预习并搜索相关的词汇与故事总课题 9A Unit 8 Detective stories 总课时 10第2课时 课题Reading (A)课型新授教学目标知识目标1. To understand key vocabulary related to crime.2. Understand sentences as true or false by reading3. Know about the main meaning of the text.能力目标 To develop the students’ abilities of listening, sp eaking, reading and writing.情感目标have a sense of protecting yourself教学重点 Know something about the detective story by reading 教学难点 Learn some vocabulary about the crime 课前预习New words about this text教 学 过 程 教 师 活 动 学 生 活 动备课札记Step 1. Presentation1) Say: Good morning, everyone. First of all, let’s watch a part of a film.2 Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.) Step 2 Reading1. Say this film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a n ewspaper. Before we read it, let’s deal with the new words first. 2 skim and answer the following 3 questions: a) Who was murdered?b) When did the murder take place?c) So far how many suspects do the police have ?Watch and feel the situation then learn the new words. 创设一案件的现场情景引入部分单词attacker,victim, andmurder教 学 过 程 教 师 活 动 学 生 活 动 备课札记 3 ScanSay: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake. a)The victim’s body was found in Valley Town. _____ b)The victim sold computer programs. _____ c)The victim worked in New Town, _____ d)It is possible that there was more than one ttacker. e)The victim had lots of enemies. _____Readthetext carefully again and learn more about the text. Makesurethe language points they can’t understand.通过“情境导入—词汇教学——快速阅读—研读—分析疑难知识点”等环节激发学生的兴趣，引导学生掌握一定的f)The victim was attacked with a gun. _____ g)The suspect is a short, fat man. _____ h)The police have arrested the murderer. _____ i)The victim’s parents offered a reward for information. _____ Check their answers. 4 ListenSay: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.Read the article themselves for several minutes, then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples. Read together with the tape once. Step 3. Skim1) Ask the students to work in pairs and tick out the main idea of the article.victim: clues: suspects: the police:2) Check out their answers orally, then give out the answers on pieces of paper.Read again and tickout the main ideas ofeach paragraph. 阅读技巧，了解文章基本概况。
九年级英语Unit8 教案
九年级英语Unit8 I’ll help clean up the city parks教案The First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank(2) Target LanguageI’d like to work outside.You could give out food at a food bank.2. Ability Objects(1) Train the students to express offering to help with the target language.(2) Train the students’ listening skill.3. Moral ObjectOffer help to the others as much as possible.Ⅱ. Teaching Key Points1. Key Vocabulary ：clean up, hunger, homeless, cheer up, give up2. Target LanguageHow to express offering to help with target language.Ⅲ. Teaching Difficult Points1. Teach the students how to use the new phrasal verbs.2. Teach the students to express offering to help with target language.Ⅳ. Teaching Methods1. Teaching by giving sample sentences and making up sentences.2. Teaching by showing pictures.Ⅴ. Teaching Aids：1. A tape recorder2. Some pictures on volunteer’s offering helpⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the language points in Unit 7.Ask some questions like this: Where would you like to go on vacation? (I’d like to/I’d love to/l hope to… )Why?(Because…)2. Revise the contents in Unit 7. Say to the class like this:Who can say something about Singapore?What things do you like there and what things don’t you like about it?Ask them to give the answers without looking at the books.3. Check homework by asking some students to read their sentences they’ve made with the verb s. Let them hand in their homework.4. Dictate ten words in Unit 7.Step Ⅱ laThis activity introduces the key vocabulary and provides some writing practice.In this unit we learn to offer to help.We’ll use some phrasal verbs. Each phrasal verbs has two o r three words, such as clean up, cheer up, give out.Here is an example on how to use clean up. Look at the title of Unit 8. I’ll help clean up the city parks. Repeat it twice, please.Ask the children to read the title twice.Then go on saying, "clean up means make a place clean and tidy, put things there in order". Let’s see another example, We should always clean up after a picnic.Who can explain this sentence in your own, words?Ask one student to explain the sentence.He or she may say like this. This sentences means we should burn wastepaper, collect litter and empty bottles, etc.Then say to the class. Who can make more sentences with clean up?Ask several students to share their sentences to the class.Do the same with the other phrasal verbs.Some sample sentences1. clean up—make a place clean and tidy, put things in orderWe should always clean up the dirty parts of the sea.2. cheer up—make someone feel happyThe good news cheers everyone up.3. give out—hand outLin Tao helped the teacher give out the new textbooks to the class.Read the instructions to the students.Please look at the picture now. We can see a bulletin board and two children in it. What is the bulletin board about?Help students to answer: Volunteer Today!Then continue saying, "Who can tell me the meaning of volunteer?"Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson.Draw the students’ attention to the three posters on the board.We can see one sentence in each poster.And we can see some people in each poster, too. What are the volunteers doing in each poster? Please work in pairs and talk about the posters.Give the students a few minutes to talk about what they will say. Let them talk about all the three items. Move around and help the pairs as needed.Then read the sentences in the posters to the class. Ask the pairs of students to explain what the sentence means in their own words. Or tell what the volunteers are doing in the posters.For example, for the first poster, a pair might say:It means there is trash in the park. There is some paper on the ground. We can help clean up the park by picking up paper and trash. We can make the park clean.After the students have finished all the items, ask the students to add some other ways they can help people. Get them to write the ways down in the box below the picture.At last, ask some students to share their ideas with the class. Write any new words or phrases on the board and explain these words to the class, if necessary.Some sample answers:Visit some single elderly people and help them with housework.Help clean up the neighborhood.Cheer up the people who look sad.Help the teacher give out the papers to the students.Save money to help the poorer children.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Call the stu dents’ attention to the two lists in the box in Activity lb. Ask some students to read the eight sentences on the lists to the class. Explain any new words and phrases in it.Make sure that all the students can understand the meanings of the eight items.Then get the children to read the instructions together.Say, we will hear four conversations.Your task is to match the items in the two lists. We can see the blanks in front of the first line of each conversation. Listen to the conversations and write the letter in front of the first line of each conversation. Put the letters of the second line of conversations in right places.Point out the sample answer to the class.Play the recording the first time. Tell the students to only listen.Then play the recording a second time.Tell them to write a letter in front of each numbered sentence this time.Check the answers.Optional activityAsk the students to choose a volunteer job they might like to do and draw a picture of it. They can draw a picture like the posters in the textbook. They can also add a sentence describing the job. They may dothis in several groups. After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions with the class.Call their attention to the example in the speech bubbles in Activity la. Ask a pair of students to read this conversation to a class. Then let them practice in pairs.Note the ir pronunciation of "like to" in phrases such as, I’d like to help hungry people. Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tu.Play the I’d like to statement on the recording to demonstrate this pronunciation.After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters. Get two pairs to demonstrate two conversations first. They may say like this: S A: I’d like to cheer up sick kids.S B: You could visit sick children in the hospital.S A: I’d like to help homeless people.S B: You could give out food at a food bank.Then let the whole class practice in pairs.After that, play the recording of activity 1b and let the children read after it twice.Then ask them to practice similar conversations using the information in Activity 1b.课堂检测Ⅰ.根据汉语提示完成句子1.You could help (清扫城市公园).2.We can't (推迟制定计划).3.I'd like to (让生病的孩子高兴起来).、4.We're going to (建立一个食品救济中心)to help hungry people.5.We need to (想出)a good idea.Ⅱ.根据句意及首字母提示完成单词1.In the old days，many people died of h .2.Do you want to be a v to treat animals after you leave school?3.He left home and became a h man.4.We are going to e a food bank to help hungry people.5.There are so many a between TV shows now.6. You could help c a basketball team for little kids.Step Ⅴ SummarySay, In this class, we’ve lear ned how to express offering help. And we’ve learned several phrasal verbs. At last, we did some oral practice using target language.Step Ⅵ Homework1. Make up one sentence with each of the following phrasal verbs: clean up, cheer up, give out2. Write out three conversations of activity 1c.。
人教版九年级下册英语Unit 8集体备课教案
人教版九年级下册英语Unit 8集体备课教案一、教学目标知识目标：学生能够掌握关于未来预测和可能性的词汇和表达方式，了解不同国家的文化习俗和传统。
能力目标：学生能够运用所学知识进行简单的未来预测和可能性讨论，提高口语表达和写作能力。
情感目标：培养学生对未来的思考和规划意识，增强跨文化交流的素养。
二、教学内容重点词汇：掌握关于未来预测和可能性的重点词汇，如预测、可能性、概率等。
句型表达：学习关于未来预测和可能性的常用句型。
阅读理解：通过阅读简单的文章，了解不同国家对未来的预测和期望。
口语练习：模拟未来预测和可能性讨论的情境，进行口语表达练习。
写作训练：根据所学知识，写一篇关于未来预测或可能性的短文。
三、教学难点与重点难点：如何引导学生进行关于未来预测和可能性的深入讨论。
重点：掌握关于未来预测和可能性的词汇和表达方式，了解不同国家的文化习俗和传统。
四、教具和多媒体资源黑板：用于书写重点词汇和句型。
投影仪：播放关于未来的视频资料，增强学生对未来的感性认识。
教学软件：用于进行互动练习和测试。
五、教学方法激活学生的前知：通过提问学生未来的规划和梦想，激活学生的相关背景知识。
教学策略：采用讲解、示范、小组讨论、案例分析等多种教学方法，引导学生积极参与课堂活动。
学生活动：组织学生进行关于未来预测和可能性的讨论，提高学生的思维能力和表达能力。
六、教学过程导入（5分钟）通过投影仪展示一些关于未来的图片或视频，吸引学生的注意力。
随后提问学生未来的规划和梦想，引导学生进入本单元的主题。
讲授新课（30分钟）（1）介绍本单元的重点词汇和句型，通过例句和情境模拟帮助学生理解并运用。
（2）阅读理解：让学生阅读一篇关于未来的文章，并提出问题让学生回答，检验学生的理解程度。
（3）口语练习：组织学生进行关于未来预测和可能性的小组讨论，并进行口头表达。
教师给予指导和反馈。
（4）写作训练：让学生写一篇关于未来预测或可能性的短文，要求运用所学知识，注意语法和拼写错误。
牛津译林版九年级英语上册Unit 8 Detective stories示范课教案
训练学生在新的语境中创造性地运用目标语言。
环节六：发散思考，与同伴讨论，培养细心品格、求真精神，提升人文关怀。（5 mins）
教学活动
16. Students think about the two questions and have a discussion in groups.
活动层次
10. Students look at the pictures and make sentences.
11. Students read the seventh paragraph and complete the conversation.
活动层次
学习理解之感知与注意、获取与梳理、概括与整合；
三、教学活动设计
环节一：创设问题情境，复习已知。（5mins）
教师引导学生完成词义选择、时间顺序排序、新闻要素匹配等练习活动，复习已知。
教学活动
1. Studentslookat the words and choose their correct meanings.
2. Students recall the murder case and number the senten对语篇及语言点的把握情况。
环节设计意图:
通过不同的阅读活动，培养学生梳理文章关键信息的能力，帮助学生在语境中理解及初步运用语言知识。
环节三：在情境中运用所学知识，巩固练习。（4 mins）
教师设置补全对话的练习活动，学生运用语言点，巩固所学。
教学活动
13. Students complete the conversation with the wordsandread out the conversation with their partners.
九年级英语教案 Unit 8 I’ll help clean up the city parks. Period 3
Check the answers with the class.
Then have the students read the article loudly twice. Encourage them to ask questions if they still can’t understand any words or sentences.
writing stories
give a talk on how to write stories
Joy
movies
help give out posters for a cinema
Wei
music
play music to cheer up the sad people
StepⅣ3c
This activity provides listening and speaking practise using the target language.
课题Unit 8 I’ll help clean up the city parks.Period 3教学目 Nhomakorabea标
1. Knowledge Objects
(1) Key Vocabulary：major, commitment, veterinarian, coach
(2) Target Language
Read the instructions to the students.
This is an article about volunteers. You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work.
人教版九年级英语全册Unit8SectionA1a2d教学设计
（一）教学重难点
1.重难点一：时态的掌握与运用
-学生在描述过去事件时，对一般过去时、过去进行时和过去完成时的运用容易出现混淆。
-教学设想：通过具体的语境设计，如日常生活中的小故事，让学生在实际语境中感受不同时态的用法，通过对比和反复练习，加深对时态的理解和运用。
2.重难点二：词汇和短语的记忆与运用
3.分层次教学，关注个体差异
-根据学生的英语水平，设计不同难度的练习和任务，使每个学生都能在课堂上得到有效提升。
4.持续反馈，鼓励自主学习
-教学过程中，给予学生及时的反馈，鼓励学生自我纠正错误，培养自主学习能力。
5.情感教育，培养积极态度
-创设轻松愉快的学习氛围，关注学生的情感需求，鼓励学生积极参与课堂活动，培养他们对英语学习的兴趣和自信心。
2.利用多媒体教具，如图片、视频等，创设情境，帮助学生理解与记忆；
3.组织小组合作学习，培养学生团队协作精神，提高课堂互动性；
4.通过阅读文章，引导学生学会寻找关键信息，提高阅读理解能力；
5.鼓励学生用所学知识进行真实情境下的语言输出，巩固所学知识。
（三）情感态度与价值观
1.培养对英语学习的兴趣，提高学习积极性；
2.增强自信心，勇于在课堂上展示自己，不怕犯错误；
3.学会尊重他人，认真倾听他人的观点，善于与同学进行交流与合作；
4.了解并尊重不同文化背景下的节日庆典，培养跨文化交际意识；
5.培养正确的价值观，认识到学习英语的目的不仅仅是掌握一门外语，更是为了了解世界、拓宽视野。
在教学过程中，教师应关注学生的学习需求，以学生为中心，创设轻松愉快的学习氛围，使学生在愉快的氛围中学习英语，达到教学目标。
-各小组进行讨论，组内成员相互交流，鼓励每个学生积极参与。
【最新】人教版九年级英语Unit8教学案
Unit8教学案★Teaching objectives:1.Knowledge aims:(1)To enable the students to understand and master some words, phrases and sentence patterns ;(2). To learn some information about Stonehenge.2 Ability aims:(1)To strengthen the reading skills like predicting, skimming, scanning and careful reading;(2)To improve the students’ organizing and using skills of English as the second language3 Emotional aims:(1)To encourage students to participate in some meaningful activities and communicate with others so that they can get along well with each other;(2) To develop students’ sense of cooperative learning.★Teaching key points(1.) To help the students get a general idea of the whole passage, and some detailed information and language points as well.(2.) To understand the structure of the passage.★Teaching difficult points(1.)The students use their own words to express their own ideas.(2.)How to help students develop their own learning strategies★ teaching methods1. Communicative Language Teaching2. Task-based Language Teaching3. Computer Assisted Language Teaching★Learning strategies1.The strategy of cognition2.The strategy of communicating★Teaching ProcedurePart One: Pre-reading (5minutes)Step1:Presentation : Show learning goals on the PowerPointPurpose: to let the Ss know the tasks and aims in advanceStep2: Lead in:Enjoy a video about Stonehenge and show some pictures about Stonehenge.Purpose: to arouse students’ interest, introduce the topic and let Ss know some background about Stonehenge.Part Two: While-reading(28 minutes)In While-reading , I adopt the top-down reading model. This step is divided into 3 parts:prediction, fast reading and careful reading.1)Prediction:If you are asked to write an article(文章）about a place, what will you write about it?Look at the title “Stonehenge--Can Anyone Explain Why It Is There ”.How do youunderstand the title?Purpose: to develop the habit of predicting before reading2) Fast reading Task 1:Skim to find out the main ideaTell the students: The theme(主题)of an article often comes in the first paragraph, usually atthe first or last sentence...Purpose: To help students develop the skill of skimming rapidly just to get a very generalimpression.Task2: Scan para2,3 to find out:1. How many ideas about what Stonehenge was used for are mentioned in the text? Task3Scan para4 to find out:1. How was Stonehenge built?2. Who built Stonehenge ?Task4:To get the structure of the passage:Purpose: To help students develop the skill of getting the structure of the passageStonehenge Where WhoWhen …3)Careful readingTask1: Read Part.1How many people visit Stonehenge every year? Why do so many people want to visit it?Task2:Read Part 2 carefully and describe the ideas.descriptionIdeas about what Stonehengewas used forHistorians believed...was...where...tried to...with the gods.Another popular idea is...might ...The.. were...in...,on...,the sun...intothe...Others believe...have...They think... while... "as you...,you...the...from ...Some think it might be...,or aplace to...ancestors.others think it was ...to... a...over...Purpose:To get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details.Task3: Read Part.3Do we build another Stonehenge? Why?What can we learn from ancient people?Purpose:To strengthen the moral education, which is to meet the needs of the New Curriculum Standards of English.4)Language appreciation :Translate:1. For many years, historians believe Stonehenge was a temple where ancient leaders tried to communicated with the gods.2. No one is sure what Stonehenge was used for, but most agree that the position of the stone must be for a special purpose.3. we do know they must have been hardworking--and great planners!Purpose:To let Ss accumulate some language points.Part three:Post-reading ( 10 minutes)Learning for use: Make a dialogue.假如你是一名导游，你和游客之间进行了有关Stonehenge的对话.Guide:Welcome to Stonehenge. I am honored tointroduce it to you.Visitor A: Could you tell me when it was built?Guide: ...Visitor B: ...Purpose:1.Enable the students to put the expressions in this passage into practice. It is a process of language output, which can help the renewal of the language. This exactly accords with the standard of high school curriculum, which advocates promoting students’thinking and expressing abilities in English. 2.Help Students form their own judgment . At the same time, students can learn to be cooperative.Part4: Question Time and homework( 2minutes)I’ll leave the last 2 minutes for the students to ask questions. It’s another chance for them to study autonomously.The homework : Add more information and finish your own mind map after class.Purpose: 1.According to the basic teaching theory from Robert Mills Gagné: “Every student is unique, every student wants to play a role in the class.” I have to try my best to make my class as lively and interesting as possible. Then all my students could find their positions in my lesson. Just as the movie says, “ Not one less”.2.Transfer the reading ability to writing ability.。
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叩官初中英语八年级下活页备课撰稿：李乃红定稿：张王丁周次：十一课时1234导学一一、教学课题：Section A二、教学目标：Words: comment, album, personal, special, receive,gave, guy Phrases: get sb for sth, how about, give…….to, what aboutSentenses: 1）What should I get my sister、2）Why don’t you get my si ster?3）How about / What about some tennis balls?三、教学重难点：1）enough的用法。
2）情态动词should+动词原形表达征求意见,以及运用Why don't you---? How/What about---?等句型结构来表示提建议。
四、教学过程：自主学习：写出下列单词及短语1 私人的，个人的2特别的，专门的3收到，接受4有创造力的5字典6照相机7便宜的_8昂贵的9无聊的，乏味的10有趣的2)⑴What's up?含义：____________________同义句：_____________\No way如何翻译？____________________.合作交流1)What's the best gift Joe has ever received?例如：我曾经见过那个小男孩。
________________.2)Who gave it to him?give sth.to sb.=give sb. sth.例如：请把那支钢笔给我。
_____________________________________.3)What a lucky guy!如何用how来替换：_________________________________.例如：多么有趣的故事啊！___________________________/___________典型例题1)Why not --------- to the movie with us?A.goingB. goC.goesD.to go【解析】：Why not 是Why don’t you 的简写故应选B2)I’m really busybecause I have homework to do at the moment.A. too muchB. too manyC. much tooD. many too【解析】：too much 加不可数名词，too many 加名词复数.much too 加形容词或者副词,故应选C.中考链接。
1.（2008，北京）.—My brother’s ill in hospital. —I’m sorry _____ that.A. hearB. hearingC. heardD. to hear2.(2008,芜湖)．The child is ______ young to go to sch001．A．enough B．very C．so D．too3. (08河北)Chinese can sing English songs as ______ as native speakers．A．good B．well C．better D．bestStep7、小结回扣：Let students read and memorize the important words and sentences.Thenthe teacher can explain the difficult points if nccessary.【当堂达标】一.单项选择。
( )1.Some old people think they get _______ gifts．A．too much B．much too C．too many D．many too( )2.I remember ___ the key in the box under the bed．But I cannot find it now!A．put B．to put C．putting D．put away( )ter，the same gift may _______ away to someone else．A．give B．be give C．given D．be given( )4.It is a good way to help learners have ______ with English．A．fun B．funs C．a fun D．funny( )5.Chinese can sing English songs as ______ as native speakers．A．good B．well C．better D．best( )6.--Whose car is this? Is it yours? --No，it isn’t mine．It must be ___．A.other someoneB.someone elseC.someone’sD.someone else’s( )7.The number of tourists _____ to our country recently．A．have come B．has increased C．comes D．have increasing( )8．--I’d like to get you roses for your birthday．--It sounds good，but it is not ______ enough．A．common B．special C．big D．difficult( )9.I think old people should keep a dog as a _____ when their children are working in other parts．A．pet B．cat C．child D．care( )10．Little child may give his mother leaves ______ a tree．A．from B．of C. for D．in导学二一、教学课题：Section B二、教学目标：Words: spider, mouse, snake, hamster, turtle, child, pot-bellied, advantage, trendy, perfect, rabbit, clean, company,Phrases: take care of, too……..toSentenses: 1）、I think a dog is a good pet for a 6---year---old child.2）、Dogs are too difficult to take care of.三、教学重难点：1）、too………to的用法。
2）、年龄作定语的用法。
四、教学过程：课前预习（1）完成下列单词和短语：友好的_______________无聊的，乏味的___________可怕的_______有趣的__________漂亮的______________照顾，照料__________金鱼__________完美的，理想的___________打扫，清理___________(2) I don't agree. Dogs are too difficult to take care of.too……to含义___________take care of=___________Dogs are too difficult to take care of.（同义句）__________________________________________________-.合作探究典型例题：1.lucy could dance when she was a________childA.five year soldB.five yead oldC.five-yead-oldD.five-yeas-old【解析】此题考察复合形容词表示5岁的故应选C2.It’s difficult t for a little child the work.A.finishB.to finishC.finishedD.finishing【解析】:此处为不定式做主语,故应选B3.It’s going to rain. You need an umbrella with you.A.takingB.takesC.to takeD.took【解析】:need需要,后加to do sth. 故应选C.中考链接.1. (2008,宁波). I got so many presents on Christmas, then I _______ some away to my best friends.A. gaveB. putC. threwD. took2. (2008.呼和浩特)—Is your sister ill ? —No, .only a little cold.A.serious anythingB.nothing seriousC.serious nothingD.anything serious. 【当堂达标】（一）根据句意及首字母完成单词。
1.There are many s_______ in the old house.2.The dog is my good c_________.3.The c_______ are too young to read the book.4.I hate m________.5.The p______ is lovely.（二）单项选择( ) 1.-- What should I get my grandma for her birthday? --Why ___ you ____ a scarf?A.not,buyB.don't, buyC.don't,to buy( ) 2.Tomorrow is Sunday. How about ______ to visit your grandmother?A.goB.goingC.to go( ) 3.People don't need to spend ____ money buying gifts.A.too manyB.much tooC.too much( ) 4.--When did you get the gift? --__ my __ birthday.A.On, sixthB.In, sixthC.On, six( ) 5.This room is ____ small ____ hold these people.A.so, toB.too, thatC.too, to（三）同义句改写。