2015学年第一学期牛津版八年级上册英语-UNIT1
八年级英语上册 Unit1 Unit 1 Friends教案 牛津版
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师。
牛津版八年级英语上册册unit1教案.doc
牛津8A Unit 1 Friends 教案（教材分析）Language functions and focus1. Use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: She has short hair.Her hair is short.2. Use comparatives to compare two people /thingse.g.: Sandy’s hair is longer than Millie’s hair.3. Use superlatives to compare three or more people thingse.g.: He is the tallest boy in my class.4. Use ‘as’+ adjective+ ‘as’ to compare people / thingse.g.: Millie is as tall as Kitty.5. Use adj ectives to describe someone’s physical features and appearancee.g.: Sandy is tall and has long hair.Language skillsListening1. Identify main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers’ future plansSpeaking1. Use questions and answers to talk about people’s appearance and personality2. Use everyday expressions to show agreement and confirm informationReading1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends’ descriptionsWriting1. Collect information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unitThe main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)Is there anything else in the fridge? (No, there isn’t.)What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)2. Introduce the idea of sharing and friendship. Ask,e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)Ask two more able students to role-play the conversation in front of the class.牛津8A Unit1 教案（1课时）Welcome to the unitObjectives1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about people’s appearance and personalities4. To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.g.: Do you have a special friend? What makes him/her special?Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with thequestions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.牛津8A Unit1 教案（2课时）ReadingObjectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends’ descriptions4. To use adjectives to descr ibe people’s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.Teaching procedures1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books. What does he/she look like? (For appearance)What kind of person is he/she? (For personality)What does he/she do or want to do in the future? (For future plan)Invite students from each group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or asa quiz.2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.Extension activityOrganize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a timeand ask the class to vote for one of them. Ask individual students why they have voted for that particular person.牛津8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves. Teaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Makesure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get inform ation about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words forhis/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short a djectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adj ectives when ‘-er’/ ‘-est’ or ‘more’/‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the tableto check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in PartB2. prompt the students to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. Ask students to work in pairs to complete the conversation. As this is aproblem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.牛津8A Unit1 教案（5课时）Integrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty. Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite stude nts to talk about their own and their partners’ future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listento the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recordin g again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.9. Read the completed letter or ask a student to read it to check the correct answers. Extension activities1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person wo uld you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about people’s personalities3. To respond to questions about people’s appearance and personalities4. To show agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.牛津8A Unit1 教案（6课时）Study skillsObjectives。
牛津深圳版英语八年级上册 Unit 1-第4课时 听说
won. Soon he found that he couldn’t stay in China forever—he had to play on the world’s big stages. After his successful performance at Chicago’s Ravinia Festival, Lang Lang finally worked to reach the place.
请你准备第二个问题。 你想知道 Tom 最有名的电影是什么，你问：
What is Tom’s most famous film?
谢谢您的观看与聆听
25
听第三段对话，回答第 5~6 两个问题。现在你有 10 秒钟的 阅题时间。
（ AA ） Why is Joan crying?
A．She did badly in the English exam. B．She did badly in the Maths exam. C．She did badly in the history exam.
（ CC ） Who can help Joan?
A．Her parents. B．Her friends. C．Her classmates.
第二节 回答问题（0.75×4=3 分） 听下面一段短文，录音播放两遍。请根据所听内容回答第 7~10 四个问题。现在你有 15 秒钟的时间阅读这 四个问题。
听以下短文一遍，给你 50 秒钟的时间准备，然后模仿朗读，
当听到“开始录音”的信号后，立即在 50 秒钟内朗读短文，当听
到要求“停止录音”的信号时，应立即终止朗读。请听录音。
Lang Lang is a world-class young pianist. He grew up in Shenyang. He went to a piano school in Beijing when he was just eight. His piano teacher in Beijing didn’t like him and said he had no talent and would never be a pianist. He practised playing the piano every day while the other children were playing outside. In the 1994 International Young Pianists Competition, Lang Lang
沪教牛津版八年级上册英语 Unit 1 课时5 Writing
句型：
1. Hewasinterestedin… 2. Hewasgoodatplayingthepiano. 3. Heisoneofthe…Heisfamousfor… 4. Heisso…that…
我们应该学习他的这种精神。
（1770—1827）是德国一位伟大的作曲 家(composer) 和钢琴家。
牛津沪教版八年级上
Unit1Encyclopaedias
课时5Writing
牛津沪教版八年级上
本单元话题是围绕“百科全书”展开的。学生 可以利用百科全书或其他资料查找某一名人的信息， 对该名人的生平进行简单介绍，所写内容可以包括 其出生日期、地点、个人爱好及经历。这样的文章 可以通过记叙的形式呈现。
Hewasalsogoodatplayingthepiano.
Unfortunately,
hebegantolosehishearingattheeupworking.
Sohecreatedmostofhisfamousworksatthattime. Hewasstrong-mindedandtalented. Wecanlearnalotfromhim.
齐白石
出生 1864年生于湖南。
很小的时候，展现出超凡的 年轻时 智慧和艺术能力，长大后成
代 为了多才多艺的人。擅长画 蔬菜、花、鸟和昆虫。
1902 周游中国，画了很多风景画
年— 1909年
(picture
of
scenery)。
代表作 《白菜》(Cabbage) 去世 1957年在北京去世，享年93 岁。
Hewascreative.
Hebecameagreatcomposerandagreatpianistaswell.
牛津译林版八年级英语上册Unit1知识点讲解
牛津译林版八年级英语上册Unit1知识点讲解牛津译林版八年级英语上册Unit1知识点讲解重点单词清单1. thirsty /形adj.口渴的典例I'm so thirsty. Can I get something to drink?我如此口渴。
我可以要点儿喝的吗?拓展thirsty的比较级是thirstier, 最高级是thirstiest。
honest/形adj.诚实的;正直的助记诚实的猴[ ho(u) ]待在鸟巢( nest)里。
典例an honest boy一个诚实的男孩反义: dishonest adj.不诚实的,不正直的拓展honest是以元音音素开头的单词，前面用不定冠词an。
联想honesty n.诚实,正直secret /名n.秘密典例I can’t tell you that. It’s a secret.我不能告诉你那件事。
它是个秘密。
短语* keep a secret保守秘密in secret秘密地，暗地里拓展secret adj. 秘密的care/动vi.& vt.关心，关注,在意典例:I don't care much about going to the party.我不太在意去参加那个晚会。
短语>care for 照料;喜欢care about 关心;关怀联想care n. 照管;管理;看护;小心;留神take care of照料,关怀yourself /代pron.你自己助记your( pron.你的)+self(n.自己)= yourself典例Help yourself to some fish, Ann.安，请随便吃些鱼吧。
短语*enjoy yourself玩得开心by yourself独自地,独立地help yourself to... 请随便吃拓展yourself的复数形式为yourselves.6.magazine/n.杂志典例read many kinds of magazines拓展英语中“看”的不同表达(看书read a book看电影see/ watch a film看电视watch TV看黑板look at the blackboard看医生see the doctor看窗外look out of the window7. good-looking /形adj.好看的,漂亮的助记> good( adj.好的) +looking( adj.●.....相貌的)= good-looking典例>Lucy is a good-looking girl.露西是-个漂亮的姑娘。
沪教牛津版八年级上册英语Unit1-unit5 Reading英汉对照
沪教牛津版八年级上册英语Unit1-unit5 Reading英汉对照Unit1 ReadingLook it out!Here are two articles from an encyclopaedia.向下看！下面是从百科全书两篇文章。
Da Vinci, Leonardo达芬奇·莱昂纳多Leonardo da Vinci (1452-1519) was an Italian painter, inventor, musician, engineer and scientist.达芬奇·莱昂纳多（1452-1519）是意大利画家、发明家、音乐家、工程师和科学家。
Da Vinci was born in the countryside.达芬奇出生在农村。
From an early age, he showed great intelligence and artistic ability.从很小的时候，他就表现出极大的智慧和艺术能力。
As he grew older, he learnt to do many different things.随着年龄的增长，他学会了做很多不同的事情。
His paintings are very famous, and one, the Mona Lisa, is perhaps the most famous painting in the world.他的画是非常有名的，还有《蒙娜丽莎》——也许是世界上最有名的画作。
He also had many inventions.他还有许多发明。
For example, his notebooks include some interesting drawings of flying machines. (See Art)例如，他的笔记本里有一些关于飞行器的有趣的图纸。
（见艺术）Dinosaurs恐龙Dinosaurs lived on Earth more than 60 million years before human beings.恐龙比人类早60 多万年就生活在地球上。
牛津版英语八年级上册unit1专项知识点整理与练习(无答案)
牛津版英语八年级上册Unit 1 Encyclopaedias 学案（三）Language边学边做TaskⅠ目标展示。
选词填空。
some / any1. I have _______ fruit with me. Would you like to taste it?2. —Do you have _______ new toy cars?—Sorry, I don’t have _______.3. —What about _______ milk?—That sounds great.somebody / anybody / nobody4. —Did ______ see you break the window?—No, I don’t think so. ______ saw me.—Look! ______ is coming this way.—Oh, that’s Miss Gao. I must say sorry to her.something / anything / nothing5. —Would you like ______ to eat?—No, thanks. I don’t want _______ at the moment.—But you’ve had ________ to eat all day. Is there ______ wrong with you? Are you feeling ill?—No. Don’t worry. Everything is fine. I’m just not hungry. That’s all.Task II 语法突破。
some ＆anysome 和any 皆意为“一些”，既可修饰可数名词，又可修饰不可数名词。
例如：There are some books on the desk. 桌子上有一些书。
I want some apple juice. 我想来点苹果汁。
上海牛津版八年级上Unit1知识点总结
Unit 1 Penfriends知识梳理第一部分：词汇精讲1. corner n.角People arrived from all corners of the world.人们纷纷从世界各处抵达。
【比较】in the corner, on the corner, at the cornerin the corner 多用于指在直角的内角里。
The flowers are in the corner of the room. 那些花在房间的角落里。
on the corner 多用于指在直角的顶点上。
The box is on the corner of the desk. 盒子放在桌角上。
at the corner 表示在拐角周围，范围要大一些。
Be careful when you are at the corner of the street. 在街道拐角的地方要小心。
1 / 252. own v.拥有Mr. Smith owns a car.史密斯先生有一辆小汽车。
【拓展】own adj.自己的；特有的owner n.物主人3. nearby adv.在附近She lives nearby.她住在附近。
【拓展】nearby还可以作为形容词和介词。
（1）作形容词时，意为“附近的；旁边的”。
如：She is staying at a nearby hotel. 她住在附近一家旅馆里。
（2）作介词时，意为“在……旁边；在……附近”，相当于near。
如：We’re going to build a new hotel nearby the station。
我们打算在车站附近新建一座旅馆。
4. university n.大学；高等学府Did your brother go to university?你哥哥上过大学吗？【拓展】college与university2 / 25College指规模较小，学科较少的高等院校，尤指与特定职业相关的高等教育机构，如：师范学院，技术学院等；它也可指university中划分出来的各个学院，如：文学院、计算机学院等。
牛津译林版八年级英语上册Unit1-Reading知识点总结讲解
八年级上册Unit 1 Reading 一、词汇二、短语be willing to do sth./be ready to do sth. 乐意、自愿做某事help sb. any time 在任何时候帮助某人（any time 前无at）三、句型（语法）1. Can I have some more food/apples?five more students / another five students; one more cake2. What about sb./sth./doing sth.?3. 区别nothing /nobody和none:4. They make him look smart. What makes your friend so special?make sb. (not) do sth. make sb./sth. + adj.5. be/get ready to do sth. be/get ready for sb./sth.6. Do you believe what he/she says? (his/her words)?7. 区别because / because of 和so8. agree with sb. /to do sth.9. She is willing to share things with her friends .be willing to do sth. = be ready / glad to do sth.10. be helpful to……11. give sth. to sb. = give sb. sth. pass sth. to sb. = pass sb. sth.12. She always gives seats to people in need on the bus .A friend in need is a friend indeed.13. She wants to be a singer when she grows up.14. When something worries me , I can always go to her.worry (v.) sth. worry sb. worry (n.) -- worries (pl.)worry about sb./ be worried about sb.四、重点词、句的理解、运用(语境中设计处理)1.Betty is one of my best friends. Betty 是我最好的朋友之一(1) one of …的意思是“.... …中的一个”，后面跟复数代词或可数名词的复数形式。
牛津译林版八年级英语上册Unit1重点短语、句型归纳
牛津译林版八年级英语上册Unit1重点短语、句型归纳1.还想要一片面包。
would like another piece of bread2.彼此分享快乐，分担痛苦share happiness and sadness with each other3.使自己与众不同make oneself different from others4.相信她所说的话believe what she says/what she says5.讲实话，说真相tell the truth6.替……保守秘密keep a secret for7.我们班个子最高的男孩之一one of the tallest boys in our class8.想方设法让课堂精彩try to make the lesson wonderful9.乐于帮助需要帮助的人/有困难的人（两种表达）be ready/willing to help people in need10.对朋友慷慨be generous to one’s friends11.能不能给我些喝的东西？Can I have something to drink?12.办公室里没有老师。
(两种表达)There is no teacher in the office. There is not a teacher in the office.13.我们可能没有机会经常见面。
We may not get to see each other often.14.他视力差是因为夜间做太多的电脑工作。
(两种表达)He has poor eyesight because of working on the computer too much at night.He has poor eyesight because he does too much computer work at night.15.有幽默感的人任何时候总能讲笑话让你哈哈大笑。
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2015学年第一学期牛津版八年级上册英语教案
Unit1
Period 1
教学内容：Getting ready& New words
教学目标：
知识目标：认识Unit1的单词，学会朗读单元的重点单词，比并接了解有关百科全书的词汇，初步了解单元主题和课文大意。
能力目标：了解百科全书的编排方式，初步学会在百科全书中检索词条、查找信息，能通过略读课文，初步了解文章大意。
情感态度：增加对百科全书的认识，使查阅百科全书成为获取课外知识、拓宽视野的有效途径。
教学重点：了解百科全书，认识单元主题，学会朗读单元重点单词。
教学难点：了解百科全书的书页内容的编排方式。
教学过程：
Step 1：阅读Getting reading 板块的图文，了解单元话题。
1．让学生观察教材的第一页的卡通图，阅读hi和Lo的对话，回答下列问题：⑴ What does Hi think Lo probably doing?
⑵ In fact, what is Lo doing?\
⑶ What will Hi probably feel when he learns that Lo is standing on his encyclopaedia? 2．教师通过划分音节教授encyclopaedia 的读音，指导学生正确拼读单词并展开学习
Unit1单元单，多次朗读以达到正确朗读单词，并标注高频单词，如：be born, inventor, ability, include, however, even, nobody, win dollar等。
提醒学生应反复记忆。
3． PPT展示有关短语的练习，当堂巩固单词积累：
1. 许多动物种类都处于濒临灭绝的危险中。
Many species of animals are in danger of _____ _____.
2. 安娜最终发现那个老人是个杀手。
Anna finally _____ _____that the old man was a killer.
3. 汤姆在暑假期间去了在农村的祖父母家。
Tom visited his grandparent’s _____ _____ _____
during his summer holiday.
4. 他跑得和他的朋友一样快。
He runs _____ fast _____ his friend.
Step 2: 阅读有关Culture Corner板块的图文，了解《大英百科全书》的概况。
1.学生阅读有关《大英百科全书》的概况的第一段，说出百科全书中的数字所表示的内容。
2.学生阅读全文以后，完成课本15页的内容，并评讲该部分的练习，让学生学会使用百科全书。
Step 3:学习Reading部分，初步了解文章大意。
1. 学生根据自己的生活经验和基础知识，完成课本P2的A部分的练习，了解文章大概主题。
2. 在教师的引导下，学生通过略读课文，完成P2的B部分的练习，了解文章大概内容，初步认识达芬奇和恐龙.
Step 3: Homework
1. 用1号抄写本抄写Unit1单词，每个8次。
2. 自主翻译课文，完成课后习题C1和D1
Reflect:。