八年级上册英语第一单元教案新部编本
精品教学教案设计 | Excellent teaching plan 育人犹如春风化雨，授业不惜蜡炬成灰 教师学科教案 [ 20 – 20 学年度 第__学期 ]
任教学科：_____________ 任教年级：_____________ 任教老师：_____________
xx市实验学校 精品教学教案设计 | Excellent teaching plan
育人犹如春风化雨，授业不惜蜡炬成灰 Unit 1 Where did you go on Vacation? 目标导航 1．掌握anyone，anywhere，wonderful，few，most，something，nothing，everyone，myself，yourself，seem，bored，someone，diary，activity，decide，try，building，difference，top，umbrella，wait，wet，below，enough，hungry，as，dislike，quite a few，of course，feel like，because of等重点单词和短语；理解和体会一般过去时的语意功能。 2．能听懂、读懂与话题度假旅游有关的信息并能围绕此话题进行交流；能用日记记录自己节假日的活动并表达感想。 3．了解各地的旅游名胜和风俗文化，热爱祖国的大好河山。
Section A（1a—2d）（1）
课前预习 Ⅰ．翻译下列短语 1．呆在家里 2．相当多；不少
3．为考试而学习 4．有趣的东西 5．参观博物馆 6．去夏令营 7．去度假 Ⅱ．根据句意及汉语提示补全单词 1．—Did you have a good time last night? 一Yes，I had a (精彩的；绝妙的) time． 2．一Did your brother gout with (任何人)? —No，he didn't． 3．It takes me (大多数) of the time to do my homework every day． 4．I don't want to go (某个地方) co1d． 5．There are (不多；很少) people in the room． 课堂探究 1． anyone pron．任何人 eg: Did you go with any one? 有人和你去吗? 归纳 辨析：anyone与any one ①anyone仅指人；any one既可指人，也可指物。 ②anyone后不能接表示范围的of短语，而any one 后可接表示范围的of短语。 ③anyone不能用作定语修饰名词，而any one可以用作定语修饰名词。 ④anyone可以被形容词修饰，且修饰词应置于anyone之后；而any one很少被形容词修饰，若语义上需要，应将修饰词置于any与one之间。 练习 ①他告诉她不要告诉任何人。He told her tell ． ②（ ）I don't know of them．A．some one B．someone C．anyone D．any one 2．quite a few 相当多；不少 eg: We took quite a few photos there．我们在那儿拍了不少照片。
归纳 精品教学教案设计 | Excellent teaching plan 育人犹如春风化雨，授业不惜蜡炬成灰 辨析：few，a few，little与a little 功能 意义 修饰不可数名词 修饰可数名词
否定（几乎没有；很少） little few 肯定（有一点儿；有几个 a little a few
练习 （ ）He is new here．He has friends in this city． A．few B．a few C．1ittle D．a little 3．Most of …大多数… eg: I just stayed at home most of the time to read and relax．我大多数时间只是呆在家里读书和放松。 归纳 辨析：most of与most
【总结】most of．．．的谓语动词的数： most of ＋
练习 （ ） the students in our class go to school by bike． A．Most B．Most of C．Mostly D．Mostly of Ⅰ．单项选择 ( )1．— did you go? — I went to the library． A．What B．When C．Where D．How ( )2．My uncle is vacation in America．I hope he enjoys himself． A．in B．on C．with D．for ( )3．I knocked on the door but answered． A．no B．nobody C．somebody D．a11 ( )4．We'd better wait more minutes．I think Jeff will come soon． A．a few B．few C．a little D．1ittle ( )5．Did your brother go ? A．somewhere warm B．warm somewhere C．anywhere warm D．warm any there Ⅱ．用所给词的适当形式填空 1．We took quite a few (photo) in Beijing． 2．—What about (read) books ? —It's a good idea． 3．—What do you think of the film? —It is (wonder). 4．We (be) on vacation last week．
most of 其后可接代词的宾格，也可接名词。其后接名词时，名词前必须有代词所有格或定冠词修饰，表示部分与整体之间的关系。
most 后面可直接修饰名词。这时，名词的前面不能用代词所有格或冠词修饰，意为“大多数……”。
单数名词 接单数谓语动词 复数名词 接复数谓语动词 精品教学教案设计 | Excellent teaching plan
育人犹如春风化雨，授业不惜蜡炬成灰 5．— they (fly) kites? — Yes，they did．
Section A（3a—3C）（2） 课前预习 I．将下列短语和汉语意思连线 1．no one A．喂些鸡 2．of course B．玩得愉快 3．feed some hens C．在乡下 4．have a good time D．没有人 5．in the countryside E．当然 Ⅱ．根据汉语意思完成句子 1．昨天他在商店里什么也没有买。 He in the shop yesterday． 2．我们应该每天都写日记。 We should everyday． 3．你为什么不为自己买些东西呢? Why didn't you for ? 4．她刚才看起来不开心。 She seemed unhappy just now． 5．你想去游泳吗? 当然想了。 —Do you want to go swimming? — . 课堂探究 1． seem 认好像；似乎；看来 eg: He seems to be quite happy. 他似乎很快乐。 归纳 ①seem to do sth．意为“似乎要干某事”。 ②seem to be+表语，意为“似乎是……”。 ③seem + that从句，意为“似乎……”(以上两种句式均可改为此结构)。 练习 They seem (take) the train to Beijing． 2．bored adj. 厌倦的；烦闷的 eg: She is bored to tears．她烦得要哭出来了。 归纳 辨析：bored与boring
练习 （ ）I don't like math because it is . A．bore B．bored C．boring D．boreing 3．不定代词
bored 用来修饰人，指人感到无聊，主语通常是人。 boring 用来修饰物或事，指物令人厌烦，主语通常是物。 精品教学教案设计 | Excellent teaching plan 育人犹如春风化雨，授业不惜蜡炬成灰 eg: I want to buy something for my father．我想为我的父亲买些东西。 归纳 (1)something，anything，nothing是指物的不定代词；someone，anyone，no one，everyone是指人的不定代词。 (2)形容词等修饰成分修饰不定代词时要后置。 (3)everything意为“一切事；每件事”；something常用于肯定句中；anything常用于否定句和疑问句中；nothing表示否定，常用于否定句中。 练习 （ ）There is no money with me. So I bought . A．something B. anything C．everything D．nothing Ⅰ．单项选择 ( )1．— Can I help you? —Yes．There is wrong with my bike．(2012．山东泰安) A．something B. anything C．everything D．nothing ( )2．—Who taught you Japanese? —Nobody．I learned it by . (2012·四川广安) A．myself B．my C．me ( )3．Yesterday it was raining all the day，so she felt very . A．bore B．bored C．boreing D．boring ( )4. —You seem happy． — Yes，today is my birthday． A．to be B．be C．are D．is ( )5．Is there in today's TV program? A．something interesting B．interesting something C．anything interesting D．interesting anything Ⅱ．选词填空(每词限用一次)
八年级英语上册第一单元语法知识点归纳
Unit 1一、词组、短语：1、go on vacation去度假 ,2、stay at home 呆在家,3、go to the mountains 上山/进山 ,4、go to the beach到海边去,5、visit museums 参观博物馆,6、go to summer camp 去夏令营,7、quite a few 相当多,8、study for为……学习,9、go out 出去,10、most of the time大部分时间/绝大多数时间,11、taste good 尝起来味道好,12、have a good time玩的开心,13、of course当然可以,14、feel like感觉像……/想要,15、go shopping购物,16、in the past 在过去,17、walk around绕……走,18、too many 太多可数名词前面,19、because of 因为,20、one bowl of 一碗……,21、find out 查出来/发现 ,22、go on继续,23、take photos 照相,24、something important重要的事情,25、up and down上上下下,26、come up出来二、习惯用法、搭配1. buy sth. for ab./ buy sb. sth. 为某人买某物2. taste + adj. 尝起来……3. nothing ….but + V.原形除了……之外什么都没有4. seem + to be + adj 看起来5. arrive in + 大地方 / arrive at + 小地方到达某地6. decide to do sth. 决定做某事7. try doing sth. 尝试做某事 / try to do sth. 尽力做某事8. enjoy doing sth. 喜欢做某事9. want to do sth. 想去做某事10. start doing sth. 开始做某事11. stop doing sth. 停止做某事12. look + adj 看起来13. dislike doing sth. 不喜欢做某事14. Why not do sth. 为什么不做…….呢15. so + adj + that + 从句如此……以至于……16. tell sb. not to do sth. 告诉某人不要做某事17. keep doing sth. 继续做某事18. forget to do sth. 忘记去做某事 / forget doing sth 忘记做过某事三、重点句子1. Where did you go on vacation 你去哪儿度假的1这是一个由疑问副词where引导的特殊疑问句;Where用来询问地点或场所,用于句首,其后跟一般疑问句;如：Where are you from Where does he live2go on vacation“去度假”He will go on vacation with his family. 他要和家人一起度假;解析 vacation v'ken n 假期 = holidayon vacation 在度假 take a vacation 去度假 winter vacation 寒假 summer vacation 暑假①I have a lot of _______________every year . vacation②— Where did Sarah go on vacation— She went to America.A.on vacationB. take a vacationC. is on vacationD. is for vacation2、Did you go with anyone你和别人一起去的吗这是一个一般过去时的一般疑问句;当含有实义动词的一般过去时的陈述句变为一般疑问句时,需借助助动词did,此时后面的实义动词应用原形;其句型结构为“did+主语+动词原形+其它”,肯定回答为“Yes,主语+did”,否定回答为“No,主语+didn′t”·基本用法pron. anyone 任何人,相当于anybody,通常用在否定句、疑问句或条件从句中;如： I wont tell anyone I saw you here. 我不会告诉任何人我在这儿见过你;Why would anyone want that job 为什么会有人想要那份工作呢知识拓展---同类词Some - any- no- every-指人 someone 有人 anyone 任何人 anybody no one 没有人nobody everyone 人人 everybody指物 something 某物 anything 任何事 nothing 没有事everything 一切事指地点 somewhere 某地 anywhere 任何地方 nowhere 无处,没有地方 everywhere 到处注意：1由some-, any-, no-, every-构成的符合不定代词作主语时,都作单数看待,其谓语动词用第三人称单数形式;2不定代词若有定语修饰,该定语要置于其后,作后置定语;如：Id like something to drink. 我想要些喝的;Is there anything interesting in the book 这本书中有有趣的东西吗小结：解析1someone smwn pron 某人anyone eniwn pron 任何人 everyone evriwn pron 每人,人人 my uncle 看望了我的叔叔visit是及物动词,意为“拜访；探望”,后接表示人的名词或代词; visit还可以意为“参观；游览”,后接表示地点的名词;a.I visited my grandmother last week. 上周我去______了我的外婆;b. you want to visit Shanghai 你想______上海吗c.拓展：visitor意为“参观者；游客”;These visitors come fromanything special 买特别的东西;P21buy及物动词,意为“买；购买”;其过去式为______;拓展：buy sth. for sb.=buy sb. sth. 意为“给某人买某物”; My uncle_____ _____a bike.= My uncle_____ _____for me.2)anything不定代词,意为“某事；某件东西”,主要用于疑问句或否定句中;a.Do you want to buy anything for me cant say anything about it.3)anthing special表示“特别的东西”,形容词修饰不定代词时后置;Is there________ ________in this book这本书里有新的内容吗, did you go anywhere interesting哦,你去有趣的地方了吗P21本句是did开头的一般疑问句2anywhere用作副词,意为“在任何地方”;eg：Did you go anywhere during the summer vacation 辨析：anywhere与somewhereanywhere意为“在任何地方”,常用于否定句和疑问句中; eg:I cant find it anywhere.somewhere意为“在某处；到某处”,常用于肯定句中; eg:I lost my key somewhere near here. took quite a few photos there.我们在那里拍了不少照片;P2take photos 意为“照相；拍照”; eg:We______ ______on the Great Wall.我们在长城上照了相;辨析：quite a few与quite a littlequite a few 意为“很多;不少”,修饰可数名词复数；quite a little 意为“很多;不少”,修饰不可数名词;a. He stays here for _____ _____ _____days.is _____ _____ _____water in the bottle瓶子.6. I just stayed at home most of the time to read and relax. 我大部分时间只是待在家里读书休息; P2most of the time意为“大部分时间”,其中most为代词,意为“大部分；大多数”拓展most of…意为“……中的大多数”,它作主语时,谓语动词取决于most of后所修饰的名词;of us_____begoing to the park. 我们大多数人要去公园;b. Most of the food_____gobad. 大部分的食物都变质了;7.Everything tasted really good所有的东西尝起来真的很好吃P3taste在此为系动词,意为“尝起来”,其后接形容词构成系表结构;a.The food tastes really great.食物尝起来棒极了;8. Did everyone have a good time大家都玩得很开心吗P3have a good time = enjoy oneself = have fun 玩得开心 + doingeg: We had a good time visiting the the Great Wall. = We enjoyed ourselves visiting the the Great Wall.= We had fun visiting the the Great Wall.did you like it 你觉得它怎么样P3How do/did you like……意为“你觉得……怎么样”,用来询问对方的观点或看法,相当What do you think of……eg: How do you like your new job = _____ _____ _____ _____ your new jobyou go shopping 你们去购物了吗P3go shopping意为“去购物；去买东西”,同义短语为do some shopping.eg: I usually go shopping on Sundays.我通常星期天去购物;拓展：“go+doing”形式表示“去做某事”,常用于表达从事某一体育活动或休闲活动;go skating 去滑冰go hiking 去远足 go sightseeing 去观光 go fishing 去钓鱼 go swimming 去游泳go boating 去划船went to a friends farm in the countryside with my family.我和家人一起去了乡下一个朋友的农场;P3a friend’s farm是名词所有格形式;一般情况下,表示“有生命的人或物”的名词后面加s,表示所属关系;eg:The red bike is Alices. 那辆红色的自行车是爱丽斯的;拓展：名词所有格的构成：1单数名词词尾加s ,复数名词词尾没有s,也要加sthe girl ‘s pen女孩的钢笔 women’s shoes女鞋 on Children’s Day2复数名词以s结尾的只加the students’ reading room学生阅览室 Teachers’ Day教师节3如果两个名词并列,并且分别有s,则表示“分别有”；只后一个名词有一个s,则表示“共有”：John’s and Kate’s rooms. 约翰和凯特各自的房间; Lily and Lucy’s father. 莉莉和露西的爸爸同一个爸爸; 4表示无生命的名词一般以...of...构成短语,表示所有关系;a map of China一幅中国地图 the name of the story那个故事的名字12.Still no one seemed to be bored. 即使这样仍然没有人看起来无聊;P31seem意为“好像；似乎；看来”;eg：Everything seems easy.一切似乎很容易;拓展 a. seem+adj. “看起来……”; You seem happy today.你今天看起来很高兴;b. seem+to do sth. “似乎,好像做某事”; I seem to have a cold.我似乎感冒了;=It seems that I have a cold.c. It seems/seemed+从句“看起来好像…；似乎…”;It seems that no one believes you.看起来好像没有人相信2辨析：bored与boringa. bored意为“厌烦的；感到无聊的”,一般在句中修饰人;b. boring意为“无聊的；令人厌烦的”,一般在句中修饰事或物;eg：a. I’m ______with what he said.我对他说的话厌烦极了;b. I find the story very_______.我发现这个故事太无聊了;二Section B1. What activities do you find enjoyable 你发现什么活动让人快乐P5enjoyable形容词,意为“愉快的；快乐的”;Im sure we will have an enjoyable vacation. 我确信我们将会有一个愉快的假期;2. I arrived in Penang in Malaysia this morning with my family. 今天早上我和家人到达了马来西亚的槟城;P5arrive不及物动词,意为“到达”;arrive in表示到达较大的地方,如国家、省、市等；arrive at表示到达较小的地方,如机场、商店、广场、村庄等;注：地点副词home,here,there前介词省略辨析：①arrive in+大地点 / arrive at+小地点②get to +地点③reach+地点eg：I 到达 school at 8：00 oclock yesterday.3. …so we decided to go to the beach near our hotel…因此我们决定到旅馆附近的海滩上去;P5 decide to do sth.意为“决定做某事”; eg: They _____ ______ ______the museum.他们决定去参观博物馆;拓展：decide后常跟“疑问词+动词不定式”做宾语;He can’t decide when ______ _____leave 他不能决定何时动身;4. My sister and I tried paragliding.姐姐和我尝试了滑翔伞运动;P5try此处用作及物动词,其后常接名词、动名词或不定式,意为“尝试；试图,设法；努力”She is trying my bicycle.她正在试骑我的自行车;拓展：try也可用作名词,意为“尝试”,常用短语“have a try”,意为“试一试”;I want to have a try.我想试一试;辨析：try doing sth. / try to do sth.1try doing sth. 尝试做某事,表示一种尝试、做做看的想法,不一定付出很多努力;2try to do sth.尽力、设法去做某事,表示想尽一切办法要把事情办成,强调付出努力设法去完成;a. I ______ ______ him, but no one answered. 我试着给他打电话了,但没有人接听;b. Im ______ ______ ______ English well. 我正尽力把英语学好;5. I felt like I was a bird. It was so exciting 我感觉自己就像一只小鸟;太刺激了P51feel like意为“给……的感觉；感受到”;其后常接从句; eg: He feels like he is swimming. 他感觉像在游泳一样;拓展：feel like还可意为“想要……”,其后可接名词、代词或动名词;即： feel like sth. 想要某物 feel like doing sth. 想要做某事 eg：Do you feel like a cup of tea now 你现在想要一杯茶吗Do you feel like ______ take a walk in the park with me 你想跟我在公园散步吗2辨析：exciting与excitedexciting 意为“令人兴奋的,使人激动的”, 一般修饰某物; excited 意为“感到兴奋的,激动的”, 一般修饰某人; Eg： story is_________exciting, excited .told me the_______exciting, excitednews.was_______exciting, excitedto see the singer.6.There are a lot of new buildings now…现在有许多新的建筑物……P5building 可数名词,意为“建筑物；楼房”;build 动词,“建造,建筑” built,built,The workers built many tall buildings in our school last year.7. I wonder what life was like here in the past. 我想知道在这儿过去的生活是什么样的;P5 wonder此处是及物动词,意为“想知道；琢磨”;其后常接who, what, why等疑问词引导的宾语从句;Eg： wonder _______________. 我想知道那个男孩是谁;A. the boy is who B. who the boy is 2. I wonder what they were doing here.我想知道他去哪里了;8.I really enjoyed walking around the town. 我真的很喜欢在镇上到处走走; P51enjoy及物动词,意为“喜爱；欣赏；享受……的乐趣”,其后接名词,代词或动名词作宾语;a. Do you enjoy your job 你喜欢你的工作吗b. I enjoy reading books. 我喜欢读书;enjoy doing sth.喜欢做某事拓展： enjoy oneself =have a good time = have fun 玩得开心 + doing sth.2）walk around 意为“四处走走”;Hes just walking around the village.他只是在村庄里随便走走;9. What a difference a day makes 一天的变化有多大呀 P5difference可数名词,意为“差别,差异”；其形容词形式为different,意为“不同的；有差异的”; Eg: a. What is the difference between this book and that bookb. My schoolbag is different from yours. be different from 意为“与……不同”10.We wanted to walk up to the top , but then it started raining a little so we decided to take the train.P51want to do sth. 意为“想要做某事”;2start doing sth. 意为“开始做某事”,同义短语：start to do sth. Eg: Tom started learning English last year.3a little 意为“一点儿”,在句中修饰动词、形容词或副词;也可以修饰不可数名词;Eg: a. I can draw a little, but only as a hobby. ______________________________b. Its a little cold outside. ______________________________c. He can speak a little English. ______________________________4)take the train意为“乘火车”,take在此意为“乘坐”;waited over an hour for the train because there were too many people. 因为人太多,所以我们等了一个多小时的火车;P51wait for意为“等候”,其后可接人或物; Tom was waiting for a bus over there.2over介词,意为“多于；超过” ,相当于more than; Eg : My father is over 40 years old.Here are over eight hundred students in our school.3 too many意为“太多”,其后接可数名词复数; He always has too many questions to ask me. 辨析：too many + 可数名词复数意为“太多... ”too much + 不可数名词意为“太多... ”much too + 形容词 /副词意为“太... ”eg：I have homework to do today. The weather today is ______ _______ cold. because of the bad weather, we couldnt see anything below.而且因为坏天气,我们也没能看到下面的任何景色P5辨析：because of与becausea. because of意为“因为,由于”,后可接名词短语、代词或动名词,不能接句子; He lost his job because of his age.b. because意为“因为”,引导状语从句,即接句子; I didnt buy the shirt because it was too expensive.13.My father didnt bring enough money…我爸爸没带足够的钱……P51辨析：bring与takebring意为“带来；拿来”, 指从别处带到说话者所在地;take意为“拿走；带走”, 指从说话者所在地带到别处去;2enough 意为“足够的,充分的”1.用来修饰形容词或副词,一般置于被修饰词之后;2.用来修饰名词时放在名词之前;Eg：a. We have enough time to do our homework.b. The box is big enough.14.…because we forgot to bring an umbrella…因为我们忘了带雨伞;P6辨析：forget to do sth.与forget doing sth.forget to do sth. 意为“忘记要做某事事情还没做”eg: Dont forget to close the window. forget doing sth. 意为“忘记做过某事事情已经做过了” eg: I forget closing the window. 15. About one hour later, we stopped and drank some tea. 大约一小时后,我们停下来喝了些茶;P6 1one hour later 一小时后；一小时前__________________2stop动词,意为“停止；中断”,过去式_________,现在分词__________；3drink及物动词,意为“喝；饮”；还可以作名词,意为“饮料”;16. Did you dislike anything 你不喜欢什么东西吗P7dislike意为“不喜欢；厌恶”,其后可接名词、代词或动名词形式作宾语;Eg：a. Mary ______ the hamburgers. 玛丽不喜欢汉堡包;b. I _____ ______ computer 我不喜欢玩电脑游戏;17. Why not 为什么不带呀P8why not意为“为什么不呢”,一般用在疑问句中,表示提建议；why not后面需跟动词原形;注“Why not + 动词原形”相当于“Why dont you+ 动词原形”a. Why not go to the party with me =Why dont you go to the party with me为什么不和我一起去参加聚会呢_____ take a walk = _____ ______ _____ take a walk 为什么不去散步呢in our class took a bag with some food and water. 我们班上的每一个人都随身带了装有食物和水的提袋;P8with介词,意为“具有；带有”; 此处介词短语with some food and water作bag的后置定语;拓展：with作介词时的其他用法：a.“和……一起’ I often go to school ______ my friend. 我经常和朋友们一起去上学;b. 以手段、材料,用工具, Cut the apple with a knife. 用刀切苹果;19. My legs were so tired that I wanted to stop. 我的双腿太累了以至于我都想停下来;P8so…that… / such…that…如此…以致引导的结果状语从句so+adj./adv.+that…Eg：1. He is ____lovely a boy____we love him very much.2.The little boy is so young that he can’t go to school.20. 常用的感叹句的结构：1What +adj.+ 复数名词 / 不可数名词+主语+谓语2What +a/an+adj.+可数名词单数+主语+谓语3How +adj. +a/an+可数名词单数+主语+谓语4How+adj./adv. +主语+谓语eg: an interesting book it is = How interesting a book is 那本书多么有趣啊clever girl she is3. _____clever a girl she isjobs they have donewater it is D. Howthe dog is C. Where D. How21. My classmates told me to keep going, so I went on. 我的同学告诉我坚持往前走,因此我便继续前进了P81tell sb. notto do sth. 意为“告诉某人不要做某事;The teacher ______ ______ ______ ______ the window just now. 老师刚才告诉我们擦窗户;2keep doing sth. 意为“继续做某事,一直做某事”;She______ ______ TV for two hours last night. 昨晚她持续看了两个小时的电视;23.Everyone jumped up and down in excitement. 大家都兴奋地跳起来;P8up and down 意为“上上下下；来来回回”,在句中作状语;Eg：They looked me ______ ______ ______. 他们上上下下打量我;He walks______ ______ ______ in the room. 他在房间里来回走动;22. 反身代词：myself , ourselves, yourself , yourselves, himself, herself, itself, themselves.作动词或介词的宾语：经常在enjoy, teach, hurt, buy, introduce, dress, kill等动词和by, for, to, of等介词后作宾语;一年主考宾语回自身He is teaching himself English.她在自学英语;She was talking to herself.她自言自语;He lives by himself in the country.他独自住在乡下;1)Help yourself 请随便吃吧/请自己去取吧2)2 Make yourself at home 别客气3)make yourself heard /understood. 使你的话被人听得见/理解4)4 teach oneself 自学=learn by oneself5)5 by oneself 独自6)for oneself 为自己；替自己7 enjoy oneself 玩的愉快8 dress oneself 给自己穿衣, little, a few, a little ：的用法few, a few修饰可数名词,little, a little修饰不可数名词;few, little具有否定意义,表示“几乎没有”,a few, a little具有肯定意义,表示“一些”;He has little money, but few students want to lend money to him.他几乎没有钱,但是几乎没有学生想借钱给他;There is a little milk and a few apples left in the fridge.冰箱里还有一些牛奶和一些苹果;。
2013版新目标英语八年级上册第一单元知识点归纳
一、词组、短语：1、go on vacation去度假，2、stay at home 呆在家，3、go to the mountains 上山/进山，4、go to the beach到海边去，5、visit museums 参观博物馆，6、go to summer camp 去夏令营，7、quite a few 相当多，8、study for为……学习，9、go out 出去，10、most of the time大部分时间/绝大多数时间，11、taste good 尝起来味道好，12、have a good time玩的开心，13、of course当然可以，14、feel like感觉像……/想要,15、go shopping购物，16、in the past 在过去，17、walk around绕……走，18、too many 太多（可数名词前面），19、because of 因为，20、one bowl of 一碗……,21、find out 查出来/发现，22、go on继续，23、take photos 照相，24、something important重要的事情，25、up and down上上下下，26、come up出来三、习惯用法、搭配1. buy sth. for ab./ buy sb. sth. 为某人买某物2. taste + adj. 尝起来……3. nothing ….but + V.(原形) 除了……之外什么都没有4. seem + (to be) + adj 看起来5. arrive in + 大地方/ arrive at + 小地方到达某地6. decide to do sth. 决定做某事7. try doing sth. 尝试做某事/ try to do sth. 尽力做某事8. enjoy doing sth. 喜欢做某事9. want to do sth. 想去做某事10. start doing sth. 开始做某事11. stop doing sth. 停止做某事12. look + adj 看起来13. dislike doing sth. 不喜欢做某事14. Why not do sth. 为什么不做…….呢？15. so + adj + that + 从句如此……以至于……16. tell sb. (not) to do sth. 告诉某人（不要）做某事17. keep doing sth. 继续做某事18. forget to do sth. 忘记去做某事/ forget doing sth 忘记做过某事3.buy anything special 买特别的东西。
八年级下册英语第一单元教学教案5篇
八年级下册英语第一单元教学教案5篇八年级下册英语第一单元教案1I’ll help to clean up the city park.一、教学目标：1. 语言知识目标：1) 能掌握以下单词：clean up, city, cheer, cheer up, give out, volunteer, notice,...2) 能掌握以下句型：① You could help to clean up the city parks. ....3) 能了解以下语法：情态动词could, should的用法;用should或could 提出建议并对别人的建议作出评价。
如何表达主动提供帮助。
2. 情感态度价值观目标：在授课过程中渗透助人就是助己，助人收获快乐的情感目标，使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。
二、教学重难点1. 教学重点：1) 掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, give out, ....2) 学会提供帮助的基本句型：I’d like to work outside.I’ll help clean the city park.2. 教学难点：学会提供帮助的基本句型三、教学过程Period 1(Section A 1a-2d)Step 1 Warming up1. 播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。
Step 2 New words Read new words on p9-10.Step 3 Discussion1. 1a. Look at the ways you could help others. Then list other ways.2. Ss discuss with their partners and write the ways one could help others:① Help plant trees by the river. ② Help clean up the city park.③ Visit the old people in the old people’s home. ④ Help young kids to learn English.Step 4 Listening1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.2. 1b. Play the recording for the Ss to listen and number the ways the boy and girl could help others.Step 5 Pair work1. Let Ss read the conversation in the picture.2. 1c. Use the information in the chart of 1b to make other conversations.A: I hope to work outside.B: You could help to clean up the city parks. ........3. Let some pairs act out their conversations.Step 6 Listening1. 2a:T: A group of students are planning a City Park Clean-up Day. Listen and check (√) the things they are going to do to tell people about it.1. Look at the pictures in 2a. Discuss the things they are going to do.2. Play the recording for the Ss to listen and check the pictures.3. Play the recording again to check the answers.2. 2b:1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.2. Play the recording for the Ss to write the correct words in the blanks.3. Play the recording again to check the answers.Step 7 Pair work1. 2c. Tell Ss to make a conversation using the information in 2a and 2b.2. Let one pair to read out thei r conversation first.e.g. A: We need to come up with a plan for the City Park Clean-Up Day.B: Let’s have lunch first.A: No, we need to start now. Clean-Up Day is only two weeks from now.B: You’re right. We can’t put off making a plan. As we talk, I’ll write down all our ideas. Then we can decide which ideas are best.A: Let’s make some notices, too. Then I’ll hand them out after school.B: And we could each call up ten students and ask them to come.3. Ss act the conversation in pairs. Ask some pairs to act out their con versations.Step 8 Reading and Role-play1. Read the conversations and answer the two questions:① Where’s Helen going to work this summer?__________________________________② What did Tom do to help the old people?____________________________________Answers: She’s going to work in an old people’s home.Reading the newspaper or just talking to the old people.2. Read the conversation after the teacher.3. Practice the conversation with their partner. Then let some pairs to act out the conversation.Homework:Teaching thought:Period 2(Section A 3a-3c)Step 1 Revision1. Write down the phrases.1. 打扫 ________2. 分发 ________3. 曾经 _______4. (使)变得高兴 ________5. 义务做某事 _________________6. 大打扫日 ______________7. 想出主意(办法)____________2. Role-playA: Hi, Tom. I’m making some plans to work in an old people’s home this summer.B: Really? I did that last summer!Step 2 New words Read new words on p11.Step 3 Reading1.Tell Ss to read the article in 3a quickly and try to find the answers to these questions:1. What does Mario love?2. What does Mary love?3. What do Mario and Mary volunteer to do?Ss read the article quickly and try to answer the questions:Answers: 1. He loves animals.2. She loves reading books.3. Mario volunteers at animal hospital and Mary helps kids learn to read.2.3b: Read the article again and answer the questions.1. Why does Mario volunteer to help others?2. Why does Mary volunteer to help others?3. What does Mario say about volunteering?4. What does Mary say about volunteering?Answers: 1. Because he believes it can help him to get his future dream job.2. Because she can do what she loves to do and help others.3. He gets such a strong feeling of satisfaction when he sees the animals get better and the look of joy on their owners’ face.4. Volunteering is a dream come true for her.Homework Make sentences with these words.help (to) do; want to do; learn to do; decide to do; how to do; volunteer to doTeaching thought:Period 3(Grammar Focus-4c)Step 1 RevisionComplete the sentences.Mario and Mary ____ ___ several hours each week __ ____ others. Mario wants __ ___ an animal doctor. He _________ at an animal hospital. He wants __ _____ more about ____ __ care for animals.Mary is a book lover. She could read by herself __ ___ ____ of four. Last year, she decided __ ___ ___ for a volunteer after-school _______ program. Mary still works there once a week __ ____ kids _____ __ read. Volunteering here is a dream come true for her. She can what she _____ ___ ___and helps others at the same time.Can you tell something about Mary to us?Answers: give up, to help, to be, volunteers, to learn, how to, at the age, to try out, reading, to help, learn to, loves to do Step 2 Grammar focus1. 阅读Grammar Focus中的句子，然后做填空练习。
人教新目标八年级英语下册第一单元教案优秀教学案例
（一）导入新课
1.课堂初始，我通过播放一段孩子们喜欢的电视节目片段，引导学生关注和讨论电视节目，激发学生对英语学习的兴趣。
2.紧接着，我提出问题：“Do you like watching TV? What is your favorite program?”引导学生用英语表达自己的喜好。
1.学生能够正确使用情态动词“want”的肯定、否定和一般疑问句形式进行表达。
2.学生能够理解并运用日常交际用语“Do you want to watch TV?”进行询问和回答。
3.学生能够通过听、说、读、写的实践，提高运用英语进行交际的能力。
4.学生能够掌握本节课的核心词汇，如“television, program, want, yes, no”等。
（四）总结归纳
1.在学生小组讨论结束后，我组织学生进行总结归纳，让学生梳理和巩固所学知识。
2.我通过提问的方式，引导学生回顾本节课所学的内容，如情态动词“want”的用法和日常交际用语。
3.我总结本节课的学习重点和难点，提醒学生加强练习和巩固。
（五）作业小结
1.我布置作业，让学生运用所学知识进行实际交际，如编写一段对话或短文，要求学生用情态动词“want”进行表达。
在教学过程中，我以情境教学法为主线，结合任务型教学法和交际法，设计了丰富多样的教学活动。首先，我通过播放一段关于孩子们喜欢的电视节目的视频，激发学生的学习兴趣，并引导他们运用情态动词“want”进行表达。接着，我组织学生进行小组讨论，让他们在真实的学习情境中练习使用目标语言。此外，我还设计了一个角色扮演的活动，让学生在模拟生活中运用所学知识进行实际交流。
2.任务型教学法的融入：本案例设计了具有挑战性的任务，如小组讨论和角色扮演，让学生在解决问题的过程中运用所学知识，培养了学生的自主学习能力和解决问题的能力。
仁爱英语八年级上册第一单元教学计划
仁爱英语八年级上册第一单元教学计划全文共6篇示例，供读者参考篇1Unit 1: Making New FriendsHey there! I'm super excited to share with you all about the first unit we'll be studying in our Kindness English textbook this year. It's called "Making New Friends" and it's going to be a blast!The first thing we'll learn is how to properly introduce ourselves in English. We'll practice saying our names, wherewe're from, how old we are, and other basic info. But we'll do it in a fun way by playing games and doing roleplays with partners. I always get a bit nervous speaking in front of the class, but my teacher makes it really relaxing and enjoyable.Next up, we'll learn some key vocabulary words and expressions for making new friends. Things like "It's nice to meet you", "What are your hobbies?", "We have a lot in common!", and so on. We'll play matchup games, do word searches, and make visual flashcards to really lock in the new vocab. Mypersonal trick is to make up silly sentences using the words - it helps me remember them better!Then we'll start reading cool stories and watching video clips about kids from different cultures making friends. We'll learn about similarities and differences in greeting customs, body language, and other social norms. It's fascinating stuff! In one story, these two guys become buddies even though they can barely understand each other's language at first. They use gestures, drawings, and the few words they both know to communicate. So creative!An important part of the unit is learning how to start and continue conversations in a friendly, polite way. We'll get tips on good conversation starters, how to show interest by asking follow-up questions, and giving compliments. We'll do lots of practice through fun roleplays where we pretend to meet someone new at the park, a party, summer camp, etc. It's awesome because we get to be creative and make up our own dialogues.My favorite part is when we'll learn about cultural traditions and celebrations from around the world that involve making new friends and connections. Like during the Indian festival of Rakshabandhan, sisters tie a ritual bracelet on their brothers'wrists to signify friendship and protection. Or the Japanese practice of making new friends by exchanging handmade artistic postcards. We'll even get to experience some of these traditions ourselves through cool hands-on activities.As we go through the unit, we'll build up our skills through projects that pull everything together. We might write and perform a short skit about making friends at a new school. Or create a video series offering friendly advice to kids struggling to make new friends. Or design a guidebook for starting conversations and being a good friend in different social settings. I'm already bursting with ideas!Throughout it all, the big focus will be on developing our kindness, confidence, and cross-cultural understanding. Because as my favorite quote from the unit says: "Strangers are just friends you haven't met yet." How beautiful is that?I truly believe this unit is going to give us invaluable tools for connecting with new people from all walks of life. Being able to make friends easily is such an amazing strength to have. Not only does it enrich our own lives, but it helps spread kindness, empathy and unity across communities and cultures.I can't wait to get started! Making new friends awaits...let's do this!篇2Unit 1 - My Summer VacationHey there! It's me again, back for another exciting year of English class. This year we're starting off with a unit all about summer vacation. I know what you're thinking - "But summer just ended! Why are we talking about that already?" Well, my friends, that's just how it goes in the whacky world of education.Our first lesson was all about vocabulary related to summer activities. We learned words like "swimming", "camping", "hiking", and "traveling". The teacher had us do this fun activity where we went around the room saying what we did over the summer using those new vocab words. I got to say "I went swimming at the beach and hiking in the mountains!"Then we moved on to learning some common verbs used to talk about the past, like "went", "did", "saw", and "had". We practiced making simple sentences using those verbs to describe summer adventures. It was pretty basic stuff, but you gotta start somewhere, right?The real fun began when we started reading some cute little stories about summer vacations. There was one about a family's disastrous camping trip where it rained the whole time. Anotherone was about a girl who went to summer camp and made a new best friend.As we read, we had to identify all the past tense verbs and vocabulary words we had learned. The teacher called on people to explain what was happening in each story. I loved listening to my classmates' explanations - some of them were hilarious! Zach had the whole class cracking up with his retelling of the camping fiasco.Once we got through the reading, it was time to work on our writing skills. The teacher had us write a short paragraph about what we did last summer, using as many of the new words and past tense verbs as possible. I wrote all about my family's epic road trip to the beach. We played endless rounds of "I Spy" and sang very dramatic/terrible renditions of popular songs. Classic road trip stuff!Learning about the past tense was just the start though. Next up, we'll be moving on to other ways to talk about past events, like using "did" plus a verb, or combining verbs with time expressions like "last week" or "three years ago". Can't wait to see what other grammar fun is in store!Alright, I should probably pause here and let you digest all that new info. Wouldn't want you overdosing on too muchEnglish at once! Just kidding... kind of. Make sure you study up for next class because I have a feeling the teacher is going to really start piling on the past tense practice. Adios amigos!篇3Unit 1 Teaching Plan - A New School YearOh boy, a new school year is here! I'm equal parts nervous and excited for 8th grade English class. Mrs. Roberts seems like a really nice teacher though. I hope I can keep up with all the reading, writing, and speaking we'll be doing in Unit 1.On the first day, Mrs. Roberts went over the course syllabus and expectations. It looks like we'll be reading short stories, poems, and articles all about making a positive impact on the world around us. The big ideas are compassion, service, and global citizenship. I'm really into that kind of stuff, so I think this unit will be great! We even get to do a service learning project later on.To get us started, Mrs. Roberts had us discuss what compassion means to each of us. I said it's about being kind, caring about others, and trying to help people in need. Jayden said we should put ourselves in other people's shoes and imagine how they're feeling. Chloe talked about how her familyvolunteers at a food bank every month. It was cool hearing the different perspectives.Then we did a fun activity about setting personal goals. We wrote down three things we want to work on or achieve this school year. My goals are: 1) Get an A in English, 2) Read more books for fun, and 3) Do more volunteering. I'm determined to crush all three!After that, Mrs. Roberts gave us a pre-test to gauge what we already know. There were reading comprehension questions about a short story, vocab words to define, and a writing prompt.I thought the reading part was pretty easy, but defining all those SAT words was tough. The writing prompt asked us to describe a person who embodies compassion. I wrote about my aunt who works as a nurse and always goes the extra mile for her patients.The next few days we started digging into the first unit readings. We read a short story about a girl who volunteers to help disabled kids go surfing. I really admired her compassion and patience with the kids. We also analyzed the poem "The World is Too Much With Us" by William Wordsworth. It criticizes how materialistic and disconnected from nature modern society has become. Powerful stuff!Then we read an article from National Geographic Kids about how climate change is impacting polar bear habitats. It was sobering to learn how their icy homes are literally melting away. The article made me want to do more to take care of the environment. We had a great class discussion about ways kids our age can make a difference, like reducing waste, reusing items, and volunteering for beach cleanups.Now we're working on our first big writing assignment for the unit - a personal essay about someone or something that inspires us to be more compassionate. I'm going to write about my mom, who is always willing to listen to me or a friend who is going through a tough time. No matter how busy she is, she makes us feel heard and cared for. That's true compassion to me.I can't wait to share my essay with the class next week! I'm a little nervous about public speaking, but Mrs. Roberts makes it a really supportive environment. She says good writers have to become comfortable sharing their work out loud. We're going to be doing peer reviews too, so our classmates can give feedback on how to improve our essays.Besides all the reading and writing, there's also a big speaking component to this unit. We have to prepare and give short persuasive speeches about a social issue we care about. I'mtorn between homelessness, animal welfare, and pollution for my topic. No matter what though, I'm sure the actual speech part will make me sweat bullets! Mrs. Roberts says she'll walk us through outlining our speeches and using notes, so that's reassuring.The very last part of the unit will be our service learning project. We get to choose an organization to volunteer with for a few hours. I'm leaning towards the animal shelter or food pantry. Mrs. Roberts says the hands-on experience will reinforce all the concepts we've been learning about compassion. I just know I'm going to feel so good helping others in need. What a great way to wrap up the first unit!Overall, I have a feeling this year's English class is going to be challenging but really rewarding. I just need to stay focused, manage my time well, and participate as much as possible. Shoutout to Mrs. Roberts for making us think deeper about our roles as caring citizens of the world. Here's to an awesome year of growth!篇4Unit 1: Making New FriendsThe first unit of our new English book is all about making new friends! I'm so excited to learn about this because I love meeting new people and hearing their stories.In the first lesson, we'll learn how to introduce ourselves politely in English. The book has dialogues where the characters say things like "Hi, I'm Anna. It's nice to meet you!" and "I'm Max. What's your name?" We'll practice greeting each other and sharing our names, ages, where we're from, and other basic information. My teacher says it's important to make a good first impression when meeting someone new.Next, we'll learn how to ask people questions to get to know them better. Things like "What are your hobbies?" "Do you have any pets?" and "What's your favorite food?" The book shows us how to have natural conversations in English by asking follow-up questions based on the other person's answers. I think making friends will be much easier if I can ask people about their interests and lives in English!The third lesson covers giving compliments, which is a great way to make someone feel good and kick off a friendship. We'll learn how to compliment people on things like their clothes, hairstyle, talent at a sport or instrument, and other positive qualities. For example, you could say "I love your shirt - that colorlooks great on you!" or "You're an amazing artist!" Giving sincere compliments makes people feel valued.However, we also need to learn how to respond humbly when someone compliments us. The book teaches simple responses like "Thank you, that's so kind of you to say" and "I really appreciate that." Apparently it's considered rude in English to just say "I know!" when you get a compliment. Who knew?Another important part of making friends is finding common interests to bond over. Lesson 4 will teach us how to talk about our hobbies, favorite foods, sports we play,books/movies/games we like, and other personal interests. We can ask each other "Do you like _____?" Or say "I'm really into_____. What about you?" If we can find even one thing we both enjoy, it gives us something to connect over.The final lesson is about making plans to hang out with new friends. We'll practice using phrases like "Do you want to come over and play video games this weekend?" or "Let's go to the park after school on Friday." The book shows examples of how to make specific plans for activities, transportation, meeting times/places, and more. Having playdates is a fun way to turn a new acquaintance into a real friend!Throughout the unit, we'll get lots of chances to practice conversations and role-play meeting new people. Our teacher will have us introduce ourselves, ask/answer questions, give compliments, discuss interests, and make plans - just like in the real dialogues from the book. She says it's the best way to get comfortable with the language.I'm really looking forward to this unit because I think the skills will be so useful. Meeting new people can be scary, but knowing exactly what English phrases to use will make it much easier. With practice, I'm sure I'll be able to make tons of new friends from all over the world! Who knows, maybe I'll write to some of my new English buddies in the penpal unit later this year. But first, let's focus on nailing those introductions...篇5Unit 1 - My Summer VacationHey there! I'm so excited to tell you all about the first unit we're covering in English class this year. It's called "My Summer Vacation" and it's going to be a blast!First up, we'll be learning a ton of new vocabulary words related to summer activities, travel, and adventures. Words like "sunscreen", "beach towel", "snorkel" and "mosquito repellent". Ican already picture myself on a sunny beach working on my tan! We'll practice using these words by describing our own summer vacation experiences. I can't wait to tell everyone about the time I went camping and saw a bear rummaging through our campsite!Next, we're going to learn all about using the past tense to talk about things that already happened. This will come in super handy for regaling the class with tales from our summer shenanigans. We'll cover forming the past tense for regular verbs by adding "-ed" as well as all those irregular past tense forms that you just have to memorize. Verbs like "go-went", "see-saw", and "swim-swam". Mastering the past tense will make my vacation stories sound way more legit.Then it's on to the really fun stuff - writing! We'll learn how to write descriptive paragraphs painting a vivid picture of the places we visited over summer break. I'm definitely going to go into extreme detail about that waterpark with the crazy waterslides. Maybe I can even include some pics to really bring it to life! The key will be using lots of adjectives and adverbs to make our descriptions jump off the page.As if that's not enough writing practice, we're also going to learn how to write a simple narrative essay. This will allow us totake one memorable experience from our vacation and turn it into an engaging mini-story complete with characters, a plot, and even dialogue if we're feeling ambitious. Mine might be about the time I got separated from my family at a crowded market and had to use my basic Chinese skills to find them again. Talk about a drama-filled adventure!To wrap up the unit, we'll put together a "Vacation Brag Book" filled with our descriptive paragraphs, narrative essays, photos, and mementos to show off to our friends and families. They'll be so impressed by our amazing summer tales and our blossoming writing abilities! I might even slip in that embarrassing baby pic from our trip to the beach to really make it memorable.This is just the tip of the iceberg when it comes to all the awesomeness packed into our first unit. We'll play language games, watch video clips, read stories - maybe even take a virtual field trip somewhere fun! And of course, no English class is complete without a few quizzes to keep us on our toes. But no need to panic, this unit is designed to make learning feel like an adventure, just like our summer vacations!So get ready to bring your summer memories to life using all kinds of cool English skills. I'm stoked to dive into "My SummerVacation" with my classmates and make this an unforgettable start to 8th grade English!篇6Unit 1: Embracing DiversityHey there, fellow classmates! Are you ready to dive into the exciting world of Unit 1? Buckle up because we're about to embark on an adventure filled with fascinating lessons and mind-blowing discoveries!First things first, let's talk about the theme of this unit –Embracing Diversity. Sounds intriguing, right? Well, it's all about understanding and appreciating the amazing differences that exist among people from different cultures, backgrounds, and walks of life. Pretty cool, huh?Our first lesson will be an absolute blast! We'll learn how to introduce ourselves and share interesting facts about our families, hobbies, and favorite things. Imagine how much fun it will be to get to know each other better and find out what makes us unique!Next up, we'll delve into the world of adjectives and how they can help us describe people, places, and things in vividdetail. Who knows, maybe you'll learn some new words to impress your friends and family!But wait, there's more! We'll also explore the fascinating world of diversity through engaging stories and real-life examples. You'll get to meet people from different cultures, learn about their traditions, and even try your hand at some exciting cultural activities. How awesome is that?And that's not all! We'll practice our reading, writing, listening, and speaking skills through fun activities and games. From role-playing to group discussions, you'll have plenty of opportunities to showcase your language skills and learn from your classmates.Oh, and let's not forget about the vocabulary exercises! We'll dive into a treasure trove of new words and phrases that will not only expand your English knowledge but also help you communicate more effectively. Who knows, maybe you'll even impress your parents with your newfound linguistic prowess!But it's not all work and no play! We'll also have plenty of opportunities to let loose and have some fun. From educational games to interactive quizzes, you'll never find yourself bored or disengaged.And the best part? Throughout this unit, you'll learn valuable life lessons about acceptance, empathy, and celebrating diversity. You'll discover that our differences are what make the world a more vibrant and exciting place to live in.So, what are you waiting for? Let's dive headfirst into Unit 1 and embrace the incredible diversity that surrounds us! Get ready to expand your horizons, make new friends, and have an absolute blast while doing it.Who's with me? Let's make this unit the best one yet!。
人教版八年级下册英语Unit1(第一单元)优秀教案
Unit 1 What's the matter?第一课时Section A (1a2d)【教学目标】1.重点单词：matter，back，sore，throat，stomachache，foot，neck，stomach，fever，lie，rest，cough，Xray，toothache，headache2 重点短语：have a sore throat，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor3 重点句式：—What's the matter?—She talked too much yesterday and didn't drink enough water.She has a very sore throat now.You should drink some hot tea with honey.It doesn't sound like you have a fever.You need to take breaks away from the computer.I think I sat in the same way for too long without moving.If your head and neck still hurt tomorrow，then go to a doctor.【学习重点】1 重点短语和句型2 询问对方身体状况的句型及答语【学习难点】询问对方身体状况的句型及答语【自主学习】一、预习课本P12新单词并背诵，完成下面的汉译英。
1 问题____________ 2.背部____________3 疼痛的____________ 4.嗓子____________5 胃痛____________ 6.脚____________7 脖子____________ 8.胃____________9 发烧____________ 10.平躺____________11 休息____________ 12.咳嗽____________13 X光____________ 14.牙疼____________15 头疼____________二、认真预习1a2d找出下列短语和句型。
部编本人教版八年级语文上册第一单元教学设计
部编本人教版八年级语文上册第一单元教学设计一. 教材分析人教版八年级语文上册第一单元包含了《新闻两则》、《苏州园林》、《大自然的语言》和《落花生》四篇文章。
这一单元的文章内容丰富，既有新闻报道，也有说明文和散文，涉及到自然、社会、文化等多个方面，对学生拓展知识面，提高阅读理解能力具有重要作用。
二. 学情分析八年级的学生已经具备一定的阅读理解能力，对于不同文体的文章有了一定的了解。
但同时，学生对于新闻报道、说明文等文体的特点和阅读方法还需要进一步指导。
在写作方面，学生需要进一步提高观察力、创新力和表达力。
三. 教学目标1.知识与技能：学生能够理解文章的基本内容，掌握新闻报道、说明文等文体的特点和阅读方法。
2.过程与方法：通过阅读、讨论、写作等环节，提高学生的阅读理解能力和写作能力。
3.情感态度与价值观：培养学生热爱大自然、关注社会、了解文化的情感态度，提高学生的人文素养。
四. 教学重难点1.重点：学生能够理解文章的基本内容，掌握新闻报道、说明文等文体的特点和阅读方法。
2.难点：学生能够运用所学的阅读方法和写作技巧，独立分析文章，提出自己的见解。
五. 教学方法1.启发式教学：通过提问、讨论等方式，激发学生的思考，培养学生的创新意识。
2.情境教学：创设生活情境，让学生在实践中感受语言的魅力，提高语言表达的能力。
3.小组合作学习：通过小组讨论、分享，培养学生的团队协作能力和沟通能力。
六. 教学准备1.教材：人教版八年级语文上册第一单元。
2.教学多媒体设备：投影仪、电脑、音响等。
3.教学素材：与文章内容相关的图片、视频等。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾上一节课的内容，激发学生对本节课的兴趣。
2.呈现（15分钟）教师运用多媒体展示与本节课文章相关的内容，如图片、视频等，帮助学生更好地理解文章。
3.操练（20分钟）教师引导学生对文章进行阅读，边读边思考，理解文章的基本内容。
随后，教师提出针对性的问题，让学生进行讨论，锻炼学生的思维能力。
(新)部编人教版八年级语文上册第1课《消息二则》优秀教案
(新)部编人教版八年级语文上册第1课《消息二则》优秀教案一. 教材分析《消息二则》是人教版八年级语文上册第一单元的第一篇文章，包括《我所知道的关于中国的故事》和《南京！南京！》两篇新闻报道。
这两篇文章分别从外国人和中国人的视角描述了抗日战争时期的历史事件，旨在让学生了解和感受那个特殊时期的中国人民的生活状态和精神风貌。
二. 学情分析八年级的学生已经有一定的语文基础，但对于抗日战争时期的历史知识可能了解不多。
因此，在教学过程中，教师需要帮助学生建立起历史背景的认识，同时引导学生通过阅读文章，理解作者的写作手法和表达方式。
三. 教学目标1.知识与技能：了解抗日战争时期的历史背景，掌握新闻报道的基本格式和特点。
2.过程与方法：通过自主学习、合作探讨的方式，提高学生提取信息、分析问题和解决问题的能力。
3.情感态度与价值观：培养学生热爱祖国、热爱人民的思想感情，增强民族自豪感和使命感。
四. 教学重难点1.重点：理解文章内容，掌握新闻报道的基本格式和特点。
2.难点：深入分析文章的写作手法和表达方式，理解作者的思想感情。
五. 教学方法1.情境教学法：通过设定历史背景，让学生身临其境，更好地理解文章内容。
2.问题驱动法：引导学生提出问题，自主寻找答案，培养学生的思考能力。
3.合作探讨法：分组讨论，共同解决问题，提高学生的团队协作能力。
六. 教学准备1.教师准备：了解抗日战争时期的历史背景，熟悉文章内容，设计好教学问题和活动。
2.学生准备：预习文章，了解新闻报道的基本格式和特点。
七. 教学过程1.导入（5分钟）教师简要介绍抗日战争时期的历史背景，引导学生了解那个时期的中国人民的生活状态和精神风貌。
2.呈现（10分钟）学生自主阅读两篇新闻报道，了解文章内容。
教师在这个过程中给予学生适当的引导和帮助，解答学生提出的问题。
3.操练（15分钟）教师提出针对文章内容的问题，引导学生进行思考和讨论。
学生通过合作探讨，共同寻找答案，提高解决问题的能力。
2020年冀教版英语八年级上册教案(全册)
初中英语冀教版八年级上册第一单元Lesson 1 Back to SchoolTeaching topic: Lesson 1: Back to SchoolTeaching aims: By the end of the lesson, the students will be able to:1.Read, understand the new words like physics, and the new phrases like one is …, the other is …; introduce…to, search for…, the same as2.Talk about their own first day of the term3.Be full of expectation of the new termTeaching important point: the use of the new phrasesTeaching difficult point: talk about the first day of the termTeaching tools: PPT, radio,Teaching procedure:Step1: Lead –in and warm upListen to an English song and complete the missing words.The name of the song is The Start of Something New. Now the new term starts, what new things do you have?Step 2: New ConceptⅠ. ListeningT: Li Ming and Danny are talking about their new terms. Listen to the dialogue and answer the questions.1. How many new classmates does Danny have this term? What are their names?2. Does Miss Cox teach math?Ⅱ. ReadingT: The first day seemed to be an exciting start. Please read carefully and answer the questions.1. How do Danny and Li Ming like the first day of Grade 8?2. What advice does Li Ming give Danny on how to start a conversation with Sandra?3. What is the new subject?4. Which recent picture of Li Ming does Danny like?5. What is Li Ming preparing for?Ⅲ. Read againT: read the dialogue again and find out new phrases.The students write the new phrases they have found on the blackboard.T: Please discuss with your partner about how to use them?Step 3: PracticeⅠ. The use of new phrasesT: Physics is new to us, isn’t it? Some of you say it is harder than other subjects. Do you think you’ll like it? Here is some advice for you, read it and fill in the blanks with the phrases in the box. You can work in pairs.give search for make friends introduce the same as one …the otherDo you have difficulty in studying physics? Maybe yes. Now let me ______two ways to solve them. _______ isto ____________ with the books. ________ way is to__________ the answers on the well-known websites. Thefunction(作用) of the Internet is ___________ the teachers’. It can easily ____ you the answer.Ⅱ: Talk about the first day of the new term in pairs.Sample ⅠA: Hi….How was your first day of Grade 8?B: I was ______.A: Do you have any new ______?B: Yes, _____________. How about you?A: ________________.Sample ⅡA: Hi….How was your first day of Grade 8?B: I was excited. I have new…．A: What…name?Where…from?What …look like?...B: …A: Do you have any new subject? Do you like it? Do you know how to learn itwell?The students work in pairs and then show the dialogue in front of the class.Ⅲ. Extensive listeningT: You seemed to have an exciting start. They are talking about their new termand also they made some wishes. Listen and match the names with the wishes.Tom I want to improve math in the new term.Peter I want to practice English with the foreign teacher.Betty I want to take part in clubs.I want to practice English by watching movies.Typescript:Hi. I am Peter. On the first day of the term, my home teacher told me that there will be a math competition this term. I want to have a try. But my math is not as good as English. Therefore, I want to improve math in the new term.There are some new clubs this term. I will join the Acting club and Singing club. I will make new friends. --- by TimHello. My name is Betty. I have a foreign teacher this term. She teaches us once a week. I talked with her yesterday and she was very kind. I want to practice English with her online.Ⅳ. Show TimeT: New term, new start and new dream. Three days later, there will be an opening ceremony in our school. You are invited to show your wishes in different ways. Choose your favorite style to show.Task1: Talk about your wishes for the new term.A: Hi….How was your first day of new term?B:…. …．A: Do you have any new wishes?B: …A: Do you have any plans to make it come true?B: …Task2: Write down your wishes and stick them on the Wish Tree. The best one will be shown on the opening ceremonyⅤ: Wishes of the teachersDear students,You are starting another important journey. To make it more wonderful and meaningful, I wish you to follow your dream, take the time and make a difference in this term.Step 4: Homework(1)Write down the dialogue you have made in class.(2)Preview Lesson 2.Board Design:Lesson 1 Back to SchoolNew words: New phrases: Wish TreePhysics one is …, the other isRecent make (new) friends withsearch forthe same asintroduce toSummary:________________________________________________________________初中英语冀教版八年级上册第一单元Lesson 2 Many Faces, One PictureMain aim:At the end of the lesson, students will be able to describe their pictures, using the target language.Subsidiary aims:To provide detailed listening practice in a dialogue in which two students are talking about their pictures.To focus on the language used when describing pictures.Materials:recorder, glue, scissors, pieces of colourful pictures, markers, pencilsAssumptions:Learners have already learned about present simple, present continuous and past simple, and they are familiar with some simple language about one’s name, age, clothes and actions. But they may make mistakes when they describe their pictures. Anticipated problems with materials, activities and tasks:Students may find it difficult to find out which picture Li Ming chose in therecording.Students may make mistakes when writing their description under their picture.Solutions:Let students read the recording script and underline the key sentences for Question 4 in the listening practice.After they write, ask students to correct each other’s mistakes, accor checklist provided by the teacher.3. Language analysis:Form Meaning PhonologyAnticipated problems and solutionsperform (v.)to entertain peopleby dancing,singing,acting, or playingmusicStudents mayfind it difficultand boring to begiven thedefinitions ofeach word, so Icreate somesituations forglue (v.)to join thingstogether using glue[ u: ]advise (v.)to give someone adviceSkill analysis:Sub-skills Tasks forskillsdevelopmPreparinglearnersfor tasksAnticipatedproblems andsolutionsListeni StudentsPre-listen.Teach difficultStudents maymake mistakeswhen they listenSpeaki StudentsSummarize target sentences to describe a pictureWriting -accurac Students write their description under the Before they write, ask them to describe their pictures orally and for Li Ming ’sdecision onwhich picture tochoose. Askstudents to payTeaching procedures:Proced Teaching aim Teaching Activities InteVocabu lary learning (5 min.)To get the students ’spirit in an active state and to lead in the vocabulary learning.Let two girls perform adance at the front.S-STo teach four difficult verbs which play an important role in students ’ Show pictures which indicatethe verbs “perform/ agree/glue/ advise ”. Teach students TTo help studentsget familiar with thelistening material and get ready to find out the detailed content.Ask some students to read the questions in “Let ’s do it No. 1”．S-STo provide thelistening material. Play the recording. STo check students’ understanding. Let several students answer the four questions. S-STo give instructionson detailed listening.Ask students h ow they findanswers to Question 4.STell them to read the listeningscript in pairs and underline t hekey sentences. S-S Ask students to read t he firsttwo paragraphs. SAsk students to answer questions.1) What is Wang Mei wearing inthe picture?2) What does she look like?3) Where was she when she tookthe picture?T-S 4) What did she do in the show?Write the sentences one by oneon the board.1) …are wearing…2) …look like a dancer3) …was in our show4) …played the erhuShow a picture of one student, with some questions a bout hisT-S personal information.Do the activity: Team-Pair-Solo.S Ask students to describe t heirown pictures in teams of four.One talks, the others listen,help him correct mistakes.The teacher walks around andS helps if necessary.Class picture making (10 min.)To improvestudent s’ ability ofmaking a list whendoing a project.Get students draw amind map on theboard.Show the thingsand actions whenwemake a class picture.S-S To finish theTell students to takeout their paper,picture,glue, markers, penciland eraser.Ask students to glueShow time (6 min.)To let studentsuse the languagein real situations.The teacheracts as a foreignteacher who comesinto the classroomfor the first time.The students showher their pictures andintroduce themselves.Tell them to read thelistening script in pairsand underline the keysentences.T-SHome work (1 min.)To giveextension taskafter class.Ask students to readthe first two paragraphs.Tell students to makeup a dialogue,talkingabout their pictures.T-SSummary:________________________________________________________________ 初中英语冀教版八年级上册第一单元Lesson 3: Getting to Know You!一、教材分析本单元主要围绕“介绍人物”展开话题。
部编新人教版八年级语文下册第一单元写作《学习仿写》教案
此外，学生小组讨论环节，我发现大家在围绕仿写在实际写作中的应用展开讨论时，能够提出一些很有见地的观点。但在引导与启发方面，我觉得自己还可以做得更好，比如在提问时更加有针对性，帮助学生更深入地分析问题。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解仿写的基本概念。仿写是模仿优秀文章的写作技巧和风格进行创作的过程。它是提升写作能力的重要手段，可以帮助我们学习并掌握各种写作技巧。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了仿写在实际中的应用，以及如何通过仿写来提高文章的表达效果。
-修辞手法的深入理解：学生对修辞手法的概念理解可能停留在表面，难以深入体会其在文本中的作用和效果。
-创意的激发：学生可能在仿写过程中过于依赖范文，缺乏独立思考和创意表达，需要教师引导启发。
-语言表达的准确性：学生在仿写时可能存在用词不当、句式杂糅等问题，需要教师指导如何准确表达。
举例解释：
-在仿写《春》这篇文章时，难点在于如何将作者对春天的细腻感受和丰富想象转化为自己的语言和情感表达。教师需要引导学生观察生活，激发他们的想象力，同时提供词汇和句式的支持，帮助他们准确、生动地表达自己的感受。
二、核心素养目标
本章节旨在提升学生在语文学科的核心素养，具体目标如下：
1.提高学生的文学鉴赏能力，通过分析范文，感悟文章美感，培养审美情趣。
2.培养学生的创意写作能力，鼓励学生在仿写过程中发挥想象，创新表达，形成个性化写作风格。
3.强化学生的语言表达能力，让学生在仿写实践中熟练运用各种修辞手法和表达方式，提高语言运用水平。