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- 目录
篇1：高一第八单元教案
高一第八单元教案
Teaching Plan for Unit 8 Sports
Chen Xiaoqin from Deqin Senior Middle School, Huzhou
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports2． Talk about interests and hobbies3． Talk about the Olympics4． Write a sports star’s profile
功能 Interests and hobbies Which do you like…or …? What’s your favorite sport? Which sport do you like best? Which do you prefer…or…? What about…? Are you interested in…?
词汇 continent well-known athlete gold medal torch badminton tie final dive shootingGreece competitor motto further rank gymnastics prepare preparation effect flamecompete flag weight position superstar point skill weigh title gesture facialstand for because of speed skating track and field take part in preparation for
语法 Future Passive VoiceThe people of Beijing will plant more trees and build new roads.(陈述句)More trees will be planted and new roads will be built by the people of Beijing.Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
Step1. Lead-in(10 mins)
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings Aisa Europe Africa America Oceania
IOC International Olympic committee
Headquater Lausanne Switzerland
Motto swifter higher stronger
Present President Jac ques Rogge
Official language English French Spanish Russian German
Host city of 2000 Olympics Sydney Australia
Host city of 2004 Olympics Athens Greece
Host city of 2008 Olympics Beijing China
Host city of the first Olympics Athens Greece
Sort Winter Olympics Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading(10 mins)
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,
the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation(10 mins)
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics Year Location China’s gold medals competitors
old Greece no female competitors
1st in modern times
23rd
2000
2008 ? ?
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion(15 mins)
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
… …
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
Step1. Extensive reading (WB) (15 mins)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports Popular /not very popular Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking(5 mins)
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus (25 mins)
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice.
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars
Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
Step1.Listening(5 mins)
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking (10 mins)
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing.
Step3.Writing (30 mins)
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.
Teaching procedures of period 5
Step1.Listening(10 mins)
Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)
Purpose: to make Ss get used to listening to English sports news in daily life.
Step2.Speaking(10 mins)
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
…
Purpose: to revise the language focus in this unit.
Step3.Reading(10 mins)
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)
Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing(15 mins)
Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
Sport: Soccer Objective: Shoot the ball into the other Team’s goalNumber of players: Two teams of eleven players:ten outfielders and a goalkeepersSports field: Grass playing fieldEquipment: Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Table tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective: Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players: Sports field:Equipment:Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit.
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit.
Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening speaking reading writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name Date
a. What were your goals for this unit?
b. Did you reach your goal?
c. What different ways of learning did you use?
d. Which did you like best?
e. What your goals for the next unit?
f. How do you plan to reach them?
g. Will you ask some of your classmates for ideas and try new ways of learning?
The Olympic Games
Our country will
篇2：初三英语第八单元
科目 英语
年级 初三
文件 middle3 unit8.doc
标题 初三第八单元
章节 第八单元
关键词 内容
一、教学目标
单词:sheep,field,play,hurry,lend(lent,lent),dead,die,milk,twice,cow,tractor,pig,joke,wool,mutton,
pigsty,pan,order
词组与句型: as soon as hear of arrive at have a baby be dead milk a cow No hurry. With pleasure. lend sb sth/lend sth to sb They aren’t beautiful at all. get back sth/get sth back in the right order
日常用语:
Have you ever been to the West Farm?
I’ll return it as soon as I can.
I’ve never heard of that before.
No,hurry.
I hope everything goes well.
With pleasure.
语法: 现在完成时(II) 表示过去发生或已经完成的某一动作对现在造成的影响或结果
现在完成时常与already,just,yet,ever,never,before 等词连用
二、教学重点
现在完成时
词组:be dead,arrive at, lend sb sth/lend sth to sb, hear of
三、教学难点
现在完成时
四、重点难点讲解
1.have been to 和have gone to
have been to a place意思是“到过，去过”，表示曾到过某处，但现在人又不在那儿；have gone to意思是“去了”某地，现在人可能在去的途中或已在那儿了。试比较：
(1)Has she ever been to Nanjing? 他曾去过南京吗？
(2)You have never been there before, have you?
你以前从未去过那儿，是吗？（there 是副词，前面介词to省略）
(3) I have been to Guiling. I went there last year.
我去过桂林，我去年去的。
(4) She has gone to Nanjing. 她已经去南京了。
(5) The Wangs have gone to Shanghai for a holiday.
王家已经去上海度假了。
再进一步分析，have been to讲的是过去的情况，强调去过或没去过或去过多少次，着重 到
目前为止的一个结果。Have gone to着重指现在人不在，只用于第三人称，不用于第一人称，第二人称，不能用来代替have been to。
2.before和ago
两词都可以表示“以前”，但用法不同。到目前为止所学的知识中，before还只用于
肯定句或疑问句，与never连用于否定句中。疑问句有时用ever代替before。
用before,ever 和never…before的句子大多用现在完成时。
(1)I have heard of it before. 这种事情我以前听说过。
(2)Have you ever been to America? 你曾去过美国吗？
(3)We have never met such a strange person before. 以前我们从未见过这样奇怪的人。
ago从不单独使用，它必须与表示时间段的词语连用，如three days ago（三天前），表示从现在起的多少时间以前，指的是过去的时间点，因此必须与一般过去时连用。如：
(1)I heard of it two days ago. 我是两天前听说这件事的。
(2)She went to America half a year ago. 她半年前去的美国。
3.情态动词could, would 和should
could和would都可用来引起一个问句，表示非常礼貌的委婉的请求。例如：
(1)Could you explain it in simple English?
你能用简单的英语解释吗？
(2)Would you please lend me a hand? 请帮我一把好吗？
疑问句中常用could代替can, would 代替will，以表示礼貌的请求。Should可以用来表示“需要”，“应该”等。如：
(3)What subject should I talk about?
我们需要谈些什么内容呢？（=must/need）
(4)You should be more careful. 你应该更小心些。
陈述句中could可用来表示一种可能性，预期较委婉，相当于can。
(5)Maybe I could (=can) talk about English names.
也许我会谈谈英国人的名字。
4.I’m sorry to trouble you. 对不起麻烦你一下。
篇3：高二英语第八单元
科目 英语
年级 高二
文件 high2 unit8.doc
标题 高二第八单元
章节 第八单元
关键词 高二英语第八单元
内容
一.教学目的和要求
1.单词和词组：
knee ought ought to still(adj)L.29 四会
medical care bite mouth-to-mouth lay burn(n.) L.30
cut(n.) electric container pool
by mistake pay attention to in a short while L.31
breathe take it easyL.29三会
within handkerchief deal(vt.) deal with wound safety L.30
running water wire guard out of one's reach sideways
firm firmly wherever stomach L.31
aid first aid injure injured L.29 三会
bleed hold up injury poison L.30
quantity throw up nearly L.31
2.日常交际用语：
We must carry her to the side of the road.
You mustn't move someone if they are badly hurt.
You should/shouldn't .…
I ought to go home.
I have to cook supper for my grandmother.
3.语法：
复习情态动词must, should和学习ought to的用法。
二.重点与难点
L.29
1.fist aid急救
指医生未来之前对伤者所采取的急救措拖与处理。其中的aid一词既可作动词也可作名词用，作“帮助”、“援助”、“促使”解。例如：
With the aid of the computer, he worked out the problem. 借助于计算机，他解决了这个难题。
They are determined to aid him in his scientific research. 他的决心对于他的科学研究给予援助。
She came quickly to his aid . 她急忙来帮助他。(=She came quickly to help him.)
在以上的句子中，aid均可被help替换，因为这二个词都有帮助的意思。help含义较广，在日常生活中用的较多，而aid是比较正式的用法，因此在日常生活中不多用。
2.No! Leave her where she is ! 别动他，让她留在原地。
a)句中的leave是及物动词，意思为“留下”、“遗留”。可是在本句中的意思则为“让……处于某种状态”，这时通常跟～ing形式或形容词的复合结构，也可以跟从句。例如：
Don't leave her waiting outside in the rain. 不要让她在外面的雨中等着。
You'd better leave the door open. 你最好把门开着。
Her illness has left her weaker. 她的病使她比以前更虚弱了。
Don't touch the thing on the desk. Leave them as they are. 不要动书桌上的东西，让他的照原样放着。
b)的中的where it is的是地点状语从句。where引导的状语从句可放在句首。例如：
Where there is a will, there is a way . 有志者事竟成。
Please put the books where they were. 请把书放回原处。
3.You mustn't move someone if they are badly hurt. 如果一个人受了重伤，你一定不要挪动他。
a)句中的动词move是作为及物动词用的，意思为“搬动”，同时还有“使……感动”的意思。例如：
The chair is in the way, move it please. 那把椅子碍事，请挪开。
We were deeply moved by what he had done. 我们为他所做的一切深受感动。
move作不及物动词 时，作“活动”、“迁移”“摇动”解。例如：
He was tied so tightly that he couldn't move hand or foot. 他紧紧地被捆住，手脚不能动。
He moved with great difficulty. 他十分艰难地移动着。
The old couple moved to the country after they were retired . 那对夫妻退休以后搬到乡下去了。
b)hurt.既可作及物动词，作“伤害”、“使受伤”解，也可作不及物动词，作“疼痛”、“感到疼痛”解。既可表达身体的受伤，也可以表达情感的伤害。例如：
The little boy has fallen off a ladder and hurt himself . 小男孩从梯子上摔了下来并受了伤。
The driver hurt himself in the accident. 司机在事故中受了伤。
It hurts the eyes to read in such poor light . 在这么弱的灯光下看书会伤害眼睛的。
My feeling were hurt when they talked about me like that. 他们那样谈论我使我的感情受到伤害。
She was hurt to think of being left alone . 他一个人被留下很难过的。
4.“Take it easy! I've just called the First Aid Centre…” 别紧张，我刚刚给急救中心通了电话。
句中的take it easy是“不要着急”、“别紧张”的意思，通常用来安慰别人。类似的有Don't worry. 有时也可说“take things easy”。例如：
Take it easy. Everything will be OK. 不要紧张，一切都会好的。
Take it easy. It's still early and we've got plenty of time. 不要着急。还早着呢况且我们有足够的时间。
The doctor asked Bob to take things easy for a while. 医生让鲍勃先放松一会儿。
5.I ought to go home . 我该回家了。
ought to是情态动词，意思为“应该”。与should意思基本相同，但语气要比should强些。含有“按道理应该……”的意思。例如：
You ought to attend the meeting . 你应该参加那个会议。
I ought to tell you about it before you leave. 我应该在你走之前把这件事告诉你。
It isn't what I ought to do . 这不是我该做的事。
ought to的疑问句式是把ought移至句首，其否定式是把not放在ought和to之间。
例如：
Ought he to go ? Yes, he ought to . 他该去吗？是的，他该去。
He ought not to do that. 他不该做那件事。
L.30
1. Anyone with the right knowledge can give first aid； you don't have to be a doctor.
任何一个有正确的急救知识的人都可以进行急救，不一定非得是个医生才行。
a)这里要注意的是与first aid搭配的动词。除了句中的动词give以外，还可与动词offer或do连用，作“进行急救”，“施行急救”解。例如：
A worker was badly injured in the workshop and his workmates gave him first aid .
一个工人在车间里受了重伤。他的工友们对他进行了急救。
When someone is hurt, first aid should be immediately offered. 当一个人受了伤时，应立即对他进行急救。
b) have to和must都作“必须”解。二者的意思稍有区别，但肯定式基本上可以通用。其否定式(mustn't和don't have to )却在意思上有很大的差别，则不可以通用。
mustn't表示“不能”、“不得”（做某事），有禁止的意思；
don't have to表示“不必（做某事）”，同needn't(do sth)意思相当，含“不必要”之意。例如：
You mustn't park your car in front of the entrance. 你不得把汽车停放在入口处。
You don't have to come. 你不必来。
2.check that the person can breathe. Open the mouth and make sure that there is no food at the back of the mouth. 检查一下，看看这个人还能否呼吸。把掰嘴开，看看口腔后部是否有食物堵住。
句中的check和make sure的意思基本相同，作“核查”“弄确实”解，后面的宾语从句则具有待核实，核查的事情。例如：
Check/Make sure that the gas and lights are turned off before you heave.
离开之前清检查一下煤气，灯是否都关了。
Please go and check/make sure if the baby is asleep. 请去看看孩子睡了没有。
3.Here is some advice for dealing with common injuries… 这儿有条关于处理普通创伤的意见……。
句中的短语动词deal with有多种意思，如“对待某人”、“处理问题”，“计论某事”等。例如：
They try to deal politely with angry customers . 他们的尽量对发怒的顾客彬彬有礼。
How shall we deal with the situation? 我们怎样来处理这个局面呢？
Our teacher will deal with the grammar point in the next lesson. 我们老师下一堂课要讲这个语法点。
另外deal with sb/sth.还有“与某人有社交、商业等关系”的意思。例如：
We don't deal with large impersonal companies. 我们不与那些没有人情味的大公司打交道。
4.However, after a few hours of study you will manage to know enough to save other people's lives .
然而，经过几个小的学习之后，你就会获得足够的知识去救别人的生命了。
我们以前学过enough这一词，是作形容词或副词用的。作形容词时，可以放在它可修饰词之前或之后。例如：
We have enough time (time enough) to get to the airport. 我们来得及赶到机场。
There's enough food (food enough )on the table . 桌上的食物足够吃。
作副词时，放在被修饰的形容词或副词之后，可与不定式或for短语连用。例如：
Is the river deep enough for swimming/to swim in ? 在这条河里游泳水够深吗？
She isn't old enough to go to school. 她不到上学年龄。
She plays well enough for a beginner. 对于初学者说来，她弹奏得相当不错了。
但在这句中的enough则是作为名词来用的，意思是“足够的东西”，作句中动词know的宾语。enough后常跟不定式。作enough的定语。例如：
-Would you please have some more ? 再吃点吗？
-I've had enough. Thank you. 谢谢，我已经吃饱了。
He couldn't earn enough to support the family of five. 他没能挣足够的钱来养活五口之家。
I have enough to do every day. 我每天有足的事情做。
5.If everyone in the country knew first aid , many lives would be saved.
倘若每个国民都懂得急救，那么许多人的生命就可以被挽救。
这是一个表示与现在事实相反的非真实条件句。真实是，并非每个人都会急救，因此许多人的生命都没能得到挽救。在这种非真实的条件句中，从句中的谓语动词用进去时态，如果是be，一律用were，不管是第几人称，主句中的谓语动词则由would/could/might+v.构成。例如：
If I were a bird, I could fly. 如果我是只小鸟，我就能飞了。(事实上我不是小鸟，我也不会飞。)
If he knew the truth, he would tell me.
如果他知道事实真相，他会告诉我。（事实是他不知道，也不会告诉我。）
这一语法现象不是本单元的重点，在以后的语法项目的（即虚拟语气）学习中，再详细解。
6.keep them on a high shelf out of the reach of children. 把它们（毒物）放在小孩够不着的高架上。
句中的介词短语out of one's reach作“够不关”，“拿不到”解，在此reach为名词，意思是手能触及到的范围，与其相对应的短语是within one's reach。例如：
The shelf is so high it is well out of my reach. 架子太高，我根本够不着。
Please have a dictionary within my reach. 请把字典放在我够得着的地方。
7.Don't reach sideways while standing on a ladder. 站在梯子上的时候，不要侧着身子伸手去拿东西。
在这个句子中，reach作为动词用的，意思是“伸手取物”。sideways在此是副词，作“侧着身子”、“向旁边”解。
I can't reach the apples on the top branch. 我够不到最上边树枝上的苹果。
I reached across the table for the jam. 我伸手到桌子那端去拿果酱。
Please reach me the dictionary from the bookshelf. 请把字典从书架上取下来给我。
A crab moves sideways. 螃蟹横着爬行。
He looked sideways at me. 他斜着眼看我。
另外，句中的while standing on a ladder是while you are standing on a ladder的省略。在有些表示时间、地点、条件等的状语从句中，主语和主句中的主语一致时，从句中的主语和谓语的一部分（特别是动词be）常省略。例如：
Don't listen to the radio while doing your homework.(=Don't listen to the radio while you're doing your homework.)
做作业时，不要听收音机。
I visited my professor while in Shanghai.(=I visited my professor while I was in Shanghai.)
在上海期间，我去看望了我的教授。
8. Make sure that your children can not get close to pools, lakes and rivers by themselves.
务必不要让小孩独自去池塘、湖边或江边。
a)句中的get close to…作“到……的近旁”解。例如：
We got close to the old people to see what they were doing.
我们走近哪些老年人看看他们在干什么。
The children were warned not to get close to the fire.
人们警告孩子们不要靠近火。
b)by oneself意思为“单独地”、“独自地”。在句中作状语。例如：
The little girl travelled from London to New York by herself. 那小姑娘独自一个从伦敦旅行到了纽约。
Dinny walked home by himself last night. 迪尼昨晚独自一个人去回家的。
L.31
1.What should you do if a person has drunk poison by mistake? 假如有人误喝了毒药，你该怎么办？
句中的by mistake是固定词组，意为“错误地”、“无心地(做了某事)”例如：
I took your dictionary by mistake. 我拿错了你的词典了。
I used your towel by mistake. 我（无心）用错了你的毛巾了。
在上面的句子中，mistake是作名词用的。另外，mistake作动词用时，常跟for连用，意思是“把……误认为”“错把……当作”。例如：
I mistook you for your brother. 我错把你当成你的兄弟了。
The visitors mistook the house for a hotel. 那些游人把这栋房子当成旅店了。
2.在practice中有这样的句子：
a)you must keep the patient warm if he/she has been in the water a long time .
如果她/他，在水中的时间过长，你必须使病人保暖。
句中的keep the patient warm是keep+宾语+形容词、现在分词或过去分词作宾语补足语的结构，表示“处于（保持）……状态）”。例如：
They closed the door and windows to keep the room clean. 他们将门窗关上以保持房间的清洁。
I'm sorry to have kept you waiting outside a long time . 我很抱歉让您在处面久等了。
She kept her eyes shut and stayed where she was. 她紧闭双眼呆在原地不动。
b)You need to pay attention to the children wherever they are playing.
不论孩子们在哪儿玩耍，作都得留心。
句中的pay attention to为“留心……”、“注意……”之意。这是一个固定词组，其中to是介词，后接名词，代词或动名词。例如：
The teacher asked his students to pay attention to him in class. 老师要求学生在上课时要专心听讲。
Much attention should be paid to the problem of pollution.
污染的问题应给予更多的关注。（要更加关注污染问题）。
3.关于情态动词must, should , ought to的用法小结：
must为“必须”、“一定”、“肯定”之意，在表示推测意义的“肯定”时，只能用在肯定句中。例如：
If the person is bleeding badly, you must try to stop the bleeding.
如果这个人在大量出血，就必须设法给他止血。
If someone is in trouble, we must help him/her.
如果有人遇到了麻烦，我们必须帮助他/她。
这时must主要是用于表示说话人主观上的看法。如表示客观需要，我们可用have to这一结构。另外，must没有时态的变化，一般用于现在时，have to可用于更多的时态。例如：
We have to walk there because we missed the last bus. 由于我们没赶上末班车，只好走着去那儿。
He has to change his mind . 他只好改变主意了。
另外，must和have to的否定式的意思是不同的，例如：
mustn't是“不要……”，有禁止的含义；而don't have to则表示“不必要……”含有“客观上无此必要”的意思。
you mustn't move someone if they are badly hurt. 如果有人受了重伤，一定不要搬动他。
you don't have to tell him this . 你没必要告诉他这件事。
should和ought to：
should和ought to都有“应该”的意思，而且可以通用。should的语气比must弱些，它含有“建议”、“劝告”的语气；ought to的语气比should要强些，强调“有责任”、“有义务（做某事）”的意思。例如：
you should be here earlier. 你应该早点来。
you ought to tell him how to operate the machine. 你应该告诉他如何使用（操作）这台机器。
“I'll start the work tomorrow.”──“No, you should start now.”
“我明天开始这个工作。”──“我想你应该现在开始。”
（在这个句子中，用了should,这时指说话人是以“建议”或“劝告”的口气来同对方在说话。）
如果用ought to替换should,口气就有所不同了。例如：
“I'll start the work tomorrow.”──“No, you ought to start now.”
“我明天开始这个工作。”──“不行，你应该现在开始。”
（这时说话人的口气就有点象上级对下级发出命令或提出责令了。）
should的否定形式是shouldn't；ought to的否定形式是oughtn't to。例如：
you shouldn't put the books here . you ought to put them where they were.
你不应该把书放在这。应该把他们放回原处。
you ought to take good care of your sick grandma. 你应该细心照料生病的祖母。
三.同步测试：
Ⅰ.选择最佳答案：
1. I was rather by what they said about me.
A. hit B. harmed C. hurt D. wounded
2.Badly wounded in back, he had to lie in bed face.
A. the, on his B. the, on the C. his, by the D. his, in his
3.you'll come to see the you have done.
A. bad B. wrong C. mistake D. mistaken
4.The doctor did to save his mother's life.
A. all what he could B. as much as possible
C. all could be done D. as much as could
5.He felt sorry for completed his work on time.
A. not have B. not to have C. not having D. having not
6.She her baby in her arms.
A. fetched B. carried C. sent D. brought
7.Our school is walk from the park.
A. for a half and an hour's B. within one and a half hour's
C. in an hour and a half D. at one and half hour's
8.Lucy tried to for the banana on the shelf, but it was too high.
A. took B. get C. reach D. pick
9.The leaves of the trees gently our faces as we walked along the street.
A. got B. struck C. knocked D. reached
10.That kind of grass always grows best it is wet.
A. there B. in which C. the place where D. where
11.He has a wife and three children to .
A. keep B. hold C. raise D. grow
12.You shouldyourself out of their quarrels.
A. put B. keep C. take D. prevent
13.I don't believe himhe says.
A. whatever B. how C. what D. however
14.Theydo it today,they?
A. needn't, do B. don't need, need C. don't need to, do D. needn't to, need
15.Please keep your mouth and your eyes .
A. closed, open B. close, opened C. close, open D. closing, opened
16.I the book, but I enough money.
A. would have bought, had no B. had bought, hadn't had
C. would buy, had no D. could have bought, had not
17.“When can you finish it ?”“It's hard to say, we'll finish it .”
A. as fast as possibleB. as soon as possible
C. as much as possibleD. as possible as we can
18.She doesn't work as hard as she .
A. did B. used to do C. used to be D. was used to
19.I would tell the reason to would like to know it .
A. those B. whoever C. anyone D. who
20.The box brought here last week is very heavy .
A. being moved B. to be moved C. to move D. moving
Ⅱ.改错：
I gave my servant an old pair trousers to wash and then I entered into my study to do some reading. My servant usually examined my pockets after she washed my clothes, but for some reason she didn't do so this time .
As I was reading, I suddenly remembered I had forgotten a 100-dollar note at the back pocket of the trousers which I had given her to wash. I fell my book night away and went to the bathroom. But it was very late. My servant told me that the trousers had washed in the washing-machine for ten minutes. I had the machine stop at once and pulled my trousers out of it as quickly as I could. I discovered that it had become a ball of waste paper. I stood there, glaring at my servant until she began to cry. 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
参考答案：
Ⅰ.1-5 C A B B C 6-10 B B C D D 11-15 A B A C A 16-20 D B A B C
Ⅱ1. Pair后加介词of 2.去掉into 3.将after改成before 4. 将forgotten改为left 5.将at改成in 6.将fell改成dropped 7.将very改成too 8. 在had后加been 9.将stop改成stopped 10.√
篇4：第八单元
单元备课指要
本单元的教材，由两篇讲读课文《做风车的故事》、《曼谷的小象》和一篇阅读课文《新年礼物》，以及一个基础训练组成。《做风车的故事》讲的是英国大科学家牛顿小时候喜欢做手工，后来做了一架小小的风车，由于讲不出风车为什么会转的道理，受到同学们的嘲笑。牛顿从中受到教育，从此发愤学习，养成了刻苦钻研的习惯，体现了牛顿勇于正视并改正自己的缺点，发愤学习刻苦钻研的优秀品质。《曼谷的小象》讲的是作者在泰国首都曼谷近郊的公路上，泰国妇女阿玲驯养的聪明、乖巧的小象帮助司机把陷在泥坑中的汽车拉出来并冲洗干净的经过，表现了阿玲助人为乐的美好心灵，赞扬了中泰两国人民的友好情谊。《新年礼物》主要叙述了一个三年级学生，用改正自己学习不专心，做作业 不认真的缺点而“精心制作”的作业 本，作为新年礼物送给老师的经过，展示了一个小学生纯真、美好的心灵。基础训练分三部分，有“字・词・句”“阅读”“作文”，其中“字・词・句”包括5项内容：读绕口令，多音字组词、叠词意思的理解、补充修改句子、认识“把”字句；“阅读”的内容是短文：“犀牛和犀牛鸟是形影不离的好朋友。”“作文”的内容是“记一次活动”。
根据本单元的教学内容，教学中应紧紧围绕单元训练重点，通过对本组教材的阅读和训练，使学生懂得怎样用完整、通顺的语句把要说的话表达清楚，在此基础上指导学生用学过的知识和方法，阅读短文，进行作文训练。
《做风车的故事》的教学，要着重引导学生在理解重点词语的基础上，联系上下文理解句子，理清事情的发展顺序，同时口述牛顿做风车的过程，进行有感情地朗读课文的训练。《曼谷的小象》的教学，应突出理解和运用词语、比较句子的训练。《新年礼物》的教学，要把理解和朗读结合起来，采取多种形式让学生反复朗读，通过朗读帮助学生理解课文内容，在理解课文的基础上，做到有感情地朗读课文。基础训练的教学，重在让学生动脑、动手、动口，通过练习，加深对新学知识的.理解，并学会运用。
整个单元的教学，在总体上要把握以下几点：一是要加强语言文字的训练和学习方法的指导，特别是重点词句的理解，读和说、阅读方法的训练。二是要结合课文特点，让学生在读懂每一句话的基础上，注意了解作者是怎样用完整、通顺的语句，把事情的发展过程叙述清楚的，并通过说话、写话的训练，使学生努力做到用学过的词语，把句子写通顺。三是通过教学，进行思想教育，培养学生独立思考、刻苦钻研的习惯和努力向上，勇于改正缺点的良好品质。
篇5：第八单元
教学目标】
知识与能力
1、使学生体验数据的收集、整理、描述和分析的过程，了解统计的意义，会用简单的方法收集和整理数据。
2、使学生初步认识统计图（一格代表五个单位）和简单的复式统计表，能根据统计图表中的数据提出问题并解答问题，并能进行简单的分析。
过程与方法
合作探究
情感与态度
通过对周围现实生活中有关事例的调查，激发学生的学习兴趣，培养学生的合作意识和创新精神。
【教学重难点】
对较大的数做的统计图（一格代表五个单位）和简单的复式统计表；能根据统计图、表中的数据提出问题并解答问题，并能进行简单的分析。
【教具准备】
方格纸、收集的数据。
【课时按排】
3课时。
第一课时
【教学内容】教科书P016~108
【教学目标】
知识与能力
1、让学生认识简单的复式统计图，以及复式统计图的优点，能根据统计图中的数据提出并回答简单的问题，并能进行简单的分析。
2、让学生体验数据收集、整理、分析的过程，会用简单的方法收集和整理数据。
过程与方法
合作探究
情感与态度
通过对自己熟悉的事例的调查活动，激发学生的学习兴趣，培养学生的合作意识和创新精神。
【教学过程】
一、创设情境。
同学们都了解自己的体重吗？
老师想了解一下我们班15KG以下，16~20KG，21~25KG，26~30KG，30KG以上各有几人，怎么解决？
二、探究新知。
如果想知道你们现在的体重比一年级时啬了多少，体重发生了什么变化，该怎么解决？
小组合作，讨论各自的解决方案。
老师出示复式统计表。（没填数据）
同桌讨论怎么填这张表。试一试。
像这样的表格我们叫它复式统计表。你能从这张复式统计表中发现什么？
三、巩固深化。
分别统计我们班男女生参加课外小组的人数。
四、总结评价。
说说自己的收获。你认为自己这一节课学得好吗？
五、开放题。
收集我国1980年和城乡的人均收入，并制成统计表。
第二课时
【教学内容】
教科书P109例2。
【教学目标】
知识与能力
1、使学生体验收集、整理、描述和分析的过程，了解统计的意义，会用简单的方法收集和表现数据。
2、使学生认识条形统计图，明确用1格表示5个单位的表现形式，能根据统计图提出问题，并初步进行简单的预测。
过程与方法
合作探究
情感与态度
在学习过程中培养学生的实践能力和合作意识。
【教具准备】
P109的教学挂图。
【教学过程】
一、创设情境。
我们油田的红绿灯处车辆川流不息，那么我们想知道2分钟能有多少小汽车、面包车、客车、货车？请小组讨论一下，你们准备用什么方法来统计这些数量？
小组讨论。
全班交流各自的统计方法。
二、新授。
给每一个小组发记录单。
播放动画。
出示结果。
小汽车50辆、面包车30辆、客车25辆、货车10辆
小组讨论并制作统计图。
比较各小组的统计图，看看哪组的美观大方。
统一制作的方法。
看图分析。
你从图上知道什么？
讨论：20分钟后来的第一辆车最有可能是哪一种？为什么？
三、巩固。
P111做一做。
练习二十二的第1~4题。
四、总结。
你这节课学会了什么？你对自己的学习满意吗？
五、开放题。
统计一下我们学校各年级的，并制成统计图。
篇6：第八单元
【教学内容】找规律
【教学目标】
知识与能力
1、使学生通过观察、猜想、实验、推理等活动发现图形和数的排列规律。
2、培养学生的观察、操作及归纳推理的能力。
过程与方法
合作探究
情感与态度培养学生发现和欣赏数学美的意识，运用数去创造美的意识。
【教学重难点】使学生通过观察、猜想、实验、推理等活动发现图形和数的排列规律。
【课时按排】3课时。
第一课时
【教学内容】课本115-116页例1。
【教学目标】
知识与能力
教学目标：
知识点目标：
1、使学生通过观察、猜想、实验、推理等活动发现图形的'排列规律。
2、使学生在教学活动中充分感受数学的价值，知道生活中事物有规律的排列隐含着数学知识。
能力点目标
1、培养学生的观察、操作及归纳推理的能力。
2、培养学生的创新意识。
过程与方法
合作探究
情感与态度德育点目标：培养学生发现和欣赏数学美的意识，运用数去创造美的意识。
【教学重难点】教学重、难点：使学生通过观察、猜想、实验、推理等活动发现图形的排列规律。
【教学过程】教学过程：
一、创设情境
请4名学生上台表演：1号 2号 3号 4号
2号 3号 4号 1号
3号 4号 1号 2号
4号 3号 2号 1号
请同学们仔细观察：你发现了什么？
师小结：象刚才这样的有规律的排列方式是循环排列的规律。
二、主动探究：
1、小东家搞装修，房子是怎么布置的呢？（出示主题图）
学生分小组讨论，图案的排列有什么规律呢？
学生汇报交流。
2、你能设计出象这样有规律的图案吗？（学生自主选材设计）
学生汇报交流。
学情预测：（1）文字形
（2）图案形
（3）字母形
3、根据下面的排列，你能接着画吗？
三、巩固应用
1、做课本116页做一做。
学生先尝试设计，然后汇报交流。
2、做课本117页第1题。
3、学生先自己独立做，然后说说它的规律是什么？
四、开放练习。
做课本117页第2题。
学生先观察，然后小组议一议时间有什么变化？
第二课时
【教学内容】课本116页例2。
【教学目标】
知识与能力
1、使学生通过观察、猜想、实验、验证等活动使学生逐步体验、发现事物中隐含着简单的排列规律。
2、在猜想、实验的过程中不断发散学生的思维，逐步培养学生的推理能力。
3、培养学生的观察、操作及归纳推理的能力。
过程与方法
合作探究
情感与态度
培养学生发现和欣赏数学美的意识，运用数去创造美。
【教学重难点】使学生通过观察、猜想、实验、验证等活动使学生逐步体验、发现事物中隐含着简单的排列规律。
【教学过程】
一、创设情境：师：生活中许多事物都是有规律的，许多图形也是有规律的。同学们，你能看出这些图形的排列规律吗？
二、主动探究：
1、出示主题图学生观察：这些图形的排列有什么规律？
小组讨论
2、小组汇报：谁来告诉大家这些图形的排列有什么规律？
相差数字之间的数字是1、2、3、4、
3、再往后你会摆吗？应摆几个？为什么？
4、你能依照例2的规律自己创造一些规律吗？可以在本子上画一画。
展示自己创造的规律。
5、你能自己创造出一些规律来考考大家吗？
同桌互出一道题，然后互做。
三|巩固应用。
1、做课本116页做一做。
学生先自己试做，然后交流。
2、做课本117页第3题。
学生先交流想法，再填在课本上
四、开放练习。
你能找出下列数的排列规律吗？
1 1 2 3 5 8 （ ） 21
96 （ ） 24 12 6 3
第三课时
【教学内容】课本118页内容。
【教学目标】
知识与能力
1、使学生通过多种练习能较快的发现数字间的规律。不断发散学生的思维，逐步培养学生的推理能力。
2、培养学生的推理的能力。
过程与方法
合作探究
情感与态度
不断发散学生的思维，逐步培养学生的推理能力。
【教学重难点】使学生通过多种练习能较快的发现数字间的规律。不断发散学生的思维。
【教学过程】
一、基本练习
找规律填数
1、 2 4 6 10
4 8 16 20
2、2 3 5 8 12 17 （ ）
3、下面的图中，哪一个应填在“？”处。
□ △ ○
△ ○ □
○ □ ？
二、指导练习
1、课本118页第4题。
学生先说图意，根据图示找出规律，然后填写。
2、课本118页第5题。
指导学生根据图示找出规律，然后在图上画出来。
3、课本118页第6题。
指导学生说出计数器上的数各是多少，有什么规律？然后按规律接着画。
三、开放练习
1、 ○ ○ ○ ○ ○ ○○
○ ○ ○ ○ ○○
○ ○ ○○
○ ○ ○○
篇7：初二英语第八单元教案
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1.Greetings and free-talk .
2.Check the Homework(家庭作业) .
Step 2 While-task(任务中活动)SB Page 20 , 3a .
1.Read the instructions .
2.Read the e-mail by the Ss first .Number the pictures in the correct order .
3.Explain something .
4.Practice reading and listen to the tape .
SB Page 20 , 3b .
Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students .
If necessary , do it as Homework(家庭作业) .
SB Page 20 , Part 4 .
What were you doing at these times last Sunday ?
1.Read the sample dialogue in the box .
2.Look at the table .Read the times for the Ss .
3.Pairwork : Talk about what they were doing at different times .
4.Write down your answers .
5.Practice reading .
Step 3 Post-task(任务后活动)
Make an interview .
Interview two classmates in your class and write down their answers .Begin like this :
-----What were you doing at … ? ------I was … .
Homework(家庭作业) :
Cover the story in 3a .Try to retell the story .
教学后记:
初二英语第八单元教案
篇8：高一第八单元Sports要点综述
Unit 8 Sports
I.Teaching aims and demands
1.Topics
1>talk about sports
2>talk about the Olympic Games
3>talk about sports stars
2.Function:
兴趣和爱好(Interests and hobbies)
Which do you like,...or...? I like watching it.
What s your favourite sport? Shooting,I think.
Which sport do you like best? I like...best.
Which do you prefer,...or...? I prefer...to...
What about...? I d rather watch it than play it.
Are you interested in...? Yes,very much/No,not really/Sure,I love sports
3.Vocabulary
BC;AD;continent;well-known;athlete;gold;medal;torch;badminton;speed skating; track and field;tie;final;dive;shooting;Greece;competitor;motto;further;rank;
gymnastics;prepare;preparations;effect;flame;compete;flag;weight;position;
superstar;point;skill;weigh;title;gesture;facial
stand for;because of;would rather;take part;in preparation for
4.Grammar:被动语态(2)
1>描述事物将受到某种影响或某种处理--使用将来时被动态
2>描述人物将被动的接受某种行为或某种处理--使用将来时被动语态
II.Key points
1.listening and speaking
1>What do the five Olympic rings stand for?
stand for
[用法]代表;象征
[举例]In a kind of alphabet for the blind,different finger positions ~ letters of the alphabet.
2>How many gold medals did China win the 2000 Olympic Games?
win
[用法]vi/vt 赢;赢得(奖金,比赛,奖牌,荣誉等)
[注意]中文里A 赢了B,英文中需用beat(打败)而不是win.
[举例]Without your help,you would not have won.
3>In which year was the first Olympic Torch Relay?
Relay
[用法]n. 替班;接力赛跑
[举例]The shop-assistants work in ~s these days.
We won in the 4×100 ~ race.
4>Each question is worth one point.
worth
[用法]a. 有(...的)价值,值...
[举例]This necklace is worth 1,000 US dollars.
That novel is not worth reading.
The exhibition is worth a visit.
5>Congratulations!You really know the Olympics well.
Congratulations
[用法]祝贺;恭喜(常用复数)
[举例]a letter of congratulations
6>I prefer...to...
[用法]prefer (doing) sth to (doing) sth 宁愿(做)..而不愿(做)..
[举例]He preferred going to the cinema to watching TV at home.
7>I d rather watch it than play it.
would rather
[用法]宁可,宁愿. 后接动词原型,否定句在rather后加not
[举例]I ll never be dependent on anyone again. I d rather starve.
2.reading
1>Every four years athletes take part in the Olympics.
Every four years
[用法]每四年或每隔三年
[举例]Take the medicine every five hours.
[联想]每隔一天 every second day;every other day;every two days
每隔数百米 every few hundred metres
take part (in)
[用法]参加(...活动)
[举例]When was it that China took part in the Olympic Games for the first time?
2>The ancient Olympics began around the year 776 BC in Greece.
[用法]=before Christ 公元前...年(基督之前...年),亦指bachelor of chemistry 化学学士
或bachelor of commerce 商学士
[联想]A.D. =Anno Domini (=in the year of our Lord) 【拉】公元...年
3>Most of the sports were the same as they are now.
the same as..
[用法]先行词为same或含有same时,后面的定语从句关系词用as,表示和...同样的
[举例]I have the same T-shirt as you.
4>Women were not allowed to take part in in the games.
allow
[用法]allow sb to do/allow doing
[举例]Visitors are not allowed to go inside the temple.
We don t allow smoking in the offices.
5>The Olympic motto means that every athlete should try to run faster,junp higher and throw further.
further
[用法]a./ad. 1. 更远的;较远的 2. 另外的;进一步的;深一层的 3. 而且;另外;再者
[举例]Do you need further help?
It s getting dark.We had better not go any further.
6>Following the history-making success in the 2000 Sydney Olympic Games,
China won another competition in 2001 which was not for a medal.
Following...
[用法]分词做状语.意为“继2000悉尼奥运会取得历史性的成功后...”
7>The sentence below summarise the article.
summarise
[用法]vt./vi 1. 总结,概述,概括;作总结,作概括
[举例]She summarized the aims of the new party in a couple of sentences.
8>What will be done in preparation for the 2008 Olympics in Beijing?
in preparation for
[用法]为...作准备
[举例]He sharpened his knife in preparation for carving the meat.
[联想]相应的动词短语为make preparations for
[举例]We made preparations for the trip.
10>Hosting the Olympic Games is a great honour and a great responsibility.
honour
[用法]n.1. 荣誉;名誉,面子[U]; 2. 光荣的事或人[C];3.敬意[U]
[举例]We fight for the honor of our country.
He is an honor to our school.
Children should be taught to show honor to their elders.
11>Being the host will have good and bad effect on the host city.
have effect on
[用法]对..起作用;对...产生影响
[举例]This had a great effect upon the future of both mother and son.
12>They will make the flags by hand.
by hand
[用法]用手
[联想]She went to prepare him a meal with her own hands.
她去亲手为他做一顿饭。
He was an old hand at the job.
他做这工作是老手了。
3.integrating skills
1>Yao Ming scored 32.4 points per game.
score
[用法]vt.1. (体育比赛中)得(分),记(分);使得分; 2. (考试等中)得(分); 3. 给...打分,给...评分
[举例]He only scored nine hundred marks.
Mary scored the highest marks on the exam.
Professor Hunter is busy scoring the examinations.
亨特教授正忙于给考试评分。
2>Yao Ming has more than just size.
more than
[用法]不仅仅是
[举例]Hibernation is more than sleep.
冬眠不仅仅是睡觉.
3>Yao Ming is working hard to live his dream.
live
[用法]实践;经历;实现
[举例]None of the others have lived my experiences.
其他人没有一个经历过我的这些遭遇。
4>When did Yao Ming turn professional?
turn
[用法]vi. 此处意为“变成”“成为”
[举例]On hearing the news,her face turned pale.
4>workbook
1>You have been asked to discuss the cause and effect of some serious problems.
causes and effect
[用法]起因与结果
2>Athletes set a good example for young sports fans.
set a good example for
[用法]给...树立好的榜样
[联想]还可以这么说: set sb a good example
3>Every day the big man weighs himselff to see whether he has put on weight.
put on weight
[用法]长胖;体重增加
[联想]lose weight 减肥
weigh
[用法]vt/vi 称...的重量; 称重多少...
[举例]He weighed the parcel by hand.
他用手估量那个包裹的重量。
How much do you weigh?
你体重多少?
4>What about those who don t make lots of money?
What about
[用法]同how about,意为...怎么样? 用来征求意见或询问看法.后接名词,代词或动名词
[举例]You like the style.What about the colour?
How about the two of us going to dance on Sunday?
5>Even if they do become the best,they may never be as famous as the bog stars.
do become
[用法]do用来对become进行强调
[举例]Do remember to bring your exercise book tomorrow.
I did see him the street this morning.Why didn t you believe me?
6>I sometimes wish I could make as much money as Jordan.
wish
[用法]后面的句子要用虚拟语气形式,具体要看所指的时间
[举例]I wish (that) I had never met her.
我要是没遇见过她就好了。(对过去而言)
I wish (that) I were/was younger.
我真希望能年轻一些。(对现在而言)
7>I only care about getting better and about competing for my country.
care about
[用法]在意;在乎;感兴趣;关心
[举例]I don t care about the expenses.So long as I have time I will go.
They don t care about this kind of books.
compete
[用法]vi 竞争;比赛;媲美
[联想]competition n.比赛
competitive a.有竞争力的
competitor n. 比赛者;对手
8>I am proud to be part of the Games.
proud
[用法]a.1. 骄傲的,有自尊心的; 2. 傲慢的,自负的; 3. 自豪的,得意的
[举例]He s too proud to speak to poor people like us.
他太骄傲了,从不与我们这样的穷人说话。
篇9：第八单元统计
第八单元 统计
第1课时：栽蒜苗一。
教学目的：
1， 通过处理实验数据的活动，体会到统计图中一格表示多少个单位的必要性。
2， 理解条形统计图上的数据所表示的意义。
3， 回将实验中所得的数据用条形统计图表示。
难点重点：
体会和理解条形统计图中一格的表示方法，能把生活中的一些数据绘制成条形统计图。
教学过程：
一,计录数据。
提前布置学生栽蒜苗试验，要求记录好蒜苗15天的生长情况，教师适当作记录指导。
二、交流整理数据，并填表。
1， 全班交流记录数据的方法和形式，并说说从15天蒜苗生长的情况中，你发现了什么？
2， 小组活动交流，交流后，每小组记录得数据填入统计表中。
三，制作条形统计图，
1， 出示多教具，第1小组第15天蒜苗生长情况统计图，引导学生看图并回答，从条形统计图中你发现了什么？讨论得到条形统计图的特征和特点，激发学生学习统计图的兴趣.，
2， 分小组讨论制图的注意事项，要求学生理解条形统计图纵轴和横轴各表示什么，一格表示多少，格子不够怎么办等，提问：你认为还有哪些需要注意的？
3， 以四人小组为单位，将本组记录整理的数据制成条形统计图，并展开讨论、谁的蒜苗长得快等。
四，巩固与练习，
1， 试一试第1、2题，先让学生说一说，在说得过程中体会从一小格表示的几个单位中理解条形所代表的实际数据。鼓励学生从条形统计图中尽可能多地获取信息。
2， 练一练，先让学生在已确定每小格表示几个单位的方格纸上独立画条形统计图，再进行交流，你能从图上获取哪些信息。
五．实践活动。
生活中有哪些事情可以通过数据来反应？请每个小组的同学自己选择一个主题，进行调查。并将调查的数据在附页4中制成条形统计图。
篇10：第八单元教案
第八单元教案
单元说明 ――第八单元 本组教材是以感受“艺术的魅力”为专题选编了《伯牙绝弦》、《月光曲》、《蒙娜丽莎之约》、《我的舞台》四篇课文。读了这组课文，令人倍感亲切，深受启发。正如海顿说的那样：艺术的真正意义在于使人幸福，使人得到鼓舞和力量。 在学习过程中，要注意引导学生通过网络、影视、报刊等资源搜集有关资料，留心观察身边的艺术，注意了解学生学习某种艺术过程中的真切感受，在课文教学中做相应安排。 25 伯牙绝弦 教学目标： 1．朗读课文。背诵课文。 2．能根据注释和课外资料理解词句意思，能用自己的话讲讲这个故事。 3．积累中华经典诗文，感受朋友见真挚的友情。 教学重点： 指导学生能凭借注释和工具书读通、读懂课文内容，在此基础上记诵积累。 教学难点： 感受朋友间相互理解、相互欣赏的纯真友情。 课时安排： 一课时 第一课时 教学过程 一、课前谈话、揭题导入 二、初读课文 1．学生自由读文，要求读准字音。 2．生再读课文，根据自己对文言文的理解注意停顿恰当。 3．指名读，学生评议，在初步感知课文内容的基础上读好文言文的节奏。 4．师范读，齐读，引导学生感受文言文的节奏和韵味，在读正确的基础上读流畅。 三、读懂课文内容 1．交流学文言文的方法。 2．学生自学，弄懂课文的意思。 3．通过自学，你读懂了什么？ 4．你从哪里看出伯牙和钟子期互为知音？ 引导理解知己：好一个善听的子期，好一个善弹的伯牙。这就是知音。凡伯牙所念，钟子期必得之。 引导学生展开联想：在遇到钟子期前，他会缺少赞美吗？别人对他的赞美是什么样的？为什么偏偏视钟子期为知音？ 5．当我们深入课文的时候，会对课文有更深入的理解，再读读课文，想想哪些地方你读懂了，哪些不懂的可以交流。 学生再一次自由朗读后交流。 四、品味知音之情 1．伯牙琴艺高操，所奏乐曲悠扬动人，如果你是子期，伯牙鼓琴志在高山，志在流水，你如何赞叹？指导读钟子期赞叹的语句。 2．伯牙善鼓琴，他不同的琴声不仅能表现高山流水，还能让具有很高音乐鉴赏能力的子期感受到不同的场景。想象一下，伯牙的琴声还表现了哪些动人的场景呢？引导学生想象：皎皎明月、徐徐清风、袅袅炊烟、潇潇春雨等。 3.、感情朗读。 4、无奈世事难料，子期不幸去世。出示句子“子期死，伯牙谓世再无知音，乃破琴绝弦，终生不复鼓。”学生读。 5、你理解伯牙的心声吗，带着自己的感受再次诵读课文。 五、作业： 收集体现知音良朋的诗文和名言名句。 板书： 25．伯牙绝弦 伯牙 善鼓琴 所念 绝弦 （知音） 钟子期 善听 必得之 死 26 月光曲 教学要求： 1．学会本课8个生字，正确读写文中词语。 2．有感情地朗读课文。背诵第九自然段。 3．了解贝多芬创作《月光曲》的经过，体会音乐的魅力，体会贝多芬对劳苦人民的同情和爱。 4．体会写实和联想相结合的写法，初步学习在写实的过程中，展开适当的联想，发展学生的想象力和逻辑思维的能力。 教学时间： 2课时 第一课时 教学过程： 一、揭示课题 《月光曲》是一首什么样的曲子，是谁写的？《月光曲》这篇课文写的是什么？ 二、学习生字词语 1．学生自学生字词，遇到容易出错的生字多分析一下字型结构，不懂的词语联系上下文多读几遍，还可以和同桌交流交流。 2．给本课的生字组词语辨析。 3．学生在练习本上写生字词。 4．辨析部分词语的近义词和反义词。 三、学习第一自然段 1．齐读。说说你知道了什么？ 2．理解谱写。 四、学习课文第二意义段 1．读书。弄清弹奏第一首乐曲的经过。 一天夜晚，贝多芬在幽静的小路上散步听到什么?这琴声为什么会引起他的特别注意? 2．贝多芬就在幽静的小路上散着步，他听到从那所茅屋里传来断断续续的琴声，你们想当贝多芬听到这断断续续的琴声，而且在这僻静的小镇上，有人在弹他的曲子，他会怎么想？ 3．指名分角色读第五、六两自然段的对话。教师示范；学生练习朗读。 第二课时 教学过程： 一、学习课文第二段第二部分 1．贝多芬看到盲姑娘听到他的曲子是这样的兴奋，这样的喜悦，贝多芬心里怎么样？” 2．师生对读盲姑娘和贝多芬的话。 3．全班交流。 是怎样的情景使贝多芬创作出这样一首世界闻名的乐曲呢？ 二、再读想象，体会联想 1．“现在就请你们把这一节课文读一下，眼睛闭起来想一想，月光怎么清幽，小屋子里是什么情景？屋子里人物的形象怎么样？然后请你们讲这幅图。” 2．师：月光是这样的清幽，但是盲姑娘却看不见。贝多芬的琴声给穷兄妹带来了什么呢？课文上没有写，但是从哪儿我们可以知道？ 3．学生读写实的.部分：皮鞋匠静静地听着。皮鞋匠看看妹妹，月光正照在她那恬静的脸上，照着他睁得大大的眼睛。 4．学生读联想，体会情境。 四、引导体会联想在文章中的作用 师：这个传说之所以写得这么感人，这么富有美感，是与文章中记叙中展开了联想有很大的关系。” 引导对比：如果把联想部分去掉，看文章会变得怎么样？ 指导读：读这类文章时，要搞清楚哪是叙事，哪是联想，从而很好地了解文章的思想感情。 指导写：作文时，不仅要把自己看到的、听到的写下来，有时还要把想到的写下来。在记事中恰当地加进自己的联想，文章就会更加充实，表达的感情就会更加丰富、深刻。 27 蒙娜丽莎之约 教学目标： 1．读读记记“探访、交涉、风采”等词语。 2．有感情地朗读课文。对照画面，了解课文中具体描写画像的部分，学习作者把看到的和想象到的自然地融合在一起的写作方法。 3．感受世界名画的魅力。 教学重难点： 对照插图，把具体描写《蒙娜丽莎》画像的部分找出来，欣赏蒙娜丽莎神秘莫测的美丽神韵和那如梦如幻的妩媚微笑，引导学生从蒙娜丽莎的面部表情以及她的坐姿、双手和背景等具体的描写中体会世界名画的魅力。 第一课时 教学过程 一、激发兴趣，导入新课 1．美妙的乐曲，令人回味无穷；杰出的画作，让人百看不厌。今天我们要学习的课文介绍的是有关意大利文艺复兴巨匠达芬奇的名画《蒙娜丽莎》。 2．师生交流有关达芬奇以及《蒙娜丽莎》的资料。 3．出示课题，质疑。 （二）初读课文，感知大意。 1．学生快速默读课文，要求：读通课文，想想课文主要写了什么？ 2．反馈交流。 （三）再读课文，感受名画魅力 1．默读课文，看看课文哪几个自然段具体介绍了这幅名画，找到课文5──7自然段。 2．出示《蒙娜丽莎》的图画，让学生自由观赏，谈谈体会。 3．课文是怎样具体介绍《蒙娜丽莎》这幅画的呢？选一个你最感兴趣的方面，细细读一读，体会体会，说说自己的感受。 4．全班交流，感受名画的魅力。 （1）引导学生感受画的整体。（第五自然段） A：引导读句子“我随着队伍──我终于跟她面对面了”。 体会：几百年来，《蒙娜丽莎》这幅画几经辗转，最后被收藏在卢浮宫。这幅画能够来到纽约展出是多么不容易，也是多少人渴望的事情啊！ B、引导读句子“她的脸颊泛着红光──你会怀疑血液真的在里面流动”。 体会：我们仿佛看到了她一头乌黑的长发，柔和明亮的眼神，真实的嘴唇，而且更令人称奇的是颈项里的血液也仿佛在流动，一切似真亦幻。 （2）引导学生观察肖像画的面部表情。（第六自然段） 引导读句子“那微笑──几分矜持”。 体会：当我们凝视达?芬奇的传世名画《蒙娜丽莎》时，常常被那带有三分柔情、七分迷离的微笑所迷惑。她的微笑时隐时现，难以捉摸，引发人们无穷的猜测，她优雅的神态中闪耀着母性的光辉，女人宽容丰厚的情感是那样令人动容，然而又是那样无法解读。 小结并过渡：紧抿的双唇，微挑的嘴角，耐人寻味的神秘的微笑，达?芬奇用他天才的想象力和神奇的画笔，让蒙娜丽莎的微笑成为永恒美的象征。 （3）看了这些资料，你有什么想说？ （4）达芬奇的精湛技艺除了体现在蒙娜丽莎神秘的微笑上，还体现在哪儿？（引出第七自然段） 第七自然段，重点指导观察蒙娜丽莎的身姿、服饰与她身后的背景。特别是她的右手。刻画得极其清晰、细腻，她身后的背景充满着幻觉般的神秘感。 6．作者用优美生动的语言细致地向我们描述了蒙娜丽莎的美丽神韵，让我们感到蒙娜丽莎仿佛就在我们面前。作者不仅描写了自己看到的情景，而且融入了丰富的想象，你能找到这样的句段吗？ （四）回扣前文，加深感悟 1．过渡：我们从作者对蒙娜丽莎的具体描述中感受到了她的魅力，你还从哪里看出蒙娜丽莎的魅力？ 2．学生再读课文，找到1──4自然段，从人们的等待中感受蒙娜丽莎的魅力。 3．学生自由读后全班交流： （1）句子“我们在纽约大都会博物馆前排着队，队伍像一条长龙”。 （2）这幅画从卢浮宫前来纽约，来之不易。 （3）队伍移动很缓慢。 （五）总结升华，激情朗读 1．同学们可真会学习，不仅从作者的具体描述中感受到蒙娜丽莎的神奇魅力，还能够从等待中看出画的魅力。怪不得作者在最后说：出示第八自然段 2．指名读。 引导理解最后一句：蒙娜丽莎的生动、美丽、温柔、神秘，在我的心底留下了永不磨灭的印象，她已经成为我灵魂的一部分。这句话写出了蒙娜丽莎给人心灵的震撼以及印象的深刻。 3．引导激情朗读。 4．课文还有一幅图，也是达?芬奇的作品，叫《最后的晚餐》，它是世界最著名的宗教画，关于这幅画，还有一个非常生动有趣的故事呢，请同学们课后去查找有关的资料。 28 我的舞台 教学目标 1．读读记记“降生、模仿、身段、造就、暑去寒来、不在话下、切切私语、无言以对”等词语。 2．用比较快的速度读懂课文，感受“舞台对我有着神奇的吸引力”，体会作者学艺的艰辛以及不一般的勇气和毅力。 3．感受戏剧表演的神奇魅力。 教学重难点： 1．引导学生感悟戏剧表演的神奇魅力。 2．体会在艺术之路上，人们所付出的心血和汗水，以及不一般的勇气和毅力。 教学时间： 一课时 第一课时 教学过程 （一）问题引入 1．“舞台”是什么？学生自由发言。 2．作者对“舞台”有怎样的感情？找出文中的句子，用横线划出。 3．再找出与这句相照应的句子读一读。（结尾句） （二）交流、讨论 学生找出以下句子，随机交流。 1．我还没有出生，便和舞台★ 小学第八单元试题
高一英语第八单元Mainly revision（精选10篇）
