第一篇：【英語教案】Go for it 初中八年級英語下冊 Unit 2說課稿[精選]

【英語教案】Go for it 初中八年級英語下冊 Unit 2說課稿

Go for it 初中八年級英語下冊Unit 2說課稿

Unit 2 What should I do?

（一）本單元語言目標：

1.談?wù)撛趯W校和家庭中遇到的種種麻煩和問題。2.為他人找到合理的解決辦法，提出相應(yīng)的建議。3.為自己的問題找到解決辦法。

（二）重點單詞：

1.play v.播放

2.loud adj.高聲的；大聲的3.argue v.爭論，爭吵

4.wrong adj.錯誤的；有毛病的；不適合的5.could v.can的過去式

6.ticket n.票，入場券

7.surprise v.使驚奇；使意外

8.other adj.任一的；（兩方中的）每一方的

9.except prep.除；把......除外

10.fail v.失敗

11.football n.足球

12.until prep.到......為止

13.fit v.適合，適應(yīng)

14.include v.包括；包含

15.send v.發(fā)送，寄

16.themselves pron.他們自己（反身代詞）

（三）重點詞組： 1.keep out不讓......進入 2.out of style不時髦的；過時的 3.call sb.up打電話給......4.pay for付款 5.ask for要求

6.the same as與......同樣的 7.in style時髦的；流行的 8.get on相處；進展

9.as much as possible盡可能多 10.all kinds of各種；許多

11.on the one hand,......（在）一方面，......12.on the other hand,......另一方面，......（四）重點句型：

1.What should I do?我應(yīng)該怎么做？2.You could write him a letter.你可以寫信給他。

3.What should he do?他應(yīng)該怎么做？4.Maybe he should say he's sorry.也許他應(yīng)該說抱歉。

5.What should they do?他們應(yīng)該怎么做？6.They shouldn't argue.他們不應(yīng)該爭吵。

（五）重點語法： 情態(tài)動詞should的用法

should是情態(tài)動詞，它的基本用法是必須和其他動詞一起構(gòu)成謂語。情態(tài)動詞沒有人稱和數(shù)的變化，意為“應(yīng)該......”。should（應(yīng)當，應(yīng)該）用于所有人稱，表示勸告或建議。eg.You should wait a little more.你應(yīng)該再多等一會兒。---I have a very bad cold.我感冒很厲害。---You should lie down and have a rest.你應(yīng)該躺下，多喝水。

在這個單元中我們還學到用“could”表示建議，這時could不是can的過去式,而表示比should更加委婉的建議。---I need some money to pay for the summer camp.----You should/ could borrow some money from your brother.（六）知識點講解：

1.I don't have enough money.我沒有足夠的錢。

enough：adj.充足的、充分的，在句子中可作定語修飾名詞，也可作表語。

eg.Do you have enough time?

Six pieces of paper will be enough.2.I argued with my best friend.我與我最好的朋友吵架了。argue with sb.意為“與......爭吵，爭論” eg.He often argue with his classmates.3.My clothes are out of style.我的衣服過時了。

be out of style / fashion表示“過時”“不合乎時尚” 反義詞是“be in fashion”表示“合乎時尚” eg.He is aways in fashion.The sofa is out of style, and I don't like it.4.Maybe you should call him up.（1）maybe是副詞，用來表示推測，譯為“也許，或許，大概”。

eg.Maybe you are right.Maybe they will go out for a walk.maybe不同于may be。maybe是一個詞，是副詞，may be是情態(tài)動詞may加上動詞原形be，意為“或許”，后接形容詞、名詞、代詞等。eg.It may be true.He may be the man we are looking for.（2）call sb up.打電話給某人

eg.I called up Zhang Hong at eight o'clock.原句中him為代詞，所以放在call和up之間，不能說成call up him。eg.I'll call her up this afternoon.Could you ask him to call me, please.在這個句子中，省略up。

5.I don't want to surprise him.我不想使他驚訝。

在這句話中surprise是個行為動詞，可以說成“surprise sb.”，表示“使......驚訝”。

eg.The news surprises us greatly.surprised adj.驚訝的surprising adj.令人驚訝的

eg.I'm surprised to hear the news.It's a surprising gift, and I love it.6.No, he doesn't have any money, either.不，他也沒有錢。either的用法：用作副詞，用在否定句或否定詞組后加強語氣，表示“也”，“而且”。

eg.He doesn't like singing, and he doesn't like dancing, either.either用作代詞時，常表示“兩者之中任何一個”，常與短語連用或用作賓語。

eg.Either of them will agree with you.I don't like either of the books.7.I need to get some money to pay for summer camp.我需要一些錢支付夏令營。

（1）need是個情態(tài)動詞，也可以是行為動詞。

▲當它是情態(tài)動詞時，后邊直接加行為動詞，表示“需要”，但need作情態(tài)動詞時一般不用于肯定句。它一般用于否定句和疑問句中，例如：

①You need not meet him.你不必見他。②Need I repeat it?我有必要重復(fù)它嗎？

對上一句的簡略回答為：Yes, you need.No, you needn't.▲此外情態(tài)動詞must提問時，否定回答時為No,...needn't。例如：Must he finish the homework now? Yes, he must.No, he needn't.當need作行為動詞時，同其他行為動詞一樣對待，need后加不定式為“need to do”。

例如：I need to finish the work.變?yōu)橐蓡柧鋾r，不能像它作情態(tài)動詞時直接提前，而要加助動詞do/ does/ did等，例如： He needs to write many words.改成一般問句：Does he need to write many words? 他需要寫許多字嗎？Yes, he does.No, he doesn't.（2）（sb.）pay（money）for sth.為......而付款（sb.）spend（money）on sth在......上花多少錢

（sth.）cost sb.（money）什么東西值多少錢

這三個短語都是表示付款。但pay, spend指的是“人”，主語為人，而cost指的是“物”，主語為“物”。

例如說他昨天花10元買了一本書。用以上三個短語分別為： ①

He paid 10 yuan for the book yesterday.他昨天為這本書付了10元錢

②He spent 10 yuan on the book yesterday.他昨天花了10元錢（買）這本書。

③The book cost him 10 yuan yesterday.這本書花了他10元錢。

注意以上三個動詞的動詞過去式為：pay---paid

spend----spent

cost----cost

Unit 2

What should I do ? I.Teaching aims and teaching demands: In this unit students learn to talk about problems and give advice.II.Teaching key and difficult points:

A.Vocabulary

argue, loud, original ,out of style, tutor, upset, adult, Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every night B.Target language My brother plays his CD too loud.What should I do ? Why don’t you talk to him about it?

C.Structures

Modals could, should

Why don’t you …?(formulaic)

III.Teaching methods: Audio-lingual methods IV.Teaching aids:

a tape recorder V.This unit is divided into seven periods.Lesson 1 Speak and listen

Section A 1a---1c I.Teaching aims and demands: Students learn to talk about problems and give advice.II.Teaching key and difficult points:

A.Vocabulary

keep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should, B.Target language My brother plays his CDs too loud.Maybe you should buy some new clothes.III.Teaching methods: Audio-lingual methods IV.Teaching aids:

a tape recorder V.Teaching procedure Activity 1.Revision Task 1.Dictation

Task 2.Ask and answer.Questions about future with will.Activity 2.Presentation This activity introduces some new vocabulary.Task 1.Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2.Then ask the students to tell you what you could do about it.Problem I want to buy a new guitar but I don’t have enough money.Advice 1.Wait until next year.2.Don’t buy a guitar.3.Borrow one.4.Buy a used guitar.5.Get a part-time job.Task 2.Then read the problem to the class again.Then write the words could ,should ,and shouldn’t on the board next to the chart.Read the problem to the class again and help the class give advice using the words could, should ,and shouldn’t.Task 3.Ask the students to finish the task in 1a.Teach : Serious problem is a very bad problem, a very big problem.Out of style means not in fashion.enough money : I don’t have enough money to buy a bike.Ask the students to write the problems in the serious or Not serious column.Task 4.Talk about the answers.Ask ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other items.Discuss which problems students thought were the most serious.Activity3.Listen and circle the problems you hear in activity 1a.Task 1.Point to the pictures in activity 1a.Ask different students to say what they see in each picture.Read the instructions to students.Task 2.Play the recording the first time.Students only listen.Task 3.Play the recording a second time.Students circle the problems they hear.Then check the answers.Step4.Pairwork Ask the students to look at the problems in activity 1a and make conversations.Homework

Make up your own conversations.2.Make ten sentences with could, should and shouldn’t.Lesson 2

Listen and speak Section A 2a---Grammar Focus I.Teaching aims and demands : Students learn to talk about problems and give advice.II.Teaching key and difficult points: A.Vocabulary

call sb.up, ticket, surprise, on the phone, What’s the matter? B.Target language You could go to his house.You could give him a ticket to a ball game.What should I /he/they do ? III.Teaching methods: Audio-lingual methods and PPP IV.Teaching aids:

a tape recorder V.Teaching procedure Activity 1.Revision Task1.Check the homework.Ask and answer.Task2.Revise the vocabulary.Activity 2.Listening and circling.Task1.Read the instructions.Learn the key vocabulary.Read and repeat the phrases.Task2.You will hear a conversation between Nari and a friend.Play the recording twice and students circle the word ,Nari’s friend uses to give advice.Then check the answers.Activity 3.Listening

Task 1.Read the instructions.Show students the example match.Task 2.Play the recording again and check the answers.Activity 4.Groupwork Task 1.Read the instructions for the activity.Task 2.Point to the example in the sample dialogue.Ask two students to read the conversation to class.Task 3.Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then have the students work in pairs.Task 4.Check the answers by calling on different pairs to say a conversation to the class.Activity 5.Grammar Focus

Review the grammar box.ask the students to say the questions and the responses.Explain that the word should is always used to ask for advice, but the words could, should, and shouldn’t are used to give advice.Could is a less serious word than should.Pay attention to the questions and answers, ask and answer loudly.Homework: Review the conversation and the vocabulary.Write your own conversations on giving advice.Lesson 3 Reading and writing I.Teaching aims and demands : Students learn to talk about problems and give advice.II.Teaching key and difficult points: A.Vocabulary

pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea B.Target language What should I do ? Then I think you should get a part-time job.III.Teaching methods: Audio-lingual methods and Control-reading and writing.IV.Teaching aids:

a picture V.Teaching procedure Activity 1.Revision Task 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2.Reading and writing Task 1.Read the instructions.Write the possible responses on the Bb and ask a student to read the responses to the class.Discuss the three responses and be sure students understand how the responses are used.Task 2.Ask four students to read the conversation to the class.Ask the students to fill in the blank.Then ask and answer in groups.Activity 3.Pairwork

Task 1.Read the instructions.And then ask two students to read the sample conversationn.Task2.Ask the students to say some ways to get money that aren’t in the book.Task 3.ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class.Activity 4.Pairwork This activity provides an opportunity for students to use the language of the unit to give advice.Task 1.Read the instructions.Then ask two students to read the dialogue.Task 2.Ask another pair of students to give their advice on another topic.Pick a topic of current interest in the news.Homework 1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 4 Section B I.Teaching aims and demands : Students practice using the target language.II.Teaching key and difficult points:

A.Vocabulary

original , the same as, in style, nicer, haircut, inexpensive, comfortable B.Target language I think Erin should tell her friend to get different clothes.Friends shouldn’t wear the same clothes.They are the same as my friend’s clothes.III.Teaching methods: Audio-lingual methods IV.Teaching aids:

a tape recorder V.Teaching procedure Activity 1.Revision This activity introduces the key vocabulary.Task 1.Read the instructions in 1a.Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it.Then explain in their own words that each sentence means.For example: T: What does original mean?

S1: Different from others.Not the same.T: Correct.When something is original, it is not like all the others.Can you give an example? S1:My watch doesn’t have numbers on it.It has pictures of faces instead of numbers.My watch is original.T: Correct.It’s not like all the others.Task 2.Point out the write-in line in front of each sentence.write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important.Task 3.Talk about the answers with the class.Activity 2.Listening

Task 1.Read the instructions.Point to the three items students will be listening for: Say you will be listening to a radio advice program.People call in for help with a problem and other people call up with advice.They will be talking about one of these problems.Please chech the problem they talk about.Task 2.Play the recording the first time.Students only listen.Task 3.Play the recording a second time.Ask the students to put a check in front of these problems.Then check the answer.Activity 3.Listening and writing A.Listen carefully and fill in the chart with the advice that you hear.Then check the answers.B.Listen again and fill in the chart.Then check the answers.Activity 4.Pairwork Task 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3.Work with the partners and say what do you think Erin should do.Ask some pairs of students to say part of their conversation to the class.Homework 1.Review the vocabulary.2.Write your own conversations about advice.Lesson 5 Reading and writing I.Teaching aims and demands : Students practice the target language by reading and writing.II.Teaching key and difficult points: A.Vocabulary

except, upset, find out, do wrong, what to do, lonely, argue B.Target language What should I do ? You could be more friendly.You should try to be funny.Everyone else in my class was invited except me.I’m very upset and don’t know what to do.I just found out that my friends were planning a birthday party for my best friend,…

III.Teaching methods: Audio-lingual methods and Control-writing.IV.Teaching aids:

a tape recorder V.Teaching procedure Step 1.Revision

Task1.Check the homework.Ask and answer.Task2.Revise the vocabulary.Step 2.Reading and writing Task 1.Teach these words:

except: Everyone has a bike except Jim.Everyone has a bike besides Jim.find out: learn, Please find out where they live.I can’t think what I did wrong.I don’t know what to do.Task 2.Ask the students to read the instructions.Task 3.Ask the students to read the letter and underline the problem on their own.Correct the answers.Step 3.Writing

Task 1.Read the instructions.Ask a student to say some of the advice they might give.Write the key words on the board.Task 2.Ask the students to write the letters on their own.Task 3.Ask some students to read their letters to the class.Step 4.Writing on your own.1.read the instructions.2.ask the students to say some problems they might write about.3.ask some students to read their letters.Step 5.Groupwork 1.Ask the students to read the instructions.2.Ask two students to read the dialogue.3.Ask another pair of students to give their advice for one of the problems.4.Ask students to complete the work in groups.5.Ask a few students to share the sample conversations.Step 6.Self Check 1.Ask the students to do the exercises on their own.Then check the answers.1.Read the letter and then write some advice.3.Ask a few students to read their letters of advice.3.Just for fun.Ask two students to read the conversation to the class.Homework 1.Review the vocabulary.2.Finish off the writing exercises.Lesson 6 Reading and writing I.Teaching aims and demands :

Students learn to master the reading skills.II.Teaching key and difficult points: A.Vocabulary

until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,… B.Target language

What should you do to relax? Parents should learn to give their kids a bit more time to themselves.III.Teaching methods: Audio-lingual methods and Control-reading and writing.IV.Teaching aids:

a tape-player V.Teaching procedure Activity 1.Revision

Task 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2.Before You Read

Task 1.Read the instructions.1.Encourage the students to think about life outside school hours.List them on the Bb.2.Ask the students to use the list on the Bb to complete the two boxes labeled 'I do’, and 'I don’t do-'.They are free to add any ore activities they do, or don’t currently.3.Ask a few students to share what they have written.Task 2.Teach the students about using a dictionary.1.Explain that a dictionary can help students learn independently.They can learn new words, how to pronounce them, and how to use them correctly.2.Let the students to look up the words in the box.3.Have a brief memory quiz on all the words.4.Discuss the points made in the Reading Strategy about using a bilingual ,learner’s and electronic dictionary.Activity 3.While You Reading Task 1.Ask the students to read and notice the words they have just looked up in their dictionaries.Read the sentences to the class.Task2.Ask the students to read the passage loudly.Homework

1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 7 Reading and write I.Teaching aims and demands : Students learn to master the reading skills.II.Teaching key and difficult points: A.Vocabulary

until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,… B.Target language

What should you do to relax? Parents should learn to give their kids a bit more time to themselves.III.Teaching methods: Audio-lingual methods and Control-reading and writing.IV.Teaching aids:

a tape-player V.Teaching procedure Activity 1.Revision

Task 1.Dictation.Task 2.Read the passage to the class.Activity 2.After You Read

Task 1.Read the statements.Task 2.Discuss with your partners.Task 3.Ask each group to report their ideas to the class.Activity 3.writing Ask the students to write a sentence of their own using the words from the box in Section1b.Activity 4.Writing

Task 1.Read the instructions.Task 2.Review language used for advice.Then imagine you are Dr Alice Green.Write a letter to Cathy Taylor.Give advice about what she should do with her children.Activity 5.Go for it!1.Write Pressure on the Bb.Make a survey with two questions: When do you feel under pressure?

What should you do to relax? 2.If there is someone in your class who has a big problem, make a plan to help them.Homework

1.Review the vocabulary.2.Finish writing the letter.

第二篇：八年級英語下冊Unit2教案

八年級英語下冊Unit2教案

牛津初中英語8BUnit2單元知識點復(fù)習

I’gingnatrip

“gn+表示活動的名詞”表示“去參加”“去進行”某種活動

Shedeidedt______

______atriptthatprarea

Itssfineadaeallfeellie____________apiniithurteaher

2Itustbefun

ustbe表示推測“一定是……”,否定形式為

an’tbe“不可能是……”

udntdellinurEnglishurfather________beangrandunhapp

Ithinheustbeaathsteaher,__________he?

3anIinu?)in+組織；taepartin+活動；attend+會議；

2)insb;insbinsth/dingsth;

Hisdreaist___________thePart

HeisatpstudentHealas____

____

____shlativities

’

’

HeisagdteaherHehas______inthePartfrtentears

n’tu________usintheftballath?

4anpeplelievisitingdifferentplaes

lie:v喜歡

；prep像

uldliesth/tdsth;feellieding;llie;lieding/td

T___thetherhildren_________listeningtP3

Alies,lies

Blie,lie

lie,lies

Dlies,lie

parentsandIarehavingafantastitiehere

haveafantastitie=>enneself

聯(lián)想記憶haveaeal;havealessn;haveald;

haveadrea;haveatr;haveal;

haveaseat;haveaeeting;

6Tda,espendahledainHngngDisneland

spend渡過；花費

Hes_________allhisnengdbs

eareluenughtgtBeiing________ursuerhlida

7后綴–ful與-less分別表示“有/充滿……的”和“沒有……的”。

useful/useless;helpful/helpless;hpeful/hpeless;lurful/lurless;painful/painless;thughtful/thughtless;harful/harless

類似的：valuable;glden;sunn等。

寫出下列詞的形容詞形式:

delight____________

nder____________rain__________

lve_________

suess___________

fg___________heer_____________/_______________

nise_____________/___________end______________

8現(xiàn)在完成時)掌握現(xiàn)在完成時have/hasbeent與have/hasgnet的區(qū)別:

havegne表示“去了……”（在路上或到了某地，但不在講話的現(xiàn)場）

havebeen表示“去過……”（到過某地，從那里回來了或到了另一地方）

①A:hereisurther?

B:She________thesuperaretHeantstbusefdfre

②A:here_____u______?Ialingfru

B:I_________thelibrarIhavereturnedthebrredbs

③A:DuntheGreatall?

B:NI____there,butI______theSuerPalaeseveralties

Ahaven’tgne;havegnet

Bhaven’tbeen;havebeent

haven’tgne;havebeent

Dhaven’tbeen;havegnet

④Sin_______Hngngfrtears,shensitverell

Ahasgnet

Bhasbeent

hasbeenin

Dhasgnein

2)掌握非延續(xù)性動詞在現(xiàn)在完成時中與一段時間連用時的轉(zhuǎn)化

①

bu-----have

brr----eep

②

arrive/e/g------bein/at

leave------beaa

in------bein/aeberf

begin/start------ben

stp/finish------bever

③

die------bedead

pen------bepen

lse------belsed

He________hishefranth

Hergrann________sinesheasbrn

Thefil_______frhalfanhurbefrethegtttheinea

I________thebfrtears

She_______theditinarsineteesag

h________thelight?It________frada

It’stenearssinehe________ar

那位老人去世三年了。

Theldan_____________frthreeears

It_______threeearssinetheldan_________

Threeears_______sinetheldan________

第三篇：八年級下冊英語教案

篇一：人教版初二英語(下)全冊教案 unit15 what do people eat? teaching aims and demands 本單元的中心話題是飲食文化與家庭生活。圍繞這一中心項目，讓學生通過問答、對話、閱讀、討論、表演等各種活動熟悉并掌握有關(guān)食品的一些詞匯及五種基本句型。其中五種基本句型是本單元的語言訓練重點和難點。lesson 57 teaching aims and demands: 1． kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter so do we./oh, we don’t./ would you like to have dinner with me tonight? could you pass me the cheese, please? 2.通過情景中的操練培養(yǎng)直覺思維能力，提高思維的敏捷性；通過brainstorming 提高學生質(zhì)疑能力和多方面、多角度考慮問題的發(fā)散思維能力。

3.通過初步學習了解不同國家的飲食文化差異，引導學生熱愛生活，增強世界意識。teaching procedures step1 warming-up step2 presentation bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc.to class.students are interested in tasting these objects.(learning the new words by watching, tasting)show a photo of a kitchen.there is a nice cupboard in it.it’s closed.ask what’s in the cupboard? then open the cupboard and show the students the things in it.then ask what’s in your cupboard at home? show a pair of chopsticks and ask are americans good at using chopsticks at table? what do they use at table? learn the new words fork, spoon.then ask do you usually help to set the table at home? what is on your table at home during dinner? step3 look, learn and answer in pairs, get the students to look at the colour picture on page i.have them ask and answer questions as in the model.step4 presentation present this dialogue:(1)teacher: i eat a lot of fruit and vegetables for supper.a boy: oh, i don’t.i eat a lot of fish.teacher: so do i.explain that i eat a lot of fruit and vegetables means i often eat fruit and vegetables.so do i means i eat a lot of fish, too.practise the following dialogues with students.(2)teacher: does your mother cook meals for your family every day? student a: yes, she does.she cooks nice food for me and dad.teacher: so does my mum.(3)teacher: i always read english for about half an hour before i go to bed.student b: oh, i don’t.i always read english before i have breakfast.teacher: so does my younger sister.step6 puzzle dialogues sb page1, part3.pairwork first.then check the answers as a class.in pairs, have the students role-play as if they are at a dinner.one of them is a host/hostess, the other is a guest.walk around and give help where needed.encourage them to speak freely and use more expressions they like.step7 homework collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them.often talk about the pictures during break.lesson58 important points １． 認知目標：通過學習本課，學生應(yīng)理解并學會正確運用以下單詞和句型：italy, india, italian, indian, moscow, even, taste, enjoy, pizza, /it seems that?./ do you think?? yes, i think so./no, i don’t think so.yes, i agree./no, i don’t really agree.i really don’t agree.２．

３． 能力目標：通過閱讀課教學，培養(yǎng)學生的略讀能力、對課文細節(jié)的理解能力及在情境中猜詞的能力。情感目標：進一步學習了解不同國家的飲食文化差異，給學生灌輸“吃出健康”的飲食理念；了解list.中國飲食在世界上的影響培養(yǎng)學生的愛國情操。teaching procedures step1.warming-up(a guessing-game)get the students to talk about their favourite food in pairs.step3.pre-read then teacher asks ―how do you like ??are they chinese food? are they the most popular food in china? what do you think is the most popular food in china? what about in the world? what do you usually have for meals?(it seems that you like?(a kind of food)best!it seems that ? is/are your favorite food.)do you like fast food? why or why not? get the students to discuss these questions in groups of four, then have one to show their ideas.step4 reading show the title ‖favourite food ― to the class and ask them to predict what the passage is about.fast-reading:1)what’s the most popular food in the world? the students scan the passage for the answer.careful-reading: 1)what kind of food do indians like? 2)do we chinese people eat fish in the same way as japanese? 3)do english people usually eat fish and chips just at home? where else? what does ―on the road ― mean in this passage?(try to explain it in english)4)how do we know that american fast food is the most popular in the world? 5)what’s chinese food like? why is chinese food popular in the world? the students read the passage slowly and carefullly for information.encourage the student to guess the new words ―even‖ and ―taste‖ in the context.read with the tape.help students with their intonation and pronunciation.retell this passage.step 5 presentation “do you know chinese people like to eat a lot of food at supper? i really don’t agree with this kind of behavior.what about you?”

help students understand the difference between‖ i don’t really agree ― and ― i really don’t agree.‖(― i don’t really agree‖ means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion;however,‖ i really don’t agree‖ means that you strongly disagree with the other person and nothing will change your mind.)step6 ask and answer can you find any food from other countries in china/in wenzhou? are they famous? do you like them? why &why not? why is fast food so popular in the world? in america? in china? is it good for health? what food do you think is good for health? what do you think of the food you usually eat? is it healthy or unhealthy?(discuss in groups and then make a list of healthy and unhealthy food.)step 7 homework(choose one of the followings)lesson59 teaching aims and demands １．

２． 認知目標：通過學習本課，學生應(yīng)理解并學會正確運用以下句型：either?or?/neither?nor?/make 能力目標：通過warming-up階段question bombardment培養(yǎng)學生在無法預(yù)先準備的真實情況下sb.do sth./ five kinds of simple sentences 運用英語快速反應(yīng)的能力;通過學習五種基本句型，提高學生運用所學語言進行創(chuàng)造性描寫的能力；通過閱讀與討論，引導學生聯(lián)系實際，發(fā)散思維，提高語言綜合能力；組織學生進行辯論，培養(yǎng)思維的流暢性、變通性和獨特性。

３． 情感目標：培養(yǎng)學生學習與協(xié)作的能力，引導學生觀察生活，熱愛勞動，關(guān)注家庭，體恤父母。teaching procedures step1 warming-up step3 presentation either?or?/ neither?nor?.step4 read and discuss ask who does the housework in han mei’s family? get them to quickly skan the first passage for the answer.discuss the three questions on page3 in pairs.show the picture of the indian girl’s family and let the students predict her family life.then ask them to read the second passage carefully and find the right idea.play the tape and have the students repeat.step5 hold a debate topic a: men should do part of the housework.topic b: men don’t need to do housework.step6 homework(choose one of the following two)(1)lesson 60 teaching aims and demands 1.認知目標: 學習something english, take a seat, be famous for , i’m happy you like it.would you like anything else? may i take your order now?等短語句型，并鞏固本單元的詞匯、句型。2.能力目標: 培養(yǎng)學生在語境中得體運用所學語言進行表演的能力；提高學生的書面表達能力。

3.情感目標: 加深學生對中外飲食文化差異的理解和感受。teaching procedures step1 warming-up ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life(the homework the day before).step2 presentation show a picture(half-covered).ask where are the two ladies having dinner? how are they? what’s on the table? then show the whole picture and check the answers.(revise the food items in this unit)step3 presentation(1)ann is inviting a chinese girl chen to dinner.suppose you’re ann, your partner is chen.make up a short dialogue and act.(2)now chen arrives, ann is serving her.predict what they will say to each other when they meet.predict what chen will say when she sees ann’s mother and what they will say to each other during dinner.step3 read and act(1)ask what are they having for dinner? how is the food? books closed.listen to the tape and find out the answers.(2)have the students listen and repeat.step4 presentation show a menu with something english/american/italian/japanese/french on it.ask where do we usually have these kinds of food?(at a restaurant)who will show you a menu when you go into a restaurant?(a waiter and a waitress)what will a waiter/waitress do after that? step5 read and act ask what will linda and paul have for dinner? listen and find out the answer.listen to the tape and repeat.tell the students some differences between an american restaurant and an english one.then ask them to say something about table manners.step6 listening sb page4, part2.step7 homework design an english newspaper in four.the topic will be either food & health or family life.you can show your own opinions or find out some information about that from internet, magazines, tv etc.unit 16 what a good, kind girl!about the teaching material the topic of unit 16 is ―asking and showing the way‖, and the functional item is asking permission and talking about possibility with modal verbs ―can‖ and ―may‖.cognizance: 1.the ss can use the following words: kind, lady, library, cross, reach, corner, church, café, fix, lab, suddenly, history, key 2.the ss can use the following expressions: turn left /right at the?crossing.go on until you reach?.you can’t miss it.on one’s way to, first of all , be /get lost, wait for abilities and skills: 1.the ss can give instructions to some places in the street or according to a map.2.the ss can use different expressions to ask the way.3.the ss can ask permission and talk about possibility with ―can‖ and ―may‖ feeling and attitudes: 1.the ss can realize that they learn english for their real life, not only for the english class and exams.2.give the ss the feeling that they are the centre in english learning activities so that they will try to be active and creative in class.篇二：2014年(春)人教版新目標英語八年級下冊教案

新目標英語八年級下冊授課人： unit 1 what’s the matter? teaching goals: 1.詞匯.讓學生熟記這些單詞，能夠很熟練地指出表示身體部位的某些 單詞.2.能夠用所學的單詞談?wù)撋眢w并且能給出中肯的建議.3.通過聽力練習，爭取能夠提高學生的聽力能力.important points: 1.words.2.sentences: i have a headache.you should go to bed.he has a stomachache.he shouldn’t go to bed.she has a toothache.she should see a dentist.difficulty points: how to talk about the health and give the advice.period 1 teaching procedures: step 1 leading in 1.sing a song and do some actions 2.play a game and revise some words we have learned.3.(today we’ll learn some parts of the body.)look at the picture and teach new words.step 2 pre-task 1.read the new words by the ss first.2.then check the ss if they can read the new words by themselves correctly.if there is a mistakes ,correct.3.practice reading the new words.give them 6 minutes.page7, 1a.do this part by the ss first.write the correct letter after the name of each body part on the list 1.look at the picture and learn the main sentences.a: what’s the matter with you ? b: i have a cold.2.sb page 7,1c look at the pictures , work in pairs and act out.3.sb page 7, 1b.(1)listen and check the answers.(2)listen and fill in the blanks.step 4 post-task 同桌之間設(shè)計一個醫(yī)生與病人之間的對話.step 5.exercises in class period 2 teaching procedures : step 1 leading in 1.revise : ask several pairs of students to the front of the classroom to act out the dialogue: what’s the matter with you ? i have a sore throat.then ask others : what’s the matter with him/her ? help ss answer : he has a sore throat.he should drink lots of water.2.look at pictures and practise the dialogue.step 2 while-task sb page 8, 2a 1.point out the eight items in this activity.read the item to the class.ss repeat.2.there are different conversations.listen carefully.people are talking about health problems they have and getting advice.3.match the problems with the advice.4.check the answers.sb page 8, 2b.pay attention to the four pictures.1.each of these pictures illustrates one of the conversations.2.play the tape ,write the missing words on the blank lines.3.play the tape again and check the answers.4.pairwork.practice reading the dialogues in the pictures.take turns having the problem and giving the advice.5.practice reading the dialogue in 2c ,and make their onw conversations.6.act out the dialogue.sb page 9, 3a.1.point out the picture and ask ss to describe it.(there is a boy sitting on a bench.he’s sick.a teacher is talking to him)2.pay attention to the dialogue and the blanks in the dialogue.3.fill in the blanks in the conversation.4.go over the answers.5.practice reading the dialogue with a student, then work in pairs.step 3 post-task sb page 9 , 3b.1.look at the picture and make your own dialogues setting 3a as an example.sb page 9, part 4.1.read the instructions and demonstrate what a “mime” is.2.read the dialogue by the ss.4.ask one student to give advice.step 4 exercises in class homework 1.when you had some problems.please remember what the doctor said.remember the new words.period 3 teaching procedures : step 1 leading 1.play the game :one student mimes an illness , the other students guess the illness and give advice.what’s the matter? do you have a sore throat ? 2.revise how to talk about health and give advice.step 2 pre-task sb page 10 ,1a.1.look at the picture.point out the four new words andexpressions.say each word and ask ss to repeat.2.the first picture.explain something about it using one of the four words and expressions.3.match the words with the pictures by the ss.4.check the answers.5.practice reading and make sure the ss understand the meaning of the words.sb page 10 ,1b 1.read the four sentences ,ss practice reading.2.look at the picture and match each picture with advice.3.check the answer step 3 while-task sb page 10 ,2a & 2b.1.first ,make sure the ss understand what they will hear.2.then read the four names 3.listen and write the problems on the bland lines.if possible ,write what each person “should” and “shouldn’t” do for their problem.4.check the answers.step 4 post-task sb page 10,2c.1.ask two students to read the conversation to the class.2.pairwork.make conversations with your partner.3.act out the conversations for the class.4.write two dialogues in the exercise book.5.exercises in class period 4 teaching procedures : step 1 leading discussion: how to keep healthy.step 2 while task sb page 11, 3a 1.read the article and fill in the form.2.check the answers.3.explanation 4.exercises step 3 post task sb page 11, 3b let the ss read the paragraph and fill in the blanks.篇三：2015人教版八年級英語下冊教學案全集

unit 1 what’s the matter? section a 1a-2c 第1課時 【學習目標】

1． 能聽說讀寫重點單詞和詞組：matter, sore, have a cold, stomachache, have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, x-ray, toothache, take one’s temperature，see a dentist 2．句型：學會用what’s the matter? i have a cold.i have a stomachache.i have a sore back.i have a sore throat.談?wù)撋眢w情況。3.學習用should 給出建議 【重點】【難點】

能詢問并表述身體的種種不適以及對他人身體的種種不適給予適當?shù)慕ㄗh。【自學指導】

1、自己認讀1a單詞，與畫面中字母匹配，并在自己的身體上指認人體部位。

2、對照單詞表翻譯1a畫面上的句子，并讀熟。5min（5分鐘）【自學檢測】

1、把你所知道的身體部位的單詞寫下來，并寫出其相應(yīng)的中文意思。__eye_ __眼睛_ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

2、have a cold的意思是“感冒，著涼”為固定詞組，have 表示生?病，解釋下列詞組的意思。have a sore throat _________ have a sore neck ___________ have a fever____________ have a headache ____________ have a stomachache ________ have a toothache __________ 【合作探究】

1、what’s the matter?怎么了，其后常與介詞with 連用。類似的問句還有：_________________________ _________________________ what’s the matter with ben?（改為同義句）what’s _______ with jim?

2、情態(tài)動詞should的用法

1)should 常用來表示勸告、建議、認為某人應(yīng)該做某事。

2)should 本身不能單獨作謂語，必須和動詞原形連用。should 沒有人稱和數(shù)的變化，其否定形式為shouldn’t.如：we__________ study hard.我們應(yīng)該努力學習。he ________ lie down and rest.他應(yīng)該躺下來休息。

【達標檢測】

一、翻譯以下短語：

1、感冒 ______________________

2、背疼 _________________________

3、發(fā)燒 ______________________

4、量體溫 ________________________

5、腹痛 ______________________

6、嗓子疼 ________________________

7、牙疼 ______________________

8、上點藥 ________________________

9、去看醫(yī)生 ______________________ ___________________________

10、躺下來休息______________________

11、頭疼 _____________________

12、看牙醫(yī) _____________________

13、照x光片____________________

14、喝些加蜂蜜的熱茶 ________________________

二、完成句子：

1、你怎么了？ what’s the matter _____ you?

2、他怎么了？ what’s the matter _____ _____?

3、她昨天感冒了。she _____ a cold yesterday.4、mary咳嗽。mary ______.5、我覺得頭很熱。my head ______ very _____.6、你應(yīng)該回家休息。__________________________________.7、她不應(yīng)該說太多話。________________________________.8、你弟弟應(yīng)該早點睡覺。__________________________________.9、--他應(yīng)該量體溫嗎？_________________________________?--是的。_____,____________.10、你看起來不太好。_____________________.三、單項選擇。

()①what’s ____ with you? a.trouble b.the matterc.the wrongd.matter()② — ______? — nothing serious, but a bit tired.—better have a rest now, dear.a.is that allb.is there anything else c.what’s this d.what’s the matter with you()③【2013湖北孝感】—_________? — i have a headache and i don’t feel like eating anything.a.how are youb.what can i do for you c.what’s the matter with you d.how do you like it()④【2011．云南昆明】27.—what’s the matter with tina? —_______________.a.she is away.b.she is cool.c.she has a sore throat.d.she should take some medicine 【總結(jié)反思】

_________________________________________________________ _________________________________________________________ 【課后作業(yè)】

1、熟練說出本課重點短語和重點句型，并一次。

2、根據(jù)2a、2b 編5組對話，并和同桌練熟。

（教師復(fù)備欄及學生筆記）unit 1 what’s the matter? section a 2d—3c 第2課時 【學習目標】

1、重點單詞： headache, break, hurt, herself，2、短語：have a fever,take breaks/take a break in the same waygo to a doctor.3、句型：are you ok? do you have a fever? yes, i do./no, i don’t.what should she do? she should take her temperature.should i put some medicine on it? yes, you should./no, you shouldn’t.【重點】使用should, shouldn’t 給出合理的建議?！倦y點】根據(jù)不同的病癥給出多個合理建議?！咀詫W指導一】

自讀對話2d兩次，把握大意，劃出不懂之處并自己查字典解決。4分鐘。【自學檢測一】完成下列句子。

1、你還好嗎？ are you _____?

2、我該怎么辦？ _____ should i _____?

3、我應(yīng)該量體溫嗎？ should i _____ ____ ________________?

4、我頭疼。i have ___ ________________.5、你周末做什么了? what_____ you_____ on the _________?

7、我認為你應(yīng)該躺下來休息。i think you should ______ ______ and rest.【合作探究一】

1、小組成員輪流讀對話并翻譯，劃出疑難準備提問。

2、共同劃出你們認為重要的短語、句子，寫在小黑板上。【達標檢測】

一、短語翻譯：

1、休息 ____________ __________

2、沒有移動 _______________

3、以相同的方式 _________________

4、聽起來像_____________

5、割傷自己 ____________________

6、讓自己受傷____________________

7、在傷口上敷點藥________________________

8、跌倒__________________

二、單項選擇。

1、()【2012曲靖中考】i didn’t sleep well last night, because i _____ a toothache.a.was b.wentc.had d.took

2、()【2013山東萊蕪】—tony, what’s ___ matter with you? — i have _____ toothache.a.a;theb.the;ac./;the d.the;/

3、()mr.smith eats ______ food, so he’s _____ fat.a.much too;too much b.too many;much too c.too much;too much d.too much;much too

4、()【2013孝感】—why are you so tired these days? —well, i have ________ homework to do.a.too much b.too many c.much too d.many too

5、()you ____ be quiet when you are in the reading room.a.should b.shouldn’tc.cand.can’t

6、()【2013安徽】you _____ drive your car so fast.it’s very dangerous.a.wouldn’t b.shouldn’t c.couldn’t d.mightn’t

7、()david needs ______ a good rest.a.hasb.to have c.have

8、()【2013連云港】30.— id like a cup of black coffee.what about you, maggie?________ sugar.a.than b.for c.withd.to

9、()the boy isn’t ___ to dress himself.a.old enoughb.enough old c.old

10、()— i’m sorry to break your pen.—_______ a.that’s rightb.it doesn’t matter c.thank you — i prefer coffee

第四篇：八年級下冊英語教案

2016學年第二學期八年級下冊英語教案

Unit1 Period 1 教學內(nèi)容：New words learning and getting ready（詞匯課和話題預(yù)習課）教學目標：

1）認識Unit1的單詞，學會朗讀單元的重點單詞，并了解有關(guān)救助的詞匯等； 2）了解UNICEF的相關(guān)知識;use pie charts等； 3）了解相關(guān)救助知識為閱讀做準備；

教學重點：1）了解救助的詞匯，學會朗讀單元重點單詞；

2）認識單元主題，學會使用pie chart； 教學難點：了解救助知識并背誦相關(guān)詞匯。

教學過程：

Step 1：閱讀P1板塊的圖文，了解單元話題。1． 讓學生觀察教材的第一頁的卡通圖，引入話題；

2． 教師通過單元標題Helping those in need中in need一詞引入相關(guān)救助的詞匯如raise money；voluntary work等

3.展開學習Unit1單元單詞，利用把單詞放句子中的做法，讓學生逐步學會猜詞，并多次朗讀以達到正確朗讀單詞，并標注高頻單詞，并完成P4的練習。

4.PPT展示有關(guān)短語的練習（口頭讀單詞或者選擇題等），當堂鞏固單詞積累。

Step 2: 閱讀并講解P16 Culture Corner板塊的圖文，了解UNICEF概況。

1.學生閱讀有關(guān)概況的第一段，找學生回答相關(guān)問題； 2.進一步拓展相關(guān)詞匯

Step 3:學習P14 study skills部分，學會如何運用pie chart。

1.學生分段閱讀文章，并完成 P14圖表練習和P15 part B的練習； 2.分組討論，完成P15 part C的練習

Step 4: Homework

1.用抄寫本抄寫Unit1單詞，每個5次。2.背誦u1單詞

Unit1 Period 2

教學內(nèi)容：Reading 1（閱讀課）教學目標：

1）復(fù)習單詞，加強單詞朗讀和記憶。2）了解文章，能理解文章的大意； 3）了解閱讀文章中三個志愿者經(jīng)歷。

教學重點：了解閱讀文章中三個志愿者經(jīng)歷； 教學難點：了解并理解文章大意；

教學過程：

Step 1:

1.回顧上一節(jié)救助的相關(guān)知識點，激活背景知識；

2.完成P2 Part A練習，引入救助等背景知識，為閱讀做準備； 3.略讀訓練

1）學生閱讀主閱讀篇章的標題、引言和圖片信息，了解文章的結(jié)構(gòu)和主要信息； 2）完成P2 Part B練習

Step 2: 分段閱讀 第一段閱讀：

1.引導學生總結(jié)是怎樣類型的志愿者活動：（作者、地點、對象和工作內(nèi)容）； 2.總結(jié)第一段的主要內(nèi)容； 第二段閱讀：

1.引導學生總結(jié)是怎樣類型的志愿者活動：（作者、地點、對象和工作內(nèi)容）； 2.總結(jié)第二段的主要內(nèi)容； 第三段閱讀：

1.引導學生總結(jié)是怎樣類型的志愿者活動：（作者、地點、對象和工作內(nèi)容）； 2.總結(jié)第三段的主要內(nèi)容；

Step 3 : 重點句型和短語標示

1.學生跟錄音朗讀課文，加深對文本的理解，并認讀和理解單詞 2.在完成閱讀之后，標示出重點句型和短語，讓學生背誦。

3.自主練習表達：學生以小組為單位討論課文內(nèi)容，并進行交流，最后選出代表，用自己的語言概括文章大意。

Step 4:

完成P5的閱讀練習，加深對閱讀文章的理解

Step 5：Homework

1.模仿錄音朗讀課文并背誦文章和單詞； 2.完成課本練習P5練習。

Unit1 Period 3

教學內(nèi)容：Reading 2 and Grammar 1（閱讀語法課）教學目標：

1.復(fù)習單詞，認讀并理解文章中出現(xiàn)的重點知識點。

2.熟悉動詞不定時的用法。

3.能根據(jù)所學的知識，能運用所學的語法知識點表達自己的想法。

教學重點：熟悉動詞不定時的用法；

教學難點：能根據(jù)所學的知識，能運用所學的語法知識點表達自己的想法；

教學過程：

Step 1：回顧上節(jié)課篇章閱讀內(nèi)容，檢查回家作業(yè)的落實情況。

1.聽寫單詞和句子（或者讓學生默寫文章），加強記憶； 2.解答作業(yè)答案，找學生回答； 3.完成相關(guān)練習：

一、用括號里詞的適當形式填空，完成句子。

1.You'll have to ask______(permit)if you want to go into the office.2.If you are in high______(spirit), you have a good feeling.3.Last week, Mr Green helped us_______(organize)a singing competition.4.Every day, I go to a children's hospital to see a sick boy_______(call)Eric.5.These days people may get all kinds of strange______(ill)because of pollution.6.I need________(study)hard and make progress every day.7.I used______(go)to work by taxi, but now I ride my bike for work.Step 2: 學習More practice部分

1.根據(jù)標題和圖片猜測文章的主要內(nèi)容； 2.略讀全文，找出P13問題的答案；

3.在完成閱讀之后，標示出重點句型和短語，讓學生背誦。

Step 3：學習本課主要語法點：

１1.offer用作動詞，意為“主動提出”，常用 的搭配有offer to do sth，意為“主動去做??”，offer sth to sb = offer sb sth，意為“向某人提供某物” 2.由offer to do引入動詞不定式：v+to do 1）讓學生回顧學過的動詞不定式； 2）老師總結(jié)常出現(xiàn)的動詞不定式 3.拓展不定式：v.+object+to do 1）小組討論，讓學生回顧學過的動詞不定式； 2）老師總結(jié) 4.特殊情況省略to 一幫（help）二讓（let、make）三句型（why not、why don’t you、had better）5.完成課本P8-9的練習

Step 4：Homework

1.背單詞和課文；復(fù)習今日的語法點。

2.完成相關(guān)學評練習

Unit1 Period 4 教學內(nèi)容：Listening and speaking（聽說課）

教學目標：

1）復(fù)習不定式的相關(guān)用法

2）掌握聽力猜信息的能力

教學過程：

Step 1：復(fù)習不定時的相關(guān)用法； 1.解析上一節(jié)的作業(yè)答案，找同學回答；

2.展示一些錯誤用法，小組討論為什么錯，錯在哪里，應(yīng)該怎樣改。

Step 2：Listening

1.根據(jù)P6的聽力標題和題目猜測聽力內(nèi)容的主題——money-raising activity； 2.根據(jù)圖片猜測可能出現(xiàn)的信息內(nèi)容

3.根據(jù)P6題目挖空處，根據(jù)語法知識和邏輯關(guān)系猜測需要填入的內(nèi)容 4.進行聽力并檢查答案

Step 3: Speaking

1.根據(jù)P10 Part A 中圖片人物對話，總結(jié)詢問和表達計劃可能用到的表達： —What are you going to do....? —I’m goingplanning to do....(sure)—I’m thinking about doing....(not sure)2.兩人合作，利用上述表達，完成Part A的對話練習，并抽查 3.四人小組合作，利用上述表達，完成Part B的練習，并抽查

Step 5：Homework 1.背單詞，準備聽寫

2.完成學評相關(guān)練習.Unit1 Period 5 教學內(nèi)容：Writing（寫作課）

教學目標：

1.能用mind-map幫助寫作。

2.掌握信件的格式。

3.掌握活動申請的內(nèi)容分布和相關(guān)句型。

教學過程：

Step 1：回顧listening中有關(guān)籌錢活動的描寫。引導學生給出相應(yīng)的關(guān)鍵詞。

Step 2: 學習Writing板塊的寫話技巧。

1.小組討論，如果開展籌錢活動，需要有哪些細節(jié)要點

2.完成P11的mind-map，抽學生在黑板完成

Step 3：活動申請寫作

1.完成P11中Part B的練習，確定活動申請的目的以及細節(jié) 2.根據(jù)P12的格式了解信件的格式以及活動申請的內(nèi)容分布 3.活動申請可能用到的表達總結(jié)：

We are writing to...We are planing to do...we are thinking about.....留意活動申請中不要縮寫（正式寫作）4.讓學生根據(jù)自己的mind-map完成P12的寫作

Step 4：Homework

完善修飾P12的作文

第五篇：2014年新目標八年級下冊英語Unit2 I

2014年新目標八年級下冊英語Unit2 I'll help to clean up the city parks單元測試題 I.單詞拼寫:

1.Can’t you see the ―No smoking‖ s_______?

2.Working with you gave me a lot of p________.I really enjoy it.4.I think I can f________ up the clock.5.Something is wrong with the TV.It needs r___________.6.There is no chalk in the classroom.Could you please go to my office and g_____ some for me?

8.People in these countries don’t have enough food to eat,and many of them have died of h_____.9.You can i_______ how different the table manners there are from ours.II.從方框中選擇適當?shù)亩陶Z完成句子：

put off,call up,set up,come up with,put up,take after,cheer up,run out of,fix up,give out

1.The teacher came into the classroom and ______________ the papers as quickly as possible.2.The man was unlucky, he ____________________ his money and had to beg in the street.3.My bike is broken.I have to _________it_______ today.4.I want to _______________ a stamp collectors club.I need to know more persons who like collecting stamps.5.The man ______us_______ , but we were not at home.6.She ___________ the plan with excuse that she had too much to do.7.He seems very sad.Lets_______him________.8.He thought and thought.At last he _____________ a good idea.9.Your daughter doesn’t ____________ you in any way.You are quiet, but she is outgoing.10.Don’t ____________ pictures on the wall.III．用所給動詞的適當形式填空：

1.Would you like ______(clean)up the city parks?

2.Could you please______(give)out food at the food bank?

3.We can’t put off _______(make)a plan.4.Two weeks ________(be)enough for us.5.They ________(set)up a food bank next year.6.He spends about two hours_______(do)his homework.9.All the students will go out and play if it stops_______(rain)later.IV.單項選擇:

1.You shouldn’t ________ your hope.Everything will be better.(2007長春)

A.give up B.fix up C.cheer up D.put up

3.A lot of meeting were______ because of the dangerous disease.(2007天津)

A.turned offB.set offC.put offD.taken off

4.Don’t _______ the people in trouble.Try to help them.(2007吉林)

A.hear fromB.go overC.laugh atD.look like

5.—Tom, it’s cold outside.______ your coat when you go out.--OK, Mom.(2007安徽)

A.Take offB.Take awayC.Put awayD.Put on

6.The plane _____ at three o’clock in the afternoon.(2007廣東)

A.takes offB.takes awayC.takes outD.takes down

7._____ spending our vacation in a hotel, why not try hiking in the country?(2007江西)

A.Instead ofB.Because ofC.Thanks toD.As for

8.Pollution is a serious problem.Scientists have _______ some good ways to save it.(2007呼和浩特)

A.come up withB.come onC.come outD.come up

9.Some people plan to ______ a volunteer project to help the disabled children.A.put upB.think upC.set upD.cheer up

10.–The shoes are very nice.I’ll take them.--But you mustfirst.I think the size is a bit small for you.A.pay for themB.try them on C.put them on D.Take them off

11.The music is too loud,would you mind______?(2007內(nèi)江)

A.turn it down.B.turning it downC.turning down it

12._______ the bad weather, the swimming match had been put off.(2007山西)

A.BecauseB.Thanks toC.With the help of

13.---_______the socks,Jim.You shouldn’t throw them everywhere.(2007

---OK.Mom.A.DriveB.Take offC.Try onD.Put away

14.He ______ a piece of waste paper, and put it into the rubbish bag.(2007

A.picked upB.threw awayC.looked for D.handed in

15.Remember to______ the lights when you leave your classroom．(2007重慶)

A．turn onB．turn offC．turn upD.turn down

17.Kate didn’t go to the movie last night because she had to ___ her sick dog at home.(2007陜西)

A.look atB.look upC.look forD.look after

18.My parents and I like tooutside after dinner．It is really relaxing．(2007太原)

A．．run offB．hang outC．dress up

20.--How are you getting along with your classmates?(2007福州)

--Very well.They are all____ me.A, afraid ofB.angry withC.tired ofD.friendly to

VI．完型填空：

How can you think in English? I think the best way is to practice as what a football player does every day.During the1the football player will pass the ball to his teammates over and over again.So he won’t have to2passing the ball in the game, he will just do it.You can3yourself to think in English this way.The first step is to think of the words that you use daily, simple everyday words4book or shoe or tree.For example, whenever you ___5____a ―book‖ you should think of it in English instead of in your mother language.After you have learned to think of several words in English, then move on to the next step— thinking in6.Listening and repeating is a very useful7to learn a language.Listen first and don’t care too much about8you fully understand what you’re hearing.Try to repeat what you hear.The more you listen, the9you learn.After you reach a higher level, ____10having conversations with yourself in English.This will lead you to think in English.1.A.practiceB.breakC.gameD.day

2.A.wait forB.think aboutC.look at D.give up

3.A.allowB.trainC.tellD.ask

4.A.inB.aboutC.likeD.from

5.A.buyB.keepC.borrowD.see

6.A.sentencesB.passagesC.lessonsD.classes

7.A.ideaB.stepC.wayD.pan

8.A.whichB.whetherC.howD.why

9.A.harderB.lessC.laterD.more

10.A.rememberB.stopC.startD.finish

VI． 閱讀理解:

A

Every year thousands of young people in England finish school and then take a year off before they start work or go to university.Some young people go to other countries and work as volunteers(志愿者).Volunteers give their time to help people.For example, they work in schools or hospitals, or they do something helpful for the environment.Pauline Jones, 18, lives in Cardiff, Wales.Next year she wants to go to university to study Chinese, but now she’s living in Belize.Pauline says, “I’m working with other people here to save the coral reefs(珊瑚礁)in the sea near Belize.The reefs here are beautiful, but if the sea water is very polluted(污染), the coral dies.I’m helping to do research on the coral and the fish that live around the reefs.All over the world, coral reefs are dying.We need to do something about the problem before it’s too late.‖

―I’m staying with a family here and I help do some housework.I don’t get any money, but that’s OK.I love my work here, and I’m learning a lot about the people of Belize—and myself!When I finish my work, I want to stay here for another three months.I want to travel around

Belize and Central America.‖

1.Some young people from England _______ after they finish school.A.go to university abroadB.spend one year abroad as volunteers

C.go to work for moneyD.start work in schools or hospitals

2.Paul in Jones, an eighteen-year-old girl, is living in _______ now.A.EnglandB.ChinaC.BelizeD.Cardiff

3.Paul in Jones is _______ with other people.A.studying Chinese in a universityB.working to save the coral reefs

C.helping do some houseworkD.doing some research in Wales

4.From the passage, we know that the coral reefs ______.A.will die because of the pollutionB.are not as beautiful as before

C.cannot live without fish in the seaD.will probably be sold for money

5.Paul in Jones wants toafter she finishes her work as a volunteer.A.stay there for another yearB.go back home to start work

C.learn about the people homeD.travel around Central America

B

“How are you?”is a nice question.It’s a friendly way that people in the U.S.A greet

each other.But “How are you?”is also a very unusual question.It’s a question that often doesn’t need an answer.The person who asks“How are you?”hopes to hear the answer“Fine‖,even if the person’s friend isn’t fine.The reason is that ―How are you?‖isn’t really a question and ―Fine‖isn’t really an answer.They are simply other ways of saying―Hello‖or ―Hi‖.Sometimes,people also don’t say exactly what they mean.For example,when someone

Asks “Do you agree?”,the other person might think,“No, I disagree.I think you’re Wrong...”But it isn’t very polite to disagree so strongly,so the other person might say“I’m not sure.‖It’s a

nicer way to say that you don’t agree with someone.People also don’t say exactly what they are thinking when they finish talking with other

people.For example,many talks over the phone finish when one person say “I’ve to go now.”O(jiān)ften,the person who wants to hang up gives and excuse:“Someone’s at the door.‖―Something is burning on the stove.‖The excuses might be real,or not.Perhaps the person who wants to hang up simply doesn’t want to talk any more,but it isn’t polite to say that.The excuse is more polite,and it doesn’t hurt the other person.Whether they are greeting each other,talking about an idea,of finishing a talk,people

don’t say exactly that they are thinking.It’s an important way that people try to be nice to each other,and it’s part of the game of language.6.When a person in America asks―How are you?‖,he or she wants to hear―‖

A.How are you?B.HelloC.I don’t know.D.Fine

7.When a person disagree with someone,it is polite to say―‖

A.You are wrong.I disagree.B.I’m not sure.C.I’m sure I disagree.D.No, I disagree.8.A polite way to finish talk is to say―‖

A.You have to go now.B.I want to hang up.C.I have to go now.D.I don’t want to talk any more.9.When a person says―I’ve to go now.Someone’s at the door.‖,the person may be.A.giving an excuseB.hurting someone’s feeling

C.illD.asking you a question

10.The rule of the game of language is probably.A.―Always say what you mean‖B.―Don’t disagree with people.‖

C.―Never say exactly what you’re thinking.‖D.―Be polite.‖

Keys:

IV.句型轉(zhuǎn)換:

1.Neither of them likes2.stopped smoking3.children who don’t have bikes

4.Did he tell5.takes after6.We spent, doing/on

7.What kind of work, do8.will you9.What does, say10.not only, but also

V.單項選擇:

ACCCDAAACBBBDABBDBCD

VI．完型填空：

1.A2.B3.B4.C5.D

6.A7.C8.B9.D10.C

VII． 閱讀理解:

1.B2.C3.B4.A5.D

6.D7.B8.C9.A10.D

VIII.根據(jù)漢語完成句子:

1．to come up with2.give out3.cheer up4.call up, to come5.volunteer, to help

6.run out of7.to give up8.professional singer9.gave away10.set up

IX.書面表達: