unit 8英语

unit 8英语（精选6篇）

篇1：unit 8英语

Unit 8

Lesson 29

Teaching Objectives:

Grasp the simple present tense of “be”.

Properties: Tape recorder. Calendar

Language Focus:

What day is today? What day was yesterday?

I’m sorry to hear that. I hope you’re better now. keep healthy

Teaching Procedures:

Step 1 Leading - in

Write the days of the week on the blackboard. Ask the Ss: What day is today? What’s the date today?

Then say What day was yesterday? What was the date yesterday?

Teach the word yesterday.

Lead to the simple past tense: am, is→was

2. Ask the students to work in pairs and talk about days and dates.

(With the help of Calendars)

Step 2 Read and learn

Practise reading the sentences with the students, then ask What day is it today? What day is it tomorrow? What day was it yesterday? etc.

Get the students to look at the calendar. Ask What day is it today? etc.

Step 3 Read and learn

Play the tape for the students to listen. Ask Who’s away?

Teach the words ill and hope.

Play the tape again for the students to listen and repeat.

Ask Ss to give similar reports.

Step 4 Presentation

Ask a student Who was absent someday or didn’t hand in homework on time. Ask questions like：

Where were you yesterday? What was wrong with you?

Where is your homework? What’s wrong? …

Point out the two forms, was/were.

Help the students to answer with the simple past tense

Step 5 Read and act

Play the tape for the students to listen and repeat.

Ask the Ss to retell the main idea of the dialogue.

Explain the words and phrases: composition, remember, bit

Composition: a short piece of writing, essay

I’m sorry to hear that.

I hope you’re better now

keep healthy.

eg. It’s so hot today, keep the door and windows open.

Taking regular exercise can keep you healthy.

Put the food in the fridge and keep it fresh.

Then the students practise the dialogues in pairs.

Ask the questions:

Why wasn’t Lily at school on Thursday?

Did she hand in her composition on time?

When did she hand it in?

Get some pairs to act out the dialogue.

Step 6 Exercises in class

It____(be) Friday today. Because Lily____(be) ill yesterday, she ____(be not) at school. Today she ____ ( be ) better. She ____ (be) at school.

Key: is, was, wasn’t, is, is

Step 7 Homework

1 Write a duty report.

2. Finish off the workbook exercises.

3. Review the past tense of be

The design of the blackboard

Lesson 29I was we wereyou were you wereHe wasshe was they wereit wasWhat day is it today? What day is it tomorrow? What day was it yesterday? etc.G

Lesson30

教学目标：

1．使同学熟练掌握一般过去时的用法，并能比较它和一般现在时的区别。

2．使同学读懂本课阅读材料的内容，并能根据回答课后的问题。

教具：Picture and recorder

教学过程：

Step 1 Revision

（1）要求学生进行角色表演，内容如下：

Teacher: Hello, everyone！Who is on duty today?

Students: It is Li Gang. Who is not here today Li Gang?

Li Gang: Tian Tian is not here.

Teacher: Why is she not here?

Li Gang: I think she is ill. I am not sure.

Lily: I know. Tian Tian called me last night. She said she had a bad cold yesterday. She asked me to tell you.

Teacher: Well. I wish she will be all right soon.

（2）教师出示几张小明在十一国庆节照的像片，让学生说出小明都去了那些地方

使用Where was Xiao Ming in /at ? Was Xiao Ming at…? 的句型.

（3）Dictation要求学生写出下列动词的过去式：do, have, am/is, are, go.

Step 2 Presentation

Pre-read.

（1）让学生思考下面几个问题并进行回答：

What do you want to do in the future? Why? Is it a busy job?

Do you want to be a businessman/businesswoman?

What do you think of the job of a businessman/businesswoman? Are they usually very busy?

（2）教师自然引入新课：我们来讨论书上的三个问题。鼓励学生提出自己的不同见解。针对大家的观点，我们来看一看Lily’s uncle是怎样的一个商人。

Read the text: My uncle

1. Ask the Ss to go over the passage in a silent way and answer some questions.

What’s Lily’s uncle?

What’s his job? Is he very busy?

Where does he work?

Where was he last Monday /three days ago/the day before yesterday/yesterday/last night? →Writing of Ex.3

2. Listen and repeat

3. Name the places Uncle Mike travels to.

先标出旅游下列地点的时间，再将下列地点按Uncle Michael Wilson旅行的时间先后的顺序进行排列。A. Taipei B. Shanghai C. Dalian. D. Hong Kong E. New York F. Tokyo

4. Suppose you were Lily, say something about your uncle.

Step3 Drill

（1）扑克组句游戏：教师须准备几种单词卡片，分别是主语，be动词或be动词的过去式，介词，时间状语（包括表示现在时间的和表示过去时间的状语），疑问词，标点。教师可以将学生每五人分成一组。组员每人手里抓完张单词卡后，开始轮流出牌，出牌时每个人须将出的牌组成通顺的句子，例如：甲：I 乙：am 丙：in 丁：Shanghai.先出完手中牌的同学为胜。

学生复述课文。

Step 4 Exercises in class

1) Make up sentences:

1. sell, my uncle, many countries, to, computers.

2. every day, have, meetings, he

3. go to, come to, visit, people, see, him.

4. usually, work, he, quickly

5. the day before yesterday, be, in, Hong Kong, Mike.

6. three days ago, he, in, be, Tokyo

Keys:

1. My uncle sells computers to many countries.

2. He has meetings every day.

3. He goes to visit people and people come to see him.

4. He usually works quickly.

5. Mike was in Hong Kong the day before yesterday.

6. He was in Tokyo three days ago.

2) Fill in the blanks with the proper form of verb “be”.

1. What day ______ it yesterday?

2. Her parents ______ in England last month.

3. ______ your aunt a bookseller? Yes, she is.

4. There ______ a class meeting next Friday afternoon.

5. He must ______ a doctor.

6. Here ______ some orange for you.

Answers: 1.was 2.were 3.Is 4.will be 5.be

Step 5 Homework

1.Copy the new words and the phases.

2.学生预习怎样将动词变成过去式。

3. Do Ex.3 on Page 37

4. Retell the passage

The design of the blackboard

教案点评：

本设计由表演的形式导入教学，本设计的特点是通过图片的展示引入本课主题教学--谈论过去的活动，运用动词be的一般过去时谈论过去所在的地方。最终以游戏的方式进行语法的操练，避免枯燥无味，重在学生的自主活动。

Lesson 31

Teaching Objectives:

The simple past of action verbs.

Time adverbials of simple past

Grasp question form of the Simple Past Tense.

Properties: Tape recorder. Overhead Projector

Language Focus:

last week/night/month a moment ago Yesterday morning just now the day before yesterday, have-had half an hour ago, call-called do-doing by the way

Teaching Procedures:

Step 1 Revision

What did you do yesterday /the day before yesterday/last night…?

Step 2 Presentation

Ask the student on duty?

Who isn’t here today? Where is he/she?

Who wasn’t here yesterday?

Where was he/she?

Help Ss to form the rule: am/is→was are→were

Step 3 Ask and answer

Part 1

Read through the questions with the students and then let them ask and answer in pairs.

Part 2

1. Read through the choices with the students. Then choose two students to give a model for the class.

Let the students ask and answer in pairs. Choose several pairs to give several of their sentences to the whole class.

2. Ask students to remember time adverbials of simple past.

last week/night/month just now = a moment ago …ago yesterday/the day before yesterday.

3. Make sentences with the simple past adverbials.

Did you have a party on your birthday last year?

His grandpa went away just now.

He saw a film a few days ago.

Everyone came here yesterday.

Step 4 Read and say

1.Play the tape for the students to listen and repeat.

2.Ask questions.

When did Sally call Lucy? Why did she call Lucy?

Was Lucy at home? Where was she?

What did Lucy do?

How did she like Guangdong food?

What did Lucy and her uncle have for dinner?

3. Ask students to form rules of past form of some action verbs.

call-called do-did have-had

4.Explain the words and phrases: just now, match, by the way, etc.

5. Have the students practise reading the dialogue in pairs.

Step 5 Exercises in class

Fill in the blank with the proper form of the given verbs.

1. She ____(come) to see me last night.

2. I____(get) to school late yesterday.

3. Mary ____(be) born on Apr. 20,1985.

4. My father____(go) to shanghai on business 3 days ago.

5. He ____ (leave) here just now.

Key: 1.came 2.got 3.was 4.went 5.left

Step 6 Homework

1.Finish off the workbook exercises.

2. Make a dialogue like the one in the book.

3. Remember past form of verbs.

The design of the blackboard

Lesson 31Who wasn’t here yesterday?Where was he/she?Where was Mr. King yesterday morning? He was at the office. Where were the twins half an hour ago? They were at school.

Lesson 32

Teaching Objectives:

Develop the four skills of listening, speaking, reading and writing.

Grasp the Simple Past Tense.

Properties: Tape recorder, overhead projector

Teaching Procedures:

Step 1 Revision

1. Ask the Ss to say out the dialogue they made after class.

2. Dictation: past form of verbs

am, is buy find have meet see stand

are come get hold put sell swim

become cut give know read sing take

begin do go leave run speak teach

bring drive grow lose say spend write tell

Step 2 Spelling and pronunciation

Ask Ss to summarize the letter combination with the sound and give example words

Play the tape for the students to listen and repeat.

Practise the individual sounds, then show flashcards with more words and get the students to pronounce the words.

Step 3 Listening

Play the tape for the students to listen and get the main idea. Ask Where is Uncle Mike now?

Play the tape again and answer the questions on Page 116

Play the tape more time. Check the answers

Step 3 Practise

Play the tape for the students to listen and repeat.

Teach cold.

Listen again and ask the Ss to answer some questions.

What’s the weather like today?

Why did Lucy call her uncle, Mike?

Explain the language points: much/a little/even/a lot of + the comparative form of adjectives + than.

It’s much/a lot easier than before to contact her because she has an e-mail address.

It’s even hotter than yesterday, so let’s just stay in the cool room.

Get the students to practise the dialogue in pairs. Then ask Ss to make similar dialogues, using the words in the box.

Ask several pairs to say their new dialogues in front of the class.

Step 4 Reading

1. Pre-reading.

(Suppose the business man is Uncle Mike) Do you still remember Lucy’s Uncle, Mike? In the last period, we know he’s a very busy businessman.

He travels a lot in the world. Today we’ll see what his work is like?

2. While - reading.

Play the tape for the students to listen. Ask How does Michael remember things?

Ask the students to scan the text for the answer.

Then read the text and answer the questions:

1.When does Mike get up every morning?

2. How does he go to work?

3. How long does it take to go to work?

4. What does he mean by “every minute counts?”

5. Why does he keep a diary?

6. Where were they last summer?

7. How was their holiday?

8. Do you want to be a businessman like Mike? Why or why not?

9. What kind of work do you like, busy work or a job with a lot of free time? Give the reasons, Please!

Explain the words and phrases: drive, plan, rain.

have a light breakfast

e.g. Every morning I only have a light breakfast

It takes sb. time to do

e.g. It takes him one hour to do his homework every day.

spends time on sth./(in) doing sth. /costs (sb.) some money./ pays (money) for sth.

e.g. He spent the whole evening on the broken TV./ (in) repairing the broken TV.

This pair of fashionable jeans cost me 300.

Please pay for the books you choose at the checkout.

Step 5 Reading and Writing

Have the students fill in the blanks individually and then check the answers.

Write similar dialogues.

VI. Go over the checkpoint and the main points of the whole unit.

Step 6 Exercises in class

Tense exercise

1. Jim____(hear) from his wife last week.

2. My brother ____(join) the League in 1980.

3.My father____(get) to England yesterday.

4. It ____(take) me half an hour to mend the kite.

5. Lucy ____(be) a bit ill yesterday and ____(not do) come to school, but today she is much____(well).

Key: 1.heard 2.joined 3.got 4.took 5.was,didn’t,better

Fill in the blanks with the proper forms of the given Chinese.

1.It’s ______ (多) colder than it was yesterday.

2.1 was in a ______(会议) room.

3.I think I can put the computer ______(修好) .

4.I do some ______ (锻炼) and have a ______ (少量的) breakfast every morning.

5. He ______(开车) to his office every day.

6. It _______(花费) me forty minutes to get to my office.

7.I think every minute ______(计算) .

8.I plan my work very ______(认真).

Answers: 1.much 2.meeting 3.right 4.exercise; light 5.drives 6.takes 7.counts 8.carefully

Step 7 Homework

1. Finish off the workbook exercises.

2. Write a dialogue like the one in the book.

3. Review was and were

The design of the blackboard

Lesson 32 Why did the twins call Uncle Mike?How does Michael remember things? (He keeps a diary.)

篇2：unit 8英语

科目：英语

课题：Unit8 It must belong to Carla.Section A 3a-3c Teaching aims &demands: 1.Master the key words: policeman, noise, wolf, happening, uneasy 2.Be able to make references.3.Improve students’ reading and comprehensive skills.4.Cultivate students’ imagination.Teaching key and difficult points: Teaching key points: 1.Master the key words and phrase.2.Be able to make inferences using the modal verbs.Teaching difficult points: Learn to use the target language in daily life.Teaching procedures: I.Warm-up 1.Greetings.2.Learn the new words:

II.Presentation Show a picture on the PPT., and Answer the two questions: 1.What can you see in the picture? 2.What can we know about the woman ? III.Reading

1.Read the article and decide which might be the best title.A.A Small and Quiet Town B.Strange Happenings in my town C.Animals in our neighborhood

2.Have students read the article again to find the correct words to match the following meanings.Ask them to do this task individually.Later ask a student to check the answers

3.Read the article carefully and write what people think about the strange noises.a.Ss work in pairs.Let students discuss the answers.b.Check the answers with the students.IV.Language points and exercises 1.Have a explanation of each paragraph.2.Key sentences and phrases.a.It used to be very quiet.b.Something unusual is happening in our town.d.I think it was too big to be a dog.e.There must be something visiting the homes in our neighborhood.3.Read this passage together.4.Students do some exercises.Ⅴ.Homework 1.Make new sentences using the following phrases:

too...to...;have no idea;used to;something unusual;strange noises;

篇3：unit 8英语

大家知道, 运用文本特征帮助解读文本, 是有效的学习策略之一。教材中的文本特征包括标题、插图、图形、表格、方框、说明、字体颜色等等。作为阅读的辅助手段, 文本特征可以帮助读者快速处理信息, 从而提高解读文本的效果。按照Field的观点, 文本特征主要有以下九大功能, 即:激活背景知识;概括主次要点;综合信息;强调重点;列清单组织信息;为重要观点提供视觉强化;用图片、表格等进行概念视觉化;提供补充信息;对主要观点进行摘要 (Field, 2007) 。文本特征这些功能决定了其能影响读者的阅读心理, 决定了是否有兴趣继续深入地读下去。因此, 解读文本, 一定要解读文本特征, 通过解读文本特征获取相关信息, 为解读文本内容做好铺垫, 同时可以根据文本特征寻求设计阅读教学活动的切入点。

鉴于文本特征所独具的价值和功能, 本文将以人教版《新目标英语》八年级下册第八单元Section B的2b阅读材料“A Country Music SongChanged Her Life Forever”为例, 探讨教师如何指导学生利用文本特征来解读阅读文本, 以达到有效解读文本的目的。

一、读前活动:利用文本特征, 走进文本解读

在文本阅读前, 如果对阅读材料的主要内容、文章结构有了一定的了解, 那么就会大大提高阅读的速度。因为根据现代图式理论, 人们的知识以图式的形式储存在人们的长期记忆中, 在处理外界信息时, 人们要利用这些图式进行预测、解释、组织并吸收这些信息。读者的阅读理解过程是对大脑图式自下而上 (bottom-up) 的资料驱动加工和自上而下 (top-down) 的概念驱动加工 (李爱军, 2011) 。所以阅读前, 首先要利用背景信息激活读者大脑中的背景知识, 从而激活大脑图式, 帮助学生理解。同时, 阅读前仔细查看阅读文本的特征是走进文本解读的第一步。因为利用文本特征进行预测、激活已有背景知识、猜测中心思想, 是阅读教学中有效解读文本的重要方法。

(一) 锁定标题, 导入文本话题

俗话说, 标题就是文章的题眼, 从标题中不仅能揣测作者的写作意图, 也能预测文章的主题和大致框架, 还能获得更多的文本隐含的信息, 为对正文的深入解读确定正确的方向。更重要的是, 它能激发学生参与自主阅读的激情和欲望。为了能够发挥导读作用, 作者总是将标题写得简洁明了, 力求用最少的文字表达最多的信息, 使读者通过阅读标题便能一目了然地了解文本, 抓住中心要点。把握好了标题就等于抓住了文章的主线, 而有了主线的引领, 在解读文本时就会准确把握方向, 学生在教师的指导下, 对文本的理解和感悟也能更为深入和透彻。因此, 阅读前, 教师要指导学生学会锁定标题, 根据标题去预测文本的内容。这样, 学生就能快速带着好奇和激情主动地投入到阅读中, 从而不断走近文本。

教学活动1: (细读标题, 预测主旨大意) Whatis this passage mainly about according to the title?

学生反馈:从标题“A Country Music SongChanged Her Life Forever”来看, 作者想告诉我们乡村音乐如何永远改变了她, 这里可能要讨论的是两件事情:What is the country music? 和Howdid the country music song change her life forever, 同时也可以让我们了解主人公Sarah的过去和现在的状况。

其实, 标题可以起到提纲挈领的作用, 从标题导入引起学生对阅读内容的猜测, 给学生提供一个由题猜文的入口, 可以激活他们的背景知识, 引发学习需要。教授每篇文章时, 教师可以依据文本引导学生运用预测、质疑、推断等策略, 探究标题的含义和文本结构等。这样学生的注意力会快速集中, 从而顺利引出文本的话题。

(二) 善用插图, 激活文本背景

插图是对文字的图解, 不仅提供直观的视觉信息和教学媒体, 还给学生提供了想象的空间, 可以让学生结合自身的知识和生活经验, 对文本内容进行大胆推测或预测。教材阅读文本的插图能起到“导教”和“导学”的作用, 形象逼真的画面再现文本的主要内容。教师可以指导学生对图片信息进行提取, 有助于学生对阅读文本有粗略的了解, 快速把握文本内容主要脉络, 合理地对信息进行处理。所以, 教师要学会利用插图解读文本内容, 让学生走近文本。

1.借助插图, 导入文本话题。如《新目标英语》八 (下) Unit 8的Section B 2b阅读文本的插图是一个清纯少女在广阔的蓝天下悠然自地得弹吉他, 让学生了解文中主人公Sarah的年龄特征及爱好, 从弹吉他联想到乡村音乐, 结合文本标题, 可以让学生明白乡村音乐改变了Sarah的生活爱好。这就会自然而然地导入文本的话题, 也为进一步学习做好铺垫。

教学活动: (细看插图, 预测女孩个性) Whatcan you infer from the picture?

学生反馈:Sarah is a teenager and she likesplaying the guitar, I think she also likes countrymusic.

教师补充 :Yes, you are clever. Sarah likescountry music, but she used to be a problem girl.The country music song changed her life a lot.

2.借用插图, 预测文本内容。还可以让学生根据Section B 2b阅读文本的插图预测文本内容是关于音乐的。以此激发学生的求知欲, 提高课堂教学效率。

教学活动: (细看插图, 预测内容) What canyou predict from the picture?

学生反馈 :I think the passage is about thegirl and her music dream.

教师补充 :Yes, you are smart. The text isabout Sarah, the country music and Sarah’s dream.

二、读中活动:利用文本特征, 深入文本解读

在阅读过程中, 教师可以根据文章内容和结构设计相应的图示和框架图来指导学生运用已有经验, 了解文本结构、文本要点和故事发展情况等, 从而深入解读文本内容。本节课笔者指导学生直接利用课后的图表练习和问答练习, 加强理解文本内容。

(一) 借助表格, 帮助理解文本

教学活动: (快速阅读课文, 完成下列表格)

通过完成以上表格的任务, 学生可以快速了解文本的一些要点, 尤其可以掌握country music相关的知识点, 为文本理解奠定基础。这一文本特征可以综合文本信息, 使阅读材料更具视觉效果。

(二) 借助问答, 厘清文本结构

为了让学生进一步掌握文本的具体细节, 笔者要求学生完成课后2c任务 (如下表) , 通过分段回答问题, 学生可以深入了解文本的内容。同时仔细观察后可以发现:这个表格的设计充分关注了文本特征对学生阅读的影响。三个表格用了三种颜色, 不仅美观, 而且能体现排序作用, 帮助学生把握文本故事情节发展过程和文本结构。

教学活动: (再次细读课文, 回答下列问题)

First paragraph

1.Who is Sarah?

2.Where is she from?

3.What does she like?

Second paragraph

1.What is country music?

2.What is country music about?

Third paragraph

1.What is Sarah’s dream?

2.Who is Garth Brooks?

学生反馈:通过第一段三个问题的回答, 让学生了解主人公Sarah的基本情况;第二段两个问题的答案让学生了解什么是乡村音乐和乡村音乐能带给人们哪些美好的回忆;通过第三段两个问题的回答让学生知道Sarah’s dream和音乐家Garth Brooks的一些信息。在回答问题的过程中, 学生可以详细地了解文本的具体内容, 理顺作者写作思路及文本结构。

三、读后活动:利用文本特征, 升华文本解读

在读后环节中, 教师指导学生再次回头关注文本特征, 可以使学生更好地深入理解文本的主旨大意和作者写作意图, 可以升华文本解读。

(一) 巧用插图, 突破文本难点

针对不同的教学内容、教学对象、教学环境等, 突破难点的方式很多。其中, 巧妙利用插图作为解决难点的突破口, 往往会将教学内容化难为易, 使学生学得轻松且愉快。

教学活动: (再看插图, 重新认识女孩) Whatdoes she look like from the photo?

学生反馈答案:She is a beautiful and outgoing girl and she is also full of sunlight等。然后让学生对比文章第一段句子:When Sarah was ateenager, she used to fight over almost everythingwith her family. 从中可以领悟Sarah的变化, 进一步认识到Sarah从桀骜不训的问题少女变成成熟文静的好少女与乡村音乐戚戚相关。

(二) 品读标题, 感悟文本内涵

标题是文本的点睛之笔, 是文章的灵魂, 也是作者对文本内容的浓缩、提炼和概括。在文本阅读结束后, 教师要再次让学生回到标题, 回忆并巩固文本的主要内容, 就会产生很好的阅读效果。同时教师也可以指导学生通过质疑、反思、重拟标题等活动, 将阅读提高到更高的层次, 升华对文本解读 (杨谢友, 2011) 。

教学活动: (再次细读标题, 感悟文本内涵) Why can the country music change her life?

学生反馈:根据学生的回答, 得到以下信息:The country music made a great difference toSarah. She used to fight over almost everythingwith her family, now she falls in love with thecountry music very much and knows the importance of the family and life, her dream is to go toNashville and see Garth Brooks sing live one day.I think music is the medicine of the breakingheart. (音乐是医治心灵创伤的良药, 这句话是笔者帮助他们翻译的。)

然后, 笔者进行补充:Music is the medicineof the breaking heart. I hope we should learn toenjoy music and love life. 通过此活动, 不但使学生在问题的引领下领悟了文本隐含的内涵, 而且让学生懂得热爱音乐和享受生活, 进一步实现教材情感目标教育。

结束语

教材中的阅读文本特征是一种重要课程资源, 在阅读文本解读中的作用不可小觑。通过本节课, 笔者发现, 如果教师在阅读教学的各环节中能有意识地开展基于文本特征的教学活动, 就可以加深学生对文本的理解, 优化阅读教学, 提高学生的阅读理解能力。所以, 在阅读教学中, 教师应有意识地关注文本特征, 揣摩编者意图, 挖掘文本特征的内涵, 最大限度地发挥文本特征在文本阅读中的教学价值。同时, 教师要巧妙地运用教材所提供的文本特征开展教学活动, 引导学生借助文本特征去解读文本, 深化文本理解, 提升阅读能力。

摘要：在英语阅读教学过程中, 如阅读前、中后各环节能围绕文本特征设计阅读教学活动, 可以充分发挥文本特征在文本解读中的引领作用, 加深学生对文本的理解和感悟, 提高阅读理解能力。具体方法有:利用文本特征, 走进文本解读, 深入文本解读和升华文本解读。

关键词：英语,阅读教学,文本特征,文本解读

参考文献

[1]Field, Mary Lee.Text Feature and Reading Comprehension[M].Beijing:People’s Education Press, 20007.

[2]刘道义, David Nunan等.新目标英语 (Go for it) 八年级下册[M].北京:人民教育出版社, 2013.

[3]王燕.利用文本特征设计阅读教学[J].中小学英语教学与研究, 2009, (6) .

[4]李爱军.运用文本特征, 提高初中生英语阅读能力[J].中小学英语教学与研究, 2011, (6) .

[5]杨谢友.充分利用文本特征, 提高学生阅读能力[J].中小学英语教学与研究, 2011优秀论文专刊.

篇4：unit 8英语

答 date意为“日期”，指的是具体的某年某月某日；day作可数名词，意为“一天；一日”，没有具体到哪一天。例如：

The date of her birth is February 2nd, 1996. 她的出生日期是1996年2月2日。

We cant go there today. Lets go there another day. 我们今天不能去那里，改天去吧。

问 什么叫序数词？基数词变序数词有什么规律可循吗？

答 英语中的数词分基数词和序数词两大类。基数词表示数目，序数词表示次序。基数词变序数词是有规律可循的。请同学们牢记以下口诀：

“基”变“序”很容易， 词尾加上“th”；

“一”“二”“三”无规律， 理应单独来记忆；

“八”减“t”、“九”去“e”， “f”来把“ve”替；

“二十”到“九十”， “ty”变成“tie”；

若是遇到“几十几”， 只变个位就可以。

说明：

1. 在基数词变为序数词时，多数是在基数词的词尾加-th。如：four→fourth, seven→

seventh, eleven→eleventh等。

2. one, two, three的序数词依次为first, second和third, 必须逐个记忆。

3. eight的序数词加h，即为eighth;nine在变ninth时应去掉e; five和twelve在加th之前要先把ve变为f, 即为fifth, twelfth。

4. twenty, thirty, forty, fifty, sixty, seventy, eighty和ninety这些整十的基数词在加th之前应先将y变为ie。

5. “几十几”的基数词在变序数词时，只需把个位数变为序数词即可，而十位数、百

位数、千位数等不变。如：forty-three→forty-third, two hundred and six→two hundred and sixth等。

问 能讲讲英语中日期的写法吗？

答 好的。日期的写法有多种，我们仅介绍最常见的一种。

1. 表示月、日时，先写月再写日。例如：

6月1日：June 1(st)

2. 表示年、月、日时，要将年份放在最后，其前用逗号与月、日隔开。例如：

2006年10月19日：October 19(th), 2006

问 My mothers 40 years old. 和My mothers birthday is November 12th. 两句中的My mothers用法有什么区别？

答 第一句中的My mothers是My mother和系动词is的缩写；第二句中的My mothers是名词所有格，作定语，用来修饰birthday。

问 什么叫名词所有格？它是怎么构成的？有何用法？

答 名词所有格表示名词的所属关系，有两种形式：一种是“s”形式；另一种是“of +介词短语”形式。本单元出现的主要是“s”形式的名词所有格。其构成及用法如下：

◆构成：

1. 在多数情况下，直接在名词的词尾加s就可以构成名词所有格。例如：

Toms dog汤姆的狗

2. 以-s或-es结尾的复数可数名词形式的所有格是在其词尾只加，不加s。例如：

the students reading room学生阅览室

3. 不以-s或-es结尾的复数可数名词形式的所有格是在其词尾加s。例如：

Childrens Day 儿童节

◆用法：

名词所有格可作定语修饰名词，也可作主语、宾语或表语。例如：

This isnt Anns bag. 这不是安的包。

My bike is old, but Bills is new. 我的自行车是旧的，但是比尔的是新的。

小试牛刀

Ⅰ. 用day或date填空。

1. —Whats the ______ today?

—It is December 31st.

2. There are twenty-four hours in a ______.

Ⅱ. 写出下列基数词相对应的序数词。

1. one ______ 2. two _____

3. three ______ 4. five ______

5. eight ______ 6. nine _____

7. twelve _____ 8. nineteen ______

9. twenty ______ 10. thirty-six ______

Ⅲ. 选择填空。

( )1. This is ______ backpack.

A. AnnaB. Annas

C. AnnasD. Annas

( )2. These apples are ______.

A. Guo PengsB. Guo Pengs

C. Guo PengD. Guos Peng

( )3. —Whose (谁的) coat is this?

—Its ______.

A. my teacherB. my teacher

C. my teachersD. my teachers

( )4. There are usually (通常) ______ days

in a month.

A. thirtyB. thirtieth

C. thirtyth D. thirtys

( )5. March is the ______ month of a year.

A. threeB. thirdC. threethD. thirdth

( )6. Fifteen and ______ is thirty.

A. fifteenB. fiftyC. fifteenthD. fiftieth

( )7. April 4th is Toms _____ birthday.

A. fourteenB. fourteenthC. fourD. nineth

( )8. Lisa is _____ years old.

A. eightB. eighth

C. eightthD. eighteenth

( )9. Today is October ______.

A. oneB. first

篇5：七年级下册英语unit8课件

Unit 8: Is there a post office near here?

Language goal

In this unit Ss learn to ask for and give directions on the street.

New language

1. Is there a bank near here? Yes, there is. It’s on Center Street. 2.Where’s the supermarket? It’s next to the library. 3.Is there a pay phone in the neighborhood? Yes, it’s on Bridge Street on the right. Locations in the neighborhood such as post office, hotel, restaurant Descriptive words such as new, old, dirty, clean

Descriptions of location such as across from, next to, between Period 1(From P7 to P8)

New words: post office, restaurant, library, supermarket, bank, park, pay, street, center, mail, near, bridge, across, between, front, behind

Structures: Is there a bank near here? Yes, it is. / No, there isn’t. Where’s the bank? It’s on Center Street.

Teaching steps

Step1 Leading in

T: Ask two rows of three Ss each to stand facing each other in the front of the classroom. Point to Ss standing in front and ask the class to repeat the questions and answers.

T: Where’s Yang Li? (Point to two Ss standing beside each other) Yang Li is next to Li Peng.

T: Where’s Zheng Wen?(Point to two Ss in different lines facing each other.) Zheng Wen is across from Sheng Lin.

T: Where ‘s Lin Jiahui?( Point to one student standing between two other Ss.) Lin Jia hui is between Sheng lin and Li Dai.

Step2 . Learning

Section A 1a Learn the new words in 1a. The new words are: post office, restaurant, library, supermarket, bank, park, pay, street, center, mail, near, bridge, across, between, front, behind.

After learning the new words, ask Ss to match each word on the list with one of the pictures.

Step3 Listening

Listen and circle the places you hear in 1a. The answers are: restaurant, post office, supermarket

Step4 Pairwok

In pairs, the Ss practice the conversation Is there a bank near here? Yes, it is. / No, there isn’t.

Where’s the bank? It’s on Center Street.

Ask several Ss to say some of their questions and answers for the class.

Step 5.Learning

2a T: Point out the six sentences. Say each one of the pictures. Then ask Ss to match each sentence with one of the pictures.

Step6 Listening

Listen to 2b and fill in the blanks with the words in the box.

Step7 Pairwork

Ask and answer questions about the places in 1a. Using the following conversation: Where’s the supermarket? It’s next to the library.

Let the Ss practice in pairs then ask some pairs to do it in class. Homework

Recite and copy the new words. 2. Copy the sentences in Grammar Focus.

Period 2( P9---P10)

Key points: Excuse me. Is there a hotel in the neighborhood? Yes, there is. Just go straight and turn left. It’s nest to Supermarket. Step1 Revision

1. Dictate the new words and drills we learnt yesterday. Step2 Leading-in

T has a conversation with one student. The conversation is following: --- Is there a bank near here? --- Yes, there is. It’s on Center Street.

Write the new words on the Bb. They are excuse, straight, turn, left, right, down, open, clean, quiet, dirty, market, house Step3 Learn

Learn the new words with the whole class.

Ask a student to point out the place that Paul wants to get to. Ask Ss to read the conversation again. Match the sentences with the pictures. Write each number in the box.

3b Point to the questions below each picture and ask a student to read them aloud. Step4 Practice

1. Section B 1a. Match the words with the pictures below. Step5 Pairwork

Ask your partner about where he or she lives. Using Is there a big supermarket near your house? Yes, there is. Step6 Listening

Listen and circle the places you hear in 1a.

Listen again. Draw a map of Michael’s neighborhood in the box. Homework:

Copy the new words they learned today and the conversations in 3a.

Period 3(P11)

New words:garden,district,enjoy,walk,through,beginning,tour,visit,place,have fun Structures :learn to describe the place.

3a This activity provides reading practice using the target language. Ask Ss to read the paragraph to the class or read it yourself.

3b This activity provides guided reading and writing practice using the target language. Point out the guide and the blank spaces in it .Read it aloud saying blank each time you come to a blank line.

4a This activity provides guided writing practice using the target language.

Ask Ss to work on their own. Point out the description in 3b and say, now write your own neighborhood. Using sentences like these.

4b This activity provides open-ended oral practice using the target language.

Homework:

Copy the new words and recite them. Write a description of a kind of animal. 课后记：

Period 4 (Self-check)

1 Review the words in this unit.

2 Ask the Ss to write five new words in their vocabulary-builder on P112.

篇6：八年级下英语unit8梳理

一主讲：现在完成时

肯定：主语+have/has + 动词的过去分词

否定：主语+have/has +not+ 动词的过去分词

一般疑问： Have/Has+主语+ 动词的过去分词…?

特殊疑问： 特殊疑问词+ have/has+主语+ 动词的过去分词…?

二 改错I have read the book yet.I haven’t read the book already.Have you read the book already?How long did you read the book?

三 新单词讲解

due

解析：“到期的” 这张票据已到期。2“应付给或应给与某人的”常与to连用。要付给你 一大笔钱 ；我们衷心感谢你。4 “预定的”“约定的”“预定要到达或发生”火车什么时候到？ 5 “适当的”“合适的” 我们应当对这个问题给予适当的注意。6（due to 由于，因为）他因暴风雨而缺席；我的成功是因为努力工作。

四 填空.When I first(arrive)on this island, I(have)nothing.But I(find)the

ship and(make)a small boat.I(bring)back many things I can use—food and drink, tools, knives and guns.Although I(lose)everything, I(not lose)my life.So I will(not give)up and I will(wait)for another ship.I(cut)down trees and(build)a house.I(go)out with my gun almost every day to(kill)animals and birds for food.I’m even learning to grow fruits and vegetables.A few weeks ago, I(find)the marks of another man’s feet on the sand.Who else is on my island? How longthey(be)here? Not long after that, I(see)some cannibals(try)to kill two(man)from a(break)ship.One of them(die)but the other(run)towards my house.I(he)

(kill)the cannibals.This man now(live)with(I)and help(I).I(name)(he)Friday because that was the day I(meet)him.He is smart and Ialready(teach)him some English.五 填空.1Would you like something(drink)?