仁爱版八年级上册Unit2考点全总结

仁爱版八年级上册Unit2考点全总结（共3篇）

篇1：仁爱版八年级上册Unit2考点全总结

i like music that i can dance to.

学习目标：

1. 学会表达自己对某人或某物的喜爱和理由。

2. 能对自己看过书和电影，听过的cd进行评述。

一、词汇

prefer更喜欢

lyric 歌词，抒情词句

entertainment 乐趣，快乐

feature特点，特征

photography 摄影，照相

photographer 摄影师

exhibition 展览，展览会

gallery美术馆，画廊

energy活力，力量

double双倍

spoil 宠爱

figure统计数字

二、词组

1. sing along with 伴随...歌唱

2. go on vacation 继续度假

3. all kinds of各种各样的

4. prefer... to... 比...更喜欢...

5. be honest 诚实

6. remind sb of sth 提醒某人某事

7. be important to sb 对...重要

8. be sure to do sth 肯定做某事

9. come and go来来往往

10. see sb do sth 看见某人做了某事

11. be lucky to do sth 很幸运...

12. on display

三、日常用语

1. rosa likes music that’s quiet and gentle.

2. --- what kind of music do you like?

---i like music that i can sing along with.

3. --- what kind of singers do you love?

--- i love singers who write their own music.

4. ---why do you like this cd?

---this music is great because you can dance to it.

四、知识讲解

section a：

1. i like music that i can sing along with. 我喜欢可以跟着唱歌的音乐。

sing along with the music 和着音乐一起唱，类似的还有：

dance to the music 伴随着音乐跳舞

2. i prefer music that has great lyrics. 我比较喜欢歌词好的歌曲。

prefer v. 更喜爱，更喜欢.相当于like very much. 具体用法如下:

(1)prefer + n. (名词),例如:

i prefer groups that play quiet and gentle songs. 我更喜欢演唱轻柔音乐的组合。

jennifer prefers musicians who write their own lyrics.

(2)prefer to do sth 宁愿做某事,例如:

i preferred to stay behind rather than go with you.

我宁愿留下来不愿和你们去。

she preferred to write to him rather than telephone him.

她宁愿给他写信也不愿给他打电话。

(3)prefer sth to sth 比…更喜欢…, (此句型中的to是介词，后接名词、代词或动名词) 相当于like a better than b.意为 “喜欢a，不喜欢b;宁愿a，不愿b” 使用这个句型，最重要的原则就是“前后一致”，也就是说，prefer和to后面的部分，不论词性、形式都要相同。例如：

i prefer fish to meat. 我喜欢鱼，而不喜欢肉。(prefer名词to名词)

篇2：仁爱版八年级上册Unit2考点全总结

unit 1 the flight was late.

target language 语言目标:

1. key vocabulary 重点词汇

airplane coach departure lounge transport

2. key phrases 重点短语

departure lounge full of because of have a good time by bus/coach

3. key structures 重点句式

the trip back was very long.

i had to stand for over six hours.

it’s the busiest season in china because of spring festival.

better get back to work.

we’ll have a great time.

language skill 能力目标:

enable the students to listen to and talk about trips.

to improve listening and speaking ability.

teaching methods 教学方法

listening and speaking, pairwork, group work

teaching important/difficult points教学重难点

how to talk about trips.

teaching aids 教具准备

tape recorder, a projector and a computer.

teaching procedures and ways 教学过程

step 1 greeting

step 2 warming up and lead-in

in this procedure, try to make students understand the new words.

t: do you like trvelling, tony?

s: yes, i like it a lot.

t: how do you often travel?

s: i often travel by plane.

t: what about you, jim?

s: i often travel by train.

t: we all like travelling. it’s very exciting and interesting. ok, let’s look at the pictures on the screen and talk about them.

bike car subway coach

taxi train airplane ship

encourage the students to make a conversation in pairs.

t: do you know what are these?

ss: …(speaking the new words out)

t: good! these are some tools of transport. now ask and answer in pairs like this:

a: which of these forms of transport do you …

1. like most 2. like least 3. use most often 4. use least often

b: i like train most.

a: why?

b: because it’s comfortable.

ss: … (working in pairs)

step 3 listening and speaking

ask students to listen and answer the questions in activity 2.

listening

t: here’s a recording about tony and his father. now listen and answer the questions by using the words in the box.

1.what form of transport are they going to take?

2.what has happened?

3.what do they have to do?

check the answers with the class. then play the tape again and ask the students to complete the table in activity 3.

speaking

after finishing the listening exercises, let the students practice speaking.

t: now, we have got the right answers to the listening exercises. then i want you to

ask and answer in pairs according to the information you have got.

the teacher should give the students a few minutes to practice by themselves and then ask some pairs to speak out.

step 4 listening and reading

ask the students to listen to the conversation and answer the teacher’s questions.

listening

t: well done! next we are going to listent to a dialogue and try to answer my questions.

q1: how many people can you hear in the dialogue?

q2: what are they talking about?

ss: …(listening to the tape and answering the questions)

check the answers with the whole class.

t: listen again and complete the chart in activity 5.

ss: …(listening and filling in the blanks)

ask the students to check in pairs.

the sample answers:

holiday place holiday activity form of transport

betty beijing going sightseeing going to the summer palace and going for a long talk. bus, taxi, and coach

daming hong kong going to landu island and disneyland plane and boat

lingling henanprovince / train

tony uk / plane

reading

t: well done, everyone! next please listen to the conversation and follow it, ok?

ss: ok. (following the tape)

in this procedure, let the students read the conversation and do activity 6 and 7.

t: please read the conversation carefully and answer the questions in activity 6.

show the questions on the screen.

1. when do you think the conversation takes place?

2. did llingling generally enjoy her holiday?

3. why is travel “so difficult in winter”?

4. what are daming, lingling and betty looking forward to this term?

the sample answers:

1. i think the conversation takes place in winter, during spring festival.

2. yes, she did. her trip was not bad, although the trip back was very tiring.

3. because it’s the busiest season in china because of spring festival.

4. they are looking forward to the school trip, the school leavers’ party, the visit to the english-speaking theatre in beijing and the trip to los angeles.

step 5: everyday english

1 …the trip back was very long.

返回的旅途很长。

2 better get back to work.

篇3：仁爱版八年级上册Unit2考点全总结

《义务教育英语课程标准 (2011年版) 》五级写作目标对初中生的写作能力提出了明确要求:能根据写作要求, 收集、准备素材;能独立起草短文、短信等, 并在教师的指导下进行修改;能使用常见的连接词表示顺序和逻辑关系;能简单描述人物或事件;能根据图示或表格写出简单的段落或操作说明。写作是语言基本技能的重要组成部分, 也是语言输出的重要形式之一 (教育部2012) 。写作不是一个独立的过程, 没有有效的阅读, 就不会有高质量的写作。学生通过大量的阅读不仅能增强语感, 而且能扩充词汇量、扩大知识面, 从而汇集大量的语言信息。阅读是信息的输入过程, 写作是信息自内而外的输出过程 (屈丹梅2013) 。阅读材料本身就是一种资源, 为写作提供了大到语篇结构、语篇模式, 小到主题信息与语言素材的可理解性语言输入, 能够为作文结构条理性、内容丰富性和语言多样性打下扎实的基础。本文主要探究如何通过阅读培养学生谋篇布局、主题描写与语言表达的能力, 更好地优化“以读促写”的效果。

下面, 笔者结合人教版八年级上册Unit 2Section B 3a的读写教学课, 具体阐述思维导图在以读促写教学中的运用。Section B 3a的这篇文章是一份关于Jane个人习惯的报告, 本单元的话题是“讨论学生进行各种活动的频率”。

一、思维导图的内涵

思维导图又称心智图, 是指同时运用大脑皮层的所有智能, 包括词汇、图像、数字、逻辑、韵律、颜色和空间感知等, 利用图示的方法表达人们头脑中的概念、思想、理论等, 把人脑中的隐性知识显示化、可视化, 便于人们思考、交流和表达 (托尼·巴赞2004) 。思维导图作为一种学习策略和思维模式, 能促进学习者的学习, 促进他们整合知识, 构建完整的知识网络和方法体系。思维导图还是一种革命性的思维工具, 它在课堂中的运用体现了建构主义学习理论中学习者对知识框架的构建的理念。当学生完成阅读或知识学习后, 可以通过思维导图将相关知识组织成一个系统的知识框架。

二、阅读前 (pre-reading) ———思维导图“导学”, 初步感知文本, 激活写作素材

思维导图有助于激活学生原有的知识并调动他们的阅读兴趣。在阅读教学中, 冗长繁琐的语篇往往会使学生失去阅读的兴趣, 使阅读教学陷入乏味被动的局面。事实上, 教师可以利用思维导图开展以主题为中心的头脑风暴, 充分调动学生原有的知识, 同时激发他们的阅读动机。

在读前环节, 笔者通过幻灯片向学生呈现了两张自己的照片:一张是身材较胖的照片, 一张是身材较瘦的照片, 并向学生提问:Who is she?学生回答:Lucy (笔者的英文名) 。接着, 笔者引导学生找出两张照片中人物的不同之处, 并让学生思考“是什么原因造成了这样的变化”。师生对话如下:

T:Five years ago, I used to be fat, but now I am thin.Do you know why I was fat five years ago?

S:Maybe you used to eat too much junk food.

T:You’re right.It’s not only because I eat a lot of junk food, but also because I had a lot of other bad habits.

S:Maybe you used to drink coffee or cola.

S:Maybe you used to eat a lot of hamburgers.

S:...

对话结束后, 笔者向学生呈现了思维导 (见图1) 。通过这样的导入, 学生既可以关注到主题living habits, 又可以直观地感受到不好的生活习惯所带来的不良影响。

这个导入活动为学生提供了刺激和诱发语言知识的材料, 用已学的知识引出新授知识, 从而为接下来的阅读和阅读后的写作练习奠定了基础。

二、阅读中 (while-reading) ———思维导图“助学”, 深刻认识文本, 储备写作知识

思维导图能促进学生对阅读文本的整体理解。首先, 教师可以通过问题引导学生快速寻读全文, 了解文章的基本结构, 并与学生共同完成思维导图的一级分支。其次, 教师可以针对文章的主体部分设计不同的练习题, 帮助学生理清文本的重要细节, 从而完成思维导图的二级分支。这个过程有助于学生把握文章的主要信息, 剔除冗余信息, 提高获取信息和处理信息的能力 (廖秀慧2013) 。

在读中环节, 笔者先引导学生阅读Section B 3a的文本, 并借助文本引出写作话题———habits。然后, 笔者指导学生以略读的形式快速浏览文章的每一段, 并完成段落大意的配对。通过这个练习, 学生已初步把握了文章的主要内容和基本结构, 也完成了思维导图的一级分支。最后, 笔者让学生观看一张汉堡图片 (见图2) , 启发学生划分文章结构。学生通过比较发现, 文章可以像汉堡一样分为三个部分。

第一部分是文章的背景介绍, 包括Jane的年龄、所在国家、哪家杂志社采访了她等。第二部分是文章的主体部分, 分别阐述了好习惯和坏习惯, 它就像是汉堡的中间部分, 是最丰富、也是最能体现汉堡价值的地方。当然, 一个汉堡还需要底层的一片面包作为整个汉堡的支撑以达到与顶层的呼应。笔者指导学生为文章续写结尾, 并做到首尾呼应, 使文章在结构上更加完整, 在语篇意义的表达上更加有层次。

笔者还通过表格填空和问答的练习形式引导学生寻读 (scanning) 、细读 (careful reading) , 找出Jane的好习惯和坏习惯, 标出相应的频率副词, 并完成思维导图二级分支 (见图3) 。

通过寻读、细读活动以及相关的练习题, 学生在了解文章结构的基础上捕捉到文章的主要信息, 对文章有了一个整体理解。在此基础上, 笔者要求学生独立完成课文思维导图 (见图4) 。

通过完成课文思维导图, 学生不仅加强了对文章谋篇布局的理解, 而且能正确把握文章的基本结构框架, 同时提高了提炼关键信息的能力。有这样一份设计详细的思维导图, 学生对课文的复述也变得十分容易。

三、阅读后 (post-reading) ———思维导图“研学”, 轻松创新文本, 提高写作能力

在学生基本掌握文本篇章结构、主题信息和语言表达的基础上, 教师可以布置读后仿写活动。思维导图在“以读促写”教学中起到桥梁的作用, 能帮助学生利用图形和符号建构文本结构、梳理文本内容和信息, 能为仿写提供有效的参考依据, 使学生的作文结构更加清晰、内容更加丰富、语言更加多样。

(一) 写作素材准备

完成以上环节后, 学生虽然对于如何写一篇关于习惯的报告有了整体感知, 但要写出一篇类似的文章, 还是有一定的困难的。因为学生在写作中不能完全套用文章中的词汇, 而必须要有一些反映他们自己生活习惯的词汇。在这一环节, 笔者设计了两个头脑风暴活动:一是要求学生以小组为单位, 在一分钟内写出尽可能多的有关好习惯的词汇;二是要求学生以小组为单位, 在一分钟内写出尽可能多的有关坏习惯的词汇。在每一个头脑风暴活动结束后, 笔者会让一组或两组学生展示他们的合作成果 (见图5) , 并给予评价。

(二) 连接词的准备

写作的基本词汇准备好后, 笔者先引导学生将这些零散的词块按照“词—句—段”的顺序有序组合起来。然后, 笔者让学生回到文章中, 寻找其中的连接词。学生通过阅读, 找出以下连接词:also, and, too, either, but, however, though, because, so等。最后, 笔者引导学生对这些连接词进行分类 (见表1) 。

(三) 写作拓展

在写作素材和连接词的准备完成后, 笔者在拓展环节布置了一个任务:给你的笔友写一封信, 即A letter to my pen friend, 向你的笔友介绍自己的习惯。在写作前, 笔者要求学生先设计好文章的思维导图, 然后再进行写作。

以下是学生在课堂中完成的作文思维导图 (见图6) :

从学生的思维导图可以看出, 学生通过阅读课文, 不但掌握了文章的基本结构, 了解了好习惯与坏习惯的表达方法, 而且掌握了频率副词的用法。

(四) 写后评价

在学生完成课堂写作后, 教师应运用评价表实施评价活动, 可采用学生互评与教师评价相结合的方式。针对本篇写作任务, 笔者设计了写作评价表 (见表2) 。笔者先指导学生互评, 引导学生从篇章结构、组织结构、语言表达和语言使用规范四个维度进行评价。然后, 笔者给予评价, 并引导学生进行反思, 进一步完善语言和行文逻辑, 培养学生的反思能力。

在经过学生互评和教师评价后, 学生根据项目核查表中的提问逐一检查不足, 并进行修改。下面是学生修改后的优秀作文:

Dear Jane,

I am glad to hear from you.I am a 15-year-old middle school student in China.I have short black hair.And I am medium height.In my free time, I like playing the piano.That’s my favorite hobby.

Let me tell you something about my habits.I have a lot of good habits.I get up early and exercise every day.Also, I like eating vegetables and fruit.When I am free, I often help my mom do the housework.However, I have some bad habits, too.For example, I usually spend more than two hours watching TV.And I also like junk food.I drink cola three times a week.I know it’s really bad for my health, but I can’t help drinking it.It usually makes my parents really angry.Because they think drinking a lot of cola makes me fatter and fatter.What should I do?

I am very happy to share my habits with you.I hope we will be good friends forever.

Best wishes!

Yours,

Jon

结束语

教学实践证明, 在英语阅读课教学中应用思维导图, 不但能有效引导学生整体把握阅读文本, 结合寻读、细读等阅读技能了解文本的篇章结构, 提取相关主题的关键信息, 而且能强化学生对文本的理解和对语言知识的积累, 还能给学生的写作提供素材。总之, 在英语阅读课教学中应用思维导图, 能够有效提高学生的写作能力, 真正实现“以读促写”的目标。

参考文献

教育部.2012.义务教育英语课程标准 (2011年版) [S].北京:人民教育出版社.

廖秀慧.2013.基于思维导图的高中英语阅读教学应用研究[D].闽南师范大学.

屈丹梅.2013.以读促写, 以读促读——初中英语阅读与写作双向教学模式的尝试与探究[J].中学教学参考, (22) .