| 晓晴




1. 语言知识目标:

1) 能掌握以下单词:allow, wrong, guess, deal, work out


① —What’s wrong?

—I’m really tried because I studied until midnight last night.

② You could give him a ticket to a ball game.

③ I think you should ask your parents for some money.

④ Why don’t you talk to him about it?

2) 能了解以下语法:



2. 情感态度价值观目标:



1. 教学重点:

1) Talk about the problems.

2) Learn the new language points.

2. 教学难点:




Step 1 Warming up

1. 导入学生们平时在学校和生活中存在的问题。

T: What’s the matter/ What’s wrong?

S: He has too much homework to do.

T: Do he like to do it?

S1:No, he doesn’t. Because he doesn’t have any free time to do things he likes.

Step 2 Talking

1. Look at these problems. Do you think they are serious or not? Ss discuss with their partners and give some advice.

① I have to study too much so I don’t get enough sleep.

② I have too much homework so I don’t have any free time to do things I like.

③ My parents don’t allow me to hang out with my friends.

④ I have too many after-school classes.

⑤ I got into a fight with my best friend.

Step 3 Listening

1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences.

2. Play the recording for the Ss to listen and circle the problems you hear in 1a.

3. Play the recording again. Check the answers with the Ss.

Step 4 Pair work

1. Let Ss read the conversation in the box.

2. Use the information in 1a to make other conversations.

3. Let some pairs act out their conversations.

e.g. A: What’s wrong?

B: I’m really tied because I studied until midnight last night.

A: Why don’t you go to sleep earlier this evening?

4. Language points

1) allow v. 允许;准许

allow sb. (not)to do sth. (不)允许某人做某事

e.g. My parents don’t allow me to stay up late. 我父母不允许我熬夜。

Mr. Smith allowed Mike to drive there. 史密斯先生允许迈克开车去那里。

2) wrong adj. 错误的;不对的

= not right

e.g. Some words on the advertisement are wrong. 广告上的一些字错了。

Step 5 Listening

Work on 2a:

T: Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should.

1. Let Ss read the sentences in 2a.

2. Play the recording for the Ss to listen and write the words in the blank.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know the meaning of each sentence.

2. Play the recording for the Ss to write the letters (a-e) next to the advice in 2a.

3. Play the recording again to check the answers.

Answers: 1. d 2. e 3. a 4. c 5. b


Listen again. Fill in the blanks.

Boy 2 had a ______ with his best friend. He could ______ him a letter. But he isn’t good at writing letters. He ______ call him ____, but he doesn’t want to talk about it on the ______. He ______ talk to him so that he can say he’s sorry but it’s not ____. He ______go to his house but he doesn’t want to _______ him. He could take him to the _____________, but he doesn’t want to wait that long.

Step 6 Pair work

1. Tell Ss to make a conversation using the information in 2a and 2b.

2. Let one pair to read out their conversation first.

3. e.g. A: What’s the matter, Peter?

B: I had a fight with my best friend. What should I do?

A: Well, you should call him so that you can say you’re sorry.

B: But I don’t want to talk about it on the phone.

4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.

Step 7 Role-play

1. Ss read the conversations and try to understand the meaning.

2. Read the conversation after the teacher.

3. Practice the conversation with their partner. Then let some pairs to act out the conversation.

4. Explain some new words and main points in the conversation.

(1) guess

e.g. Let us guess the height of the building. 让我们来猜一下这个建筑物的高度。

(2) big deal, deal

big deal是英语中的一个固定搭配,表示 “重要的事情或状况”,多用于非正式交流。作否定用法时,常说It’s not a big deal或It’s no big deal.表示说话人并不认为某事有什么了不起。

e.g. There's a soccer game on TV this evening but I don’t have to watch it. It’s no big deal. 今天晚上电视上有一场足球赛,但我不一定要看。没什么大不了的。

It’s a big deal, David, bigger than you know.


What's the big deal? It’s only a birthday, not the end of the world.


(3) work out

work out 解决(问题);算出

e.g. Mike worked out the difficult problem by himself.


Is it possible to work out the problem? 有可能解决这个问题吗?


Write three conversations about your problems and your friends’ suggestions.

A: I have too many after-school classes.

What could I do?

B: You could …









温故知新 复习短语

go swimming 去游泳 wait in line 排队 hate doing sth. 讨厌做某事

So am / do I 我也是。

It looks like rain 看上去要下雨了。

wait for the bus/ train 等车 be late for/to 迟到

I hope so/not. 我希望如此/我不希望这样。


1、学生观察1a中的图片相互提问:A:what can you see in picture 1?

B: I can see……. A:What are they doing? B: They are …….(学生通过相互提问熟悉图画内容,为听力做准备。)

2、教师让学生归纳1a-2c中所出现的反意疑问句,让学生观察、总结反意疑问句的构成。知识剖析: 反意疑问句要点简述反意疑问句又叫附加疑问句,是在陈述句后,对陈述句所叙述的事实提出的疑问。其基本结构有两种:一是“肯定陈述句+简略否定问句”;二是“否定陈述句+简略肯定问句”。


如:It looks like rain, doesn’t it?

He doesn’t need to work so late, does he?


1. 陈述部分是there be 句型,疑问部分也用 there be 句型。

There is a book on the desk, isn’t there?

2. 陈述部分如有 nothing, nobody, never, few, little, hardly 等否定词时(不包括加否定前缀变来的,如:dislike, unhappy等),疑问部分用肯定形式。

They have never been to the farm, have they?

There is little water in the glass, is there?

He dislikes history, doesn’t he?

3. 陈述部分为祈使句时,反义部分用 will you , won’t you 。以Let’s开头的祈使句,疑问部分用 shall we .

Go to the cinema now, will you?

Let’s have a party, shall we?

4. 陈述部分含宾语从句时,疑问部分一般反问主句,但主句含有 I/We think/believe/suppose … 时, 疑问部分要反问从句(要注意否定转移情况)。

He knew that the woman was a thief, didn’t he ?

I don’t think he is a good student, is he?



1. 谈论在学校和家庭中遇到的种种麻烦和问题。

2. 为他人找到合理的解决办法,提出相应的建议。

3. 为自己的问题找到解决办法。


1. play v. 播放 2. loud adj. 高声的;大声的 3. argue v. 争论,争吵 4. wrong adj. 错误的;有毛病的;不适合的 5. could v. can的过去式 6. ticket n. 票,入场券

7. surprise v. 使惊奇;使意外 8. other adj. 任一的;(两方中的)每一方的

9. except prep. 除;把......除外 10. fail v. 失败 11. football n. 足球

12. until prep. 到......为止 13. fit v. 适合,适应 14. include v. 包括;包含

15. send v. 发送,寄 16. themselves pron. 他们自己(反身代词)


1. keep out不让......进入

2. out of style不时髦的;过时的

3. call sb. up打电话给......

4. pay for付款

5. ask for要求

6. the same as与......同样的

7. in style时髦的;流行的

8. get on相处;进展

9. as much as possible尽可能多

10. all kinds of各种;许多

11. on the one hand, ......(在)一方面,......

12. on the other hand, ......另一方面,......


1. What should I do?


2. You could write him a letter.


3. What should he do?


4. Maybe he should say he's sorry.


5. What should they do?


6. They shouldn't argue.






eg. You should wait a little more.


--- I have a very bad cold.我感冒很厉害。

--- You should lie down and have a rest.你应该躺下,多喝水。


--- I need some money to pay for the summer camp.

---- You should/ could borrow some money from your brother.


1. I don't have enough money.



eg. Do you have enough time?

Six pieces of paper will be enough.

2. I argued with my best friend.我与我的朋友吵架了。

argue with sb.意为"与......争吵,争论"

eg. He often argue with his classmates.

3. My clothes are out of style.


be out of style / fashion表示"过时""不合乎时尚"

反义词是"be in fashion"表示"合乎时尚"

eg. He is always in fashion.

The sofa is out of style, and I don't like it.

4. Maybe you should call him up.


eg. Maybe you are right.

Maybe they will go out for a walk.

maybe不同于may be。maybe是一个词,是副词,may be是情态动词may加上动词原形be,意为"或许",后接形容词、名词、代词等。

eg. It may be true.

He may be the man we are looking for.

(2)call sb up .打电话给某人

eg. I called up Zhang Hong at eight o'clock.

原句中him为代词,所以放在call和up之间,不能说成call up him。

eg. I'll call her up this afternoon.

Could you ask him to call me, please.在这个句子中,省略up。

5. I don't want to surprise him.


在这句话中surprise是个行为动词,可以说成"surprise sb.",表示"使......惊讶"。

eg. The news surprises us greatly.

surprised adj.惊讶的

surprising adj.令人惊讶的

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.



eg. He doesn't like singing, and he doesn't like dancing, either.


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.




①You need not meet him.你不必见他。

②Need I repeat it?我有必要重复它吗?

对上一句的简略回答为:Yes, you need. No, you needn't.

▲此外情态动词must提问时,否定回答时为No, ... needn't。

例如:Must he finish the homework now?

Yes, he must. No, he needn't.

当need作行为动词时,同其他行为动词一样对待,need后加不定式为"need to do"。

例如:I need to finish the work.

变为疑问句时,不能像它作情态动词时直接提前,而要加助动词do/ does/ did等,例如:

He needs to write many words.

改成一般问句:Does he need to write many words?


Yes, he does. No, he doesn't.

(2)(sb.)pay(money)for sth.为......而付款

(sb.)spend(money)on sth在......上花多少钱

(sth.)cost sb.(money)什么东西值多少钱

这三个短语都是表示付款。但pay, spend指的是"人",主语为人,而cost指的是"物",主语为"物"。


①He paid 10 yuan for the book yesterday.

②He spent 10 yuan on the book yesterday.

③The book cost him 10 yuan yesterday.


pay---paid spend ---- spent cost----cost








第二册第五单元第二节课,本单元围绕做“比较”( Makingcomparison) 这个题材开展多种教学活动,它与上一单元联系紧密,是它的延续。本节课是本单元的重点,表示数量的some,few的比较。通过学习的比较等级,进一步加 深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练,进一步提高学生听、说、读、写综合素质能力。






德育目标:教育学生热爱劳动。不劳无获(No pains,no gains)。


根据英语教学大纲规定,通过听、说、读、写的训练,使学生获得英语基础知识和为交际初步运用英语的能力,激发学生的学习兴趣,为进一步学习打好初步的基 础。此外,根据我国国情和外语教学大纲的要求,现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等 四方面。


重点:学习表示数量some, a few的比较等级。

难点:some, a few的比较等级在实际生活中的应用。




根据以上对教材的分析,同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围,身临其境地把学生带到农场里。同时激发学生学习兴 趣,使学生在参与农场的一系列活动中,掌握知识。最后通过做游戏对学生所学知识点进行训练,从而达到巩固知识的目的。







为了激发学生的学习兴趣,引起注意,拉近师生距离,首先告诉学生这节课我将带他们去一个有趣的地方,并请他们依据我的提示猜测要去哪里?当学生猜出去农场 时, 我们便“上车”, 一路欢歌(PickingApples)去农场。随着“嘎”的刹车声,电脑打出农场全景, 给学生一种身临其境的感觉,导入正课。


本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面,配有汽车声、动物的叫声,栩栩如生。以学生在农场里劳动为主线,通过树上结多少苹果,学生 摘多少苹果,卡车运多少苹果筐,以及劳动后学生吃多少苹果的比较,将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解,反复演练,使 学生全面掌握。其中多媒体展示的动画部分更具特色,充分地调动了学生的积极性,吸引了全体学生的注意力,达到了教育教学目的,培养学生思想素质、情感素质 和英语语言素质。


为了调动学生的积极性,利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中,全方位、多角度培养学生运用英语的能力。


本课的又一次高潮是将游戏与练习有机结合,融为一体。设计下棋游戏,棋盘为20个格,每格均为在苹果园里劳动的情景,并配有本课的重点--比较等级的练习 题。棋盘的上一男一女分别代表男生和女生两大组,值得一提的是决定男女生在棋盘上走几步的转盘,是用本课重点词汇fewest,fewer,a few,some,more和most组成,使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮,边做游戏边做练习,寓教于乐,极大地激发学生学习兴趣,同时巩固了学生所学的知识。




Unit 5 Lesson 18

Kate some apples.

Jim has more apples than Kate.

Meimei the most of all.

The first truck a few baskets.

The second one is carrying fewer tham the first.

The third one the fewest of all.




fall ,follow, hole, rabbit, ssh, ground, tea party, twice, once or twice, suddenly, pink, pocket, field, think about, deep, while, land, dry


1. Ssh!

2. Sorry!

3. —What’s the book?

—It’s about…

4. Why was it running?

5. Alice was sitting with her sister by the river.

6. It was sitting in a tree and was smiling at everyone.

7. They were having a tea party in the garden.

8. She was playing a strange game!

9. Where was it going?

10. To see if you remember the story!

11.—The Cheshire Cat was sitting on the grass.

— No, it wasn’t. It was sitting in a tree.

12. — The white rabbit was looking at its watch.

— Yes, it was.

13— What were you doing at 5 am yesterday?

— I was getting up.

二. 教学目标

1. Function : Telling a story

2.Structure: Past continuous

3. Skills:

1) Listening and understanding the plot development of Alice’s Adventures in Wonderland. Understanding the major characters and events..

2) Participating in a role-play with the teacher’s guidance.

3) Reading and understanding the sequence of events in Alice’s Adventures in Wonderland.

4) Writing a short passage about what happened after Alice fell down the rabbit hole.

4. Around the world : Stories

5. Task: Writing a short story about your own experience.


Grammar: Past continuous


Unit 3 Language in use

ⅠTeaching model

Revision and application

ⅡTeaching method

Formal and interactive practice

ⅢTeaching aims

1. Function: Telling a story

2. Structure: Past continuous

3. Around the world: Stories

4. Task: Writing a short story about your own experience.

ⅣTeaching aids

Tape recorder , OHP , handouts

ⅤTeaching Steps

Step 1 Revision

1. Review the sentences (was /were + doing) that we have studied in Unit 1& 2.

2. Show some pictures to talk about the pictures.

Step 2 Language practice

1. Read through the example sentences in the box with the whole class.

1) Alice was sitting with her sister by the river.

2) It was sitting in a tree and smiling at everyone.

3) They were having a tea party in the garden.

4) Where was it going?

2. Show some pictures to talk about the pictures.

3. Work in pairs.

4. Grammar: Past continuous

Step 3 Underline the correct words.

1. Ask the students to read through the sentences in Activity 1.

1) Suddenly, all the lights in my house were going off / went off. There was heavy rain outside.

2) — I called you up at seven o’clock last night, but nobody answered it.

— Really? I’m sorry, but I was teaching / taught a piano lesson at school.

3) — I was seeing / saw you and Tom in the library just now.

— Oh, we showed / were showing several visitors around the school.

2. Underline the correct words.

3. Ask the students to check with a partner.

4. Check the answers:

Keys: 1. were having 2. went off 3. was teaching 4. saw, were showing

Step 4 Writing.

1. Ask the students to write sentences about what you were doing.

1) At about seven o’clock last night, _______________________.

2) This morning, on my way to school, ______________________.

3) This time last year, _________________.

4) Last Saturday, from about 1 pm to 4 pm, _____________________.

2. Work in pairs.

Step 5 Play a game.

1. Ask the students to read through the conversation in Activity 3.

A: At eight o’clock last night I was watching TV. How about you, B?

B: At eight o’clock last night I was sleeping. How about you, C?

C: At eight o’clock last night I was having dinner. How about you, D?

D: …

2. Work in groups of four. Play a chain game.

3. Write down what each member of your group was doing at eight o’clock last night.

Sun Li was watching TV at eight o’clock last night.

1) _________________________________.

2) _________________________________.

3) _________________________________.

4) _________________________________.

Step 6 Complete the sentences.

1. Ask the students to read through the words in the box in Activity 5.

have nothing to do once or twice run after think about what… for

2. Ask the students to read through the sentences in Activity 5.

1) The dog is _____________ the cat in the garden.

2) _________ is this machine ____________?

3) He ________________ and was very bored.

4) She is ________________ how to finish the story.

5) I wrote to him __________, but he didn’t answer.

3. Complete the sentences with the correct form of the expressions in the box.

4. Ask the students to check with a partner.

5. Check the answers:

Keys: 1. running after 2. What… for 3. had nothing to do 4. thinking about 5. once or twice

Step 7 Complete the passage.

1. Ask the students to read through the words in the box in Activity 6.

conversations hole pink pocket river strange

2. Ask the students to read through the passage in Activity 6.

Alice was sitting with her sister by the (1) _________ and her sister was reading a book. Her sister’s book had no pictures or (2) _____________ in it.

Then a white rabbit with (3) ________ eyes ran by her. There was (4) __________ about that. But then the rabbit took a watch out of its (5) ____________ and looked at it. Alice followed it and fell down a (6) ______________. Alice had a lot of adventures in Wonderland.

3. Complete the passage with the words in the box..

4. Ask the students to check with a partner.

5. Check the answers:

Keys: 1. river 2. conversations 3. pink 4. strange 5. pocket 6. hole

Step 8 Listening practice.

1. Ask the students to read through the questions in Activity 7 individually.

Paragraph 1

1) One day, I was with my __________.We were having a ____________ in a field and I was something ___________.

2) There was a ____________ cat with a pink nose sitting in a tree.

3) It looked like it was eating the _________ in the tree.

Paragraph 2

4) While I was looking at it, the cat got out of the tree, jumped down to the ________, and walked across the ___________ and sat next to us.

5) The cat got up and ___________ close to me.

6) I __________ to it and it smile at me.

Paragraph 3

7) I found some biscuits in my ___________ and gave them to the cat.

8) Soon, it was eating biscuits and ___________ at us.

3. Listen and complete the sentences..

4. Ask the students to check with a partner.

5. Check the answers:

Step 9 Reading.

1. Play the recording and listen to the tape carefully.

2. Ask the students to read through the passage in Activity 8.

3. Read the passage by themselves.

4. Read the text together.

5. Act it out.

Step 10 Around the world: Stories

1. Ask the students to look at the picture and discuss what they can see.

2. Read through the information with the whole class.

In the past, not many people could read or write, so most stories were told. Some stories were s o popular that they were told many times and changed often. They were passed from generation to generation. Finally, they were written down.

For example, in China old stories like The Monkey King are still loved today.

Some people say that new stories written in books today are not as entertaining as the old ones. Do you agree?.

Step 12 Module task: Writing a short story about your own experience.

1. Make notes about your story. Think about:

• when it happened

• what you were doing at the time

• what happened first

• what happened next

• what happened finally

It was a Friday evening.

I was waiting at the bus stop.

A car stopped and the driver opened the door. It was …

2. Use your notes to write the story.

It was a Friday evening. I was waiting at the bus stop…

Step 13 Do exercises


A. 用括号内所给动词的适当形式填空。

1. Mr. Black ____________(repair)his bike at this time yesterday.

2.What _______ you _________(do)at ten o'clock yesterday morning?

3.Kelly ____________(play)computer games when a little cat came into her room.

4.The twins _________(learn)Chinese when their mother __________ (come) in.

5.My wallet _______(drop)on the ground when I ____________(walk) in the park.

6.While Masha _________(cook)dinner,the bell __________(ring).

7. —_____ the Blacks ______(watch) video tapes between 7:00 and 9:00 last night?

—Yes,they _________.

8.It ____________(rain) heavily when I _________(get)home yesterday evening.

9.The man downstairs _________just_________(fall)asleep when there _________ (be)a loud knock at the door.

10.Doctor Li _________(be)on duty last night. He _________ still _________ (work)in the hospital at 10 p.m.

Keys: 1. was repairing 2. were doing 3. was playing 4. were learning; came 5. dropped, was walking 6. was cooking; rang 7. Was; watching; were 8. was raining; got 9. was; falling; was 10. was; was, working


( )1. —What were you doing this time yesterday? D

—I __________ on the grass and drawing a picture.

A. sit B. sat C. am sitting D. was sitting

( )2.—Where were you at 7:00 last night? B

—I __________ to my mom at home.

A. write B. was writing C. wrote

( )3.—I called you at4:00 yesterday afternoon, but no one answered? D

—Sorry, I _______ with my friends at that time.

A. swim B. swam C. will swim D. was swimming

Keys: 1. D 2. B 3. D



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英语教师上课必须要充分备课,写好英语教案。优秀的英语教案是教师上好一堂课的保障。下面就是小编整理的初二英语教学设计教案,希望大家喜欢。初二英语教学设计教案1Topic 1 Are you going to play basketball?Section AThe main activities are 1a and 2. 本课重点活动是1a和2。Ⅰ.Teaching aims and demands 教学目标1. Learn some new words and phrases:almost,


英语已经融入我们生活当中,是新时代人类不可或缺的的一门语言,学习英语的人也越来越多。这次小编给大家整理了仁爱英语八年级上册优秀教案,供大家阅读参考,希望大家喜欢。仁爱英语八年级上册优秀教案1A T




教学无止境,教案发展也无止境。英语教案是教学设计的文本表现形式,是教师在整个教学过程中用来支撑课堂实践的理论基础。下面就是小编整理的人教版初二英语上册教案,希望大家喜欢。人教版初二英语上册教案1一 、Teaching content:(教学内容)1.New words and phrases:hole,large,root,seedling,cover,fill,dirt,pack,dust,storm,dirty,northern,bottom, fill……with,by the way,