第一篇：Unit 4-6 八年級上教案

Unit 4 How do you get to school? I.Teaching article(課題): Unit Four II.Teaching aims and demands(教學目的和要求): How do you get to school?--I take the bus.How long does it take?--It takes 20 minutes.How far is it?--It’s 10 miles.III.Teaching importance and diffculty(教學重難點): Talk about how to get to places.IV.Teaching ways(教學方法):

Revision, Learning, Practice and Reading.V.Teaching tools(教學工具): Tape-recorder and Lattern.V.Teaching time(教學時間): Six periods VI.Teaching procedure(教學過程):

The first period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral practice.2.Ability Objects Listening skill.Writing skill.Communicative competence.3.Moral Object Know about some traffic rules.II.Teaching Importance and Difficulty Target language.Hey, Dave.How do you get to school? I walk.How about you, Sally?--I ride my bike.How does Emilio get to school?--He takes the train.III.Teaching Methods Listening method.Writing method.Pairwork.IV.Teaching Aids A tape recorder..V.Teaching Procudrues Step I Greet the class as usual and check the homework Step II Learn the new words.Step III Section A 1a First ask students to look at the picture.And read the sample sentences to them.Ask them to repeat.Hey, Dave.How do you get to school?--I walk.How about you, Sally? I ride my bike.Step IV 1b First ask students to say what each person is doing.Write the phrases on the board.Walking Riding a bike Take the train Taking the subway Take the bus Step V 1c Pairwork Ask two students to read the dialogue I the speech bubbles to the class.Sa: How does Bob get to school? Sb: He takes the train.Step VI Culture Note You may wish to include in the lesson names for other forms of transportation that are common I the students’ home culture.Step VII Summary and Homework This class we’ve learnt some key vocabulary and the target language.How do you(does he)get to school?Do you know how your parents go to work? Next class I’ll ask some of you to tell me the answers.Step VIII Blackboard Design Unit 4 How do you get to school? Key vocabulary How do you get to school? How does he get to school? I walk.He walks.The second period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral practice.Grammar Focus.2.Ability Objects Listening skill.Writing skill.Communicative competence.3.Moral Object Don’t be late for school.II.Teaching Importance and Difficulty Target language.Oral practice.Grammar Focus.III.Teaching Methods Listening and writing methods.Pairwork.IV.Teaching Aids A tape recorder..V.Teaching Procudrues Step I Greet the class as usual and check the homework Step II 2a Now open your books at page 20.Look at the transportation pictures.I’ll ask a student to identify each picture.Picture 1 a train Picture 1 a bus Picture 1 walk Picture 1 a subway Picture 1 a bike Step III 2b First point to the clocks and their times.Ask eight students to read the time one by one to the class.a.10 minutes b.15 minutes a.25 minutes b.30 minutes a.35 minutes b.40 minutes a.50 minutes b.55 minutes Step IV 2c Pairwork T: Now please look at the sample dialogue.I’ll ask two students to read it to the class.Who would like to read? Oh, you two, please.Sa: How do you get to school? Sb: Well, I usually walk but sometimes I take the bus.Sa: How long does it takel? Sb: It takes about 10 minutes to walk and 15 minutes by us.Step V Grammar Foucus Review the grammar focus box.Ask students to say the statements and responses.Step VI Summary This class we’ve learnt to talk about how to get to school and how long it takes to get to school.Step VII Homework Write down grammar sentences in your exercise books.Step VIII Blackboard Design Unit 4 How do you get to school? Key vocabulary How do you get to school? How does he get to school? How long does it take? It takes about 10 minutes.The third period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Reading and writing practice.Oral practice.The exercise of the workbook.2.Ability Objects Writing skills.Reading skills.Communicative competence.3.Moral Object Be careful when crossing the street.II.Teaching Importance and Difficulty Oral practice.The exercises of the workbook.III.Teaching Methods Reading and Writing method.Pairwork.IV.Teaching Aids A projector.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Step III 3a T: First I’ll ask some questions.How can you get to school? How long does it take? Who would like to answer these questions? OK.You please.Sa: I take a bus.It take twenty minutes.Sb: I ride my bike.It takes fifteen minutes.Sc: I walk.It takes about seven minutes.T: Great.Now open your books at page 21.Let’s look at the reading passage.I’ll ask a student to read it to the class.Step IV 3b Show the pictures and the time and distance on the blackboard.Ask one student to name one form and transportation and read the information that goes with it.Ask other students to name the other three.Step V Info gap race!First help the students form groups of three.Because three students work together in this activity.Ask the other students questions.Then fill in the blanks.Tell students the first group to fill in all the blanks wins.They will get little presents.Step VI Map practice Q: How far is it from to ? A: It’s miles(kilometers).Q: How long does it take to go from to ? A: It takes(hours).Step VII Summary and Homework This class we’ve had reading and writing practice.And we’ve done a game.Finish off the workbook exercise.Step VIII Blackboard Design Unit 4 How do you get to school? How How long How far

The fourth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Oral practice.2.Ability Objects Listening skills.Reading skills.3.Moral Object Know about some signs of traffic.II.Teaching Importance and Difficulty Oral practice using the target language: How do you get to school?--Well, I ride my bike to the subway station.Then I take the subway.III.Teaching Methods Listening method.Reading method.Pairwork.Groupwork.Practice.IV.Teaching Aids A tape recorder.A projector.Large chart paper, colored markers.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Section B 1a Show some pictures on the blackboard.Teach students some key words.This is a train station.Trains stop here.This is a bus stop.Because stop here.This is a bus station.Step III Group Mural Tape together several pieces of large chart paper and ask students to use colored markers to make a transportation mural.Step IV 1b Pairwork First ask two students to read the dialogue to the class.Sa: How do you get to school? Well, I ride my bike to the subway station.Then I take the subway.Step V 2b First ask a different students to say what kinds of transportation each picture shows.Then tell students picture I shows riding a bike to the subway, taking another bus after the subway and walking from the bus stop to the school.Step VI 2c Groupwork In this activity let students tell how Nina gets to school.Ask students to use the pictures in 2b.And write these sentences on the blackboard.First she … Next she… Then she… Step VIII Optional Activity Explain the practice of the sentences starters First she…,Then, she… by writing the sentences on the blackboard.First I get up.Next I take a shower.Then I have the breakfast.Step IX Summary and Homework This class we’ve learnt some key vocabulary and had oral practice.After class ask your parents how they get to offices.Next class I’ll ask some of you to report to the class.Step X Blackboard Design Unit 4 How do you get to school? Key vocabulary Target Language First… Next… Then…

The fifth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Reading passage.Reading and writing practice.2.Ability Objects Writing skills.Reading skills.Survey.3.Moral Object Tell students a moved story.II.Teaching Importance and Difficulty Reading and writing practice.Survey.III.Teaching Methods Reading and Listening method.Survey method.IV.Teaching Aids A projector.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show some new words on the blackboard.Teach the new words and ask students to repeat.Step III 3a Now let students read the article again.Then have them look at five sentences on the blackboard.1.In North America, not all students take the bus to school.2.Other parts of world are different from the United States.3.In Japan, the three popular ways of getting to school are bus, train and bike.4.In China, bikes and houses are the most popular means of transportation.5.Students in Hongshanhu and Kaishandao have to take a boat to get to school.Answers: 1.T 2.T 3.F 4.F 5.T Step IV 3b First let students look at the chart.This chart shows how students get to Garden High School.Make sure students know what to do.Ask them to finish the activity individually according to the chart.Step V 3c Just now you filled in on article about how students get to Hilsville High School.How do students get to your school? Step VI Survey Find someone who…

Tell students we’ll do a survey.Please turn to page 92.Go around the class and ask questions like this: How far do you live from school How do you get to school? How long does it take to get to school? Step VII Summary Today we’ve learnt some key vocabulary and done some reading and writing practice.StepⅧ Homework Write 3c down in your exercise book.The sixth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Reading and oral practice.Just for Fun.Exercises of the workbook.2.Ability Objects Writing skills.Oral practice.3.Moral Object Help someone who has trouble.II.Teaching Importance and Difficulty Oral practice.Exercise of the workbook.III.Teaching Methods Reading method.Speaking method.Self check method.IV.Teaching Aids A projector.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show some new words on the blackboard.Read the new words and ask students to repeat.Step III Self Check 1 First tell students to use words:‖ride, take, think of, and get to‖ 1.How do you get to school in the morning.2.What do you think of the transportation in your town? 3.When it rains I take a taxi.4.How far do you live from the bus station? 5.I like to ride my bike on the weekend.Step IV 2 First let students look at the picture.Image you meet an American who needs help.His friend is ill in hospital.Ask students to work in pairs to write out the conversation.Walk around the class offering language support where necessary.Step V Just for Fun!Ask students to read the cartoon to themselves.How do they get to school? They cater pillar walks.The butterfly flies.Step VI Workbook Unscramble these questions.Then answer them.Use the words in paretheses.Q: How do you get do the store? A: I take a train.Step VII Summary Today we’ve reviewed key vocabulary in this unit and done some reading and writing practice.Step Homework Finish off the exercise of the workbook.Unit 5 Can you come to my party? I.Teaching article(課題): Unit Five II.Teaching aims and demands(教學目的和要求): Can you come to my birthday party?--Yes, I’d love to.Sorry, I can’t.I have to study for a test.I’m sorry.I’m playing soccer on Saturday.When is the party?--It’s at seven-thirty.III.Teaching importance and diffculty(教學重難點): Make, accept and deline invitation.Talk about obligation.IV.Teaching ways(教學方法):

Revision, Learning, Practice and Reading.V.Teaching tools(教學工具): Tape-recorder and Lattern.V.Teaching time(教學時間): Six periods VI.Teaching procedure(教學過程):

The first period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Groupwork.2.Ability Objects Learning skill.Communicative competence.3.Moral Object Learn some foreign culture.II.Teaching Importance and Difficulty Can you come to my party on weekend?--Sure, I’d love to.Sorry, I can’t.I have a piano lesson.I’m sorry, too.I have to go to the doctor.III.Teaching Methods Listening method.Learning approach.IV.Teaching Aids A tape recorder.OHP.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Section A T: Can you come to my party? Show these expressionon the blackboard by a projector.Read the expression to the class and ask the students to repeat each one.S: I’d love to … I’m sorry , I have to … Step III 1a Helping his parents studying for a test Going to the doctor babysitting Having a piano lesson Then ask students to write the letter of the correct picture in the blank next to each of the pharses.Step IV 1b

Let the students to complete the activity individually.Listen carefully.Ask students to complete the activity individually.Then correct the answers.Step V 1c Groupwork First let four students read the example in the speech bubbles to the class.A: Can you come to my party on Wednesday? B: Sure, I’d love to.C: Sorry, I can’t.I have a piano lesson.D: I’m sorry, too.I have to go to the doctor.Then help students form groups of four.Step VI An Optional Activity Ask students to practice some invitation and refusals.Play the recordings for the class and have a student ask about any words or sentences they can’t understand.Step VIII Culture Note In some cultures, it is not considered polite to accept an invitation the first time it is offered.In such places people usually thank the people but do not give a definite answer at that time.Step IX Summary and Homework This class we’ve learnt some key vocabulary and the target language.After class ask write the phrases in 1a down in your exercise books.Step X Blackboard Design Unit 5 Can you come to my party? How about… Polite… What about… Impolite…

The second period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Grammar focus.2.Ability Objects Learning skill.Communicative competence.3.Moral Object It’s polite to refuse one’s invitation if you can’t go.II.Teaching Importance and Difficulty Target language.Can you come to my party on weekend? Sure, I’d love to.Sorry, I can’t.I have a piano lesson.I’m sorry, too.I have to go to the doctor.III.Teaching Methods Grammar Focus.Pairwork.IV.Teaching Aids A tape recorder.Cards with ―Yes‖ and ―No‖ for Follow-up Activity 1.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 2a Now tell students we’ll have five conversations.Conversation 1: Anna: Hi, Jeff.Can you come to my party on Saturday? Jeff: I’m sorry, I can’t.I have to visit my aunt on Saturday.Conversation 2: Anna: Hello, Marry.Can you come to my party on Saturday? Marry: I’d love to.Conversation 3: Anna: May Lee, can you come to my party tomorrow? May Lee: I’m sorry.I have to help my mom.Conversation 4: Anna: Claudia, Can you come to my party on Saturday? Claudia: I’m sorry.I’m going to the movies.Conversation 5: Anna: Say, Paul.Can you come to my party on Saturday? Paul: I’d love to.Step III An Activity Pick a Card Prepare fifteen cards to give students.Five of the cards have the word Yes on them.Ten of the cards have the word along with the name of an activity.Step IV 2b

Ask a student to read the five sentences in Activity 2b.Tell students these are the reasons why people can’t go to the party.Now listening to the recording again.Step V 2c Pairwork Now let students look at the sample conversation in the book.Ask a pair of students to read it to the class.A: Hey, Dave, can you come to my party on Saturday? B: I’m Sorry, I can’t.I have too much homework.A: That’s too bad.Maybe another time.B: Sure, Joe.Thanks for asking.Step VI Grammar Focus Review the grammar box.Ask students to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Step VII Summary and Homework This class we’ve learnt how to say ―no‖ to someone’s invitation and give a reson.After class copy the grammar box in your exercise books..Step VIII Blackboard Design Unit 5 Can you come to my party? Has to have to She play basketball.He study.They go to a party.I to study for a test.The third period I.Teaching Aims and Demands 1.Knowledge Objects Review vocabulary items.Oral practice.2.Ability Objects Reading skill.Writing skill.Communicative competence.3.Moral Object Use computers to help with your study.II.Teaching Importance and Difficulty Review vocabulary items.Oral practice using target language.III.Teaching Methods Grammar Focus.Pairwork.IV.Teaching Aids A picture of computer.A tape recorder.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 3a Show an invitation in the blackboard.Lisa: Hi, Simon.Can you come to my party? Simon: When is it? Lisa: It’s on Friday June 30 at four-thirty.Simon: I’d love to.Step III 3b pairwork Practice the conversation in 3a.Then fill in the card with details of a event.Then call your classmates to invite him or her to the event.Step IV 4 Invite a Friend Tell the class how to do the activity.For example: Li Hua, you are Lu Eliza.Look at the this page.Fang Fang you are Lu Qing.Look at the page 87.Look at your calendar for this week.Then make a dialogue.Step V

Show the piucture on the blackboard.Tell students Evite is the web’s leading in line invitation service.It’s easy to get people together and best of all, it’s FREE!Step VI Summary Today we’ve learnt how to write an invitation and done a lot of pratice.Step VII Homework If you have a computer, you may send the invitation each other.Step VIII Blackboard Design Unit 5 Can you come to my party? Lu Qing Eliza Wednesday afternoon Friday afternoon Saturday Sunday

The fourth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral practice.2.Ability Objects Listening skill.Speaking skill.Communicative competence.3.Moral Object Prepare for the next class game.II.Teaching Importance and Difficulty What’s today?--It’s Monday the 14th.Can you play tennis with me? When?--Today.--Sorry, I can’t.III.Teaching Methods Listening and speaking methods.Communicative approach.Pairwork.IV.Teaching Aids A current wall calendar.A tape recorder.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Ask students if they send invitation by computer each other.Step II Section B 1a First let students look at the days of the week at the top of calendar in the book.Read the words and ask them to repeat.Then display a current calendar and ask a student to copy them numbers into the calendar in their books.Step III 1b

Show the words on the blackboard: Yesterday: 昨天Today: 今天Tomorrow : 明天；明日 The day after tomorrow: 后天

Now ask students to write the words below the correct dates on the calendar in 1a.Step IV 1c Pairwork Ask the students to read the dialogue in the speech bubble.A: What’s today?--B: It’s Moday the 14th.Then have students work in pairs.One student point to a date and asks, what’s today? The other student answers, It’s.Step V 2a First let students look at the picture.Ask students to tell what the boy is doing.(He’s talking on the phone.Play the recording for the first time.Students only listen.Then play it again.This time ask students to circle yes or no.Step VI 2b Now look at the list of five activities.Ask a student to read it to the class.Call attention to the three lettered words: a.today b.tomorrow c.the day after tomorrow.Step VII Summary and Homework Today we’ve reviewed the days of the week.And we’ve leant some key vocabulary and the target language.We have leant how to ask the date, how to invite some body and how to refuse and give a reason.Next class we’ll do a game: Name That Day.Step VIII Blackboard Design Unit 5 Can you come to my party? Sun Mon Tue Wed Thu Fri Sat

The fifth period I.Teaching Aims and Demands 1.Knowledge Objects E-mail message.Writing practice.Reading practice.2.Ability Objects Reading and writing skills.Communicative competence.3.Moral Object Ask your friends and classmates to your birthday party and have a good time.II.Teaching Importance and Difficulty Reading passage.I’m + verb + ing.I have to + verb.Reading and writing practice.III.Teaching Methods Reading and writing methods.Communicative approach.Groupwork.IV.Teaching Aids A picuture of a computer.A wall calendar.V.Teaching Procudrues Step I Greet the class as usual.Step II Play a Game: Name That Day Play a game of speed with the class.Display the wall calendar.Say a student’s name, point to a date on the calendar and say either yesterday, today or tomorrow.Give the winners little presents.Step III 3a

Now open your books at page 29.First I’ll read the e-mail message to you.Have you any questions about this e-mail message.Tell the students to read the e-mail message again and complete Sonia’s answers.Step IV 3b Point out the sample answer and ask students to use their imagination to complete the e-mail.Tell students to use ―I’m + verb + ing.‖or ―I have to + verb.‖ Ask the students to complete the activity on their own.Step V 3c Ask students to give some sample answers.Write them on the blackboard.For example, I can’t visit you next week.I have to go to school on Moday.I’m playing soccer on Tuesday.On Wednesday, I’m going on vacation.Step VI 4 Groupwork Plan a Party!First ask two students to read the conversation in the speech bubble.A: Can you come to my party? B: When is it? A: Next week.ON Thursday night.B: I’m sorry.I have to study for a math test.Then ask students to turn to page 88.Step VII Topic for Discussion Have you had your birthday party? Did you have a good time? Have you invited your friends and classmates? Now let students have practice.Step VIII Summary and Homework We’ve leant how to write an e-mail and had a discussion.Now homework.Read the e-mail message again.Step VIII Blackboard Design Unit 5 Can you come to my party? I can’t visit you next week.I have to go to school on Monday.I’m playing on Tuesday.On Wednesday, I’m going on vacation.The sixth period I.Teaching Aims and Demands 1.Knowledge Objects Review key words and target language of the unit.Reading and writing practice.2.Ability Objects

Reading and writing skills.3.Moral Object

Beethoven, a famous musician.II.Teaching Importance and Difficulty Reading and writing practice.Review key vocabulary and the target language.III.Teaching Methods

Reading and writing methods.IV.Teaching Aids A projector.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show some new words on the blackboard.Read the words to the class and ask students to repeat.Make sure everyone understands its meaning.Step III Self check 1 Ask students to fill in the blanks on their own.Check the answers: 1.My American friend is going to visit me next vacation.2.Are you playing football this weekend? 3.Please keep quiet!I’m trying to study.4.I can’t join you because I have to help my mom.5.Do you want to come to my birthday party? Step IV 2 Ask students to read the invitation.Imagine you are Marie.Look at your schedule.Write replies to the invitations.Tell Rose, Julie, walk around the class offering language support where necessary.Step V Just for Fun!Ask students to read the cartoon to themselves.Then have two students read the words to the class.Help students understand that it’s the famous musician, Beethoven, who has to practice the piano.Step VI Read about Meimei and Judy Judy is coming to the party.She wants to help Meimei on Saturday, but she can’t.She has a soccer game in the morning.And in the afternoon, she’s going to her uncle’s house.She’s coming to the party at 8:00.Step VII Summary Today we’ve reviewed the key vocabulary and the target of the unit by reading and writing.Step VIII Homework Finish off the exercise of workbook.Step VIII Blackboard Design Unit 5 Can you come to my party? Bethoven A famous musician Practice the piano

Unit 6 I’m more outgoing than my sister I.Teaching article(課題): Unit 6 II.Teaching aims and demands(教學目的和要求): Talk about personal traits.Compare people.Is that Sam? No, that’s Tom.He has shorter hair than Sam.He’s calmer than Sam.III.Teaching importance and diffculty(教學重難點): Comparative with –er,-ier.More and both.IV.Teaching ways(教學方法): Revision, Learning, Practice and Reading.V.Teaching tools(教學工具): Tape-recorder and Lattern.V.Teaching time(教學時間): Six periods VI.Teaching procedure(教學過程):

The first period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral Practice.2.Ability Objects Learning skill.Speaking skill.Communicative competence.3.Moral Object Learn to play a musical instrument..II.Teaching Importance and Difficulty Is that Sam? No, that’s Tom.He has shorter hair than Sam.And He’s calmer than Sam.Is that Tina? No, it isn’t.It’s Tina.Tara’s shorter than Tina.III.Teaching Methods Listening and speaking methods.Communicative approach.IV.Teaching Aids A tape recorder.A projector.Some objects.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard.Judy is tall.Judy is taller than Bobby.Then bring out two rules of different length.Say: This is ruler.It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)

Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1a

Ask students to do this activity individually.Then check and answers.Tall—short long hair—short hair thin—heavy calm—wild Step V 1b First tell students what the twins are.Twins are children born at the same time to the same parents, but not always.Step VI 1c Pairwork Ask two students to read the sample conversation to the class.A: Is that Tara? B: No, it isn’t.It’s Tina.Tara’s shorter than Tina..Then have students work with a partner.Make conversation work with a partner.Step VII Pronunciation Note Write one of the example sentences from the picture on the board circle the word than say.When we say the word than, we say it quickly.You don’t hear very much of the sound.Step VIII Summary and Homework Today we’ve leant the twins are having a concert.We’ve leant how to compare people.After class, give more practice, comparing your school things.Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!Step IX Blackboard Design Unit 6 I’m more outgoing than my sister

Draw two people on the blackboard.One is Judy.The other is Bobby.Judy is taller than Bobby.Bobby is shorter than Judy.The second period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral Practice.Grammar Focus.2.Ability Objects Learning skill.Writing skill.Communicative competence.3.Moral Object Handsome is that handsome does.II.Teaching Importance and Difficulty Oral practice.Grammar Focus.III.Teaching Methods Listening and writing methods.Communicative approach.Pairwork.IV.Teaching Aids A tape recorder.A projector.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 2a Read the words in the box to students.Funny 有趣的 serious 嚴肅的Outgoing（性格）外向的 quiet 安靜的

Tell students smart and athletic are new words.Explain the new words and tell students what they mean.Step III 2b Ask students to look at the boxes with the headings.Tina is …, Tara is …

Listen to the recording again.This time write how Tina and Tara are different.Please write words in the boxes.Step IV 2c Pairwork Let students look at the chart in Activity 2c.Ask two students to read it.Tell students ***means Sam is taller than Tom.Have students know they will talk about Sam and Tom in this activity.Student A: Is Tom more intellectual than Sam? Student B:(Look at the answer chart on page 97)No, Sam is smarter than Tom? Step VI Grammar Focus Review the grammar box.Ask a student to read the sentences to the class.Write the word funny on the board.Circle the letter y and say, when a word ends y, the y changes to an I when you add –er.For example, funny – funnier.Step VII Show some dialogue on the blackboard Conversation 1: A: Is that Mary? B: No, it isn’t.It’s Peter.Peter is more carful than Mary.A: Yes, Mary is more careless than Peter.Conversation 2: A: Is it Zoe? B: No, it Wendy.Wendy is shorter than Zoe.Conversation 3: A: Is it Vera? B: No, it’s not.It’s Mary.Mary is thinner than Vera.Step VIII Summary and Homework Today we’ve leant some words and learnt how to compare people.I hope you can study harder than ever.You can learn more knowledge and make more progress.After class, read the key vocabulary and learn them by heart.Step IX Blackboard Design Unit 6 I’m more outgoing than my sister Funny, funnier More athletic than More intellectual than More serious than

The third period I.Teaching Aims and Demands 1.Knowledge Objects Reading material.Target language.Listening, speaking and writing pratice.2.Ability Objects Learning and speaking skills.Reading and writing skills.Communicative competence.3.Moral Object To be a brave and hardworking man.II.Teaching Importance and Difficulty Listening, speaking and writing pratice.My friend is the same as me.We are both quiet.Do you look the same? No, I’m a little taller than her.III.Teaching Methods Listening, speaking and writing pratice.Reading and writing methods.Communicative approach.IV.Teaching Aids A projector.Some piece of paper.A paper bag.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II 3a There’s a letter in this activity.Read this letter to students.Answer any questions students nay ask.Then show the five sentences on the blackboard.1.Liu Li has more than one sister.2.There are some similarities between Liu Li and Liu Ying.3.Liu Ying is not as good at sport as her sister.4.Liu Ying talks more than Liu Li.5.Both girls go to lots of parties.Step III Grammar Note We are both tall.They are both boys.We both have short hair.They both go to this school.Circle the word both in the four sentences.Ask students: Does the word both come before or after the word are? Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble.Then tell students to work with a partner.Talk about how you are different from a friend of family member.Step VI The Same and Different T: Do you find your partner? T: OK.Now I’ll tell you how to do the game.You can ask and answer the same questions as in Activity 3b.Please remember you have three minutes to write down the things that are the different and same between your partner.Step VII An Optional Activity Students can do a similar activity using information about family members.They can list the ways they are the same as and different from various members of their families.Then they can tell the class about these differences and similarities.Step VIII Summary and Homework Today we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li.And we’ve done a game.We’ve learnt to say the same and difference between you and your partner.homework:(1)Read the letter again.(2)Finish off the exercises of workbook.Step IX Blackboard Design Unit 6 I’m more outgoing than my sister

We are both tall.They are both boys.We both have short hair.They both go to the school.The fourth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Target language.Oral pratice.Listening and writing pratice.2.Ability Objects Learning skill.Writing skill.Communicative competence.3.Moral Object A friend in need is a friend indeed.Wish you to find your real friends.II.Teaching Importance and Difficulty Oral pratice.Listening and writing pratice.III.Teaching Methods Listening and writing methods.Communicative approach.Groupwork.Pairwork.IV.Teaching Aids A projector.A tape recorder.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III Section B 1a T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends? Sa: He is quieter than me.Sb: We are both tall.Sc: Her hair is longer than mine.T: Great!And what do you think the most important things are to be your friend? Now, please look at the blackboard.I’ll show descriptions on the blackboard.Step IV 16 Groupwork statements about friends using the phrases 1a.Step V An activity Who is it? Ask students to work in small groups.Each and writes down as many sentences as they can to describle him or her.Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria.They are talking about what they like about their best friends.Step VII 2b Let students look at the rest of the chart.Read the heading at the top of each column.The same as best friend.Different from best friend.Tell students we’ll listen again.Ask students to fill in the chart.How are Holly and Maria the same as and different from their best friends? Step VIII Homework and Summary Today we’ve recycled some key vocabulary and learnt some new words.And we’ve learnt to talk about our best friends.After class write down five statements about what is important in a best friend.Please remember you can write a false statement among the five statements.Next class we’ll do a game.Step IX Blackboard Design Unit 6 I’m more outgoing than my sister A good friend … Has cool clothes Is popular in school Likes to do the same things as me Is good at sport Is good at school work Makes me laugh

The fifth period I.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary.Reading passage.Oral pratice.Reading and writing practice.2.Ability Objects Reading skill.Writing skill.Communicative competence.3.Moral Object Take an activity part in all kinds of social activities.Get a chance to train your intergrating skills.II.Teaching Importance and Difficulty Oral pratice.Writing and speaking pratice III.Teaching Methods Listening and writing methods.Reading and writing methods.Communicative approach.Pairwork.IV.Teaching Aids A projector.Pieces of paper on which students write the five statements.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III 3a In this activity first read the article to students.Then answer any questions students any ask.For example, S: What’s view? T: It’s what you think about something.It’s how you feel about something.Step IV 3b First let students look at the chart in Activity 2a on page 38.Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend.Step V 3c In this activity first ask students to say some of the words and phrases from this unit they can use.For example, Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious Step VI 2a In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria.They are talking about what they like about their best friends.Step VII Pairwork Find Someone for the Job!Focus students on the job ad.Ask students if they know the word—abacus.If they don’t know, explain it to them.Abacus—a frame with balls that was used to do arithmetic, long before calculators.Step VIII Homework and Summary Today we’ve reviewed the key vocabulary in this unit by reading pratice..And we’ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book.Step IX Blackboard Design Unit 6 I’m more outgoing than my sister

Sentences students write: The name of a student who should get the job

The sixth period I.Teaching Aims and Demands 1.Knowledge Objects Reviewing the key vocabulary in this unit.Writing pratice.Just for fun.2.Ability Objects Self check skill.Writing skill.3.Moral Object Study hard and make great progress.II.Teaching Importance and Difficulty Writing pratice.Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic III.Teaching Methods Self check method.Writing method.Communicative method.IV.Teaching Aids A projector.A tape recorder.V.Teaching Procudrues Step I Greet the class as usual and check the homework.Step II Self Check 1 After students finish writing their sentences, write a number of student’s answers on the blackboard.(1)My friend likes sports.She’s very athletic.(2)Paul is never quiet!He can’t stop talking.(3)Mr.Wang is a kind man.He always helps others.(4)Mary is a funny girl.She always makes me laugh.(5)Jane isn’t very outgoing.She likes to stay at home and rest.Step III 2First ask different students to read the questions on the left.Students read.Are you taller now? Are you more intellectual? Are you more popular? Are you a better student? Then ask students to think of themselves two years ago.How are they different now? Step IV Just for Fun!Ask two students to read the dialogue to the class.Two students read.A: I think I see the twins.Is that Juva? B: No, that’s Jala.Jala has curlier hair than Juva.A: And Juva is taller than Java.Write the words curly—curlier on the blackboard.Explain the words curly to students or draw a simple picture what curlier hair means.Step V Workbook Read this article about Ali and Ahmet.Then answer the questions Step VI Summary This class we’ve reviewed the key vocabulary of the unit.And we’ve learnt how to compare ourthemselves between now and two years ago.I hope you can make great progress.Step VIII Homework Finish off the exercises of the Workbook Step IX Blackboard Design Unit 6 I’m more outgoing than my sister Curly Curlier Curly hair

第二篇：八年級Unit 3 教案

Unit 3 What are you doing for vacation? 一.[話題](Topic)vacation plans 二.[重點詞組](Key Phrases)

go sightseeing

去觀光旅行

take walks

去散步

go fishing

去釣魚

take a vacation

去度假

think about

考慮；思考

decide on

決定

the Great Lakes

五大湖（加拿大與美國之間的五個大湖）

a no-stress vacation

一個沒有壓力的假期

Hong Kong

香港

how long

多久

get back

回來

San Francisco

舊金山（美國加利福尼亞州西部港市）

sports camp

運動野營

go bike riding

騎自行車旅行

go camping

去野營

go hiking

去遠足

the Great Wall

長城

have a good time

玩得很高興，過得很愉快

三.[交際用語] What are you doing for vacation?

你假期準備干什么？

I'm visiting my grandmother.我準備去看我的奶奶。

When are you going?

你想什么時候去？

I’m going next week.我打算下周去.What's she doing for vacation?

她假期準備干什么？

She is going camping.她打算去野營。

What are they doing for vacation?

他們假期準備干什么？

They are relaxing at home.他們打算在家里放松一下。

How long are you staying?

你要呆多久? We are staying for two weeks.我們要呆兩周.四.[重點難點釋義](Language Points)1.What's she doing for vacation?

她假期要干什么？

She's babysitting her sister.她要照看她妹妹。

（1）這兩個句子都出現了現在進行時，但在這里是用來表示“將要……”的意思。現在進行時可以用來表示“近期打算做……”。

e.g.Are you playing tomorrow?

你明天打算打比賽嗎？

She is leaving for Wuhan next weak.她打算下周去武漢。

（2）for vacation 度假

介詞 for 在這里表示目的。

e.g.He is out for a walk.他外出散步去了。

He does everything only for money.他做什么都只是為了錢。

vacation n.假期，休假

① 指一次的休假（無論假日有多少天）

② 英國英語中用來指大學的休假，法庭的休庭期

take a vacation 去度假

※ babysit 指嬰兒雙親外出時充當臨時看護

① 其現在分詞要雙寫“ t ”再加-ing, babysitting.② 其過去式多用“ did babysitting ”.e.g.Last year I did babysitting in my brother's.去年我曾在哥哥家當臨時看護。

③ babysitter n.臨時看護，臨時保姆，簡稱為 sitter.2.I'm going camping.z我打算去野營。

go ＋ v-ing 去做……（通常表示一次性動作）=go to do e.g.go shopping =go to shop

go fishing =go to fish

go skating =go to skate

go swimming =go to swim 3.When are you going?

你什么時候走？

I'm going on Monday.我打算星期一走。

（1）when 引導的是特殊疑問句, when 可指比較廣泛的時間, 也可指比較具體的時刻。

e.g.When are you coming to see me?

你什么時候來看我？

When does she get up every day?

她每天什么時候起床？

（2）注意在表示時間的名詞前介詞的用法：

① 在年、月、季節和泛指的一天中的上午、下午、傍晚前用“ in ”.e.g.in 1990;in summer;in the morning;in the afternoon;in the evening ② 在特指的某天或某天的上午、下午、晚上前用“ on ”.e.g.on a cold morning;on Sunday;on Saturday afternoon;on

November 12th

③ 在具體的時刻前用“ at ”.e.g.at half past ten;at 2 o'clock 4.I'm going to Tibet for a week.我要去西藏一個星期。

for 在這里表示時間，通常接表示一段時間的詞組。

e.g.We walked for two hours.我們走了兩個星期。

e.g.I am in this city for 10 years.我在這個城市呆了 10 年。5.That sounds nice.聽起來不錯。

1）sound 是動詞，意思是: 聽起來, 發出聲音：

That sounds interesting.聽起來很有意思。

That sounds great.聽起來太好了。

Your idea sounds a good one.你的想法聽起來很好。

Your proposal sounds quite feasible.你的提議聽起來很可行。

When the bell sounds, you must come in.鈴響時，你必須進來 6.How long are you staying? 你打算呆多久？

how long … 多久……，多長……

（1）“多長時間”，詢問某個動作或狀態持續了多久，在這種情況下，與之連用的動詞應該是延續性動詞，回答一般用 for ＋表示時間段的詞組。

e.g.How long did he stay here?

For two days.他在這兒呆了多久？

兩天了。

（2）“多長……”用來詢問具體的事物的長度和空間的長度。

e.g.How long is this river?

這條河有多長？

How long is your vacation?

你的假期有多長？

7.Where are you going for vacation?

你要去哪里度假？

where 引導的是特殊疑問句，回答應該是地點。

e.g.I'm going to Hawaii.我計劃去夏威夷。

8.She's leaving for Hong Kong on Tuesday.她打算星期二去香港。

leave for …（離開）去……

leave … for … 離開……去……

e.g.They're leaving Wuhan for Shanghai next week.他們打算下周離開武漢去上海。

9.How long are you staying ? 你要在那里呆多久？

How long 是對表示持續的一段時間來提問。因此回答時，也要用表示一段時間的時間狀語，而不是具體時刻。e.g.How long is he staying ?

He’s staying for a week.他要呆一個禮拜。

或He’s staying until September.他在那里一直到九月份。10.Where are you going for vacation ? 你要去哪里度假？ I’ m going to Italy（Greece or Spain）.我要去意大利（希臘或西班牙）。11.What’s it like there ? 那里怎么樣？

這個句型是我們在第二冊中學習過的，當時我們對人提問，“What’s she like ? ”她這人怎么樣。現在是對地點對問，請你介紹一下對某地的看法與印象。你可以回答：It’s beautiful!It’s wonderful!等等。12.How’s the weather there ? 那里的天氣怎么樣？

這也是上學期我們學過的句子。你可以用一系列表示天氣的詞來回答。如It’s cool.（hot , humit , warm …）13.Ben Lambert’s Vacation Plans plan（1）n.計劃

e.g.What's your study plan?

你的學習計劃是什么？

（2）v.計劃做，打算做。plan to do/plan on doing.e.g.He plans to go to London for vacation.他計劃去倫敦度假。

Do you plan to stay/on staying over night here?

你打算在這兒過夜嗎？

14….but finally decided on Cannada.decide v.決定，下決心 decide on ＋ n.決定… e.g.She decided on the red shoes.她決定要買那雙紅鞋。

Mr.Green decides on spending the vacation by sea.格林先生決定在海邊度假。

decide to do sth.下決心要做某事 =make up one's mind to do sth.e.g.My father decides to buy a new car.我爸爸決定要買一輛新車。15.I can’t wait.我迫不及待.如: I can’t wait to read his novel.我迫不及待想看他的小說.16.I just finished making my last movie.我剛剛拍完上一部電影.Make a movie 拍電影.五.語法知識

現在進行時表示將來的用法

現在進行時除表示現在外,還可表示將來,常有“意圖”、“安排”或“打算”的含義。這種用法比較生動,給人一種期待感。它常表示最近或較近的將來,所使用的動詞多是轉移動詞。如:

I'm going.我就要走了。

We're leaving for Beijing tomorrow.我們明天就去北京。

When are you starting? 你們什么時候動身?

They are coming here this afternoon.他們今天下午來這兒。

表示將來的現在進行時除用于轉移動詞外,也可用于某些非轉移動詞。如:

What are you doing next Sunday? 下星期天你打算干什么?

My mother is buying me a bike soon.我媽媽不久將給我買一輛自行車。

I'm meeting you after class.課后我要找你。

偶爾也表示較遠的將來。如:

When I grow up, I'm joining the army.我長大了要參軍。

表示將來的現在進行時有時含有“決心”的意思,多用于否定結構中。如:

I'm not going there.我不去那兒了。

I'm not waiting for him any longer.我不再等他了。

用這種進行時與對方講話時可變成命令,不過語氣比較溫和。如:

You're staying.你留下來吧。

You're taking part in the sports meeting.你參加運動會吧。

同一般現在時一樣,現在進行時也可用在時間、條件或原因狀語從句中表示將來。如:

If they are not going, I won't go, either.如果他們不去,我也不去。

When you are passing my way, please drop in.當你路過我家時, 請進來坐坐。

第三篇：八年級上英語作文(Unit

八年級上英語作文(Unit 7)

Unit 7How to make

雞蛋蘑菇湯是家庭很簡單平常又有營養的吃法，請你用給出的原料簡單介紹一下蘑菇湯的做法。（80詞左右）

Ingredients: mushroom, egg, peanut oil, relish, salt

Unit 7How to make

First, wash the mushrooms and cut them into pieces.Next,break the egg and put in a bowl to mix it with a little salt

Then, pour two teaspoons of peanut oil into the pan and fried the mushroom, Next, pour a bowl of water into the pan and cook until it become boiling.Finally, put some relish and salt into the soup.And now you can have a taste八年級上英語作文(Unit 8)

寫封信給你的朋友，說說你的周末過的怎樣。（假定天氣不好，60~80詞）請根據要求寫一篇日記。

上個休息日(4月24日，星期日)，我過得非常有趣。

上午：去溫州動物園，看到一些海豹，一些鯊魚和海豚表演，然后和朋友一起去打籃球，游泳

中午：在肯德基吃午飯(漢堡包，可樂，水果冰淇淋等。

下午：去新華書店看書，買了一些禮物。到中山公園游玩并照相

Last day off , I had a great time, In the morning, I got up very early, after eating breakfast,I went to Wenzhou Zoo and saw some seals , sharks and dolphin’s show.I bought some souvenirs.ThenI went out playing basketball with my good friend Jim for one hour, then we swam at the pool , We had some hambergars and coke for lunch at KFC.We also had some fruit ice-cream.We had a rest for one and a half hours, then we went to Xinhua bookshop and read some books.we went to Zhongshan Park , we bought some souvenirs,and the park is very beautiful, we took lots of photos there.We enjoyed ourselves very much.Unit 9

描寫一位你所欽佩的人-------運動員,歌唱家,演員,政治家或者你認識的人-------活著或已故的均可.請寫出你欽佩他/她的原因.Deng Yaping was born on the 2nd of June,1973.She started to play table tennis in 1978.And in 1983, she joined the Henan table tennis team.In 1988,she joined the national table tennis team.She went to Tsinghua University , majoring in English and management at 1997.And she was the number 1 women's single player in the ITTF at 1993-1998.八年級上英語作文(Unit 10)

作文一 春節將近，春節期間你計劃做些什么。（用 be going to寫出六個句子）作文二My New Year’s Resolution

I am going to be a basketball player.I like basketball very much.I am a basketball fan!After school, I play basketball for an hour with my classmates.I want to be Yao Ming, a world famous basketball star.I am tall, nearly1.80 meters tall.But Yao Ming is 2.26 meters.Maybe I will be as tall as Yao Ming.He is 24 years old.I am only thirteen!

First, I have to play basketball everyday.Then, I also have to study hard.Unit 10New Year's Resolution

I have two best friends.They're Julie and Ken.One day, we talk about we new year's resolution.I'm going to be a singer.So, I'm going to take singing lessons.In next year, I'm going to learn to play the piano.Julie is going to be a soccer ball player.So,she is going to play soccer every day.In the next year, she's going to teach other students to play.Ken is going to be a computer programmer.So, he's going to try his best to learn math.Inthe next year, he's going to ask teachers for help.八年級上英語作文(Unit 11)

Dear Gina,Next week, my parents and I are going on vacation.So, could you please help me to take care of my dog? Could you do these things every day? Feed him some pet food and give him water.Then, take him for a walk.Play with him as often as possible.Don't forget to clean his bed.Have fun!

Thanks

第四篇：c2yy_w八年級上Unit 1 花朵教案

Unit 1 Sports and Games Topic 3 What will Beijing be like in 2008 ?

Section A----武夷中學 蘇蘭英

一.教材分析

本教案的授課內容是“Project English”（八年級上），Unit 1 Sports and Games,Topic 3 What will Beijing be like in 2008 ? Section A,一課時。Topic 3話題以北京將于2008年舉辦奧林匹克運動會為中心話題。語法方面繼續學習“will”形式的一般將來時，否定句、特殊疑問句及回答。二.教學目標 1.知識目標： A.Words and phrases: foreign, foreigner,e-mail,address.reason, maybe, duck, perhaps, coffee.have fun with, lots of, make friends with,(以上為掌握);host, roast(兩個為理解)B.Grammar: 進一步鞏固掌握表示將來的用法。C.Drills and oral English: Because Beijing will host the 2008 Olympics.I think I will sit in a quiet place in Beijing and see what Beijing is like in 2008.The Chinese are very friendly and I think I will have fun with them.Maybe...will make friends with Beijing people.2 能力目標：

A.Talk about how to apply to join the English club and the reasons for joining it.B.Talk about what I will do in Beijing in 2008.3 情感目標：

培養學生積極向上的人生態度，用不屈不撓的奧運精神鼓舞他們磨練意志，培養他們熱愛生活，熱愛祖國的思想感情。三.教學重、難點 1 教學重點：1a, 2a 2 教學難點：

A.Words: “maybe ”,“ perhaps ” 的運用。

B.Sentences: Speaking English will help me make more foreign friends.C.Talk about what I will do in Beijing in 2008.四 教學方法：講練法、表演法、競賽法以及充分運用學習過程中使用英語的機會。

五 教學步驟

Step1 Review 1.Talk about your favorite sports and players.T: My favorite sport is...My favorite player is...He/She is from...S1:...1.引入1a T: Do you like English ? S2: Yes,I do.T: Do you want to join an English club ? S2: Yes, I do.T: Why do you want to join it ? S2: Because English is very important/ interesting.T: Why do more and more Chinese people begin to learn English ? S2:...Show Slide 2 T: Because Beijing will host the 2008 Olympics.Step 2 Presentation 1.Listen to 1a and answer the two questions 1)What does Fan do ? 2)What does he want to do ? 2.Open books and listen to 1a again.Then ask the students to follow and imitate it.Pay attention to the pronunciation and intonation.Explain and show Slide 3 3.Do 1b and check the answers.(Show Slide 4)4.Act 1a out in pairs.5.Encourage students to make up new dialogs according to 1a.Finish 1c(Or check tomorrow)

Step 3 Practice 1.Lead to 2a T: Do you want to go to Beijing in 2008 ? S3: Yes, I do.T: What will you do there? S4: I will see all the places of interest.S5: I will help the foreigners/foreign visitors.S6: I will go to the Great Wall.?? 1.Read 2a One question: What will Cassie/Mozum/Rui/Carol do in Beijing in 2008 ? One group answers one question.Explain and show Slide 5.Then finish 2b and check the answers.(Show Slide 6)

Step 4 Project 1.Write down a place where you want to go most and explain the reasons.Give one example(Show Slide 7)2.Do the English exercises of Section A.Some language points(on the slides): Slide 3 Speaking English will help me make more foreign friends.e.g Watching TV too much is bad for your eyes.Reading books is a good habit.make friends 交朋友 make friends with 與 交朋友

e.g Would you like to make new friends when you come to a new school? I want to make friends with you.Slide 5 “maybe”，“ perhaps”,意思相同：可能、也許，但 maybe 更為隨便，對朋友可以說：

e.g Maybe I’ll see you in October.對不熟悉的人可以說：

e.g.Perhaps we could meet next week.寫報告、故事和在演講中，都用 “perhaps”.maybe 與 may be 意思相同，表達不同。

e.g Maybe that book is mine.= That book may be mine.Maybe you have a good chance.= You may have a good chance.

第五篇：八年級英語上Unit 2教案2

冀教八年上Unit 2 My Favorite School Subject教案

Unit 2 My Favorite School Subject Lesson 9: Don’t be late for class Teaching aim: 掌握詞匯及短語：subject, art ,hope, show, sometimes, start, hurry, late, be good at, be late for 識別詞匯及短語:painting, painter, timetable, in two minutes teaching time : one class teaching resources: 錄音機，幻燈片，卡片，掛圖 language points: 1 Don’t be late for class!上課別遲到 句型是否定祈使句．因為late是形容詞，所以前面必須加be.be late for sth.“干某事遲到＂．例如：He was late for school yesterday.昨天他上學遲到了． ２how many subjects do you have?你有多少科？

How many 后接可數名詞復數．例如：How many apples does he have?他有多少個蘋果？ ３Ｉhave painted six new pictures this week.這周我已經畫了六副畫．

現在完成時，表示對于目前來說已經發生或完成的動作．不強調動作發生的時間．構成結構為：＂have/has +v.—過去分詞＂．例如：He has done his homework..他作完了作業． ４Ｉhope you’ll show them to me sometime.我希望將來某個時間你會把他們領來給我看看． ＂You’ll show them to me sometime＂是＂I hope＂引導的賓語從句．Hope 意思是＂希望＂．有兩種搭配，即：hope+(that)從句，表示主語希望自己或別人做某事；hope to do sth, 表示主語希望自己作某事．如：I hope(that)you can study hard.我希望你能好好學習． He hopes to go there by bike.他希望騎自行車去那． 但一定要注意，不能說hope sb.To do sth.５She has taught us a lot.她教了我們許多東西．

A lot＂很，非常＂修飾動詞，表示程度．A lot of ＂許多，大量＂修飾可數名詞和不可數名詞．例如：He likes rice a lot.他很喜歡米飯．

There are a lot of apples on the tree.數上有許多蘋果． ６It’s one of my favourites!它是我最喜歡的科目之一.One of “其中之一＂后接可數名詞復數，用單數謂語．例如：One of my good friends is Li Ming.我的一個好朋友是李明 Teaching process Class opening 1 let’s begin a free talk about what you did on weekend Ask a few students to come to the front and speak freely.They can ask anyone questions if they like.2 Ask two questions:.What subjects do they have ? What are they? What’s your favourite subject? Why do you think so? Teaching steps: Step 1: Read the text by students.Then guess the meanings of the new words.Step2 :With a partner ,act out the dialoge.Then change the roles.Step 3:listen to the tape.let them repeat the important parts.Step 4:Encourage students to ask questions according to the text.You can begin like this: