第一篇：八年級下英語unit8梳理

Unit8

一主講：現在完成時

肯定：主語+have/has + 動詞的過去分詞

否定：主語+have/has +not+ 動詞的過去分詞

一般疑問： Have/Has+主語+ 動詞的過去分詞…?

特殊疑問： 特殊疑問詞+ have/has+主語+ 動詞的過去分詞…?

二 改錯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 新單詞講解

due

解析：“到期的” 這張票據已到期。2“應付給或應給與某人的”常與to連用。要付給你 一大筆錢 ；我們衷心感謝你。4 “預定的”“約定的”“預定要到達或發生”火車什么時候到？ 5 “適當的”“合適的” 我們應當對這個問題給予適當的注意。6（due to 由于，因為）他因暴風雨而缺席；我的成功是因為努力工作。

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)?

2She(come)to realize how much she actually(miss)all of them.

第二篇：八年級上英語unit8課件

八年級英語語法知識點增多了，難度也有所提高，對學生的口語表達能力和閱讀能力都有新的要求，所以部分學生就跟不上了，甚至放棄，這就要求老師要有新的提高。以下是小編整理的八年級上英語unit8課件，歡迎閱讀。

一、教材分析

本單元是Go for it(上)Unit 8。主要圍繞學校旅行和休假日這兩個話題展開各種教學活動，并以此引出一般過去時的一般疑問句，否定句以及特殊疑問句等語言功能。本單元旨在創造一個放松、快樂的學習氛圍，通過聽、說、讀、寫、練來培養學生綜合運用這些語言知識的能力。并讓學生能在“模仿和實踐”中學（learning by following and doing），通過讓學生仔細觀察、認真思考、角色扮演、積極參與的方式，先模仿老師的語言表達方式，能準確地用英語來表達自己做過的事情。

SectionA 1a－1c部分是本單元的第一課時，這一課時通過一些旅行活動的動詞短語引出一般過去時的教學，重點培養學生的聽說能力。一般過去時學生在七年級（下）已經有所接觸，鑒于學生學得快忘得快的特點，本節課引導學生通過仔細觀察、動手去做、自己總結來完成動詞過去式的構成規則的學習。學好本課對本單元后面的學習起了很好的鋪墊作用。

二、教學目標

1．語言目標

（1）Key words and expressions: aquarium, sharks, seals, souvenir,(go)went to the aquarium,(hang)hung out with sb.,(see)saw some seals,(buy)bought a souvenir,(eat)ate some ice cream,(have)had a hamburger, some clever seals.（2）句型結構

How was your school trip? It was interesting/fantastic…

What did you/they/she/he do…？I/We/They/She/He went….Did you/they/she/he do…？Yes, I/we/they/she/he did./No, …didn’t.Were there…？Yes, there were./No, there weren’t.(3）語法

The structure of the Simple Past Tense.The past tense of the verbs.2.語言技能

（1）能用一般過去時的各種形式進行準確的描述和表達發生過的事情。

（2）能掌握一般過去時態及一些表示具體動作的詞組搭配，如：(go)went to the aquarium,(hang)hung out with sb.,(see)saw some seals,(buy)bought a souvenir,(eat)ate some ice cream,(have)had a hamburger, some clever seals…等。

3.學習策略

通過本節課的教學，我要求學生能用一般過去時準確地表達曾經發生過的事情，學會講故事。通過小班化教室的布置，多媒體的使用，給學生創造一種身臨其境（本課話題）中的感覺。

4.情感態度

通過本節課的學習，我的目的是培養學生合理安排時間，在周末、節假日多參加一些有益的活動；學會與人分享，培養團隊合作精神，能積極樂觀的表達自己曾經做過的有意義的事情。

5.文化意識

了解中西方文化差異，學習西方人是如何表達或描述做過的事情。

三、教學的重、難點

基于上述對教材的分析，我確定本單元的教學重點為詞匯、短語、動詞過去式的變化規則和一般過去時的用法。

教學難點為一般過去時的句式結構，能在交際中準確地運用一般過去時描述或表達發生過的事情。

四、學情分析

根據初二學生的特點：學得快，忘得也快。再加上此年齡段學生生理和心理的特點——好奇心強，求知欲旺盛，愿意嘗試。希望能得到他人的肯定。因此我在教學活動中，盡量引導他們自主學習，讓他們參與到活動中來，有更多的機會嘗試，通過師生、生生互動，合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。提高他們綜合運用語言的能力，使各層次的學生都有所收獲。

五、教學方法

1.教法分析

（1）一般過去時學生在七年級（下）已經有所接觸，鑒于學生學得快忘得快的特點，本節課引導學生通過仔細觀察、動手去做、自己總結來完成動詞過去式構成規則的學習。而本單元的話題源自學生很感興趣的話題——旅游，立足這一點，我充分利用學生已有的知識和生活經歷，創設生活化的真實情境，引導學生在運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言（學以致用）。

（2）開展多種類型的任務型活動，如卡片競賽、小組表演、角色扮演、對話接輪等提供給學生合作交流的空間和時間，培養學生合作學習的精神，增強集體榮譽感。

2.學法指導

根據《英語課程標準》,把“培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神”放在了首位。結合我校小班化教學特點——教室小、學生少、活動好（方便）、教師觀察清，學生動（小組/集體活動，每個人都能真正動起來）的真，我從以下幾個方面對學生進行學法指導。

（1）學習方法的指導

通過聽、看、觀察、模仿、操作、運用，培養學生記憶力、觀察力、想象力，思維力及口語表達能力。以特別的座位形式（梯形座的拼湊）、生動的墻面圖畫（旅行畫面）來調動學生的感官進行聽說讀寫的訓練。

(2）學習積極性的調動

整個教室布置格局給學生在學習過程中創造一種輕松、愉悅，積極互動的語言氛圍，老師就像導演一樣側面指點一下，讓演員們（學生）盡情的表演吧！

第三篇：八年級Unit8教案

Unit8.How do you make a banana milk shake?

一、Lesson objectives 1.Vocabulary: milk shake, blender, spoon, oven, plate, pot, yogurt,honey, watermelon, salt, sugar, sandwich, cheese, turkey, butter, pepper, peel, pour, add, mix,fill,cover, turn on.2.Target Language:

How do you make a banana milk shake? First, peel the banana.Next, put the banana in the blender.Then, pour the milk into the blender.Finally,turn on the blender.How many bananas do we need?---We need three bananas.How much yogurt do we need?---We need one cup of yogurt.二、Learning steps : Step 1: Learn the new words and phrases: Turn on 打開——turn off 關閉 Cut up 切碎

Put …in 把…放入 Pour…into 將…倒入 One cup of 一杯

Take out 外帶，帶出 A piece of 一片

At this time 此時，在這個時候 Have a big meal 吃大餐 Cut into 把…切成

Add…to …把…加到…里 Fill …with…用…裝滿，填滿 Cover…with…用…蓋上 Mix up 混合，攪拌

Serve sth to sb(serve sb sth)用某物招待某人

Step 2:Have a dictation about the words and phrase.Step 3:Read our lesson and find out the main language point.Section A：

1．Turn on the blender.打開食物攪拌器。

（1）這是一個祈使句。祈使句用來表示請求、命令、勸告、建議等。祈使句的主語一般都是第二人稱you，但往往省略。祈使句的謂語用動詞原形。否定祈使句通常用don’t開頭。

e.g.Come and look at the picture.來看看這幅圖畫。Don’t eat anything in class.不要在課堂上吃東西。（2）turn on意為“打開；接通（電流、煤氣、水等）”，其反義短語為turn off，意為“關閉；切斷（電流、煤氣、水等）”。

e.g.Please turn on the radio.請打開收音機。Don’t forget to turn off the light.不要忘記關上燈。注意：由動詞和副詞構成的動詞短語接代詞作賓語時，代詞必須放在這兩個詞的中間，接名詞作賓語時，名詞通常放在副詞之后，也可放在兩詞之間。e.g.Turn it on, please.請把它打開。Turn on the computer.打開電腦。

拓展：turn up 調高（音量等）turn down 調低（音量等）辨析：turn on與open ① turn on表示“打開；接通（電源等）”，通常指打開水龍頭、電燈、電視等電器的開關，其對應短語是turn off。

② open表示“打開；敞開”，通常指把關著或封著的門窗、箱子、盒子等打開，其對應詞是close。

e.g.Open the door and turn on all the lights.打開門，并打開所有的燈。2．Cut up the bananas.切碎香蕉。

cut up意為“切碎”，相當于cut...into pieces。cut up是一個“動詞+副詞”型短語，代詞作賓語時只能放在兩詞之間；名詞作賓語時，可放在兩詞之間，也可以放在up的后面。

e.g.Hand the meat to me.I’ll cut it up.把肉給我，我來切碎它。Please help cut up the apples.。請幫忙將蘋果切碎。

3．Pour the milk into the blender.把牛奶倒進食物攪拌器里。pour...into...意為“將??倒入/灌入??”。into為介詞，意為“到??里；進到??內”。

e.g.Please pour the water into the bowl.請把水倒入碗中。辨析：into與in ① into意為“進入??”，是表示動態的介詞；in意為“在??內”，是表示靜態的介詞。

e.g.She walked into the room.她走進了房間。

She is walking in the room.她正在房間里踱來踱去。② 在put，throw，break，lay，fall等動詞之后，既可以用in，也可以用into，這時in也表示動態，常含有into的意思。

e.g.He put all the books in/into the bag.他把所有的書都放進書包里。③ in可以用作副詞，into則不能。e.g.Come in!進來！

4．Peel three bananas.將三個香蕉剝皮。peel此處用作及物動詞，意為“剝皮；去皮”。

e.g.peel an orange 剝橘子皮

peel an apple 削蘋果皮 拓展：peel還可用作名詞，意為“果皮”。

e.g.banana peel 香蕉皮 apple peel 蘋果皮

5．How do you make a banana milk shake？你怎樣做香蕉奶昔？

（1）這是一個特殊疑問句，疑問詞how意為“怎樣，如何”，用以對做某事的方法、方式、途徑及動作程度等進行提問。

e.g.How do you run the machine？你怎樣操作這臺機器？（2）make及物動詞，意為“制作”，其后常接賓語，即make sb.sth.或make sth.for sb.，意為“為某人制作某物”。

e.g.Lucy made a beautiful card for me.露西為我制作了一張漂亮的卡片。拓展：有關make的常用短語：

make the bed鋪床 make tea沏茶 make trouble惹麻煩 make money賺錢 make a telephone call打電話 make a visit拜訪 make a decision作決定 make a mistake犯錯誤 make a living謀生 make a noise弄出噪音 make sure務必

6．How many bananas do we need？ 我們需要多少香蕉？（1）How many此處用來詢問可數名詞的數量，意為“多少”。how many可單獨使用，其后也可接可數名詞復數。

e.g.—I want some oranges.我想要一些橘子。—How many do you want？你想要多少？

How many pens does Mary have？瑪麗有幾支鋼筆？

（2）need此處用作實義動詞，意為“需要”，其后可接名詞、代詞或動詞不定式作賓語。

e.g.I need an apple.我需要一個蘋果。She needs to have a try.她需要試一下。—Does she need to come？她需要來嗎？

—Yes, she does./No, she doesn’t.是的，她需要。/不，她不必來。You don’t need to do it at once.你不必馬上做那件事。

注意：need后接動詞不定式且用于否定句時，表示“不必”，指沒有義務或不必去做某事。

拓展：need作情態動詞，意為“需要”，一般用于否定句和疑問句中。情態動詞不能獨立作謂語，必須和動詞原形一起構成謂語，也就是說need作情態動詞時，后面必須接動詞原形。

e.g.You needn’t go this week.本周你不必去。—Need he go at once？他馬上就得走嗎？

—Yes, he must./No, he needn’t.是的，他必須馬上走。/不，他不必馬上走。

—Must I go now？我現在必須走嗎？

—Yes, you must./No, you needn’t.是的，你必須走。/不，你不必走。注意：由must引導的問句，肯定回答用must，否定回答用needn’t。7．How much yogurt do we need？我們需要多少酸奶？

how much此處用來詢問不可數名詞的數量，意為“多少”。how much可單獨使用，其后也可接不可數名詞。

e.g.—I want some orange.我想要一些橙汁。—How much do you want？你想要多少？

How much water is there in the bottle？瓶子里有多少水？ 拓展：how much還可用來詢問價格，意為“多少錢”。e.g.—How much is the computer？這臺電腦多少錢？ —It’s four thousand yuan.四千元。

8．We need one cup of yogurt.我們需要一杯酸奶。one/a cup of yogurt意為“一杯酸奶”。“基數詞/不定冠詞+計量單位名詞+of”可以用來表示數量，修飾不可數名詞或可數名詞復數。

e.g.a cup of tea一杯茶 three bags of salt三袋鹽

five baskets of flowers五籃子花 ten bottles of water十瓶水

9．First常與next，then和finally一起使用，意為“首先??，接下來??，然后??，最后??”，用來描述做某件事的過程或步驟的先后，使敘述更加有條理。

e.g.First, cup up an apple.Next, put it into the blender and add some milk.Then, turn on the blender.Finally, enjoy your apple milk shake.首先，切碎一個蘋果。接下來，把它放入食物攪拌器并加入一些牛奶。然后，打開食物攪拌器。最后，享用你的蘋果奶昔。

10．Next, put the beef, carrots and potatoes into a pot and add some water.接下來，把牛肉、胡蘿卜和土豆放入鍋內并加入一些水。（教材第58頁）

（1）put...into...相當于put...in...，意為“把??放進??里”。e.g.He put that book into the box.他把那本書放進了盒子里。拓展：put...into...還有“把??譯成??”之意。

e.g.Put the sentence into English, please.請把這個句子譯成英語。（2）add及物動詞，意為“增加；添加”。add...to...意為“添加??到??”。e.g.Remember to add some honey.記得加入一些蜂蜜。

If you add five to six, you will get eleven.5加6等于11。拓展：

① add to意為“增加”。

e.g.The TV adds to our happiness.電視給我們增加了快樂。② add up to意為“加起來等于，總計達”。

e.g.All of these add up to 20.所有這些加起來是20。11．Then, add the cabbage, tomatoes and onion and cook for another 10 minutes.然后加入卷心菜、西紅柿和洋蔥再煮10分鐘。another 10 minutes意為“另外10分鐘”。

“another+基數詞+名詞”表示“又/再/另??”，相當于“基數詞+more+名詞”的用法。

e.g.They need another ten boys to help with the work.=They need ten more boys to help with the work.他們需要另外10個男孩幫助做這項工作。May I have another two bananas？

=May I have two more bananas？我可以再吃兩個香蕉嗎？ We stayed there for two more days.=We stayed there for another two days.我們在那兒又待了兩天。12．Do you know how to plant a tree？你知道如何栽樹嗎？

how to plant a tree是“疑問詞+動詞不定式”結構，在句中作謂語動詞know的賓語。“疑問詞+動詞不定式”結構，可在句子中作主語、賓語、表語等成分。e.g.When to start is a problem.（作主語）何時動身是個問題。

The farmer taught us how to plant rice.（作賓語）農民教我們怎樣種水稻。

The question was where to go.（作表語）問題在于去哪里。Section B: 1．It is always on the fourth Thursday in November, and is a time to give thanks for

food in the autumn.感恩節通常是在十一月的第四個周日，它是一個在秋天感恩食物的時刻。

動詞不定式短語to give thanks for food in the autumn在句中作定語，修飾前面的名詞time。動詞不定式若在句中作定語，常放在被修飾的名詞或代詞之后。e.g.Spring is the best time to fly kites.春天是放風箏的最好時節。

I have a letter to write.我有一封信要寫。（write在句中是及物動詞）

I have no pen to write with.我沒有鋼筆去寫。（write在句中是不及物動詞）注意：當動詞不定式中的動詞和被修飾的詞是動賓關系，并且該動詞是不及物動詞時，其后應加上適當的介詞。

2．At this time, people also remember the first travelers from England who came to live in America about 400 years ago.在這時，人們也會想起大約400年前第一批從英格蘭來到美國居住的漂泊者。關系代詞who引導的句子作定語，修飾名詞travelers，我們稱這個句子為定語從句。如果被修飾的名詞或代詞指人，定語從句由who，whom或that引導。e.g.The man who we met just now is my English teacher.剛才我們遇見的那個人是我的英語老師。Tom is a kind boy who often helps others.湯姆是一個經常幫助別人的好心男孩。

3．These days, most Americans still celebrate this idea of giving thanks by having a big meal at home with their family.今天，大多數美國人仍然以在家與家人一起吃大餐的方式來慶祝這個感恩的想法。“by+v.-ing形式”意為“通過做某事”。介詞by意為“通過??，憑??，以??”，后面常接v.-ing形式，表示通過做某事而得到某種結果。常用來回答How do you...？或How can I...？這類問句。e.g.—How do you learn English？你怎樣學英語？

—I learn English by listening to English songs.我通過聽英文歌曲學習英語。拓展：

（1）“by+交通工具”意為“乘/坐??”。e.g.I went to work by bus.我坐公共汽車去上班。

（2）“by+時間”意為“到??時（為止）；在??以前”。e.g.I must be in bed by ten o’clock.我必須在10點之前睡覺。（3）“by+地點”意為“在??旁邊”。e.g.They lived by the sea.他們住在海邊。

4．Here is one way to make turkey for a Thanksgiving dinner.這是為感恩節大餐烤火雞的一種方法。

one way to do sth.意為“做某事的一種方法/方式”，其中動詞不定式作名詞way的定語，該結構相當于one way of doing sth.。e.g.Do you know a good way to learn English？

=Do you know a good way of learning English？你知道學習英語的好方法嗎？ 5．First, mix together some bread pieces, onions, salt and pepper.首先。把一些面包片、洋蔥、鹽和甜椒混合在一起。

mix此處用作及物動詞，意為“（使）混合；融合”。mix...with...意為“把??和??混合”，mix up意為“弄亂,攪拌”。

e.g.She mixed the butter and sugar together.她把黃油和糖拌在了一起。

拓展：mix也可用作名詞，意為“混合；混合物”。

6．Next, fill the turkey with this bread mix.接下來，用這些面包混合物填充火雞。fill及物動詞，意為“（使）充滿；裝滿”。fill...with...意為“用??填充??”。e.g.The boy filled the bottle with sand.那個男孩用沙子把瓶子裝滿了。

拓展：full形容詞，意為“滿的”，be full of表示“充滿??”，相當于be filled with。

e.g.The bag was full of clothes.那個包里裝滿了衣服。

注意：be filled with是一個固定短語，意為“充滿??”。e.g.The large box is filled with books.這個大箱子里裝滿了書。7．Then, put the turkey in a hot oven and cook it for a few hours.然后，把火雞放入一個熱烤箱烤上幾個小時。

a few意為“一些；幾個”，修飾可數名詞復數，相當于several或some，表示肯定概念。

Few 也修飾可數名詞，表否定“幾乎沒有”。

e.g.I have a few books about pronunciation.我有幾本關于發音的書。a little修飾不可數名詞，表示肯定概念，“有些，有幾個”。Little 也修飾不可數名詞，表示否定，“幾乎沒有”。e.g.There are few eggs in the fridge, so I must buy some.冰箱里幾乎沒有雞蛋了，所以我必須去買一些。

There are a few eggs in the fridge, so I needn’t buy any at once.冰箱里還有幾個雞蛋，所以我不必立刻去買。

There’s little rice in the bowl.碗里沒多少米飯了。I can only speak a little French.我只會說一點兒法語。記憶口訣：few，little有異同，可數或不可數要記清，其前有“a”表肯定，其前無“a”表否定。

8．When it is ready, place the turkey on a large plate and cover it with gravy.火雞烤好后。把它放在一個大盤子里并把肉汁覆蓋在上面。（1）place此處用作及物動詞，意為“放置；安置”。

e.g.Don’t place the bottle near the fire.不要把瓶子放在火附近。拓展：place還可用作可數名詞，意為“地方”。e.g.That was a quiet place.那是一個很安靜的地方。

There’s no place for your books.沒有放你的書的地方了。（2）cover此處用作及物動詞，意為“覆蓋；遮蓋”。cover...with...意為“用??把??覆蓋”；be covered with意為“被??所覆蓋”。e.g.Ann covered her face with her hands.安用雙手捂臉。

The mountain is covered with thick snow all year round.那座山終年覆蓋著厚厚的雪 拓展：cover用作名詞時，意為“封面；蓋子”。

e.g.The cover of the magazine is nice.這份雜志的封面很漂亮。

9．To make this special food, you need to have rice noodles, chicken soup, chicken, lettuce and eggs.要做這種特別的食物，你需要有米線、雞湯、雞肉、生菜和雞蛋。在本句中動詞不定式短語to make this special food作目的狀語。動詞不定式（短語）作目的狀語時可以位于句首，與后面的句子常用逗號隔開，意為“為了做某事”。

e.g.To pass the driving test, he practises again and again.為了通過駕駛考試，他一次又一次地練習。

To buy her favorite book, she went to the bookshop on foot.為了買到她最喜歡的書，她步行去了書店。

10．Then, make the chicken soup very hot, over 100℃.然后，將雞湯燒得很熱，超過100攝氏度。

（1）“make+賓語+形容詞”表示“使??怎樣”，形容詞作賓語補足語。e.g.What made the boy unhappy？是什么讓這個男孩不開心？ Try to make your bedroom tidy.盡量使你的臥室整潔。

拓展：make后還常接省略to的動詞不定式作賓語補足語，即make sb.do sth.，意為“使某人做某事”。

e.g.The manager made the workers work all night.經理讓工人們工作了一整夜。（2）over此處用作介詞，意為“超過；多于”，相當于more than。e.g.He spoke for over an hour.他講了一個多小時。拓展：over用作介詞時，主要含義還有：

① 遍及

e.g.They traveled all over the world.他們環游了世界。② 在??上方

e.g.There is a bridge over the river.河上有座橋。③ 越過；橫過

e.g.Tom jumped over the wall.湯姆跳過了那堵墻。

11．Now, it’s time to enjoy the rice noodles!現在就是享受米線美昧的時刻了！“It’s time(for sb.)to do sth.”表示“到（某人）做某事的時間了”。e.g.It’s time to go to bed.到睡覺的時間了。

It’s time for us to have a rest.到我們該休息的時間了。拓展：“It’s time for sth.”也是一個常用句型，意為“到（做）某事的時間了”。for介詞，后接名詞或代詞。

e.g.It’s time for dinner.到（吃）晚飯的時間了。

Step4: Grammar Focus：

祈使句的應用：

1.祈使句的概念

表示請求、命令、建議、祝愿、邀請或要求的句子叫祈使句。用于祈使句句首的動詞總是用原形，不能用其他形式。如：

Shut the door!把門關上!

Have a cup of coffee!喝杯咖啡吧!

Let them go by train.叫他們坐火車去吧。

祈使句的主語通常為第二人稱(you)，但一般都被省略，只有在特殊的情況下才把主語(you)補充出來。如：

You be quiet!你安靜!

You wait here for a moment.你在這兒等一會兒。

有時祈使句的主語也可以是everybody, somebody, anybody, nobody等不定代詞。如： Stand up, everybody!全體起立!Nobody move.任何人都不許動。

2.祈使句表示強調

為了加強祈使句的語氣，我們通常是在祈使句的動詞原形前加上助動詞do，此時通常譯為“一定”“務必”等。如：

Do be careful.務必要小心。

Do let me go.一定讓我去。

副詞never和always有時可用于祈使句句首，表示強調。如： Never do that again.再不要這樣做了。

Always look in the mirror before starting to drive.一定要先看看反光鏡再開車。

3.祈使句的否定式

構成祈使句否定式的方法很簡單，那就是在動詞原形前加don’t——不管祈使句所用的動詞為什么性質動詞，情況都是一樣。如：

Open the window.把窗戶打開。

→Don’t open the window.別把窗戶打開。

Come next Monday.下周星期一來。

→Don’t come next Monday.下周星期一別來。

對于以let us或let’s開頭的祈使句，其否定式通常是在不定式之前放一個not。如： Let’s tell him the truth.我們把實情告訴他吧。

→Let’s not tell him the truth.我們不要把實情告訴他。4.祈使句與please 連用

為了使祈使句的語氣變得委婉，我們可以在祈使句的句首或句末加上please——若加在句首，其后不用逗號；若加在句末，則通常會在please前加一個逗號。如：

Step this way, please.請這邊走。

Please type your letter.請把你的信打出來。

Open the window, please.請把窗戶打開。

如果是否定祈使句，則通常將please加在don’t之前。如： Please don’t get angry.請不要生氣。

Please don’t telephone before 8 a.m.早8點以前請不要打電話。

5.祈使句的時間概念

祈使句所表示的時間總是指將來，所以與它連用的句子原則上要用將來時態來與它呼應。如：

Give me a hand, will you? 幫我一個忙，好嗎?

Try again and you will succeed.你再試就會成功。

Don’t do that again or you’ll be in trouble.別再干那個了，否則你會有麻煩。

三、Do exercises(做作業及解答問題)

一、根據漢語提示填詞。

1.Is it a _________(傳統的)food in China?

2.He cut some _____(片)of meat and gave them to the boy.3.How many _______(火雞)can you see over there? 4.He doesn’t eat ______(洋蔥)and ______(面包).二、單項選擇。

1.---The box is too heavy to carry.What’s in it?---Oh, it’s ____books.A.filled with B.covered with C.used for D.asked for 2.---____ do most people celebrate this day?----They celebrate it by eating dumplings.A． What B.How C.When D.Where 3.We served a big meal____ the travelers.A． with B.to C.in D.for

4.We can be thankful every day, not just ___Thanksgiving Day.A in B.on C.to D.by

5.There is ___ chicken at home.Go and buy some.A.little B.a little C.few D.a few 6.Don't_______the radio.The boy is sleeping.A.turn on

B.turn off

C.turn over

D.turn down 7.What should we do next?---We have to________.A.cut them up

B.cut up them

C.cut and up them

D.cut up

8.They poured the waste water________the sea.A.into

B.in

C.to

D.at 9.---Do you have enough students to clean the laboratory?

---No,I think we need_________students.A.another

B.two others

C.more two

D.two more 10.Half of these apples_______bad.You'd better not eat them.A.is

B.are

C.has

D.have 11.---_______ yogurt do you want?

---Two cups.A.How many B.How much C.How long D.How often 12.---How many _________ do we need?---Three.A.an apple B.a apple C.apples D.apple 13.---Let’s make the salad!

---___________.A.No, I am not.B.Thank you.C.That’s all right.D.That is a good idea.14.It’s dark(暗的)in the room.Please ____________ the right.A.turn on B.turn down C.turn up D.turn off 15.---The banana is too big.---You can ____________ fruit.A.cut up them B.cut them up C.cut it up D.cut up it 三.根據漢語意思及英語提示翻譯下列句子。1.你怎樣做咖啡奶昔？

______ do you make ____ ____ ____ ____? 2.你可以在果汁里加一些冰激凌。

You can ____ some ice cream ____ the juice.3.請打開電視機。我想看《新聞聯播》。

Please ____ ____ the TV.I want to watch CCTV News.4.我們需要放兩茶匙蜂蜜。

We need to put ____ ____ ____ ____.5.請不要把你的書和我的書混在一起。

Please don't ____ ____ you books with mine.四、Self-examination(自我反省)

第四篇：仁愛版英語八年級下Unit8 Topic1 Section D參考教案

Unit8 Topic1 SectionD 參考教案

Ⅰ.Material analysis

本節課建議教師用1課時上完。主要活動為Section D 的1a。

本課是本話題的最后一課，要求學生通過本課的學習活動，復習so… that…, such… that…和so that…結構，了解更多與服裝相關的知識。本課通過對1a短文的閱讀理解，在讓學生了解服裝的起源與功能等知識的同時，指導學生如何有效地完成任務型閱讀。要求學生掌握黑體詞discuss, 短語protect …from… 和business, 諺語You are what you wear.的用法，理解白體詞skin, materials, uniform, kimono, sportswear, easy-going, saying和function的含義。通過本課學習，讓學生了解著裝的起源、發展歷程及傳遞的信息。

Ⅱ.Teaching aims Knowledge aims：

1.了解更多的與服裝相關的知識。

2.復習so… that…, such… that…和so that…的用法。Skill aims：

1.能針對所聽語段的內容，識別語段的主題，獲取主要信息。2.能引出服裝的話題并進行簡單的交談。3.能通過關鍵詞迅速理解短文大意。

4.能根據寫作要求和素材，整理出符合邏輯的短文。Emotional aims：

了解著裝的起源、發展歷程及傳遞的信息。Ⅲ.The key points and difficult points Key points：

1.了解更多的與服裝相關的知識。

2.復習so… that…, such… that…和so that…的用法。3.有效地完成任務型閱讀。Difficult points：

能根據寫作要求和素材，整理出符合邏輯的短文。Ⅳ.Learning strategies

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1.在閱讀中抓住關鍵詞迅速理解短文大意。2.在學習中善于利用圖片等非語言作息理解主題。Ⅴ.Teaching aids Computer multimedia projector.Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher shows the pictures of 3 in Section C on the screen.Let students discuss the clothes they are wearing in pairs, using so… that…，such… that… and so that…

3.The teacher lets four students from different groups report their results of discussion.Encourage them to give more suggestions if possible.4.The teacher divides the students into five groups.And ask them to look at the five pictures of 1a.Let them discuss what information they can get from them.(Each group needs only to discuss one picture).They can get the words they need in the vocabulary.Then teacher lets the representatives from five groups report their result of discussion.Their reports should contain their jobs and the features of clothes.They should also explain the meanings of the new words after discussing and looking them up by themselves.At last teacher evaluates their work and stresses the new words they mentioned.Presentation(10 minutes)

1.The teacher lets students read the passage of 1a and check their description above.2.The teacher asks students to read the passage again and answer Questions 1-2 of 1b.3.The teacher lets students tell their answers.Explain the meaning of the new word function.4.The teacher asks the students to read from “For example, when we see a man in a uniform” to “…maybe he or she is lively and easy-going.” And let them complete the sentences of Questions 3-5.5.The teacher lets students tell their answers.6.The teacher asks the students to work in groups and discuss the meanings of the sentences of Question 6.2 / 5

7.The teacher lets students tell their answers.Teach the new word discuss.8.The teacher lets students show the information they searched before class.Ask them to talk about more about clothes.Consolidation(10 minutes)

1.The teacher plays the recording for the students.Let them listen to the passage and read after it.2.The teacher lets students discuss in groups to understand the passage.Let them collect the sentences they can’t understand within their own groups and show them to the whole class.The students from other groups may give them a hand if they can.3.The teacher makes a summary to explain the key points and difficult points to the students:(1)be made of …(2)protect …from…(3)more than

no more than(4)You are what you wear.4.The teacher asks students to read 1a again and find out the key words and sentences.Teach the new word material by pointing at clothes of different materials.5.The teacher asks students to retell 1a according to the key words and sentences.6.The teacher evaluates the retelling and encourages the students to do better next time.Practice(10 minutes)

1.The teacher asks the students to sum up the words about names of clothing and words for the comments of clothing in this topic.2.The teacher lets two students list the words on the blackboard.3.The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words.4.The teacher asks two students to tell the answers.5.The teacher asks students to find out more similar sentences in this topic and read it aloud.Let them pay attention to the weak form, liaison, pause and incomplete plosion.3 / 5

Grasp the usage of so… that…，such… that…and so that…

(1)P81 – 1c.(2)P84 – 2.(3)P84 – 4b.(4)P86 – 3.(5)P87: People started to wear clothes so that they could protect themselves from the sun, wind, rain and cold.6.The teacher asks the students to read through Sections A-C and fill in the blanks of the function table with the correct words.7.The teacher asks two students to tell the answers.8.The teacher lets students sum up other useful expressions in this topic.The teacher adds more and explains them.Production(7 minutes)

1.The teacher asks the students to work in groups.Let each group change the pictures they prepared before class.(The people in the pictures may be their friends or the famous stars.)And then let them introduce the people’s dressing.2.The teacher asks students to talk about what information they can get from the dressing.3.The teacher guides students to discuss if their clothes are suitable.Let them give their opinions or suggestions.4.The teacher asks students to write a passage to introduce the people’s dressing based on the information they discussed above.5.The teacher lets students read the passages to the whole class.The teacher evaluates and revises the passages together with the students.6.The teacher shows the summary of this section to the students.7.The teacher assigns homework:(1)Review the summary after class.(2)Write a passage about your favorite clothes.Explain the reasons.(3)Search pictures about uniforms.Teaching Reflection The students show deep interest to the origin and the development of clothes.They are

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surprised that they can get so much information from the clothes.The teacher may prepare more pictures containing different styles of clothes for them by showing on the screen.Ⅶ.Blackboard design Unit 8 Our Clothes

Topic 1 We will have a class fashion show.Section D 1.be made of … 2.protect …from… 3.more than

no more than 4.You are what you wear./ 5

第五篇：仁愛版英語八年級下Unit8 Topic2 Section B參考教案（范文模版）

Unit8 Topic2 SectionB 參考教案

Ⅰ.Material analysis

本節課建議教師用1課時上完。主要活動為Section B 的1a和2。

本節課的新課內容由談論不同場合的著裝常識展開，引導學生繼續學習由疑問詞引導的賓語從句和“It’s + adj.+ that?”以及“It’s + adj.+(for sb.)to do sth.”的用法。著裝藝術是學生非常感興趣和關心的話題，教師應在課前精心設計本節活動內容，準備一些相關的知識鏈接，讓學生充分意識到穿著得體的重要性。Ⅱ.Teaching aims Knowledge aims：

1.繼續學習由疑問詞引導的賓語從句。

2.繼續學習句型It’s + adj.+ that?和 It’s + adj.+(for sb.)to do sth.。3.學習不同場合的著裝常識及穿著建議的用語。4.朗讀句子時體會升調與降調語氣感情上的不同。Skill aims：

1.能聽懂接近正常語速、涉及著裝藝術的語段，獲取主要信息。2.能就著裝藝術的話題進行簡單的交談。3.能從簡單的文章中找出有關信息，理解大意。4.能根據對話簡單地寫出關于著裝藝術的短文。Emotional aims：

1.充分意識到穿著得體的重要性。

2.能在小組活動中積極與他人合作，相互幫助，共同完成學習任務。Ⅲ.The key points and difficult points Key points：

1.繼續學習由疑問詞引導的賓語從句。

2.繼續學習句型It’s + adj.+ that?和 It’s + adj.+(for sb.)to do sth.。3.學習不同場合的著裝常識及穿著建議的用語。Difficult points：

1.能根據對話簡單地寫出關于在不同的場合怎樣正確著裝的短文。2.朗讀句子時體會升調與降調語氣感情上的不同。

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Ⅳ.Learning strategies 1.朗讀時用降調表示命令的語氣，用升調表示更有禮貌的請求。2.體會句子中運用特定的句式進行某一內容的強調。3.注意借助音像資料豐富自己的學習。Ⅴ.Teaching aids Computer multimedia projector;the videos about the activities in different occasions: having a meeting, having a party, doing sports, having a class and so on;the picture of attendants;

The teacher should wear a suit for the class.Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher lets students play the game “Pardon?” to review the usage of object clauses.Let them play the game in groups of three.They may change their roles one another.A:(speak out a wh-question)B: Can you tell me what A asks? C: She / He asks …

3.The teacher lets students show the pictures of school uniforms designed by themselves.They can add the colors, the materials, and even the reasons of designing.4.The teacher lets students read the passage about the importance of some uniforms which they finished before class.5.The teacher evaluates their work and leads to new lesson by playing the videos about the activities on different occasions: having a meeting, having a party, doing sports, having a class and so on: It’s important to wear suitable clothes.I must wear a suit when I have the class, while you must wear school uniforms.We should wear different clothes correctly on different occasions.Presentation(10 minutes)1.The teacher lets students look at Picture 1 of 1a and lets them discuss what the man should wear on this kind of occasion.2.The teacher plays the first flash of 1a and lets the students watch and check their

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discussion.Let them know about the meaning of gatekeeper by showing gate + keeper → gatekeeper.Teach the word suit by pointing at the teacher’s clothes.3.The teacher lets students learn different dressings on the other three occasions in the same way.Teach the new words after watching and checking.Teach attendant by show the pictures of attendants on the screen.Teach take off by putting on a hat and then taking it off.Teach knee by pointing at the knee of himself or herself.Explain the meanings of enter.4.The teacher plays the flash of the conversation between Jane and Maria.Let students watch it and find out the opinions of them.5.The teacher asks two students to tell the answers.Explain the meanings of occasion and correctly to them.Consolidation(10 minutes)

1.The teacher plays the recording sentence by sentence.2.The teacher plays the recording without stopping.3.The teacher asks students to read the sentences in 1b and mark T(True)or F(False).4.The teacher asks two students to tell the answers.5.The teacher lets students read the passage in 1c.Let them understand the meaning of this passage, and try completing the passage.6.The teacher asks students to read the conversation of 1a and lets them check the blanks they have filled.7.The teacher asks two students to tell the answers.8.The teacher lets students read 1a and find out the sentences about object clauses with wh-questions and the sentences giving suggestions.9.The teacher asks two students to tell the answers.Write them on the blackboard.Stress the order of object clauses with wh-questions.10.The teacher lets students read 1a in roles and perform short plays in pairs.(Each pair may just play one short play.)Practice(10 minutes)1.The teacher lets students read 1a and find out the sentences of It’s + adj.+(for sb.)to do sth.3 / 5

2.The teacher asks two students to tell the answers: It’s important to wear suitable clothes on every occasion.Guide students to change it to It’s + adj.+ that …(It’s important that we wear suitable clothes on every occasion.)

3.The teacher lets students observe the pictures of 2 and read the given words, the phrases and the example.4.The teacher asks students to make sentences with the structures It’s + adj.+(for sb.)to do sth.and It’s + adj.+ that …, using the given words and phrases according to the pictures.5.The teacher asks four students from different groups to write down the sentences on the blackboard.Student A writes the sentence according to Picture 1…

6.The teacher asks one or two students to check the sentences on the blackboard.Give them a hand if necessary.7.The teacher plays the recording of 3 after they read the sentences by themselves.Let students listen and check their intonation.8.The eacher plays the recording of 3 again, and lets the students listen and try to imitate.Production(7 minutes)

1.The teacher asks the students to discuss in groups about how to dress correctly on different occasions.Teacher had better help them set certain situations, such as going to a formal party, going to the movies or going out to do some exercise.Help them design a table and ask them to finish the table after discussing.Activities What to wear go to a party go to the movies do exercise

2.The teacher asks students to write a passage according to the result of the discussion above.Then report it to the class.Remind them to use the structures: It’s important …, You should/ had better/ have to ….3.The teacher shows the summary of this section to the students.4.The teacher assigns homework:

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(1)Review the summary after class.(2)Collect some information about how to dress correctly on different occasions.(3)Make five sentences with the following structures: It’s + adj.+ that … or It’s + adj.+(for sb.)to do sth.Teaching Reflection Teacher may let students prepare some clothes before class if possible, they will do better in the performances of the four brief conversations.The teacher can set more certain situations and let the students discuss the suitable clothes they should wear in those occasions.Ⅶ.Blackboard design Unit 8 Our Clothes

Topic 2 We can design our own uniforms.Section B 1.gate + keeper → gatekeeper 2.take off → put on 3.correct → correctly 4.It’s important to wear suitable clothes on every occasion.→ It’s important that we wear suitable clothes on every occasion.Object clauses with wh-questions: Can you tell me what I should wear here? Could you tell me where the special shoes are? Sentences giving suggestions: You should wear a business suit.You have to change your leather shoes.You should take off your shoes when you enter someone’s home in Japan.You should wear your sports clothes.People should dress correctly.5 / 5