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  • 八年级下册英语教案

    分类:英语教案 时间:2017-02-16 本文已影响

    篇一:2014年(春)人教版新目标英语八年级下册教案

    新目标英语八年级下册

    授课人:

    Unit 1 What’s the matter?

    Teaching goals:

    1. 词汇.让学生熟记这些单词,能够很熟练地指出表示身体部位的某些

    单词.

    2. 能够用所学的单词谈论身体并且能给出中肯的建议.

    3. 通过听力练习,争取能够提高学生的听力能力.

    Important points:

    1. words .

    2. Sentences:

    I have a headache. You should go to bed.

    He has a stomachache.

    He shouldn’t go to bed.

    She has a toothache.

    She should see a dentist.

    Difficulty points:

    How to talk about the health and give the advice .

    Period 1

    Teaching procedures:

    Step 1 Leading in

    1. sing a song and do some actions

    2. Play a game and revise some words we have learned.

    3. (Today we’ll learn some parts of the body .)

    Look at the picture and teach new words.

    Step 2 Pre-task

    1. Read the new words by the Ss first .

    2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .

    3. Practice reading the new words .Give them 6 minutes .

    4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .

    Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list

    Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .

    Step 3 While-task

    1. Look at the picture and learn the main sentences.

    A: What’s the matter with you ?

    B: I have a cold.

    2. SB Page 7,1c Look at the pictures , work in pairs and act out.

    3. SB Page 7, 1b .

    (1) Listen and check the answers .

    (2) Listen and fill in the blanks.

    Step 4 Post-task

    同桌之间设计一个医生与病人之间的对话.

    Step 5. Exercises in class

    Period 2

    Teaching procedures :

    Step 1 Leading in

    1. Revise : Ask several pairs of students to the front of the classroom to act out the dialogue:

    What’s the matter with you ?

    I have a sore throat.

    Then ask others : What’s the matter with him/her ?

    Help Ss answer : He has a sore throat. He should drink lots of water.

    2.look at pictures and practise the dialogue.

    Step 2 While-task

    SB Page 8, 2a

    1. Point out the eight items in this activity .Read the item to the class .Ss repeat .

    2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .

    3. Match the problems with the advice .

    4. Check the answers .

    SB Page 8, 2b .

    Pay attention to the four pictures .

    1. Each of these pictures illustrates one of the conversations .

    2. Play the tape ,write the missing words on the blank lines .

    3. Play the tape again and check the answers .

    4. Pairwork. Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .

    5. Practice reading the dialogue in 2c ,and make their onw conversations .

    6. Act out the dialogue .

    SB Page 9, 3a .

    1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )

    2. Pay attention to the dialogue and the blanks in the dialogue .

    3. Fill in the blanks in the conversation .

    4. Go over the answers.

    5. Practice reading the dialogue with a student, then work in pairs . Step 3 Post-task

    SB Page 9 , 3b .

    1. Look at the picture and make your own dialogues setting 3a as an example .

    2. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .

    SB Page 9, Part 4.

    1. Read the instructions and demonstrate what a “mime” is .

    2. Read the dialogue by the Ss .

    3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .

    4. Ask one student to give advice .

    5. Give several students an opportunity to come to the front and mime an illness .

    Step 4

    Exercises in class

    Homework

    1. When you had some problems. Please remember what the doctor said .

    Remember the new words .

    Period 3

    Teaching procedures :

    Step 1 Leading

    1. Play the game :One student mimes an illness , the other students guess the illness and give advice .

    What’s the matter? Do you have a sore throat ?

    2. Revise how to talk about health and give advice.

    Step 2 Pre-task

    SB Page 10 ,1a .

    1. Look at the picture .Point out the four new words and

    expressions .Say each word and ask Ss to repeat .

    2. The first picture .Explain something about it using one of the four words and expressions .

    3. Match the words with the pictures by the Ss .

    4. Check the answers .

    5. Practice reading and make sure the Ss understand the meaning of the words .

    SB Page 10 ,1b

    1. Read the four sentences ,Ss practice reading .

    2. Look at the picture and match each picture with advice.

    3. Check the answer

    Step 3 While-task

    SB Page 10 ,2a & 2b .

    1. First ,make sure the Ss understand what they will hear .

    2. Then read the four names

    3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.

    4. Check the answers .

    Step 4 Post-task

    SB Page 10,2c .

    1. Ask two students to read the conversation to the class .

    2. Pairwork .Make conversations with your partner .

    3. Act out the conversations for the class .

    4. Write two dialogues in the exercise book .

    5. Exercises in class

    Period 4

    Teaching procedures :

    Step 1 Leading

    Discussion: how to keep healthy.

    Step 2 While task

    SB Page 11, 3a

    1. Read the article and fill in the form.

    2. Check the answers .

    3. Explanation

    4. Exercises

    Step 3 Post task

    SB Page 11, 3b

    Let the Ss read the paragraph and fill in the blanks .

    篇二:人教版初(原文来自:wWW.hnboxu.Com 博旭 范文网:八年级下册英语教案)二英语(下)全册教案

    UNIT15 What do people eat?

    Teaching aims and demands

    本单元的中心话题是饮食文化与家庭生活。围绕这一中心项目,让学生通过问答、对话、阅读、讨论、表演等各种活动熟悉并掌握有关食品的一些词汇及五种基本句型。其中五种基本句型是本单元的语言训练重点和难点。

    Lesson 57

    Teaching aims and demands:

    1. kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter So do we./Oh, we don’t./ Would you like to have dinner with me tonight? Could you pass me the cheese, please?

    2. 通过情景中的操练培养直觉思维能力,提高思维的敏捷性;通过Brainstorming 提高学生质疑能力和多方面、多角度考虑问题的发散思维能力。

    3. 通过初步学习了解不同国家的饮食文化差异,引导学生热爱生活, 增强世界意识。

    Teaching Procedures

    Step1 Warming-up

    Step2 Presentation

    Bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc. to class. Students are interested in tasting these objects. ( learning the new words by watching, tasting)

    Show a photo of a kitchen. There is a nice cupboard in it. It’s closed. Ask What’s in the cupboard? Then open the cupboard and show the students the things in it. Then ask What’s in your cupboard at home?

    Show a pair of chopsticks and ask Are Americans good at using chopsticks at table? What do they use at table? Learn the new words fork, spoon. Then ask Do you usually help to set the table at home? What is on your table at home during dinner?

    Step3 Look, learn and answer

    In pairs, get the students to look at the colour picture on page i. Have them ask and answer questions as in the model.

    Step4 Presentation

    Present this dialogue:

    (1) Teacher: I eat a lot of fruit and vegetables for supper.

    A boy: Oh, I don’t. I eat a lot of fish.

    Teacher: So do I.

    Explain that I eat a lot of fruit and vegetables means I often eat fruit and vegetables. So do I means I eat a lot of fish, too.

    Practise the following dialogues with students.

    (2) Teacher: Does your mother cook meals for your family every day?

    Student A: Yes, she does. She cooks nice food for me and dad.

    Teacher: So does my mum.

    (3) Teacher: I always read English for about half an hour before I go to bed.

    Student B: Oh, I don’t. I always read English before I have breakfast.

    Teacher: So does my younger sister.

    When students understand the dialogues, get them to talk about their daily life like this in pairs.

    Step5 Competition

    Divide students into two teams. Tell them My foreign friends will come to dinner this weekend. Mr Smith comes from America. Mrs Potter comes from England. Susan comes from France. Mary comes from Japan, Dave comes from Canada. Miss White comes from Australia. Would you like to help me make a shopping-list? See which group makes a better

    Step6 Puzzle dialogues

    SB Page1, Part3. Pairwork first. Then check the answers as a class. In pairs, have the students role-play as if they are at a dinner. One of them is a host/hostess, the other is a guest. Walk around and give help where needed. Encourage them to speak freely and use more expressions they like.

    Step7 Homework

    Collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the classroom with them. Often talk about the pictures during break.

    Lesson58

    Important Points

    1. 认知目标:通过学习本课,学生应理解并学会正确运用以下单词和句型:Italy, India, Italian, Indian, Moscow, even, taste, enjoy, pizza, /It seems that…./ Do you think…? Yes, I think so. /No, I don’t think so. Yes, I agree. /No, I don’t really agree. I really don’t agree.

    2.

    3. 能力目标:通过阅读课教学,培养学生的略读能力、对课文细节的理解能力及在情境中猜词的能力。 情感目标:进一步学习了解不同国家的饮食文化差异,给学生灌输“吃出健康”的饮食理念;了解list.中国饮食在世界上的影响培养学生的爱国情操。

    Teaching Procedures

    Step1.Warming-up(A guessing-game)

    Get the students to talk about their favourite food in pairs.

    Step3.Pre-read

    Then Teacher asks ―How do you like …?Are they Chinese food? Are they the most popular food in China? What do you think is the most popular food in China? What about in the world? What do you usually have for meals? (It seems that you like…(a kind of food) best! It seems that … is/are your favorite food.)Do you like fast food? Why or why not?

    Get the students to discuss these questions in groups of four, then have one to show their ideas. Step4 Reading

    Show pictures of special food from different countries.(fish and chips from England; raw fish flakes from Japan; bullfrog from France; dumplings from China; hamburgers from America; pizza from Italy….)Students should guess what countries the foods come from.

    Show the title ‖Favourite Food ― to the class and ask them to predict what the passage is about . Fast-reading:1) What’s the most popular food in the world?

    The students scan the passage for the answer.

    Careful-reading:

    1)What kind of food do Indians like?

    2) Do we Chinese people eat fish in the same way as Japanese?

    3) Do English people usually eat fish and chips just at home? Where else? What does ―on the road ― mean in this passage?(try to explain it in English)

    4) How do we know that American fast food is the most popular in the world?

    5) What’s Chinese food like? Why is Chinese food popular in the world?

    The students read the passage slowly and carefullly for information.

    Encourage the student to guess the new words ―even‖ and ―taste‖ in the context.

    Read with the tape. Help students with their intonation and pronunciation.

    Retell this passage.

    Step 5 Presentation

    “I often tell you to get up early and have a rich breakfast. But I learn that some of you get up late and have to finish breakfast in a hurry or even come to school without breakfast. I really worry about their health. But they don’t really agree with me. What do you think of that?”

    “Do you know Chinese people like to eat a lot of food at supper? I really don’t agree with this kind of behavior. What about you?”

    Help students understand the difference between‖ I don’t really agree ― and ― I really don’t agree.‖ ( ― I don’t really agree‖ means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion; however,‖ I really don’t agree‖ means that you strongly disagree with the other person and nothing will change your mind.)

    Step6 Ask and answer

    Can you find any food from other countries in China/in Wenzhou? Are they famous? Do you like them? Why &why not? Why is fast food so popular in the world? In America? In China? Is it good for health? What food do you think is good for health?

    What do you think of the food you usually eat? Is it healthy or unhealthy? (discuss in groups and then make a list of healthy and unhealthy food.)

    Step 7 Homework (choose one of the followings)

    1.Try your best to look for information about Chinese food in different places like in the north of China, in the south of China, in the west of China, in the east of China, learn different eating customs in China. Write a composition about Chinese food.(SBPage5 Part4)

    2.‖ Do you like Western fast food?是选择饺子,还是选择“巨无霸”,看中西快餐谁领风骚?‖ Interview your friends or your foreign teachers and then write a composition about their opinions.

    3. Write a composition about your eating experience at a western fast food or at a Chinese fast food.

    lesson59

    Teaching aims and demands

    1.

    2. 认知目标:通过学习本课,学生应理解并学会正确运用以下句型:either…or…/neither…nor…/make 能力目标:通过warming-up阶段question bombardment培养学生在无法预先准备的真实情况下sb. do sth./ Five kinds of simple sentences 运用英语快速反应的能力;通过学习五种基本句型,提高学生运用所学语言进行创造性描写的能力;通过阅读与讨论,引导学生联系实际,发散思维,提高语言综合能力;组织学生进行辩论,培养思维的流畅性、变通性和独特性。

    3. 情感目标:培养学生学习与协作的能力,引导学生观察生活,热爱劳动,关注家庭,体恤父母。 Teaching Procedures

    Step1 Warming-up

    Step2 Study

    SB Page3,Part1. Let students read through the sentences in the first box carefully. Ask them if they can discover the common feature in the sentences. Point out that all the sentences contain a noun or pronoun denoting a doer(subject) and a verb(predicate). Do with the rest of the sentences in the same way.(不过分强调句子成分和结构的分析,把重点放在理解句子的意义上。)

    Step3 Presentation

    Ask the students to say something about their family life by using the sentences they discussed just now. Get one or two to demonstrate their passages. The others try to comment their family life. Use the information from the students to present the following two sentence structures:

    either…or…/ neither…nor….

    Step4 Read and discuss

    Ask Who does the housework in Han Mei’s family? Get them to quickly skan the first passage for the answer. Discuss the three questions on Page3 in pairs.

    Show the picture of the Indian girl’s family and let the students predict her family life. Then ask them to read the second passage carefully and find the right idea.

    Play the tape and have the students repeat.

    Step5 Hold a debate

    Topic A: Men should do part of the housework.

    Topic B: Men don’t need to do housework.

    Step6 Homework(choose one of the following two)

    (1)

    (2) Help your parents do part of the housework and write a short passage about that. Try to exchange ―You will have your own family when you grow up. What will your family life be like? What will your feeling the next day. your wife/husband/child do for the family? What kind of family life is your favorite? Compare your family life now with that twenty or thirty years later.‖ Discuss these questions with your partner and try to exchange your opinion the next day.

    Lesson 60

    Teaching aims and demands

    1. 认知目标: 学习something English, take a seat, be famous for , I’m happy you like it. Would you like anything else? May I take your order now?等短语句型,并巩固本单元的词汇、句型。

    2. 能力目标: 培养学生在语境中得体运用所学语言进行表演的能力;提高学生的书面表达能力。

    3. 情感目标: 加深学生对中外饮食文化差异的理解和感受。

    Teaching Procedures

    Step1 Warming-up

    Ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life( the homework the day before).

    Step2 Presentation

    Show a picture(half-covered). Ask Where are the two ladies having dinner? How are they? What’s on the table? Then show the whole picture and check the answers.(Revise the food items in this unit) Step3 Presentation

    (1)Ann is inviting a Chinese girl Chen to dinner. Suppose you’re Ann, your partner is Chen. Make up a short dialogue and act.

    (2) Now Chen arrives, Ann is serving her. Predict what they will say to each other when they meet. Predict what Chen will say when she sees Ann’s mother and what they will say to each other during dinner. Step3 Read and act

    (1) Ask What are they having for dinner? How is the food? Books closed. Listen to the tape and find out the answers.

    (2)Have the students listen and repeat.

    Step4 Presentation

    Show a menu with something English/American/Italian/Japanese/French on it. Ask Where do we usually have these kinds of food? (at a restaurant) Who will show you a menu when you go into a restaurant?(a waiter and a waitress) What will a waiter/waitress do after that?

    Step5 Read and act

    Ask What will Linda and Paul have for dinner? Listen and find out the answer.

    Listen to the tape and repeat.

    Tell the students some differences between an American restaurant and an English one. Then ask them to say something about table manners.

    Step6 Listening

    SB Page4, Part2.

    Step7 Homework

    Design an English newspaper in four. The topic will be either Food & Health or Family Life. You can show your own opinions or find out some information about that from Internet, magazines, TV etc.

    Unit 16 What a good, kind girl!

    About the teaching material

    The topic of Unit 16 is ―Asking and showing the way‖, and the functional item is asking permission and talking about possibility with modal verbs ―can‖ and ―may‖.

    Cognizance:

    1. The Ss can use the following words:

    kind, lady, library, cross, reach, corner, church, café, fix, lab, suddenly, history, key

    2. The Ss can use the following expressions:

    Turn left /right at the…crossing.

    Go on until you reach….

    You can’t miss it.

    on one’s way to, first of all , be /get lost, wait for

    Abilities and skills:

    1. The Ss can give instructions to some places in the street or according to a map.

    2. The Ss can use different expressions to ask the way.

    3. The Ss can ask permission and talk about possibility with ―can‖ and ―may‖

    Feeling and attitudes:

    1. The Ss can realize that they learn English for their real life, not only for the English class

    and exams.

    2. Give the Ss the feeling that they are the centre in English learning activities so that they

    will try to be active and creative in class.

    篇三:2014人教版八年级英语下册教案

    Unit 1 What’s the matter?

    教学目标:

    1语言目标:描述健康问题的词汇,及如何根据别人的健康问题提建议。

    2 技能目标:能听懂谈论健康问题的对话材料;能根据别人的健康问题提建议;能写出重

    点单词和重点句型,并能描述怎样对待健康问题。

    3 情感目标:通过开展扮演病人等活动,培养学生关心他人身体健康的品质。

    通过本课的阅读,培养学生处理紧急事件的基本能力,树立紧急事件时互相

    帮助的精神。

    教学重点:

    短语: have a stomachache, have a cold, lie down, take one’s temperature,

    go to a doctor, get off, to one’s surprise, agree to do sth., get into trouble,

    fall down, be used to, run out (of), cut off , get out of, be in control of ,

    keep on (doing sth.), give up

    句子: 1 What’s the matter? I have a stomachache. You shouldn’t eat so much next time. 2 What’s the matter with Ben?

    He hurt himself. He has a sore back.

    He should lie down and rest.

    3 Do you have a fever? Yes, I do. No, I don’t. I don’t know.

    4 Does he have a toothache? Yes, he does.

    He should see a dentist and get an X-ray.

    5 What should she do? She should take her temperature.

    6 Should I put some medicine on it? Yes, you should No, you shouldn’t.

    教学难点:掌握情态动词should \shouldn’t. 的用法;学习have的用法。

    课时划分:

    Section A1 1a – 2d

    Section A2 3a-3c

    Section A3 Grammar Focus-4c

    Section B1 1a-2e

    Section B2 3a-Self check

    Section A 1 (1a – 2d)

    Step 1 Warming up and new words

    1. Look at a picture and learn the parts of the body.

    2. New words and phrases.

    Step 2 Presentation

    1a Look at the picture. Write the correct letter [a-m] for each part of the body.

    ___arm___ back ___ ear___ eye___ foot

    ___hand ___ head ___ leg___ mouth

    ___ neck ___nose___ stomach ___ tooth

    Step 3 Listening

    1b Listen and look at the picture. Then number the names 1-5

    Listen to the conversations again and fill in the blanks.

    Conversation 1

    Nurse: What’s the matter, Sarah?

    Girl: I ___________.

    Conversation 2

    Nurse: What’s the matter, David?

    Boy: I _________________.

    Conversation 3

    Nurse: What’s the matter, Ben?

    Boy: I _________________.

    Conversation 4

    Nurse: What’s the matter, Nancy?

    Girl: I _________________.

    Conversation 5

    Betty: What’s the matter, Judy?

    Ann: She __________________.

    Step 4 Speaking

    1c Look at the pictures. What are the students’ problems? Make conversations. Examples

    A: What’s the matter with Judy?

    B: She talked too much yesterday and didn’t drink enough water.

    She has a very sore throat now.

    A: What’s the matter with Sarah?

    B: She didn’t take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on her jacket. Now she has

    a cold.

    Step 5 Guessing games

    Guess what has happened to the students by using the important sentences.

    Step 6 Listening

    2a Listen and number the pictures [1-5] in the order you hear them.

    2b Listen again. Match the problems with the advice.

    Step 7 Speaking

    2c Make conversations using the information in 2a and 2b

    A: What’s the matter?

    B: My head feels very hot.

    A: Maybe you have a fever.

    B: What should I do?

    A: You should take your temperature.

    Step 8 Role–play

    Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students.

    2d Role –play the conversation

    Step 9 Language points and summary

    1. What’s the matter?

    这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是―怎么了?‖其后通常与介词with连用。类似的问句还有:

    What’s wrong? 怎么啦?

    What’s wrong with you? 你怎么了?

    What’s your trouble? 你怎么了?

    What’s the trouble with you? 你怎么了?

    What’s up? 你怎么了?

    2. have a cold伤风, 感冒, 是固定词组,表示身体不适的常用词组还有:

    have a bad cold 重感冒

    have a fever发烧

    have a headache 头痛

    have a stomachache 肚子痛, 胃痛

    have a toothache牙痛

    Summary:1. 牙疼 have a toothache

    2. 胃疼 have a stomachache

    3. 背疼 have a backache

    4. 头疼 have a headache

    5. 喉咙疼 have a sore throat

    6. 发烧 have a fever

    7. 感冒 have a cold

    8. 躺下并且休息 lie down and rest

    9. 喝热蜂蜜茶drink hot tea with honey

    10. 喝大量水 drink lots of water

    11. 看牙医see a dentist

    12. 量体温take one’s temperature

    13. 看医生go to a doctor

    Step 10 Exercises

    根据上下文意思填空。

    Mandy: Lisa, are you OK?

    Lisa: I _____ a headache and I can’t move my neck. What ______ I do? Should I

    _____ my temperature?

    Mandy: No, it doesn’t sound like you have a fever. What _____ you do on the

    weekend?

    Lisa: I played computer _____ all weekend.

    Mandy: That’s probably why. You need to take breaks _____ from the computer.

    Lisa: Yeah, I think I sat in the _____ way for too long without moving.

    Mandy: I think you should ____ down and rest. If your head and neck still hurt tomorrow, then

    go to a _______.

    Lisa: OK. Thanks, Mandy.

    翻译下列句子:1. 你怎么了?我头痛。

    2. 他怎么了?他发烧

    3. 李雷怎么了?他喉咙痛。他应该多喝水。

    4. 如果你的头和脖子明天仍然疼的话,请去看医生。

    Homework:Make up a conversation between a doctor and a patient.

    Section A 2 (3a – 3c)

    Step 1 Presentation

    Look at the picture. Discuss what happened and then what we should do.

    Teacher: What happened in the picture.

    Students:

    Teacher: What should we do to help them?

    Students:

    Teacher: Did the bus driver help them?

    Students:

    Step 2 Reading

    3a Read the passage and answer the following questions.

    Do you think it comes from a newspaper or a book? How do you know?

    Did the bus driver help the man and the woman?

    3b Read the passage again and check the things that happened in the story.

    1 ____ Wang Ping was the driver of bus No.26 at 9:00 a.m. yesterday.

    2 ____ Bus No.26 hit an old man on Zhonghua Road.

    3 ____ The old man had a heart problem and needed to go to the hospital

    right away.

    4 ____ The passagers on the bus did not want to go to the hospital, so onlyWang Ping went with the woman and old man.

    5 ____ Some passagers helped to get the old man onto the bus.

    6 ____ The old man got to the hospital in time.

    Step 3 Speaking

    3c Discuss the questions with a partner.

    Step 4 Languages points

    1. ... when the driver saw an old man lying on the side of the road.

    ...... 这时司机看到一位老人正躺在路边。

    观察与思考:你能看出―看到某人正在做某事‖的句型吗?

    see sb. doing sth. 看见某人正在做某事

    e.g. When I pass the window I see him drawing a picture.

    see sb. do sth. 看见某人做过某事

    e.g. I often see him draw a picture.

    活学活用:

    1) 我看见他时他正在河边玩。

    I saw him _______ by the river.

    2) 我看见过他在河边玩。

    I saw him _____ by the river.

    3) 我看着他过了桥。

    I see him ______ across the bridge.

    4) 我看见她正在洗碗。

    I see her _________ the dishes.

    2. The bus driver, 24-year-old Wang Ping, stopped the bus without thinking twice.

    3. He only thought about saving a life.

    观察与思考:你能看出―without thinking‖、―about saving a life‖ 的共同点吗?

    共同点:介词 + doing;介词 + 名词、宾格代词、doing

    活学活用:用适当的形式填空。

    1) I am fine. What about ____ (she)?

    2) Thanks for ______ (tell) me the story?

    3) It is a sunny day. How about _____ (go) fishing?

    4) It is good to relax by ______ (use) the Internet or _________ (watch) game shows.

    4. But to his surprise, they all agreed to go with him.

    to one’s surprise

    使......惊讶的是,出乎......意料

    e.g. To their surprise, all the students pass the exam.

    Much to everyone’s surprise, the plan succeeded.

    5. ... because they don’t want any trouble, ...

    当trouble意为―困难;麻烦‖时,是不可数名词。如:

    I’m sorry to give you so much trouble.

    (1) be in trouble意为―有困难;陷入困境‖。

    如: He always asks me for help when he is in trouble.

    (2) get sb. into trouble 意为―使某人陷入困境‖。

    如: If you come, you may get me into trouble.

    (3) 主语 + have / has trouble (in) doing sth. 意为―某人在做某事方面有困难‖。如: I have some trouble (in) reading the letter.

    当trouble意为―麻烦事;烦心事‖时,是可数名词。如:

    She was on the phone for an hour telling me her troubles.

    【运用】根据汉语意思完成英语句子,每空词数不限。

    (1) 他认为每天吃饭是一件麻烦事。

    He thinks that eating every day is _________.

    (2) 你知道你现在为什么处于困境吗?

    Do you know why you _____________ now?

    (3) 我妹妹在学习英语方面有困难。

    My sister _____________________ English.

    6. right away 意为―立刻;马上‖,和 in a minute 意思相近。例如:

    I’ll be there right away / in a minute.

    另外,right now和 at once也可表示―立刻; 马上‖的意思。

    【运用】根据汉语意思完成英语句子,每空词数不限。

    你必须马上出发。

    You must start _________________________________________.

    重点短语

    1) 看到某人正在做某事see sb. doing sth.

    2) 让某人吃惊的是to one’s surprise

    3) 下车get off the bus

    4) 上车get on the bus

    5) 多亏,幸亏thanks to

    6) 考虑think about

    7) 同意做某事agree to do sth

    8) 造成麻烦get into trouble

    Step 5 Exercises

    用括号内的词的适当形式填空。

    1. The driver saw an old man _____ (lie) on the road.

    2. I sat in the same way without ________ (move).

    3. He only thought about ______ (save) a life and didn’t think about _______ (him).

    4. The old man needed _____ (go) to the hospital.

    5. A woman was ________ (shout) for help.

    6. He expected them ______ (get) off the bus.

    Section A 3 (Grammar focus – 4c)

    Step 1 Revision (Guessing game)

    Look at the pictures, guess what has happened and revise the important points the students have learned.

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