八年级英语下学期全套教案(5)

二．重点词组：

1. keep out不让......进入

2. out of style不时髦的；过时的 3. call sb. up打电话给...... 4. pay for付款 5. ask for要求

6. the same as与......同样的 7. in style时髦的；流行的 8. get on相处；进展

9. as much as possible尽可能多 10. all kinds of各种；许多

11. on the one hand, ......（在）一方面，...... 12. on the other hand, ......另一方面，......

三．重点句型： 1. What should I do? 我应该怎么做？

2. You could write him a letter. 你可以写信给他。 3. What should he do? 他应该怎么做？

4. Maybe he should say he's sorry. 也许他应该说抱歉。 5. What should they do? 他们应该怎么做？ 6. They shouldn't argue. 他们不应该争吵。

四．重点语法：

情态动词should的用法

should是情态动词，它的基本用法是必须和其他动词一起构成谓语。情态动词没有人称和数的变化，意为\应该......\。

should（应当，应该）用于所有人称，表示劝告或建议。 eg. You should wait a little more. 你应该再多等一会儿。

--- I have a very bad cold.我感冒很厉害。

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

在这个单元中我们还学到用\表示建议，这时could不是can的过去式，而表示比should更加委婉的建议。

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

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

五．提高与拓展

（sb.）pay（money）for sth.为......而付款

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（sb.）spend（money）on sth在......上花多少钱 （sth.）cost sb.（money）什么东西值多少钱

这三个短语都是表示付款。但pay, spend指的是\人\，主语为人，而cost指的是\物\，主语为\物\。 例如说他昨天花10元买了一本书。用以上三个短语分别为： ①He paid 10 yuan for the book yesterday. ②He spent 10 yuan on the book yesterday. ③The book cost him 10 yuan yesterday. 注意以上三个动词的动词过去式为：

pay---paid spend ---- spent cost----cost 以上三个例句的翻译为：

①他昨天为这本书付了10元钱。 ②他昨天花了10元钱（买）这本书。 ③这本书花了他10元钱。

检测练习：

一．选择填空：

1. I _______ home until I finish my homework. A. won’t go B. will go C. go D. went

2. I don’t know if she _______ tomorrow, if she ______, I’ll call you. A. comes, comes B. will come, will come C. will come, comes D. comes, will come 3. There ________ more people in the next 5 years. A. is B. are C. will have D. will be

4. She tried _______ about her journey, but she found it difficult. A. didn’t to worry B. to not worry C. not worrying D. not to worry

5. I think ________ food is fried chicken in the USA. A. more popular B. most popular C. the most popular D. popular

6. When you go to see your father, please ______ these books to him. A. bring B. take C. carry D. put 7. His backpack is the same ________ Tom’s. A. at B. as C. from D. in

8. I argued ________ my good friends yesterday. What should I do? A. of B. with C. at D. to

9. Han Mei _________ a book from the library a week ago. A. lent B. returned C. borrowed D. wanted 10. --- What can I do for you, sir?

---I’m ________ a book on history.

A. making out B. finding out C. looking for D. working out

二．用适当的词或词组填空：

more than get on well ask…for 22

credit except get a part-time job

1. Are you ___________________ with your classmates?

2. There are _________________ three thousand students in our school. 3. He bought all these things on ____________.

4. Why don’t you _________your parents _______ help? 5. Mike always _______________ to pay for his tuition.

三．连词成句：

1. you, should, maybe, parents, ask, help, for, your

_____________________________________________________. 2. want, it, to, on, phone, I, talk, about, the

_________________________________________________________. 3. soccer, popular, is, very, the, world, all, over

_________________________________________________________. 4. have, a, fight, your, with, did, classmate, yesterday, you

_________________________________________________________? 5. pollution, will, there, less, the, in, future, be

_________________________________________________________.

Units 1-3英语试卷分析

今年我们使用的是人教版英语教材，该教材注重基础知识，针对性强，好教易学。 一、试卷特点

1、注重基础知识，语言点的考查。试题针对这方面的考查覆盖面广，从字母到单词，到词组，再到语法，最后到句子及文章，一气呵成，由点及面到体，实现了三维考查。

2、难易过渡合理，书面表达难度降低，减轻了学生的心理负担，体现了素质教育的真谛。 二、试卷分析

本次试卷题量，难度适中，基础题占绝大多数，但出题范围较集中，存在押中题得分高，押不中得分低的现象。

1，听力部分，满分20分，得分率在65%。听力材料情景丰富，内容真实，语言地道，语速适中，声音清晰，使之成为了学生的“优势”得分题型。这次听力考查除了检测考生能否获取详细的事实性信息外，还有理解会话者的观点、态度及意图，推测关系、时间、地点，概括主旨等需深层理解的题目。学生失分的原因在于：语篇理解能力不强，对特殊场景的用词掌握不到位，对人物关系不明确，对有关话题的关键词找不准结果造成丢分；学生“短暂记忆”能力还不过硬，或者说，学生在听的过程中不会动笔记一些关键词，考试技巧尚欠熟练等。

想把听力成为学生的“优势”得分题型，还需加强教与学。听力练习要持之以恒，长期坚持练习听力的同学负责听的脑组织基本上处于工作状态，无需“重新启动”的过程，考试时，他们就可以马上进入状态。建议每天给同学们10—20分钟练习听力的时间，老师不能仅放放磁带，对对答案，一定要了解学生出错的原因，并加以适时的解题技巧的指导。听力材料可选用外籍人士所读的模拟

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试题，也可以通过听广播、看电视训练听力。精听泛听相结合，有的段落可反复听，非弄明白第一个词不可，有的则大概听听就可以了，因为泛听对培养语感很有好处。练习时要学会抓关键词语，学会预测，并努力做到边听边分析综合。对听力测试问题的类型，即概括中心话题，推理判断，谈话细节等问题要心中有数。要熟悉常考的谈话内容，如打电话、购物、看病、就餐、活动安排、表示看法等。

2，单项选择，满分15分，得分率在76%。主要考查常规的一些单词、短语、语法项目，句子结构也并不复杂。单选覆盖面较广，涉及到：冠词，情态动词，时态，副词，介词，非谓语动词，名词、动词和动词短语辨析，固定短语及交际用语，但单项填空题得分率偏低，除了21，22、24、29，30，34这三题得分率高于60%，其余9题的正确率都偏低原因在于学生基础不扎实，对易错点练习少，未掌握考查重点等。 3：完形填空

完形填空部分文章的体裁为一篇叙述文，题目不偏不怪，难易适中，结构严谨，题目设置巧妙。侧重考查学生对语境、语义和语篇的深层理解，要求学生能在掌握文章主旨大意的基础上，正确理解句与句、段与段之间的横向联系由此可见，如何提高学生的语篇理解能力，培养学生的语感，也是提高完形填空得分的关键所在

4，阅读理解，满分30分，得分率为80%。分A，B，C三篇，具体有以下特点：内容丰富健康，贴近学生生活，是学生课内知识向课外知识的延伸。文章涉及幽默故事、异国文化和家庭成员等。三篇文章后的问题设计简单、明了，主要考查初一学生获取信息及对语篇大意的理解能力。得分率较高。

5，书面表达，满分20分，得分率在50%左右。该题全面考查学生语言评价能力和运用能力，也是学生创新能力的的集中体现。由于作文的话题贴近学生的学习和生活，故学生有话可说，下笔容易。但遗憾的是因有了相关的提示，抑制了学生想象力的发挥，使得绝大多数学生的文章千篇一律，缺乏创新。 三、建议

1、出题范围再分散些，单词要考查，学生才会有动力。 2，教师要注意综合练习，尤其是语感的培养，句子的构成。

教学反思：

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Unit 4 He said I was hard-working .

Teaching goals:

1. Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise . 2. Patterns: What did your math teacher say ? He said he could speak three languages .

3. 直接引语和间接引语的转换。 4. 写成绩报告单，并能将自己的成绩报告给他人。 Important and difficult points :

1. 新的词汇和习语。 2. 个人Report card 的写作。 3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。 Teaching aids : teaching cards , pictures and a tape recorder .

Period 1

Teaching procedures : Step 1 Leading in

Ask several Ss what they are going to do after school .Write their sentences on the Bb . Step 2 Pre-task

Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?

Write the words ―He said‖ and ―She said‖ on the Bb .Say,We can use the words ―He said‖ and ―She said‖ to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .

Repeat this process with the other sentences on the Bb . Step 3 While-task SB Page 26 , 1a .

1. Ask a student to read the four questions . 2. point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .

3. Repeat with the other pictures .

SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .

A:What did she say?

B:She said she was having a surprise party for Lana on Friday night. SB Page 26 , 1b .

This activity gives students practice in understanding the target language in spoken conversation. Look at the pictures in Activity 1a.Listen and number the statements in the picture. Then play the recording and correct the answers . Step 4 Homework

Please write a short soap opera scene .You can do the homework in a group of four.

Period 2

Teaching procedures : Step 1 Leading in

Check the homework .Ask several students to read their sentences to the class . Step 2 Pre-task SB Page 27 , 2a .

This activity provides listening practice using the target language.

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