八年級上學期>>Unit 7 Mainly revision
教學目標
1.知識目標
（1）New words and phrase: lift, up and down, busy, team, center, popular, quite, month, village, strong, soccer, Gum Tree, Ashland, Richmond
（2）語法知識:現在進行時,一般現在時, be going to 結構表示將來要發生的動作,形容詞和副詞的比較級和最高階,提建議的表達方法,表示需要, 詢問方向, 指點方向.
（3）語音知識: /iз/ea, ear, /εз/ air ,ear,ere
2.能力目標
（1）使學生能夠熟練掌握1-7單元的語法專案並能靈活運用.
（2）使學生能夠聽懂與課文難度相當的聽力材料,並能根據上下文判斷生詞的含義.
（3）使學生能夠熟練運用於1-7單元交際用語並根據不同情景進行對話.
3.德育目標
培養學生良好的學習習慣和學習興趣.
通過教學，教育學生熱愛運動，積極參與，德智體全面發展。
通常學習，讓學生感受到體育運動給大家帶來的歡樂和愉悅。
教學建議
教材分析
本單元是複習單元，它綜合了從第一單元到第六單元的所有語法知識和相關交際專案。Lesson 25主要是複習現在進行時和be going to 結構要求學生能區分兩種結構在意義上和形式上的區別，並能根據情景熟練進行交際運用。Lesson 26是一篇閱讀材料，在提高閱讀能力的同時，重點複習了一般現在時的句子結構。Lesson 27主要是複習提建議、邀請和介紹事物的相關交際用語，Lesson 28主要是複習有關問路和指路的交際用語。教師在教學過程中除了對具體的語言專案進行復習以外應注重提高學生綜合運用語言的能力。
複習引導
本單元的教學內容是複習1-7 單元的所有語法專案和交際用語。教師應對一至六單元的教學內容進行歸納和總結，使教學內容條理化，系統化。在教學過程中還應多設計一些綜合性的練習以提高學生綜合運用語言的能力。可採用比較法，歸納法。要求學生們鞏固已學的時態，及如何提建議回答的各種句型。
口語教學建議
本單元的口語主要安排在第25課和第28課中，但其它課文中也有體現，教師應深入挖掘教材，多給學生創造口語練習機會，提高學生口語的能力。
（1）在Lesson 25的教學中，教師應注意練習的設計應體現階段性和層次性， Part one 教師可先準備四種單詞卡，不同種單詞卡上分別寫上人稱，（如I, you, they, he, she, we, Tom, Peter and Mary. e.g.），動詞的現在分詞形式（如swimming, flying ,listening, e.g.），地點（如onthehill,intheswimmingpool,inthesky）。在教學時先將學生分組，要求小組成員到講臺前選取單詞卡片並組成句子，最後，教師對組句多的小組進行獎勵。此練習主要是練習學生對現在進行時句子結構的掌握情況。待學生句子結構熟練掌握之後，再出示書中的圖片，按照教科書進行看圖說話練習。最後，教師可以對be going to 結構和現在進行時進行比較.找出異同進行比較。
（2）在Lesson 26的教學過程中，教師可以在學生讀完文章之後就課後的問題進行討論，以鍛鍊學生的口語表達能力。教師可以組織學生把課文改編成一個小型的對話，運用一般現在時簡單講述Paul的一天，如下：
A: Hello！
B: Hello！How are you?
A: Fine, thank you. And you?
B:I am fine, too.
A: Do you know Paul?
B: Only a little. He is a Canadian.
A: Yes, he lives in the city of Toronto. His flat is on the 15th floor.
B: Does he have to use the lift to go up and down?
A: Yes, Paul is a busy man. He has to get up early everyday. The bus stop is in front of a cinema. It is about two hundred meters away from his home.
B: How does he go to work?
A: He usually catches the No.11bus to work, but sometime he goes by train.
B: When does he start and finish his work?
A: He starts to work at half past eight and finishes at a quarter to five.
B: What does Paul like?
A: He likes doing sports after work. He is also on the city basketball team.
B: Is he good at the basketball?
A: Certainly. He is the shortest man on the team, but he is the fastest.
B: When does he come back?
A: He comes back at a quarter past five. He gets into the lift and goes up to the twelfth floor. Then he gets out of the lift and walks up to the fifteenth floor.
B: Why does he not use the lift for the last three floors?
A: Because he is the shortest. He is not taller enough to touch the lift button of the eighteenth floor.
（3）在第28 課的教學過程中，在完成文中對話後教師可以組織學生以兩人為一組分別向對方介紹如何去自己家。
Lesson28的地圖可掃描成圖片，讓學生進行對話，現給出一些對話如下：
-Now, you know Ashland is about 8 miles from Richmond. Then, look at the map. How far is it from Gum Tree?
-Perhaps about 3 miles.
-Which town do you think is also about 8 miles away from Richmond?
-I think both Hanover and Old Church are.
-Which road would you take if you travel from Old Church to Richmond: No.360 or No.156?
-I think I would take No.360.
-Why?
-It’s wider and so it’s faster.
聽力訓練建議
（1）在本單元的聽力教學中，教師可以拓展學生聽力範圍，除了已有的兩個聽力材料需要精聽外，在講閱讀文章時也可以先聽一遍文章，設計兩個問題讓學生回答。也可以把英文歌曲也當成聽力材料來講。精聽和泛聽要結合。
（2）聽，說也要結合。教師可以在講完文中的對話後，播放錄音的問句，讓學生說答句，也可說答句讓學生就答句提問。
課文提示
Lesson 26課文最後一句：Why doesn’t he use the lift for the last three floors?可以給學生下面幾種情況作為答案。
Because he wants to take more exercise by walking up the last three floors. Or because the lift is designed or made to go as up as the 12th floor. He has to walk up the rest of the three floors.
同時讓學生自己來猜測一下還有別的原因，發揮學生的豐富想象，以激發學生的興趣。
We live in a place called Gum three.我們住在一個叫做桉樹村的地方。
a place called …一個叫做……的地方。Called Gum Tree 在句中是過去分詞短語做定語，修飾a place。例如：
I have a friend called Jack.我有一個朋友叫傑克。
When I was young, I lived in a city called Gui yang.
例I know a woman ____ “Big Sister”.
A. call B. calls C. called D. to call
思路分析
英語中常用過去分詞短語作後置定語來修飾前面的名詞。We have three students named Yang in our class. (我們班上有三個姓楊的同學。)
答案：C
Aren’t all balls round? 難道所有的球不都是圓形的嗎？
（1）該句屬於否定疑問句，表示說話人的驚喜、指責、驚訝等語氣，通常譯作“難道不……嗎？” 又如：Don’t you know me? 難道你不認識我嗎？
（2）not與all, every等含全體概念的詞連用時，表示部分否定。例如：
Not every student wants to go to the park. 並不是每個學生都想到公園去。
Every girl doesn’t like wearing skirts.並非所有女孩都喜歡穿裙子。
（=Not every girl likes wearing skirts）
（3）若要表示全否定，即要說“都不……”，則應用一些本身便表示全否定的詞，如： nobody, nothing, none等。如：
Nothing is wrong with your eyes.你的眼睛沒問題。
Nobody is at home today.今天沒有一個人在家。
辨析also與 too
also和too都可表示“也”，一般用於肯定句和疑問句中，不用於否定句。在否定句中，表示“也”用either. also常放在句中，其位置在行為動詞之前，系動詞be之後。句中如有助動詞或情態動詞時，一般放在助動詞或情態動詞之後。too常放在句末，它前面可用逗號，也可不用。若置於句中，其前後均有逗號。如：
Her sister is also a student. 她姐姐也是一個學生。
He can also speak Japanese. 他也能說日語。
Would you like to go there, too?你也想去那兒嗎？
He, too, likes playing football.他也喜歡踢足球。
辨析city與 town
city一般指“城市、都市”，而town指“城鎮”，比city小，又作countryside （鄉下）的相對語。如：
the city of Shanghai 上海市，the city of Jinan. 濟南市。
town(鎮)比village(村)大，在英國town比city用得廣。如：
go to town(從鄉下)到鎮上去；（從郊處）到市區去。
Be in town進城了 Be out of town離城了
Go town to do some shopping 到鬧市去買東西
教學設計示例
Lesson 25教學設計方案
Teaching Objectives:
Talk about a picture, using present progressive tense, grasp the usage of present progressive and simple future tenses
Properties: Overhead Projector, Pictures
Language Focus: be doing be going to do
Teaching Procedures:
I. Revision
Ask sb to say out the dialogue between Mr. Yang and the policeman they prepared after class.
II. Leading - in
Lead to the usage of present progressive and simple future tenses by asking students:
What are you doing now? --We re having English class.
What are you going to do at weekend? --I’m going to ….
III. Practice
I. Look at the picture in Ex. 1 in the book and ask sb to work in pairs and talk about the picture, using present progressive tense.
2. Ask sb to say out their dialogues.
3. Illustration: Call 3 - 5 students to the front of the class and make same actions, then ask a question “What am I doing?”
The other students answer, for example “You’re
dancing/singing/reading/playing basketball /sweeping, etc.”
4. Talk about the four pictures in Ex. 2. Using present progressive and simple future tenses.
5. Ask sb to talk about their plans in the near future.
IV. Consolidation
Help the students to summarize the usage of present progressive and simple future tense. And show some pictures to ask the students to talk about, using the two tenses that have just been learnt.
be (am, is, are)+doing
be (am, is, are) + going to do(plan to do sth. )
eg. I’m writing. Mary is sleeping. I’m going to have a holiday.
They re having an exam.
They’re going to Sichuan.
He’s going to give a report.
V. Exercises in class
1. -Where is Mary?
-Look! She ____ (sit) behind Jack.
2. -____ they ____ ( dig) holes now?
-No, they ____. They ____ (carry) water.
3. -Listen! Who____(cry) in the next room?
4. We __________________(have) an English evening class next Sunday.
5. She ________________(not buy) the film ticket because her friend has promised to buy for her.
Keys:
sitting. , digging/aren’t, are carrying
crying going to have
’t going to buy
Complete the dialogue
A: ______ are you going next week?
B: I’m going to the factory.
A: ______ are you going to do there?
B: I’m going to see some machines. Would you like to go?
A: Yes. I’d like to. It’s much better ______ having classes. ______ are we going to leave?
B: We are going to leave at about seven next Saturday morning.
A: ______ are we going to meet?
B: Outside the school gate.
A: ______ are we going there?
B: We are going there ______ bus.
Answers: Where, What, than. When, Where, How, by
VI Homework
Ask each student to find a picture with many people doing something, describe the picture, using present progressive tense and trying to use simple future tense.
VII. he design of the blackboard
教學設計示例
Lesson 26
Teaching Objectives: Understand the reading passage and practise listening.
Property: Tape recorder
Language Focus:
Canada--Canadian lift = elevator do sports = take exercise on the basketball team
Teaching Procedures:
I. Revision
Revise the two kinds of tense learnt in the last lesson.
The teacher does some actions and asks: What am I doing? The Ss answer with present progressive tense.
The teacher asks questions: What are you going to do this afternoon/evening/tomorrow/this weekend/…? The Ss answer with simple future tense.
II. Leading - in
Today, we re going to know a Canadian man. He lives in a tall building in Toronto. What will we know about him?
III. Presentation
Look at the picture in the book and describe it
Where is Paul?
What is he doing?
What does he look like?
What impressions does he give you?
IV. Read and find out
1. Read the passage in a silent way and try to answer the question: Why doesn’t Paul use the lift for the last three floors?
2. Do Ex. 1 on Page 108.
3. Go over the passage.
(1) Canada-Canadian Germany-German China-Chinese Greece-Greek
Japan-Japanese Egypt-Egyptian Korea-Korean India-Indian
America-American Ireland-Irish Australia-Australian Italy-Italian
Brazil-Brazilian Mexico-Mexican Britain-British Russia-Russian
France-French Spain-Spanish
(2) lift = elevator
(3) do sports = take exercise
eg. Youngsters should take regular exercise/do sports regularly. eg. Jacky is on our school football team.
(4) on the city basketball team
4. Listen and read after the tape.
5. Chain reading: Ask Ss to read the passage in Chains.
6. Discussion: Can a short person be a basketball player?
V. Listening
1. Pre－listening: Tell the Ss what we’re going to listen.
2. While-listening: Listen for the 1st time and catch the main idea
3. Listen for the 2nd time: answer the questions on Page 108
4. Check the answers
5. Listen again and check the answers again
VI. Exercises in class
Fill in the blanks with proper words and formations、
Mr. Paul is a ____ who lives in Toronto. He likes ____ sports after work and he is on the city basketball team. He is the ____ in the team, but at the same time, he’s the ____, His ____ time is weekends and he usually gets home a little ____ than usual. Mr. Paul’s home is in a tall building with eighteen floors. He lives on the ____(fifteen) floor, but he always gets out of the lift on the (twelve) floor and walk up 3 floors. Is it funny?
Key: Canadian, doing, shortest, fastest, busiest, later, fifteenth, twelfth.
Rewrite the sentence without changing its meaning.
1. There are eighteen floors in the building.
The building ______ eighteen floors.
2. He uses a lift to go up and down.
The lift _____ _____ up and down.
He _____ up and down _____ lift.
3. He starts work at half past eight.
_____ work _____ at eight _____.
4. Every day he does the same thing.
Every day he doesn’t ______ ______ ______.
5. Why doesn’t he use the lift for the last three floors?
Why doesn’t he use the lift _____ up the last three floors?
6. He lives in Toronto.
He lives in ______ ______ ______ Toronto.
7. Paul is very busy every day.
Paul ______ ______ very ______ every day.
8. He is on the city basketball team.
He _____ _____ the city basketball team.
Answers! s him, goes, by starts, thirty different things city of not, free s for
VII. Homework
1. Write a short passage: Mr. Paul.
2. Retell the passage.
VIII. The design of the blackboard
教學設計示例
Lesson 27教學設計方案
教學重點和難點：重點複習提建議的表答方式和有關介紹不同事物的相關用語
教具：Pictures and recorder
教學過程：
Step 1 Revision
1．教師將學生分成兩組，在黑板上畫一個動物園然後提問What are in the zoo？讓學生進行三分鐘搶答。每答對一種動物該組加一分，能拼寫上一個種動物加二分.同時教師在黑板上寫下這些動物。並進行提問Which one is the biggest animal in the world? Which one do you like best? Which one is the smallest in the zoo? Which one is the most dangerous in the zoo? 學生每回答上一個問題每組加三分，最後分多的組獲勝。
2．教師可以通過提問的方式向學生介紹的日常生活，如：When do you get up? What do you eat in the morning? Do you use the lift to go up and down your building? How do you go to school? 通過上述提問可以複習上節課所學內容。
Step 2 Puzzle dialogues
1．給學生三分鐘時間完成課本的第一部分。
2．教師讓學生總結表達建議的相關句型：Shall we, why not, what about, let’s
教師在黑板上出示一組動詞片語讓學生套用句型：go to school, go to the zoo, have a rest , have dinner together.
Step 3 Read and act
1. Before-reading
What’s the most popular sport in China? Do you like it? Why?
What’s the most popular sport at/in our school?
Do you know the most popular sport in U.S.A.?
2. While-reading
Step 4 Exercises in class
1. May I come in, please? A. Of course, you can. Here you are.
2. May I turn down the radio? B. That’s OK.
3. We should have a rest, shouldn’t we?
C. No, please don’t. The wind is blowing hard outside.
4. Can I open the door? D. Yes, we should.
5. Shall we go to the park? E. Yes, please.
6. Could I use your dictionary? F. Sorry, he isn’t in.
7. Can I keep the book longer? G. That’s a good idea.
8. Could I speak to Jim, please? H. Yes, you may keep it for two weeks.
Key: 1.E 2.B 3.D 4.C 5.G 6.A 7.H 8.F
Complete the dialogue.
A: What are you ______ ______ ______ tomorrow?
B: Nothing_______, why?
A: Tomorrow is Sunday. There is going to ______ a football game ______ the team ______ No.2 Middle School ______ the team from our school. ______ you ______ to go and ______ the game?
B: I’d ______ ______. What time ______it______?
A: ______ three o’clock.
B: ______ ______ go a little earlier? ______ ______ half past two?
A: That’s______ ______.
B: ______ shall we meet?
A: ______ meet outside the school gate.
B: ______. See you then.
A: ___________.
Answers: going to do; much; be, between, from, and, Would, like watch; love to, will, begin; At; Shall we, What/How about; all right; Where; Let’s; OK; See you
Step 5 Homework
the text and the words
2. Role play the dialogue
3.讓學生編寫關於提建議一個小型的對話
The design of the blackboard
教學設計示例
Lesson 28教學設計方案
Teaching Objectives: Develop the four skills of listening, speaking, reading and writing. Go over the language points of this unit.
Properties: Tape recorder, map
Language Focus:
/ia/ ea ear er (e) air are ear ere
be better than sb. at. sth./doing
Teaching Procedures:
Puzzle: A “Word Ladder”
Complete the word puzzle ladder in the book.
II. Listening
1. Give two words and , ask Ss to give letter combinations that make the two sounds.
2. Summarize the pronunciation rules of and .
3. Read after the tape, imitate the pronunciation.
4. Ex. 3. Listening practice.
(1) 1st time: Listen and get the main idea
(2) 2nd time: answer questions on Page 110
(3) Check answers
(4) 3rd time: Listen and Check again
III. Speaking
1. Ex. 4. Ask and answer
(1) (Books closed, only look at the map) listen and prepare to talk about the living place of Bill.
(2) (With the help of the map) Say out the living place of Bill.
(3) (Books open) Listen and repeat
(4) Pair work: Ask friends “Where do you live?”
(5) Act out the dialogue (Students should draw a brief map)
(6) Report: the living place of my friend.
2. Finish Ex.5 and read out, teach “be better than sb. at sth./doing”
eg. Dim is better than Irene at spoken English.
Rosy is better than Ariel at playing computer games.
Class 3 is better than class 4 at English.
IV. Writing
Writing about Anne’s best friend or favorite sports/singing star.
V. Revision
Go over the language points of this unit.
VI. Relaxation
Learn a song “The More We Get Together”
VII. Exercises in class
Find out one word with a different pronunciation.
1. A. hear B. near C. pear D. year
2. A. where B. hare C D
3. A. fore B. bear C. rare D
4. A. here B C D
5. A. early B. learn C. earth D
Key: C C A D D
Choose the right answer.
1. How many floors ______ the building have?
A. do B. does C. are D. is
2. There are sixty ______ in an hour.
A. months B. minutes C. days D. weeks
3. A city is ______ than a village.
A. smaller B. more bigger C. bigger D. much smaller
4. Do you know a boy ______ Jill?
A. call B. name C. calls D. called
5. Jim is ______ than Lily at fishing.
A. good B. well C. better D. best
6. ______ you study,______ you'll learn.
A. Harder, more B. The harder, more
C. Harder, the more D. The harder, the more
7. Let me show the place ______ you ______ the map.
A. to, in B. to, on C. for, on D. of, in
8. Which floor do you live ______?
A. on B. at C. in D. for
Answers: l. B 2. B 3. C 4. D 5. C 6. D 7. C 8. A
VIII. Homework
1. Writing task: My Best Friend or My Favourite Sports/Singing Star.
2. Revise the whole unit.
XI. The design of the blackboard
