新教材(冀教版)八年级英语(下册)_八年级英语教案_模板

新教材（冀教版）八年级英语（下册）_八年级英语教案_模板
Lesson 25 Let’s Do An Experiment!
LESSON PRERATA TION
Words and phrases:
science, experiment, fill, prove, theory, jar, upside, observe, right side up, upside down. LESSON STRUCTURE
CLASS OPENING: Greed each other.
KEY STEPS:
STEP 1: Ask the class to discuss the questions in the “Think About It”.STEP 2: Let the students listen to the tape carefully with the following question:” Why does Danny say they should do this experiment outside?” ; “ What’s Brain’s theory? ”; “ What will Brain do?”; “Does Danny have the same theory as Brain’s?”
STEP3: listen to the tape again. The student’s better read the dialogue at the same time. After reading and listening, let the students fill in the chart by themselves.
What do we need when we do the experiment?
Water, a jar, A piece of cardboard
How do we do it?(steps)
1. fill…in…;
2. cover…with…;
3. turn…up side down.
What are Brain’s and Jenny’s theories?
1. The floor gets wet.
2. The floor won’t get wet.
Reason
discuss
Step 4: after filling it, ask the students to describe the experiment. Then, write it in the exercise-book.
Step 5. read the dialogue and act it out by the students.
Step 6. homework. Be ready to give us a morning report of tomorrow.
Language Notes:
Explain some sentences and phrases.
1.I fill a jar with water.
fill…with…
On hearing the news. Her eyes filled with tears.
2.I turn the jar upside down.
upside down
That picture is upside down.
3.I think the floor will get wet.
The days gets longer in spring.
4.I’m sure that the floor won’t get wet.
Tom ia sure that he will win the game.
5.We can prove who’s right.
My theory will prove (to be) right some day.
6.We’ll do the experiment and observe what will happen.
I observed her dance.
CLASS CLOSING:
Say good-bye to the students.
[1]
Step 1 Revision
1 Revise Lesson 19, Part 1, as in Step 3 of the TB.
2 Get the Ss to retell the story in SB page 19, Part 2.
Step 2 Word families
SB page 20, Part 1. Speech Cassette Lesson 20.
Play the tape：Ss listen and repeat. Practise the individual sounds, then words by showing flashcards randomly and asking Ss to pronounce the words written on them.
Wb Lesson 20, Ex. 1. The answers are：half, sock, work, month.
Step 3 Puzzle
SB page 20, Part 2. Let the Ss work on the puzzle alone or with a partner.
Check the answers with the whole class .
Note that in puzzle clues full stops are not usually required .
The answers are：
DOWN：1 September, 2 dangerous
ACROSS：1 stand, 2 parent, 3 eleven,
4 borrow,
5 trucks
Step 4 Checkpoint 5
Go through Checkpoint 5 in the usual way.
Practise the s0i useful expressions s0i .
Discuss any problems raised by the Ss .
Step 5 Workbook
Wb Lesson 20, Ex. 2. It is a good idea if you have the information available in case the Ss do not know the answers .
The Ss ask and answer in pairs . Then collect the results on the Bb and ask questions about them: Does Class 4 have fewer boys than Class 3?
Step 6 Test
Give a short dictation .
Look! * Li Lei is climbing* up the ladder.*
Now he’s picking* the apples . * He’s putting them* in a basket. * Li Lei’s basket* i s full. * It is
heavier* than Jim’s basket. * Li Lei has more apples* than Jim, * but Polly has* the fewest of all ! *
Step 7 Song
Teach the song in Wb Lesson 20, Ex. 3 if there is time.
Note：The song is on the Speech Cassette. Play the whole song on cassette to the students .Then play the first verse and get the students to join in. Do the other verses in the same way.
Divide the class into three groups and one group sings one verse. Repeat.
If you like, have a competiton between the groups .
Homework
Revise the language items in Unit 5.
Learn the contents of Checkpoint 5.
Learn the words of the song.
Lesson 80教学设计示例
一、教学目标
1．知识目标
（1）学习元音字母o及其字母组合发音；学习重音和语调。

（2）学唱：Let Your Kite Fly High。

（3）复习祈使句。

2．能力目标
能够对本单元所学的内容做一个小结，并能熟练掌握本单元所学祈使句知识。

3．情感目标
培养学生热爱体育运动，积极锻炼身体的良好习惯。

二、教学过程
Step 1Revision
1Revise My favourite sport is…. and personal information by doing SB Page 19, Part 4. In pairs, have the students fill out the Identification Card. Have several students share their answers. 2Revise instructions for flying a kite.
3Check homework.
Step 2Spelling and pronunciation
1SB Page 19, Part 1, Speech Cassette Lesson 80 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Step 2, of the TB. Use flashcards rather than going straight to the book.
2Do Ex. 1 in Wb Lesson 80. Instruct the students to associate the words in this exercise with the words listed in Part 1, SB Lesson 80. In this way they can learn how to pronounce English words without the phonetic symbols.
3Do Ex. 2 in Wb Lesson 80. Have students read aloud the words and ask other students to spell them. This shows the function of spelling rules.
Step 3Stress and intonation
1SB Page 19, Part 2, Speech Cassette Lesson 80. Books closed. Ask students to listen for the stresses in each sentence. Play the tape. Play it again and get the students to repeat, showing the stress with a gesture.
2Tell the students that intonation shows when the speaker is making a statement (usually a
fall ing tone), asking a yes/no question (rising tone) or shows the speaker’s feelings. Demonstrate by saying Yes in different ways:
A Yes. (falling) affirmative
B Yes? (rising) a question
C Yes! (falling with extra stress) an exclamation
Show the intonation with a gesture. Play the tape. Play it again and get students to repeat, showing the intonation with gestures.
Step 4Read and chant
Note: Each language has its own rhythm, and the rhythm of English is different from the rhythm of Chinese. Stress, intonation and rhythm all work together. The purpose of a chant is to work on the rhythm of English. Along with rhythm, reduced speech is often used. Even though we want to emphasize correct pronunciation, reduced speech is also part of language. (An example of reduced speech from Chinese is when you ask someone多少钱, the少is often reduced and becomes /aou/with the/M/being pronounced lightly at all.) Also, it is reduced speech that tends to make listening very difficult for your students. By becoming familiar with reduced speech along with the rhythm of English, your students will not only increase their speaking fluency and naturalness, but also their listening capability.
1SB Page 19, Part 3. Play the tape. Have the students listen for the rhythm and the reduced speech. For example: What’s his favourite sport? becomes what’s is, What’s her becomes What’s er, etc.
2Play the tape again and have the students repeat, paying attention to the rhythm and intonation (Notice that the intonation for the questions is not rising but rising/falling because they are not yes/no questions.)
3Divide the class into two groups. Group A reads the question lines e.g. What’s…favourite sport? and Group B reads the sports’ lines, e.g. football, football, football! Switch groups and repeat.
Step 5Ask and answer
SB Page 19, Part 4. In pairs, have the students ask each other questions concerning themselves. Each person should fill in the “ID card” in their book. Have several students volunteer to tell the class about their partner. Make sure they use the correct pronouns (his/her).
Step 6Listen and answer
SB Page 19, Part 5, Listening Cassette Lesson 80. Wb Lesson 80, Ex. 1. Let the students read the questions before listening to the tape.
Listening Text
LUCY: Hi, Han Mei!
HAN MEI: Hi, Lucy!
LUCY: That’s a nice bike.
HAN MEI: Yes, it’s new. Do you want a go?
LUCY: No, I don’t think I can ride it. I think it’s too high.
HAN MEI: No, it isn’t! It’s easy! Here, have a go. Let me help you.
LUCY: Like this?
HAN MEI: Yes, t hat’s right, good! Now, go!
LUCY: I’m going! It’s great. Oh, look out!(CRASH)
HAN MEI: Lucy, are you OK?
LUCY: Don’t worry—I’m OK! But what about the bike? Is it broken?
HAN MEI: No, don’t worry, it’s fine. It’s not broken.
Explain the meaning of want a go, I’m going, look out by gesture or in Chinese.
The answers are: 1B; 2C; 3C.
Step 7Read
1SB Page 20, Part 6*. This part is optional. Say My favourite basketball player is…. Ask Who is your favourite basketball player? Have several students answer.
2Ask Who is Mike’s favorite player? Write this question on the Bb. With books closed, play the tape. Check the answer. (Ronaldo.)
3Read the passage together as a class, pay attention to the intonation and pronunciation.
4In pairs have each student read to their partner and the partner corrects any pronunciation errors. Switch. Be sure to walk around the class during this activity and give help where needed. 5Do Wb Lesson 80, Ex. 6*.
Step 8Song
SB Page 20, Part 7*. Get the students to listen to the tape and then sing the song. If no tape is available, perhaps some of the students can make up a tune. Arrange a singing competition between different groups.
Step 9Checkpoint 20
Go through Checkpoint 20 with the students. Encourage them to ask questions if there is anything they are not sure about.
Step 10Workbook
SB Pages 92-94, Wb Lesson 80, Exx. 3 and 4. The two exercises can be done after class as homework. Exx. 6-10 are optional.
Step 11Test
Dictate a few new words taught in this unit and the following dialogue.
A: Can you fly a kite?
B: No, I can’t. It’s too hard.
A: No, it’s easy. Let me help you. Run with it like this.
B: Yes, it’s high! Thanks very much.
Homework
Finish off the Workbook exercises.
Some extra practice and enrichment
1Writing practice. The students know enough English at this point that they are able to write simple paragraphs. Help them write a short paragraph about their favourite athlete. Have them tell why they like the athlete. If some of the stud ents don’t want to write about a favourite athlete, have them write about a famous person they admire. Have them tell why that person is their favourite famous person.
2Teach the following tongue twister to practice some of the vowel sounds found in Lesson 80, Page 19, Part 1.
How much wood could a woodchuck chuck if a woodchuck could chuck wood?
3Many students love to watch and play sports. They often watch their favourite athletes. In western countries, students often collect “baseball cards” with the information about various athletes. However, these cards are for all sports such as basketball, football and even ice-skating. Have each student make their own“baseball card”with their favourite athlete. They should include
the person’s birthdate, age,and accomplishments. Then you can allow time for the students to “swap”their cards. Have them ask each other Can I see your card? Do you want to swap?
教学目标
知识技能目标
1．掌握本单元的词汇、日常用语和重要句型的运用。

2．复习简单句基本句型，掌握不定代词的用法。

3．掌握英语日记的格式。

词语
yet, myself, cousin, engineer, cancer, care, take care of, sad, death, page, palace, the Summer Palace, herself, turn on, while, after a while, turn off, not…any more, make faces, whole, wonderful, have a cold, once, himself, tooth, kill
句型及日常交际用语
1. Did you have a nice weekend?
2. Sorry to hear that.
3. Did you have to do the cooking?
4. I can’t leave her by herself.
5. They’ll be very happy to see you again.
6. I’m sure you’ll have a wonderful time.
7.1 hope so.
语法
复习Unitl5~Unitl9 语法项目
情感态度目标
第78课是本单元的主课文，它叙述了一个男学生帮助一位阿姨带一个襁褓中婴儿的故事。

这看起来是一件非常平凡的小事，但却闪烁着那个男学生不怕麻烦，关心他人的高尚的思想品质的光辉。

同学们应该向他学习。

在别人需要得到帮助的时候，应该毫不犹豫地伸出自己的援助之手。

只有这样才能使整个社会变成一个充满着相互关爱的大家庭。

教学建议
教学内容分析
本单元是复习单元，内容丰富，练习形式多样。

要复习的语法点也较多。

老师必须有计划、有重点的对学生加以组织和引导。

第77课中的第一部分有两段对话。

第一段对话主要复习情态动词can并引出反身代词，为下一单元专门学习反身代词作铺垫。

第二段对话主要复习看病就医的一些表达法及情态动词have to。

第二部分主要是加强对造句的训练，同时强调make + 宾语+ 补足语结构的用法。

第78课是一篇学生的日记，是本单元的主要课文，内容很丰富，老师可组织学生进行阅读，并告诉学生写日记的基本格式以及让学生自己去体会写日记所用的时态。

第79课的第四部分是让学生讨论他们的“五一假日”计划，这是对第一部分对话内容的消化和具体运用。

第二、三部分的教学内容都是对情态动词加以复习和巩固。

第80课的第一部分是复习英语简单句的五种基本句型；第三部分是词汇训练；第四部分是用不定代词填空；最后由一篇阅读课文收尾。

这是一个寓言故事，情节生动有趣，有一定
的教育意义。

综上所述，本单元活动形式变换较多，听、说、读、写及词汇、语法练习皆有，为教师展开丰富多彩的课堂教学活动创造了良好的条件。

重点内容分析
本单元为复习单元，我们除了要复习以前所学知识外，还要掌握本单元的词汇、用语等。

Lesson 78的日记，我们要掌握它的书写格式和常用的时态。

同时，它为我们本单元的写作训练提供了范例。

Lesson 79主要练习情态动词的用法。

Lesson 80的简单句基本句型，我们要求进一步学习，特别是“主系表”和“主谓宾宾补”结构，要能够识别系动词和宾语补足语。

同时，要进一步掌握不定代词(somebody, anybody, nobody etc.)的用法。

阅读课文分析
本单元中第一篇课文是一篇日记，叙述一个男孩帮助别人去照看一个婴儿的事情，学习本文后要掌握英语日记的格式，并养成用英语记日记的好习惯。

而且能够学到乐于助人的良好思想品德。

第二篇课文是一个童话故事《The tiger and the monkey》。

通过此故事，可以启发我们在强大的对手面前要发挥自己的聪明才智，想办法，不蛮干，随机应变去战胜对手。

重难点及疑点分析
重难点：
1．turn on/ off的意思是“打开/关上（水、电、煤气等）”，on/ off是副词。

如宾语是代词则必须放在中间。

例如：
The light is on. Please turn it off when you leave．
2．take care of的意思是“照料、照顾”，它的同义词组是look after。

如要表示“把……照料（顾）好”，则用take good care of…，相当于look after …well。

如：My grandfather is ill in hospital. We must take good care of him. (look after him well)
3. He told me not to bring you anything.
该句型“tell/ ask sb．not to do sth．”的意思“是叫/请某人不要做某事”。

如果要表示“叫/请某人去做某事”，则用tell/ ask sb. to do sth。

My mother often tells me not to play in the street. Because it’s dangerous.
Li Ming asked me to help him with his studies. I tried my best to answer all his questions.
4. I hope so．
句子的so是用来代替上文所说的话，以避免重复。

5. But she looked at me and cried harder and harder.
句中的harder and harder是英语中一种“比较级+ and + 比较级”的结构，表示“越来越……”的意思。

如果形容词或副词的比较级是由more + 形/副词原级构成的话，则应用more and more + 形/副词原级。

如：
Our school is becoming more and more beautiful. We all like it.
疑点：
1. Every day he made one of the smaller animals bring him something to eat．
该句中的“make sb．do sth．”是“命令/迫使某人做某事”的意思，是动词不定式作宾语补足语，但不定式符号to必须省略。

2．There is!
这是一句倒装句，是半倒装。

如果主语是名词则用全倒装。

例如：
There comes the bus. We must go on the bus.
There goes the bell. Let’s go into the classroom.
词汇教学
开学以来，学生接触到的新单词大约有220个。

平均每单元的词汇量在37个左右。

如何
有效地帮助学生记忆和运用所学的单词，是提高学生学习效果的一个重要环节。

教材第80课第三部分介绍了运用字谜记忆单词的有趣方法。

给学生一个规定的时间，看谁找的单词多。

除此以外，教师还可以用一些别的方法帮助学生复习单词。

1．延伸（包括词性和组成短语）如：
care→careful→carefully→take care→take care of→lake good care of
cross→crossed→crossing→across→cross a bridge
take→taking→took→take sth. away→take sth. with sb. →take a seat
wait→waiting→waited→wait for→waiting room
2．快速反应（根据老师的要求，让学生抢答）如：
laugh laughed cry laugh at
stand stood standing sit stand in line (in a queue)
3．接龙游戏
教师先说一个单词，然后由学生接着传下去说，所说单词的第一个字母必须是上一个单词的最后一个字母。

如：
garden→nice→empty→yourself→farm→must→tired…
老师可以预先准备一些小礼物，如橡皮、小刀、铅笔等。

对优胜者给予一点奖励，提高他们的积极性。

这种方法既能帮助他们记忆单词，又能训练他们快捷思维能力。

情态动词教学
前几个单元学生分别学习了情态动词can, may, must, mustn’t, have to, need。

在本单元第79课第二部分列为专项对上述情态动词进行复习。

教师不必只枯燥无味地讲解其含义和语法功能，而应该把他们放在鲜活、生动的语言环境中去运用、体会。

结合练习册第79课练习2，教师可以适当补充一些练习，帮助学生复习巩固。

如：
根据句意选择适当的情态动词，用其适当的形式填空。

(can, may, must, have to, need)
1. ______we do eye exercises every day? Yes, we must.
2. ____you read the text in English? Yes, I can.
3. Li Ming ______reach the blackboard, when she was four years old. She was only 1.05 meter tall. She was too short to reach it.
4. _____ I use your new bike? No, you mustn’t.
5. They got up too late. They ______ go to work by bus.
6. He ______stay here. He may go now.
7. The light is on my mother ______be home.
8. Could you wait for a while? No, I ______.
9. The apples are too high. He _____reach them.
10. Lucy’s mother is ill in hospital. She ______ look after her.
keys: 1.Must 2.Can 3.couldn’t 4.May 5.had to 6.needn’t7.must 8.can’t9.can’t10.has to
教学简单句的五种基本句型
在第15单元中学生已学过简单句的五种基本句型。

学生如能识别简单句的五种基本句型，以后学习复合句、并列句等结构复杂的句子就不会感到太困难。

本单元第80课的第一部分列出专项作为复习内容。

教师在复习中不必过分强调句子成份和结构分析，而应把注意力放在理解句子的意义上。

教师可从本单元现成的对话和课文中挑出一些句子，让学生“对号入座”，增加学生英语句子的结构意识，以便更进一步理解英语句子结构与意义之间的关系。

如：
1. My parents are coming. ( S+V)
2. Can you teach yourself? (S+V+O)
3. At first she was asleep. (S+V+P)
4. I told him the whole story. (S+ V + InO + DO)
5. He made one of the smaller animals bring him something to eat. (S+V+O+C)
阅读训练
本单元安排了两篇阅读课文。

第78课的阅读课文是一篇日记。

单词和短语都比较多，给学生阅读带来一定的困难。

老师是否考虑先教单词，在教单词的过程中带出一些词组。

如讲herself时带出leave her by herself这个短语；讲turn时带出turn on（off）the radio这个短语；讲whole时带出the whole story这个短语等。

然后让学生听录音，在学生听录音时教师把一些估计学生理解有一定困难的短语写在黑板上，作一些必要的解释。

在学生完成第一遍阅读以后，教师可问一些简单的一般疑问句，让学生用“Yes”or“No”来回答。

完了以后再让学生快速读一遍。

接着要学生回答练习册第78课练习1中的问题。

最后让学生跟着录音磁带进行有表情地朗读。

教师可简单交待一下用英文写日记的格式。

（日期、时态、开头第一行要顶格写。

）
第80课安排了一个寓言故事，情节生动有趣，引人入胜，适合动中学生好奇心强的特点。

学生一定非常感兴趣。

在阅读前教师可向学生提出两个问题。

1. Why did the monkey laugh in the end? 2.What will you learn after you read the fable? 阅读后再让学生听录音，模仿它的语调的节奏感和自然感。

最后可让学生进行表演。

表演时要求他们表现出老虎的凶狠和愚蠢及猴子的勇敢和机智。

写作训练
第78课是关于学生的一篇日记，也是本单元的主课文。

老师首先使学生熟知用英文写日记的格式，同时指导他们如何选好写日记的内容。

然后布置学生回家写一篇简单的日记。

在下一节课上老师可有意识的请几个学生在全班朗读自己的日记内容。

最后由老师归纳总结，从而进一步提高学生用英语写日记的能力。

学法建议
1．本单元是总复习单元。

到目前为止同学们已学习了近220个单词，80多个短语。

正确掌握所学单词和短语对今后进一步学好英语关系重大。

同学们必须在老师的指导下根据各自的实际情况认真整理、分析、归纳、采取合理的科学方法加以记忆。

2．情态动词是本单元学习的语法重点，比较难掌握。

同学们不能只记忆他们的用法，应该通过一定量的口头和书面练习，在具体的语言环境中加以体会、理解，达到掌握的目的。

词语辨析
1. all, whole
两者用作形容词时，都有“整个的、全部的、所有的”的意思，区别在于：①all既可修饰可数名词，又可修饰不可数名词；whole只修饰可数名词，不修饰不可数名词。

②all与定冠词、物主代词和指示代词连用时，常置于这些词之前，而whole与定冠词、物主代词和指示代词连用时，常置于这些词之后。

例如：
①The man drank the whole tea. (×)
The man drank all the tea. (√)
②I told him whole the story / the all story. (×)
I told him the whole story/ all the story. (√)
2. forget, leave
二者均可表示“遗留”，但有区别：
forget后跟事物，指“遗忘了具体的东西”，leave后需跟表示地点的词，指“遗记某物在某
地”。

如：
I forget my key, so I couldn’t ride the bike. 我忘了带钥匙，因此我不能骑自行车。

Today I left my English book at home. Can you lend one to me.
强化练习：选择恰当的词填空。

1. all, whole
(1) The ________ city was flooded. But nobody died.
(2) _________ the students went to school early. No one is late.
2. forget, leave
(1) Tom ________ his purse at school yesterday. There’s no money with him.
(2) I _________ my homework yesterday. Now I had to do it.
Keys: 1. (1) whole (2) All 2. (1) left (2) forgot
疑难解析
1. My parents bought a computer for me. 父母我买了台电脑。

buy sth. for sb. = buy sb. sth. 意为“给某人买某物”。

如：His father bought a new bike for him yesterday. = His father bought him a new bike yesterday.
除buy外，可以接双宾语的动词还有build, cook, draw, make, sing等。

如：He sang us a song. = He sang a song for us. He’s a good singer. He always sings for us at parties.
2. But I don’t know how to use it yet. 但我还不知道该怎么用它。

“疑问词+不定式”构成的短语是动词不定式的复合结构，在句中可作主语（如①）、表语（如②）及宾语（如③）等。

例如：
①Where to go tomorrow is still a question. Do you have any idea?
②–My question is what to do next.
–Do the first thing first. Then I’ll tell you what to do next.
③I don’t know how to drive a car. I want to learn to drive.
3. What makes you happy? 什么使你感到快乐?
（1）疑问代词what，who作主语时，谓语动词应用第三人称单数形式，因此句中的makes 不能改为make。

如：
–Who has a computer?
–Everybody has.
Who is cleaning the classroom? Some girls. 谁在打扫教室?几个女孩。

（2）make后跟宾语补足语，形容词happy在句中作宾语补足语，对宾语you起补充说明作用。

但make后的宾语补足语应为名词、形容词或不带to的动词不定式。

如：They made him their head. Because he’s good at leading others in their work.
He never makes his brother do heavy work. He himself always do it instead.
You must keep your hands clean. Or it’s bad for your health.
4. At first she was asleep. 起初她睡着了。

①at first“起先，开始的时候”，其同义词组是at the beginning of，反义词组是at last“最后，终于”。

如：
A first I didn’t know the way to the lake. But I know it. A woman showed me the way.
At first I wanted to find my lost pen. But I didn’t find it.
开始的时候，我想找到丢失的钢笔，但最终没有找到。

②asleep是表语性形容词，在句中只作表语，表示“睡着”的状态，它的反义词是awake。

be asleep强调“睡着”的状态，go to sleep则强调“入睡”的动作过程。

如：
She was too happy to be asleep. So she asked me to talk with her.
After he went for a walk, he went to sleep. 散步之后他睡了。

5. But she looked at me and cried harder and harder. 但她看了看我，哭得越来越厉害了。

harder and harder越来越厉害
比较级+and +比较级表示“越来越……”。

如：
In spring the weather gets warmer and warmer. More and more people are getting ready for a long walk in the country.
Our country is becoming stronger and stronger. Our life is getting better and better.
注：如果是多音节形容词或副词，我们用“more and more +多音节形容词/副词”这一结构来表示“越来越……”。

如：
It’s becoming more and more difficult to find a job. More and more people are out of work.
Beijing is getting more and more beautiful. We are proud of it.
English is very important. More and more people are beginning to learn English.
6. I’m sure you’ll have a wonderful time.
句中be sure的意思是“相信”，与believe同义。

类似的短语还有：
1）make sure确信、查明
Make sure you have the money. Or you’ll be back with nothing.
2）be sure of (about)对……有把握
–Are you sure of this exam?
– Yes, I think I’ll get 100 marks.
另外，句中的have a wonderful time表示“玩得高兴、过得愉快”，其中的wonderful可以用good, nice, happy, great代替。

7. He told me not to bring you anything. 他让我不要带给你东西吃。

tell sb. to do sth.告诉某人做某事，tell sb. not to do sth.告诉某人不要做某事。

这样的词组还有ask sb. to do sth., ask sb. not to do sth.。

例：
The teacher told us not to play football in the classroom.老师告诉我们不要在教室里踢足球。

8. With these words the tiger jumped into the river. 说完这些话，老虎跳进了河里。

with these words是介词短语作状语，表示伴随，说明说话的动作与jumped的动作几乎同时发生。

如：
With these words she left home. 说着这些话，她离开了家。

With these words he cried again. 说着这些话，他又哭了起来。

jump into的意思是“跳进……里面”，如：
The chicken jumped into the box. It ate up the rice.
all be oneself的用法分析
all be oneself意为“单独，独立”，在英语中应用十分广泛，你可一定要学会“独立”哟！
①all by oneself“单独”使用时，可与alone互换。

如：
We’re here all be ourselves. There’s nothing. 也可说：We’re here alone.
②all可省去，意思不改变。

如：
You should do your homework by yourself. Don’t want anyone to help you.
③by oneself可与leave, learn等词搭配。

leave sb. by oneself意为“把某人单独留下”，注意此时oneself应与leave后面宾语的人称保持一致。

如：
She can’t leave her son by himself. He will be afraid and cry.
learn sb. by oneself意为自学，相当于teach oneself sth. 如：
–I learn English by myself. 也可说：I teach myself English.
–You’re great!
你学会“独立”了吗？那么请做下面的“独立”闯关题：
1. No, thanks. We can do this kind of work by_________.
A. us
B. ours
C. our
D. ourselves
2. The problem is easy, you can do it by_________.
A. your
B. you
C. yourself
D. yours
3. Don’t leave him by________. He will feel afraid.
A. him
B. his
C. yourself
D. himself
4. —She’s too busy to help us finish the work.
—Let’s do it_________.
A. herself
B. myself
C. ourselves
D. itself
5. The boys did the work_________. Nobody helped him.
A. all by themself
B. all by themselves
C. by all themself
D. by all themselves
Keys: 1—5 DCDCB
教学目标
知识技能目标
1．掌握本单元的词汇、日常用语和重要句型的运用。

2．复习简单句基本句型，掌握不定代词的用法。

3．掌握英语日记的格式。

词语
yet, myself, cousin, engineer, cancer, care, take care of, sad, death, page, palace, the Summer Pala ce, herself, turn on, while, after a while, turn off, not…any more, make faces, whole, wonderful, have a cold, once, himself, tooth, kill
句型及日常交际用语
1. Did you have a nice weekend?
2. Sorry to hear that.
3. Did you have to do the cooking?
4. I can’t leave her by herself.
5. They’ll be very happy to see you again.
6. I’m sure you’ll have a wonderful time.
7.1 hope so.
语法
复习Unitl5~Unitl9 语法项目
情感态度目标
第78课是本单元的主课文，它叙述了一个男学生帮助一位阿姨带一个襁褓中婴儿的故事。

这看起来是一件非常平凡的小事，但却闪烁着那个男学生不怕麻烦，关心他人的高尚的思想品质的光辉。

同学们应该向他学习。

在别人需要得到帮助的时候，应该毫不犹豫地伸出自己的援助之手。

只有这样才能使整个社会变成一个充满着相互关爱的大家庭。

教学建议
教学内容分析
本单元是复习单元，内容丰富，练习形式多样。

要复习的语法点也较多。

老师必须有计划、有重点的对学生加以组织和引导。

第77课中的第一部分有两段对话。

第一段对话主要复习情态动词can并引出反身代词，为下一单元专门学习反身代词作铺垫。

第二段对话主要复习看病就医的一些表达法及情态动词have to。

第二部分主要是加强对造句的训练，同时强调make + 宾语+ 补足语结构的用法。

第78课是一篇学生的日记，是本单元的主要课文，内容很丰富，老师可组织学生进行阅读，并告诉学生写日记的基本格式以及让学生自己去体会写日记所用的时态。

第79课的第四部分是让学生讨论他们的“五一假日”计划，这是对第一部分对话内容的消化和具体运用。

第二、三部分的教学内容都是对情态动词加以复习和巩固。

第80课的第一部分是复习英语简单句的五种基本句型；第三部分是词汇训练；第四部分是用不定代词填空；最后由一篇阅读课文收尾。

这是一个寓言故事，情节生动有趣，有一定的教育意义。

综上所述，本单元活动形式变换较多，听、说、读、写及词汇、语法练习皆有，为教师展开丰富多彩的课堂教学活动创造了良好的条件。

重点内容分析
本单元为复习单元，我们除了要复习以前所学知识外，还要掌握本单元的词汇、用语等。

Lesson 78的日记，我们要掌握它的书写格式和常用的时态。

同时，它为我们本单元的写作训练提供了范例。

Lesson 79主要练习情态动词的用法。

Lesson 80的简单句基本句型，我们要求进一步学习，特别是“主系表”和“主谓宾宾补”结构，要能够识别系动词和宾语补足语。

同时，要进一步掌握不定代词(somebody, anybody, nobody etc.)的用法。

阅读课文分析
本单元中第一篇课文是一篇日记，叙述一个男孩帮助别人去照看一个婴儿的事情，学习本文后要掌握英语日记的格式，并养成用英语记日记的好习惯。

而且能够学到乐于助人的良好思想品德。

第二篇课文是一个童话故事《The tiger and the monkey》。

通过此故事，可以启发我们在强大的对手面前要发挥自己的聪明才智，想办法，不蛮干，随机应变去战胜对手。

重难点及疑点分析
重难点：
1．turn on/ off的意思是“打开/关上（水、电、煤气等）”，on/ off是副词。

如宾语是代词则必须放在中间。

例如：
The light is on. Please turn it off when you leave．
2．take care of的意思是“照料、照顾”，它的同义词组是look after。

如要表示“把……照料（顾）好”，则用take good care of…，相当于look after …well。

如：My grandfather is ill in hospital. We must take good care of him. (look after him well)
3. He told me not to bring you anything.
该句型“tell/ ask sb．not to do sth．”的意思“是叫/请某人不要做某事”。

如果要表示“叫/请某人去做某事”，则用tell/ ask sb. to do sth。

My mother often tells me not to play in the street. Because it’s dangerous.
Li Ming asked me to help him with his studies. I tried my best to answer all his questions.
4. I hope so．
句子的so是用来代替上文所说的话，以避免重复。

5. But she looked at me and cried harder and harder.。