新版牛津英语八年级上unit1

合集下载

牛津初中八年级上Unit1(第1课时)教案+讲解分析+习题

初中八年级Unit 1 FriendsPeriod I: Comic strip & Welcome to the unit（第一课时）第一部分教案设计教学内容Comic strip & Welcome to the unit（第6~7页），通过两只小狗Eddie和Hobo的对话，引出朋友的话题。

教材分析Comic strip &Welcome to the unit是本单元的第一课时，主要是激发学生兴趣，通过Eddie 和Hobo两只小狗之间的对话，引出本单元的学习重点。

掌握相关的描写朋友的重要词汇和两个重要句式：“Maybe we can share it.”和“Can I have something to drink?"。

教学目标基础知识掌握词汇：honest, yourself, humorous,make,joke,secret,magazine,polite,trust,truethirsty, care,good-looking,tidy,lie词组：some more food, keep a secre,t care about, be ready to do sth, tell lies/funny jokes make sb happy, tell him/her everything about yourself, have problems 句型：Can I have something to drink?What about some milk?Can I have some more food?Maybe we can share it.What makes good friends, Amy?基本技能1.掌握本课出现的重点语言点。

2.学习用适当的词描述人的外貌和性格特点。

3.能简单描述好朋友的优秀品质。

综合素质让学生学习用适当的词描述人的外貌和性格特点。

牛津版八年级英语上册册unit1教案.doc

牛津8A Unit 1 Friends 教案（教材分析）Language functions and focus1. Use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: She has short hair.Her hair is short.2. Use comparatives to compare two people /thingse.g.: Sandy’s hair is longer than Millie’s hair.3. Use superlatives to compare three or more people thingse.g.: He is the tallest boy in my class.4. Use ‘as’+ adjective+ ‘as’ to compare people / thingse.g.: Millie is as tall as Kitty.5. Use adj ectives to describe someone’s physical features and appearancee.g.: Sandy is tall and has long hair.Language skillsListening1. Identify main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers’ future plansSpeaking1. Use questions and answers to talk about people’s appearance and personality2. Use everyday expressions to show agreement and confirm informationReading1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends’ descriptionsWriting1. Collect information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unitThe main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)Is there anything else in the fridge? (No, there isn’t.)What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)2. Introduce the idea of sharing and friendship. Ask,e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)Ask two more able students to role-play the conversation in front of the class.牛津8A Unit1 教案（1课时）Welcome to the unitObjectives1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about people’s appearance and personalities4. To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.g.: Do you have a special friend? What makes him/her special?Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with thequestions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.牛津8A Unit1 教案（2课时）ReadingObjectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends’ descriptions4. To use adjectives to descr ibe people’s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.Teaching procedures1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books. What does he/she look like? (For appearance)What kind of person is he/she? (For personality)What does he/she do or want to do in the future? (For future plan)Invite students from each group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or asa quiz.2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.Extension activityOrganize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a timeand ask the class to vote for one of them. Ask individual students why they have voted for that particular person.牛津8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves. Teaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Makesure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get inform ation about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words forhis/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short a djectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adj ectives when ‘-er’/ ‘-est’ or ‘more’/‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the tableto check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in PartB2. prompt the students to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. Ask students to work in pairs to complete the conversation. As this is aproblem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.牛津8A Unit1 教案（5课时）Integrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty. Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite stude nts to talk about their own and their partners’ future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listento the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recordin g again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.9. Read the completed letter or ask a student to read it to check the correct answers. Extension activities1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person wo uld you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about people’s personalities3. To respond to questions about people’s appearance and personalities4. To show agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.牛津8A Unit1 教案（6课时）Study skillsObjectives。

牛津版八年级英语上册Unit1 Friends提高练习含答案

提高练习Unit One of 8AClass _____________ Name _____________一、单项填空( ) 1. —Tom, what do you think of the piano?—Oh, no other piano is _______ in this store. It’s _______ one.A. better; a betterB. the best; the bestC. better; the bestD. the best; a better( ) 2. There is not enough food for the dinner party. We need _______.A. a few moreB. many moreC. some mostD. some more( ) 3. Which of these blouses feels _______?A. softB. the softestC. the softerD. the most softly ( ) 4. —What are you _______?—My mother’s health problem _______ me a lot.A. worrying about; is worried aboutB. worrying about; worriesC. worried about; worries aboutD. worrying; worries( ) 5. As the second _______ island in China, Hainan Island covers a smaller area than _______ of Taiwan Island.A. large; itB. larger; thatC. largest; /D. largest; that( ) 6. —It was _______ to listen to the stranger’s talk.—I felt _______, too.A. boring; boredB. bored; boringC. boring; boringD. bored; bored( ) 7. —Could you tell me _______? —He is quick and brave.A. how is heB. what does he likeC. what he is likeD. what is he like( ) 8. I like _______ of the two books, because it’s more interesting.A. olderB. oldestC. the olderD. the oldest( ) 9. This ruler is _______ than that one.A. very longerB. a little longerC. a little longD. very long( ) 10. What’s the _______ the washing machine?A. question withB. problem atC. problem withD. trouble of( ) 11. —What are they talking _______ the teacher _______?—The coming sports meeting.A. about; withB. with; withC. with; aboutD. about; about( ) 12. The teacher came into the classroom _______ a smile _______ his face.A. wear; onB. with; onC. with; inD. has; on( ) 13. This question is _______ more difficult than that one.A. soB. quiteC. a littleD. very( ) 14. He is taller than _______ student in his class. He is the tallest one.A. any otherB. any othersC. the otherD. another( ) 15. We need _______ chairs for _______ children.A. three more; another threeB. more three; three anotherC. three another; three moreD. another three; more three( ) 16. People are _______ our support and help. We must do something at once.A. in needB. in need ofC. in the needD. in need of need ( ) 17. From March 23rd, 2013, anyone under the age of 14 _______ go into Disney’s US parks alone.A. couldn’tB. mustn’tC. needn’tD. mightn’t( ) 18. —_______ is the height of Tom, Helen?—I’m not sure, but he is _______ than Simon.A. How much; higherB. How high; higherC. How tall; tallerD. What; taller( ) 19. We have two ears and one mouth so that we can listen _______ we speak.A. as twice much asB. twice as much asC. as much as twiceD. as much twice as( ) 20. —If you’re free tonight, how about having dinner together?—_______.A. It doesn’t matterB. That’s all rightC. All rightD. Not at all二、完形填空There was once a group of young people searching everywhere for happiness but what they got was only worry and sorrow (悲伤). So they asked Socrates for advice (建议) 1 where happiness is. But instead of giving any answers, Socrates asked them to 2 with building a boat first. The group of guys could do nothing but help build the boat. It took them a long time to cut down a tall tree. Through hard work, they made a boat 3 the tree. They pushed it into a river, and then rowed together in it, 4 with joy.Socrates asked, “My children, do you have happiness now?” They answered together, “We couldn’t be happier!”Socrates added, “That’s it! When you are too 5 pursuing (追求) something to notice anything bitter (痛苦的), happiness will 6 . ”From the story I got to know that happiness always hides behind every 7 thing that you are engaged in (专注于), and that you may only get joy 8 hard work and creativity (创造).It also tells us that we might have no choice (选择) but to 9 some pain (痛苦) in our daily life and in the process of looking for happiness in material things, like a new car, clothes, etc, 10 true long-term happiness comes at the same time. So why not turn tears into the light in your heart?( ) 1. A. for B. with C. on D. at( ) 2. A. help B. begin C. do D. play( ) 3. A. into B. out of C. on D. inside( ) 4. A. running B. dancing C. singing D. driving( ) 5. A. active B. bored C. excited D. busy( ) 6. A. stop B. appear (出现) C. hide D. change( ) 7. A. difficult B. easy C. small D. strange( ) 8. A. through B. with C. during D. after( ) 9. A. enjoy B. find C. share D. have( ) 10. A. so B. but C. although D. since三、阅读理解How hard we all pray (祈祷) to grow up quickly, and look forward to the happy days of being a grown-up (成人), and enjoy the many interests that a youth should have.At last, you grow up. At least you are no longer a child. They call you “young lady”. You then enjoy being a young lady. You are proud (骄傲) of being a grown-up teenager. People welcome you—this young lady warmly. You are glad that your prayer has been answered.But there is always something that troubles you a lot. You say, “Papa and Mama, give me some money please. My pocket money is all gone (用完) already.”“No,” they say, “Your age is a dangerous age. If you have too much money to spend, it won’t do you any good.” Then you have to stay at home because you dare not go out with an empty pocket.Another time you tell your grandma, “Grandma, see, I am a grown-up now.”“Good, now, you can sit here and knit (编织) this for me when I go and have a rest.” To show that you are no more a child, you have to sit there the whole afternoon doing the work, which only a grown-up can do. After an hour, you find it hard to do, and give the knitting basket back to your grandma. Your grandma criticizes (批评) your work. You hear what she says, “Such a big girl can’t do such easy work.” You wish then you were a child again.But the fact is, you are growing up, and you can’t help it. That’s the way it goes.( ) 1. The passage is told about _______ problem.A. a grown-up boy’sB. a teenage girl’sC. an old woman’sD. an old man’s( ) 2. It is clear that the writer, as a teenager, ________.A. is happy with the present lifeB. is unhappy about growing upC. doesn’t think her present life happy enoughD. is sad about being a kid( ) 3. How does she know her prayer had been answered (得到回应)?A. People treat her as a young lady.B. She doesn’t need to play with kids now.C. People begin to call her teenager.D. She can join women in all kinds of activities. ( ) 4. From what her parents say, we know _______.A. the girl always has much money in her pocketB. it’s dangerous for a girl to spend moneyC. they love her more than beforeD. they still treat her as a child( ) 5. Why does she promise (承诺) to help her grandma do some knitting?A. Because she likes doing knitting.B. Because she wants to show that she grows up.C. Because she has much more free time.D. Because her grandma is very tired.四、动词填空1. Do you have any problems ________________ (make) friends with your new classmates?2. Liu Xiang became a famous runner when he ________________ (grow) up.3. My dream is ________________ (become) a teacher when I grow up.4. The Greens ________________ (plan) to go on a trip to New Zealand right now.5. Mr Xie told us that light ________________ (travel) much faster than sound.6. There ________________ (not be) a fashion show next week, is there?7. He often ________________ (give) seats to old people on the bus on his way to school last year.8. A hundred years ________________ (be) quite a short time in the long history, I think.9. Please tell the students ________________ (not skate) on the thin ice.10. It is a little difficult to guess when iPhone 7 ________________ (hit) the market.五、阅读填空Vanilla is my best friend. She is a lovely girl with two beautiful big eyes. But she always hides them behind a pair of glasses.One day, though, I nearly ended our friendship. I remember that day clearly. We were sitting in the classroom. The teacher was giving us our results of a Chinese test. I had done badly. I felt so sad that I wouldn’t talk to anyone. At lunchtime, I even stayed in the classroom alone. Suddenly, I heard a voice. It was Vanilla. “You look very unhappy,”she said, “What’s wrong?”I looked up at her, but said nothing. I knew Vanilla had got a good mark in the test. I thought she was making fun of me. I kept quiet, but Vanilla didn’t go away. She kept asking me questions, “Is it because of the exam? Do you want me to show you the right answers?” I looked away from her. When I looked up again, V anilla had gone. And so had my exam paper! I looked everywhere for my paper, but couldn’t find it.In the afternoon, Vanilla came up to my desk and gave me my exam paper back. I looked at it and got a big surprise. Vanilla had written the right answers next to every one of my mistakes. My face went red. Vanilla had been trying to help me all along. How nice she was! I wanted to hug (拥抱) her, but all I did was to hold her hands and say, “Thank you.” That afternoon, Vanilla and I went home on foot together. I felt so happy that we were still best friends.六、完成句子1. 目前，大城市的房价比小城市的高。

牛津译林版八年级英语上册Unit 1 Grammar示范课教学设计

Unit1Friends
Period 4Grammar
一、教学内容分析
本节课是一节语法课。主要内容是形容词的比较级和最高级的构成及其意义与功能，用以对比描述身边的人和物品。
二、学情分析
通过前几课时的学习，学生已经掌握了描述朋友及其品质的形容词，能够利用形容词来描述自己的好朋友，但对如何对比描述两个或两个以上的事物存在一定的困难。
学习理解之感知与注意、获取与梳理、概括与整合
效果评价
从学生完成活动的情况，判断其对形容词比较级知识的掌握情况。
环节设计意图：引导学生在语境中识别并理解形容词比较级的意义、功能与句型结构。
环节三：归纳总结形容词最高级的意义、功能和句型结构。(9 mins)
教师创设情境，引导学生完成练习，巩固对形容词比较级句型结构的掌握，并在语境中感知形容词最高级的意义和功能。之后，通过自主探究的方式，归纳总结形容词最高级的功能和句型结构。
教学活动
1. Students watch the video and answer the question.
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对视频内容的理解程度。
环节设计意图：导入话题，激活学生关于形容词比较级的相关知识，为本节课的语法知识学习做铺垫。
环节二：识别形容词比较级的意义和功能，并归纳总结其功能和句型结构。(9 mins)
12. Students draw pictures of their friends and then write sentences to describe them with the given adjectives.
活动层次
应用实践之内化与运用
迁移创新之想象与创造

牛津译林版八年级英语上册Unit1知识点讲解

牛津译林版八年级英语上册Unit1知识点讲解牛津译林版八年级英语上册Unit1知识点讲解重点单词清单1. thirsty /形adj.口渴的典例I'm so thirsty. Can I get something to drink?我如此口渴。

我可以要点儿喝的吗?拓展thirsty的比较级是thirstier, 最高级是thirstiest。

honest/形adj.诚实的;正直的助记诚实的猴[ ho(u) ]待在鸟巢( nest)里。

典例an honest boy一个诚实的男孩反义: dishonest adj.不诚实的,不正直的拓展honest是以元音音素开头的单词，前面用不定冠词an。

联想honesty n.诚实,正直secret /名n.秘密典例I can’t tell you that. It’s a secret.我不能告诉你那件事。

它是个秘密。

短语* keep a secret保守秘密in secret秘密地，暗地里拓展secret adj. 秘密的care/动vi.& vt.关心，关注,在意典例:I don't care much about going to the party.我不太在意去参加那个晚会。

短语>care for 照料;喜欢care about 关心;关怀联想care n. 照管;管理;看护;小心;留神take care of照料,关怀yourself /代pron.你自己助记your( pron.你的)+self(n.自己)= yourself典例Help yourself to some fish, Ann.安，请随便吃些鱼吧。

短语*enjoy yourself玩得开心by yourself独自地,独立地help yourself to... 请随便吃拓展yourself的复数形式为yourselves.6.magazine/n.杂志典例read many kinds of magazines拓展英语中“看”的不同表达(看书read a book看电影see/ watch a film看电视watch TV看黑板look at the blackboard看医生see the doctor看窗外look out of the window7. good-looking /形adj.好看的,漂亮的助记> good( adj.好的) +looking( adj.●.....相貌的)= good-looking典例>Lucy is a good-looking girl.露西是-个漂亮的姑娘。

牛津上海英语八年级上册 Unit1(共26张PPT)

________ ________ ________ ________ ________
6 There are four people in his family. 7 Willie wants to be a writer. 8 Jon usually goes to school by school bus. 9 Jon does not like sports. 10 Jon has put one photo in his letter to May.
A Penfriends often write about their favourite sports. Do you know the name of these sports? Write them below the photos.
B Penfriends also write about their hobbies. Do you know the name of these activities?
3 After a whole day of hard work, I am really all in.
a thirsty b hungry c tired
4 A 35-year-old woman was caught yesterday in a clothes shop for shoplifting. The police found that she was hiding five blouses and three coats in a bag.
A Here are some statements about Jon. Find facts in the letter that tell you they are probably true.

2022八年级英语上册Unit1FriendsPeriod3ReadingⅡ习题课件新版牛津版

10. The film was so funny that it made everyone ____A____
again and again.
A. laugh
B. laughed
C. laughing
D. to laugh
【点拨】make sb. do sth. 意为“让某人做某事”。故选A。
3. They'll eat _a_l_m__o_st__ (几乎) anything. 4. John can draw a _s_t_ra_i_g_h_t_ (笔直的) line without a ruler. 5. Children's Day is coming. You can _c_h_o_o_s_e__ (选择) a
A. kind and helpful
B. polite and good-looking
C. clean and tidy
D. clever and friendly
【点拨】本题考查形容词。答语句意为“当我不开心需要帮助时, Sandy总是来帮我”。说明她很善良, 乐于助人, 故选A。
14. Joining clubs is a great experience for students. It is good
Unit1 Friends
Period 3 Reading Ⅱ
习题链接
温馨提示：点击进入讲评
课内知识•夯实基础
答案呈现
1 humorous 6 gives her seat; in need
2 generous 7 the tal源自est boy3 almost
8 good sense of humour

牛津译林版八年级英语上册Unit 1 Reading (I) 示范课教学设计

10.Students read the passages and write T or F.
活动层次
学习理解之概括与整合
查看学生的作答情况，了解他们获取阅读语篇关键信息的情况。
环节设计意图:
通过不同的阅读活动，培养学生获取文章大意及关键信息的能力，帮助学生理清文章内容，同时表格的形式能够帮助学生建立框架意识。
训练学生在真实情境中运用目标语言的能力。
环节六：基于语篇，探究主题意义。（4 mins）
教师引导学生思考问题，探究“朋友”的重要性。
教学活动
14. Students discuss the questionwhy they need friends.
活动层次
迁移创新之推理与论证
效果评价
倾听学生的讨论，了解学生对主题意义的理解程度。
环节设计意图:
升华主题，引导学生了解语篇背后所蕴含的情感态度。
作业与拓展
1. Finish the exerciseB1.
2. Review the new words and phrasesthey’ve learnt today.
二、语篇分析
【What】
本节课的话题是“最好的朋友”，属于人与社会主题下的主题群“社会服务与人际沟通”，子话题为“良好的人际关系与社会交往”。阅读文本包含了三个语篇，分别介绍了三个好朋友的外貌、品质等。
【Why】
在每个学生成长的过程中，朋友都是一笔重要的财富。本节课旨在引导学生结合自己在平时生活中与朋友相处的经历学习语言，意识到朋友的重要性，学会珍视友谊。
环节设计意图：
通过看图说话和匹配活动，帮助学生熟悉话题，同时在情境中学习新词，有利于加深学生对新词的理解。通过预测活动，进一步帮助学生了解话题，培养学生读前预测的意识和习惯，有效降低阅读难度。

2021-2022学年牛津译林版英语八年级上册unit1 smile 词汇讲义

Unit1词汇讲义拓展smile英 [smaɪl]美 [smaɪl]第三人称单数：smiles第三人称复数：smiles现在分词：smiling过去分词：smiled过去式：smiledsmile 基本解释名词微笑，笑容及物动词以微笑表示; 以微笑完成不及物动词微笑; 赞许; 不在乎smile 反义词不及物动词frownsmile 相关词组1. smile on : 对...赞许；smile 相关例句及物动词1. The boss smiled appreciation of my remarks.老板笑了笑表示赞赏我的话。

不及物动词1. What are you smiling at?你笑什么？2. She smiled when she saw me.她看见我时露出微笑。

3. The bridegroom was smiling broadly.新郎满面笑容。

名词1. Tom was all smiles when he heard the news.听到这消息，汤姆满面笑容。

smile 网络解释1. 微：在这个浑浊的世界中寻找一份至真至美的爱情. 用执着的眼神穿山越岭遇见自己所爱之人. 小说展现主人公林微(smile)单纯但纠结的情感历程. 姐弟恋并不是这个故事的主题,纯洁和爱才是.Unit1词汇讲义拓展smile 词典解释1. 微笑;笑When you smile, the corners of your mouth curve up and you sometimes show your teeth. People smile when they are pleased or amused, or when they are being friendly.e.g. When he saw me, he smiled and waved...他看见我的时候，微笑着朝我挥挥手。

e.g. He rubbed the back of his neck and smiled ruefully at me...他挠了挠脖梗儿，对我苦笑了一下。

牛津版英语八年级上册unit1专项知识点整理与练习(无答案)

牛津版英语八年级上册Unit 1 Encyclopaedias 学案（三）Language边学边做TaskⅠ目标展示。

选词填空。

some / any1. I have _______ fruit with me. Would you like to taste it?2. —Do you have _______ new toy cars?—Sorry, I don’t have _______.3. —What about _______ milk?—That sounds great.somebody / anybody / nobody4. —Did ______ see you break the window?—No, I don’t think so. ______ saw me.—Look! ______ is coming this way.—Oh, that’s Miss Gao. I must say sorry to her.something / anything / nothing5. —Would you like ______ to eat?—No, thanks. I don’t want _______ at the moment.—But you’ve had ________ to eat all day. Is there ______ wrong with you? Are you feeling ill?—No. Don’t worry. Everything is fine. I’m just not hungry. That’s all.Task II 语法突破。

some ＆anysome 和any 皆意为“一些”，既可修饰可数名词，又可修饰不可数名词。

例如：There are some books on the desk. 桌子上有一些书。

I want some apple juice. 我想来点苹果汁。

新版牛津版八年级英语上册教案(全册共121页)

Step3:Show"Guide One"to the students.
T:Are you clear?
S:Yes.
T:Let's go on.
Step3:Show"Guide One"to the students.
Guide One 10´
1. Listen to the tapeand answer the following questions within 4 minutes..
Have a match!Who can do it best?
Step4.Show"Guide Two"to the students.
Guide Two 5’
Daniel is reading about a writing competition in Teenagers magazine.Let’s help him match the questions with the qualities.
Class Exercise（二）
根据句意，所给汉语或首字母写出单词。
1.When your mother is away,can you look after ____(你自己)well.
2.You always____(关心)about me.Thank you so much.
3.If you are t _____,you can drink a glass of water .
T:I'm OK.Thank you.Sit down,please.
Step 2:Show"Learning aims"
T:Today we will learn Unit 1 Comic strip& Welcome to the unit.Please look at our"Learning aims"(Then I read it slowly.)

新沪教牛津版八年级上册英语 Unit 1 period 2 教案

1.看教材2页A部分内容，写出下列词语的意思并写出4至5小题的答案。

dinosaur ______________everywhere ____________(同义词语)_______________on earth ______________(同义词语)________________4至5小题的答案: 4 ____________ 5____________2. 阅读3页课文第二部分，了解文章大意，并写出下列短语的汉语意思。

more than ________________ 60 million years___________________as small as _________________ as big as ______________________some... others..._________________ die out ________________1. 预习反馈：2. 出示学习目标：3.探究点一：（1）看教材3页B图，回答下列问题：•What are the animals in Picture b?•What do you know about them?（2）阅读课文，根据你对文章的理解，完成下列句子。

What do you know about dinosaurs?•Dinosaurs lived (1) _____________ on Earth over(2) ___________ years before human beings.•Some were (3) _____ and others were (4) ____.•Some could (5) _____.•Some ate (6) ______ and others ate (7) _____.•Dinosaurs lived on Earth for more than (8) ___________ years.（3）完成4页C1中第5小题。

牛津版八年级上册unit1知识点整理

牛津版八年级上册unit1知识点整理牛津版八年级上册 Unit 1 知识点整理本文档整理了牛津版八年级上册 Unit 1 的知识点，旨在帮助学生复和掌握相关内容。

1. 词汇- intelligent: 聪明的- creative: 有创造力的- confident: 自信的- talented: 有才华的- ambitious: 有抱负的- hardworking: 努力工作的- determined: 坚决的- patient: 有耐心的- responsible: 有责任心的- teamwork: 团队合作- leadership: 领导才能2. 句型- I admire him/her because...- He/She is good at...- He/She is also...- Besides that,...- In addition to...- What's more,...- Not only..., but also...- On the one hand,... On the other hand,...3. 文化背景- The Oxford University: 牛津大学是世界上最古老的英语教育机构之一，由牛津城的学者们于12世纪中叶建立。

- Famous alumni of Oxford: 牛津大学有许多知名校友，如乔丹·彼得森（作家）、艾玛·沃特森（演员）和亚历克斯·费格森（足球教练）等。

4. 语法要点- 介词后面的动词要用动名词形式（V-ing）。

- 形容词和副词的比较级：形容词和副词的比较级通常在词尾加-er，有些词需变化拼写，如大- bigger、好- better、高- higher。

- not...at all 的用法：表示“一点也不”。

- It's + 形容词 + to do sth. 的结构表示“做某事感觉怎么样”。

译林版牛津英语八级上册单词默写

新版译林版牛津英语八年级上册unit11、口渴的2、诚实的；正直的3、秘密4、保守秘密5、欢乐；高兴；乐趣6、关心，关注，在意7、关心，关怀8、你自己9、（13至19岁的）青少年10、杂志11、好看的，漂亮的12、幽默的13、礼貌的14、爱整洁的，整洁的15、成为；适合16、信任17、谎言18、玩笑19、确实的；的确20、慷慨的，大方的21、乐意的，愿意的22、在任何时候23、嗓音24、歌手25、几乎，差不多26、圆形的27、感觉；观念，意识28、幽默<英><美>29、无聊的30、可容纳，装进31、碰，撞；把···撞击成32、到···的上面33、笔直的34、可爱的，惹人喜爱的35、微笑36、个性37、选择；挑选38、更差，更糟，更坏（bad的比较级）39、最差、最糟、最坏（bad的最高级）40、高，高度41、重量42、秒43、竞赛，比赛；竞争44、测试，考查45、游泳者46、打算，计划47、社会的48、社会工作者49、马尾辫50、害羞的51、方形的52、微笑的，带着笑意的53、英俊的54、胖的55、勤奋的，工作努力的56、耐心的57、微笑58、不快乐的，悲伤的59、杰出的，极好的八年级上册unit21、广告2、英国的3、饼干<英>4、卡车<英>5、橡皮<英>6、美国的7、橡皮<美>8、英式足球<美>9、假期<美>10、饼干<美>11、秋天<美>12、商店<美>13、卡车<美>14、院子<美>15、电影<美>16、男女混合的；混合的17、法语18、外国的19、语言20、在···期间21、讨论，议论22、在课堂上23、家伙24、好朋友；搭档25、主动提出，资源给予26、结束27、棒球28、赢得；赢，获胜29、最少的；最小的30、较远（far的比较级）31、最远（far的最高级）32、花费（时间或金钱）33、花时间做某事34、制服35、国际象棋36、最多37、每日的，日常的38、每周的39、快的40、自始至终，从头到尾41、浏览，快速查看42、真实的，真的43、起初，首先44、继续，重复做某事45、完成；结束46、午餐时间47、物理48、羽毛球49、理想的八年级上册unit31、来吧；赶快2、我们自己3、玩的愉快4、澳大利亚5、保重6、咖啡7、顶部，（物体的）上面8、总统，国家主席9、···宽的；宽广的10、钢11、吨12、够好，蛮不错13、加入，参加14、我自己15、照耀，发光16、晴朗的；清晰的17、天，天空18、旅行，旅程19、乏味的20、最后21、到达22、到达23、迫不及待24、下车25、令人感兴趣的事（或人）；兴趣26、景点27、不相信自己的眼睛，非常惊讶28、主要的29、名胜，风景【复】30、文化31、网络32、页，页面，页码33、主页34、你们自己35、他们自己36、独立地，独自37、它自己38、拉；拖；移开39、岩石40、幸好，幸运的是41、登山者，攀爬者42、决赛43、支持44、进行，发生45、欢呼，喝彩46、到达47、中场休息48、上车49、费用，价钱50、休息，歇息51、免费的52、无助的53、有用的，有益的54、无用的55、欢呼声，喝彩声56、希望57、意思58、味道；品味59、兴高采烈的60、多彩的61、票，入场券62、留着；不退还63、广场八年级上册unit41、指示2、最好3、工具4、刷子；画笔5、胶水6、绳索7、剪刀【复】8、磁带；胶带9、自己动手做10、确切地，精确地11、代表；象征12、修补13、装饰14、而不是，代替15、玫瑰（花）16、着迷的，狂热的；发疯的17、对···着迷18、可怕的19、曾经，一度20、安装21、错误，失误22、犯错误23、供电中断；停电24、管子，水管25、使充满26、用···填充···27、不仅···而且···，···和···都28、天花板29、（橱柜或书架等的）架子，搁板30、哎呀31、建议，忠告，劝告32、课程；过程33、已经34、反而，却35、经常去；出席36、剪下，切下，割下37、句子38、葡萄39、草莓40、匙，调羹41、沙拉42、奶油；乳脂；霜43、混合44、增加，补充45、提示，指点46、例子；榜样47、例如48、使处于某种状态49、调味汁，酱50、火腿51、正确的52、完成53、确定的54、积极的，活跃的；主动的55、可能的56、收拾，整理57、收拾妥，整理好58、秘密的59、保密60、错误地，不对61、弄错；犯错；（机器）出故障62、拼写63、剪出64、气球65、粘住，钉住66、封面；盖子，罩67、完成68、颜料69、家具八年级上册unit51、野生的；自然环境，野生状态2、自由的，不受束缚的3、一道菜；盘，碟4、不可能5、同情6、同情，怜悯7、死8、实际上，事实上9、海豚10、大熊猫11、松鼠12、斑马13、意思是，意味着14、出生，出世15、开始，起初16、一开始17、令人遗憾地，不幸地；伤心地18、面临；面对19、以食···为生20、主要地；大部分21、结果22、因此23、危险24、处境危险25、行动；行为26、采取行动27、立刻，马上28、（动植物）保护区29、法律，法规30、没有一个（人或物）31、出生时，诞生时32、关闭的33、蝙蝠34、蜜蜂35、迷路的，迷失的36、迷路37、与···同样38、储存，节省39、条纹40、一会儿，一段时间41、特性；才能42、猎人43、捕获44、狼45、厚的；密的；浓的46、失去，被···夺去；输掉47、生存，生计48、杀死49、人50、（正式信件署名前的套话）你的真诚的51、难过的，遗憾的52、遗憾，可惜53、卖，出售54、憾事；羞愧55、行动；表演56、疾病57、接受，收受58、报告59、尾巴60、昆虫61、活动，移动，搬迁62、缓慢地63、白天64、要不然，否则八年级上册unit61、观鸟2、市场3、是的4、母鸡5、美味的，可口的6、鹤7、麻雀8、羽毛9、天鹅10、鹰11、宽的，宽大的12、翅膀13、种类14、罕见的，稀有的15、大自然，自然界16、（尤指为野生动物保存的）湿地17、提供18、庇护所19、野生动物20、极好的，完美的21、周围，绕一整圈；转过来22、一年到头23、然而24、停留，逗留25、容易地，不费力地26、分，分币27、百分之···<英><美>28、以便，为的是29、空间30、领导，带领31、导致32、越来越少33、此外34、渔民，钓鱼的人35、捕鱼；钓鱼36、政府37、防止，预防38、协会；社会39、记录40、改变，变化41、旅行者，观光者42、计算（或清点）总数；数数43、描述44、理解，明白45、重要性46、写下，记下47、东南方48、覆盖；包括49、丹顶鹤50、望远镜【复】51、清晰地52、说话人；演讲者53、旅行54、申请55、表格56、地址57、主席58、介绍59、自然的，天然的八年级上册unit71、打赌；敢说2、有雾的，多雾的3、有雨的4、有雪的5、蝴蝶6、阵雨；阵雪7、记忆，回忆8、小河，溪流9、阴凉处，树荫处10、堆11、在···之上12、收割，收获13、庄稼，收成14、当···时；随着15、温度16、下降，落下17、上升；升起18、云19、踢20、发烧21、咳嗽22、糟糕的，很坏的23、暴风雪24、风25、大约26、阳光27、其余的部分（人)28、度数29、一点，少量30、有一点31、吹；刮32、大声地33、给···打电话；响起铃声34、雾35、困倦的；瞌睡的36、光亮，光泽37、光亮的；反光的38、突然的39、雪球40、打仗（架）41、深的42、结冰的43、陆地44、激动人心的45、扔，投，掷46、尖叫，惊呼47、雪人48、冰49、到处八年级上册unit8灾难；不幸，祸患1、用拖把擦干净2、完全地3、地震4、成千上万的5、事故，以外的事6、长途汽车7、猛撞；碰撞8、洪水，水灾9、冲走10、村庄，乡村36、使）平静，（使）镇定37、冷静38、由于，既然39、仍然40、活着的41、黑暗42、找到出路43、呼喊，喊叫声44、最后，终于45、日光46、安全的47、睡着的12、风暴，暴（风）雨14、雷，雷声15、着火16、轻微的17、摇动，震动（n）18、响亮的；大声的；喧闹的19、炸弹20、摇动，震动（vi&vt）21、害怕，恐惧22、方向23、四面八方24、当···的时候，和···同时25、砖，砖块26、崩塌，坍塌27、摇动，震动/'?ek??/28、寂静的29、一点也不30、是否31、紧张不安的32、心脏33、（使）规律作响，作节奏运动34、困住的。

牛津上海版八年级英语上Module 1 My life Unit 1 Penfriends教学课件

A2 Read the conversation below and draw an extra line under the words you would give extra stress to. Then practise it in pairs.
Frank: Which kind of computers are better, desktops or laptops? Amy: Laptops, I think. Frank: Why? Amy: Laptops are lighter. They’re easier to carry around than
These words contain very important information to the speakers.
John borrowed a book from the school library yesterday afternoon.
Tony: Who borrowed a book from the school library yesterday afternoon? What did John do yesterday afternoon? What did John borrow from the school library yesterday afternoon? Where did John borrow a book yesterday afternoon? When did John borrow a book from the school library?
Janine: Lecroix. Janine Lecroix.
A: I didn’t know that. What a pretty last name!

牛津上海版英语八上同步教学 Module1 Unit1 课件

My favourite sport is doing…/ Doing…is my favourite sport.
What does a letter have?
• an address in the top-right corner 在右上角 • a date under the address
Module 1 My life
Unit 1 Penfriends
1．引导学生归纳总结常用的疑问词，并掌握其用法。
2．总结归纳单词的用法，让学生学会字母与音素的区别。
n.棒球运动
A. ambition B. baseball C. achieve D. navigator
参考答案：B
n.标题，题目
Do you know the name of these sports?
football
rugby 橄榄球
baseball badminton tennis basketball
棒球
羽毛球
Some other sports
volleyball handball table tennis swimming diving jumping cycling jogging
参考答案：C
n.纽卡斯尔
A. enclose B. return C. kangaroo D. Newcastle
参考答案：D
n.米，公尺
A. achieve B. disease C. metre D. brain
参考答案：C
What is a pen friend?
A pen friend is a person who you write to but never met.

八年级牛津版上册unit1课文

Unit 1 Encyclopaedias一、词汇课文复现二、词汇句型语法知识拓展三、高频词汇inventorincludemusician win find out四、语法专题复合不定代词some any somebody anybody nobody〔some和any〕被动语态初步认识五、课文重点句型及短语归纳1.encyclopaedian.百科全书2.humanadj.人的3.dinosaurn.恐龙4.﹡Italiann.意大利人，Italyn意大利All roads lead to Rome.(谚)条条大路通罗马；殊途.Rome was not built in a day.(谚)罗马城不是一天建成的；伟业非一日可成When in Rome do as the Romans do.5.inventorn.创造家6.musiciann.音乐家7.scientistn.科学家8.bornv. (be born)出生9.countrysiden.乡村;农村The Italian musician was born in France, and when he was at the age of five, he together with his parents moved to Italy.He liked drawing , playing music and inventing things at school. Hehad many inventions, so he was a famous inventor in the world.10.intelligencen.才智;智慧11.﹡artisticadj.有艺术天赋的12.abilityn.才能；能力13.perhapsadv.可能;大概14.inventionn.创造15.notebookn.笔记本16.includev.包括；包含17.evenadv. (强调出乎意料)甚至18.howeveradv.然而19.suddenlyadv.突然；突然20.nobodypron.没有人21.﹡fossiln.化石22.winv. (won, won) (在比赛中)获胜,赢23.dollarn.元〔美国、加拿大等国货币单位〕24.in the countryside在乡村;在农村25.human being人26.die out灭绝;消失27.find out了解(到);弄清28.go for a walk去散步一、词汇课文复现一、课文再现Look it up!Here are two articles from anencyclopaedia. Da Vinci, LeonardoLeonardo da Vinci (1452-1519) was an Italian painter, inventor, musician, engineerand scientist.Da Vinci was born in the countryside. From an early age, he showed greatintelligence and artistic ability. As he grew older, he learnt to do many differentthings. His paintings are very famous, and one, the Mona Lisa, is perhaps the mostfamous painting in the world. He also had many inventions. For example, hisnotebooksinclude some interesting drawings of flying machines. (See Art)Dinosaurs Dinosaurs lived on Earth more than 60 million years before human begins. Theylived everywhere on Earth. Some dinosaurs were as small as chickens. Others wereas big as ten elephants. Some could even fly.Many dinosaurs ate plants. However, some dinosaurs liked to eat meat.Dinosaurs lived on Earth for more than 150 million years. Then, suddenly,they alldied out. Nobody knows why. However, we can learn about them fromtheir fossils. (See Earth history)查找它这里有来自百科全书的两篇文章。