八年级下英语unit8梳理

第一篇：八年级下英语unit8梳理

Unit8

一主讲：现在完成时

肯定：主语+have/has + 动词的过去分词

否定：主语+have/has +not+ 动词的过去分词

一般疑问： Have/Has+主语+ 动词的过去分词…?

特殊疑问： 特殊疑问词+ have/has+主语+ 动词的过去分词…?

二 改错I have read the book yet.I haven’t read the book already.Have you read the book already?How long did you read the book?

三 新单词讲解

due

解析：“到期的” 这张票据已到期。2“应付给或应给与某人的”常与to连用。要付给你 一大笔钱 ；我们衷心感谢你。4 “预定的”“约定的”“预定要到达或发生”火车什么时候到？ 5 “适当的”“合适的” 我们应当对这个问题给予适当的注意。6（due to 由于，因为）他因暴风雨而缺席；我的成功是因为努力工作。

四 填空.When I first(arrive)on this island, I(have)nothing.But I(find)the

ship and(make)a small boat.I(bring)back many things I can use—food and drink, tools, knives and guns.Although I(lose)everything, I(not lose)my life.So I will(not give)up and I will(wait)for another ship.I(cut)down trees and(build)a house.I(go)out with my gun almost every day to(kill)animals and birds for food.I’m even learning to grow fruits and vegetables.A few weeks ago, I(find)the marks of another man’s feet on the sand.Who else is on my island? How longthey(be)here? Not long after that, I(see)some cannibals(try)to kill two(man)from a(break)ship.One of them(die)but the other(run)towards my house.I(he)

(kill)the cannibals.This man now(live)with(I)and help(I).I(name)(he)Friday because that was the day I(meet)him.He is smart and Ialready(teach)him some English.五 填空.1Would you like something(drink)?

2She(come)to realize how much she actually(miss)all of them.

第二篇：八年级上英语unit8课件

八年级英语语法知识点增多了，难度也有所提高，对学生的口语表达能力和阅读能力都有新的要求，所以部分学生就跟不上了，甚至放弃，这就要求老师要有新的提高。以下是小编整理的八年级上英语unit8课件，欢迎阅读。

一、教材分析

本单元是Go for it(上)Unit 8。主要围绕学校旅行和休假日这两个话题展开各种教学活动，并以此引出一般过去时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个放松、快乐的学习氛围，通过听、说、读、写、练来培养学生综合运用这些语言知识的能力。并让学生能在“模仿和实践”中学（learning by following and doing），通过让学生仔细观察、认真思考、角色扮演、积极参与的方式，先模仿老师的语言表达方式，能准确地用英语来表达自己做过的事情。

SectionA 1a－1c部分是本单元的第一课时，这一课时通过一些旅行活动的动词短语引出一般过去时的教学，重点培养学生的听说能力。一般过去时学生在七年级（下）已经有所接触，鉴于学生学得快忘得快的特点，本节课引导学生通过仔细观察、动手去做、自己总结来完成动词过去式的构成规则的学习。学好本课对本单元后面的学习起了很好的铺垫作用。

二、教学目标

1．语言目标

（1）Key words and expressions: aquarium, sharks, seals, souvenir,(go)went to the aquarium,(hang)hung out with sb.,(see)saw some seals,(buy)bought a souvenir,(eat)ate some ice cream,(have)had a hamburger, some clever seals.（2）句型结构

How was your school trip? It was interesting/fantastic…

What did you/they/she/he do…？I/We/They/She/He went….Did you/they/she/he do…？Yes, I/we/they/she/he did./No, …didn’t.Were there…？Yes, there were./No, there weren’t.(3）语法

The structure of the Simple Past Tense.The past tense of the verbs.2.语言技能

（1）能用一般过去时的各种形式进行准确的描述和表达发生过的事情。

（2）能掌握一般过去时态及一些表示具体动作的词组搭配，如：(go)went to the aquarium,(hang)hung out with sb.,(see)saw some seals,(buy)bought a souvenir,(eat)ate some ice cream,(have)had a hamburger, some clever seals…等。

3.学习策略

通过本节课的教学，我要求学生能用一般过去时准确地表达曾经发生过的事情，学会讲故事。通过小班化教室的布置，多媒体的使用，给学生创造一种身临其境（本课话题）中的感觉。

4.情感态度

通过本节课的学习，我的目的是培养学生合理安排时间，在周末、节假日多参加一些有益的活动；学会与人分享，培养团队合作精神，能积极乐观的表达自己曾经做过的有意义的事情。

5.文化意识

了解中西方文化差异，学习西方人是如何表达或描述做过的事情。

三、教学的重、难点

基于上述对教材的分析，我确定本单元的教学重点为词汇、短语、动词过去式的变化规则和一般过去时的用法。

教学难点为一般过去时的句式结构，能在交际中准确地运用一般过去时描述或表达发生过的事情。

四、学情分析

根据初二学生的特点：学得快，忘得也快。再加上此年龄段学生生理和心理的特点——好奇心强，求知欲旺盛，愿意尝试。希望能得到他人的肯定。因此我在教学活动中，尽量引导他们自主学习，让他们参与到活动中来，有更多的机会尝试，通过师生、生生互动，合作学习，降低他们的学习难度，使他们体验到成功的喜悦。提高他们综合运用语言的能力，使各层次的学生都有所收获。

五、教学方法

1.教法分析

（1）一般过去时学生在七年级（下）已经有所接触，鉴于学生学得快忘得快的特点，本节课引导学生通过仔细观察、动手去做、自己总结来完成动词过去式构成规则的学习。而本单元的话题源自学生很感兴趣的话题——旅游，立足这一点，我充分利用学生已有的知识和生活经历，创设生活化的真实情境，引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（学以致用）。

（2）开展多种类型的任务型活动，如卡片竞赛、小组表演、角色扮演、对话接轮等提供给学生合作交流的空间和时间，培养学生合作学习的精神，增强集体荣誉感。

2.学法指导

根据《英语课程标准》,把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。结合我校小班化教学特点——教室小、学生少、活动好（方便）、教师观察清，学生动（小组/集体活动，每个人都能真正动起来）的真，我从以下几个方面对学生进行学法指导。

（1）学习方法的指导

通过听、看、观察、模仿、操作、运用，培养学生记忆力、观察力、想象力，思维力及口语表达能力。以特别的座位形式（梯形座的拼凑）、生动的墙面图画（旅行画面）来调动学生的感官进行听说读写的训练。

(2）学习积极性的调动

整个教室布置格局给学生在学习过程中创造一种轻松、愉悦，积极互动的语言氛围，老师就像导演一样侧面指点一下，让演员们（学生）尽情的表演吧！

第三篇：八年级Unit8教案

Unit8.How do you make a banana milk shake?

一、Lesson objectives 1.Vocabulary: milk shake, blender, spoon, oven, plate, pot, yogurt,honey, watermelon, salt, sugar, sandwich, cheese, turkey, butter, pepper, peel, pour, add, mix,fill,cover, turn on.2.Target Language:

How do you make a banana milk shake? First, peel the banana.Next, put the banana in the blender.Then, pour the milk into the blender.Finally,turn on the blender.How many bananas do we need?---We need three bananas.How much yogurt do we need?---We need one cup of yogurt.二、Learning steps : Step 1: Learn the new words and phrases: Turn on 打开——turn off 关闭 Cut up 切碎

Put …in 把…放入 Pour…into 将…倒入 One cup of 一杯

Take out 外带，带出 A piece of 一片

At this time 此时，在这个时候 Have a big meal 吃大餐 Cut into 把…切成

Add…to …把…加到…里 Fill …with…用…装满，填满 Cover…with…用…盖上 Mix up 混合，搅拌

Serve sth to sb(serve sb sth)用某物招待某人

Step 2:Have a dictation about the words and phrase.Step 3:Read our lesson and find out the main language point.Section A：

1．Turn on the blender.打开食物搅拌器。

（1）这是一个祈使句。祈使句用来表示请求、命令、劝告、建议等。祈使句的主语一般都是第二人称you，但往往省略。祈使句的谓语用动词原形。否定祈使句通常用don’t开头。

e.g.Come and look at the picture.来看看这幅图画。Don’t eat anything in class.不要在课堂上吃东西。（2）turn on意为“打开；接通（电流、煤气、水等）”，其反义短语为turn off，意为“关闭；切断（电流、煤气、水等）”。

e.g.Please turn on the radio.请打开收音机。Don’t forget to turn off the light.不要忘记关上灯。注意：由动词和副词构成的动词短语接代词作宾语时，代词必须放在这两个词的中间，接名词作宾语时，名词通常放在副词之后，也可放在两词之间。e.g.Turn it on, please.请把它打开。Turn on the computer.打开电脑。

拓展：turn up 调高（音量等）turn down 调低（音量等）辨析：turn on与open ① turn on表示“打开；接通（电源等）”，通常指打开水龙头、电灯、电视等电器的开关，其对应短语是turn off。

② open表示“打开；敞开”，通常指把关着或封着的门窗、箱子、盒子等打开，其对应词是close。

e.g.Open the door and turn on all the lights.打开门，并打开所有的灯。2．Cut up the bananas.切碎香蕉。

cut up意为“切碎”，相当于cut...into pieces。cut up是一个“动词+副词”型短语，代词作宾语时只能放在两词之间；名词作宾语时，可放在两词之间，也可以放在up的后面。

e.g.Hand the meat to me.I’ll cut it up.把肉给我，我来切碎它。Please help cut up the apples.。请帮忙将苹果切碎。

3．Pour the milk into the blender.把牛奶倒进食物搅拌器里。pour...into...意为“将„„倒入/灌入„„”。into为介词，意为“到„„里；进到„„内”。

e.g.Please pour the water into the bowl.请把水倒入碗中。辨析：into与in ① into意为“进入„„”，是表示动态的介词；in意为“在„„内”，是表示静态的介词。

e.g.She walked into the room.她走进了房间。

She is walking in the room.她正在房间里踱来踱去。② 在put，throw，break，lay，fall等动词之后，既可以用in，也可以用into，这时in也表示动态，常含有into的意思。

e.g.He put all the books in/into the bag.他把所有的书都放进书包里。③ in可以用作副词，into则不能。e.g.Come in!进来！

4．Peel three bananas.将三个香蕉剥皮。peel此处用作及物动词，意为“剥皮；去皮”。

e.g.peel an orange 剥橘子皮

peel an apple 削苹果皮 拓展：peel还可用作名词，意为“果皮”。

e.g.banana peel 香蕉皮 apple peel 苹果皮

5．How do you make a banana milk shake？你怎样做香蕉奶昔？

（1）这是一个特殊疑问句，疑问词how意为“怎样，如何”，用以对做某事的方法、方式、途径及动作程度等进行提问。

e.g.How do you run the machine？你怎样操作这台机器？（2）make及物动词，意为“制作”，其后常接宾语，即make sb.sth.或make sth.for sb.，意为“为某人制作某物”。

e.g.Lucy made a beautiful card for me.露西为我制作了一张漂亮的卡片。拓展：有关make的常用短语：

make the bed铺床 make tea沏茶 make trouble惹麻烦 make money赚钱 make a telephone call打电话 make a visit拜访 make a decision作决定 make a mistake犯错误 make a living谋生 make a noise弄出噪音 make sure务必

6．How many bananas do we need？ 我们需要多少香蕉？（1）How many此处用来询问可数名词的数量，意为“多少”。how many可单独使用，其后也可接可数名词复数。

e.g.—I want some oranges.我想要一些橘子。—How many do you want？你想要多少？

How many pens does Mary have？玛丽有几支钢笔？

（2）need此处用作实义动词，意为“需要”，其后可接名词、代词或动词不定式作宾语。

e.g.I need an apple.我需要一个苹果。She needs to have a try.她需要试一下。—Does she need to come？她需要来吗？

—Yes, she does./No, she doesn’t.是的，她需要。/不，她不必来。You don’t need to do it at once.你不必马上做那件事。

注意：need后接动词不定式且用于否定句时，表示“不必”，指没有义务或不必去做某事。

拓展：need作情态动词，意为“需要”，一般用于否定句和疑问句中。情态动词不能独立作谓语，必须和动词原形一起构成谓语，也就是说need作情态动词时，后面必须接动词原形。

e.g.You needn’t go this week.本周你不必去。—Need he go at once？他马上就得走吗？

—Yes, he must./No, he needn’t.是的，他必须马上走。/不，他不必马上走。

—Must I go now？我现在必须走吗？

—Yes, you must./No, you needn’t.是的，你必须走。/不，你不必走。注意：由must引导的问句，肯定回答用must，否定回答用needn’t。7．How much yogurt do we need？我们需要多少酸奶？

how much此处用来询问不可数名词的数量，意为“多少”。how much可单独使用，其后也可接不可数名词。

e.g.—I want some orange.我想要一些橙汁。—How much do you want？你想要多少？

How much water is there in the bottle？瓶子里有多少水？ 拓展：how much还可用来询问价格，意为“多少钱”。e.g.—How much is the computer？这台电脑多少钱？ —It’s four thousand yuan.四千元。

8．We need one cup of yogurt.我们需要一杯酸奶。one/a cup of yogurt意为“一杯酸奶”。“基数词/不定冠词+计量单位名词+of”可以用来表示数量，修饰不可数名词或可数名词复数。

e.g.a cup of tea一杯茶 three bags of salt三袋盐

five baskets of flowers五篮子花 ten bottles of water十瓶水

9．First常与next，then和finally一起使用，意为“首先„„，接下来„„，然后„„，最后„„”，用来描述做某件事的过程或步骤的先后，使叙述更加有条理。

e.g.First, cup up an apple.Next, put it into the blender and add some milk.Then, turn on the blender.Finally, enjoy your apple milk shake.首先，切碎一个苹果。接下来，把它放入食物搅拌器并加入一些牛奶。然后，打开食物搅拌器。最后，享用你的苹果奶昔。

10．Next, put the beef, carrots and potatoes into a pot and add some water.接下来，把牛肉、胡萝卜和土豆放入锅内并加入一些水。（教材第58页）

（1）put...into...相当于put...in...，意为“把„„放进„„里”。e.g.He put that book into the box.他把那本书放进了盒子里。拓展：put...into...还有“把„„译成„„”之意。

e.g.Put the sentence into English, please.请把这个句子译成英语。（2）add及物动词，意为“增加；添加”。add...to...意为“添加„„到„„”。e.g.Remember to add some honey.记得加入一些蜂蜜。

If you add five to six, you will get eleven.5加6等于11。拓展：

① add to意为“增加”。

e.g.The TV adds to our happiness.电视给我们增加了快乐。② add up to意为“加起来等于，总计达”。

e.g.All of these add up to 20.所有这些加起来是20。11．Then, add the cabbage, tomatoes and onion and cook for another 10 minutes.然后加入卷心菜、西红柿和洋葱再煮10分钟。another 10 minutes意为“另外10分钟”。

“another+基数词+名词”表示“又/再/另„„”，相当于“基数词+more+名词”的用法。

e.g.They need another ten boys to help with the work.=They need ten more boys to help with the work.他们需要另外10个男孩帮助做这项工作。May I have another two bananas？

=May I have two more bananas？我可以再吃两个香蕉吗？ We stayed there for two more days.=We stayed there for another two days.我们在那儿又待了两天。12．Do you know how to plant a tree？你知道如何栽树吗？

how to plant a tree是“疑问词+动词不定式”结构，在句中作谓语动词know的宾语。“疑问词+动词不定式”结构，可在句子中作主语、宾语、表语等成分。e.g.When to start is a problem.（作主语）何时动身是个问题。

The farmer taught us how to plant rice.（作宾语）农民教我们怎样种水稻。

The question was where to go.（作表语）问题在于去哪里。Section B: 1．It is always on the fourth Thursday in November, and is a time to give thanks for

food in the autumn.感恩节通常是在十一月的第四个周日，它是一个在秋天感恩食物的时刻。

动词不定式短语to give thanks for food in the autumn在句中作定语，修饰前面的名词time。动词不定式若在句中作定语，常放在被修饰的名词或代词之后。e.g.Spring is the best time to fly kites.春天是放风筝的最好时节。

I have a letter to write.我有一封信要写。（write在句中是及物动词）

I have no pen to write with.我没有钢笔去写。（write在句中是不及物动词）注意：当动词不定式中的动词和被修饰的词是动宾关系，并且该动词是不及物动词时，其后应加上适当的介词。

2．At this time, people also remember the first travelers from England who came to live in America about 400 years ago.在这时，人们也会想起大约400年前第一批从英格兰来到美国居住的漂泊者。关系代词who引导的句子作定语，修饰名词travelers，我们称这个句子为定语从句。如果被修饰的名词或代词指人，定语从句由who，whom或that引导。e.g.The man who we met just now is my English teacher.刚才我们遇见的那个人是我的英语老师。Tom is a kind boy who often helps others.汤姆是一个经常帮助别人的好心男孩。

3．These days, most Americans still celebrate this idea of giving thanks by having a big meal at home with their family.今天，大多数美国人仍然以在家与家人一起吃大餐的方式来庆祝这个感恩的想法。“by+v.-ing形式”意为“通过做某事”。介词by意为“通过„„，凭„„，以„„”，后面常接v.-ing形式，表示通过做某事而得到某种结果。常用来回答How do you...？或How can I...？这类问句。e.g.—How do you learn English？你怎样学英语？

—I learn English by listening to English songs.我通过听英文歌曲学习英语。拓展：

（1）“by+交通工具”意为“乘/坐„„”。e.g.I went to work by bus.我坐公共汽车去上班。

（2）“by+时间”意为“到„„时（为止）；在„„以前”。e.g.I must be in bed by ten o’clock.我必须在10点之前睡觉。（3）“by+地点”意为“在„„旁边”。e.g.They lived by the sea.他们住在海边。

4．Here is one way to make turkey for a Thanksgiving dinner.这是为感恩节大餐烤火鸡的一种方法。

one way to do sth.意为“做某事的一种方法/方式”，其中动词不定式作名词way的定语，该结构相当于one way of doing sth.。e.g.Do you know a good way to learn English？

=Do you know a good way of learning English？你知道学习英语的好方法吗？ 5．First, mix together some bread pieces, onions, salt and pepper.首先。把一些面包片、洋葱、盐和甜椒混合在一起。

mix此处用作及物动词，意为“（使）混合；融合”。mix...with...意为“把„„和„„混合”，mix up意为“弄乱,搅拌”。

e.g.She mixed the butter and sugar together.她把黄油和糖拌在了一起。

拓展：mix也可用作名词，意为“混合；混合物”。

6．Next, fill the turkey with this bread mix.接下来，用这些面包混合物填充火鸡。fill及物动词，意为“（使）充满；装满”。fill...with...意为“用„„填充„„”。e.g.The boy filled the bottle with sand.那个男孩用沙子把瓶子装满了。

拓展：full形容词，意为“满的”，be full of表示“充满„„”，相当于be filled with。

e.g.The bag was full of clothes.那个包里装满了衣服。

注意：be filled with是一个固定短语，意为“充满„„”。e.g.The large box is filled with books.这个大箱子里装满了书。7．Then, put the turkey in a hot oven and cook it for a few hours.然后，把火鸡放入一个热烤箱烤上几个小时。

a few意为“一些；几个”，修饰可数名词复数，相当于several或some，表示肯定概念。

Few 也修饰可数名词，表否定“几乎没有”。

e.g.I have a few books about pronunciation.我有几本关于发音的书。a little修饰不可数名词，表示肯定概念，“有些，有几个”。Little 也修饰不可数名词，表示否定，“几乎没有”。e.g.There are few eggs in the fridge, so I must buy some.冰箱里几乎没有鸡蛋了，所以我必须去买一些。

There are a few eggs in the fridge, so I needn’t buy any at once.冰箱里还有几个鸡蛋，所以我不必立刻去买。

There’s little rice in the bowl.碗里没多少米饭了。I can only speak a little French.我只会说一点儿法语。记忆口诀：few，little有异同，可数或不可数要记清，其前有“a”表肯定，其前无“a”表否定。

8．When it is ready, place the turkey on a large plate and cover it with gravy.火鸡烤好后。把它放在一个大盘子里并把肉汁覆盖在上面。（1）place此处用作及物动词，意为“放置；安置”。

e.g.Don’t place the bottle near the fire.不要把瓶子放在火附近。拓展：place还可用作可数名词，意为“地方”。e.g.That was a quiet place.那是一个很安静的地方。

There’s no place for your books.没有放你的书的地方了。（2）cover此处用作及物动词，意为“覆盖；遮盖”。cover...with...意为“用„„把„„覆盖”；be covered with意为“被„„所覆盖”。e.g.Ann covered her face with her hands.安用双手捂脸。

The mountain is covered with thick snow all year round.那座山终年覆盖着厚厚的雪 拓展：cover用作名词时，意为“封面；盖子”。

e.g.The cover of the magazine is nice.这份杂志的封面很漂亮。

9．To make this special food, you need to have rice noodles, chicken soup, chicken, lettuce and eggs.要做这种特别的食物，你需要有米线、鸡汤、鸡肉、生菜和鸡蛋。在本句中动词不定式短语to make this special food作目的状语。动词不定式（短语）作目的状语时可以位于句首，与后面的句子常用逗号隔开，意为“为了做某事”。

e.g.To pass the driving test, he practises again and again.为了通过驾驶考试，他一次又一次地练习。

To buy her favorite book, she went to the bookshop on foot.为了买到她最喜欢的书，她步行去了书店。

10．Then, make the chicken soup very hot, over 100℃.然后，将鸡汤烧得很热，超过100摄氏度。

（1）“make+宾语+形容词”表示“使„„怎样”，形容词作宾语补足语。e.g.What made the boy unhappy？是什么让这个男孩不开心？ Try to make your bedroom tidy.尽量使你的卧室整洁。

拓展：make后还常接省略to的动词不定式作宾语补足语，即make sb.do sth.，意为“使某人做某事”。

e.g.The manager made the workers work all night.经理让工人们工作了一整夜。（2）over此处用作介词，意为“超过；多于”，相当于more than。e.g.He spoke for over an hour.他讲了一个多小时。拓展：over用作介词时，主要含义还有：

① 遍及

e.g.They traveled all over the world.他们环游了世界。② 在„„上方

e.g.There is a bridge over the river.河上有座桥。③ 越过；横过

e.g.Tom jumped over the wall.汤姆跳过了那堵墙。

11．Now, it’s time to enjoy the rice noodles!现在就是享受米线美昧的时刻了！“It’s time(for sb.)to do sth.”表示“到（某人）做某事的时间了”。e.g.It’s time to go to bed.到睡觉的时间了。

It’s time for us to have a rest.到我们该休息的时间了。拓展：“It’s time for sth.”也是一个常用句型，意为“到（做）某事的时间了”。for介词，后接名词或代词。

e.g.It’s time for dinner.到（吃）晚饭的时间了。

Step4: Grammar Focus：

祈使句的应用：

1.祈使句的概念

表示请求、命令、建议、祝愿、邀请或要求的句子叫祈使句。用于祈使句句首的动词总是用原形，不能用其他形式。如：

Shut the door!把门关上!

Have a cup of coffee!喝杯咖啡吧!

Let them go by train.叫他们坐火车去吧。

祈使句的主语通常为第二人称(you)，但一般都被省略，只有在特殊的情况下才把主语(you)补充出来。如：

You be quiet!你安静!

You wait here for a moment.你在这儿等一会儿。

有时祈使句的主语也可以是everybody, somebody, anybody, nobody等不定代词。如： Stand up, everybody!全体起立!Nobody move.任何人都不许动。

2.祈使句表示强调

为了加强祈使句的语气，我们通常是在祈使句的动词原形前加上助动词do，此时通常译为“一定”“务必”等。如：

Do be careful.务必要小心。

Do let me go.一定让我去。

副词never和always有时可用于祈使句句首，表示强调。如： Never do that again.再不要这样做了。

Always look in the mirror before starting to drive.一定要先看看反光镜再开车。

3.祈使句的否定式

构成祈使句否定式的方法很简单，那就是在动词原形前加don’t——不管祈使句所用的动词为什么性质动词，情况都是一样。如：

Open the window.把窗户打开。

→Don’t open the window.别把窗户打开。

Come next Monday.下周星期一来。

→Don’t come next Monday.下周星期一别来。

对于以let us或let’s开头的祈使句，其否定式通常是在不定式之前放一个not。如： Let’s tell him the truth.我们把实情告诉他吧。

→Let’s not tell him the truth.我们不要把实情告诉他。4.祈使句与please 连用

为了使祈使句的语气变得委婉，我们可以在祈使句的句首或句末加上please——若加在句首，其后不用逗号；若加在句末，则通常会在please前加一个逗号。如：

Step this way, please.请这边走。

Please type your letter.请把你的信打出来。

Open the window, please.请把窗户打开。

如果是否定祈使句，则通常将please加在don’t之前。如： Please don’t get angry.请不要生气。

Please don’t telephone before 8 a.m.早8点以前请不要打电话。

5.祈使句的时间概念

祈使句所表示的时间总是指将来，所以与它连用的句子原则上要用将来时态来与它呼应。如：

Give me a hand, will you? 帮我一个忙，好吗?

Try again and you will succeed.你再试就会成功。

Don’t do that again or you’ll be in trouble.别再干那个了，否则你会有麻烦。

三、Do exercises(做作业及解答问题)

一、根据汉语提示填词。

1.Is it a _________(传统的)food in China?

2.He cut some _____(片)of meat and gave them to the boy.3.How many _______(火鸡)can you see over there? 4.He doesn’t eat ______(洋葱)and ______(面包).二、单项选择。

1.---The box is too heavy to carry.What’s in it?---Oh, it’s ____books.A.filled with B.covered with C.used for D.asked for 2.---____ do most people celebrate this day?----They celebrate it by eating dumplings.A． What B.How C.When D.Where 3.We served a big meal____ the travelers.A． with B.to C.in D.for

4.We can be thankful every day, not just ___Thanksgiving Day.A in B.on C.to D.by

5.There is ___ chicken at home.Go and buy some.A.little B.a little C.few D.a few 6.Don't_______the radio.The boy is sleeping.A.turn on

B.turn off

C.turn over

D.turn down 7.What should we do next?---We have to________.A.cut them up

B.cut up them

C.cut and up them

D.cut up

8.They poured the waste water________the sea.A.into

B.in

C.to

D.at 9.---Do you have enough students to clean the laboratory?

---No,I think we need_________students.A.another

B.two others

C.more two

D.two more 10.Half of these apples_______bad.You'd better not eat them.A.is

B.are

C.has

D.have 11.---_______ yogurt do you want?

---Two cups.A.How many B.How much C.How long D.How often 12.---How many _________ do we need?---Three.A.an apple B.a apple C.apples D.apple 13.---Let’s make the salad!

---___________.A.No, I am not.B.Thank you.C.That’s all right.D.That is a good idea.14.It’s dark(暗的)in the room.Please ____________ the right.A.turn on B.turn down C.turn up D.turn off 15.---The banana is too big.---You can ____________ fruit.A.cut up them B.cut them up C.cut it up D.cut up it 三.根据汉语意思及英语提示翻译下列句子。1.你怎样做咖啡奶昔？

______ do you make ____ ____ ____ ____? 2.你可以在果汁里加一些冰激凌。

You can ____ some ice cream ____ the juice.3.请打开电视机。我想看《新闻联播》。

Please ____ ____ the TV.I want to watch CCTV News.4.我们需要放两茶匙蜂蜜。

We need to put ____ ____ ____ ____.5.请不要把你的书和我的书混在一起。

Please don't ____ ____ you books with mine.四、Self-examination(自我反省)

第四篇：仁爱版英语八年级下Unit8 Topic1 Section D参考教案

Unit8 Topic1 SectionD 参考教案

Ⅰ.Material analysis

本节课建议教师用1课时上完。主要活动为Section D 的1a。

本课是本话题的最后一课，要求学生通过本课的学习活动，复习so… that…, such… that…和so that…结构，了解更多与服装相关的知识。本课通过对1a短文的阅读理解，在让学生了解服装的起源与功能等知识的同时，指导学生如何有效地完成任务型阅读。要求学生掌握黑体词discuss, 短语protect …from… 和business, 谚语You are what you wear.的用法，理解白体词skin, materials, uniform, kimono, sportswear, easy-going, saying和function的含义。通过本课学习，让学生了解着装的起源、发展历程及传递的信息。

Ⅱ.Teaching aims Knowledge aims：

1.了解更多的与服装相关的知识。

2.复习so… that…, such… that…和so that…的用法。Skill aims：

1.能针对所听语段的内容，识别语段的主题，获取主要信息。2.能引出服装的话题并进行简单的交谈。3.能通过关键词迅速理解短文大意。

4.能根据写作要求和素材，整理出符合逻辑的短文。Emotional aims：

了解着装的起源、发展历程及传递的信息。Ⅲ.The key points and difficult points Key points：

1.了解更多的与服装相关的知识。

2.复习so… that…, such… that…和so that…的用法。3.有效地完成任务型阅读。Difficult points：

能根据写作要求和素材，整理出符合逻辑的短文。Ⅳ.Learning strategies

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1.在阅读中抓住关键词迅速理解短文大意。2.在学习中善于利用图片等非语言作息理解主题。Ⅴ.Teaching aids Computer multimedia projector.Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher shows the pictures of 3 in Section C on the screen.Let students discuss the clothes they are wearing in pairs, using so… that…，such… that… and so that…

3.The teacher lets four students from different groups report their results of discussion.Encourage them to give more suggestions if possible.4.The teacher divides the students into five groups.And ask them to look at the five pictures of 1a.Let them discuss what information they can get from them.(Each group needs only to discuss one picture).They can get the words they need in the vocabulary.Then teacher lets the representatives from five groups report their result of discussion.Their reports should contain their jobs and the features of clothes.They should also explain the meanings of the new words after discussing and looking them up by themselves.At last teacher evaluates their work and stresses the new words they mentioned.Presentation(10 minutes)

1.The teacher lets students read the passage of 1a and check their description above.2.The teacher asks students to read the passage again and answer Questions 1-2 of 1b.3.The teacher lets students tell their answers.Explain the meaning of the new word function.4.The teacher asks the students to read from “For example, when we see a man in a uniform” to “…maybe he or she is lively and easy-going.” And let them complete the sentences of Questions 3-5.5.The teacher lets students tell their answers.6.The teacher asks the students to work in groups and discuss the meanings of the sentences of Question 6.2 / 5

7.The teacher lets students tell their answers.Teach the new word discuss.8.The teacher lets students show the information they searched before class.Ask them to talk about more about clothes.Consolidation(10 minutes)

1.The teacher plays the recording for the students.Let them listen to the passage and read after it.2.The teacher lets students discuss in groups to understand the passage.Let them collect the sentences they can’t understand within their own groups and show them to the whole class.The students from other groups may give them a hand if they can.3.The teacher makes a summary to explain the key points and difficult points to the students:(1)be made of …(2)protect …from…(3)more than

no more than(4)You are what you wear.4.The teacher asks students to read 1a again and find out the key words and sentences.Teach the new word material by pointing at clothes of different materials.5.The teacher asks students to retell 1a according to the key words and sentences.6.The teacher evaluates the retelling and encourages the students to do better next time.Practice(10 minutes)

1.The teacher asks the students to sum up the words about names of clothing and words for the comments of clothing in this topic.2.The teacher lets two students list the words on the blackboard.3.The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words.4.The teacher asks two students to tell the answers.5.The teacher asks students to find out more similar sentences in this topic and read it aloud.Let them pay attention to the weak form, liaison, pause and incomplete plosion.3 / 5

Grasp the usage of so… that…，such… that…and so that…

(1)P81 – 1c.(2)P84 – 2.(3)P84 – 4b.(4)P86 – 3.(5)P87: People started to wear clothes so that they could protect themselves from the sun, wind, rain and cold.6.The teacher asks the students to read through Sections A-C and fill in the blanks of the function table with the correct words.7.The teacher asks two students to tell the answers.8.The teacher lets students sum up other useful expressions in this topic.The teacher adds more and explains them.Production(7 minutes)

1.The teacher asks the students to work in groups.Let each group change the pictures they prepared before class.(The people in the pictures may be their friends or the famous stars.)And then let them introduce the people’s dressing.2.The teacher asks students to talk about what information they can get from the dressing.3.The teacher guides students to discuss if their clothes are suitable.Let them give their opinions or suggestions.4.The teacher asks students to write a passage to introduce the people’s dressing based on the information they discussed above.5.The teacher lets students read the passages to the whole class.The teacher evaluates and revises the passages together with the students.6.The teacher shows the summary of this section to the students.7.The teacher assigns homework:(1)Review the summary after class.(2)Write a passage about your favorite clothes.Explain the reasons.(3)Search pictures about uniforms.Teaching Reflection The students show deep interest to the origin and the development of clothes.They are

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surprised that they can get so much information from the clothes.The teacher may prepare more pictures containing different styles of clothes for them by showing on the screen.Ⅶ.Blackboard design Unit 8 Our Clothes

Topic 1 We will have a class fashion show.Section D 1.be made of … 2.protect …from… 3.more than

no more than 4.You are what you wear./ 5

第五篇：仁爱版英语八年级下Unit8 Topic2 Section B参考教案（范文模版）

Unit8 Topic2 SectionB 参考教案

Ⅰ.Material analysis

本节课建议教师用1课时上完。主要活动为Section B 的1a和2。

本节课的新课内容由谈论不同场合的着装常识展开，引导学生继续学习由疑问词引导的宾语从句和“It’s + adj.+ that„”以及“It’s + adj.+(for sb.)to do sth.”的用法。着装艺术是学生非常感兴趣和关心的话题，教师应在课前精心设计本节活动内容，准备一些相关的知识链接，让学生充分意识到穿着得体的重要性。Ⅱ.Teaching aims Knowledge aims：

1.继续学习由疑问词引导的宾语从句。

2.继续学习句型It’s + adj.+ that„和 It’s + adj.+(for sb.)to do sth.。3.学习不同场合的着装常识及穿着建议的用语。4.朗读句子时体会升调与降调语气感情上的不同。Skill aims：

1.能听懂接近正常语速、涉及着装艺术的语段，获取主要信息。2.能就着装艺术的话题进行简单的交谈。3.能从简单的文章中找出有关信息，理解大意。4.能根据对话简单地写出关于着装艺术的短文。Emotional aims：

1.充分意识到穿着得体的重要性。

2.能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。Ⅲ.The key points and difficult points Key points：

1.继续学习由疑问词引导的宾语从句。

2.继续学习句型It’s + adj.+ that„和 It’s + adj.+(for sb.)to do sth.。3.学习不同场合的着装常识及穿着建议的用语。Difficult points：

1.能根据对话简单地写出关于在不同的场合怎样正确着装的短文。2.朗读句子时体会升调与降调语气感情上的不同。

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Ⅳ.Learning strategies 1.朗读时用降调表示命令的语气，用升调表示更有礼貌的请求。2.体会句子中运用特定的句式进行某一内容的强调。3.注意借助音像资料丰富自己的学习。Ⅴ.Teaching aids Computer multimedia projector;the videos about the activities in different occasions: having a meeting, having a party, doing sports, having a class and so on;the picture of attendants;

The teacher should wear a suit for the class.Ⅵ.Teaching procedures Introduction（8 minutes）

1.Greet students and make them ready for learning.2.The teacher lets students play the game “Pardon?” to review the usage of object clauses.Let them play the game in groups of three.They may change their roles one another.A:(speak out a wh-question)B: Can you tell me what A asks? C: She / He asks …

3.The teacher lets students show the pictures of school uniforms designed by themselves.They can add the colors, the materials, and even the reasons of designing.4.The teacher lets students read the passage about the importance of some uniforms which they finished before class.5.The teacher evaluates their work and leads to new lesson by playing the videos about the activities on different occasions: having a meeting, having a party, doing sports, having a class and so on: It’s important to wear suitable clothes.I must wear a suit when I have the class, while you must wear school uniforms.We should wear different clothes correctly on different occasions.Presentation(10 minutes)1.The teacher lets students look at Picture 1 of 1a and lets them discuss what the man should wear on this kind of occasion.2.The teacher plays the first flash of 1a and lets the students watch and check their

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discussion.Let them know about the meaning of gatekeeper by showing gate + keeper → gatekeeper.Teach the word suit by pointing at the teacher’s clothes.3.The teacher lets students learn different dressings on the other three occasions in the same way.Teach the new words after watching and checking.Teach attendant by show the pictures of attendants on the screen.Teach take off by putting on a hat and then taking it off.Teach knee by pointing at the knee of himself or herself.Explain the meanings of enter.4.The teacher plays the flash of the conversation between Jane and Maria.Let students watch it and find out the opinions of them.5.The teacher asks two students to tell the answers.Explain the meanings of occasion and correctly to them.Consolidation(10 minutes)

1.The teacher plays the recording sentence by sentence.2.The teacher plays the recording without stopping.3.The teacher asks students to read the sentences in 1b and mark T(True)or F(False).4.The teacher asks two students to tell the answers.5.The teacher lets students read the passage in 1c.Let them understand the meaning of this passage, and try completing the passage.6.The teacher asks students to read the conversation of 1a and lets them check the blanks they have filled.7.The teacher asks two students to tell the answers.8.The teacher lets students read 1a and find out the sentences about object clauses with wh-questions and the sentences giving suggestions.9.The teacher asks two students to tell the answers.Write them on the blackboard.Stress the order of object clauses with wh-questions.10.The teacher lets students read 1a in roles and perform short plays in pairs.(Each pair may just play one short play.)Practice(10 minutes)1.The teacher lets students read 1a and find out the sentences of It’s + adj.+(for sb.)to do sth.3 / 5

2.The teacher asks two students to tell the answers: It’s important to wear suitable clothes on every occasion.Guide students to change it to It’s + adj.+ that …(It’s important that we wear suitable clothes on every occasion.)

3.The teacher lets students observe the pictures of 2 and read the given words, the phrases and the example.4.The teacher asks students to make sentences with the structures It’s + adj.+(for sb.)to do sth.and It’s + adj.+ that …, using the given words and phrases according to the pictures.5.The teacher asks four students from different groups to write down the sentences on the blackboard.Student A writes the sentence according to Picture 1…

6.The teacher asks one or two students to check the sentences on the blackboard.Give them a hand if necessary.7.The teacher plays the recording of 3 after they read the sentences by themselves.Let students listen and check their intonation.8.The eacher plays the recording of 3 again, and lets the students listen and try to imitate.Production(7 minutes)

1.The teacher asks the students to discuss in groups about how to dress correctly on different occasions.Teacher had better help them set certain situations, such as going to a formal party, going to the movies or going out to do some exercise.Help them design a table and ask them to finish the table after discussing.Activities What to wear go to a party go to the movies do exercise

2.The teacher asks students to write a passage according to the result of the discussion above.Then report it to the class.Remind them to use the structures: It’s important …, You should/ had better/ have to ….3.The teacher shows the summary of this section to the students.4.The teacher assigns homework:

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(1)Review the summary after class.(2)Collect some information about how to dress correctly on different occasions.(3)Make five sentences with the following structures: It’s + adj.+ that … or It’s + adj.+(for sb.)to do sth.Teaching Reflection Teacher may let students prepare some clothes before class if possible, they will do better in the performances of the four brief conversations.The teacher can set more certain situations and let the students discuss the suitable clothes they should wear in those occasions.Ⅶ.Blackboard design Unit 8 Our Clothes

Topic 2 We can design our own uniforms.Section B 1.gate + keeper → gatekeeper 2.take off → put on 3.correct → correctly 4.It’s important to wear suitable clothes on every occasion.→ It’s important that we wear suitable clothes on every occasion.Object clauses with wh-questions: Can you tell me what I should wear here? Could you tell me where the special shoes are? Sentences giving suggestions: You should wear a business suit.You have to change your leather shoes.You should take off your shoes when you enter someone’s home in Japan.You should wear your sports clothes.People should dress correctly.5 / 5