Unit8教案（通用10篇）
Unit8教案 篇1
一、教學目的：
1. 能夠聽懂錄音，并根據錄音畫水果或給水果圖畫涂色。
2. 能夠就自己畫的圖與同桌同學用英語對話，說說是什么水果，是什么顏色，要求能夠基本正確的表達。
3. 能夠基本正確的唱歌曲并表演。
4. 能夠記住并說出所學的水果單詞和顏色單詞。
5. 能夠在活動和游戲中運用所學的語言。
6. 理解本課課文，完成A歸類和B折紙部分。
二、教學重點：
能夠聽懂錄音，并根據錄音畫水果或給水果圖畫涂色
三、課前準備：
錄音機、教學錄音磁帶、教學掛圖、單詞卡片、水果圖片,動物水果教具、東南西北風游戲紙模型學具
四、教學過程：
【Look listen and sing】
1.教師出示動物圖片：
-What is this？
-It is/This is a…
2.教師把各種圖片貼在黑板上，讓學生用紙卷成一個紙筒看黑板
T：What can you see？
S：I can see a …
3.T：I like apples
What do you like？
Ss：I like…
4.教師出示教學掛圖：
（1）. Group work：
（2）. 說一說，看到了什么
a) 教師出示水果圖片，請學生說出英語名字。
b) 教師出示不同顏色的圖片或實物，要求學生說出它的顏色
T：What colour is it？
S：Red/Yellow…
（3）.教師出示一個蘋果
T：A red apple
請學生說出其他水果的顏色和名字
Eg：A yellow banana/A green watermelon…
教師播放錄音2-3遍
1.學唱chant
Eg：a green melon/one
2.Group work：組詞比賽
教師出示教學掛圖，并在黑板上畫出幾個空水果籃
要求學生看圖依次說出表示水果的數量、顏色和名稱的詞組
green apple…
學生每說對一個，就在該組的水果籃里畫上相應的水果比一比，哪組籃里的水果最多
【Pair work】
看著水果單詞卡片，進行問答練習
Eg：What is it ？
It’s an apple.
It’s red.
【復習有關顏色的chant】
全班同學一起唱，每唱到什么顏色，就讓穿該顏色衣服的學生起立。
P 62 B 部分
1. 復習學過的句型
目的：為本課的chant鋪墊
2.教師指導學生將圖中的物品按學習用品、動物、水果進行分類，并在右上角的圖中做標記
3.學習本課chant
4.Pair work：
-What is this？
-It is /This is…
-What colour is it？
-It is…
-What can you see？
-I can see…
【教師向學生演示著紙方法】
用正方形紙，將四個角上分別畫出已學過的幾種動物，并涂上已經學過的幾種顏色。將四角向中心對著。這時，教師可用指示語Look！Fold this way將紙翻過來再將四角向中心對折一次，這時，可將四個手指插入正面的四個孔中，這個玩具就制作完了。
【教師向學生演示玩游戲的方法】
Red！Three！/Yellow！Four！…
Oh，monkey！/Oh，panda！…
Unit8教案 篇2
教學目標：
知識與技能
1. 能用正確的語音語調說出meat, fish, chicken, rice, noodles, soup等食物類新授詞匯。
2、能熟練運用Drink some juice.的祈使句，并能用新授單詞作適當替換。
過程與方法
通多種形式的操練，能夠運用這些單詞以I like…的句型表達自己的喜好。
情感態度價值觀
幫助學生在實際生活中提高對語言的理解和表達能力。
重點難點：
Let’s learn--- chicken soup
Let’s act--- Drink some juice.
教學準備：
單詞卡片、屏幕、錄音機、多媒體
教學過程：
一、Warming up
1. 一邊聽有關“生日”的歌曲，一邊看屏幕上映出 “吃晚餐”的圖片。
教師示范I like cake. I like ice-cream.等句型，啟發學生用I like …來說說自己在生日party上喜歡的食物。
2. 請同學看著生字卡片，根據前一課所學的內容來讀兒歌。
Say a rhyme.
I like meat.（fish, rice, noodles ）Yummy, yummy, yummy.
3. 請同學分別手拿食物類的單詞，兩人一組自編對話。結合前兩課所學單詞來做替換。
二、Learn new lesson
1. 老師先請學生看圖片，圖片上出現學生愛吃的.食物。請學生用I like …的句型來描述。對新授單詞chicken, soup的圖片，用“guess”的字樣遮蓋Please guess---what is it?揭示謎底“soup, chicken”。
2. 教師出示一張“肯德基”的圖片，問全班同學，Do you like KFC? Do you like chicken?喜歡的同學（Raise your hand）
學習單詞 chicken正常聲音升降調跟讀
3. “Eat some chicken. Drink some soup.”老師邊說邊做動作。同時通過（喝湯的動作）來引出新句型。
讓學生充分操練drink這個單詞
4. 學生分兩人一組進行表演。一人發命令，一人做動作。（在 juice這個單詞上做適當拓展，讓學生不斷操練）。
Drink some juice.（Drink some apple juice. Drink some orange juice. Drink some lemon juice）
三、Practice and consolidation
1. 用所說的句子來編一組對話 。
Eg: -Eat some meat.（jelly, cake, ice-cream, fish,…）
-Drink some juice（coke, milk）。
-Nice, nice, nice.
-Yummy, yummy, yummy.
板書設計：
Unit8 Dinner
meat, fish, chicken,
rice, noodles, soup
Unit8教案 篇3
Unit 8 Li Ming Ges He!
一、重難點知識講解
（一）重點單詞與詞組
1.en 動詞，意為“享樂；欣賞；喜愛”。
e.g.I en the usic f Energ ver uch.
我非常喜歡Energ組合的歌曲
She ens that eal ver uch.
她很喜歡那頓飯。
注：en后只接動詞的-ing形式。
e.g.D u en plaing tennis?
你喜歡打網球嗎？
M father ens fishing ver uch.
我父親很喜歡釣魚。
詞組：en neself 感到快樂，過得愉快（相當于have a gd tie）
e.g.I hpe u 5
Unit8教案 篇4
教學目標：
1. 學習目標：學會單詞want, computer, robot.
會說句子What present do you want? I want a ….
What present does he/she want? He/she wants a ….
知道動詞會隨著人稱的不同而改變形式。
2. 能力目標：能用所學句子談論想要的禮物。
3. 情感目標：了解圣誕節的有關知識。
培養對英語的興趣。
教學重、難點：
重點：句子教學
難點：want的讀音
教學用具：磁帶，錄音機，單詞卡片，轉盤，教學課件。
教學步驟：
一.Greetings
二.師生對話。
三.出示課題lesson 15
四.復習人稱代詞（課件出示chant）
五.New lesson
Step 1. 單詞及句子教學
1. listen to an English song << we wish you a Merry Christmas>>
2. 學生回答問題，了解圣誕節有關知識以及圣誕老人的名字Santa, 導出句子What present do you want?
3. 學習新詞want.
4. 學習句子What present do you want?
5. 小組跟讀What present do you want?引出單詞computer及句子I want a computer.
6. 同理學習單詞robot. I want a robot.
7. 鞏固句型What present so you want? I want a …, 利用課件進行單詞替換練習.
8. 聽錄音跟讀課文并要求背誦。
9. 用調查表形式進一步鞏固句型
10. 課件出示chant，讓學生通過讀知道動詞會隨著人稱代詞的不同有所變化。
11. 通過師生對話，引出句型What present does he/she want? He/she wants a ….
12. 利用課件進行單詞替換練習。
13. 聽錄音跟讀課文。
Step 2. 練習及游戲鞏固所學單詞及句子
14. 用課件進行want or wants填空，鞏固動詞會隨著人稱代詞的不同有所變化這一語言點。
15. 轉盤游戲鞏固句型What present do you want? I want a ….
What present does he/she want? He/she wants a ….
Step 3. 課堂小結
16. 利用幻燈片進行課堂小結。
六.家庭作業。
1. 聽.讀課文并背誦。
2. 完成活動手冊L15。
3.繼續完成調查表
Unit8教案 篇5
教學內容
7b unit 5 welcome to the unit
課型
新授課
教學目標1. 通過朗讀漫畫教會學生談論能力的基本句型。2. 談論在日常生活中我們能為他人所做的事情培養學生樂于助人的品質。3. 通過談論如何關心和幫助他人引出本單元的中心任務。
教學重難點1. 學習使用一些做好事的詞匯。2. 掌握情態動詞can 的用法
教學方法
情景交際法、任務型教學法
教具準備
課件
教學步驟
教師活動
學生活動
個性化補充
step 1 greetingsstep 2.lead- in1. show some pictures to the students. get them to say what they can do.2. encourage the students to be creative and try to make more sentences with “can”. and teach “ability”.3. get the students to make a similar dialogue. s1:what is the boy doing? s2:he’s riding a bike. s1: can you ride a bike? s2:yes, i can./ no, i can’t. s1: is it dangerous to ride a bike on a busy street? s2: yes,it is. s1:so you must be careful. teach: fly, a superdog,be careful……4. listen to the tape and answer a question can eddie fly? 5. get the students to read the dialogue again and act it out. (encourage the students to add something to make the dialogue funnier.)step 3 presentation1. say “people have different abilities. some people use their abilities to help others. would you like to help others if you can?what can we do for others?2. ask students to make sentences with “ we can help……………..”3. tell the students the use of “can”4. teach some phrases: clean up, give seats to the elderly a home for the elderly, project hope collect things, on the bus…….. 5. read the phrases in the book. p776. do the match. and then check the answersstep 7 consolidation1. play a game “can you guess?”. ask students to guess what the students can do.2. do some exercises讓學生復習有關能力方面的詞匯鼓勵學生增加適當的內容，擴大語言的輸出量要求學生根據所給的句型造出盡可能的句子，然后總結can 的基本用法引導學生說出這些詞組的中文意思與學生核對答案鼓勵學生說出更多的能力方面的詞匯盡量讓更多的孩子開口說出英語句子閱讀對話并能模仿出類似的情景對話學生聽課文錄音，回答有關漫畫的問題學生進行小組練習，準備短劇表演（可以競賽）學生跟讀，并熟記對主要的詞組作和句子的用法做記錄學生根據這一句型進行造句，熟練掌握can 的用法（可以競賽）學生進行頭腦風暴，說出很多本課的新詞匯
作業設計1. 背誦本課的單詞與詞組2. 完成《同步導學》上本課時的作業3. 預習reading，完成預習作業
板書設計 7b unit 1 welcome to the unitabilities fly like a superdog,…….activities be careful, plant trees , clean up, give seats to sb. , on the bus, collect things for…..,project hope, a home for the elderly情態動詞 can + 動詞原形
Unit8教案 篇6
unit3 back to the past -welcome to the unit教案teaching objectives:1) get students to conduct a free discussion about ancient civilizations.2) encourage the students to share their ideas with each other.important points and difficult points:1) students are expected to describe what they have known about the ancient civilizations.2) encourage the students to communicate with classmates.teaching procedures:step1 lead in quiz: how much do you know about the ancient civilization?1) what are the four ancient civilized nations?2) what are the seven wonders of the world? step2 talking about the picturesthe statue of zeus:who is zeus? (a god of greek mythology, cronus and rhea’s youngest son, the supreme ruler of both mount olympus and the pantheon of gods residing there)what does the name zeus mean? (it is said to be related to the greek word ‘dios’, with ‘bright’ as its meaning.)where was the statue of zeus once located? (on the western coast of greece)the taj mahal:who built it? (shah jehan, the fifth mughal emperor.)for whom and why was it built? (it was built by shah jehan for his beloved wife as a monument of eternal love.)when was it built? (from 1631 to 1648)where is it? (on the banks of india’s most sacred river, the river yamuna in agra)the hanging gardens:who built it? (king nebuchadnezzar, who ruled ancient babylon for dozens of years)why did it appear to be ‘hanging’ in the sky? (it looked so because it was constructed entirely on the roofs of a building, with a lot of trees surrounding it.)why was it built? (to cheer up nebuchadnezzar’s wife who was said to be very homesick)the potala palace:where is it located? (on the red hill in the lhasa valley of tibet, china)when was it rebuilt? (in the 17th century)what was it used as? (the residence of the dalai lamas since the 7th century, as well as the religious and political centre of old tibet)step3 group discussion1 what do you think of the structures you saw just now?2 do you think it is important to protect cultural heritage? why or why not? do you have any suggestions on how to protect it?homework1. unit revision: period 1.2. preview reading.
Unit8教案 篇7
descriptionin this section, students will be asked to talk about the following phenomena, including traces of ufo, real existences of yeti and the loch ness monster, reasons for building stonehenge and the great pyramid and disappearances of ships and planes in the bermuda. all these have a common characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena. students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.suggested teaching proceduresl brainstorming1 ( before taking up the task)the teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in english or in chinese to get some information about ufo, yeti, the loch monster, bermuda, stonehenge and the great pyramid. the activity can be conducted like this:the topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well. they are beyond our knowledge. even the advanced science and technology of today cannot offer satisfactory answers, so i recommend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the internet or looking up background information in some books. besides collecting information, you have to note down your answers. it’ll be more convenient for you to report back your answers if you do so.2 ( focusing on the pictures ) a ask students to read the instructions and focus on the six pictures and illustrations individually first. the teacher can arouse their interest by asking them the following questions: do the six pictures have something in common? what is it? (unexplained; no satisfactory answers; mysterious; no evidences…) can scientists explain these phenomena? how do you feel about them? are you a bit curious? b ask students to think of as many expressions as possible to answer the above questions, encourage them to make up sentences and report back their answers. the teacher can share the following sentences with students. they are mysterious because no satisfactory answers have been offered to explain their reasons. though these mysteries have puzzled people for a long time, people show great interest in them.people feel puzzled due to their mysteries.c ask students to report back the information they have collected. as students have been required to prepare for the topics, their answers might be various. the teacher can vary the activities according to students’ responses. if possible, some answers students provide can be used as a prompt for a class discussion. for example: teacher: what information have you got about ufo? student a: ... … … teacher: do you think student a’s introduction interesting? what about the information you’ve got? is there something different? student b: ……… this activity can be conducted flexibly.d ask students to have a discussion about the topics by exploring some other activities. in order to conduct them more conveniently, the teacher can arrange numbers from left to right, from top to bottom first. for example: (picture 1) have you ever read some reports about ufo in chinese? are you interested in it? is it really from another planet? what does ufo stand for? for what reasons do you think ufo visits our planet?(picture 2) where is himalayas? what’s the weather like there? why do some people make great efforts to climb it? (hobby; dream; challenge themselves; make discoveries; overcome …) yeti is reported to be half-man and half-beast, have you heard of it? do you think some climbers’ disappearance have some connections with yeti? (pictures3, 4 and 6) stonehenge and the great pyramid of egypt are both cultural relics. where is the great pyramid built, on the east coast of the nile or on the west of it? what are its reasons? do you think the great pyramid a wonder in the human history? how was the great pyramid built? i haven’t heard of stonehenge or the ness monster. they are a bit new to me. what about you? will you be interested in making discoveries about them when you grow up? (picture 5) while talking about picture 4, the teacher can show a map to the students and point to them clearly where florida and the bermuda florida are on the map. are there any monsters in these areas? why do ships or planes disappear in this area? do you think it is too mysterious? suppose there is a ship equipped with the latest scientific equipment and it can make contact with scientists on land at any time, do you think it will be possible to solve the mysteries? l sharing information1 pair students up first. let different pairs focus on different questions. if possible, the first question can be adapted easily like this:do you believe in ufos? what may be the explanations of ufos?—— aliens from space without a doubt
—— military test craft without a doubt
——some ufos are alien, some are test craft
—— ufos are evidence of human space travel
—— ufos are neither alien nor test craft
—— ufos don't existencourage students to express their agreements or disagreements about it.2 ask different pairs to summarize their answers and then report them back.sample answers1 like any other intelligent and rationale person, i have a firm belief in ufos. in fact, i have seen a few myself. ufo stands for unidentified flying object, that is, an object, apparently moving in the sky, that we cannot identify. however, if you ask me whether i believe spacecraft carrying visitors from outer space, i would say ‘no’. i do not believe it.2 the continent of antarctica was discovered in 1818. a map known as the 'piri reis' map, a genuine document made in constantinople in 1513, clearly shows the continent of antarctica. how could this have been possible if antarctica was not discovered until 300 years later? antarctica was supposed to have been covered by ice for the last million or so years, but samples taken from sediment deep beneath antarctica in 1949 revealed that great rivers had once flowed in antarctica until about 6000 years ago.3 i’m always interested in the stories of ufos and aliens. and i hope i will have the chance to meet one some day. if it really happens to me, i will ask questions such as ‘who or what are you?’ ‘where are you from?’ ‘how long does it take to travel from your place to our planet?’ i will try my best to communicate with them, discovering what their life is like and why they come to the earth. resources (picture 1) the following is a description from a witness: the light was travelling west to northeast. they were saying it then changed direction from west to southeast. there was no colour, just bright light like a large spotlight. at first my husband thought it was a helicopter with a spotlight, but there was no noise. it seemed to move in a slow, steady speed. from my perspective it changed direction at the last moment.’ for more information, you can surf the following web-site: ~geibdan/framemst.html (picture 2) the yeti has lived in the himalayas as a mystery for many years. known as "the rock living animal" in sherpa, and as "the abominable snowman" in the west, the sightings of yeti have been reported since the late 1800s. the following website gives you more information ; (picture 3) loch ness is a vast and beautiful body of water. although nessie was sighted as far back as the 6th century ad, it is the modern day sightings that have attracted the public imagination. for more information you can surf the following website : (picture 4) the huge three-sided section of the atlantic ocean, surrounded by bermuda, puerto rico and florida, did not receive its famous nickname until 1964, but reports of strange happenings there, or nearby, have been recorded for centuries. the following website tells you more: (picture 5) stonehenge is surely britain's greatest national icon, standing for mystery, power and endurance. its original purpose is unclear to us, but some have guessed that it was a temple made for the worship of ancient earth god or goddess. for more information, you can surf the following website: (picture 6) the great pyramid of khufu is a typical example of the knowledge and experience of all previous pyramids, and it is the only surviving member of the ancient seven wonders of the world. the following website tells you more:
Unit8教案 篇8
teaching objectives:
1. to introduce and develop the theme of growing pains.
2. to develop speaking ability by talking about families and problems that happen between
teenagers and parents.
3. to know more about classmates and their families.
important and difficult points:
1. get students to understand what growing pains means.
2. make students know the relationship between parents and their teenage children in the usa.
3. help students to form a positive attitude towards relationships between their parents and them.
teaching procedures:step 1: brainstorming1. do you love your parents? do you think you show respect to your parents?2. do you sometimes quarrel with your parents? how do arguments usually happen? will you give examples of kinds of problems you sometimes have with your parents. some parents may interfere in their children's lives and try to influence their decisions about their future career or study plans. parents may want to make decisions for their children and also force them into doing things they don't want to, such as household chores or extra study. some parents don't always trust that their child is telling the truth. they may ask lots of questions about a child's social activities or the reason why they are late coming home, etc.some of the problems we have been discussing are quite common in families nowadays. what should you do to deal with these problems? do you nowadays always listen to your parents' instructions? do you always explain yourselves to your parents and resolve problems peacefully? or do you disobey your parents and quarrel with them about your decisions? in every family there are certain issues that cause problems and arguments. what are the most common causes of family arguments? are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time? or are they over bigger issues such as study, careers, university and making friends?step 2: discussing and practicing1. look at each picture carefully. there are four pictures here. first of all, i'd like you to imagine the situation and try to describe it with your own words.(the teacher can show an example to students by describing the first picture.)last sunday, after leaving school, li ping went home feeling extremely tired. he wanted to have a good rest and relax. when his parents said hello to him, he was so impatient that he didn't say anything and went straight to his own bedroom. though his parents were very confused, they didn't ask him why and continued with the cooking. after a while, loud music came from li ping's bedroom. his mother was very angry and she rushed into his room.2. now please talk about each picture as fully as possible in groups of four and share your opinions with your partners. better not let go the chance to speak. i will invite some of you to report back your descriptions.3. do you think there is a generation gap between you and your parents? does the generation gap really exist? how do you overcome the gap?sample answersa. yes, sometimes my parents try and interfere in my life and make my decisions for me. my parents want me to be a lawyer, but i want to be a writer or a journalist. we argue a lot about what subjects i should study at university and which job i should get. i spend much of my time working on the school newspaper, but my parents say i should concentrate first on my subjects and forget about extra-curricular activities. they think if i waste my time on these activities, i won’t get good enough grades to attend a good university.they also try to control my home life a lot. my mother is always asking me to help with the cooking and keep my room clean, but i just want to relax and listen to music or chat to my friends on the internet. my father wants me to take extra maths lessons at the weekend, but i think i need time to have fun with friends as well as study. b. my parents want to control my life too. we argue about my grades and study almost every day. whenever i feel angry with my parents, i talk it over with my best friend. i don't expect that she will have a better solution to the problem than me, but i can express my inner feelings to her better than to my parents. unlike my parents, who shout at me and say i am wrong and bad for not wanting the same things as them, my friend understands completely what i am feeling. we have the same dreams and ambition.c. my parents don’t trust me at all. they always think i am out having fun with my friends, not studying. i often meet my friends after school to research projects and do homework. we do have fun, but we still do lots of work. sometimes i am late home and my father always asks me lots of questions about where i have been and who i met. they think i am playing games in the internet cafe or out shopping for clothes or cds. i tell them i am studying but they just don't believe me. we often argue and they call me a bad child and say i am disobedient and don't respect them. i try to be a good child, but sometimes when i am tired or in a bad mood, i am not very polite to my parents, i sometimes stay quiet and don’t answer their questions and don't do the things they ask me to, like helping around or going to bed on time, but i think sometimes they just don't understand me.step 3: homeworkrecord after teaching_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unit8教案 篇9
step 1 brainstormingat the beginning of the class, let’s first enjoy a song. do you know what the song is about? (the theme song at the 1988 olympic games)good, do you like it? can you sing it? and i wonder whether you like sports. / do you like sports?since you like sports, you may be familiar with some sports stars, let’s play a game, ok? i’ll give a brief description of a certain sports star and you are asked to guess who she or he is. are you clear? 1.she is a girl from beijing; she has once won the olympic championship and many titles in the field of table tennis. (zhang yining) 2.he is from shanghai; he is very tall; now he serves in nba. (yao ming)3.he is also from shanghai, last year in athens he beat his rivals and became the first asian to win the gold medal in the men’s 110-metre hurdles. (liu xiang)4.she is a black lady from u.s.a; she and her elder sister are known as the double black pearls in the field of tennis (little williams)well done! what sports can you play?what sports do you know?for referencemartial arts: chinese wushu, judo, fencing, tae kwon do, karate, etcball games: volleyball, basketball, football, table tennis, golf, badminton, baseball, rugby, ice hockey, etctrack and field: long jump, high jump, pole jump, discus, shot-put, relay race, etc.gymnastics: men’s events-----rings, horizontal bar, double bars, parallel bars, vaulting horse, pommel led horse, floor exercise, etc.women’s events-----balance beam, high and low bars, uneven bars, vaulting horse, floor exercise, etc.who is your favorite sportsperson?why do you admire this sportsperson?they have good team spirit, a stronger character, mental strength and a positive attitude. they bring joy to my life. they are always challenging the limits of humans.do you like playing sports? how much time do you usually spend exercising or doing sports every week?step 2 sharing information1. sports play a very important role in our lives. we see or do sports almost every day. look at the six pictures at page 21. are you familiar with these sports? do you think we can play these sports every day?what comes to your mind first when you see pictures like these?the international olympic committee (ioc),olympic games, sports meetings, fierce competitions, professional or amateur athletes, exercising for fun, exercising to keep fit…now please look at the pictures and talk about each of them.picture of table tenniscan you play table tennis? do you like it?when did you begin to play table tennis?how often do you play it? who do you play it with?do you think playing table tennis is a good way to build up your body?is table tennis your favorite sport? why?it is convenient for people to play and does not require too much equipment. people have to be quick-minded and have rapid responses. it is a good way to make friends and meet new people.pictures of wrestling and boxingdo you like these sports?do you enjoy watching them?how much do you know about these sports?boxing became an olympic sport in 688 bc and is still popular today. the boxer uses his or her fists to punch the opponent’s head and body with the aim to knock the opponent out. boxing is popular worldwide as a spectator sport and generates millions of us dollars through ticket revenue, merchandise, tv rights and pay-per-view packages of important boxing matches. some people view boxing as archaic and an unnecessary display of violence while its supporters emphasize its self-expression and health benefits. boxing is a good way to keep fit, but there is much speculation about the possible injuries, particularly to the brain, that can be incurred during boxing matches. such speculation has resulted in tighter regulations over the safety of the boxers. wrestling is an ancient sport and often appeared as the main event in the earliest olympic games. wrestling exists in many different styles but only two styles feature in the olympics, namely freestyle and greco-roman. greco-roman wrestling allows the use of only the participants’ upper bodies; however, freestyle allows the use of legs.in your opinion, do you think these sports are too violent and fierce?yes, sometimes they are. competitors have to be aware of the safety precautions and wear protective gloves or padded helmets.would you like to become a professional boxer or wrestler?picture of kung fukung fu is a traditional sport in china. are you interested in this sport?do you think doing kung fu could make you fitter?do you enjoy watching kung fu films like those with jackie chan in them?do you think he is a good kung fu actor?pictures of gymnastics and divingit is said that gymnastics and diving are two of the most beautiful sports in the world, because they both display elements of strength and beauty. do you agree?can you name some famous chinese gymnasts or divers?to become a professional gymnast or a diver, you have to sacrifice a lot. what do you think these sacrifices would include?2. discussion whatever kind of sport you take part in, what are the basic qualities you need to possess in order to be successful in that sport?if you are part of a sports team, what kinds of things should you pay special attention to?3. report your answers to the class.sample answers 1. as we can see, throughout the world sports enjoy such popularity nowadays. there are many reasons for it. first of all, physical exercise can refresh people if they are exhausted after a day’s work. an increasing number of people, especially those who are mainly involved in office work, are complaining about sore muscles, stiff necks and blurred vision. there’s no better way to reinvigorate yourself than working out in a gym or participating in outdoor sports. secondly, it seems that many people want to lose weight. for women, staying slim is very important. men like keeping fit and being muscular. thirdly, people’s quality of life. exercising regularly tops the list of advice that health experts offer us to improve our quality of life.2. as a member of a health club, i play sports every week. i have access to all the gym facilities for free. on weekends, i meet my friends in the club and we have a lot of fun together. normally, we start at 10 in the morning. we usually play squash for a few hours. in the afternoon, we go swimming 3. jogging is my favorite sport. the reason for my loving it is that i think it has many benefits. to begin with, it enhances blood circulation and strengthens my lungs. every evening, i jog for half an hour. secondly, i feel totally refreshed. if i have a bad day at school and am really stressed, jogging helps me relax and pulls me out of my bad mood. lastly, after jogging, i can concentrate better on my school work the next day.language points:1. play a … role/part in 在…中起…的作用
his teaching plays a key role/part in his son’s progress.他的教導在他兒子的進步中起著關鍵的作用。
the headmaster plays a important role in the good running of a school.校長在學校的良好管理中起著重要的作用。
2. listen to sb do sth 聽某人做某事
let’s listen to lily sing an english song. 我們聽莉莉唱首英文歌吧。
the kids sat in a circle to listen to their mother tell a story. 孩子們坐成一圈，聽媽媽講故事。
3. popular
(1) 流行的，大眾的
they carried a popular opinion roll. 他們進行了一次民意測驗。
these are novels with popular appeal. 這些是適合大眾口味的小說。
（2）受歡迎的，受人喜歡的
lincoln was a popular president. 林肯是個受人愛戴的總統。
gongli is a popular film star. 鞏利是一位受人喜歡的電影明星。
be popular with sb 受人某人歡迎
he is a man who is popular with his neighbors. 他是受鄰居們喜歡的人。
4 while conj. a. on the other hand( implying a contrast)而（表對比）e.g.: alice is fond of playing the piano while henry is interested in listening to music. the results of this pre-test indicated that only about half of the class expressed an interest in reading, while 36% of the class agreed that they ‘prefer to do anything other than read’.motion is absolute while stagnation(靜止) is relative.b. during a period of time that當...的時候,在……時，和……同時， e.g.: in my opinion, there’re many advantages for college students to work while studying at college.while we realize that many districts do not currently have the capability to offer a full curriculum of classes we wanted to make you aware of this opportunity as soon as possible.strike while the iron is hot.i read while cooking, while eating, and while exercising (if at all possible).c. although, in spite of the fact that雖然（表轉折）e.g.: in while i admit that the problems are difficult, i don’t agree that they can not be solved. while i realize not all developers are created equally, i cannot imagine lowering my rate for any kind of training! d. as long as只要 while there is life there’s hope.相關高考試題 95nmet. she thought i was talking about her daughter, _____, in fact, i was talking about my daughter.a. whom b. where c. which d. while99 nmet. ―i’m going to the post office.―______ you’re there, can you get me some stamps?
a. as b. while c. because d. if江蘇___________i accept that he is not perfect, i do actually like the person.a. while b. since c. before d. unless 浙江_____ modeling business is by no means easy to get into, the good model will always be in demand.a. while b. since c. as d. if答案：dba a
Unit8教案 篇10
teaching objectives: to introduce and develop the theme of growing pains. to develop speaking ability by talking about families and problems that happen between teenagers and parents. to know more about classmates and their families.important and difficult points: get students to understand what growing pains means. make students know the relationship between parents and their teenage children in the usa. help students to form a positive attitude towards relationships between their parents and them.teaching procedures:step 1 lead-inpresent family albums:in this part, ss are encouraged to say something about their families by showing the class pictures with their parents. who may have growing pains?what are growing pains?when do they probably have growing pains?how do you solve this problem?growing pains aren't a disease. you probably won't have to go to the doctor for them. but they can hurt. usually they happen when kids are between the ages of 3 and 5 or 8 and 12. growing pains stop when kids stop growing. by the teen years, most kids don't get growing pains anymore.growing pains also mean the troubles and difficulties that teenagers meet when they grow up.step 2 brainstorming do you love your parents?do you always show respect to your parents? have you ever quarreled with your parents? what is your quarrel about?step 3 picture discussions ask ss to look at the pictures and discuss each picture in groups of four. picture 1what does the boy do?what is the mother doing? how is she probably feeling? what feelings may the boy have?picture 2what happens to the girl with a bag?what did her parents ask her to do? can you guess what might have happened to her?what will she do?picture 3why are the boys and girls around the pretty lady?what does the boy want to do? is he allowed to do so? why or why not?what feelings may the boy have?picture 4what is the boy probably doing?did the boy do well in his exams?how does his mother feel about the score? what feelings may the boy have?step 4 picture descriptionsimagine the situations and try to describe each picture as fully as possible with their own words. make sure that ss have “when”, “where”, “who”, “what” in your descriptions. invite some ss to report back their descriptions.sharing opinions (group work)in this part, ss discuss the following questions in groups of four. each group chooses two of the four questions. have ss to report their opinions in class.step 5 further discussionsdiscuss the following questions in groups of four.what do you do when you have family arguments with your parents? do you think there is a generation gap between you and your parents? if so, what is the best way to solve the problem? homework1 preview the reading part.2 describe an unpleasant experience with your friends/teachers.