Unit8教案 篇1
一、教学目的：
1. 能够听懂录音，并根据录音画水果或给水果图画涂色。
2. 能够就自己画的图与同桌同学用英语对话，说说是什么水果，是什么颜色，要求能够基本正确的表达。
3. 能够基本正确的唱歌曲并表演。
4. 能够记住并说出所学的水果单词和颜色单词。
5. 能够在活动和游戏中运用所学的语言。
6. 理解本课课文，完成A归类和B折纸部分。
二、教学重点：
能够听懂录音，并根据录音画水果或给水果图画涂色
三、课前准备：
录音机、教学录音磁带、教学挂图、单词卡片、水果图片,动物水果教具、东南西北风游戏纸模型学具
四、教学过程：
【Look listen and sing】
1.教师出示动物图片：
-What is this？
-It is/This is a…
2.教师把各种图片贴在黑板上，让学生用纸卷成一个纸筒看黑板
T：What can you see？
S：I can see a …
3.T：I like apples
What do you like？
Ss：I like…
4.教师出示教学挂图：
（1）. Group work：
（2）. 说一说，看到了什么
a) 教师出示水果图片，请学生说出英语名字。
b) 教师出示不同颜色的图片或实物，要求学生说出它的颜色
T：What colour is it？
S：Red/Yellow…
（3）.教师出示一个苹果
T：A red apple
请学生说出其他水果的颜色和名字
Eg：A yellow banana/A green watermelon…
教师播放录音2-3遍
1.学唱chant
Eg：a green melon/one
2.Group work：组词比赛
教师出示教学挂图，并在黑板上画出几个空水果篮
要求学生看图依次说出表示水果的数量、颜色和名称的词组
green apple…
学生每说对一个，就在该组的水果篮里画上相应的水果比一比，哪组篮里的水果最多
【Pair work】
看着水果单词卡片，进行问答练习
Eg：What is it ？
It’s an apple.
It’s red.
【复习有关颜色的chant】
全班同学一起唱，每唱到什么颜色，就让穿该颜色衣服的学生起立。
P 62 B 部分
1. 复习学过的句型
目的：为本课的chant铺垫
2.教师指导学生将图中的物品按学习用品、动物、水果进行分类，并在右上角的图中做标记
3.学习本课chant
4.Pair work：
-What is this？
-It is /This is…
-What colour is it？
-It is…
-What can you see？
-I can see…
【教师向学生演示着纸方法】
用正方形纸，将四个角上分别画出已学过的几种动物，并涂上已经学过的几种颜色。将四角向中心对着。这时，教师可用指示语Look！Fold this way将纸翻过来再将四角向中心对折一次，这时，可将四个手指插入正面的四个孔中，这个玩具就制作完了。
【教师向学生演示玩游戏的方法】
Red！Three！/Yellow！Four！…
Oh，monkey！/Oh，panda！…
Unit8教案 篇2
教学目标：
知识与技能
1. 能用正确的语音语调说出meat, fish, chicken, rice, noodles, soup等食物类新授词汇。
2、能熟练运用Drink some juice.的祈使句，并能用新授单词作适当替换。
过程与方法
通多种形式的操练，能够运用这些单词以I like…的句型表达自己的喜好。
情感态度价值观
帮助学生在实际生活中提高对语言的理解和表达能力。
重点难点：
Let’s learn--- chicken soup
Let’s act--- Drink some juice.
教学准备：
单词卡片、屏幕、录音机、多媒体
教学过程：
一、Warming up
1. 一边听有关“生日”的歌曲，一边看屏幕上映出 “吃晚餐”的图片。
教师示范I like cake. I like ice-cream.等句型，启发学生用I like …来说说自己在生日party上喜欢的食物。
2. 请同学看着生字卡片，根据前一课所学的内容来读儿歌。
Say a rhyme.
I like meat.（fish, rice, noodles ）Yummy, yummy, yummy.
3. 请同学分别手拿食物类的单词，两人一组自编对话。结合前两课所学单词来做替换。
二、Learn new lesson
1. 老师先请学生看图片，图片上出现学生爱吃的.食物。请学生用I like …的句型来描述。对新授单词chicken, soup的图片，用“guess”的字样遮盖Please guess---what is it?揭示谜底“soup, chicken”。
2. 教师出示一张“肯德基”的图片，问全班同学，Do you like KFC? Do you like chicken?喜欢的同学（Raise your hand）
学习单词 chicken正常声音升降调跟读
3. “Eat some chicken. Drink some soup.”老师边说边做动作。同时通过（喝汤的动作）来引出新句型。
让学生充分操练drink这个单词
4. 学生分两人一组进行表演。一人发命令，一人做动作。（在 juice这个单词上做适当拓展，让学生不断操练）。
Drink some juice.（Drink some apple juice. Drink some orange juice. Drink some lemon juice）
三、Practice and consolidation
1. 用所说的句子来编一组对话 。
Eg: -Eat some meat.（jelly, cake, ice-cream, fish,…）
-Drink some juice（coke, milk）。
-Nice, nice, nice.
-Yummy, yummy, yummy.
板书设计：
Unit8 Dinner
meat, fish, chicken,
rice, noodles, soup
Unit8教案 篇3
Unit 8 Li Ming Ges He!
一、重难点知识讲解
（一）重点单词与词组
1.en 动词，意为“享乐；欣赏；喜爱”。
e.g.I en the usic f Energ ver uch.
我非常喜欢Energ组合的歌曲
She ens that eal ver uch.
她很喜欢那顿饭。
注：en后只接动词的-ing形式。
e.g.D u en plaing tennis?
你喜欢打网球吗？
M father ens fishing ver uch.
我父亲很喜欢钓鱼。
词组：en neself 感到快乐，过得愉快（相当于have a gd tie）
e.g.I hpe u 5
Unit8教案 篇4
教学目标：
1. 学习目标：学会单词want, computer, robot.
会说句子What present do you want? I want a ….
What present does he/she want? He/she wants a ….
知道动词会随着人称的不同而改变形式。
2. 能力目标：能用所学句子谈论想要的礼物。
3. 情感目标：了解圣诞节的有关知识。
培养对英语的兴趣。
教学重、难点：
重点：句子教学
难点：want的读音
教学用具：磁带，录音机，单词卡片，转盘，教学课件。
教学步骤：
一.Greetings
二.师生对话。
三.出示课题lesson 15
四.复习人称代词（课件出示chant）
五.New lesson
Step 1. 单词及句子教学
1. listen to an English song << we wish you a Merry Christmas>>
2. 学生回答问题，了解圣诞节有关知识以及圣诞老人的名字Santa, 导出句子What present do you want?
3. 学习新词want.
4. 学习句子What present do you want?
5. 小组跟读What present do you want?引出单词computer及句子I want a computer.
6. 同理学习单词robot. I want a robot.
7. 巩固句型What present so you want? I want a …, 利用课件进行单词替换练习.
8. 听录音跟读课文并要求背诵。
9. 用调查表形式进一步巩固句型
10. 课件出示chant，让学生通过读知道动词会随着人称代词的不同有所变化。
11. 通过师生对话，引出句型What present does he/she want? He/she wants a ….
12. 利用课件进行单词替换练习。
13. 听录音跟读课文。
Step 2. 练习及游戏巩固所学单词及句子
14. 用课件进行want or wants填空，巩固动词会随着人称代词的不同有所变化这一语言点。
15. 转盘游戏巩固句型What present do you want? I want a ….
What present does he/she want? He/she wants a ….
Step 3. 课堂小结
16. 利用幻灯片进行课堂小结。
六.家庭作业。
1. 听.读课文并背诵。
2. 完成活动手册L15。
3.继续完成调查表
Unit8教案 篇5
教学内容
7b unit 5 welcome to the unit
课型
新授课
教学目标1. 通过朗读漫画教会学生谈论能力的基本句型。2. 谈论在日常生活中我们能为他人所做的事情培养学生乐于助人的品质。3. 通过谈论如何关心和帮助他人引出本单元的中心任务。
教学重难点1. 学习使用一些做好事的词汇。2. 掌握情态动词can 的用法
教学方法
情景交际法、任务型教学法
教具准备
课件
教学步骤
教师活动
学生活动
个性化补充
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让学生复习有关能力方面的词汇鼓励学生增加适当的内容，扩大语言的输出量要求学生根据所给的句型造出尽可能的句子，然后总结can 的基本用法引导学生说出这些词组的中文意思与学生核对答案鼓励学生说出更多的能力方面的词汇尽量让更多的孩子开口说出英语句子阅读对话并能模仿出类似的情景对话学生听课文录音，回答有关漫画的问题学生进行小组练习，准备短剧表演（可以竞赛）学生跟读，并熟记对主要的词组作和句子的用法做记录学生根据这一句型进行造句，熟练掌握can 的用法（可以竞赛）学生进行头脑风暴，说出很多本课的新词汇
作业设计1. 背诵本课的单词与词组2. 完成《同步导学》上本课时的作业3. 预习reading，完成预习作业
板书设计 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情态动词 can + 动词原形
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.他的教导在他儿子的进步中起着关键的作用。
the headmaster plays a important role in the good running of a school.校长在学校的良好管理中起着重要的作用。
2. listen to sb do sth 听某人做某事
let’s listen to lily sing an english song. 我们听莉莉唱首英文歌吧。
the kids sat in a circle to listen to their mother tell a story. 孩子们坐成一圈，听妈妈讲故事。
3. popular
(1) 流行的，大众的
they carried a popular opinion roll. 他们进行了一次民意测验。
these are novels with popular appeal. 这些是适合大众口味的小说。
（2）受欢迎的，受人喜欢的
lincoln was a popular president. 林肯是个受人爱戴的总统。
gongli is a popular film star. 巩利是一位受人喜欢的电影明星。
be popular with sb 受人某人欢迎
he is a man who is popular with his neighbors. 他是受邻居们喜欢的人。
4 while conj. a. on the other hand( implying a contrast)而（表对比）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(静止) is relative.b. during a period of time that当...的时候,在……时，和……同时， 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虽然（表转折）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.相关高考试题 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江苏___________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.