牛津初中英語(yǔ)8B Unit3單元知識(shí)點(diǎn)復(fù)習(xí) 篇1

　　牛津初中英語(yǔ)8b unit1單元知識(shí)點(diǎn)復(fù)習(xí)

　　班級(jí): ____ _學(xué)號(hào): ____  姓名: ________ 

　　1.    used to do sth (過去常常做某事)          be used to do sth （被用來(lái)做某事）  

　　be used to doing sth (習(xí)慣于做某事)

　�、賢his building is a department store now. it________a cinema.

　　a.was used to be      b.used to be       c.is used to doing       d.used to be

　　②children at the beginning of last century _______ a lot and ______ themselves greatly even without television             a.used to read,enjoying      b.used to read,enyjoyed

　　c.were used to reading ,enjoy   d.were used to read,enjoying

　　2.pleasant ,pleased, pleasure

　　⑴pleasant令人高興的，令人愉快的，作定語(yǔ)，用來(lái)修飾事物不能修飾人

　　⑵pleased一般作表語(yǔ)，常用的結(jié)構(gòu)：sb. be pleased at sth /doing sth

　　sb. be pleased with sth,    sb. be pleased that…

　　⑶pleasure n.愉快，樂趣   it’s a pleasure to do sth.    do sth with pleasure

牛津初中英語(yǔ)總復(fù)習(xí)單元練習(xí)九unit 3 f inding yo ur way         
name_________ _
一、選擇填空:
(   )1.please call me back if you_______ free tomorrow.
      a. are  b. will be    c. is    d. is going to be
(   )2. my father has to stop _____ after_____ for such a long time.
      a. smoking, reads    b. smoking, reading  c. to smoke, reading  d. smoked, to read
(   )3. she isn’t_____ enough to pass the exam_______.
      a. lucky, lucky  b. unlucky, luckily  c. lucky, luckily  d. lucky, unlucky
(   )4. _____ the zoo, you should_____ the road.
      a. to get to, across  b. to get to, cross  c. get to,  cross     d. get to, across
(   )5. would you like to eat__________?
      a. something delicious   b. delicious something  c. anything nice   d. nice anything
(   )6. excuse me, could you tell me________?
      a. how can i get there  b. how i can get there  c. the way to there   d. where is the zoo

牛津初中英語(yǔ)（7a）unit 6 fashion教案
第5課時(shí)（grammar第1課時(shí)）
teaching goals:
1. learn about uses of ‘can’.
2. learn about uses os ‘may’.
3. learn about the differences between them.
teaching type:
    語(yǔ)法教學(xué)課
teachinng method:
    由點(diǎn)到面，先總再分，縱向比較
teaching tools and preparation:
1. 搜索圖片
2. 準(zhǔn)備教學(xué)掛圖
3. 準(zhǔn)備食物
teaching emphasis and difficulty:
   掌握can和may的用法及它們的區(qū)別，并熟練準(zhǔn)確的運(yùn)用相關(guān)的用語(yǔ)。
teaching process:
    step一.revision
1. definition: what is modal verbs?
2. introduction: basic sentence patterns
3. uses of ‘can’
4. uses of ‘may’
step二.presentation
    comparison: 1.we use ‘can’ and ‘may’ to ask for permissions from other people.
                2.we can use ‘can’ to ask our friends for permission.
                3.we use ‘may’ to ask teachers and other adults for permission. it is more polite to use ‘may’ than ‘can’.
    examples:  simon:  i don’t have my english book here. can i use your book?

8b unit 1 備課date: mar. 4                                title: unit 1 past and present (8b)period: 10—1content: comic strip and welcome to the unitaims: 1 to introduce the present perfect tense generally.     2 to introducethedifferent forms of transport at different times in hong kong.important points: aim 1 and 2difficult point: understanding aim 1methods: speaking and readingnew words: past, present, light rail, peak tram, ferry, tram, since.procedures:step 1: free talk      in the past, hobo and eddie were good friends. but now something happens between them. do you want to know what’s wrong with them? step 2: now, read the dialogue, and find out the answers of the following questions.      1) what did eddie do?       2) why did he do that thing?       3) has eddie changed? (explaining the new tense : the present perfect tense)        eg: have you seen my food? (see—saw—seen)            i’ve (i have) eaten it. (eat—ate—eaten)            we have not seen him for a long time ……         how has he changed?4) what about hobo?       let ss read the dialogue in pairs. step 3: everything changes every day, can you find them around you?       give ss 5 minutes to talk about this topic. next, you will learn some information about the different forms of transport at different times in hong kong. do you want to know them? show the pictures . discuss them with the ss.         what’s the use of it?        where do you usually see it?        is it a special one? why?        which transport do you like best?step 4:they are all good transport. and they are important for us. now, write the correct names under the pictures. step 5: finish part b (back to the past)       complete the timeline. homework: do the daily paper. afterthought:the third time:

　　課堂上，我對(duì)學(xué)生不愿積極發(fā)言一直不滿意。舉手的也就那么幾個(gè)�？�，大多數(shù)的學(xué)生就是不愿舉手，我常納悶為什么自己的“精心設(shè)計(jì)”卻引不起學(xué)生的積極反應(yīng)？

　　我也常尋找對(duì)策，我極力做學(xué)生思想工作，我把是否積極發(fā)言作為學(xué)生的平時(shí)評(píng)價(jià)內(nèi)容之一……，但是我還是不滿意。直到有一天，在一節(jié)英語(yǔ)課上我突然找到了一種感覺。

　　[描述1]：《牛津初中英語(yǔ)》9b Unit 2語(yǔ)法部分，有一段內(nèi)容為學(xué)生參觀博物館，一位學(xué)生指著老虎和蛇說：what dangerous animals! 導(dǎo)游說：but the most dangerous animal is the mosquito. 我順勢(shì)一引，“do you also think the mosquito is the most dangerous animal?”，有同學(xué)說”yes”, 也有同學(xué)說”no”, 我馬上又問，”what do you think is the most dangerous animal ?”，起先學(xué)生的回答都很合乎邏輯，如“老虎”、“獅子”、“狼”、“熊”等，接著有個(gè)學(xué)生說,“i think the most dangerous animal is the dog because it can bite me. ”，我聽后，大笑，學(xué)生們也笑了，但是我還是接納了他的觀點(diǎn)。其他同學(xué)大概受到了影響，馬上有人接著說是“蒼蠅”、“蛇”。接著好象學(xué)生們的思路一下子打開似的，不斷的有人舉手，答案也很精彩，有說是“鯊魚”、有說是“鱷魚”等，要知道這些單詞書本上是沒有正式學(xué)過的。然而還有同學(xué)手舉得高高的，想回答……，我突然有一種感覺：今天發(fā)言的氣氛真是好！

　　在接下來(lái)的幾天時(shí)間里，我不斷的有著這樣的驚喜和收獲。

unit 4 a charity show part 1 teaching design vocabulary四會(huì) (n.) charity, host, cat, organizer, duty, event, success, business, organization, guest, audience, curtain, exit, stage, voice, actor, ground, decision, poster, performance (v.) wish, raise, introduce, perform, hang, phone, matter (adv.) excitedly 三會(huì)  advertise, goods, notepaper, attention, donation, speech, purpose, department store 二會(huì)  microphone, leaflet, denote, indoors, volunteer, angencyexpressionsto be the host of…, a charity show, sleep less, advertise on the internet, give out leaflets, donate money, organize a charity show, sell books, help with…, raise money for…, feel happy, watch the show, work on…, practise a lot, in the beginning, do everything right, become a little bit easier, keep –ing, the fans of the pop stars, make a lot of noise, donate money to…, have support from…structure1.       i was helping with a charity show because i wanted to raise money for project hope. 2.       i was very nervous because of the tv camera. 3.       i wanted to help the poor so i donated some money. 4.       i hope that you will like the show. 5.       i wish that i could fly. 第一部分 教學(xué)設(shè)計(jì) period 1 comic strips & welcome to the unit (raising money for charity, fun-raising activities for charities) teaching goals ●     to introduce a specific activities students can do to help a charity ●     to activate existing knowledge about doing charity work ●     to become familiar with different ways of making suggestions ●     to activate students’ interest in local charities and what they do teaching procedures step 1 having a revision and presenting (show the ads. in book 7a to students.) do you still remember the ads? what do millie and simon want to do? yes, you are right. they want to help the children from poor areas in china. we call such an activity a charity. the charity that helps schools and students in poor areas is called “project hope”. what other charities do you know? have you ever heard of “project green hope”, “save china’s tigers” and “spring bud project” before? now go to finish off part b on page 61. step 2 discussing what can we do for charity? we can raise money for charity. then how can we do it? let’s have a discussion. (show the students the pictures on page 59 one by one.) what are they doing?                                                                                    picture1: they are selling books. picture2: he is advertising on the internet. picture3: they are giving out leaflets to ask people to donate money. picture4: they are having a charity show. now go to page 61 to finish off part a. what is the goal of these activities? (to raise money/fund for charity)
so they are called fund-raising activities. what other fund-raising activities do you know? could you find more fund-raising activities in life? step 3 doing a task we are going to do a class survey. which type of activity would you like to be involved in if you want to raise money for charity? what would you do? to advertise on the internet? to give out leaflets to ask people to donate money? to organize a charity show? to sell books to raise money? what other suggestions would you come up with? let’s draw a table on the blackboard to fill in to find out the most popular activity. ok? how to make suggestions? let’s …why don’t you/we … ? what/ how about … ? why not … ? shall we … ?step 4 looking and answering (show picture 4 in part a to students again.)
what are they doing? (they are holding a charity show.)
what’s in the girl’s hand? (a microphone.) guess what she is. right, she is a host. what famous hosts do you know? how can we become good hosts? (only if we practice a lot.)
step 5 presenting (show picture 1 on page 60 to students.) what is hobo holding?
why is he holding a microphone? because he’s been chosen to be the host of a charity show. because he wishes to speak to the listeners. because he wants to ask the teacher a set of questions about computer. because he wants to check his students’ work. … step 6 listening and answering why is hobo holding a microphone? (he will be the host of a charity show.)