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仁爱版英语八年级上册全册教案

Unit 1 Playing Sports

Topic 1 I’m going to play basketball.

Section A

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ.Teaching aims and demands 教学目标

1. Learn some new words and phrases:

almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit/a lot, join, club, skate, volleyball, tennis, table tennis

2. Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays. (2)Would you like

to come and cheer us on

3. Learn the future tense with be going to:

(1)We are going to have a basketball game against Class Three on Sunday. (2)Are you going

to join the school rowing club

4. Talk about preferences:

—Which sport do you prefer, cycling or rowing —I prefer rowing.

5. Talk about sports and games.

Ⅱ. Teaching aids 教具图片/海报/教学挂图/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:7分钟)

复习学过的运动项目名称，引出生词。

1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)

T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays What did you do during your

Ss: …(板书并要求学生掌握。) term

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.

(展示学生在打篮球的图片。)

T: Look at the picture. Do you know what they are doing S1, please. S1: They are playing basketball.

T: Do you like playing basketball S1: Yes, I do. / No, I don’t. T: How many players are there in the basketball team

(板书并要求学生掌握。)team

S1: T here are five players.(展示学生在打排球的图片。)

22: They are playing volleyball. (教师帮助该生回答。)

(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)

row, skate, tennis, table tennis。)

)

T: Which sport do you like better, cycling or rowing S3: Rowing.

better” means “prefer”.

44: I prefer basketball.

…

Step 2 Presentation 第二步呈现(时间:10分钟)

通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。

1. (利用plan to do sth.，导入“be going to+do”结构。)

T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon S1, please.

S1: Y es, I do. T: So you plan to play volleyball tomorrow afternoon, right S1: Yes.

T: OK. When we plan to do something, we can say we are going to do something.

be going to. OK, boys and girls Ss: OK.

T: I plan to go out for dinner tonight. S2, please. S2: You are going to go out for dinner tonight.

T: I plan to climb mountains tomorrow. S3, please. S3: You are going to climb mountains tomorrow.

T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.

2. (教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)

T: OK, S4, please tell me what you plan to do tomorrow afternoon. S4: I’m going to swim with my brother tomorrow afternoon.

板书，学习新句型。)

(教师视学生掌握的情况来决定是否要进行更多的操练。)

3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)

T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on Ss:Yes, we’d love to./I’d love to.

(出示教学挂图，让学生看图片猜测对话内容，导入1a。)

T: Look at this picture. They are Kangkang and Michael. What are they talking about Can you guess Please listen to 1a and then answer the following questions. (出示小黑板。)

(听后核对答案。)

4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)

Step 3 Consolidation第三步巩固(时间:10分钟)

创设情景，编对话，在真实的语境中培养学生口头交流能力。

1. (根据小黑板上的关键词，分角色表演对话。)

T: OK. Now you can use the key words above to act out the dialog in roles.

2. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)

(教师先做示范，然后让学生两人一组练习。)

T: S1, what are you going to do this term

S1: I’m going to learn English better.

T: What about you, S2

S2: I’m going to study math hard.

T: Oh, it’s a good plan. S3, do you know what your partner is going to do

S3: Y es. He is going to learn rowing.

T: Discuss with your partner what you are going to do this term.

3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)

T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.(板书)

(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)

S4: Hi, S5. S5: Hi, S4. I am going to play … Are you going to play with us

S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.

S5: Y es. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on

S4: Of course. I’d love to. And I hope you will win.

(让几组学生到教室前面表演类似的对话，评出最佳表演组及最佳演员等。)

(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)

Step 4 Practice 第四步练习(时间:10分钟)

完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。

1. (通过看图片，练习be going to的用法，导入2。)

T: Look at the pictures, what are they going to do Ss: (Picture 1) They are going to go skating.

(Picture 2) They are going to go skiing.… T: Which sport do you prefer, … or …

S1: I prefer … T: What about you, S2 S2: I prefer …

T: S3, do you often go swimming S3: Yes, very often.

T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming” means “Do you go swimming much”

。)

I go swimming very often.= I go swimming much.

T: S4, do you go rowing much S4: Yes, quite a lot/a bit. T: S5, do you go skiing much

S5: Y es, quite a lot / a bit.(肯) S6: No, seldom.(否)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe (板书，教学生词，并要求学生掌握。)join, club

S7: I am going to join the school rowing club. S8: …

(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)

2. (让学生听3录音，并完成3。)

T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends Listen to the tape, then fill in the chart in 3. (再放录音3，核对答案。)

3. (做一个运用“be going to+do”句型的游戏。)

(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)

T: Please do an action about your favorite sport. (S10表演一个动作。)

S9: Are you going to play basketball S10: No, I’m not.

S9: Are you going to play volleyball S10: Yes, I am.

…(让学生尽量多表演动作。)

Step 5 Project 第五步综合探究活动(时间:8分钟)

通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。

1. (小组活动，在小组中做采访并向全班同学作报告。)

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you

prefer, … or …

(2)Do you … much

(3)Are you going to …

next week

2. Homework: 用be going to造五个句子，要求用不同的人称、句式。

I’m going to play basketball

Section A

prefer be going to + do sth.

cheer … on We are going to have a basketball game against Class Three on Sunday.

quite a bit / a lot Which sport do you prefer, cycling or rowing

I prefer rowing.

Are you going to join the school rowing club

Yes, I am./No, I’m not. I’m going to …

Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。

1. Learn some new words and phrases:

dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single

2. Go on learning the future tense with be going to:

—What are you going to be when you grow up—I’m going to be a dancer.

3. Talk about the favorite sports and players:

(1)—What’s your favorite sport, Maria —Basketball, of course.

(2)—Who’s your favorite player —LeBron James. / I like Yao Ming best.

Ⅱ. Teaching aids 教具图片/小黑板/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:8分钟)

通过谈论喜爱的运动项目及新学期的计划，导入新课。

1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)

T: I know many students like sports. Please discuss in groups which sport your partners prefer.

You can begin like this: S1, which sport do you prefer, skiing or rowing S1: I prefer rowing. S2, which sport do you prefer, cycling or skating

S2: I prefer … What about you, S3 S3: I prefer …S4, which sport do you prefer, volleyball or soccer

S4: I prefer …

2. (教师询问学生新学期计划，复习“be going to+do”。)

T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do

S5: I’m going to join an English club. S6: I’m going to learn to play basketball. I want to be a good player.

3. (教师通过展示图片导入本课新单词。)

T: Look at the girl in the picture. What is she doing now(教师指着图片问。) S8: She is sleeping.

T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.

S9: M y dream job is to be a teacher in the future. S10: My dream job is to be a basketball player in the future.

(教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。)

T: S11, are you going to be a dancer when you grow up(教师出示舞蹈演员的图片，帮助学生理解。) S11: No, I’m not. T: What are you going to be when you grow up S11: I’m going to be

a teacher.

(板书，教学生词和新句型。要求学生理解dancer；掌握新句型。)

dancer

What are you going to be when you grow up

I’m going to be a teacher.

(让学生两人一组做类似操练。)

呈现1a，继续学习be going to的特殊疑问句式。

1. (教师展示一些著名运动员的图片，如刘翔、姚明、迈克尔·菲尔普斯等，导入1a对话。)

T: Look at the pictures. Can you tell me their names Ss: They are Liu Xiang, …

T: Who’s your favorite player, S1 S1: My favorite player is …

T: What about Michael’s favorite player Listen to the dialog in 1a and then answer the following questions:

(核对答案。)

2. (出示小黑板，依据1a完成表格。) T: Read 1a and complete the information about Yao Ming in

T: Now let’s check the answers. Yao Ming is a basketball player. He is meters tall. He plays for the Houston Rockets in the NBA.

(板书并要求学生理解player, Houston Rockets；了解NBA。)

3. (再放1a录音，让学生跟读，并注意语音语调。)

T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation.

Go!

Step 3 Consolidation 第三步巩固(时间:10分钟)

分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。

1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)

T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.

2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，

完成1b。)

T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.

T: S1, are you ready Please report.

S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.

Step 4 Practice 第四步练习(时间:12分钟)

完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。

1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)

T: I have some photos of famous sports stars, who are they Can you say something about them

S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.

(板书并要求学生理解Olympic。)

(教师帮助学生回答。)

T: Do you know an active runner named Liu Xiang S3: Yes.

(板书，教学生词，并要求学生掌握single和active；理解runner和athlete。)

T: Do you like him S3: Of course, I do. T: OK. Do you know anything about him S3: …(教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。)

T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why Please read the following passage in 2a, find out the answer and pay attention to the new words.

(板书，教学生词，并要求学生掌握break(broke), record, gold, give up；理解medal。)

(让学生回答问题，核对答案。)

2. (播放2a录音，让学生跟读，完成2b，并核对答案。)

T: Listen and read after the tape. Then finish 2b and check the answers.

3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短

Liu Xiang — active — broke … record — won — give up — shame;

Phelps — eight — in swimming — first athlete — single;

Zhang Yining — table tennis players — twice

T: Please retell the passage according to the key words.

5. (播放3录音，完成短文。) T: Now listen to the tape of 3. Complete the passage by yourselves. (播放录音，核对答案。) T: Listen to the tape again and check your answers. Are you right Good.

Step 5 Project 第五步综合探究活动(时间:5分钟)

通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。

1. (小组讨论并制作自己喜欢的运动员的名片。)T: Please make a card about your favorite sports

player.

Name Card

Name

Gender

Age

Birthday

Country

Job

2. Homework: 用英语描述自己喜欢的运动、运动员及梦想。

I’m going to play basketball.

Section B

grow up What are you going to be when you grow up

in the future I’m going to be a dancer.

play for What a shame!

give up

Section C

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

some new words and phrases:

mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax

on learning the future tense with be going to + do:

(1)There is going to be a school sports meet next weekend. (2)She is going to take part in

the high jump and the long jump.

(3)—What are you going to do tomorrow morning—I’m going to play soccer. I like it very

much.

on talking about the favorite sports and reasons:

I like playing soccer very much. Because it makes me strong and it is popular all over the world.

about plans and intentions.

the students’ ability of reading.

Ⅱ. Teaching aids 教具图片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:8分钟)

运用体育活动的图片，复习运动项目的名称，并导入部分生词。

1. (复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲

台前进行问答表演，说出自己喜欢的体育活动。)

T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport S1: S2, what’s your favorite sport S2: Skating. And you, S3 S3: I prefer…

2. (快速问答，导入新课，最好找一名平时喜欢运动的同学。)

T: S4, do you like sports S4: Yes, I do. T: Do you often go mountain climbing(出示登山的图片。)

S4: Yes, I do. T: When do you often go mountain climbing S4: On Sundays.

T: S5, please talk about S4 according to what he/she said.

S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.(再找一名喜欢运动的同学。)

T: S6, do you like doing exercise S6: Yes, I do. T: How often do you do exercise S6: Every day. T: How long do you spend doing exercise every day(必要时可译成汉语。)

6 6

an hour, 6doing exercise every day.”

(板书，让学生猜hour词义，并要求掌握。)

T: S7, please talk about S6 according to what he/she said.

S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.

T: Well done. You are very clever.

Step 2 Presentation 第二步呈现(时间:10分钟)

1. (教师展示一幅一小女孩打棒球的图片。)

T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing Do you know

教师可帮同学回答。)

(教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。)

T: (教师手指图画)There is going to be a school sports meet next weekend. Do you want to take part in it S1, please.

T: Which sport are you good at S1: Running /…

T: Are you good at the long jump or the high jump(教师边说边指着图片中的跳远和跳高项目。) S1: I’m good at the long jump/the high jump.

the long jump和the high jump。)

T: Do you want to know which sport Ann is good at Listen to 1a and answer the following questions: (板书)

3. (让学生再听1a录音，跟读并注意语音语调。)

T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步巩固(时间:8分钟)

完成1b和1c，培养学生从简单的文章中找出关键信息的能力。

1. (让学生再读一遍1a，完成1b。)

T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b.

(核对答案。)

2. (根据1b，完成1c。)

T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.(核对答案。)

3. (根据Ann的活动时间表，描述Ann一周的运动情况。)

T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.

Example: Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 . to 6 . on Wednesdays and Fridays. …

T: Each group can choose one student to report. Let’s begin.(对表现好的小组，进行表扬和鼓励。)

Step 4 Practice 第四步练习(时间:12分钟)

完成2。巩固be going to的特殊疑问句的用法。

1. (讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。)

T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports S1: I feel better. S2: I am strong.

fit/healthy.

T: Why S3: Because it can keep me fit / healthy.(可帮助学生回答。)

T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning S4: Yes, I do. T: Why

S4: Because it’s good for my legs, heart and lungs.(可帮助学生回答。)

(板书，领读，并解释画线生词，要求学生掌握heart；理解lung。)

T: I like doing sports very much. I often walk. Do you know why Because it can help me to relax,

) T: What are they doing Ss: They are having a basketball game.

T: Do you know other popular games all over the world

Ss: Yes, we do. Soccer, volleyball, baseball and so on.

3. (让学生们根据2中的图片讨论平时所喜爱的体育运动项目，并说出喜爱的原因。)

T: Boys and girls, I’m going to swim the day after tomorrow. If you want to go with me, you can call me later. Now, please discuss with your partners about your favorite sports and speak out your reasons.(板书并要求学生掌握。)

S1: Which sport do you prefer, … or … / What’s your favorite sport S2: …

S1: Why S2: Because …

…(让学生根据示范，编对话，完成2。)

T: OK, now read 2 in pairs, and then follow the example to make similar conversations with your partner.

Step 5 Project 第五步综合探究活动(时间:7分钟)

让学生介绍自己及父母的运动计划和喜欢运动的原因，培养学生综合运用be going to结构及本课重点句

)

T: According to the form, please report your exercise plans and tell us why you like this exercise.

Example:I run from 6:00 to 6:30 in the morning every day. Because I think running is good for my legs, heart and lungs ...

2. Homework: 询问你的父母，了解他们的运动爱好，运动时间及喜欢运动的原因，写成短文，第二天和你的同桌互相交流。

jump.

be good for Playing soccer makes me strong and it is popular all over

the world.

school sports meet Running is good for his legs, heart and lungs.

keep fit/healthy

Section D

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases: famous, arrive in/at, play against, leave, leave for

2. Review and summarize the future tense with be going to:

(1)It’s too bad that the players aren’t going to stay for long.

(2)They are leaving for Japan the day after tomorrow.

3. Summarize the useful expressions in Topic 1.

4. Go on talking about the favorite sports.

Ⅱ. Teaching aids 教具小黑板/图片/录音机/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:7分钟)

通过做“故事接龙”游戏，复习be going to的结构，培养学生的合作精神，并促进学生之间的交流。1. (通过做故事接龙游戏复习be going to结构，所造句子尽量避免雷同，尽可能让全班学生都参与。) T: First let’s play a game. Please make sentences using be going to. You’d better say your sentence as quickly as you can, and you can’t repeat others’, but you can change the personal pronouns, the things, the places or the time to make a new sentence. Please go!

2. (编故事竞赛。出示小黑板上含有be going to结构的问题。)

What are you going to do this weekend

Where are you going

How are you going to get there

Who are you going with

What are you going to do to prepare for that

What are you going to be in the future/when you grow up

(根据班级人数将学生分成若干组，每个学生选择一个问题并给出完整答案，也可以鼓励学生运用本话题所学语言进行创造性回答，组长执笔，把每个学生的答案写下来，组成一个故事。评出最有趣的故事。) T: Please look at the small blackboard. There are some questions. Now work in groups. Everyone can choose one of the questions and give the full answer. The group leader writes down all the answers to make up a story. And then report it to the class. At last let’s choose the most interesting story.

Step 2 Presentation 第二步呈现(时间:10分钟)

运用图片教学，呈现1a。

1. (运用贝克汉姆的图片，进行师生对话，导入1a。)

T: All of you did well, and the ×× group did the best. Congratulations to them! Now please look at this picture. Do you know him

Ss: Yes. He’s David Beckham.(教师可以帮助学生回答。)

I’m a soccer fan. So I’m very excited about this news. Do you want to know more about the news Please read the passage in 1a on Page 7. Then finish the letter from Kangkang to Steve.

；理解excited；了解teammate。)

2. (阅读1a，核对答案，完成1b。)

T: Now let’s check your answers together. I’d like to ask some of you to read the letter.

Who wants to try

3. (播放1录音，让学生跟读，并找出疑难点，教师板书关键词组并讲解，要求学生掌握，为复述短文做

Step 3 Consolidation 第三步巩固(时间:10分钟)

进一步强化练习be going to及本话题所出现的重点短语及句型。

1. (教师让学生根据上面板书的关键词组复述短文，巩固1a。)

T: Now please retell the passage according to the key words above.

2. (听3a和3b录音并跟读。让学生再次熟悉本话题的重难点。)

T: In this topic, we talk about sports a lot, including sports names, your favorite sports and players. Let’s look at 3a and 3b. Listen to the tape and repeat.

3. (练习3a和3b。)

(1)(用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学生尽量使用本话题的语

法和短语编对话，培养学生的综合语言运用能力。)

T: Very good! I think now you can say the important sentences in English fluently. Then let’s make sentences and dialogs using the key phrases.

(出示幻灯片/小黑板，讲解并要求学生掌握。)

see sb./sth. do sth.

play against

cheer sb. on leave

for

quite a bit/a lot

pretty well

grow up make/keep

sb./sth. + adj.

Example:

①T: cheer sb. on. S1: I am going to cheer them on.

T: play against. S2: Our team will play against Class Four.

②Zhang Di: Hi, He Ming, what are you doing

He Ming: I’m leaving for the gym. I’m going to play basketball.

Zhang Di: Do you play basketball much I see you play basketball almost every Sunday.

He Ming: Yes, quite a bit/lot. It can make me strong, and I’m going to be a basketball player like Yao Ming when I grow up.

He Ming: Thank you. We’re going to play against Class 4 this Sunday. Would you like to cheer us on

Zhang Di: Sure, I’d love to.

(也可让学生两人一组练习，一名学生说短语，另一名学生说句子。)

(2)(句型转换。练习一般将来时的一般疑问句及其回答和特殊疑问句。)

T: Nice work! Let’s change the following sentences.

(小黑板出示练习题。)

①I am going to join the school rowing club.(改为一般疑问句并

作肯定回答。)

you join the school rowing club

Yes, .

②He goes cycling every day.(用tomorrow morning改写句子。)

He cycle tomorrow morning.

③They are going to play soccer because it makes them strong.(对

画线部分提问。)

to play soccer

(核对答案。)

Step 4 Practice 第四步练习(时间:10分钟)

完成2，让学生运用本话题的语法及功能句进行写作，培养学生写作能力。

1. (教师将学生分组，让学生讨论喜爱的运动、运动员和喜欢的原因，为后面的写作训练做准备。教师先

做示范，然后让学生自由讨论。)

T: Talk about your favorite sports, sports players and the reasons why you like them. You can begin like this: S1, which sport do you like

S1: I like …very much. T: Why do you like it S1: Because … T: How often do you play …

S1: Once a week. /…T: Who is your favorite player S1: … T: Why do you like him / her S1: Because …

T: …

2. (写作训练。讨论结束后，让学生写一篇短文，介绍自己最喜爱的运动、运动员和喜欢的原因。完成2。)

T: OK, well done! Now write a short passage about your favorite sports, sports players and the reasons. You can write it using the questions in 2. Five minutes. Go!(每组选派代表朗读自己的文章，教师给予点评和鼓励。)

Step 5 Project 第五步综合探究活动(时间:8分钟)

完成4。通过讨论收集信息等学习方式，培养学生综合运用本话题所学语法及重要句型的能力。

1. (教师展示图片，完成4。)(根据上面的插图和4中的问题，分组完成4中的表格。)

T: Please look at the pictures. Work in groups of five. Then fill in the table in 4. You can use the questions and expressions in 4.

2. (根据表格内容作报告。)

T: You can report according to the table like this: My classmate, ××, is going to play soccer with his/her brother this weekend…

(请1~2名学生做汇报，并给予点评和鼓励。)

3. Homework: 以表格形式归纳Topic 1中所学的黑体词、白体词、短语、主要句型及语法。运用本话题

知识写一份新学期计划。

I’m going to play basketball.

Section D

famous It’s too bad that the players aren’t going to stay for long.

arrive in+big places They are leaving for Japan the day after tomorrow.

arrive at+small places There is going to be a school sports meet next weekend.

play against What are you going to do this weekend

the day after tomorrow I’m going to play soccer.

Topic 2 I’ll kick you the ball again.

Section A

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases: ill, fall ill, be glad to, mind, practice, somewhere, throw, make one’s bed, manage, myself

2. Learn to make requests and responses:

(1)—Could you please do me a favor—Sure. What is it

(2)—Will you join us—I’d be glad to.

(3)—Would you mind teaching me—Not at all.

(4)—Would you mind if I try it again—Certainly not. Please do.

(5)—Do you mind not putting your bike here—Sorry. I’ll put it somewhere else.

(6)—Would you mind not throwing bottles around—I’m sorry about that. I won’t do it again.Ⅱ. Teaching aids 教具图片/录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:10分钟)

谈论本月的运动计划，导入本课部分生词和重点句型Would you mind …

1. (复习be going to结构，导入新课。)

T: Doing sports is good for our health, so we should do sports often. Are you going to make

a sports plan for this month Please talk about your sports plan with your partner, then report

it to the class.

(教师在教室内巡视，帮助学生完成关于计划的讨论。)

S1: W hich sport are you going to do S2: I am going to … S3: …

T: Good! I want to make a sports plan, too. S4, can you help me S4: Of course.

T: Thanks a lot. You can do me a favor. What does the phrase“do me a favor”mean Do you know

(板书，教学该生词，并要求学生理解。)favor

T: S5, could you please do me a favor S5: Of course. / Sure. What is it (可帮助学生回答。) T: (指着教室的门问) It’s very hot in the classroom. Would you mind opening the door

S5:Not at all.(学生去开门。)

)

Mind Would you mind

(可让学生们用该句型自由操练两三分钟。)(展示一幅一名学生卧病在床的图片。)

T: Look at the picture. This is Wang Tao. What’s wrong with him You can tell me in Chinese.

T: W hat a pity! Wang Tao fell ill. He is one of our basketball players in the basketball game.

He can’t take part in the game. S6, will you join us S6: I’d be glad to. I can do it.

T: OK. Let’s go and practice after class.

(板书解释，并要求学生掌握。)

Step 2 Presentation 第二步呈现(时间:5分钟)

利用1a图片，结合对话情境，学习要求和应答等交际功能的表达形式。

1. (让学生听1a录音，并回答问题。)

T: Let’s look at the picture in 1a. Kangkang is talking with Michael. What are they talking about Please listen to the dialog in 1a, then answer the following questions:

(1) What are they going to do this Saturday

(2) What’s wrong with one of Kangkang’s teammates

(3) What does Kangkang want Michael to do

(核对答案。)

2. (让学生跟读1a录音并画出关键词，为角色表演做准备。)

T: Now listen and read after the tape, and underline the key words.

Step 3 Consolidation 第三步巩固(时间:10分钟)

进一步巩固1a，模仿1a编对话并表演，培养学生运用所学语言的能力。

1. (让学生进行角色表演，完成1b。)

T: Work in pairs to act the dialog out according to the key words. After a while, I will ask some students to act it out in front of the class.

S1:…S2: …(对表演优秀者，教师给予表扬。)

2. (模仿1a，编对话。教师出示写有重点短语的小黑板。)

T: You can use these phrases to make up some similar dialogs according to 1a. Work in pairs, please.

(学生编对话时，教师在教室里巡视，给予帮助。)

T: OK. Are you ready Which group want to act out your dialog Please come to the front.

(请1~2组学生到台前表演，教师对表演优秀者给予表扬。)

3. (让学生听2录音，独立完成2。)

T: Listen to the tape and choose the correct answers in 2. Learn to make requests and responses.

(学生可听两遍，听完后核对答案。在学生听的过程中，教师板书。)

T: Now make up a short dialog about requests and responses using these sentence patterns

(学生准备对话。)

(1)S3: Could you please do me a favorS4: Sure. What is it S3: Would you mind helping me carry

the boxS4: Not at all.

S3: Thanks a : That’s all right.

(2)S5: We are going to the zoo. Will you join usS6: I’d be glad to.

S5: Would you mind taking your cameraS6: Of course not. S5: It’s very nice of : That’s all right.

(教师对表现好的小组给予奖励。)

Step 4 Practice 第四步练习(时间:12分钟)

通过图片和情境，呈现本课剩下的单词和短语，进一步练习要求及应答功能的表达形式。

1. (运用图片及动作演示学习生词，引出Would you mind not …及答语。)

(教师安排一名学生扔一张纸在地上。)

T: What is he doing Ss: He is throwing litter around. (帮助学生回答。)

(板书并要求学生掌握。)

T: Would you mind not throwing litter around (面对扔纸的学生。)

S1: Sorry, I won’t do it again. (帮助学生回答。)

T: Right. Would you mind putting it in the dustbin right away S1: Of course not. I’ll do it at once.

(板书，教学新句型和短语，并要求学生掌握。)(出示3中的第二幅图。)

T: I think the boy should put his bike somewhere else. The girl is talking with the boy. What is she saying Can you guess

(板书教学生词，并要求掌握。)

S2: Would you mind not putting your bike here T: Right, and who can guess the boy’s answer S3: Sorry, I’ll put it somewhere else. (教师帮助学生回答。)

2. (匹配3中的图片和对话，两人一组依据图片表演对话。运用Would you mind not doing …完成3。)

T: Now please match the conversations with the pictures in 3. Then practice with your partner.

3. (学生小组讨论，完成4。)

(1)(教师用多种方式教学生词：出示图片，教学Capital Stadium, make one’s bed, No.;用反义词教

学more, quietly，让学生在语境中理解manage, myself。)

(板书并要求学生掌握：more, manage, myself, make one’s bed；理解：Capital Stadium, NO., quietly。)

(2)(完成4。总结本课中出现的请求和应答的句式，两人一组练习。)

T: Match the requests with the right responses. Sum up the main patterns in this section and practice with your partner.

Step 5 Project 第五步综合探究活动(时间:8分钟)

把本课所学知识运用于实际交际，培养学生综合运用语言的能力。

1. (要求学生设计一个问路的情景，需用上do me a favor, far from, need to, had better, would you

mind …等。)

T: Suppose you are a stranger here. You want to go to the Capital Stadium to watch a soccer game. But you don’t know the way there, so you need some help. Please make a dialog about asking the way. In your dialog, you should use the expressions “do me a favor, would you mind …”

S1: Could you please do me a favor S2: Sure. What’s it

S1: I’m new here. I want to go to the Capital Stadium. Would you mind telling me the way there

…(教师巡视，必要时给予帮助。)(请1~2组同学表演，并鼓励表扬。)

2. Homework: 用今天所学的主要句式和短语造五个句子或编对话。

Section A do sb. a favor=help sb. Could you please do me a favor fall ill=be ill Sure. What ’s it

throw

… about Will you join us make one ’s bed I ’d be glad to. right away=at once Would you mind doing … Not at all. / Of course not. Do/Would you mind not doing … I ’m sorry about that. I won ’t do it again.

Section B

The main activities are 1a and 2. 重点活动是1a 和2。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

careless, chance, shout at, either, fight, be angry with, do one ’s best, nothing, keep doing sth., serve, turn down, dirty, minute, in a minute, ready, another, take a seat

2. Learn some useful sentences:

(1)What do you mean by saying that(2)Kangkang, don ’t be angry with Michael.(3)Keep trying!(4)We ’re sure to win next time.

3. Learn the usage of will for intentions:

(1)I ’ll do it in a minute.(2)It ’ll be ready soon.(3)I ’ll do it at once.

4. Learn to express complaints and apologies:

(1)Blame others:①You are always so careless!②You shouldn ’t shout at me.

(2)Apologies and responses:

①—I am very sorry for what I said.—It ’s nothing.

②—I ’m sorry I ’m late for class.—That ’s OK. Please take a seat.

Ⅱ. Teaching aids 教具卡片/图片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:12分钟)

通过复习Do/Would you mind (not) doing sth.及应答，导入本课部分生词。

1. 让学生看卡片，编对话，复习Do/Would you mind (not) doing sth.句式及其答语。)

T: You should use the sentences “Do/Would you mind (not) doing sth.” “Could/Would you please do sth.” to ask and answer.

S 1: Would you mind not making so much noise S 2: I ’m sorry about that. I won ’t do it again.

S 3:Would you mind moving your bike S 4: Sorry. I ’ll put it somewhere else.

2. (利用图片导入新单词。)

T: We know S 5 is a good student in our class. She is careful. But yesterday she was not careful. She made a few mistakes in her test paper. So we say she was a little careless yesterday. (板书并教学生词，要求学生掌握。)not careful=careless

T: Look at Picture 1. They are playing soccer. Did the boy get a goal Ss: No, he didn’t.

T: We have a lot of chances in our lives. We should seize them. Do you think so Ss: Yes, we think so.

(展示第二幅图。)

T: Look at Picture 2. What are they doing Ss: They are fighting. (引导学生给出答案。)

It’s bad.

T: Right. Don’t fight with others. If you do that, please say sorry to him/her. S6, did you fight with your friends

S6: No. / Yes.(若回答Yes。)

T: Who did you fight with Would you mind saying sorry to him(假设把与之闹矛盾的同学叫过来，借此机会让其和解。)

S6: I’m sorry. S7: It’s nothing.(教师帮其回答。) T: S6, S7, keep trying. You are best friends.

T: Good, please shake hands.(让其握手。)(教师展示第三幅图片。)

T: OK, look at Picture 3. What’s wrong with the boy

Ss: He is angry. (帮助学生回答，同时做发怒、生气的表情。)

T: Why is he angry Who is he angry with Ss: I/We don’t know. T: Sorry. I don’t know,

Step 2 Presentation 第二步呈现(时间:6分钟)

通过1a的一张图片，呈现抱怨及回答，完成1a。

1. (出示1a中第一幅图片，猜想发生了什么，引起学生好奇心。听1a录音，回答问题。)

T: Look at the picture, what happened to them Listen to 1a. Answer the following questions:

(1) Why was Kangkang angry with Michael

(2) Did Kangkang say sorry to Michael

(让学生再听1a录音，画出对话中表示抱怨与应答的句子，跟读并模仿语音语调。) T: Listen to 1a again and repeat, paying attention to the intonation and pronunciation.

Underline the sentences expressing complaints and apologies.

3. (让学生分角色朗读。)

Step 3 Consolidation 第三步巩固(时间:6分钟)

巩固1a所学句型和短语，培养学生运用语言的能力。

1. (让学生根据1a，完成1b。)

T: OK. Please read 1a again and fill in the blanks in 1b according to 1a.(核对答案。)

2. (师生一起列出1b中的关键词语，让学生根据关键词讲述1a的故事。)

T: According to these key words, retell the story in 1a. Ss: …

(如果学生能力较强，也可以让他们以Kangkang或者Michael的身份来讲故事。)

S1: Michael is my good friend. Yesterday we had a soccer game …

Step 4 Practice 第四步练习(时间:13分钟)

集中练习道歉及应答语的表达形式，完成2和3。

1. (通过复习Would you mind (not) doing sth.学习生词。)(教师把录音机调到很大音量，指着录音机

问。)

T: Boys and girls, do you think the recorder speaks too loudly Ss: Yes, it’s so loud.

T: S1, would you mind turning it down(教师边说边演示，让S1把音量调得很小。)

S1: OK.(去调音量。)

T: Well done! It’s quiet now. But can you hear clearly(教师做动作表示没有听清楚。) Ss: No, we can’t. T: (教师把录音机音量调适中。) Can you hear clearly now

Ss: Yes, we can hear clearly. T: Good! If you can’t hear clearly, you can turn it up again.

T: (教师指着教室内地板上的污渍问。) Is it clean here

Ss: No, it isn’t. T: Yes, it’s too dirty. S2, would you mind cleaning it after class S2: Not at all.

(展示一名服务员正在上菜的图片。)

T: Now, look at the picture. What’s the boy doing S3: He is serving the food.(帮助学生回答。)

T: What is the waiter serving Can you guess S3: I think he is serving some hamburgers and a cup of water.

(教师演示喝水的动作。)

T: What else would the man like S4: He would like another cup of water.(帮助学生回答。)

T: Would you mind serving the water quickly S4: I’ll do it in a minute. It’ll be ready.(帮助学生回答。)

(板书并要求学生掌握。)

(用同样方法教学词组并要求学生掌握。)take a seat

(给学生3~4分钟熟读理解，并尝试运用上述生词和短语。)

2. (让学生用2方框里的短语，完成小对话，然后两人一组练习对话，完成2。)

T: Please turn to Page 12. Complete the conversations with the phrases in the box in 2, then practice them in pairs.

T: It’s quite cold. Would you mind not opening the window S5: I’m really sorry. I’ll close it.

(请几组同学表演。)

3. (自主学习，把3中的道歉语与应答语连线，使内容匹配。)

T: If we do something wrong, what should we say How to express our apologies

Ss: We can say “I’m sorry.”T: Right. And their responses Ss: …

T: OK. Now look at 3. Please match each apology with the best response, and then practice with your partner.

(核对答案后，要求学生表演对话。对表演优秀者，教师给予表扬。)

Step 5 Project 第五步综合探究活动(时间:8分钟)

通过表演，让学生掌握在交际中运用抱怨和道歉的表达形式。

1. (让学生设计一个情景短剧，剧中要出现有关抱怨、道歉和应答的语句。)

T: Discuss in groups. Please make a short play about complaints, apologies and responses. You should use the expressions we have learned.

One student made the other student wait for a long time, or broke others’ books and so on.

(教师应查看各组排练情况，必要时给予帮助。)(每组选派学生到前面表演短剧。)

2. Homework: 让学生运用下面句型及短语来造句。

Would you mind (not) doing …keep doing sth. do one’s best make one’s bed right away 板书设计:

Section B

not careful=careless You are always so careless!

shout at You shouldn’t shout at me.

fight with sb. —I am very sorry for what I said.

say sorry to sb. —It’s nothing.

be angry with —I’m sorry I’m late for class.

do one’s best —That’s OK. Please take a seat.

keep doing sth.

turn down

take a seat

Section C

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

Russia, as, as well, competition, invent, score, century, college, even, into, side, basket, follow, become, more and more …

2. Learn some useful sentences: (1)That’s a lot of traveling.(2)Exciting Yes, but very tiring as well.

3. Talk about team games and racing.

Ⅱ. Teaching aids 教具小黑板/录音机/图片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:8分钟)

复习关于道歉及其应答语的表达形式，导入本课部分生词。

1. (分组表演关于道歉及其应答的对话，教师可给学生一些提示语，让学生自己组织对话。)

Example:(1) didn’t clean the blackboard(2) smoking here(3) drawing on the blackboard(4) fight with sb.

(5) sing in the classroom(6) throw litter around(7) be late for class

S1: I’m sorry I didn’t clean the classroom. S2: Never mind.

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学 ? ， ?好。 ?远。学 ?开动。加高?和远。学? 加油?。他 ? 赢。 4、康康：迈克尔，能 ?？迈克尔：当然。怎了？康康： ??比赛。 ? 员 ?了。能加 ? ？迈克尔：。 ?好。 ?？康康：。！ ?。康康和迈克尔? 上 ?。康康：迈克尔， ?。然 ?传。迈克尔：起，没中。康康：没。。 ?。迈克尔：好。 5、康康：迈克尔，了，没传?。迈克尔: 思？ ?。 ? 。康康：了?！玛亚：康康，迈克尔，了。迈克尔 ?好，他了?。

：迈克尔，学学 ? ，传 ? 员。，。学 ? 。玛亚：康康，迈克尔，了。比?赛?。康康，迈克尔 ?歉怎？康康：迈克尔， ?话歉。迈克尔:没。：迈克尔，，能 ?更好了。玛亚：！。 ? 好 ?。 6、和? 他 ??动之。 ?年历史。 ?詹姆斯· 史斯 ?加拿。他 1891?年学? 了 ?。起， ?动，好?时，学能 ? 。 ? 。 1946年 ?家协（NBA）立。 NBA? 星。年他 ? 。 ? 动?员他 ?家。 ?动 ?动。

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仁爱版八年级英语上册期末复习知识点汇编精华版 Unit 1 &考点词汇 against , cheer, team , win , join , club , volleyball ,dream , grow , future , record ,gold , hour , baseball ,heart , relax , leave , ill , mind , practice , throw , myself,care1ess , chance , nothing , invent, score , side , follow ,become , however , tired , mile , instead , habit , feel ,foreign , maybe , shall , pick , hit , winner , finish ,encourage , visitor , environment , modem , ring , symbol &目标短语 cheer... on 为……加油quite a bit/ a lot 许多，大量play for为……效力grow up 长大成人，成长in the future 今后,在将来give up 放弃 take part in =be in =take part in参加，加入both...and... 两个都，既……又…… spend... (in) doing sth.=spend…on sth. 花费(时间)做…… pretty well 相当好 all over the world=throughout the world=around the world全世界be good for 对……有益 keep fit=keep healthy=stay healthy保持健康leave for 动身去某地fall ill=be ill 患病 arrive in/ at(小地点用at,大地点用in) =get to=reach到达(某地) be glad to (do)乐意于… right away=right now=at once=in a minute 立刻，马上make one's bed 整理床铺 do sb. a favor=give sb. a hand=help sb. 帮助某人shout at sb. 朝某人大叫 be angry with sb. 生(某人)的气be angry at/about sth.因某事而生气（注意：be有形式变化） do one's best=try one’s best 尽(某人)最大努力(后接不定时to do形式) keep doing sth. 继续做某事tum down 关小，调低（反）：turn up开大，调高；turn on打开（反）：turn off 关闭 take a seat =have a seat =sit down 坐下，就座as well 也，还有instead of 代替，而不是 more and more 越来越(多的) (反)：less and less越来越（少）stand for 象征build up 使……增强（buil sb. up增强某人体质）at least 至少，不少于 be ready for=get ready for=prepare for 为……作准备 be able to=can 能够(后接动词原形，be 有各种形式，can只有时态变化) have fun=have a good time=enjoy oneself 玩得高兴(oneself为反身代词，根据主语用相应形式) &重点句型 1. We are going to have a basketball game against Class Three on Sunday. 2. I hope our team will win. 3. —Which sport do you prefer , cycling or rowing? —I prefer rowing. 4. —Are you going to join the school rowing club? —Yes , I am. / No , I'm not. 5. —What are you going to be when you grow up? —I'm going to be a dancer. 6. She spends half an hour doing exercise in the gym every day. 7. They are sure that she will win. 8. —Michael , could you please do me a favor? —Sure. What is it? 9. —Would you mind if I try it again? —Certainly not. Please do. 10. —I'm sorry I'm late for class. —That's OK. Please take a seat. 11. That's very kind of you , but I can manage it myself. 12. What do you mean by saying that? 13. We are sure to win next time. 14. I'll take part in the school meet. 15. There will be another exciting relay race this afternoon.

新八年级英语仁爱版上册总复习

U n i t1T o p i c 1.duringthesummerholidays在暑假期间 2.between…and…在两者之间 3.cheersb.on为某人加油 4.preferdoingsth.更喜欢做某事 5.quiteabit/alot很多 6.plantodosth.计划做某事 7.haveaskatingclub举办滑雪俱乐部 8.goskating/skiing/bicycling/climbing/hiking去滑雪/滑冰/骑车/爬山/远足 9.arrivein到达 10.playagainst…与……对抗/较量 11.forlong很久 12.leavefor…动身去… 13.thedayaftertomorrow后天 14.placesofinterest名胜 15.playbaseball打棒球 16.atleast至少 17.begoodat善于做某事 18.takepartin参加 19.allovertheworld全世界 20.begoodfor对……有益 21.agoodway一种好方法 22.keepfit/healthy保持健康 23.relaxoneself放松某人自己 Topic2 1.haveasoccergame进行一场足球赛 2.fallill病倒了 3.bealittlefarfrom…离……有点远 4.rightaway=atonce立刻;马上 5.missagoodchance错过一个好机会 6.get/missagoal得到/失去一分 7.shameonsb.为某人感到羞耻 8.doone’sbest尽某人的力

仁爱版八年级上册英语知识点总结

八年级上英语语法 1) leave的用法 1.“leave+地点”表示“离开某地”。例如： When did you leave Shanghai? 你什么时候离开的？ 2.“leave for+地点”表示“动身去某地”。例如： Next Friday, Alice is leaving for London. 下周五，爱丽斯要去伦敦了。 3.“leave+地点+for+地点”表示“离开某地去某地”。例如： Why are you leaving Shanghai for Beijing? 你为什么要离开去？ 2) 情态动词should“应该”学会使用 should作为情态动词用，常常表示意外、惊奇、不能理解等，有“竟会”的意思，例如： How should I know? 我怎么知道？ Why should you be so late today? 你今天为什么来得这么晚？ should有时表示应当做或发生的事，例如： We should help each other.我们应当互相帮助。我们在使用时要注意以下几点： 1. 用于表示“应该”或“不应该”的概念。此时常指长辈教导或责备晚辈。例如： You should be here with clean hands. 你应该把手洗干净了再来。 2. 用于提出意见劝导别人。例如： You should go to the doctor if you feel ill. 如果你感觉不舒服，你最好去看医生。 3. 用于表示可能性。should的这一用法是考试中常常出现的考点之一。例如： We should arrive by supper time. 我们在晚饭前就能到了。 She should be here any moment. 她随时都可能来。 3 1. what 与which 都是疑问代词，都可以指人或事物，但是what仅用来询问职业。如： What is your father? 你父亲是干什么的？

仁爱版英语八年级(上册)单词表

during[dj??r??]在…期间against[??genst]对着,反对cheer[t?i?]加油,欢呼；喝彩；football[futb?:l]足球 practice['pr?kt?s]v.&n.练习,实践prefer[pr?'f?:(r)]更喜欢 row[r??]划船；n.(一)排,(一)行quite[kwa?t]相当 join[d???n]加入；连接；会合skate[ske?t]溜冰 cycle['sa?kl]骑自行车tennis['ten?s]n.网球 player['ple??(r)]n.比赛者,选手rocket['r?kit]火箭 dream[dri:m]n.梦；v.做梦grow[ɡr??]成长;种植;变成scientist[?sa??nt?st]n.科学家future[?fju:t??(r)]n.将来musician[mju?z??n]n.音乐家,乐师pilot['pail?t]飞行员,驾驶员policeman['p?li:sm?n]男警察postman['p?ustm?n]邮递员fisherman['fi??m?n]捕鱼的人jump[d??mp]v.跳跃 spend[spend]度过；花费exercise['eks?sa?z]锻炼;练习baseball['be?sb?:l]n.棒球weekend[?wi:k'end]n.周末part[pa:t]n.一部分health[helθ]n.健康,卫生popular[?p?pj?l?(r)]流行的world[?w?:ld]n.世界,全球heart[hɑ:t]心脏lung[l??]肺；肺脏healthy[?helθi]adj.健康的,健壮的fit[f?t]健康的；适合的relax[r?'l?ks](使)放松,轻松supper[s?p?]晚餐famous['fe?m?s]adj.著名的teammate[?ti:mme?t]n.队友excited[?k?sa?t?d]激动的,兴奋的bad[b?d]坏的,不好的leave[li:v]离开；剩下；n.假期pity[piti]遗憾,可惜 ill[?l]adj.有病的；不健康的mind[ma?nd]介意；关心；n.思想kick[kik]踢pass[pa:s]传递,经过,及格

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