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8B phrases Unit five 1. 2. 3. 4. 5. 6. 7. 8. 9. the window of the brain keep one’s balance spread over one’s whole body belong to sb. in fire drama as soon as walk into the hotel go to the reception desk book a room 心灵的窗户 保持平衡 遍布全身

属于某人 在火灾事件中 一……就…… 走进宾馆 去接待处 预定一个房间 可以任意做某事 允许某人做某事 听上去像…… 同意做某事 同意某人/ 同意某事 领某人去…… 在进去之前 消防出口的位置

10. be welcome to do sth… 11. allow sb. to do sth. 12. sound like… 13. agree to do sth. 14. agree with sb./ agree to sth. 15. lead sb. to… 16. before entering 17. the location of the fire exit

18. the fifth door along from yours 19. describe sth… to sb. 20. safety first 21. in one’s own words 22. go to sleep 23. pull at one’s blanket 24. just then 25. the fire alarm 26. go off 27. wet the towel 28. the bottom of the door 29. lie on the floor 30. seem like… 31. the sound of a fire engine 32. It was music to my ears. 33. moments later 34. against the rules 35. explain about…

从你这儿数第五个门 向某人描述…….

安全第一 用某人自己的话 去睡觉 拉某人的毯子 正在那时 火警铃声 突然响起 把毛巾弄湿 门的底部 躺在地板上 似乎像…… 消防车的声音 对我的耳朵来说就像是天籁之音。 过了一会儿 违反规定 关于……作了解释

36. be careful 37. take care 38. look out 39. watch out 40. mind the steps 41. an antique shop 42. in a wheelchair 43. a police siren

小心 小心,注意 当心 注意, 留神 小心台阶 一家古董店 在轮椅里 警笛 8B phrases Unit 6

1. 2. 3. 4. 5. 6. 7. 8. 9.

the French flag mineral water now that

法国国旗 矿泉水 既然, 由于 考虑做某事

think about sth/ doing sth. go abroad Why not do sth. ? spread your wings go for a holiday the English Channel 出国

为什么不做某事? 张开你的翅膀 去度假 英吉利海峡

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.

the Atlantic Ocean the Mediterranean Sea in addition mountain regions the agriculture region grow crops drive past fields seem to do sth. go on doing sth. be covered with rows of grapevines scenic areas the Loire Valley the capital of France tourist destinations world-famous landmarks the Eiffel Tower the Arc de Triomphe

大西洋 地中海 另外, 此外 山区 农业地区 种植农作物 驾车经过田野 似乎;好像做某事 继续做某事 被......覆盖 一排排葡萄藤 景色优美的地区 卢瓦尔河谷 法国首都 旅游目的地 世界著名的标志性建筑 埃菲尔铁塔 凯旋门

28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45.

tree-lined streets an hour away from...

绿树成行的街道 离......一小时的路程

offer sb. sth. = offer sth to sb. 主动向某人提供某物 the same attractions as... go on to do sth. the Channel Tunnel enable sb. to do sth. the influence of France in some ways be famous for provide French products world’s top designer names be familiar to... remind sb. of sth. in art and culture further one’s studies film festivals get...out of 和......相同的景点 接着去做某事 海峡隧道 使某人能够做某事 法国的影响 在一些方面 为......而闻名 提供法国产品 世界顶级设计师的名字

为......所熟悉 使某人想起 在艺术文化方面 深造学习 电影节 从......中获益


try doing sth.


Language points : 1. Now that winter is behind us, many peopleare starting to think about going abroad for the summerholidays. now that 既然,表示原因,通常用于句首。 e.g. Now that you do not like dancing, thenyou will not attend the party. 既然你不喜欢跳舞, 那么你就别参加舞会了。 用 now that 说明原因,语气比 because 婉转。 2. Why not spread your wings and visit France? why not 意思是“为什么不呢”一般用在疑问句中,表示提建议 whynot 后加动词原形 e.g. Whynot have a picnic this afternoon? why not = why don't you 3. It is amazing to drive past fields which seem to go onforever. It is +adj. =to do sth. 做 ... 是令人 ... e.g. It isexciting for us to climb mountainstomorrow. 4. To get the most out of your holiday in France, why not trylearning French now? try doingsth. 尝试做某事 e.g.The boy tried smoking his first cigarette when he was only fifteen.这男孩十五岁时就尝试吸第一支烟。

8B Phrases Unit Seven

1. 2. 3. 4. 5. 6. 7. 8. 9.

be similar to be different from keep lively hate doing knock on (at ) the door fall down keep doing sth run rings stone deaf

与….相似 与….不同 保持活力 憎恨做某事 敲门 摔倒,落下 保持做某事 转圈跑 全聋 放映 发现某物…… 睡觉 坐在椅子上 相当激动 驾照

10. be on 11. find sth + adj. 12. go to sleep =fall asleep 13. sit in the chair 14. terribly exciting 15. driving licence

16. be married to

与…. 结婚 为什么不去溜冰呢? 一片面包 介意某人做某事 帮我一个忙 乏味的一天 使劲关门/窗 走了几英里 如此尖声叫喊的人 没有乏味的时刻 喜欢做…… 两三天/几天 主动去拿些药 表达关心 打保龄球 胃疼 说服某人做某事 把某物借给某人

17. Why don’t we (go skating)? 18. a loaf of bread 19. mind one’s doing sth 20. do me a favour 21. a dull day 22. slam the door/window 23. walk a few miles 24. such a screamer 25. never a dull moment 26. feel like sth./doing sth. 27. a couple of days 28. offer to get some medicine 29. express concern 30. go bowling

31. have a pain in one’s stomach 32. persuade sb to do sth. 33. lend sth to sb.

34. borrow sth from sb.


牛津英语 8B 知识框架 U6 一.重点词汇 France French now that n. 法国 adj 法国的 既然,由于 n. 法语

go abroad 出国 spread-spread-spread v. 展开 the English Channel the Atlantic Ocean 英吉利海峡 大西洋

the Mediterranean Sea 地中海 in addition 除此之外

region n. 区域,领域 the center of France agricultural such as 法国的中心

adj 农业的


seam to do 似乎 neat adj 整洁的 n. 葡萄藤 风景最美好的地区之一


one of the most scenic areas castle n. 城堡 ……的首都 n. n. 目的地

the capital of destination landmark

受保护的文物建筑 n. 欧洲迪斯尼 n. 海底隧道

Euro Disney

Channel Tunnel/Chunnel enable v. provide product designer 使能够

v. 提供 n. 产品

n. 设计者

Chanel in perfume 香奈尔(香水品牌) be familiar to 对……是熟悉的 remind v. culture n. 使某人回想起 文化




二.重点句式 1. One of the most scenic areas is the Loire Valley 2. It is one of the most popular tourist destinations. 3. It is a huge country, with coasts on the English Channel, the Atlantic Ocean and the Mediterranean Sea. 三.重点语法 定冠词“the”的用法 四.教学建议 1. Reading:让学生在预习过程总查找一些关于法国的资

料,增加兴趣,学起来不那么陌生 2. Listening:根据查找到的资料,了解以下艾菲尔铁塔,再

听材料,听之前让学生重点注意教学 3. 行练习 4. 路 Speaking:可设置一些特定情景让学生自编对话进行问 Language:让学生先自己总结定冠词“the”的用法,再进


Writing:先掌握 postcard 的写法,再通过做书上的练习

来掌握一些书写要点,再通过讨论自己选择的国外某一地点进行写作 五.人文教育:感受优美风景,了解当地风土人情。


一 重点词汇

average n. 平均的 magnolia n. 木兰花 best-known adj. 最著名的 produce v. 提供 sweet-smelling adj. 散发香味的 project n.. 计划;实验;工程 sip v. 啜饮 suppose v. 假设 breathe v. 呼吸 pure a. 纯净的 hardly adv. 几乎不 natural adj. 自然的 gas n. 气体

release v. 释放 oxygen n. 氧气 attack v. 攻击 warn v. 警告 chemical n. 化学物质 underground adv. 地下地 communicate v. 交流 replace v. 代替 destroy v. 破坏 nasty adj. 肮脏的 belong to one another as well as 二 重点句式

They made streets more beautiful and less noisy. Tress cool the air as well as clean it. 重点语法 一般现在时 三 教学建议

Reading: 1. 从植树节谈起,使学生认识到树木是人类的好朋 友。 要求学生列出我们日常生活中所用的物品, 有哪些是从树上得来的。 2. 课文学习以 “What can tree do ?” 为主线, ① ② ③ ④ make streets more beautiful and less noisy produce wood, fruits, nuts, oxygen, and so on make air cool and clean communicate with one another

Listening: 在做听力之前让学生先列出我们植树的原因。 Language: 复习现在进行时的同时加入新的内容,即有些动词 在一般情况下是不用现在进行时。 Speaking: 提供有关的英语绕口令来进行训练。 Using English: 利用英语课本的 index 进行实际的操练。 Writing: 先对图片进行讨论,通过师生问答来熟悉图片内容。 More practice: 将文章作为泛读材料,训练学生寻找有效信息 的能力。 四 人文教育

使学生认识到树木对人类的重要性。面对日益严重的环境污染 问题,保护树木,植树造林无疑是一个行之有效的好方法。培养学生建 立爱护树木保护环境的意识。

U5 一 重点词汇 blanket n. 毛毯 drama n. 戏剧 fire alarm n. 火警 initials n. 首字母 personally adv. 个人地 sensible adj. 敏感的 surface n.. 表面 起 拓展词汇 horrible adj. 可怕的 tongue n. label n. 舌头 商标 drum n. 鼓,鼓膜 spread v. 传播 frame v. 框架 escalator n. 自动梯 antique n. 古董 vase n. 花瓶 booked v. 预定 exclaimed v. 惊叫 guest n.. 客人 location n. 位置 reception n. 接待 sounded like v. 听起来像 went off (phrasal) v. 突然响

horn n. 喇叭,牛角 siren n. 警报器 slip v. 滑动


Using pronouns (personal pronouns and possessive pronouns) Remind students of the following grammar rules: 1) the verb. 2) put after the verb or a preposition. 3) object is an indirect object. 4) Possessive pronouns must be followed by a noun. When there is a preposition after the verb, then the The object is noun upon which an action is done. It is The subject is the doer of an action and is put in front of

They are used like adjectives. 三 教学建议 a) Reading We have five senses and without even one of them, life is difficult, ask students to imagine what is going to happen to the blind man and his dog when they are trapped in the burning hotel. Give them some time to think up the details of the story and an ending.



Ask one student to describe their sitting—room, and another student draw a picture by hearing the first one’s description and then to check whether all of them are right. This exercise is aimed at describing direction and location clearly. After this listen the tape. c) Language

Pair work and “ask and answer question”(according to the picture on page33) d) Speaking

Using the words concerning giving warnings fluently in daily life. e) writing

learn how to describe a place by using position words clearly. 四 人文教育 We are so fortunate because we have five senses, but in this world there are some people who are without one of the sense, for example the blind, the deaf and the dumb. Life is difficult for them. We should make every effort to help them in our daily life. Chapter Four

一 重点词汇 servant n. 仆人 变成 a packet of sweets n. 一包糖果 explanation n. 解释,说明 be careful with 像 flow v. 流动 invisible adj. 看不见的 form n. 形式 energy n. 能量 light bulb n. 电灯泡 be connected to v. 程度上 bury v. 埋葬 meter n. 计量器,电表 拓展词汇 electricity n. 电 power station n. 电站 grin n. v. 露齿而笑 cable n.. 电缆 与…连接 scratch v. 抓、 measure v. 测量 amount n.. 数量,总量 bill n. 帐单 monthly adv. 每月 in a way 在某种 对…小心 trick v. 欺骗 at last adv. 最后 look like v. 看起来 change….into…v. 把…

produce v. 产生 沛的 movement n. 运动 明 contain v. 包含 二 重点句式 宾语从句 1)

energetic adj. 精力充

explain v. 解释,说

she doesn’t even know what electricity is

2) do you know what electricity is? 3) Can you tell mew what it looks like? 4) Do you know where electricity comes from? 三 重点语法 情态动词 can ,must ,may 的使用法 四 教学建议 1. 1) pictures on page 44 before doing Exercise A. Reading ask the students to tell what the items are in the

2) learning

ask the students to act out the dialogue in roles after

the whole passage. 2. listening it’s difficult for the student to understand the situation. Therefore, the teacher should give an explanation before doing this exercise 3. language it is necessary for teachers to tell the students the differences of usage about the three words “can, must, may:” after studying the whole section. 4. speaking stress that students must pay close attention to pronouncing the correct sound. Then ask them to do A1, A2, and A3. 5. writing ask each student to think of one rule for the classroom when they do Exercise B2. 五 人文教育 1. Don’t waste electricity. 2. Use electricity safely. 3. Obey rules anytime, anywhere.

U7 一 重点词汇 active adj. 活泼的,积极的 completely adj. 完全的 的 din n. 喧嚣声、噪音、吵闹声 象 lazy adj. 懒的 的 mess n..杂乱、肮脏、混杂 racket n.吵闹、叫嚷 run rings v. 比某人快的多,超过某人 叫喊的人 serious adj. 严重的 terribly adv.非常地 cheerful adj.高兴的、乐意的 拓展词汇 slam v. 平然关上 uninteresting adj.无趣的 mile n. 英里 recite v. 背 Screamer n.光声 lively adj. 活泼的、活跃 imagine v. 想 bite v. 咬住 stone deaf adj. 全聋

accept v. 接受 障

break down v. 坏掉、出过

concern v. 对…有影响、涉及、使关心 对 fair adj. 公平的 generous adj.丰富的、肥沃的 师 license n. 许可、特许、执照 paintbrush n. 画笔、画刷、漆刷 说 reject v.抛开、拒绝、否认 typewriter n. 打字员 二 重点句式

a couple of

feel like v. 喜欢 hairdresser n. 理发

medicine n. persuade v.

药物 劝

starve v.


at work 在工作

1) Who is somebody? 2) Whose something is…? 3) I didn’t find it interesting? 重点语法 1) who 与 whose 的用法。

2) 名词性物主代词的用法。 3) one 与 ones 的用法。 三 教学建议 a) 1) poem “some days” 2) a dull monient b) Listening Talk about our family first, then read the poem “never Reading Talk about students’ school life first, then read the

Before listening to the recording, let students correct the mistakes by themselves first. c) Language

让学生编写“who 与 whose”的对话,清楚基本区别后,完成书 上练习。 d) Speaking

通过学生设置场景, 让学生编对话。 然后老师与学生一起归纳, 提建议,接受与拒绝建议的句型。 e) 1) Writing 先让学生按要求完成书上的诗。

2) 3) 四

讨论我们的班级。 根据讨论结果完成一首关于我们班级的诗。 人文教育 熟悉英语诗歌这一体裁,尝试写简单的英语小诗,提高学生


U2 六.重点词汇 sink n. vanish drain 阴沟 v. 消失 n. 下水道,阴沟,水管 听起来没有耐心的

sound impatient obey faint

v. 服从,遵守 adj. 微弱的 舒适地漂浮 v. 向前疾行

float comfortably speed-sped-sped reservoir n. 水库 sound puzzled



n. 工厂 adj. 彻底的 一些化学药品


a few chemicals finish with sth


sewage n. 下水道的污物,污水 plant pump n. 工厂

v. 用 抽吸 adj. 宝贵的

precious weird

adj. 不可思异的

七.重点句式 1.I relaxed in a reservoir for a few days. 2.They added a few chemicals to me. 八.重点语法 a lot of, many, much, a few, a little, no 九.教学建议 1. 2. 3. Reading:先谈谈水的来历及重要性,再来学习本文 Listening:先了解每一张图片的意思,再进行听力 Language:通过举例来归纳 a lot

of, many, much, (a)few, (a)little,

no 的用法, 可拓展讲一下 huge amounts of 及 huge numbers of 之间的区别。 4. 5. Speaking:/? /与/e /之间的发音区别,读起来注意押韵 Using English:从日常生活中寻找图表及曲线图的实例

来学习如何画图表和曲线图 6. Writing:通过填流动图表来复述上海的水是如何得到重

生的,再回答问题,归纳出制流动图表的注意点,再进行操练 十.人文教育: 水及其他的自然界的物质是宝贵的,我们应当珍惜他 们。


一 重点词汇 chief editor n. 总编 considered v. 仔细考虑做某事 elect v. 选举 conclude v. 完成 decision n. 决定

experience n. 经验 secretary n. 秘书 took charge of (phrasal) v.

publish v. 印刷 suggestions n. 建议 控制,掌握 talk over (phrasal) v. 讨论

voted v. 投票选举

拓展词汇 competition n. 竞争 的 self—discipline n. 自律 lip n. 嘴唇 talent show n. 表演秀 compliment n. 恭维,称赞 deserve v. 应受,应得 awful adj. 糟糕的 二 重点句式 celebrate v. 庆祝 rally n. 集合 costume n. 戏装 sympathy n. 同情 shame n. 羞耻 complain v. 抱怨 inconsiderable adj. 不足取

1) Should/Ought to is used to make suggestions about what is best to do; express our strong belief that something is right and is our duty and correct errors and to say what is correct. Should/Ought to are modal verbs and do not take verbal endings. Remind students that oughted is an impossible form, as this is rather common mistake. 2) point out the difference between article the referring to one special

individual, and the indefinite article a/an, referring to any one of a number of similar individuals. 三 教学建议 a) Reading

Take some kinds of newspaper into classroom, and then explain the difference between the local news and the world one. After this give example to explain what is the letter page, the people section and the sports page. Finally read the text and do exercise. b) Listening

Let students read through the text quietly first, and explain any words they may not understand. Tell them to look for possible errors (practicing the skill of the prediction), but not to write anything on the text yet. Then play the recording right through. Students should correct the errors neatly, in pencil. If necessary, play the recording a second time. Get students to exchange their work and correct each other’s answers. c) Language

Pair work and “ask and answer questions” (according the picture on page95) d) e) Speaking Using English

Making notes is an important skill at which many students seem very inefficient. The course aims to teach some of basic skills in a step-by-step approach. This chapter shows students how to omit words that are not essential to the main ideas of the text. So in this section, remember that the main aim is to build up fluency and confidence. Maybe we have the sample answer, but answers will of course vary. We want students to generate their own imaginative language, and not to stick rigidly to set dialogues. Thus, we should praise any students who add new variations to the dialogue. f) Writing


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