八年级英语教学设计模板精选7篇。

三尺讲台，三寸舌，三寸笔，三千桃李，教案是教师备课的成果。教案可以帮助教师缓解教学的紧张情绪，您提供的信息让中学范文网小编找到了以下有用的资料：“八年级英语教学设计模板”，希望以下总结能够对有需要的人带来一定的帮助！

八年级英语教学设计模板 篇1

新目标七年级英语上册课件

教学目标

一、知识与技能

1. 方位介词：in、on、under、behind、in front of、near等的.用法。

2. Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...的回答。

3. 新单词：bed、table、bookcase、chair。

二、过程与方法

采用目标和任务教学法，调动学生的积极性，引导他们积极参与课堂。

教学难点

Where引导的特殊疑问句和一般疑问句Is the ... in/on/under the ...的交际。

教法导航

明确任务，以学生为主体。加强小组合作学习，积极回答问题。 教学准备

PPT、部分学习用品的实物。

教学过程

Step 1: Greetings

Greet the students as usual.

Step 2: Warming up

Play an English song before class to interest the students. Revise some school things by asking questions. e.g.:

What’s this?

Is this a ...

How do you spell it? etc.

Learn the new words in, on, under, behind ... by helping the teacher find the lost things. T: Where’s my English book？

S1: It’s here./I think it’s ... T: Oh, it’s on the desk. …

T: Where’re my color pencils? S2: ...

Teach the new word “where” and the use of “they”.

Consolidate the prepositions by looking at the screen and answer the questions: Where’s ... ? Where’re ...

Step 3: Game

Students hide and look for the school things in pairs. One student hide one school thing and asks: Where’s…? Where’re…? The other student guess and answer: It’s in your desk. They are in your pencil case. etc. Ask some pairs to share their performances.

Step 4: New words learning

Show the students a picture of a room, tell them this is a bedroom and let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, and let the students answer, using the prepositions.

Repeat with a sitting room and a study, teach the new words and practice in the same way.

Step 5: 1a-1c

Work on 1a Match the words with the things in the picture. Students do it individually first, then check the answers.

Work on 1b play the tape for the students and ask them to number the things in the picture. Then ask one students to report the answers.

Work on 1c Make up dialogues in pairs, using the things in the picture. Let two pairs show their dialogues

Step 6: A memory test

Show a picture of a room, give the students one minute to look at it, then ask them what kind of things they saw and where the things are. Have a competition among groups. See which group can remember all the things and places.

Step 7: Homework

Copy the new words and try to remember them. Make a survey:

Interview one of your friends.Fill in the form below. Name Ms. Zhang/ Liu Hai Things sofa Places near the wall

课堂作业

( ) 1. Where _________ the CDs?

A. is B. are C. am D. be

( ) 2. ——_________ my alarm clock? ——_________ on the bed.

A. Where, It B. Where’s, It’s C. Where are, They’re D. Where, It’s

( ) 3. _________ her hat on the sofa?

A. Is B. Are C. Can D. Do

参考答案：1. B 2. B 3. A

教学反思

本节课单词较多，因此最好采用实物或图片教学法来教这些新单词，这样更具有直观效果，所设计课堂环节一定要能激发学生的兴趣，本堂课所设计的游戏环节就非常好。

八年级英语教学设计模板 篇2

教学设计

一、教学目标

语言知识：掌握本课的单词及植物四个重要组成部分的作用。

语言技能：在听录音时有目的的获取所需关键信息。

语言运用：能阅读有关这篇植物的短文,进行简单的阅读技能训练。

情感态度：能通过谈论植物，让学生掌握植物各部分的作用，并且对植物的重要性有所了解。

二、教学方法： 任务教学法，学生中心教学法，多媒体教学 ,学案

三、教学重点及难点：掌握植物各部分的作用。

四、教学手段：录音机、卡片、多媒体。

五、时间：45分钟

六、教学过程：

Step1: 组织教学

Step2: 导入新课Ask the students: How many plants can yo name?

(让学生尽可能多的说出植物名称)

Then ask: How many parts do plants have? (引出新课)

Say: In lesson 10 we can find the answer.（2分钟）

Step3: Task1:（3分钟）  Listen to the tape and fill in the blanks.（听力材料见学案）

Task2: Reading:（10分钟）

Read passage1-passage5 and answer the following questions.

（问题见学案。在讲解问题答案时边看屏幕上的画面边讲解，

同时讲解一些学生不懂的句型，另外在讲解第二个问题时，

展现另一个画面，说明below和under及above和over的区别。）

Task3: Ask two students to read passage1-passage5. Correct the prounciation.

（2分钟）

Task4:Read passage1-passage5 again. Fill in the form.（表格见学案）（5分钟）

Task5:Ask the students to draw a plant and tell the plant parts and what they are for. Ask two students to say theirs.（6分钟）

Step4: T: 1. Today we have learnt plant parts and what they are for. Every day we eat many plants, such as: vegetables, rice wheat and so on. But we eat different parts of these plants. For example, a carrot is a root, we eat the leaves of cabbage.（展现胡萝卜和洋白菜的图片。）

Now work in pairs and fill in the form.（表格见学案。）

2. Ask a student to read the last passage . Explain the use of “billion”.

（屏幕上出现两个句子，让学生说出它的用法。）

There are 60 billion people in the world.

Billions of people eat rice.     （5分钟）

Step5: Summary: Ask the students to say what they have learnt in lesson 10.（4分钟）

Step6: Close your books and do the exercises.（7分钟）

Step7: Homework:1.Write a passage to introduce a kind of plant.

2. Prepare Lesson11.（1分钟）

Step8: Class is over.

板书

above over

below under

billions of

八年级英语教学设计模板 篇3

课 题 The title

授课时间 Time

教学目的 Teaching Objectives

教学重点 Teaching focus

教学过程 Teaching procedures

1.问候：Greetings

2.复习：Revision

3.新课导入 Lead-in

4.文章背景介绍 The Introduction of the Background Information

5.课文详细分析 Text Analysis：1)文章体裁 Style of the text

2)文章结构 Structure of the text

3) 文章内容详解(如对重要语言点、语法点、主旨思想、

写作手法等的分析)The detailed analysis of

the text (the analysis of the important

language points,grammatic points,theme and

writing devices)

教学内容 Teaching Content

教学方法、手段及时间分配 Teaching Method and Time Arrangement

课堂小结和教学反馈 Conclusion and the Feedback

作业 Assignment

板书设计 Blackboard Design

教学反思 Teaching Reflection

八年级英语教学设计模板 篇4

unit.1where did you go on vacation?

(一)目标确定的依据. 1.课程标准相关要求.

⑴掌握本单元至少42个生词。4个短语，丰富词语的积累。不懂的词语借助英汉词典或联系上下文来理解。 (2)能够正确书写规则和不规则动词过去式，会使用这些过去式谈论过去的事情。

(3) 通过大量练习，能正确使用不定代词。 2.教材分析

作为本册第一单元学习内容，本单元学习是训练学生的听读技能，使其学会一般过去时的疑问句及答语，并能够在各种句式中准确熟练地使用不定代词。 3.学情分析

学生在七年级的词汇、语句学习中已建立一定的过去时和不定代词的基础，对于过去式的理解及使用难度不大。但学习如何在特定语境中准确地熟练使用不定代词，正确书写不规则动词过去式，对学生有难度。教学时应反复训练，引导学生对文中反身代词的选择，反身代词与形容词的搭配，反复揣摩、体味，以突破学习难点。

第一课时

总第一课时备课8月20日上课8月26日 (一)学习目标

1.通过认读生词表和书写练习，正确认读、书写6个生词。正确读写并积累运用。

2.通过听录音，正确填写表格中所缺失的语言信息。

3.通过个别读、分组读、齐读等多种读书形式，练习正确、流利地朗读对话。背诵涉及重要短语的句子。

(二)评价任务

1.正确书写anyone, anywhere, wonderful, few, quite a few, most 共6个词语。

2.听力训练，通过预测、推理以及选择注意力，使学生理解听力材料文章大意和细节，从而提高听力水平。

3.能利用过去式，简单问答过去发生的事情。

(三)教学过程

教学环节一：检查预习，导入新课。目标1.活动一：读1a,将活动与相关图片搭配。

活动二：利用1a活动，1c句式，两人结对形式练习一般过去时问答过去的事情。

教学活动二：听力训练。

活动一：听录音，将人物与活动、地点匹配，完成1b,2a。 活动二：听录音，判断信息正误，完成2b图表。 教学环节三：阅读2c\2d对话，说出一般过去时问答结构和不定代词的用法。

活动一：读对话，学会利用一般过去时问答。

活动二：读对话，说出不定代词和形容词的怎么正确搭配。 活动三：会背对话中重要短语。

(四) 当堂训练测试exercises in cla

单项选择或根据汉语提示完成句子。

1.did you go______________(有趣的地方)?

2.did you do_________________ last month? (特殊的事情) ()3.there is ________ with the watch.it works very well. a.anything wellb.nothing wrong

c.something wrongd.wrong something

()4.peter has _______ to do at the moment.let’s give him ________ to read.(something, anything, nothing, everything)

()5.i can’t find _______ sit on the bus.

a.somewhereb.nowherec.anywhere d.everywhere

6.you’re sad all the afternoon.maybe you need ________ like me 让你振作起来).

a.everyone b.someone c.anyone d.no one

()7.these books are nice.you can take _______ of them. a.someone b.everyone c.anyone d.any one

8.there’s __________________ in today’s newspaper.(没有新东西)

()9.these questions are very difficult.i think ____ can answer them.

a.someone b.everyone c.anyone d.no one

10.i want to do _______________________ (不同的事情) today.根据上下文完成对话。

a._____ _____ you go on vacation? b.i went to the mountains.

a._____ you go with _________? b.yes, i went with my mother.

a.did you buy ________ special last month? b.no, i bought ___________.

a.did you meet anyone interesting? b.yes.i ______ an englishman. (五) 课后反思： 不少学生误以为，英语是知识型、理解型的课程，仅满足于老师讲的内容听懂了，而没有把主要精力用在听、说、读、写实践练习上，所以就无法形成语言技能，不能熟练掌握，就会边学边忘，越学越困难，最终导致掉队。

八年级英语教学设计模板 篇5

学生对该课学习比较感兴趣，原因一：本课时学习难度不大；原因二：课件中大量的图片对比引入使学生明白易懂和激起学生的学习兴趣。原因三：本课内容切近学生的日常生活。本课时把教学内容进行整合，充分体现教学的完整性和系统性，教学实践效果不错。学生对该课时的内容都听懂了并且掌握了。由于有了前面大量的输入，后面的拓展输出学生也比较活跃，积极发言。需要改进的地方是：适当利用小组比赛激励手段把学生的注意力牢牢套住。动词take 是本课的难点，学生不能灵活运用，有待在练习中进一步巩固。

第二课时：

按照新的教学大纲的要求，初中阶段英语课程的主要任务是继续通过各种教学活动，激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力与合作创新的精神，培养学生综合运用英语的能力。

本堂课所学习的单元中的关于交通方式，对学生来说，英语的要求，无论是在听p说p读p写方面都有了质的飞跃，书本上的知识是满足不了这些需求的。把握好学生的这样一个吸收和扩充知识的度，怎样给学生更多的input和如何让学生反馈更多的output，这堂课的内容对学生来说就不会如此单调，不会如此容易了。本堂课是遵循以上原则，并结合中学英语课程标准的要求而设计的。在课堂上为学生营造了一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的`知识自然有效地运用于生活实际，因此，本堂课的内容在掌握书上基础的知识后，通过对话，阅读和采访，培养学生自主学习的能力，收到了“现学现用、学用结合”的成效，极大地改变原来学生只是教学的客体的地位，采用引导和模拟情景的学习方式使学生成为学习的主体。在真实有趣的环境中学习，学生对英语的兴趣才能得以提高。学生联系自己生活实际，综合运用所学知识向大家作介绍，互相问答，在完成任务的过程中提高了自己的综合运用语言能力，也使学生人际交往智能等多种智能得到发展。在注意力有效集中中学习，使教学具有娱乐性，层次性，系统性，连贯性，实践性，开放性，创意性和艺术性，教学的效果大大提高了。

这堂课的施教情况来看，我深深感受到教师具备良好的语言素质和教学组织能力以及富有创新精神的重要性；同时，我也感受到创设和谐的朋友式的师生关系的必要性。在新课程标准改革的大潮中，我愿虚心地向同行们学习，以新课程标准的理念积极地去探索、大胆地去尝试、勇敢地去实践！

第三课时：

这堂课通过展示精彩的图片、进行口语训练、听力训练，实现了语言的“in-put”和“out-put”，使我体会到学生听力水平的提高、开拓思维空间，关键在于我们教师在课堂上如何教学生进行听力训练，掌握听力方法，让学生全面发展听、说、读、写的能力。

第四课时：

本堂课通过展示精彩的图片，观看与课文相关的内容，开展口语训练、阅读、写作等活动，达到了教学目的，使我体会到多媒体教学确实能增加课堂容量，开拓学生的视野，能培养学生的自主学习，增加学生的学习兴趣，达到理想的教学效果。

八年级英语教学设计模板 篇6

一.单元分析

本单元式围绕”Chores”开展教学活动，学习如何运用情态动词礼貌地提出请求，如何礼貌地允许自己做事，并学习如何写留言条以请求他人帮助要求学生通过自我估价和个性化的学习，进一步熟悉有关日常生活、社会礼仪等方面的话题，在实际生活中较熟悉地运用英语进行沟通

本单元的核心语言项目是”Makepoliterequests”以及”Ask for permissions”，主要话题是”Talking about chores”学生学习谈论平时在家做些什么家务活，他们对家务的看法和喜好，以及如何请求许可去做某事以Section A的pairwork以及could的运用到SectionB的电子邮件留言条，层层深入，内容新颖，贴近生活，有利于学生在日常生活人际交往中有效地进行表达

二.学情分析

学生已初步熟悉了祈使句的一些用法，能简单表达自己的请求和意愿本单元通过学习如何礼貌地提出请求，逐步引出情态动词，进一步学习如何与人们又礼貌地交往，并试着熟悉一些常用的短语，体验家务劳动，学写留条，有利于组织生动活泼的课堂,从而使学生学习乐于体验生活，积极参加各种实践活动

三.教学目标

1.语言技能目标

(1)能礼貌地提出请求，如: Could you take out the trash? Sure.

(2).能礼貌地请求允许做某事并能得体的回答，如：Could I borrow the car ?Sorry, but I need it.

(3)能写留言条以表示对他人感谢，如:Thanks for taking care of my dog.

2.语言知识目标

(1)正确运用情态动词could委婉地请求他人做某事如:Could you please clean your room? Yes, sure. /Could you do the dishes ?Sorry ,Ican’t. I have to do my homework.

(2). 正确运用情态动词could委婉地提出请求许可做某事如：Could Iplease go to the movie? Yes, you can ./Could I use the car?No,you can’t .I have to go out.

(3).学习并复习一些常用短语,如do the dishes ;sweep the floor,take outthe trash, make your bed ,fold your clothes ,clean the living room,etc.

(4)掌握 make 和do 的区别， I haveto make the bed and do the laundry.

3.情感态度目标

(1) 在英语交流中学习礼貌用语，体谅并理解他人的情感

(2) 遇到问题时，主动向老师和同学请教，获得帮助

(3) 保持学习英语的兴趣，主动参与由助于提高英语学习能力的活动

4 文化意识

(1)用恰当的方法表达请求;

(2)了解英语国家人们在行为举止，待人接物等方面与中国人的差异，进一步了解中外文化差异

(3)对别人的请求做出恰当的反应

5 学习策略

(1)调控策略:通过自我评价，评价自己的学习效果，总结有效地学习方法

(2)交际策略:善于利用各种机会，以个性化的学习方式使用英语进行真实交际，并在交际中遵守英语交际的基本礼仪

Unit 11 Could you please clean your room ?

Period1

Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c .

Teaching goals :

1.vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting .

2.patterns : Could you please + do sth ?

Could you + do sth ?

3.能力目标:学习有礼貌地提出请求.

Important and difficult points :请求允许做某事.

Teaching procedures :

Step 1Leading in

Greetings .

Step 2Pre-task

Teach the new words .

Step 3While-task

SB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class .Play the

recording and let Ss fill in the chart .Check the answers .

SB Page 65 , 1c .

Point out the sample conversation in activity 1c .Ask two Ss to read it to the class .Have Ss work in pairs .

Step 4Post-task

SB Page 66 , 2a & 2b .First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .Correct the answers .

Do with activity 2b in the same way .

Step 5Pairwork

SB Page 66 , 2c .Ss work in pairs , then ask some pairs to act out their conversations .

Step 6Homework

In pairs make a conversation using “Could you please …?

Could you … ?”.

Period2

Teaching contents:Section A Grammar focus,3a ,3b,4 .

Teaching goals :

1.Vocabulary :work on , laundry , do the laundry , wash .

2.Master and use : I like doing sth because … .

I don’t doing sth because … .

3.情感态度目标:教育学生在人际交往中要有礼貌.

Teaching procedures :

Step 1Leading in

Revise the pattern : Could you please … ? Could you … ?

Step 2Pre-task

SB Page 66 , Grmmar focus .Ask Ss to say the questions and answers .Explain :the questions use the word could and the answers use the words can and can’t .

Step 3While-task

SB Page 67 , 3a .Read the conversation to class with a student .Say blank every time you come to a blank .Ask Ss to fill in each blank with the work make or do .

Correct the answers .

SB Page 67 , 3b .Ask two Ss to read the sample phrases . Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .

Ask a student to say the name of a chore .Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .

Step 4Post-task

SB Page 67 , Part 4 .In groups of five , give each group a set of blank cards .Ask Ss in each group to write one core onto a card .In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .

Step 5Homework

Make some sentences with “I like doing sth because … .” or “I don’t like doing sth because… .”

Period3

Teaching contents :Section B 1a ,1b,2a,2b,2c.

Teaching goals :

1.vocabulary: snack ,borrow ,invite ,disagree ,teenager

2.能力目标:熟悉并能灵活运用Could you (please)… ?

Teaching procedures :

Step 1Leading in

Ask some Ss with questions :Could you please … ? Could you … ?

Step 2Pre-task

SB Page 68 ,1a . Say , Look at the items on the list ,ask Ss to complete the writing on their own .

Correct the answers .

Step 3While-task

SB Page 68, 1b . Read the instructions and point out the sample conversation.

Ask Ss to work with a partner and make their own conversations about the items in activity 1a .

Call several pairs to say one or more of their conversations

to the class .

SB Page 68, 2a & 2b . Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .

Ask two Ss to write their answers on the Bb .

Correct the answers.

Step 4Post-task

SB Page 68, 2c . Point out the sample conversation and ask two Ss to read it to the class .

Then point to the phrases in the box .Ask Ss to ask and answer with a partner .

Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .

Step 5Homework

英汉互译: 1.洗餐具2.处理琐事，干家务3.购物 4.take out the trash5.make the bed6.fold your clothes

Period4

Teaching contents:Section B 3a, 3b , 3c, 4 , Selfcheck .

Teaching goals :

1.vocabulary :take care of ,feed ,mine ,weren’t=were not

2.能力目标:学习写留言条以请求他帮助.

Important and difficult points : 留言条的书写.

Teaching procedures :

Step 1Leading in

Ask Ss to translate some Chinese phrases .

Step 2Pre-task

SB Page 69 , 3a .

Read the instructions and have Ss know what to do .

Ask Ss to read the letter on their own and complete the chart .

Ask two Ss to write their answers on the Bb .

Correct the answers .

Step 3While-task

SB Page 69 , 3b .

Ask a student to read the beginning of the e-mail message.

Have Ss finish the message .Tell them they can look at the

Chart in activity 2b for ideas .

Ask some Ss to read their message to the class.

SB Page 69 , 3c .

Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .

Step 4Post-task

SB Page 69 , Part 4 .

Point out the sample conversation and read the instructions to have Ss know what to do .

Divide Ss into groups of three and ask them to make conversations .

Ask several groups to say their conversations to the class .

Step 5Homework

Finish the selfcheck .

八年级英语教学设计模板 篇7

Section A

【学习目标】：1，掌握重点词组及复习一般过去时

2，掌握重点句型：Where did you go on vacation?

Did you go anywhere interesting?Did you go out with anyone?

【学习重点】：一般过去时的复习

【课前预习】预习Section A, 提炼以下词组。

1. 待在家里 ________________ 2. 去纽约_________________3. 去参加夏令营___________________

4. 去山区___________________ 5. 去动物园 ________________6. 和其他人一起去________________

7. 买一些特别的东西_____________________8. 遇到一些有趣的人______________________________

9. 好久不见__________________10. 好多照片________________11. 大部分时间__________________

12. 黄果树瀑布__________________13. 喂鸡__________________14. 一些小猪仔_________________

15. 现在再见吧!_________________16. 记日记________________17. 没有人____________________

【合作探究】

I.No one was here. 译：_______________________.

no one意思：________.与no body同义，做主语时，谓语动词用__________形式。且不能与of连用。

none意为没有，既指人又指物，可与of连用。谓语单，复形式皆可。none可做答语，表示一个没有。

Eg: (1) No one ___________(知道) the answer to the question.

(2) _________went swimming last weekend because of the bad weather.

A. Someone B. No one C. Everyone D. Nothing

(3) ---How many books do you have? ----_______.A. No one B. No a C. No body D. None

(4) _____of the students knows what Mr Brown likes. A. No one B. None C. Someone D. Anyone

2. Still no one seemed to be bored. 译:_______________________________.

seem是系动词。意为：____________. seem后接名词，形容词作表语。Seem like…似乎像…

Eg: (1). It ________(seem) a lovely cat. 它看来是只可爱的猫。

(2) You _________very _________. 你好像很生气。

( 3) It _________ a _______ ______.这好像是个好主意。

(4)That funny actor ______ ________ a clown(小丑)。那个滑稽的演员似乎像个小丑。

【知识链接】seem to do sth 似乎要、好像要做某事 It seems that…似乎、看起来…

Eg: (1). He seems ________ ______ ______./ It _______ ______ he is sad. 他似乎很伤心。

(2) The girl seems ____ ______ her homework on time./ It ______ _____ she finishes her homework on time.

3 I just stayed at home most of the time to read and relax. 译：_________________________________.

此句中，to read and relax 做___________成分。及动词不定式在句中做状语。

Eg: (1). Many visitors come to China __________(visit) the Great Wall.

(2). My sister often goes to the Children’s Palace __________(learn) the piano.

(3.) My family want to the countryside _________(see) my grandma last weekend.

4. Why didn’t you buy anything for yourself? 译：_____________________________________.

Why don’t/doesn’t/didn’t+人称+do…? = Why not do…? 表示某人为什么不做某事呢，是一种建议。

Eg: (1) _______ _______ _______go home with me?= ________ ______go home with me?

(2) Why not _______ for a walk after dinner? A. go B. goes C. to go D. going

【拓展】表示建议的句型：What about ….? How about…? Let’s do…。

翻译：你为什么不读书呢?Why don’t you________ ________? Why not _______ _______?

Let’s _______ _______. What about _________ __________? How about _______ _______?

【跟踪练习】

I. 单项选择。

( )1. ----How many birds can you see in the tree? ----_____. All the birds have flown away.

A. None B. No one C. Nothing D. A few

( )2. The pizza ______good. I’d like some more. A. turns B. sounds C. feels D. tastes

( )3. ---Hi, Betty. Your skirt looks beautiful.---______.

A. Oh, really? B. Oh, no C. Don’t say that D. Thanks a lot.

( )4.---- Jack, is there _______in today’s newspaper? ---No, nothing.

A. anything important B. something important C. important anything D. important something

( )5. After a long walk in the sun, they wanted to drink _______.

A. cold something B. something cold C. nothing cold D. cold anything

( )6. ---Bob,it’s getting cold outside. _____take a jacket? ---Ok, mom.

A. Why do you B. Why not C. Why did you D. Why not do you

( )7. ---I feel tired and sleepy. ----Why not stop______for a while?A. rest B. to rest C. resting D. rested

( )8. She is ____ busy, and she has not finished her work______.

A. still; still B. yet; still C. still; yet D. yet; yet

( )9. ____that they didn’t know the news.A. It seems B. It seemed C. They seem D.They seemed

( )10. Everything for her ______not important. A. are B. is C. am D. be

( )11. ____of them like playing chess because it’s too difficult.

A. None B. No one C. Someone D. Anyone

II. 阅读理解

Thousands of years ago. There was a very clever king with the name of Soloman. There are many stories about him. Here is one of them which shows how clever he was. Once there were two women. They lived in the same house, and each had a baby. One night, one of the babies died, and its mother took the other woman's child, and put it in her own bed instead (代替). The next morning they had a quarrel(吵架). "No, this is my child, the dead one is yours, " said the other. Each one wanted the living baby, but no one could tell whom it belonged to(属于) So they went to see King Solomon. When King Solomon heard their story, he said, "Bring me a knife, cut the child in two, and give each woman one half. " "That's very fair(公平), oh, bright King!" said the dead baby's mother. "Give her my child, let it be hers, but don't kill the child. Oh, King!" cried the other woman in tears(流泪). Then King Solomon pointed to the woman in tears and said, "Give the child to her, for she is its mother. "

根据短文内容, 判断正(T)误(F)(10分)

1. The two women in the same house each had a child. ( )

2. One night the two babies died. ( )

3. The two women quarreled(吵架) because Solomon killed their babies. ( )

4. Solomon came to see the mothers after their babies died. ( )

5. King Solomon cut the living child in two and gave each woman one half. ( )