Unit 8 Have you read Treasure Island yet?Section A 3a-3c “双减”作业设计（含答案）

2022年春“双减”英语课时作业设计（二）
基本信息
姓名 学校 联系电话
学段 初中 学科 英语
教材模块、单元、章节课时 人教版新目标 八年级下册 Unit 8 Have you read Treasure Island yet Section A 3a-3c
作业类型 课时作业 单元作业 □学期作业
作业功能 □课前预习 □课中练习 课后复习
作业目标 巩固单词词组，强调基础知识 创设真实语境，突出语用功能 探究语篇意义，落实立德树人
题型 仿中考题型
题量 共（5）小题，其中基础性作业（4）小题，拓展性作业（1）小题
时长 总时长（20+10）分钟，其中基础性作业（20）分钟，拓展性作业（10）分钟
第一部分 基础性作业（分层要求，必做）
题号 作业内容 设计意图和题目来源（选编、改版、创编）
1 根据所给首字母或汉语提示完成句子。 1. We need some _____________(工具) to plant trees. 2. The man wanted to cross the Pacific Ocean by _______ (船)． 3. When you visit a zoo，don't throw food _____________ (朝) the animals. 4. Some animals live on ___________(陆地)，while others live in the water. 5. Someone is shooting at the birds with his ________(枪). 6. We made lots of m_________ when we walked through the forest, or we’ll get lost. 7. I moved to the city last month. I have m_____________ some friends already. 8. The children like playing with the s___________ on the beach. 9. The cook uses different k____________ to cut different food. 10．The poor man has l____________ everything. He is homeless now. 答案：1. tools 2. ship 3. towards 4. land 5. gun 6.marks 7. made 8.sand 9. knives 10. lost 设计意图：让学生在句子中加深对生词的理解并达到熟练运用的目的，培养学生学习英语的浓厚兴趣，养成主动记单词的习惯。 学科素养： 语言的建构和运用 思维的发展和提升 审美的鉴赏和创造□文化的理解和传承 能力维度： 识记 理解 分析综合 □鉴赏评价 表达应用□探究 题目来源：改版
2 根据所给汉语和提示词完成下列句子。 11. 我管他叫Friday因为我正好是在那天遇到的他。(name) I ______________________ because that was the day I met him. 12. 他经常给孩子们带回一些礼物。(bring) He often _______________________ some gifts to his children. 13. 我还没有决定要选哪本书。(choose) I haven't decided ______________________________． 14. 他们昨天上午到达那座岛。(arrive) They ________________________ the island yesterday morning. 15. 他什么也没有留下就离开了。(leave) He left without ________________________ anything. 20．我们迫不及待地要去参观故宫博物院。(wait) We _____________________________ visit the Palace Museum. 答案：11. named him Friday 12. brings back which book to choose 14. arrived at 15. leaving behind 16. can’t wait to 设计意图：针对本课的重点词组和知识点进行巩固练习，相对于简单的读背短语和知识点而言，设计一定的习题更能检查学生对语言现象的理解与运用。 学科素养： 语言的建构和运用 思维的发展和提升 审美的鉴赏和创造□文化的理解和传承 能力维度： 识记 理解 分析综合 □鉴赏评价 表达应用□探究 题目来源：改版
3 阅读理解： Many musicians meet and form (组成) a band because they like to write and play their own music. They may start as a group of high school students and practice their music in someone’s house. Sometimes they may play to passers-by in the street or subway so that they can get some money for themselves or pay for their instruments (乐器). However, there was one band that started in a different way. It was called the Monkees and was formed in 1965. It began as a TV show. The TV show had planned to find four rock musicians who could act as well as sing. But they could only find one who was good enough. They had to use actors for the other three members of the band. Since some of these actors could not sing well enough, they had to ask for help from other musicians. So at first, the band just pretended (假装) to sing. Anyway, their performances were excellent and they got lots of fans. Each week on TV, the Monkees would pretend to play and sing songs written by other musicians. After a year or so, they became more serious about their work. They started to play and sing their own songs like a real band. Then they produced (制作) their own records and started touring and playing their own music. In the USA they became even more influential and popular than the Beatles and sold even more records. However, the band broke up around 1970, but happily they reunited (重聚) in the 1980s. They produced a new record in 1996 to celebrate their time as a band. It was very successful. Today the Monkees are still making music for their millions of fans. ( )17. From the second paragraph, we can know that the Monkees _______. A. was started by some students B. began as a TV show C. was started by fans of the Beatles D. began as a radio program ( )18. At the beginning, the Monkees _______. A. had five members B. wrote songs for the Beatles C. had other musicians sing for them D. was not very interested in country music ( )19. What does the underlined word “influential” in Paragraph 3 mean in Chinese A. 有权势的 B. 有野心的 C. 有争议的 D. 有影响的 ( )20. The Monkees has a history of about _______ years. A. thirty B. forty C. fifty D. sixty ( )5. The writer writes this passage mainly to ______. A. show his love for the Monkees B. introduce the history of the Monkees C. ask more people to buy the Monkees’ records D. tell how the Monkees is different from the Beatles 答案：16----20 BCDCB 设计意图： 本课时我们主要的学习内容是讲述英语故事，并学习现在完成时，激发学生学英语的兴趣，同时巩固所学词汇及语法。 学科素养： 语言的建构和运用 思维的发展和提升 审美的鉴赏和创造文化的理解和传承 能力维度： □识记 理解 分析综合 鉴赏评价 表达应用探究 题目来源：选编
4 书面表达： 你班下周的英语口语课要就“你最喜欢的电影或戏剧(play)”这一话题进行讨论。请你根据以下提示，用英语写一篇短文为此做准备。 提示：1. 你最喜欢的电影或戏剧是什么？2. 它主要讲述了什么？ 3. 它有什么特别之处或你学到了什么？ 要求：80词左右，可适当发挥。 _____________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ 例文： My favorite play is Teahouse. It is so interesting that I have watched it three times. Teahouse is one of Lao She's most famous plays. It describes people's lives in China about one hundred years ago. All the actors and actresses did a good job. Every time I watched it, I felt like I was living in that time. I advise you to watch it because it shows you how much China has changed and it's easy to understand. 设计意图： 从最简单的单词到词组到句子，从听说读，最后落到学生的笔头上的写，让学生学会用英语谈论自己最喜欢的一些事物。 学科素养： 语言的建构和运用 思维的发展和提升 审美的鉴赏和创造文化的理解和传承 能力维度： □识记□理解 分析综合 鉴赏评价 表达应用□探究 题目来源：创编
第二部分 拓展性作业（选做）
题号 作业内容 设计意图和题目来源（选编、改版、创编）
1 再读阅读文章3a，请同学们搜集一些有趣的英文故事等方面的材料，然后用英语组织材料。让同学们在课堂上进行交流，培养他们的英语口头表达能力。 设计意图： 英语作为一门功能性语言的学习，最重要的功能是让学生学会倾听和交流。学生通过这种方式，能够有效的培养口语交流能力和笔头能力。 学科素养： 语言的建构和运用 思维的发展和提升 审美的鉴赏和创造文化的理解和传承 能力维度： 识记 理解□分析综合 □鉴赏评价 表达应用□探究 题目来源：创编
作业评价与改进