人教版八年級(jí)下冊(cè)英語(yǔ)(全冊(cè))教案匯總

1、精選優(yōu)質(zhì)文檔-傾情為你奉上人教版八年級(jí)下冊(cè)英語(yǔ)教案（全冊(cè)）Unit 1 Whats the matter?Section A一教材分析學(xué)生將會(huì)學(xué)會(huì)如何談?wù)撍麄兊慕】祮?wèn)題以及如何給予他人建議。本單元的話題是健康問(wèn)題，健康是一切活動(dòng)的保障，關(guān)乎我們每天的日常生活，所以有必要讓學(xué)生了解相關(guān)的知識(shí)。本節(jié)課的話題出自Unit1 Whats the matter?(section A)，主要讓學(xué)生認(rèn)知表示身體部位的單詞以及部分疾病的表達(dá)方法，學(xué)會(huì)談?wù)撟约杭八说慕】禒顩r，能針對(duì)健康問(wèn)題提出合理化建議。在具體教學(xué)中我對(duì)教材內(nèi)容進(jìn)行了整合，刪除了材料中的聽(tīng)力部分，將其用圖片的形式展示出來(lái)以保持課堂的完整性。我

2、還對(duì)教材做了適當(dāng)?shù)男薷暮蛿U(kuò)充，使內(nèi)容更貼近生活，讓學(xué)生有更多的發(fā)揮空間。二、學(xué)情分析八年級(jí)的學(xué)生具有過(guò)渡性和動(dòng)蕩性的心理特點(diǎn)，處于兩極分化的突出時(shí)候，學(xué)生差異較大，因此在任務(wù)設(shè)計(jì)上我注重分層，面向全體，充分調(diào)動(dòng)每個(gè)學(xué)生的積極性。但由于這個(gè)階段的學(xué)生活潑好動(dòng)，好奇心較強(qiáng)，再加上本節(jié)課又是他們從未接觸過(guò)的有關(guān)健康的話題，所以在課堂設(shè)計(jì)上我十分注意生動(dòng)活潑但不幼稚，發(fā)揚(yáng)傳統(tǒng)但不古板。 3 教學(xué)目標(biāo)1、Knowledge Objectives(知識(shí)目標(biāo)) （1）掌握身體每個(gè)部分生詞的發(fā)音，含義以及描述健康問(wèn)題的詞匯，Be able to master the pronunciation,meaning

3、 and spelling of the names of body parts and diseases. （2） 如何根據(jù)別人的健康問(wèn)題提建議。 Be able to learn the expressions of giving advice. （3）能夠運(yùn)用“Whats the matter? I have a”談?wù)摻】祮?wèn)題，能運(yùn)用“You should You shouldnt”句型給出建議。Be able to talk about health problems by using “Whats the matter? I have a” and give advice by us

4、ing “You should You shouldnt”2.Ability Objectives(技能目標(biāo)）：（1） 能聽(tīng)懂談?wù)摻】祮?wèn)題的對(duì)話材料；Be able to understand the dialogue materials about health problems（2） 能夠流利的討論據(jù)別人的健康問(wèn)題提建議；Be able to talk about ones health problems and give advice fluently （3） 能寫(xiě)出重點(diǎn)單詞和重點(diǎn)句型，并能描述怎樣對(duì)待健康問(wèn)題Be able to write key words and sentence

5、 patterns, and describe how to deal with health problems. 3.Moral Objectives(情感態(tài)度目標(biāo)) （1）通過(guò)本課的閱讀，通過(guò)開(kāi)展扮演病人等活動(dòng)，培養(yǎng)學(xué)生關(guān)心他人身體健康的品質(zhì)。Through the reading of this lesson and through the activities of playing patients, students can be trained to care for others' health.（2）培養(yǎng)學(xué)生處理緊急事件的基本能力，樹(shù)立在緊急事件時(shí)互相幫助的精神. Cu

6、ltivate students' basic ability to deal with emergencies and establish the spirit of helping each other in emergencies4 教學(xué)重難點(diǎn)設(shè)計(jì)由于本節(jié)課的話題是談?wù)摻】?，根?jù)課標(biāo)要求，學(xué)生需掌握有關(guān)疾病的單詞，并能針對(duì)疾病提出合理化建議，因此本節(jié)課的教學(xué)重點(diǎn)設(shè)計(jì)如下： The teaching focus: 1、Master the names of diseases. 2、Master the expressions of giving advice 3、Talk abou

7、t health problems by using “Whats the matter? I have a” and give advice by using “You should You shouldnt” 本節(jié)課的話題學(xué)生以前接觸較少，知識(shí)儲(chǔ)量有限，讓他們?cè)谳^短的時(shí)間內(nèi)掌握較多的新單詞有一定難度，再者，由于學(xué)生生活經(jīng)驗(yàn)的限制，在談?wù)撊绾谓o出合適建議時(shí)會(huì)出現(xiàn)一定的困難。因此本節(jié)課的教學(xué)難點(diǎn)設(shè)置如下： The teaching difficulties: 1、Students may find it difficult to remember all the target new word

8、s in the class 2、Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience. Teaching focus：1.短語(yǔ): have a stomachache, have a cold, lie down, take ones temperature, go to a doctor, get off, to ones surprise, agree to do sth., get into tro

9、uble, fall down, be used to, run out (of), cut off , get out of, be in control of , keep on (doing sth.), give up 2.句子:（1）. Whats the matter? I have a stomachache. You shouldnt eat so much next time.（2）. Whats the matter with Ben?He hurt himself. He has a sore back.He should lie down and rest.（3）. D

10、o you have a fever? Yes, I do. No, I dont. I dont know.（4）. Does he have a toothache? Yes, he does.He should see a dentist and get an X-ray.（5）. What should she do? She should take her temperature.（6）. Should I put some medicine on it? Yes, you should / No, you shouldnt.3. 掌握情態(tài)動(dòng)詞should shouldnt

11、. 的用法4.學(xué)習(xí)have的用法五課時(shí)劃分2 Periods六教學(xué)方法和學(xué)習(xí)策略分析（一）教學(xué)方法 （1）恰當(dāng)運(yùn)用多媒體輔助教學(xué)，提高課堂效率增加趣味性。 （2）以學(xué)生為中心，開(kāi)展Role play, Guessing game, Pair work等英語(yǔ)教學(xué)活動(dòng)。 （3）注重分層教學(xué)，尊重差異，讓不同層次的學(xué)生都能參與，獲得成就感。 （4）“任務(wù)型“活動(dòng)策略，在做中學(xué)和練，任務(wù)明確，活動(dòng)面廣，使學(xué)生在交際中真實(shí)運(yùn)用所學(xué)知識(shí)。 （二）學(xué)習(xí)策略 （1）Inferring vocabulary （2）Role play （3）Group and pair work 七課前準(zhǔn)備Multimedia,

12、 group work, cooperative discussion.八教學(xué)過(guò)程Period 1Step 1 Warming up and new wordsLook at a picture and learn the parts of the body.New words and phrases.Step 2 Presentation1. 1aLook at the picture. Write the correct letter a-m for each part of the body. Then check the answers.1a Look at the picture.

13、Write the correct letter a-m for each part of the body._arm _ back _ ear _ eye _ foot_hand _ head _ leg _ mouth _ neck _nose _ stomach _ toothKeys: h e g i h a j l c d m k fStep 3 Listening 1b Listen and look at the picture. Then number the names 1-5.Tell Ss there are five conversations. In each con

14、versation the person says whats going on with them. Listen carefully and number the pictures.Play the tape. Listen to the conversations again again to match the problems with the advice.and fill in the blanks. Ask Ss to make conversations using the information in 1b. Give them enough time to do this

15、 task. Later, invite several pairs to present their conversations to the class.Conversation 1 Nurse: Whats the matter, Sarah?Girl: I _. Conversation 2 Nurse: Whats the matter, David?Boy: I _. Conversation 3Nurse: Whats the matter, Ben? Boy: I _. Conversation 4 Nurse: Whats the matter, Nancy?Girl: I

16、_. Conversation 5Betty: Whats the matter, Judy?Ann: She _. Keys: have a coldgot a stomachachehave a sore backhave a toothachehas a sore throatStep 4 Speaking 1c Look at the pictures. What are the students problems? Make conversations. ExamplesA: Whats the matter with Judy?B: She talked too much yest

17、erday and didnt drink enough water. She has a very sore throat now.A: Whats the matter with Sarah?B: She didnt take care of herself on the weekend. She was playing with her friends at the park yesterday. Then it got windy, but she didnt put on her jacket. Now she has a cold.Step 5 Guessing gamesGues

18、s what has happened to the students by using the important sentences.Step 6 Listening2a Listen and number the pictures 1-5 in the order you hear them.2b Listen again. Match the problems with the advice. Keys: 2 4 3 1 52b Listen again. Match the problems with the advice.1 fever a lie down and rest 2

19、stomachache b drink some hot tea 3 cough and sore throat c see a dentist and get an X-ray4 toothache d take your temperature5 cut myself e put some medicine on it Keys: d a b c eStep 7 Speaking 2c Make conversations using the information in 2a and 2b. Ask Ss to make conversations using the informati

20、on in 2a and2b. Give them enough time to do this task. Later, invite several pairs to present their conversations to the class. A: Whats the matter? B: My head feels very hot. A: Maybe you have a fever. B: What should I do? A: You should take your temperature.Step 8 Roleplay1. Imagine you are the sc

21、hool doctor. A few students have health problems. Role-play a conversation between the doctor and the students.First, ask Ss to have a fast reading of the conversation to get the main idea.Then, lead Ss to read the conversation sentence by sentence, explain some language points.Finally, divide Ss in

22、to pairs to practice role-playing the conversation.2d Role play the conversation2. Answer the questions.1) Whats the matter with Lisa?2) Did she have a fever?3) What did she do the night before?4) What does she need to do?5) What should she do for now?6) What should she do if things dont get better?

23、Keys: She has a headache and cant move her neck.No, she didnt.She played computer games all weekend.She needs to take breaks away from the computer.She should lie down and rest.She should go to a doctor.3. 3aFirst, read the passage quickly and answer the question.Then, lead Ss to read the passage an

24、d analyse the key points.Finally, read together.4. 3bRead the passage again and check the things that happened in the story5.3c Discuss the questions with a partner.6. Grammar focusFirst, lead Ss to read the sentences.Then, prompt Ss to analyse the use of model verb should.After that, explain the gr

25、ammar together.7. 4aAsk Ss to fill in the blanks.Then , invite some Ss to present their answers.8. 4bAsk Ss to circle the best advice for these health problems, then add their own advice.After that, invite some Ss to present their advice.9. 4cOne student mimes a problem. The other students in your g

26、roup guess the problem and give advice.Step 9 Language points and summary1. Whats the matter? 這是人們特別是醫(yī)生和護(hù)士詢問(wèn)病人病情時(shí)最常用的問(wèn)句, 意思是“怎么了?”其后通常與介詞with連用。類(lèi)似的問(wèn)句還有:Whats wrong? 怎么啦?Whats wrong with you? 你怎么了?Whats your trouble? 你怎么了?Whats the trouble with you? 你怎么了?Whats up? 你怎么了?2. have a cold傷風(fēng), 感冒, 是固定詞組 表示身

27、體不適的常用詞組還有: have a bad cold 重感冒 have a fever 發(fā)燒 have a headache 頭痛 have a stomachache 肚子痛, 胃痛 have a toothache 牙痛 Summary 1. 牙疼 have a toothache2. 胃疼 have a stomachache3. 背疼 have a backache4. 頭疼 have a headache5. 喉嚨疼 have a sore throat6. 發(fā)燒 have a fever7. 感冒 have a cold8. 躺下并且休息 lie down and rest 9.

28、 喝熱蜂蜜茶 drink hot tea with honey10. 喝大量水 drink lots of water11. 看牙醫(yī) see a dentist12. 量體溫 take ones temperature13. 看醫(yī)生 go to a doctorStep 10 Exercises根據(jù)上下文意思填空。Mandy: Lisa, are you OK?Lisa: I _ a headache and I cant move my neck. What _ I do? Should I _ my temperature?Mandy: No, it doesnt sound like y

29、ou have a fever. What _ you do on the weekend?Lisa: I played computer _ all weekend. Mandy: Thats probably why. You need to take breaks _ from the computer.Lisa: Yeah, I think I sat in the _ way for too long without moving.Mandy: I think you should _ down and rest. If your head and neck still hurt t

30、omorrow, then go to a _. Lisa: OK. Thanks, Mandy.Keys: have should take did games away same lie doctor翻譯下列句子。1. 你怎么了？我頭痛。2. 他怎么了？他發(fā)燒3. 李雷怎么了？他喉嚨痛。他應(yīng)該多喝水。4. 如果你的頭和脖子明天仍然疼的話，請(qǐng)去看醫(yī)生。Keys: What is the matter with you? I have a headache.Whats the matter with him? He has a fever.Whats the matter with Li Le

31、i? He has a sore throat.He should drink lots of water.If your head and neck still hurt tomorrow, then go to a doctor.Step 11 HomeworkMake up a conversation between a doctor and a patient.Unit 1 Whats the matter? Section BUnit 1 What s the matter?Section A 1a1b一、教材分析（Analysis of academic situation）Se

32、ction B是Section A主題的繼續(xù)和延伸。在話題上，這一部分從Section A 側(cè)重談?wù)摷膊〖安贿m轉(zhuǎn)向?qū)κ鹿蕚?、急救（first aid）的討論；語(yǔ)言上，除進(jìn)一步綜合訓(xùn)練，鞏固Section A所學(xué)重點(diǎn)語(yǔ)言內(nèi)容外，詞匯及表述更加豐富，有意突出對(duì)步驟順序的表達(dá)；技能上，側(cè)重綜合性的聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練?；顒?dòng)1a把單元的話題引入事故傷害與簡(jiǎn)單的急救措施上，是聽(tīng)力任務(wù)前的詞匯鋪墊。學(xué)生通過(guò)看圖理解語(yǔ)境，在經(jīng)驗(yàn)與常識(shí)的幫助下完成任務(wù)并達(dá)到學(xué)習(xí)語(yǔ)言的目的。活動(dòng)1b和1c是一個(gè)任務(wù)鏈的聽(tīng)力設(shè)計(jì)：活動(dòng)1b要求學(xué)生集中精力聽(tīng)清所發(fā)生的疾病或事故，而活動(dòng)1c要求學(xué)生仔細(xì)聽(tīng)懂與疾病或事故相對(duì)應(yīng)的處理

33、方式?；顒?dòng)1d需要學(xué)生在充分熟悉聽(tīng)力材料的基礎(chǔ)上結(jié)合活動(dòng)1b和1c的語(yǔ)言提示，以角色扮演的方式將所聽(tīng)到的對(duì)話信息進(jìn)行復(fù)述。二、學(xué)情分析 (Analysis of the students)八年級(jí)是學(xué)習(xí)英語(yǔ)的關(guān)鍵時(shí)期，這個(gè)階段的學(xué)生活潑、好奇心和求知欲望強(qiáng)。本課所涉及的有關(guān)健康的話題與他們的日常生活息息相關(guān)，因此，他們渴望用英語(yǔ)來(lái)表達(dá)這樣的話題并尋求合理的解決辦法。本課通過(guò)表述身體的各種不適和談?wù)搨€(gè)人健康問(wèn)題，使學(xué)生學(xué)會(huì)關(guān)心自身及他人身體健康并且能提出一些建議，同時(shí)讓學(xué)生了解“a healthy lifestyle”的重要性。但是由于學(xué)生年齡和生活經(jīng)驗(yàn)的限制，在談?wù)撊绾谓o合適的建議時(shí)，會(huì)遇到一定

34、的困難。因此，在教學(xué)過(guò)程中，利用圖片、肢體語(yǔ)言，給予學(xué)生直觀的感受，并靈活運(yùn)用繃帶等道具，創(chuàng)設(shè)真實(shí)的情境。除此之外，教師要給予學(xué)生適時(shí)而恰當(dāng)?shù)墓膭?lì)。學(xué)生在課堂上的發(fā)言，教師都要盡力加以表?yè)P(yáng)，鼓勵(lì)，多運(yùn)用積極的鼓勵(lì)性語(yǔ)言，如“Believe yourself !” “Good” “Well done!”等。對(duì)于學(xué)生在口語(yǔ)練習(xí)中出現(xiàn)的錯(cuò)誤，不必有錯(cuò)就糾，有錯(cuò)必糾，使學(xué)生產(chǎn)生“躍躍欲試”的沖動(dòng), 享受成功的喜悅。 3、 教學(xué)目標(biāo) (Teaching goal)（一）語(yǔ)言能力目標(biāo)1. 學(xué)習(xí)并掌握描述健康問(wèn)題的詞匯下列單詞：bandage; press; knee; sick; nosebleed.及如

35、何根據(jù)別人的健康問(wèn)題提建議。2. 學(xué)習(xí)并掌握下列常用短語(yǔ)專(zhuān)心-專(zhuān)注-專(zhuān)業(yè)1）rest for a few days2）put a bandage on it3）run it under water4）put some medicine on it5）press the sides of your nose6）put your head down7）feel sick 8）cut one's knee9）have a nosebleed10）hurt

36、 one's back11）get hit on the head3.會(huì)詢問(wèn)有關(guān)身體健康的有關(guān)情況和提供建議。4. 能就事故安全問(wèn)題，正確使用情態(tài)動(dòng)詞should提出恰當(dāng)?shù)慕ㄗh，并能將處理過(guò)程連續(xù)陳述，補(bǔ)充first, next, then等詞來(lái)突出過(guò)程性。(二) 情感目標(biāo)通過(guò)本課的學(xué)習(xí)，通過(guò)開(kāi)展扮演病人等活動(dòng)，培養(yǎng)學(xué)生關(guān)心他人身體健康的品質(zhì)。培養(yǎng)學(xué)生處理緊急事件的基本能力，幫助學(xué)生樹(shù)立自我保護(hù)意識(shí)樹(shù)立緊急事件時(shí)互相幫助的精神。四、教學(xué)重難點(diǎn) （Teaching emphasis and difficulty）1. 教學(xué)重點(diǎn)：

37、Talk about accidents and give advice.（1） 短語(yǔ):have a stomachache, have a cold, lie down, take ones temperature,go to a doctor, get off, to ones surprise, agree to do sth., get into trouble,fall down, be used to, run out (of), cut off , get out of, be in control of ,keep on (doing sth.), give up （2）句子:

38、1 Whats the matter? I have a stomachache. You shouldnt eat so much next time.2 Whats the matter with Ben?He hurt himself. He has a sore back.He should lie down and rest.3 Do you have a fever? Yes, I do. No, I dont. I dont know.4 Does he have a toothache? Yes, he does.He should see a dentist and get

39、an X-ray.5 What should she do? She should take her temperature.6 Should I put some medicine on it? Yes, you should know, you shouldnt.2. 教學(xué)難點(diǎn)：（1） Listening practice, talking about accidents and writing a short speech.（2） 掌握情態(tài)動(dòng)詞should shouldnt. 的用法；學(xué)習(xí)have的用法五課時(shí)劃分2 Periods六教法及學(xué)法（Teaching method a

40、nd learning method）情景教學(xué)法和任務(wù)型教學(xué)法。6、 教學(xué)過(guò)程（Teaching steps）Step 1. Greeting and leading in.Welcome the student whos on duty to give a duty report .Step 2. Revision.Help the students to review what they have learnt in Section A by making dialogues through the pictures.A: Whats the matter with ?B: He/She

41、has a A: What should He/She do ?B: He/She should Step 3. Presentation: words and expressions New words1. bandage n. 繃帶 v. 用繃帶包扎2. sick adj. 生病的；有病的E.g. her mother is very sick. 她母親病得很厲害。3. knee n. 膝蓋4. nosebleed n. 鼻出血5. breathe v. 呼吸E.g. Fish cannot breathe out of water. 魚(yú)離開(kāi)水就不能呼吸。6.

42、 sunburned adj. 曬傷的7. climber n. 登山者8. accident n. （交通）事故; 意外遭遇9. rock n. 巖石10. knife n. 刀11. blood n. 血12. control n. & v. 限制；約束；管理13. spirit n. 勇氣；意志1. Get the students work in groups and prepare the new words and expressions well before class.2.Show the students the pictures of new words. Hel

43、p them guess the new words by the pictures. Read and spell the new words.3.Show the students how to use the new words in sentences. Help them make their own sentences.4.After learning all the new words. Design a game to help the students recall how many words they learned just now and what they are.

44、5.Learn useful expressions by translating them into Chinese. Encourage the students translate by themselves. Help the students if they have any problems with the expressions.Step 4. Making dialogues 1a.1. T: Now ,we have learned what to do with some accidents. Show a picture of an accident to the st

45、udents . Talk about the picture and help make a dialogue. Look at the one picture in 1a, what accidents are they?When these accidents happen, What should you do? Put the actions in order. Use “first, next, then” when describing the steps. 2.Show the students another two pictures of accident. Ask the

46、m to work in pairs and make dialogues as the first example. Require them to state the process continuously and add “first, next, then” to highlight the process. 3. Check the order of the steps.Step 5. Listening practice 1b and 1c.1. Get the students to read the main expressions in the form. Extract

47、key words and body parts from each item (sick, knee, fever, nosebleed, back, head). Make it clear that this is an important basis for the correct completion of this activity. Remind students to listen to the surrounding words in a coherent flow to support the judgment. That is : felt sick, cut his k

48、nee, had a fever, had a nosebleed, hurt his back, got hit on the head.2. Play the first recording. The students complete 1b, and then check the answers with the students by asking questions.3. Students read the processing suggestions listed in the box in turn. Correct their pronunciation problems. A

49、sk and make sure they understand the meaning of the sentences.4. Play the second recording and complete activity 1c according to the book requirements.5. Teachers and students check the answers through dialogues.Step 6. Writing practice.1. Talk about emergency telephone numbers with the students. 2.

50、 Encourage students to share what they learn in this class by making a short speech. 3. Welcome one or two volunteers to give the speech in front of the class.Step 7. CPR video teaching.1. Play a CPR video. Get the students watch and learn carefully.2. After the video, practice CPR with the students

51、. Repeat the steps of CPR.3. Give chances and get the volunteers perform CPR in front of the class.4. Encourage students practice CPR after class till they really get it.Step8. grammar focus 1.人稱(chēng)及單復(fù)數(shù)形式第一人稱(chēng)第二人稱(chēng)第三人稱(chēng)單數(shù)myselfyourselfhimself herself itself復(fù)數(shù)ourselvesyourselvesthemselves2. 觀察以下兩個(gè)句子，總結(jié)so t

52、hat，和so that 的用法。He bandaged himself so that he would not lose too much blood.His love for mountain climbing is so great that he kept on climbing mountains even after this experience.so that 既可引導(dǎo)目的狀語(yǔ)從句又可引導(dǎo)結(jié)果狀語(yǔ)從句。引導(dǎo)目的狀語(yǔ)從句時(shí)可譯為"為了" ,引導(dǎo)結(jié)果狀語(yǔ)從句時(shí)可譯為“以便”。例句: I speak loudly so that all the students

53、 can hear me clearly. (目的狀語(yǔ)從句) Maria likes the woolen dress so that she decides to buy it immediately. (結(jié)果狀語(yǔ)從句)So. that.中的so是副詞，常用來(lái)修飾形容詞或副詞，“如此以致于”。主語(yǔ) + 謂語(yǔ) + so + adj. / adv. + that從句。例句：the boy ran so fast that I couldn't catch him. So + adj. + a(n) + 單數(shù)名詞 + that從句。 例句： it was so fine a day yes

54、terday that we all went out for a picnic. 昨天天氣很好，我們都出去野餐了。區(qū)別：so that引導(dǎo)目的狀語(yǔ)從句時(shí)，表示“以便；為了”，從句中常使用can /could /may /might /will /would /should等情態(tài)動(dòng)詞或助動(dòng)詞；引導(dǎo)結(jié)果狀語(yǔ)從句時(shí)，從句中一般不用can和may等詞。so that引導(dǎo)目的狀語(yǔ)從句前不用逗號(hào)，so that引導(dǎo)的結(jié)果狀語(yǔ)從句與主句之間常有逗號(hào)相隔開(kāi)，“因此; 所以”。例句： He worked hard at his lessons so that he could gain high grades

55、 in the exams.他努力學(xué)習(xí)，爭(zhēng)取考試能獲得好成績(jī)。 例句： He worked hard at his lessons, so that he gained high grades in the exams.他努力學(xué)習(xí)，結(jié)果考試獲得了好成績(jī)。 There were many times when Aron almost lost his life because of accidents. 這是由when引導(dǎo)的定語(yǔ)從句。修飾前面的名詞times。例句： I thought of the happy days when I stayed in London. He still remembers the time when you give him the book as a gift. he wrote a book called Between a Rock and a Hard Place. Between a Rock and a Hard Place. 此句為習(xí)語(yǔ)。表在艱難或危險(xiǎn)的處境下“從兩難中進(jìn)行選擇”。 例句： who will you save when your mother and wife are both in water? Its between a rock and a har