牛津英語8AUnit1教案設(shè)計(jì)

1、牛津英語8AUnit 1教案設(shè)計(jì)Unit 1 Friends Period 1Comic strip& welcome to the unitAims and demands1. To learn new words and phrases.2. To improve the students communication ability.Main points To grasp the new word and the phrasesDifficult pointsTo grasp the new word and the phrasesAidsThe multimediaProced

2、ures Step 1 Lead-inAsk: Who is Eddie? (Hes Millies pet dog)Who is Hobo? (He is Eddies e-dog)Read sentences in the pictures and try to answer: 1. What are they talking about?(They are talking about food)2. Are they good friends? How do you know?(Yes, because they share things)T: who do you like more?

3、 Why?S: I like Eddie because he shares his food with Hobo.Step 2: Presentation:T: Eddie and Hobo are good friends. I also have a good friend. He is He is helpful. He often helps me with my lessons. He is honest. He never tells a lie. He can keep secrets. And he often makes me happy and I always shar

4、e my joy with him.Explain these words and phrases. Ask students to finish Part A. Check the answer.Step 3: Listening and practisingListen to the tape recorder twice and try to practise the dialogue. The more, the better.Step 4: Discussion1. Ask students discuss and think of other qualities of a good

5、 friend. e.g. generous, clever, kind make sb. laugh.Write them on the blackboard.2. T: what qualities of a good friend are important to you?Get the students finish off Part B, then read them out like this: I think clean and tidy is very important/quite important/ not important.Step 5: Homework:1. Wr

6、ite more than three sentences about your friend with the adjectives in Part B.2. Prepare the articles on page 8 and answer the question: Who are they about? Period 2 Reading (1)Aims and demands1.To skim text for overall meaning and skim for details.2. To use adjectives to describe peoples appearance

7、 and characteristics. 3.To guess general meaning from keywords and context.Main pointsTo recognize the use of comparatives and superlativesDifficult pointsTo recognize the use of comparatives and superlativesAidsThe multimediaProceduresStep 1 Check homeworkAsk some students to come to the front and

8、read the sentences.Step 2: Reading and answeringT: In our class, is helpful. is friendly. likes sharing his joy with others. What about Betty, Max and May? I think you may know something about them after you read the articles. Now I will play the tape recorder. Listen carefully. If you want you can

9、also look at your books at the same time. But you must take out your pens and underline the words you dont understand.Play the tape recorder. Ask some questions orally.1. Is Betty slim?2. Is Betty willing to share things with her friends?3. What does Betty want to be when she grows up?4. Why does Ma

10、x have poor eyesight?5. Does Max have a good sense of humour?6. Can May keep a secret?Pay attention to explaining the words the students underlined.Step 3: Reading:Read the articles again and fill in the table together.Step 4: Asking and answeringRead the articles again.Divide the class into two gro

11、ups. Students from one group ask and the other group answer.Step 5: Retell!. T: So we have got a table about them. And you have known a lot about them. Can you say something about them according to the information in the table.2. Give students 3 minutes to prepare3. Ask 2-3 students to retell the th

12、ree articles.Step 6: Exercise:Finish B1, B2, C1 and check the answers. Step 7: Homework:To write about one of their friends. (in the next class, teachers can read some of them and ask the whole class to guess who she/he is). Period3 Reading （2）Aims and demands1.Grasp new words and phrases:2.To use a

13、djectives to describe peoples appearance and characteristics.Main points1. Grasp the adjectives and use them.2. How to describe a person.Difficult pointsGrasp the adjectives and use themAidsThe multimediaProceduresStep 1 Check homeworkAsk students to read the articles(one student reads one paragraph

14、)Step 2: RetellingDivide the class into three groups. Each group read one article. Then close the books and try to retell.Step 3: PracticeAsk students to answer these questions:1. What should a generous man be like?2. What should you do if you want to be a helpful man?3. What do you want to be when

15、you grow up?4. What do you think a true friend should be like?5. What can the man with a good sense of humour do?(let the students give as many answers as possible)Step 4: ExerciseMake sentences with them:1. asas 2. be willing to do sth. 3. be ready to do sth. 4. grow up5. a friend called 6. because

16、 of 7. make sb. do sth. 8. shorter thanStep 5: DiscussionT: Weve learnt a lot about Betty, Max and May. If you can choose only one of them as your best friend. who will you vote for? Why?Discuss in groups. Tell the reasons.Step 6: GameDivide the class into three or four competing teams. Each team ca

17、n work out a description for the other teams to guess. Give a score only for the first correct guess. Period 4 Vocabulary Aims and demands1. To develop an understanding of the use of adj. in different contests2. To use suitable adj. to describe peoples behavior and characterMain pointsTo present fac

18、tual information in writing Difficult pointsTo present an article about an animalAidsThe multimediaProceduresStep 1 Check homeworka. Ask some questions according to the text. What is Betty, Max or May like?b. Ask: What is your best friend like?(Students say or read their articles)c. Ask: Is your fri

19、end strong/thin? Are your friends eyes big/small? Is your friends short/tall? Is your friends face square/round?(Finish Part A)Step 2: Discuss and finish Vocabulary B.1. Go through the words in the box in Part B. Then ask students to complete the lists in groups of 4-5. Check answers orally with the

20、 class.2. Tell students more adjectives for describing persons. Useful wordsBuild（體形）Well-built, slim, thin, fat, strong,Noseflat, pointed, long, short,Heightshort, tall, medium height, medium-sized,Face square, round, fat, thin, Eyes big, small, black, brown, blueHair long, short, shoulder-length,

21、straight, wavy, Show some pictures to students and ask them to describe.Step 3: DrawingDivide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the pi

22、cture describes the features of the person in the picture while the other students draw the person. Then display the drawings together with the original picture. Ask students to vote for the best drawing.Step 4: Homework: Period 5Grammar 1Aims and demands1. To use an adjective before a noun or after

23、 a linking verb to describe someone/something.2. The rule of forming comparatives and superlatives with adjectives.3. The change of form of adjectives.Main points1. Grasp the rule of forming comparatives and superlatives with adjectives.2. Learn how to use comparatives and superlatives, asasDifficul

24、t points Learn how to use comparatives and superlatives, asasAidsThe multimediaProceduresStep 1 Check homeworkAsk students to read the articles and ask them pay attention to the use of adjectives.Step 2: Lead-in1. T: We use adjectives to describe people and things. We can put it before a noun or aft

25、er a linking verbs. For example: The girl is tall. She is a tall girl. Her hair is long. She has long hair. 2. Present linking verbs am, is, are, became, turn, grow, get, feel, look, smell, sound, taste(We can put an adjective in front of a noun. We can also put an adjective after a link verb.)Finis

26、h Part A and ask students to read the sentences and check the answers.Step 3: Comparatives and superlatives1. T: Millie has long hair, Sandy has long hair, too. Millie has longer hair than Sandy. Millie is slim. Sandy is slim, too. Millie is slimmer than Sandy. Kate is tall, but Betty is taller than

27、 her. 2. Ask students to make sentences like this.3. Work out the rule.Step 4: PracticeAsk students to compare the things or classmates in their class, using comparatives and superlativesStep 5: DiscussionAsk students to read the table in Part B and work out the rules of forming comparatives and sup

28、erlatives.Exercise: complete the tableStep 6: Homework:Compare things and make 5 sentences using comparatives and superlatives. Period 6 Grammar 2Aims and demands1. Grasp the change of form of adjectives.2. To use comparatives and superlatives3.To use comparatives and superlatives of adjectives to s

29、olve problems.Main points1. To use comparatives and superlatives of adjectives to solve problem.2. Understanding the table.Difficult pointsTo use comparatives and superlatives of adjectives to solve problems.AidsThe multimediaProceduresStep 1 Review1. Finish the table:AdjectiveComparativeSuperlative

30、tall fast heavy much interesting good light beautiful 2. Check the homework: Ask students to read the sentences they wrote.Step 2: Practice1. Look at the following table, compare the students, using tall, heavy, fast Height(cm)Weight(kg)Swimming(sec/50m)Simon1585034Peter1684932Sandy1606034Millie1504

31、440Amy1504030Finish Part B2 and check the answers with the whole class.2. Teaching and practicing with (not) as asLook at the table and say:T: Millie is as tall as Amy.Amy is not as heavy as Sandy.Simon swims as fast as Sandy.Peter is taller than Simon.Peter is the tallest of them.Ask students to ma

32、ke more sentences according to the table. Finish Part C1 and ask 2-3 students to read the conversation.3. T: Amy thinks diving is the most interesting outdoor activity. Its more interesting than swimming and hiking. Hiking is as interesting as camping. But they are not as interesting as skiing and s

33、wimming.(Students repeat after the teacher first, and then practise in halves. after they can do it quite well in groups, ask them to practise in pairs.)Step 3: A surveyDivide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page

34、 as a model. Encourage more able students to include other activities.Step 4:Homework:Design a diagram, including 5 outdoor activities they want to talk about, using stars to show which one is the most interesting and which one they are not interested in. Then write at least 4 sentences, using than,

35、 the most, asas, not asas. 教學(xué)反思： 總 課 題Unit 1 Friends總課時(shí)10第 7 課時(shí)課 題Integrated skills教學(xué)目標(biāo)a. Aims to knowledge:vocabulary: solve, future, become, famous, sporty, agree, runnerpharases: solve problems, make friends, try to be kind to people, try ones best to do something, next to.b. Aims to the abilitie

36、s: To get specific information from a listening material;To talk about future plans.c. Aims to the emotion:Teach students: what are we studying for? What are we going to be when we grow up? What should we do and not do?教學(xué)重點(diǎn)Describe the future plans.教學(xué)難點(diǎn)Describe the future plans.教學(xué)過程教 學(xué) 內(nèi) 容二次備課Step 1

37、 ReviewCheck homework: Ask some students to come to the front and read the diagram.Step 2: Lead-inT: Many students in our class like outdoor activities. Because they are good for us. What do you like doing? What would you like to do when you grow up?(Ask two pairs to talk about what they have learnt

38、 in the last lesson. the other students will listen to them and try to write down their answers in the proper boxes. S1S2S3S4I like I would liketo Example: I like hiking best because I think it is very interesting and its good for our health. I also like swimming and diving. But I am not good at swi

39、mming. So I dare not to swim or dive in the water. In the future, I would like to have a swimming lesson and try to dive in the sea. I dont like cycling at all. But I must ride a bike every day, or I will have to spend too much time on buses. I would like to drive a car in the future if I can.Step 3

40、: PracticeTalk about the future plans:What do you want to be when you grow up?T: Do you know what I wanted to be when I was your age? Can you guess?Learn editor, social workerStep 4: PresentationT: Millie also has some future plans. she is now talking to her friend Amy about them. Lets listen to the

41、 tape and find out what her future plans are. First lets read the pharases about future plans and then listen to their conversation and put a tick in the correct boxes in the table.Listen to the conversation and finish A1, A2 and check their answers.Step 5: Pair workT: Now Suppose you are an intervi

42、ewer from LYGTV. Talk with you partner about her/his future plans.Step 6: Listening.T: Sandy wants to write to Mr. Zhou about her future plans. And now she is talking to Kitty, Do you know what her future plans are? Lets listen to the tape and help Sandy complete her letter.Finish A3 and check the a

43、nswers.Step 7: PracticeT: Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? please listen and answer:1) Whom are they talking about?2) What would Peter like to do in the future?Step 8. Homework:Write at least 5 sentences to show what they like and what the

44、y would like to do in the future. 教學(xué)反思： 總 課 題Unit 1 Friends總課時(shí)10第 8 課時(shí) 課 題 Study Skills教學(xué)目標(biāo)a. Aims to knowledge:To find the main points of a passage in order to understand and memorize it more easily.To guess meaning and generate mental pictures.b. Aims to the abilities: To identify key words in ord

45、er to develop general understanding of a passage.教學(xué)重點(diǎn)To identify key words in order to develop general understanding of a passage教學(xué)難點(diǎn)To identify key words in order to develop general understanding of a passage教學(xué)過程教 學(xué) 內(nèi) 容二次備課Step 1 Check homeworkAsk students to read the article about his/her future p

46、lans.Ask: 1. What are you going to do when you grow up?2. Why?3. What will you do to fulfill your aims?Ask some students to talk about it orally in class.Step 2: Lead-in1. Present the task by playing a game. Divide the students in four groups. The teacher gives the first student a paper on which the

47、res a story, ask the first students to read it carefully and then pass the story on orally. At last ask the last student to tell the story that he get to the whole class, and then the teacher will read the story to class, ask them to find out the differences between the two stories.2. Make a conclus

48、ion, tell the students when we are reading, we should pay attention to some main points, generally speaking, the main points are about the questions below: What is it about?Who is it about?What happened?When did it happen?Why did it happen?How did it happen?Step 3: ReadingAsk the students to open th

49、e book on Page 18, and read the letter on Page 18, try to find out information about the questions above.Who: Cindy -a grade 8 studentWhere: Beijing Sunshine Secondary SchoolWhat: move to a new school, have problems with her new schoolWhy: Dont know school very well, have no friends, do not know how

50、 to talk to her new friends.How: feel uncomfortable, nervous, always stay aloneAsk the students to underline the main points with the help of the table above.Step 4: RetellingAsk the students to retell the letter with the help of the key words on the blackboard.Step 5: ExerciseProvide one more readi

51、ng for the students to practice.On Blackboard: Unit 1 STUDY SKILLSWhat is it about?Who is it about?What happened?When did it happen?Why did it happen?How did it happen? Step 6: Homework:Preview the new words in main task. 教學(xué)反思： 總 課 題Unit 1 Friends總課時(shí)10第 9 課時(shí) 課 題 Main task 教學(xué)目標(biāo)a. Aims to knowledge:Vo

52、cabulary: bright, smiling, dark, fat, neat, pleasant, wearPhrases: dark brown, live next door, have a square face, smiling eyes, look really pretty and kind, wear a smile on ones face, work with childrenb. Aims to the abilities: To plan ideas for personal writing.To write a description of the appear

53、ance and personality of a friend.c. Aims to the emotion:To develop an understanding of the structure of the letter: introduction, main body and conclusion教學(xué)重點(diǎn)To plan ideas for personal writing.To writ, e a description of the appearance and personality of a friend教學(xué)難點(diǎn)To write a description of the app

54、earance and personality of a friend教學(xué)過程教 學(xué) 內(nèi) 容二次備課Step 1 RevisionT: Last lesson, we have learnt how to find the main points of a passage. We should get to know: What is it about? Who is it about? What happened? When did it happen? Why did it happen? How did it happen?Now we will learn how to describ

55、e a person.Step 2: PresentationAsk a student to stand beside the teachers desk. And ask 2-3 students to describe him/her.Teacher write some important words on the board.Step 3: ListeningT: Daniel wants to write about his best friend. Lets listen to the tape. Please pay attention to how he writes his article and answer these questions:1) Who is Daniels best friend? (Kate)2) Where does she live? (She lives next door to Daniel)3) What does she look like? (She is tall and slim. She has a square face and a long