8AUnit_1_Friends教案

1、初中英語8A牛津教程 Unit 1教案Unit 1 FriendsPeriod 1 Welcome to the unitAim: To revise vocabulary and expressions to describe people, at the same time, learn more new words and phrases.Teaching procedures:Step 1 PresentationT: Im very happy to be here and teach you English. First, let me introduce my

2、self.Ask two questions:(1) Can everyone be your friend?(2) How many friends do you have in our class?(3) When you choose a friend, how do you want he is like?Step 2 Listen and answerPlay the tape for Ss to listen and answerQ: (1) What food does Eddie give Hobo? (a cake, some milk) (2) What does Hobo

3、 want at last? (the pizza in Eddies bowl)Step 3 Read and answerRead after tape while thinking about the following questions:(1)    If you are Eddie, will you give the pizza to Hobo?(2)   What will you do?Act the dialogue out.Step 4 DiscussionT: Do you like Eddie or Hobo? Why

4、?How is your friend like?Ss discuss in groups of 4 and then report.Step 5 Choose and read1.       T: Lets look at some qualities of good friend. Please match the words with the questions.2.      Check the answer and read the questions and words

5、together.3.      Explain some important words. Step 6 Brain-stormingT: Do you have any other ideas of a good friend? Can you use some words to describe your best friend? Discuss in pairs and write down the word.23 Ss to reportStep 7 Tick and answerT: Which qualities do you t

6、hink are very important while others are not so important? Please tick them. Then report it to class.It is (very/quite/not) important for my friend to be+ adj. Step 8 SummarizeT: Today we have learned some important qualities about a good friend. It seem that we all think appearance is not so import

7、ant, but he should be helpful and honest. And I hope everyone can be like that and you will have more friends.Period 2 reading1Aim:To use different strategies to help students to understand the text;To learn how to use adjectives to describe peoples appearance and characteristics.Teaching procedures

8、:Step 1 Revision.1.      What are the most important qualities of a good friend?2.      What are the very important qualities of a good friend?3.      Whats your good friend like?Step 2 Presentation1.    &

9、#160;   T: I have a good friend. Do you want to know her? What do you want to know about her? 2.        Show a picture. Describe my good friend. Introduce some new expressions:As tall as; be willing to; have a good sense of humor; feel boredStep 3 Fast re

10、adingT: Teenagers magazine is holding a writing competition. Some students have written some entries for it. Please read and find out their main qualities.1-generous, helpful2-humorous (have a good sense of humor), funny3-true friend, kindStep 4 Read for details Complete the table after reading thei

11、r entries once more.NameBettyMaxMayAppearanceSlim, short hairTall, poor eyesight (wear glasses)Small, have straight, shoulder-length hair, pretty.PersonalityGenerousHelpfulHave a good sense of humorFunnyTrue, kindWhat does he/she do?Willing to share things with friendsReady to help people any time e

12、.g. Tell funny jokes and always make others laughLong legs do not fit under the school desks.Can keep a secretNever say a bad word about anyoneStep 5 Retell 1. T: So we have got a table about them. And you have known a lot about them. Can you say sth about them according to the information in the ta

13、ble. 2. Give Ss 3 minutes to prepare3. Ask 2-3 Ss to retell the three articles. Step 6 Brainstorming.1. T: Well, when we describe our friends, we also need to describe what he or she is like. What kind of words can we use? -Adjectives.Eyes, nose: big, smallFace: round, squareBody: thin, strong, slim

14、, fat, tall, shortHair: short, long, straight, circled, shoulder-length2. We can use so many useful words to describe people. Is there any difference in describing boys and girls? Can you give me any examples?(write down some words in the list on Page 7)Homework:1.      To w

15、rite 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)(for some weak students) To write a short passage, use any one on Page 4 as a model. They can replace some words in it if they cant write a new one.Period 3 reading 2Aim

16、:To learn some useful expressions and use them in different contextTo learn how to describe their friends .Teaching procedures:Step 1 RevisionT: We have learnt some words to describe your friends, can you introduce your friend to us? Others please guess who it is? Ask 3-4 Ss to read their articles.S

17、tep 2 Some more exercises1. T: Lets meet our old friends again. Mr Zhou has some problems in describing them. Can you help him finish his sentences? Do Exe B2 on P52. Find out their photos according to Mr Zhous description.3. Mr Zhou is writing some notes about them. Is he right?4. Voting Suppose yo

18、u are going to vote for the best friend among these three students, what is your choice? Why?Step 3 Voting in your own classDo you have such a good friend in you class, or around you? Please vote for him or her, and tell us your reason. (talk about qualities)Step 4 Language points1.T: now lets look

19、at some useful expressions in the passages.Give Ss some phrases for them to translate:與一樣苗條 as slim as樂于做某事 be willing to do sth.準(zhǔn)備好做某事 be ready to do sth.幫助我做家庭作業(yè) help me with my homework因?yàn)樘喙ぷ?because of too much work戴眼鏡 wear glasses有很好的幽默感 have a good sense of humour感到厭倦 feel bored使我笑 make me lau

20、gh走路經(jīng)過 walk past撞翻 knock over說某人壞話 say a bad word about sb.Read them together, and ask Ss to use some of them to make sentences.2. T: Do you have any problem in the passages?3. Answer any question Ss may haveStep 5 Practice1. Fill in the blanks with the right word      

21、   1. Thank you for giving me the information. You are so _(help).         2. He plays the piano well. His parents think hes very _(music).         3. Are you _(will) to sing us an English song?  

22、0;      4. Maybe he will grow into a successful _(sing).         5. Have you ever been to the sea village _(call) Mingshu ?         6. He has a _(wonder) friend Millie.2.Complete the sentence(1)

23、Max 很有幽默感.他講有趣的笑話,總使我發(fā)笑. Max _. He tells _and always _.(2) 當(dāng)我讀到你的廣告時(shí),我想起了我的好朋友May. I _ my great friend May when I _.(3) 她從不說任何人的壞話.She never _ about_. (4) 她總是幫我學(xué)英語.She always _ me _ English.(5) Jim是一個(gè)慷慨大方的人,他總是樂于助人.(6) Betty長大后想周游世界.3 . Correct the mistakes       &

24、#160;  1. My father has good sense of humour.          2. I never feel boring when I am with him.          3. My friend is a ture friend.          4. Lily wants

25、 us to help her skating.          5. The glasses make Max looks smart.Step 6 Conclusion Ask Ss to make a conclusion of what we have learned in this period.Homework:1.       Write a compos ion about his/her best friends.Finish

26、 off the exercises in Handbook Period 3.Period 4 Grammar1Teaching Aims: To use comparatives and superlatives to compare two or more people and things;Teaching procedures:Step1 Lead-in 1.T: We use adjectives to describe people and things. We can put it before a noun or after a linking verbs. Present

27、this by revising the three Ss appearance, trying to choose the adjectives to introduce them,then show them just like : a clever girl, an interesting story2. Present linking verbsStep2 Comparatives and superlatives1. If they are alike, how can we tell their difference? E.g. Millie has long hair, Sand

28、y has long hair, too. We can say Millie has longer hair than Sandy.(on Bb)Millie is slim. Sandy is slim, too.-Millie is slimmer than Sandy.(on Bb)(Show a lot of pictures to teach them the changing rules and drills), PartB2.Work out the rule When we compare two things, we use comparatives, and we put

29、 than _ the comparatives. When we compare more than three things, we can use superlatives, and we can put the _ the superlatives.3. A is taller than B. B is taller than C. So we can say A is the tallest of the three.(give more examples, make sure Ss can understand the difference between comparatives

30、 and superlatives) Step 4 Practice1. Ask Ss to compare their classmates, using comparatives and superlatives.2. Show them some pictures, asking them to compare them.3. Show them a table, asking them to compare the things in different ways.(PartB2)Step 5 Consolidation Finish off the exercisesStep6 Ho

31、meworkCompare things and make 5 sentences using comparatives and superlativesPeriod 5 Grammar2Teaching Aims:To compare two people or things using (not) as as.Teaching procedures: Step1 RevisionLook at the following table, compare the students, using tall, heavy, fast.Height(cm)Weight(kg)Swimming(sec

32、/50m)Simon1585034Peter1684932Sandy1606034Millie1504440Amy1504030I.                    Teaching and practicing (not) as + a. + as1. PresentationLook at Millie and Amy, who is taller? Millie is as tall as Am

33、y.Peter is taller than Simon. We can also say Simon is not as tall as peter.(use these sentences as model, try to lead out the meaning of (not) as tall asPractice more so that Ss know how to use than and (not) as as.2. Practice using than, the most, asas, not as as. AmyVery interesting not interesti

34、ng diving swimming hiking cycling skiing camping Very dangerous not dangeroushiking skiing cycling swimmingdiving campingT: 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

35、as skiing and swimming. (Ss 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.)3. Practise it in another way. Now can you understand another kind of diagram?(very interesting-, not interesting-)DivingSwimming, skiing

36、Hiking, campingCyclingAmy4. Act as Millie, Sandy, Daniel, and Simon. Just now, we know which outdoor activity Amy likes best, which she doesnt like.What about other students? Do you want to know their hobbies?(Show them the diagram on P11. Help them understand it and then talk about it in groups. Th

37、en ask them to practise as the four children)5. Talk about their own hobby.What about yourselves? Can you draw some stars in the table to tell us which you like best and which you dont like?(after they finish drawing) now I want sb. To tell us his or her hobbies. At the same time, the others listen

38、carefully and draw proper stars to show his or her hobbies.6. Finish the sentences on P11 and do other exercises (PPT)II.                 Hw.Design a diagram, including 5 outdoor activities they want to talk about, using

39、 stars to show which one is the most interesting and which one they are not interested in. Then write as least 4 sentences, using than, the most, asas, not as asPeriod 6 Integrated skillsAim: To get specific information from a listening material; To talk about a friend. To talk about future plansTea

40、ching procedures: I.                    Revision1. We have learnt a lot about different outdoor activities. What are they? (swimming, hiking, camping, diving, cycling, skiing) What do you like doing? What

41、would you like to do when you grow up?(Ask two pairs to talk about what they have learnt in the last lesson. The other students will listen to them and try to write down their answers in the proper boxes, e.g.)S1S2S3S4I likeI would like toIf they cant, teachers can give them an example (I like hikin

42、g 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 swimming. 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 m

43、ust 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.)2. Ask Ss to share their answers with each other to see if they have got the right ones.3. Ask Ss some questions about the table, e.g.: What does like doing? What would like

44、 to do in the future?II.                 Task I Millies future plans1. Just now, talked about their hobbies and their future plans. Its really interesting. Our friend Millie is also talking to Amy about her future plans.

45、 Can you find out what she would like to do in the future? You can listen to their conversation and put a tick in the correct boxes in the table.2. Listen to the tape again and check their answers. 3. Suppose you are Millie. A reporter from NJTV is interviewing you. Please make a dialogue with your

46、partner, talking about your future plan.4. Now you are quite familiar with Millies future plan. Please help her complete a letter.III.               Sandys future plans1. So Millie would like to be a social worker when she grows u

47、p. She is really kind and helpful. What about Sandy? What would Sandy like to do when she grows up? Does she also want to be a social worker? If not, whats her plan? Please listen to the tape and find it out.2. Listen to the tape again and help Sandy complete her letter.IV.    &#

48、160;         Speak up, talking about friends.1. Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer: ²       Whom are they talking about?²  

49、60;    What would Peter like to do in the future?2. Listen and repeat.3. Do you have any interesting pictures? Im sure you do. Would you like to take them out and share them with your partners? (Practice in pairs, talking about their appearance and their own plans, using some pictures

50、 of their family or their friends)V.                 HomeworkWrite at least 5 sentences to show what they like and what they would like to do in the future.Period7. Study skillsTeaching aims:Ø    

51、;    To find the main points of a passage in order to understand and memorize it more easily.Ø        To identify keywords in order to develop general understanding of a passage.Ø        To guess meaning a

52、nd generate mental pictures.Teaching procedures:Step1. Revision:Help the students to revise how to talk about their future plans.Ask: 1. Do you have any future plans?2. What are you going to do when you grow up?3. Why?4. What will you do to fulfill your aims?Ask some students to talk about it orally

53、 in class.Step2. lead- in1.Present the task today by playing a game.l        Divide the students in four groups, l        The teacher gives the first student a paper on which theres a story, ask the first student to read it carefu

54、lly and then pass the story on orally. l        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 conclusion, tel

55、l the students when we are reading , we should pay attention to some main points, generally speaking, the main points are about the questions below:l        What is it about?l        Who is it about?l     

56、   What happened?l        When did it happen?l        Why did it happen?l        How did it happen?Step3. Reading.Ask the students to open the book on page 14, and read the letter on pa

57、ge 14. try to find out information about the questions above.Who: Cindy-a grade 8 student Where: Bei jing 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 to talk to her new friends, How: feel unc

58、omfortable, nervous; always stay aloneAsk the students to underline the main points with the help of the table above.Step4. RetellingAsk the students to retell the letter with the help of the key words on the blackboard.Step5. Consolidation exercisesProvide one more reading for the students to pract

59、ise.Homework:l        Hand book: period Period 8 Main taskAim: To plan ideas for writing to learn the proper and easy ways to write something;to write a description of the appearance and personality of a friend.Teaching procedures:I.     &#

60、160;              RevisionIn this unit, we have learnt a lot about how to describe our best friends. Show three photos of Betty, Max and May. Ask some students to describe them. Revise some useful words and expressions. Ask: What aspec

61、ts can we talk about from when we talk about our best friends?Ø        Whats his/her name?Ø        Whats he/she like？Ø        Whats his/her quality of a good friend (personality)?&

62、#216;        What does he/she like doing?Ø        What would he/she like to do in the future?Please keep them in your mind. We will talk about them step by step.II.                 Brainstorming.1. When you want to talk about sth, what do you feel difficult to do? Proper words and phrases.So we need to gathe