8AUnit_1_Friends教案

初中英语8A牛津教程 Unit 1Unit1FriendsPeriod1WelcometotheunitAim:Torevisevocabularyandexpressionstodescribepeople,atthesametime,learnmorenewwordsandphrases.Teachingprocedures:Step1PresentationT:I’mveryhappytobehereandteachyouEnglish.First,letmeintroducemyself.Asktwoquestions:(1)Caneveryonebeyourfriend?(2)Howmanyfriendsdoyouhaveinourclass?(3)Whenyouchooseafriend,howdoyouwantheislike?Step2ListenandanswerPlaythetapeforSstolistenandanswerQ:(1)WhatfooddoesEddiegiveHobo?(acake,somemilk)(2)WhatdoesHobowantatlast?(thepizzainEddie’sbowl)Step3ReadandanswerReadaftertapewhilethinkingaboutthefollowingquestions:(1)   IfyouareEddie,willyougivethepizzatoHobo?(2)  Whatwillyoudo?Actthedialogueout.Step4DiscussionT:DoyoulikeEddieorHobo?Why?Howisyourfriendlike?Ssdiscussingroupsof4andthenreport.Step5Chooseandread1.      T:Let’slookatsomequalitiesofgoodfriend.Pleasematchthewordswiththequestions.2.     Checktheanswerandreadthequestionsandwordstogether.3.     Explainsomeimportantwords.Step6Brain-stormingT:Doyouhaveanyotherideasofagoodfriend?Canyouusesomewordstodescribeyourbestfriend?Discussinpairsandwritedowntheword.2—3SstoreportStep7TickandanswerT:Whichqualitiesdoyouthinkareveryimportantwhileothersarenotsoimportant?Pleasetickthem.Thenreportittoclass.Itis(very/quite/not)importantformyfriendtobe+adj.Step8SummarizeT:Todaywehavelearnedsomeimportantqualitiesaboutagoodfriend.Itseemthatweallthinkappearanceisnotsoimportant,butheshouldbehelpfulandhonest.AndIhopeeveryonecanbelikethatandyouwillhavemorefriends.Period2reading1Aim:Tousedifferentstrategiestohelpstudentstounderstandthetext;Tolearnhowtouseadjectivestodescribepeople’sappearanceandcharacteristics.Teachingprocedures:Step1Revision.1.     Whatarethemostimportantqualitiesofagoodfriend?2.     Whataretheveryimportantqualitiesofagoodfriend?3.     What’syourgoodfriendlike?Step2Presentation1.       T:Ihaveagoodfriend.Doyouwanttoknowher?Whatdoyouwanttoknowabouther?2.       Showapicture.Describemygoodfriend.Introducesomenewexpressions:Astallas;bewillingto;haveagoodsenseofhumor;feelboredStep3FastreadingT:‘Teenagers’magazineisholdingawritingcompetition.Somestudentshavewrittensomeentriesforit.Pleasereadandfindouttheirmainqualities.1---generous,helpful2---humorous(haveagoodsenseofhumor),funny3---truefriend,kindStep4ReadfordetailsCompletethetableafterreadingtheirentriesoncemore. Name Betty Max May Appearance Slim,shorthair Tall,pooreyesight(wearglasses) Small,havestraight,shoulder-lengthhair,pretty. Personality GenerousHelpful HaveagoodsenseofhumorFunny True,kind Whatdoeshe/shedo? WillingtosharethingswithfriendsReadytohelppeopleanytimee.g.… TellfunnyjokesandalwaysmakeotherslaughLonglegsdonotfitundertheschooldesks.. CankeepasecretNeversayabadwordaboutanyoneStep5Retell1.T:Sowehavegotatableaboutthem.Andyouhaveknownalotaboutthem.Canyousaysthaboutthemaccordingtotheinformationinthetable.2.GiveSs3minutestoprepare3.Ask2-3Sstoretellthethreearticles.Step6Brainstorming.1.T:Well,whenwedescribeourfriends,wealsoneedtodescribewhatheorsheislike.Whatkindofwordscanweuse?---Adjectives.Eyes,nose:big,smallFace:round,squareBody:thin,strong,slim,fat,tall,shortHair:short,long,straight,circled,shoulder-length2.Wecanusesomanyusefulwordstodescribepeople.Isthereanydifferenceindescribingboysandgirls?Canyougivemeanyexamples?(writedownsomewordsinthelistonPage7)Homework:1.     Towriteaboutoneoftheirfriends.(inthenextclass,teacherscanreadsomeofthemandaskthewholeclasstoguesswhoshe/heis)(forsomeweakstudents)Towriteashortpassage,useanyoneonPage4asamodel.Theycanreplacesomewordsinitiftheycan’twriteanewone.Period3reading2Aim:TolearnsomeusefulexpressionsandusethemindifferentcontextTolearnhowtodescribetheirfriends.Teachingprocedures:Step1RevisionT:Wehavelearntsomewordstodescribeyourfriends,canyouintroduceyourfriendtous?Otherspleaseguesswhoitis?Ask3-4Sstoreadtheirarticles.Step2Somemoreexercises1.T:Let’smeetouroldfriendsagain.MrZhouhassomeproblemsindescribingthem.Canyouhelphimfinishhissentences?DoExeB2onP52.FindouttheirphotosaccordingtoMrZhou’sdescription.3.MrZhouiswritingsomenotesaboutthem.Isheright?4.VotingSupposeyouaregoingtovoteforthebestfriendamongthesethreestudents,whatisyourchoice?Why?Step3VotinginyourownclassDoyouhavesuchagoodfriendinyouclass,oraroundyou?Pleasevoteforhimorher,andtellusyourreason.(talkaboutqualities)Step4Languagepoints1.T:nowlet’slookatsomeusefulexpressionsinthepassages.GiveSssomephrasesforthemtotranslate:与…一样苗条asslimas乐于做某事bewillingtodosth.准备好做某事bereadytodosth.帮助我做家庭作业helpmewithmyhomework因为太多工作becauseoftoomuchwork戴眼镜wearglasses有很好的幽默感haveagoodsenseofhumour感到厌倦feelbored使我笑makemelaugh走路经过walkpast撞翻knockover说某人坏话sayabadwordaboutsb.Readthemtogether,andaskSstousesomeofthemtomakesentences.2.T:Doyouhaveanyprobleminthepassages?3.AnsweranyquestionSsmayhaveStep5Practice1.Fillintheblankswiththerightword•        1.Thankyouforgivingmetheinformation.Youareso________(help).•        2.Heplaysthepianowell.Hisparentsthinkhe’svery_______(music).•        3.Areyou_______(will)tosingusanEnglishsong?•        4.Maybehewillgrowintoasuccessful______(sing).•        5.Haveyoueverbeentotheseavillage______(call)Mingshu?•        6.Hehasa__________(wonder)friendMillie.2.Completethesentence(1)Max很有幽默感.他讲有趣的笑话,总使我发笑.Max______________________.Hetells_________andalways_____________.(2)当我读到你的广告时,我想起了我的好朋友May.I________mygreatfriendMaywhenI___________________.(3)她从不说任何人的坏话.Shenever______________about______.(4)她总是帮我学英语.Shealways______me_______English.(5)Jim是一个慷慨大方的人,他总是乐于助人.(6)Betty长大后想周游世界.3.Correctthemistakes•         1.Myfatherhasgoodsenseofhumour.•         2.IneverfeelboringwhenIamwithhim.•         3.Myfriendisaturefriend.•         4.Lilywantsustohelpherskating.•         5.TheglassesmakeMaxlookssmart.Step6ConclusionAskSstomakeaconclusionofwhatwehavelearnedinthisperiod.Homework:1.      Writeacomposionabouthis/herbestfriends.FinishofftheexercisesinHandbookPeriod3.Period4Grammar1TeachingAims:Tousecomparativesandsuperlativestocomparetwoormorepeopleandthings;Teachingprocedures:Step1Lead-in1.T:Weuseadjectivestodescribepeopleandthings.Wecanputitbeforeanounorafteralinkingverbs.PresentthisbyrevisingthethreeSs‘appearance,tryingtochoosetheadjectivestointroducethem,thenshowthemjustlike:aclevergirl,aninterestingstory2.PresentlinkingverbsStep2Comparativesandsuperlatives1.Iftheyarealike,howcanwetelltheirdifference?E.g.Milliehaslonghair,Sandyhaslonghair,too.Wecansay‘MilliehaslongerhairthanSandy.’(onBb)Millieisslim.Sandyisslim,too.---‘MillieisslimmerthanSandy.’(onBb)(Showalotofpicturestoteachthemthechangingrulesanddrills),PartB2.WorkouttheruleWhenwecomparetwothings,weusecomparatives,andweput‘than’_____thecomparatives.Whenwecomparemorethanthreethings,wecanusesuperlatives,andwecanput‘the’_____thesuperlatives.3.AistallerthanB.BistallerthanC.SowecansayAisthetallestofthethree.(givemoreexamples,makesureSscanunderstandthedifferencebetweencomparativesandsuperlatives)Step4Practice1.AskSstocomparetheirclassmates,usingcomparativesandsuperlatives.2.Showthemsomepictures,askingthemtocomparethem.3.Showthematable,askingthemtocomparethethingsindifferentways.(PartB2)Step5ConsolidationFinishofftheexercisesStep6HomeworkComparethingsandmake5sentencesusingcomparativesandsuperlativesPeriod5Grammar2TeachingAims:Tocomparetwopeopleorthingsusing‘(not)as…as’.Teachingprocedures:Step1RevisionLookatthefollowingtable,comparethestudents,using‘tall,heavy,fast’. Height(cm) Weight(kg) Swimming(sec/50m) Simon 158 50 34 Peter 168 49 32 Sandy 160 60 34 Millie 150 44 40 Amy 150 40 30I.                   Teachingandpracticing‘(not)as+a.+as’1.PresentationLookatMillieandAmy,whoistaller?MillieisastallasAmy.PeteristallerthanSimon.Wecanalsosay‘Simonisnotastallaspeter.’(usethesesentencesasmodel,trytoleadoutthemeaningof‘(not)astallas’PracticemoresothatSsknowhowtouse‘…than’and‘(not)as…as’.2.Practiceusing‘…than’,‘themost…’,‘as…as’,‘notas…as’.AmyVeryinterestingnotinterestingdivingswimminghikingcyclingskiingcampingVerydangerousnotdangeroushikingskiingcyclingswimmingdivingcampingT:Amythinksdivingisthemostinterestingoutdooractivity.It’smoreinterestingthanswimmingandhiking.Hikingisasinterestingascamping.Buttheyarenotasinterestingasskiingandswimming….(Ssrepeataftertheteacherfirst,andthenpractiseinhalves.Aftertheycandoitquitewellingroups,askthemtopractiseinpairs.)3.Practiseitinanotherway.Nowcanyouunderstandanotherkindofdiagram?(veryinteresting--★★★★★,notinteresting--★) Diving Swimming,skiing Hiking,camping Cycling Amy ★★★★★ ★★★★ ★★★ ★4.ActasMillie,Sandy,Daniel,andSimon.Justnow,weknowwhichoutdooractivityAmylikesbest,whichshedoesn’tlike.Whataboutotherstudents?Doyouwanttoknowtheirhobbies?(ShowthemthediagramonP11.Helpthemunderstanditandthentalkaboutitingroups.Thenaskthemtopractiseasthefourchildren)5.Talkabouttheirownhobby.Whataboutyourselves?Canyoudrawsomestarsinthetabletotelluswhichyoulikebestandwhichyoudon’tlike?(aftertheyfinishdrawing)nowIwantsb.Totellushisorherhobbies.Atthesametime,theotherslistencarefullyanddrawproperstarstoshowhisorherhobbies.6.FinishthesentencesonP11anddootherexercises()II.                Hw.Designadiagram,including5outdooractivitiestheywanttotalkabout,usingstarstoshowwhichoneisthemostinterestingandwhichonetheyarenotinterestedin.Thenwriteasleast4sentences,using‘…than’,‘themost…’,‘as…as’,‘notas…as’Period6IntegratedskillsAim:Togetspecificinformationfromalisteningmaterial;Totalkaboutafriend.TotalkaboutfutureplansTeachingprocedures:I.                   Revision1.Wehavelearntalotaboutdifferentoutdooractivities.Whatarethey?(swimming,hiking,camping,diving,cycling,skiing…)Whatdoyoulikedoing?Whatwouldyouliketodowhenyougrowup?(Asktwopairstotalkaboutwhattheyhavelearntinthelastlesson.Theotherstudentswilllistentothemandtrytowritedowntheiranswersintheproperboxes,e.g.) S1 S2 S3 S4 Ilike… Iwouldliketo… Iftheycan’t,teacherscangivethemanexample(IlikehikingbestbecauseIthinkitisveryinterestingandit’sgoodforourhealth.Ialsolikeswimminganddiving.ButIamnotgoodatswimming.SoIdarenottoswimordiveinthewater.Inthefuture,Iwouldliketohaveaswimminglessonandtrytodiveinthesea.Idon’tlikecyclingatall.ButImustrideabikeeveryday,orIwillhavetospendtoomuchtimeonbuses.IwouldliketodriveacarinthefutureifIcan.)2.AskSstosharetheiranswerswitheachothertoseeiftheyhavegottherightones.3.AskSssomequestionsaboutthetable,e.g.:Whatdoes…likedoing?Whatwould…liketodointhefuture?II.                TaskIMillie’sfutureplans1.Justnow,…talkedabouttheirhobbiesandtheirfutureplans.It’sreallyinteresting.OurfriendMillieisalsotalkingtoAmyaboutherfutureplans.Canyoufindoutwhatshewouldliketodointhefuture?Youcanlistentotheirconversationandputatickinthecorrectboxesinthetable.2.Listentothetapeagainandchecktheiranswers.3.SupposeyouareMillie.AreporterfromNJTVisinterviewingyou.Pleasemakeadialoguewithyourpartner,talkingaboutyourfutureplan.4.NowyouarequitefamiliarwithMillie’sfutureplan.Pleasehelphercompletealetter.III.              Sandy’sfutureplans1.SoMilliewouldliketobeasocialworkerwhenshegrowsup.Sheisreallykindandhelpful.WhataboutSandy?WhatwouldSandyliketodowhenshegrowsup?Doesshealsowanttobeasocialworker?Ifnot,what’sherplan?Pleaselistentothetapeandfinditout.2.ListentothetapeagainandhelpSandycompleteherletter.IV.             Speakup,talkingaboutfriends.1.SandyisshowingHelensomepicturesofherfriends.Doyouknowwhattheyaretalkingabout?Pleaselistenandanswer:      Whomaretheytalkingabout?      WhatwouldPeterliketodointhefuture?2.Listenandrepeat.3.Doyouhaveanyinterestingpictures?I’msureyoudo.Wouldyouliketotakethemoutandsharethemwithyourpartners?(Practiceinpairs,talkingabouttheirappearanceandtheirownplans,usingsomepicturesoftheirfamilyortheirfriends)V.                HomeworkWriteatleast5sentencestoshowwhattheylikeandwhattheywouldliketodointhefuture.Period7.StudyskillsTeachingaims:       Tofindthemainpointsofapassageinordertounderstandandmemorizeitmoreeasily.       Toidentifykeywordsinordertodevelopgeneralunderstandingofapassage.       Toguessmeaningandgeneratementalpictures.Teachingprocedures:Step1.Revision:Helpthestudentstorevisehowtotalkabouttheirfutureplans.Ask:1.Doyouhaveanyfutureplans?2.Whatareyougoingtodowhenyougrowup?3.Why?4.Whatwillyoudotofulfillyouraims?Asksomestudentstotalkaboutitorallyinclass.Step2.lead-in1.Presentthetasktodaybyplayingagame.       Dividethestudentsinfourgroups,       Theteachergivesthefirststudentapaperonwhichthere’sastory,askthefirststudenttoreaditcarefullyandthenpassthestoryonorally.       Atlastaskthelaststudenttotellthestorythathegettothewholeclass,andthentheteacherwillreadthestorytoclass,askthemtofindoutthedifferencesbetweenthetwostories.2.Makeaconclusion,tellthestudentswhenwearereading,weshouldpayattentiontosomemainpoints,generallyspeaking,themainpointsareaboutthequestionsbelow:       Whatisitabout?       Whoisitabout?       Whathappened?       Whendidithappen?       Whydidithappen?       Howdidithappen?Step3.Reading.Askthestudentstoopenthebookonpage14,andreadtheletteronpage14.trytofindoutinformationaboutthequestionsabove.Who:Cindy---agrade8studentWhere:BeijingSunshineSecondarySchoolWhat:movetoanewschool,haveproblemswithhernewschoolWhy:Don’tknowschoolverywell,havenofriends,donotknowhowtotalktohernewfriends,How:feeluncomfortable,nervous;alwaysstayaloneAskthestudentstounderlinethemainpointswiththehelpofthetableabove.Step4.RetellingAskthestudentstoretelltheletterwiththehelpofthekeywordsontheblackboard.Step5.ConsolidationexercisesProvideonemorereadingforthestudentstopractise.Homework:       Handbook:periodPeriod8MaintaskAim:Toplanideasforwritingtolearntheproperandeasywaystowritesomething;towriteadescriptionoftheappearanceandpersonalityofafriend.Teachingprocedures:I.                   RevisionInthisunit,wehavelearntalotabouthowtodescribeourbestfriends.ShowthreephotosofBetty,MaxandMay.Asksomestudentstodescribethem.Revisesomeusefulwordsandexpressions.Ask:Whataspectscanwetalkaboutfromwhenwetalkaboutourbestfriends?       What’shis/hername?       What’she/shelike？       What’shis/herqualityofagoodfriend(personality)?       Whatdoeshe/shelikedoing?       Whatwouldhe/sheliketodointhefuture?Pleasekeeptheminyourmind.Wewilltalkaboutthemstepbystep.II.                Brainstorming.1.Whenyouwanttotalkaboutsth,whatdoyoufeeldifficulttodo?Properwordsandphrases.Soweneedtogatherenoughwordsaboutsth.whenwewanttotalkaboutit.Howmanywordsdoyouknowthatwecanusetodescribeourfriends?Let’sdoitingroups.Pleaseshowusyouarethebest.Afterit,TcollectstheirwordsontheBbanddecidewhichgroupisthewinner.2.GothroughthewordsinthetableonP15.3.ReadthepassageonP16quicklyandfindoutsomeinformationaboutDaniel’sbestfriend4.Groupwork.Findouttheusefulwordsabouthowtodescribethebestfriends(eg.tall,slim;square,long;bright,smiling;pretty,kink;clever,help,happy)III.              PhrasesandsentencesNowwehavethesewords.Isitenoughtowriteapassage?No.Sowestillneedsomephrasesandsentencesstructures.TrytofindthephrasesandsentencesDanielusedinhispassage.IV.Paragraphs1.ElicitOK.I’mgoingtowriteaboutmygoodfriend.…ismybestfriend.……(putthesephrasesandsentencestogetherrandomly)(askfortheiropinionaboutthis‘passage’)Sothestructureofapassageisveryimportant.2.AskSstofindoutthestructureofthepassagebythemselves.Tcanhelpthemwhenneeded.Introduction—Body(appearance—personalityandability)—Conclusion(hobbiesandfutureplans)IV.             Gobacktothebeginningofthisclass.Havewelearnthowtowriteabouttheseinthisunit?Canyourememberwhatwetalkedaboutatthebeginningofthisclass?       What’shis/hername?       What’she/shelike？       What’shis/herqualityofagoodfriend(personality)?       Whatdoeshe/shelikedoing?       Whatwouldhe/sheliketodointhefuture?Areyoureadytowriteaboutyourgoodfriends?Let’shaveatry.(Theycantalkaboutsbintheclassingroupsfirst.Inthisway,theweakstudentswillknowwhattowriteandhowtowriteit.)V.                WritingandcheckingAftertheyfinishwriting,usesomeoftheirpassagesasamodel.Showthemtothewholeclassandasktheotherstudentstofindoutthegoodpointsineachpassage.Aftertalkingaboutsomepassages,askthemtorewritetheirpassagestomakethembetter.VI.             Hw.Writeapassageabouttheirgoodfriends.