2019-2020年八年級(jí)上冊(cè) Unit 1 Friends教案1 （新版）牛津版.doc

2019-2020年八年級(jí)上冊(cè) Unit 1 Friends教案1 （新版）牛津版Period：71Teaching aims and demands:a. Aims to knowledge:1. new words: nothing, honest, secret, special, believe, slim.2. phrases: something to drink, some more food, nothing else, keep secrets, make sb. Happy, share my joy, talk to sb. b. Aims to the abilities:To improve the students munication ability.c. Aims to the emotion: Teach students: A friend in need is a friend indeed.Key points and difficult points:To grasp the new word and the phrases.Teaching aids: A tape recorderTeaching methods: DiscussionTeaching procedures: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? 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 share 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 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.VI .On Blackboard:Clean and tidyCleverFriendlyFunnyGood-lookingHelpfulMusicalpolite Unit 1 Wele to the unit. Homework:1. Write 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?Teaching notesReading 1Period：72Teaching aims and demands:a. Aims to knowledge:1.To skim text for overall meaning and skim for details.2. To use adjectives to describe peoples appearance and characteristics. b. Aims to the abilities: To guess general meaning from keywords and context.c. Aims to the emotion: Teach students: What is the most important for a best friend.Key points and difficult points:To recognize the use of paratives and superlatives.Teaching aids: A tape recorderTeaching methods: Let the students guess the meaning of the words when they are reading.Teaching procedures:Step 1 Check homeworkAsk some students to e to the front and 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 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 Max 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.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.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 4: Asking and answeringRead the articles again.Divide the class into two groups. 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 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, fat, tall, shortHair: short, long, straight, circled, shoulder-length, black.T: When you write you can use them.Ask students to write an article using the words above. (words: about 50)Step 7: Exercise:Finish B1, B2, C1 and check the answers. VI .On Blackboard: Unit 1 ReadingNameBettyMaxMayAppearancePersonalityWhat does he/she do?. 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).Teaching notes Reading 2Period：73Teaching aims and demands:a. Aims to knowledge:Grasp these words and phrases:Slim, willing, ready, eyesight, smart, bored, fit, everyone, true, singer, wonderful, almost, poor, unhappy, joketellabout, as as, be willing to do sth, be ready to do sth, helpwith, give to, in need, travel around the world, grow up, a friend called, because of, make sb. do sth. b. Aims to the abilities: To use adjectives to describe peoples appearance and characteristics.c. Aims to the emotion:Help students to learn what kind of person should be his/her best friend.Key points and difficult points:1. Grasp the adjectives and use them.2. How to describe a person.Teaching aids: Teaching methods: 1. Let the students learn in a real situation. Describe the students in the class.2. Play a game: Describe and guess.Teaching procedures:Step 1 Check homeworkAsk students to read the articles(one student reads one paragraph)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 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 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 peting teams. Each team can work out a description for the other teams to guess. Give a score only for the first correct guess.VI .On Blackboard: Unit 1 Reading1. asas 2. be willing to do sth. 3. be ready to do sth. 4. grow up5. a friend called 6. because of 7. make sb. do sth. 8. shorter than. Homework:1. Write an article about his/her best friend.2. Bring some pictures.Teaching notesGrammarPeriod：74Teaching aims and demands:a. Aims to knowledge:1. To use an adjective before a noun or after a linking verb to describe someone/something.2. The rule of forming paratives and superlatives with adjectives.3. Some new words: cheerful, printer, better, worse, worst, test, dangerous, camping, activity.4. The change of form of adjectives.b. Aims to the abilities: To use paratives and superlatives to pare two or more people and things.c. Aims to the emotion: By teaching the survey, tell students what outdoor activities are dangerous and what are the most dangerous.Key points and difficult points:1. Grasp the rule of forming paratives and superlatives with adjectives.2. Learn how to use paratives and superlatives, asasTeaching aids: Some pictures.Teaching methods: PracticeTeaching procedures:Step 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 after 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.)Exercise: Translation:(1)我的堂兄非常忙。My cousin is very busy.（2）他的臉是方的。His face is square. / He has a square face.（3）我的媽媽現(xiàn)在看上去很開(kāi)心。My mother looks very happy now.（4）她的視力不好。Her eyesight is poor./she has poor eyesight.（5）我覺(jué)得這本書(shū)非常有趣。我非常感興趣。I think the book is very interesting. Im very interested in it.Finish Part A and ask students to read the sentences and check the answers.Step 3: paratives 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 her. 2. Ask students to make sentences like this.3. Work out the rule When we pare two things, we use paratives, and we put than _ the paratives.When we pare more than three things, we can use superlatives, and we can put the _ the superlatives.A is taller than B. B is taller than C. So we say A is the tallest of the three.Step 4: PracticeAsk students to pare the things or classmates in their class, using paratives and superlativesStep 5: DiscussionAsk students to read the table in Part B and work out the rules fo forming paratives and superlatives.Exercise: plete the tableAdjectiveparativeSuperlativefunnybetterhappiestMore interestinglargesmarterthinnest muchfarlittleVI .On Blackboard: Unit 1 GrammarMillie has longer hair than Sandy.Millie is slimmer than Sandy.A is taller than B. B is taller than C. So we say A is the tallest of the three. Homework:pare things and make 5 sentences using paratives and superlatives.Teaching notesIntegrated skillsPeriod：75Teaching aims and demands:a. Aims to knowledge:vocabulary: solve, future, bee, 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 abilities: 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?Key points and difficult points:Describe the future plans.Teaching aids: A tape recorderTeaching methods: Listen and practiceTeaching procedures:Step 1 ReviewCheck homework: Ask some students to e 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 in the last lesson. the other students will listen to them and try to write down their answers in the proper boxes.S1S2S3S4I likeI would like to 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 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 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: 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 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 interviewer 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 plete her letter.Finish A3 and check the answers.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?T: Pair workPractice: A: Whos .? B: He/She is A: What is he/she like?B: He/she isA: What does he/she want to be when she grows up?B: He/She wants to A: Why does he/she want to be ?B: Because he/sheVI .On Blackboard: Unit 1 INTEGRATED SKILLSA: Whos .?B: He/She is A: What is he/she like?B: He/she isA: What does he/she want to be when she grows up?B: He/She wants to A: Why does he/she want to be ?B: Because he/she. Homework:Write at least 5 sentences to show what they like and what they would like to do in the future.Teaching notesStudy skillsPeriod：76Teaching aims and demands: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 order to develop general understanding of a passage.Key points and difficult points:To identify key words in order to develop general understanding of a passage.Teaching aids: Some storiesTeaching methods: ReadingTeaching procedures:Step 1 Check homeworkAsk students to read the article about his/her future plans.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 theres 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 conclusion, 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 the 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 to talk to her new friends.How: feel unfortable, 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 reading for the students to practice.VI .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?. Homework:Preview the new words in main task.Teaching notesTaskPeriod：77Teaching aims and demands:a. Aims to knowledge:Vocabulary: 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 appearance and personality of a friend.c. Aims to the emotion:To develop an understanding of the structure of the letter: introduction, main body and conclusionKey points and difficult points:To plan ideas for personal writing.To write a description of the appearance and personality of a friend.Teaching aids: Teaching methods: WritingTeaching procedures: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 describe 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 nose. She has long hair)4) What is she like? (She is a very clever girl and she likes to help people)5) What would she like to be when she grows up? (She would like to be a teacher when she grows up)Step 4: ReadingRead the article again and look at the blackboard. Then tell me what more we should write.(Students own answers)T: The first paragraph of Daniels article is introduction (Say who your best friend is). The second and the third paragraph is main body (Describe his friends appearance and personality) The fourth paragraph is conclusion (Describe his friends future plans). We can write like this.Step 5: Group workDivide students into groups of four or five. Ask them to describe one of his/her group-mates. Then read the article and the other students guess who it is.VI .On Blackboard: Unit 1 MAIN TASK1) Who is Daniels best friend? 2) Where does she live? 3) What does she look like? 4) What is she like? 5) What would she like to be when she grows up?. Homework:Write a passage about their good friends.Teaching notes