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2019-2020年八年級(jí)上冊(cè) Unit 1 Friends教案1 （新版）牛津版 Period：7－1 Teaching 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 recorder Teaching methods: Discussion Teaching procedures: Step 1 Lead-in Ask: Who is Eddie? (He’s Millie’s pet dog) Who is Hobo? (He is Eddie’s 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 practising Listen to the tape recorder twice and try to practise the dialogue. The more, the better. Step 4: discussion 1. 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 tidy Clever Friendly Funny Good-looking Helpful Musical polite Unit 1 Wele to the unit Ⅶ. 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 notes Reading 1 Period：7－2 Teaching aims and demands: a. Aims to knowledge: 1.To skim text for overall meaning and skim for details. 2. To use adjectives to describe people’s 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 recorder Teaching methods: Let the students guess the meaning of the words when they are reading. Teaching procedures: Step 1 Check homework Ask some students to e to the front and read the sentences. Step 2: Reading and answering T: 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 don’t 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. Name Betty Max May Appearance Slim, short hair Tall, poor eyesight (wear glasses) Small, have straight, shoulder-length hair, pretty. Personality Generous Helpful Have a good sense of humor Funny True, kind What does he/she do? Willing to share things with friends Ready to help people any time e.g. … Tell funny jokes and always make others laugh Long legs do not fit under the school desks.. Can keep a secret Never say a bad word about anyone Step 4: Asking and answering Read 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 prepare 3. 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, small Face: round, square Body: thin, strong, slim, fat, tall, short Hair: 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 Reading Name Betty Max May Appearance Personality What does he/she do? Ⅶ. 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 2 Period：7－3 Teaching 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, joke tell…about…, as …as…, be willing to do sth, be ready to do sth, help…with…, 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 people’s 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 homework Ask students to read the articles(one student reads one paragraph) Step 2: Retelling Divide the class into three groups. Each group read one article. Then close the books and try to retell. Step 3: Practice Ask 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: Exercise Make sentences with them: 1. as…as… 2. be willing to do sth. 3. be ready to do sth. 4. grow up 5. a friend called 6. because of 7. make sb. do sth. 8. shorter than Step 5: Discussion T: We’ve 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: Game Divide 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 Reading 1. as…as… 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 Ⅶ. Homework: 1. Write an article about his/her best friend.. 2. Bring some pictures. Teaching notes Grammar Period：7－4 Teaching 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, as…as… Teaching aids: Some pictures. Teaching methods: Practice Teaching procedures: Step 1 Check homework Ask students to read the articles and ask them pay attention to the use of adjectives. Step 2: Lead-in 1. 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）我覺得這本書非常有趣。我非常感興趣。I think the book is very interesting. I’m very interested in it. Finish Part A and ask students to read the sentences and check the answers. Step 3: paratives and superlatives 1. 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: Practice Ask students to pare the things or classmates in their class, using paratives and superlatives Step 5: Discussion Ask students to read the table in Part B and work out the rules fo forming paratives and superlatives. Exercise: plete the table Adjective parative Superlative funny better happiest More interesting large smarter thinnest much far little VI .On Blackboard: Unit 1 Grammar Millie 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. Ⅶ. Homework: pare things and make 5 sentences using paratives and superlatives. Teaching notes Integrated skills Period：7－5 Teaching aims and demands: a. Aims to knowledge: vocabulary: solve, future, bee, famous, sporty, agree, runner pharases: solve problems, make friends, try to be kind to people, try one’s 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 recorder Teaching methods: Listen and practice Teaching procedures: Step 1 Review Check homework: Ask some students to e to the front and read the diagram. Step 2: Lead-in T: 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. S1 S2 S3 S4 I like… I would like to… Example: I like hiking best because I think it is very interesting and it’s 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 don’t 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: Practice Talk 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 worker’ Step 4: Presentation T: Millie also has some future plans. she is now talking to her friend Amy about them. Let’s listen to the tape and find out what her future plans are. First let’s 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 work T: 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? Let’s listen to the tape and help Sandy plete her letter. Finish A3 and check the answers. Step 7: Practice T: 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 work Practice: A: Who’s ….? B: He/She is … A: What is he/she like? B: He/she is… A: 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… VI .On Blackboard: Unit 1 INTEGRATED SKILLS A: Who’s ….? B: He/She is … A: What is he/she like? B: He/she is… A: 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… Ⅶ. Homework: Write at least 5 sentences to show what they like and what they would like to do in the future. Teaching notes Study skills Period：7－6 Teaching 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 stories Teaching methods: Reading Teaching procedures: Step 1 Check homework Ask 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-in 1. Present the task by playing a game. ◆ Divide the students in four groups. ◆ The teacher gives the first student a paper on which there’s 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: Reading Ask 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 student Where: Beijing Sunshine Secondary School What: move to a new school, have problems with her new school Why: Don’t know school very well, have no friends, do not know how to talk to her new friends. How: feel unfortable, nervous, always stay alone Ask the students to underline the main points with the help of the table above. Step 4: Retelling Ask the students to retell the letter with the help of the key words on the blackboard. Step 5: Exercise Provide one more reading for the students to practice. VI .On Blackboard: Unit 1 STUDY SKILLS What is it about? Who is it about? What happened? When did it happen? Why did it happen? How did it happen? Ⅶ. Homework: Preview the new words in main task. Teaching notes Task Period：7－7 Teaching aims and demands: a. Aims to knowledge: Vocabulary: bright, smiling, dark, fat, neat, pleasant, wear Phrases: dark brown, live next door, have a square face, smiling eyes, look really pretty and kind, wear a smile on one’s face, work with children b. 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 conclusion Key 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: Writing Teaching procedures: Step 1 Revision T: 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: Presentation Ask a student to stand beside the teacher’s desk. And ask 2-3 students to describe him/her. Teacher write some important words on the board. Step 3: Listening T: Daniel wants to write about his best friend. Let’s listen to the tape. Please pay attention to how he writes his article and answer these questions: 1) Who is Daniel’s 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: Reading Read the article again and look at the blackboard. Then tell me what more we should write. (Students’ own answers) T: The first paragraph of Daniel’s article is introduction (Say who your best friend is). The second and the third paragraph is main body (Describe his friend’s appearance and personality) The fourth paragraph is conclusion (Describe his friend’s future plans). We can write like this. Step 5: Group work Divide 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 TASK 1) Who is Daniel’s 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? Ⅶ. Homework: Write a passage about their good friends. Teaching notes