8a unit 1 friends教学设计英文

1 / 37 8A Unit 1 Friends 教学设计英文 UNIToNE PARToNE:TEAcHINGDESIGN 第一部分：教学设计 UnitGoals Tolearnhowtouseadjectiveproperly Tolearntousecomparativestocomparetwopeopleortwothings,tousesuperlativestocomparethreeormorepeopleorthingsandtouse as+adjective+as tocomparepeopleorthings Tocollectinformationandorganizeideastodescribetheirfriends appearanceandpersonality Todeveloptheskillsoflookingformainpointsandkeywords Todevelopsomeideasaboutmakingfriends LANGUAGEPoINTSANDFocUS VocABULARy more,nothing,bowl,honest,secret,joy,special,sad,believe,magazine,good-looking,slim,willing,ready,singer,almost,eyesight,round,smart,bored,joke,fit,off,advertisement,everyone,true,thin,square,handsome,chee2 / 37 rful,printer,better,worse,worst,test,dangerous,camping,activity,solve,future,become,famous,sporty,agree,runner,reader,uncomfortable,miss,advice,bright,smiling,dark,fat,neat,pleasant,wear,climbing,exciting,correctly( 四会 )teenager,musical,sense,humor,vote,height,competition,cycling,skiing,diving,outdoor,editor,social,nervous,general,appearance( 三会 )generous,shoulder-length,hiking,secondary,ponytail(二会 )EXPRESSIoNS asas,giveseatsto,travelaroundtheworld,haspoor/goodeyesight,thinkof,keepasecret,sayabadwordabout,trytodosth.,tryone sbesttodosth.,feeluncomfortable,sitaloneSTRUcTURE Sheiswillingtosharethingswithherfriends. Hehasagoodsenseofhumour. Whensomethingworriesme,Icanalwaysgotoher. Ithinkswimmingisnotasinterestingascycling. Icanlistentopeople sproblemsandhelpthemsolvetheirproblems. IwillbehappyifIcanmakepeoplehappyagain. :comIcSTRIPES&WELcomEToTHEUNIT 3 / 37 TeachingGoals Torevisevocabularyandexpressionsusedtodescribepeople Toguessmeaningfromcontext Togenerateideas aboutpeople sappearanceandpersonalities Tocategorizeadjectivestodescribeimportantqualitiesofafriendaccordingtopersonalpreferences STEP1Brainstormingandfreediscussion Areyouhungrynow? Ifyouareveryhungry,whatcanyoudo?Whatareyougoingtodo? Doyouwanttohaveanythingtodrink,too?Whatwouldyouliketodrink? Ifyouarestillhungry,whatcanyoudo?(Havesomemorefood.) Ifthere snothingelseinthefridge,whatcanyoudo? STEP2Alisteningtask ? 1._is/ _ STEP3Reading 1)Readtheconversationafterthetape. 4 / 37 2)Explainthelanguagepointsbriefly. -Doyouwantsome?Doyouwantsomecake?Ihaveacake. -canIhavesomethingtodrink?Isthereanythinginthefridge? -Whatabout? -maybewecanshareit. 3)Havethestudentsreadtheconversationaloud. 4)Havethestudentsacttheconversationinpairs. STEP4Discussions ,youarehungry,?Whyorwhynot? ? ? STEP5Talkingaboutyourbestfriend mybestfriendinmyclassis_.He/Sheis_. (AskquestionsaccordingtothesentencesgivenonPage3.) Honest:Doyoubelievewhathe/shesays? keepsecrets:canyoutalktohim/heraboutanything? Sharemyjoy:Doyoutalktohim/herwhenyouarehappy? makemehappy:Doyoutalktohim/herwhenyouaresad? Helpful:Doyoutalktohim/herwhenyouhaveproblems. STEP6Qualitiesofagoodfriend 5 / 37 (Page3). : Agoodfriendcanmakeyouhappy. /shehelpsyousolveproblems. /shesays. /shesharesyoursadness,too. /hereverything. STEP6What simportant? iesare,her. ,wedon Ithinkitveryhelpfultogiveth Itisveryimportantformygoodfriendtobepolite. Itisquiteimportantformygoodfriendtobecleanandtidy. Itisnotimportantformygoodfriendtobegoodlooking. Itisveryimportantformygoodfriendto. Itisquiteimportantformygoodfriendto. Itisnotimportantformygoodfriendto.STEP7Homework ,thinkofotherqualitiesagoodfriendshouldhave. PERIoD2:READINGI 6 / 37 TeachingGoals Toguessgeneralmeaningsfromthekeywordsandco ntext Toskimtextforoverallmeaningsandscanfordetails Toidentifyspecificinformationaboutdifferentpeoplefromtheirfriends descriptions Touseadjectivestodescribepeople sappearanceandcharacteristics Torecognizetheuseofcomparativesandsuper latives TeachingProcedures STEP1Let stalkingaboutyourbestfriends ,buttheyareegories. ?He/sheis : STEP2Findingoutthekeywords “Inourtextbook,threestudentshaswritten(wrote)“(Betty,maxandmay) Readthepassages,andfindoutthekeywordsforeachofthepassages Bettyis_.maxis_.mayis_. 7 / 37 Betty max may Appearance Slim Shorthair Tall,pooreyesight Glasses smart Smallstraight, shoulder lengthhair pretty Person Generous,Helpful agoodsenseofhumour atruefriend Special Wantstobeasinger funny kind STEP3choosingthebestfriend 8 / 37 Betty snewfriend?(No,theyhavebeenfriendsforalongtime.) ?(Sheisasslimasthewriterandhasshorthair.) spersonalities?(Sheisgenerousandhelpful.) ?(Sheiswillingtosharethingswithherfriends.) ? ( Shealwaysgivesseattopeopleinneedonthebus.) ? (Shewantstobeasingerandtravelaroundtheworldwhenshegrowsup.) max ? (,roundglassesmakehimlooksmart.) ?(Becauseofworkingonthecomputertoomuchatnight.) (性格 )ofmax?maxhasagoodsenseofhumour.) ? ( alwaysmakesmelaugh.) slegsfitunderthedesks?Why?() ? (Becausemaxoftenknockstheirthingsoffthedeskswhenhew9 / 37 alkspasttheirdesks.) may ? (,) ?(mayisatruefriend.) ? (,) () Havethestudentsretellthepassages,lookingatthekeywordsontheblackboard. STEP5Whatmakesabestfriend? HavethestudentsfinishPartc1,onPage6. WhichpeoplewouldyouliketohaveasyourbestfriendsBetty,maxormay?Why? STEP7Homework ssignatureisneeded. PERIoD3:READINGII TeachingGoals Tofigureoutthestructureofeachpassage Tospeakoutthepassageintheirownwords,followingthes10 / 37 tructureofthepassages Toexplainthelanguagepointsinthepassages Todevelopagoodat titudetowardsfriends TeachingProcedures STEP1Readingthepassagestogether Helpstudentstorememberwhatwelearntlasttimebygettingthemtoreadthepassagestogetherloudly. STEP2Figuringoutwhateachparagraphisabout ,andatthesametimetogiveouttheirownreasons.(Thisisveryimportanthere,becauseitmaymakeiteasierforthestudentstounderstandthestructureofapassage,andthenrememberitmoreeasily.) asslimas Appearance haveshorthairbereadytobewillingtosharewith BettygeneroushelpfulHelpwithGiveseattop eopleinneedFuturePlanwanttobe,travelaroundtheworldPersonalityPersonalityAppearance Appearance,bewithsb. maxhumoroushaveagoodsenseofhumorSomethingspecialTellfunnyjokes; tfitunderthedeskWalkfastknockoff 11 / 37 Appearance Havestraight,shoulder-lengthhair Whensomethingworriesme, STEP3Explainingthesentences Explainthesentencesonebyoneandtalkaboutthelanguagepoints,bygivingmoreexamples. as SheisasslimasIam. /bereadytodosth. /wanttodo /Ihaveawonderfulfriendcalledmax. 5.becauseoftoomuchcomputerwork./becausehehastoomuchcomputerwork. 6.andtheymakehimlooksmart./they:theglasseslooksmart(adj.)/makemelaugh me./feelbored(adj.) 12 / 37 8.andtheydonotfitundertheschooldesks./ fitv. 9.whenhewalkspastthedesks,/pass&past off , STEP4Finishingtheexercises Getthestudentstofinishthefollowingexerciseswithoutlookingatthebooktocheckiftheyhavegraspthelanguagepointsorrememberthesentences. STEP5Sayingsomethingaboutmakingfriends It ? ? ? STEP6Homework ,followingthestructure. PERIoD4:VocABULARy TeachingGoals 13 / 37 Touseadjectivestodescribepeople sphysicalfeatures Touseadjectivestodescribegeneralappearanceofpeople Toselectandu seadjectivesthatareappropriatetodescribetheappearanceofboysandgirls Tomakeupmoresentencestalkingaboutone sappearance TeachingProcedures STEP1Aguessinggame /sheis?Inthisway,thestudents ,Iwillgivethemsomehints. STEP2Talkingaboutone sappearance Itisimportanttolearntodescribeone sappearance. Whenweseeaperson,wedon / sgeneralappearance? tall,short,strong,fat,thin,slim,tidy,clean,beautiful,good-looking,handsome,lovely,pretty,smart,lovely,cute ,weseldomus thin or fat totalkaboutpeople,becausetheysoundsimpolite,sometimesitmayhurtthatpeople. STEP3Boysorgirls? Someofthewordscanonlybeusedtotalkaboutboy, 14 / 37 Boys:good-looking,handsome,smart Girls:beautiful,good-looking,handsome,lovely,pretty,smart Itmustbe,itmeans havinganattractiveappearancewithlargestrongfeatures ,sometimesitmeans 端庄的 inchinese. But, beautiful and pretty , pretty isusedtomodifygirlswhoaresmallbutbeautiful. STEP4Talkingofsomethingspecialaboutone sappearance However,itisnotenoughthatwedescribepeople ,whenIsay myfriendisgood-looking ,doyouknowwhomIamtalkingabout? sfacialappearanceandlearntotalkaboutsomethingspecialaboutsomeone. stalkaboutone shairstyle. haveblackhairinaponytail/inbunches,wearsamodernhairstyle,havestraight,shoulder-lengthhair,withshort,straighthairontheforehead Second,let stalkaboutone sface. round,square,oval,small,big 15 / 37 Third,let stalkaboutone seye. havebig,brightandsmilingeyes,round,big,small,havepooreyesight,wears(small,round)glasses(withblackframes) Fourth,let stalkaboutone snose. big,small,flat,hooked Fifth,let stalkaboutone sear. big,small,lookliketwosmallfans Finally,let stalkaboutone smouth. bigsmall,wide Well,itmay Ithinkitisgoodwaytodescribethestudentsintheclass, Theywillsurelyhavefunthisway. STEP5Activity Now,wecaneasilywriteaboutsomeone ?Lettheothersguesswhohe/sheis?youneedtowriteatleast5sentences. STEP6Asummary Generalappearance:slim,thin,fat,strong,tall,short,beautiful,smart,good-looking,handsome,pretty,tidy,clean 16 / 37 Face:long,short,round,square Eyes:big,small,round,bright,smiling Nose:long,short,big,small Hair:black,darkbrown,long,short,shoulder-length,straight,ponytail STEP7Homework PERIoD5:GRAmmARI Teachingobjectives Tolearntouseanadjectivebeforeanounorafteralinkingverbtodescribesomeoneorsomething Tohelpstudentsunderstandthestructure“linkingverb+adjective” Tousecomparativestocomparetwopeopleorthings Tousesuperlativestocomparethree ormorepeopleorthings Togetstudentsfocusonhowtoformcomparativesandsuperlativeswithadjectives Tohelpstudentstohavesomegeneralideasaboutwhentousecomparativesandwhentousesuperlatives 17 / 37 TeachingProcedures STEP1Havingarevision Sam shairislongandblack. jimmyisatallboy.Sandyisaprettygirl. jimmyistall.Sandyispretty. Getyourstudentstoreadandcomparethesesentences. Theconclusion: GetthestudentstotalkaboutthesamplesentencesinPartAtocheckifwemaketherightconclusion. STEP2Beingfollowedbyadjectives Usually,?,thenwecanmakeaconclusionthattheverbisa linkingverb .Getthestudentstothinkofmoreexamples. Whenyougrowolder,youmayunderstandthis. Thedumplingssmellnice. Hedoesexercisestokeephealthy. Afteralongwalk,Ifelttired. Theflowersinthegardenlookbeautiful. (Theverb look canbeusedinotherstructures, Helookedatmeangrily. Inthisexample, look isnotusedasalinkingverb,soitismodifiednotbyanadject18 / 37 ivebutbyanadverb angrily .Thestructureisdifferentfrom Helookedangry ) yourwhitecoatgetsdirty. Heseemshappytoday. STEP3Talkingaboutthepictures Showtwopicturestothestudentsandgetoneortwostudentstotalkaboutthepictures. ,too.(Let ?)Samistaller. , Samisthetallest. (Imayusemorepairsofpictureslikethistotalkaboutit.) ,weusesuperlatives. STEP4Formingcomparativesandsuperlatives Askthestudents,doyouknowhowtoformcomparativesandsuperlatives. mostshortadjectives+-er/-estcold,kind,roundsmart Shortadjectivesendingine+-r/-stnice,fine,brave Shortadjectivesendinginaconsonant+y-y+-ier/-iest funny,lazy,pretty,easy,early Shortadjectivesendinginavowel+aconsonant slim,big,hot,fat,thin 19 / 37 +more/most beforelongadjectives important,helpful,polite,interesting,careful Replacetheirregularadjectiveswithnewwords good/well,better,best bad/ill/badly,worse,worst little,less,least much/many,more,most old,elder/older,eldest/eldestfar,farther/further,farthest/furthest GetthestudentstofinishPartB1onpage9. STEP5FinishingPartB2onpage10 ofthethree,ofall,in+anoun than the beforesuperlatives. Ifnecessary,Ithinktheteachersshouldgives STEP6Summary Weusuallyadd“ -er”“than”afterthecomparatives. comparetwopeopleandthings: Ais_B.(tall) Ais_B.(slim) Ais_B.(heavy) Thispencilcaseis_thatone.(nice) 20 / 37 Englishis_maths.(interesting). Ais_BatEnglish.(good) Weusuallyadd“ -est”toshortadjectivesanduse“most”“the”,weadd“in”or“of”structures. comparethreeormorethings: Samis_ofthethree.(tall) Thebagis_ofall.(heavy) Thegirlis_inourclass.(thin) Theweatherinkunmingis_inchina.(fine) Liyuchuanis_supergirlofthethree.(wonderful) comPARATIVE than much 可用来修饰比较级 SUPERLATIVE In+范围、项目 of+同 类的东西 Don tforget“the”STEP7Additionalexercises jimisvery_.Tomismuch_ _ofthethree.(tall) 21 / 37 Whois_,Danielormillie?(thin) LiLeiis_ _inhisclass.(early) Thisstoryis_thanthatone.(interesting) Thisfirstgirlisquite_.Thesecondoneis_ofall.(pretty) STEP8Homework Reviewwhatwehavelearnt. FinishofftheexercisesintheEvaluationHandbookandLearningEnglish. PERIoD6:GRAmmARII Teachingobjectives Toconsolidatetheusageofcomparativesandsuperlatives Tocontinuetotalkabouthowtocomparepeopleandthings Touse (not)asso/as tocomparepeopleorthings,whenpeopleorthingsare(not)thesameinsomeways TeachingProcedures STEP1Usingcomparatives Gettwopencils(oneisnew,theotherisused.) 22 / 37 Aisaslongasc. STEP2Talkingaboutthetable Sandy,too. millieisastallasSandy. , millieisnotastallasPeter. millieisshorterthanPeter. Encouragethestudentstomakemoresentences,using (not)asso/as themoresentences,thebetter. STEP3Fillingintheblanks Showthestudentsatableasfollowing. A B c D Age Height Weight 23 / 37 Running(50m) mathstest Englihtest chinesetest Askthestudentstowork,superlativesand (not)asso/as Tellthestudentsthatstarsshowhowinterestingtheactivityisandthetrianglesshowthathowdangeroustheactivityis. Getthestudentstotalkaboutmillie sopinionfirst. Hikingisasinterestingasskiing. Swimmingisnotasinterestingashiking. campingisnotasinterestingasswimming. Divingisnotasinterestingascamping. cyclingisnotasinterestingasdiving. Skiingisasdangerousasdiving. Swimmingisasdangerousascamping. Hikingisasdangerousascycling. cyclingisnotasdangerousasdiving. Hikingisnotasdangerousasswimming.ANDSooN. Givethestudents3minutestofinishtheexercisesinPartc1onpage15. 24 / 37 (Forweakerclasses,theteacherbetterexplainhowallthisworks. Forstrongerclasses,justletthestudentstodoitbythemselves.) checktheanswerstogether. Askthestudentstofillintheirowninformationandtalkaboutitingroups. STEP5Asummary Weuse (not)asso/as tocomparepeopleorthing,whentheyare(not)thesameinsomeways. STEP6Additionalexercises IthinkEnglishisas_(important)aschinese. Swimmingisas_(interesting)ascycling. Amyisnotas_(careful)asSimon. mathsisnotas_(difficult)asEnglish. 我 认 为 游 泳 不 如 徒 步 旅 游 有 趣 。Ithinkswimmingis_. 不仅滑雪而且骑自行车都没有潜水危险。 25 / 37 _skiing_cycling_diving. 我认为如果我们小心，所有户外活动都不危险。 I_aredangerousifweare_. STEP8Homework PERIoD7:INTEGRATEDSkILLS Teachingobjectives Tolistenforandidentifyspecificinformation Tounderstandthepeopleofhis/herfutureplanandfindoutwhytheywanttohavetheplan Torespondtowrittentextandinformationgotfromlistening Toselectproperi nformationordetails,toconsolidateinformationandcompletetwoletterstotheeditorofamagazine TeachingProcedures STEP1Showingsomepictures Showsomepicturesofsomefamouspersons, popular . ,especiallycelineDion. 26 / 37 Getthestudentstotalkabouttheirfutureplans,usingthefollowingsentences. Iwanttobea_whenIgrowup. Iwouldliketobeaspopularas_iswhenIgrowup. Ihopetobecomeafamous_and_inthefuture. ndoforthesociety. makeotherpeoplehappytravelaroundtheworld bekind/helpful/popularmakemoneytohelpmorepeople STEP2Listeningtothetape STEP3Readthepassage todoandwhymilliewantstobeasocialworker. Whatdoesmillietrytodo? Whydoesmilliewanttobeasocialworker? sproblems. Itisbecauseofmillie spersonality(kindandhelpful),Ithinkthismayhelptodevelopthestudents abilitytoorganizetheirspeechandwriting. 27 / 37 STEP4Listeningtothetape Say Sandy, AskthestudentstolistentothetapeandtickoutSandy sfutureplansinPartA1. Playthetapetwice,ifnecessary. HelpSandy STEP5Readthepassagetogether tionwhySandywantstobeasinger. WhydoesSandywanttobeasinger? dliketomakepeoplehappy. Getthestudentstofocusonthesesentencepatterns,ureplans. STEP6makingyourownfutureplans n. STEP7Findingouttheanswers Askthestudents, Doyouknowalotaboutyourpatternsfutureplans?Let ,let slistentothesampledialoguehere. Askthestudentstolistencarefullyandfindouttheanswers28 / 37 tothequestions. Whoaretheytalkingabout?(TheyaretalkingaboutPeter.) Howdoespeterlook?() WhatisPete