江苏省仪征市月塘中学八年级英语《Unit1 My friends》同步练习（无答案） 人教新目标版.doc

江苏省仪征市月塘中学八年级英语unit1 my friends同步练习（无答案） 人教新目标版period 1: comic stripes & welcome to the unitteaching goals to revise vocabulary and expressions used to describe people to guess meaning from context to generate ideas about peoples appearance and personalities to categorize adjectives to describe important qualities of a friend according to personal preferencesteaching procedures step 1 brainstorming and free discussionare you hungry now?if you are very hungry, what can you do? what are you going to do?do you want to have anything to drink, too? what would you like to drink?if you are still hungry, what can you do? (have some more food.)if theres nothing else in the fridge, what can you do?step 2 a listening tasklisten to the conversation between eddie and hobo. can you find out the answers to these questions?1._ is / are hungry. a. eddieb. hobo c. eddie and hobo2. hobo wants to share the _ with eddie.a. cakeb. milkc. pizzastep 3 reading1) read the conversation after the tape.2) explain the language points briefly.-do you want some?do you want some cake? i have a cake.-can i have something to drink?is there anything in the fridge?- what about ?have some more food. have too much food. have enough food-maybe we can share it.3) have the students read the conversation aloud.4) have the students act the conversation in pairs.step 4 discussionsa. if you were eddie, you are hungry, too. do you want to share your pizza with hobo? why or why not?b. do you think eddie is a good friend?c. what do you think should do? step 5 talking about your best friendmy best friend in my class is _.he / she is _.(ask questions according to the sentences given on page 3.)honest: do you believe what he / she says?keep secrets: can you talk to him / her about anything?share my joy:do you talk to him / her when you are happy?make me happy: do you talk to him / her when you are sad?helpful: do you talk to him/her when you have problems. step 6 qualities of a good friend a. have the students finish part a (page 3).b. check the answers in class. c. get the students to make a summary as the following:a good friend can make you happy. a good friend should be helpful. he/she helps you solve problems. a good friend should be honest. you always believe what he/ she says. a good friend shares your joy. he/she shares your sadness, too. a good friend should keep secrets. you can tell him / her everything. d. showing the qualities of a good friend.step 6 whats important?a. a good friend may have lots of qualities. it is also very important for us to figure out what the most important qualities are, because the students may need these to tell about good friends. these will definitely help the students a lot in making friends with each other. b. have the students finish the table in groups of four. i think it is important to get the students to discuss it before we come to any conclusion. or simply, we dont need any conclusions here. the thing that matters is that they start to think about this on their own.i think it very helpful to give the students the sentence patterns before they start to talk about this topic. the sentence patterns are listed as follows. it is very important for my good friend to be polite. it is quite important for my good friend to be clean and tidy. it is not important for my good friend to be good looking.it is very important for my good friend to.it is quite important for my good friend to. it is not important for my good friend to.step 7 homeworka. read the comic stripes and try to remember it. try your best to act it out. b. try to read your notes about the qualities of good friends. if possible, think of other qualities a good friend should have. c. finish off the exercises in the evaluation handbook and learning english. period 2: reading iteaching goals to guess general meanings from the key words and context to skim text for overall meanings and scan for details to identify specific information about different people from their friends descriptions to use adjectives to describe peoples appearance and characteristics to recognize the use of comparatives and superlativesteaching proceduresstep 1 lets talking about your best friendsget the students to talk about their friends. they may just say a few words or some very short sentences, but they are encouraged to speak out what they have already learned to describe a person. then classify some of the words they used on the blackboard in different categories. 1. who is your best friend in your class? he / she is 2. classify the words into the following parts:appearancepersonalityabilityfuture plan3. get the students to read the words on the blackboard together. step 2 finding out the key words “in our textbook, three students has written (wrote) about their friends for a competition. can your find their names as quickly as possible. “(betty, max and may) read the passages, and find out the key words for each of the passages新课标 第一网betty is _.max is _.may is _.bettymaxmayappearanceslimshort hairtall, poor eyesightglasses smartsmall straight, shoulder length hairprettypersongenerous , helpfula good sense of humoura true friendspecialwants to be a singerfunnykindstep 3 choosing the best friendhave the students finish the exercises on page 5. check the answers in pairs. or check the answers in class.step 4 detailed study of the passagesread the passages one paragraph after another. ask students questions and help them take down the key phrases. betty1. is betty the writers new friend? (no, they have been friends for a long time.)2. what does betty look like? (she is as slim as the writer and has short hair. )3. what are bettys personalities? (she is generous and helpful.) 4. how can we know she is generous? (she is willing to share things with her friends.)5. how can we know she is helpful? (she is ready to help people any time. she helps writer with her homework. she always gives seat to people in need on the bus. )6. what does betty want to do when she grows up? (she wants to be a singer and travel around the world when she grows up. )max1.what is max like? (he is very tall- almost 1.75metres. his small, round glasses make him look smart.)2.why does he have poor eyesight?(because of working on the computer too much at night.)3. what is the characteristic (性格) of max? max has a good sense of humour.)4. why does the writer say so? (the writer never feels bored or unhappy when he is with max. he tells funny jokes and always makes me laugh. )5. do maxs legs fit under the desks? why? (no. because his legs are very long.) 6. why does the writer think max is funny? (because max often knocks their things off the desks when he walks past their desks.) may1. what is may like? (she is shorter than the writer and is very small. she has straight, shoulder-length hair. everyone thinks she is pretty. )2. what kind of friend is may? (may is a true friend. )3. why does the write think may is a true friend?(a. she can keep a secret. when something worries the writer, he can always go to her. the writer can tell may anything. )(b. she is kind. she never says a bad word about anyone.)have the students retell the passages, looking at the keywords on the blackboard.step 5 what makes a best friend?have the students finish part c1, on page 6. check the answers in pairs. orcheck the answers in class.step 6 discussionwhich people would you like to have as your best friends betty, max or may? why? step 7 homework1. read after the tape five times. your parents signature is needed. 2. finish the exercises in the evaluation handbook and learning english.period 3: reading iiteaching goals to figure out the structure of each passage to speak out the passage in their own words, following the structure of the passages to explain the language points in the passages to develop a good attitude towards friendsteaching proceduresstep 1 reading the passages togetherhelp students to remember what we learnt last time by getting them to read the passages together loudly. step 2 figuring out what each paragraph is abouthelp the students to figure out what each paragraph is about. it is important to encourage the students to speak out their ideas, and at the same time to give out their own reasons. (this is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.)as slim asappearance have short hairbe willing to sharewith be ready to betty personalitypersonalityappearancehelp withgeneroushelpfulgive seat to people in needwant to be , travel around the worldfuture planthe tallestalmost 1.75 meterstallappearancehave poor eyesightbecause of working on the computer too muchmake sb. look smartwear glassesnever feel bored or unhappy, be with sb. max humoroushave a good sense of humorpersonalitytell funny jokes; make sb. happythey dont fit under the desklong legssomething special walk fast knockofffunnyeveryone thinks she is pretty.very smallshorter than i amappearancehave straight, shoulder-length hairwhen something worries me, i can go to her. personality maykeep a secreti can tell her anything. a true friendkindnever say a bad word about anyonestep 3 explaining the sentencesexplain the sentences one by one and talk about the language points, by giving more examples. 1. as as she is as slim as i am.she is as tall as i am. i am as tall as she is.i run as fast as she does. she runs as fast as i do.i drove as quickly as she did. she drove as quickly as i did.i am driving as carefully as she is. she is driving as carefully as i am.i can run as fast as she can. she can run as fast as i can.2. be willing to do sth. / be ready to do sth.3. want to be / want to do 4. i have a wonderful friend named max. / i have a wonderful friend called max.5. because of too much computer work. / because he has too much computer work.6. and they make him look smart. / they: the glasses look smart (adj.) / make sb. do sth./ make me laugh7. i never feel bored or unhappy when he is with me./ feel bored (adj.)8. and they do not fit under the school desks./ fitv.9. when he walks past the desks, / pass & past10. knock off11. think of 12. everyone thinks she is pretty.13. when something worries me, 14. say a bad word about anyone.step 4 finishing the exercisesget the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences. step 5 saying something about making friendsits the time for the student to say something about making friends. they are going to be motivated to think about the following questions.a. what kind of people can be your best friend? b. what kind of personality do you hope your best friends to have?c. what do you think is the most important thing between two friends?step 6 homeworka. recite the three passages fluently. b. tell your parents about your best friend at school. c. write about your best friend, following the structure. period 4: vocabularyteaching goals to use adjectives to describe peoples physical features to use adjectives to describe general appearance of people to select and use adjectives that are appropriate to describe the appearance of boys and girls to make up more sentences talking about ones appearanceteaching proceduresstep 1 a guessing gametake an exercise book to the classroom. tell the students that one of them has done well in yesterdays homework. can you guess who he/she is?in this way, the students attention is drawn to describing a person. they will surely get the right person. if not, i will give them some hints. step 2 talking about ones appearanceit is important to learn to describe ones appearance. when we see a person, we dont pay attention to his facial appearance at the first sight. we can only tell his/her general appearance. can you think of words that talk about ones general appearance? tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cute here we should pay attention to some of the words. for example, we seldom us thin or fat to talk about people, because they sounds impolite, sometimes it may hurt that people. step 3 boys or girls?some of the words can only be used to talk about boy, while some only with girls. so it is also very important to make it clear. a. have the students finish part b in two or three minutes.b. discuss the answers with the students. make sure they feel confident in using these words. boys: good-looking, handsome, smartgirls: beautiful, good-looking, handsome, lovely, pretty, smart it must be stated very clear that handsome can not only go with boys but also with girls. but when it describes girls, it means having an attractive appearance with large strong features, sometimes it means 端庄的 in chinese. but, beautiful and pretty are not the same. usually, pretty is used to modify girls who are small but beautiful. step 4 talking of something special about ones appearancehowever, it is not enough that we describe peoples general appearance. for example, when i say my friend is good-looking, do you know whom i am talking about? no. so it is really important for us to learn to describe ones facial appearance and learn to talk about something special about someone. first. lets talk about ones hairstyle. have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the foreheadsecond, lets talk about ones face. round, square, oval, small, bigthird, lets talk about ones eye.have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames)fourth, lets talk about ones nose.big, small, flat, hookedfifth, lets talk about ones ear.big, small, look like two small fansfinally, lets talk about one s mouth. big small, widewell, it may seem a little bit boring if we only name and write the words on the blackboard. so it is important for me to do something to take control of the class.i think it is good way to describe the students in the class, as i am teaching the words. the students will be well-motivated to describe the students around them. they will surely have fun this way. step 5 activitynow, we can easily write about someones appearance. can your write about one of your classmates? let the others guess who he /she is? you need to write at least 5 sentences. give the students 5-6 minutes to write the passage. get some of the students to read aloud step 6 a summarymake a general summary. read the words on the blackboard. general appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, cleanface: long, short, round, squareeyes: big, small, round, bright, smilingnose: long, short, big, smallhair: black, dark brown, long, short, shoulder-length, straight, ponytailstep 7 homeworka. read and learn these words by heart. b. write about one of your best friends. c. finish off the exercises in the evaluation handbook and learning english. period 5: grammar iteaching objectives to learn to use an adjective before a noun or after a linking verb to describe someone or something to help students understand the structure “linking verb+ adjective” to use comparatives to compare two people or things to use superlatives to compare three or more people or things to get students focus on how to form comparatives and superlatives with adjectives to help students to have some general ideas about when to use comparatives and when to use superlativesteaching proceduresstep 1 having a revisionsam has a square face. jude has long and black hair. sams face is square. judes hair is long and black. jimmy is a tall boy. sandy is a pretty girl . jimmy is tall. sandy is pretty. get your students to read and compare these sentences.the conclusion: we can use adjectives to describe someone or something. we can put and adjective before a noun or after a linking verb. get the students to talk about the sample sentences in part a to check if we make the right conclusion. step 2 being followed by adjectivesusually, verbs are followed by adverbs. but they can be followed by adjectives. why? because they are different kind of verbs. if a verb can be followed by an adjective, then we can make a conclusion that the verb is a linking verb. get the students to think of more examples. when you grow older, you may understand this. spring is here. trees turn green. the dumplings smell nice. he does exercises to keep healthy. after a long walk, i felt tired. the flowers in the garden look beautiful.(the verb look can be used in other structures, he looked at me angrily. in this example, look is not used as a linking verb, so it is modified not by an adjective but by an adverb angrily. the structure is different from he looked angry)your white coat gets dirty. he seems happy today. step 3 talking about the picturesshow two pictures to th