8A Unit 1 教案.doc

8A Unit 1 The 6th periodGrammar (2)Teaching objectives :1. To use comparatives and superlatives to compare people/things 2. To compare two people/things ,using (not) as + adjective + asEmphasis and difficulties :1. Use comparatives and superlatives to compare people/things 2. compare two people/things ,using (not) as + adjective + asTeaching steps :1.Review how to form comparatives and superlatives orally. 2.Then ask students to do some exercises. Ask them to write the comparatives and superlatives with the adjectives. heavy fat, important nice bad thin3. Go through the rules about comparatives and superlatives with students. Then ask them to turn to Page 14 and complete Work out the rule. 4. Elicit the rules from students. We put than after the comparatives. We put the before the superlatives. 5.Ask students to complete the sentences .1) Jane is _ (tall) than Amy. 2) Carl is _ (heavy) than Jack. 3) I am _ (fat) child in my family. 4) This story is _(interesting) than that one. 6. Explain that Daniel wants to know more about his classmates before he writes to his online friends. Ask students to read it carefully and talk about the information in pairs. e.g., How tall is Millie? What about Sandy? 7. Then elicit the sentence structure: Sandy is taller than Millie. Peter is the tallest of the six students. Then ask students to talk about the table like this. 8. Ask students to look at Part B2 on Page 14, read the profile carefully and help Daniel complete the sentences . 9. Show the profile of Daniels classmates again. Ask students to read it more carefully and try to find some same points among the students. 10. Encourage students to make more similar sentences. e.g. Amy is as heavy as Kitty.11.Ask students to look at two other pictures and make sentences using as as. 12.Encourage students to elicit rules from these sentences. Then explain that we can use as + adjective + as to compare people/things. Then add not to the two sentences. 13.Make a conclusion that we use not as + adjective + as to compare people/things. It means people or things are not the same in some ways. 14. Show some pictures of different outdoor activities and teach the names of these outdoor activities. 15. Discuss with students about any other outdoor activities they know. 16. Then complete the conversation according to the table with (not) asas. 17. Do some exercises .Homework :The 7 th period Integrated skillsTeaching aims：1.To get specific information from a listening material2.To talk about a friend.3.To talk about future plans.Emphasis and difficulties :1. Get specific information from a listening material2. Talk about future plans Teaching steps :Step1 Lead-in1. Teach some new words.2.Watch a video,ask Ss:Who is the man?What is he talking about?etc.3.Ask Ss:What do you want to be when you grow up? Why do you want to be a-?4.Practise the dialogue in pairs.5.Ask Ss:Do you know what I wanted to be when I was your age?Then Ss guess it.Step2 Presentation1.Tell Ss: 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.2.Play the tape,ask Ss to do Part A1 on Page16.Then check the answers.3.Ask Ss to do Part A2 with the information in Part A1. Then check the answers.4. Tell Ss: Sandy wants to write to Mr Zhou about her future plans.And now she is talking to Kitty. What would Sandy like to do when she grows up? Lets listen to the tape and try to answer some questions.5. Listen to the tape again and help Sandy complete her letter in Part A3. Check the answers.Step3 Practice1.Tell Ss:Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer: (1)Who is the boy on the left?(2)What is he like?(3)Does he run fast?(4)What would he like to be when he grows up?2.Listen and read.3.Make a dialogue and act it out in pairs.Step4 ExercisesStep5 Homework: The 8th period Study skillsTeaching objectives1. To find the main points of a passage in order to understand and memorize it more easily2. To identify keywords in order to develop general understanding of a passage3. To guess meaning and generate mental picturesEmphasis and difficulties :1. Find the main points of a passage 2. Identify keywords in order to develop general understanding of a passageTeaching steps :1. Ask students what they want to find out when they read a passage. Write What is it about? on the board and try to elicit the other questions listed on the page. Underline the Wh- words.2. Read the questions on the page together with the students and explain that answering these questions will help them find the main points or ideas in a passage. Tell students that not all the words in a passage are important and they should always look for keywords.3. Read the letter to the whole class. Then ask some open questions, e.g., Who is Cindy? Why is Cindy unhappy? What is Cindys problem? Elicit a list of the details which describe Cindy and her problems. Explain difficult or unfamiliar words.4. Briefly explain to students that they can understand information more quickly if they identify main points and keywords first. IAsk students to study the questions for one minute, then close their books and say them to their partners to check if they have memorized them. 5. Ask students to read the letter carefully and underline the main points on their own s. Divide the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.6. Now ask students to read the letter again and circle the other keywords using a pencil. 7. Tell students to read the main points and keywords again, and answer the Wh- questions. 8. Do some exercises.Homework :The 9th period Main task Teaching objectives:1.To plan ideas for personal writing.2.To use suitable adjectives to describe peoples appearance, personality and abilities.3.To give some advice about how to make friends.Emphasis and difficulties :1. Write an article about a friend 2. Give advice about how to make friends .Teaching steps:Step I. Presentation1.Present some photos of Yao Ming to the Ss, let them use suitable adjectives to describe his appearance, personality and abilities.appearancehandsome tall and strong a square face a long nose short and black hair bright and smiling eyes wear a smile personalitykind helpful generous pleasant ability ( abilities )clever harding-working2. Make a list of words that we can use to describe people.Face: long, short, round, squareEyes: big, small, round, bright, smilingNose: long, short, big, smallHair: black, dark brown, long, short, should-lengthGeneral slim, thin,fat,strong,tall,short,beautiful,smart,appearance: good-looking,handsome,pretty,neat,sportyPersonality: friendly,kind,polite,happy,honest,helpfulAbilities: smart, clever, hard-working, musical3. Encourage the Ss to say something about Yao Ming according to some photos, then give them a sample writing to read.appearance personality abilityStep II. Listening1. Play the tape for the Ss to listen and answer one question : What does Kate want to be when she grows up? 2. Then play the tape for the second time. Remind theSs to pay attention to the adjectives used in the article to describe Kates appearance and personality.3. Finally let the Ss fill in the blanks with suitable words.Step III. Practice1. Let the Ss talk about their best friends. First, let them work in pairs. Then ask some individual students to say out.Face Nose Eyes Hair General appearance2. Have a discussion: 3. Give the Ss some advice about making friends. A friend in need is a friend indeed.患难朋友才是真正的朋友。 Homework :The 10th periodCheckout Teaching objectives 1. To assess students understanding and correct use of adjectives, comparatives and superlatives in a new context. 2. To assess students ability to transfer information from graphical presentation into writing. 3. To assess students understanding of a range of adjectives and set phrases to describe peoples appearance and personalities Emphasis and difficulties :1. Revise the comparatives and superlatives .2. Describe peoples appearance and personalities . Teaching steps :1. Tell students that they will be able to check their use of adjectives, comparatives and superlatives in the structures they have learned earlier in the unit by doing Part A. 2. Ask students to read through the table and complete the conversation. 3. For stronger classes, ask students to correct themselves, or divide the class into pairs. Students correct each others work and write the score in the paw. 4. Tell students that they nee