江苏省仪征市月塘中学八年级英语《Unit1Myfriends》同步练习(无答案)人教新目标

1、江苏省仪征市月塘中学八年级英语UnitlMyfriends同步练习(无答案)人教新目标版PERIOD1:COMICSTRIPES&WELCOMETOTHEUNITTeachingGoals Torevisevocabularyandexpressionsusedtodescribepeople Toguessmeaningfromcontext Togenerateideasaboutpeople'sappearanceandpersonalities Tocategorizeadjectivestodescribeimportantqualitiesofafriendacco

2、rdingtopersonalpreferencesTeachingProceduresSTEP1BrainstormingandfreediscussionAreyouhungrynow?Ifyouareveryhungry,whatcanyoudo?Whatareyougoingtodo?Doyouwanttohaveanythingtodrink,too?Whatwouldyouliketodrink?Ifyouarestillhungry,whatcanyoudo?(Havesomemorefood.)Ifthere'snothingelseinthefridge,whatca

3、nyoudo?STEP2AlisteningtaskListentotheconversationbetweenEddieandHobo.Canyoufindouttheanswerstothesequestions?1.is/arehungry.A.EddieB.HoboC.EddieandHobo2.HobowantstosharethewithEddie.A.cakeB.milkC.pizzaSTEP3Reading1) Readtheconversationafterthetape.2) Explainthelanguagepointsbriefly.-Doyouwantsome?Do

4、youwantsomecake?Ihaveacake.-CanIhavesomethingtodrink?Isthereanythinginthefridge?-Whatabout,?Havesomemorefood.Havetoomuchfood.Haveenoughfood-Maybewecanshareit.3) Havethestudentsreadtheconversationaloud.4) Havethestudentsacttheconversationinpairs.STEP4Discussionsa. IfyouwereEddie,youarehungry,too.Doyo

5、uwanttoshareyourpizzawithHobo?Whyorwhynot?b. DoyouthinkEddieisagoodfriend?c. Whatdoyouthinkshoulddo?STEP5TalkingaboutyourbestfriendMybestfriendinmyclassis.He/Sheis.(AskquestionsaccordingtothesentencesgivenonPage3.)Honest:Doyoubelievewhathe/shesays?Keepsecrets:Canyoutalktohim/heraboutanything?Sharemy

6、joy:Doyoutalktohim/herwhenyouarehappy?Makemehappy:Doyoutalktohim/herwhenyouaresad?Helpful:Doyoutalktohim/herwhenyouhaveproblems.STEP6Qualitiesofagoodfrienda. HavethestudentsfinishPartA(Page3).b. Checktheanswersinclass.c. Getthestudentstomakeasummaryasthefollowing:Agoodfriendcanmakeyouhappy.Agoodfrie

7、ndshouldbehelpful.He/shehelpsyousolveproblems.Agoodfriendshouldbehonest.Youalwaysbelievewhathe/shesays.Agoodfriendsharesyourjoy.He/shesharesyoursadness,too.Agoodfriendshouldkeepsecrets.Youcantellhim/hereverything.d. showingthequalitiesofagoodfriend.STEP6What'simportant?a. Agoodfriendmayhavelotso

8、fqualities.Itisalsoveryimportantforustofigureoutwhatthemostimportantqualitiesare,becausethestudentsmayneedthesetotellaboutgoodfriends.Thesewilldefinitelyhelpthestudentsalotinmakingfriendswitheachother.b. Havethestudentsfinishthetableingroupsoffour.Ithinkitisimportanttogetthestudentstodiscussitbefore

9、wecometoanyconclusion.Orsimply,wedon'tneedanyconclusionshere.Thethingthatmattersisthattheystarttothinkaboutthisontheirown.Ithinkitveryhelpfultogivethestudentsthesentencepatternsbeforetheystarttotalkaboutthistopic.Thesentencepatternsarelistedasfollows.Itisveryimportantformygoodfriendtobepolite.It

10、isquiteimportantformygoodfriendtobecleanandtidy.Itisnotimportantformygoodfriendtobegoodlooking.Itisveryimportantformygoodfriendto,.Itisquiteimportantformygoodfriendto,.Itisnotimportantformygoodfriendto,.STEP7Homeworka. Readthecomicstripesandtrytorememberit.Tryyourbesttoactitout.b. Trytoreadyournotes

11、aboutthequalitiesofgoodfriends.Ifpossible,thinkofotherqualitiesagoodfriendshouldhave.c. FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD2:READINGITeachingGoals Toguessgeneralmeaningsfromthekeywordsandcontext Toskimtextforoverallmeaningsandscanfordetails Toidentifyspecificinforma

12、tionaboutdifferentpeoplefromtheirfriends'descriptions Touseadjectivestodescribepeople'sappearanceandcharacteristics TorecognizetheuseofcomparativesandsuperlativesTeachingProceduresSTEP1Let'stalkingaboutyourbestfriendsGetthestudentstotalkabouttheirfriends.Theymayjustsayafewwordsorsomevery

13、shortsentences,buttheyareencouragedtospeakoutwhattheyhavealreadylearnedtodescribeaperson.Thenclassifysomeofthewordstheyusedontheblackboardindifferentcategories.1.Whoisyourbestfriendinyourclass?He/sheis,STEP2Findingoutthekeywords“Inourtextbook,threestudentshaswritten(wrote)abouttheirfriendsforacompet

14、ition.Canyourfindtheirnamesasquicklyaspossible."(Betty,MaxandMay)Readthepassages,andfindoutthekeywordsforeachofthepassages新课标第一网Bettyis.Maxis.Mayis.BettyMaxMayAppearanceSlimShorthairTall,pooreyesightGlasses-smartSmallstraight,shoulder-lengthhairprettyPersonGenerous,Helpfulagoodsenseofhumouratru

15、efriendSpecialWantstobeasingerfunnyKindSTEP3ChoosingthebestfriendHavethestudentsfinishtheexercisesonpage5.Checktheanswersinpairs.OrChecktheanswersinclass.STEP4DetailedstudyofthepassagesReadthepassagesoneparagraphafteranother.Askstudentsquestionsandhelpthemtakedownthekeyphrases.Betty1. IsBettythewrit

16、er'snewfriend?(No,theyhavebeenfriendsforalongtime.)2. WhatdoesBettylooklike?(Sheisasslimasthewriterandhasshorthair.)3. WhatareBetty'spersonalities?(Sheisgenerousandhelpful.)4. Howcanweknowsheisgenerous?(Sheiswillingtosharethingswithherfriends.)5. Howcanweknowsheishelpful?(Sheisreadytohelppeo

17、pleanytime.Shehelpswriterwithherhomework.Shealwaysgivesseattopeopleinneedonthebus.)6. WhatdoesBettywanttodowhenshegrowsup?(Shewantstobeasingerandtravelaroundtheworldwhenshegrowsup.)MaxI.WhatisMaxlike?(Heisverytall-almost1.75metres.Hissmall,roundglassesmakehimlooksmart.)2.Whydoeshehavepooreyesight?(B

18、ecauseofworkingonthecomputertoomuchatnight.)3. Whatisthecharacteristic(性格)ofMax?Maxhasagoodsenseofhumour.)4. Whydoesthewritersayso?(ThewriterneverfeelsboredorunhappywhenheiswithMax.Hetellsfunnyjokesandalwaysmakesmelaugh.)5. DoMax'slegsfitunderthedesks?Why?(No.Becausehislegsareverylong.)6. Whydoe

19、sthewriterthinkMaxisfunny?(Because Max often knocks their things desks.)May1. What is May like?(She is shorter than the writer and is very hair. Everyone thinks she is pretty .)2. What kind of friend is May? (May is a3. Why does the write think May is a true friend?(a. She can keep a secret . When s

20、omething her. The writer can tell May anything .)(b. She is kind . She never says a bad wordoff the desks when he walks past theirsmall. She has straight, shoulder-length true friend.)worries the writer, he can always go toabout anyone.)Havethestudentsretellthepassages,lookingatthekeywordsontheblack

21、board.STEP5Whatmakesabestfriend?HavethestudentsfinishPartC1,onPage6.Checktheanswersinpairs.OrChecktheanswersinclass.STEP6DiscussionWhichpeoplewouldyouliketohaveasyourbestfriendsBetty,MaxorMay?Why?STEP7Homework1. Readafterthetapefivetimes.Yourparent'ssignatureisneeded.2. FinishtheexercisesintheEv

22、aluationHandbookandLearningEnglish.PERIOD3:READINGIITeachingGoals Tofigureoutthestructureofeachpassage Tospeakoutthepassageintheirownwords,followingthestructureofthepassages Toexplainthelanguagepointsinthepassages TodevelopagoodattitudetowardsfriendsTeachingProceduresSTEP1ReadingthepassagestogetherH

23、elpstudentstorememberwhatwelearntlasttimebygettingthemtoreadthepassagestogetherloudly.STEP2FiguringoutwhateachparagraphisaboutHelpthestudentstofigureoutwhateachparagraphisabout.Itisimportanttoencouragethestudentstospeakouttheirideas,andatthesametimetogiveouttheirownreasons.(Thisisveryimportanthere,b

24、ecauseitmaymakeiteasierforthestudentstounderstandthestructureofapassage,andthenrememberitmoreeasily.)BettyAppearanceAppeonanceMaxAppearanceshorter than I am very smallEveryone thinks she is pretty.Have straight, shoulder-length hairSTEP3ExplainingthesentencesExplainthesentencesonebyoneandtalkaboutth

25、elanguagepoints,bygivingmoreexamples.1. as,as,SheisasslimasIam.SheisastallasIam.Iamastallassheis.Irunasfastasshedoes.SherunsasfastasIdo._Idroveasquicklyasshedid.ShedroveasquicklyasIdid.Iamdrivingascarefullyassheis.SheisdrivingascarefullyasIam.Icanrunasfastasshecan.ShecanrunasfastasIcan.2. bewillingt

26、odosth./bereadytodosth.3. wanttobe,/wanttodo,4. IhaveawonderfulfriendnamedMax./IhaveawonderfulfriendcalledMax.5. ,becauseoftoomuchcomputerwork./,becausehehastoomuchcomputerwork.6. ,andtheymakehimlooksmart./they:theglasseslooksmart(adj.)/makesb.dosth./makemelaugh7. Ineverfeelboredorunhappywhenheiswit

27、hme./feelbored(adj.)8. ,andtheydonotfitundertheschooldesks./fitv.9. ,whenhewalkspastthedesks,/pass&past10. knock,off11. thinkof,12. Everyonethinkssheispretty.13. Whensomethingworriesme,14. sayabadwordaboutanyone.STEP4FinishingtheexercisesGetthestudentstofinishthefollowingexerciseswithoutlookinga

28、tthebooktocheckiftheyhavegraspthelanguagepointsorrememberthesentences.STEP5SayingsomethingaboutmakingfriendsIt'sthetimeforthestudenttosaysomethingaboutmakingfriends.Theyaregoingtobemotivatedtothinkaboutthefollowingquestions.a. Whatkindofpeoplecanbeyourbestfriend?b. Whatkindofpersonalitydoyouhope

29、yourbestfriendstohave?c. Whatdoyouthinkisthemostimportantthingbetweentwofriends?STEP6Homeworka. Recitethethreepassagesfluently.b. Tellyourparentsaboutyourbestfriendatschool.c. Writeaboutyourbestfriend,followingthestructure.PERIOD4:VOCABULARYTeachingGoals Touseadjectivestodescribepeople'sphysical

30、features Touseadjectivestodescribegeneralappearanceofpeople Toselectanduseadjectivesthatareappropriatetodescribetheappearanceofboysandgirls Tomakeupmoresentencestalkingaboutone'sappearanceTeachingProceduresSTEP1AguessinggameTakeanexercisebooktotheclassroom.Tellthestudentsthatoneofthemhasdonewell

31、inyesterday'shomework.Canyouguesswhohe/sheis?Inthisway,thestudents'attentionisdrawntodescribingaperson.Theywillsurelygettherightperson.Ifnot,Iwillgivethemsomehints.STEP2Talkingaboutone'sappearanceItisimportanttolearntodescribeone'sappearance.Whenweseeaperson,wedon'tpayattentionto

32、hisfacialappearanceatthefirstsight.Wecanonlytellhis/hergeneralappearance.Canyouthinkofwordsthattalkaboutone'sgeneralappearance?tall,short,strong,fat,thin,slim,tidy,clean,beautiful,good-looking,handsome,lovely,pretty,smart,lovely,cuteHereweshouldpayattentiontosomeofthewords.Forexample,weseldomus&

33、#39;thin'or'fat'totalkaboutpeople,becausetheysoundsimpolite,sometimesitmayhurtthatpeople.STEP3Boysorgirls?Someofthewordscanonlybeusedtotalkaboutboy,whilesomeonlywithgirls.Soitisalsoveryimportanttomakeitclear.a. HavethestudentsfinishPartBintwoorthreeminutes.b. Discusstheanswerswiththestud

34、ents.Makesuretheyfeelconfidentinusingthesewords.Boys:good-looking,handsome,smartGirls:beautiful,good-looking,handsome,lovely,pretty,smartItmustbestatedveryclearthathandsomecannotonlygowithboysbutalsowithgirls.Butwhenitdescribesgirls,itmeans'havinganattractiveappearancewithlargestrongfeatures'

35、;,sometimesitmeans'端庄的'inChinese.But,'beautiful'and'pretty'arenotthesame.Usually,'pretty'isusedtomodifygirlswhoaresmallbutbeautiful.STEP4Talkingofsomethingspecialaboutone'sappearanceHowever,itisnotenoughthatwedescribepeople'sgeneralappearance.Forexample,whenIs

36、ay'Myfriendisgood-looking',doyouknowwhomIamtalkingabout?No.Soitisreallyimportantforustolearntodescribeone'sfacialappearanceandlearntotalkaboutsomethingspecialaboutsomeone.First.Let'stalkaboutone'shairstyle.haveblackhairinaponytail/inbunches,wearsamodernhairstyle,havestraight,shou

37、lder-lengthhair,withshort,straighthairontheforeheadSecond,let'stalkaboutone'sface.round,square,oval,small,bigThird,let'stalkaboutone'seye.havebig,brightandsmilingeyes,round,big,small,havepooreyesight,wears(small,round)glasses(withblackframes)Fourth,let'stalkaboutone'snose.big

38、,small,flat,hookedFifth,let'stalkaboutone'sear.big,small,lookliketwosmallfansFinally,letstalkaboutonesmouth.bigsmall,wideWell,itmayseemalittlebitboringifweonlynameandwritethewordsontheblackboard.Soitisimportantformetodosomethingtotakecontroloftheclass.Ithinkitisgoodwaytodescribethestudentsin

39、theclass,asIamteachingthewords.Thestudentswillbewell-motivatedtodescribethestudentsaroundthem.Theywillsurelyhavefunthisway.STEP5ActivityNow,wecaneasilywriteaboutsomeone'sappearance.Canyourwriteaboutoneofyourclassmates?Lettheothersguesswhohe/sheis?Youneedtowriteatleast5sentences.Givethestudents5-

40、6minutestowritethepassage.GetsomeofthestudentstoreadaloudSTEP6AsummaryMakeageneralsummary.Readthewordsontheblackboard.Generalappearance:slim,thin,fat,strong,tall,short,beautiful,smart,good-looking,handsome,pretty,tidy,cleanFace:long,short,round,squareEyes:big,small,round,bright,smilingNose:long,shor

41、t,big,smallHair:black,darkbrown,long,short,shoulder-length,straight,ponytailSTEP7Homeworka. Readandlearnthesewordsbyheart.b. Writeaboutoneofyourbestfriends.c. FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD5:GRAMMARITeachingObjectives Tolearntouseanadjectivebeforeanounorafteral

42、inkingverbtodescribesomeoneorsomething Tohelpstudentsunderstandthestructurealinkingverb+adjective” Tousecomparativestocomparetwopeopleorthings Tousesuperlativestocomparethreeormorepeopleorthings Togetstudentsfocusonhowtoformcomparativesandsuperlativeswithadjectives Tohelpstudentstohavesomegeneralide

43、asaboutwhentousecomparativesandwhentousesuperlativesTeachingProceduresSTEP1HavingarevisionSamhasasquareface.Judehaslongandblackhair.Samsfaceissquare.Jude'shairislongandblack.Jimmyisatallboy.Sandyisaprettygirl.Jimmyistall.Sandyispretty.Getyourstudentstoreadandcomparethesesentences.Theconclusion:W

44、ecanuseadjectivestodescribesomeoneorsomething.Wecanputandadjectivebeforeanounorafteralinkingverb.GetthestudentstotalkaboutthesamplesentencesinPartAtocheckifwemaketherightconclusion.STEP2BeingfollowedbyadjectivesUsually,verbsarefollowedbyadverbs.Buttheycanbefollowedbyadjectives.Why?Becausetheyarediff

45、erentkindofverbs.Ifaverbcanbefollowedbyanadjective,thenwecanmakeaconclusionthattheverbisa'.linkingverb'.Getthestudentstothinkofmoreexamples.Whenyougrowolder,youmayunderstandthis.Springishere.Treesturngreen.Thedumplingssmellnice.Hedoesexercisestokeephealthy.Afteralongwalk,Ifelttired.Theflower

46、sinthegardenlookbeautiful.(Theverb'look'canbeusedinotherstructures,'Helookedatmeangrily.'Inthisexample,'look'isnotusedasalinkingverb,soitismodifiednotbyanadjectivebutbyanadverb'angrily'.Thestructureisdifferentfrom'Helookedangry)Yourwhitecoatgetsdirty.Heseemshappyt

47、oday.STEP3TalkingaboutthepicturesShowtwopicturestothestudentsandgetoneortwostudentstotalkaboutthepictures.Jimistall.Samistall,too.(Let'scompare.Whoistaller?)Samistaller.Showonemorepicture.Getthestudentstocomparethethreepictures.Theymayeasilycomeoutwiththefollowingsentence,'Samisthetallest.&#

48、39;(Imayusemorepairsofpictureslikethistotalkaboutit.)Tellthestudentsthatweusecomparativestocomparetwopeopleorthings.Whenwecomparethreeormorepeopleorthings,weusesuperlatives.STEP4FormingcomparativesandsuperlativesAskthestudents,doyouknowhowtoformcomparativesandsuperlatives.Mostshortadjectives+-er/-es

49、tcold,kind,roundsmartShortadjectivesendingine+-r/-stnice,fine,braveShortadjectivesendinginaconsonant+y-y+-ier/-iestfunny,lazy,pretty,easy,earlyShortadjectivesendinginavowel+aconsonantslim,big,hot,fat,thin'+more/most'beforelongadjectivesimportant,helpful,polite,interesting,carefulReplacetheir

50、regularadjectiveswithnewwordsgood/well,better,bestbad/ill/badly,worse,worstlittle,less,leastmuch/many,more,mostold,elder/older,eldest/eldestfar,farther/further,farthest/furthestGetthestudentstofinishPartB1onpage9.STEP5FinishingPartB2onpage10GetthestudentstofinishPartB2onpage10.Remindthestudentsthatt

51、hestructureslike'ofthethree,ofall,in+anoun'usuallygowithsuperlatives.Whiletheword'than'isusuallyusedwithcomparatives.Itisalsoimportanttotellthestudentstoadda'the'beforesuperlatives.Ifnecessary,Ithinktheteachersshouldgivesomeexamplestoshowthestudentshowtoreadandunderstandthest

52、ructures.Thenusequestionstohelpthem.STEP6SummaryWe usually add -er"'to short adjectives and use more for long adjectives. We add than" after the comparatives.We usually add -es f to short adjectives and use most" for long adjectives. We add the" 'before superlatives. Afte

53、r superlatives, we add inor of structures.Comparetwopeopleandthings:AisB.(tall)AisB.(slim)AisB.(heavy)Thispencilcaseisthatone.(nice)EnglishisMaths.(interesting).AisBatEnglish.(good)Comparethreeormorethings:Samisofthethree.(tall)Thebagisofall.(heavy)Thegirlisinourclass.(thin)TheweatherinKunmingisinCh

54、ina.(fine)LiYuchuanissupergirlofthethree.(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' t forgetthe” “STEP7AdditionalexercisesJimisvery.TomismuchthanJim.Tomisofthethree.(tall)Whois,DanielorMillie?(thin)LiLeiisthanLiXinandWangFei.Heisinhisclass.(early)Thisstoryistha

55、nthatone,(interesting)Thisfirstgirlisquite.Thesecondoneisthanthefirstone.Butthethirdoneisofall.(pretty)STEP8HomeworkReviewwhatwehavelearnt.FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.PERIOD6:GRAMMARIITeachingObjectives Toconsolidatetheusageofcomparativesandsuperlatives Tocontinuet

56、otalkabouthowtocomparepeopleandthings Touse'(not)as,so/as,'tocomparepeopleorthings,whenpeopleorthingsare(not)thesameinsomewaysTeachingProceduresSTEP1UsingcomparativesGettwopencils(Oneisnew,theotherisused.)inhandsandshowthemtothestudents.Getthestudentstotalkaboutthetwopencilsusingcomparatives

57、.AislongerthanB.BisshorterthanA.AisaslongasC.Usepicturesandthingstodothisseveraltimes.Makesurethatthestudentscanspeakthisstructureverywell.STEP2TalkingaboutthetableAskthestudentstolookatthetableonpage10again.Getthemtotalkaboutthetableonceagain.Millieis1.5meterstall.Sandyis1.5meterstall,too.Millieisa

58、stallasSandy.Amyis40kg.Kittyis40kg,too.AmyisasheavyasKitty.Millieis150cm.Peteris168cm.MillieisnotastallasPeter.MillieisshorterthanPeter.Encouragethestudentstomakemoresentences,using'(not)as,so/as,'themoresentences,thebetter.STEP3FillingintheblanksShowthestudentsatableasfollowing.ABCDAgeHeightWeightRunning(50m)MathstestEnglihtestChinesetestA