八年级英语上册《Unit 1 Friends》教案 牛津版

1、江苏省沭阳县银河学校八年级英语上册Unit 1 Friends教案 牛津版总 课 题Unit 1 Friends总课时10第 1 课时课 题comic strip& welcome to the unit教学目标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

2、to sb. b. Aims to the abilities:To improve the students communication ability.c. Aims to the emotion: Teach students: A friend in need is a friend indeed教学重点To grasp the new word and the phrases教学难点To grasp the new word and the phrases教学过程教 学 内 容二次备课 Step 1 Lead-inAsk: Who is Eddie? (Hes Millies pet

3、 dog)Who is Hobo? (He is Eddies 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 H

4、obo.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

5、 students to finish Part A. Check the answer.Step 3: Listening and practisingListen to the tape recorder twice and try to practise the dialogue. The more, the better.Step 4: discussion1. Ask students discuss and think of other qualities of a good friend. e.g. generous, clever, kind make sb. laugh.Wr

6、ite 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.On Blackboard:Clean and tidyCleverFriendlyFunnyGood-lookingHelpfulMusicalpo

7、liteUnit 1 Welcome to the unitHelpfulHonestKeep secrets Make me happyShare my joyStep 5: 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?教学反思：总 课 题Unit 1 Friends总课时10第 2课时课 题Read

8、ing (1)教学目标a. Aims to knowledge:1.To skim text for overall meaning and skim for details.2. To use adjectives to describe peoples 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 impor

9、tant for a best friend.教学重点To recognize the use of comparatives and superlatives教学难点To recognize the use of comparatives and superlatives教学过程教 学 内 容二次备课Step 1 Check homeworkAsk some students to come to the front and read the sentences.Step 2: Reading and answeringT: In our class, is helpful. is frie

10、ndly. 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 underl

11、ine the words you dont 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 secre

12、t?Pay attention to explaining the words the students underlined.Step 3: Reading:Read the articles again and fill in the table together.NameBettyMaxMayAppearanceSlim, short hairTall, poor eyesight (wear glasses)Small, have straight, shoulder-length hair, pretty.PersonalityGenerousHelpfulHave a good s

13、ense of humorFunnyTrue, kindWhat does he/she do?Willing to share things with friendsReady to help people any time e.g. Tell funny jokes and always make others laughLong legs do not fit under the school desks.Can keep a secretNever say a bad word about anyoneStep 4: Asking and answeringRead the artic

14、les 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 prep

15、are3. Ask 2-3 students to retell the three articles.Step 6: Exercise:Finish B1, B2, C1 and check the answers. Step 7: 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).A教学反思：总 课 题Unit 1 Friends总课时10第3 课时 课

16、 题 Reading （2）教学目标a. Aims to knowledge:Grasp these words and phrases:Slim, willing, ready, eyesight, smart, bored, fit, everyone, true, singer, wonderful, almost, poor, unhappy, joketellabout, as as, be willing to do sth, be ready to do sth, helpwith, give to, in need, travel around the world, grow

17、up, a friend called, because of, make sb. do sth. b. Aims to the abilities: To use adjectives to describe peoples appearance and characteristics.c. Aims to the emotion:Help students to learn what kind of person should be his/her best friend.教学重点1. Grasp the adjectives and use them.2. How to describe

18、 a person.教学难点Grasp the adjectives and use them教学过程教 学 内 容二次备课Step 1 Check homeworkAsk students to read the articles(one student reads one paragraph)Step 2: RetellingDivide the class into three groups. Each group read one article. Then close the books and try to retell.Step 3: PracticeAsk students t

19、o 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

20、as possible)Step 4: ExerciseMake sentences with them:1. asas 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 thanStep 5: DiscussionT: Weve learnt a lot about Betty, Max and May. If you can choose only one of them as your best

21、friend. who will you vote for? Why?Discuss in groups. Tell the reasons.Step 6: GameDivide the class into three or four competing teams. Each team can work out a description for the other teams to guess. Give a score only for the first correct guess.On Blackboard:Unit 1 Reading1. asas Guess: Who is h

22、e/she?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 thanStep 7: Homework:1. Write an article about his/her best friend.2. Bring some pictures.教学反思：总 课 题Unit 1 Friends总课时10第 4 课时 课 题 Vocabulary 教学目标1. To develop an understand

23、ing of the use of adj.in fifferent contests2. To use suitable adj. to describle peoples behaviour and character教学重点To present factual information in writing 教学难点To present an article about an animal教学过程教 学 内 容二次备课Step 1 Check homeworka. Ask some questions according to the text. What is Betty, Max or

24、 May like?b. Ask: What is your best friend like?(Students say or read their articles)c. Ask: Is your friend strong/thin? Are your friends eyes big/small? Is your friends short/tall? Is your friends face square/round?(Finish Part A)Step 2: Discuss and finish vocabulary B.1. Go through the words in th

25、e box in Part B. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.2. Tell students more adjectives for describing persons.Useful wordsBuild（体形）Well-built, slim, thin, fat, strong,NoseFlat, pointed, long, short,HeightShort, tall, medium height, medium-size

26、d,FaceSquare, round, fat, thin, EyesBig, small, black, brown, blueHairLong, short, shoulder-length, straight, wavy, Show some pictures to students and ask them to describe.Step 3: DrawingDivide students into groups of five. Give a pictures to only one student in each group and ask him/her not to sho

27、w it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. Then display the drawings together with the original picture. Ask students to vote for the best dra

28、wing.On Blackboard:Unit 1 VOCABULARYUseful wordsBuildWell-built, slim, thin, fat, strong,NoseFlat, pointed, long, short,HeightShort, tall, medium height, medium-sized,FaceSquare, round, fat, thin, EyesBig, small, black, brown, blueHairLong, short, shoulder-length, straight, wavy, Step 4: Homework:Tr

29、anslation:我有个名叫彼得的堂哥。他有一张方脸。眼睛又大又亮。他的视力很好，不戴眼镜。鼻子高高的。头发短短的。他的身体很结实，看上去十分英俊。彼得的女朋友是凯特。她容貌姣好。瓜子脸，小小的嘴，洁白的牙齿。留着直直的披肩长发。她不高也不矮，苗条，但不瘦。人人都说她是个可爱的美眉。教学反思：总 课 题Unit 1 Friends总课时10第5课时 课 题Grammar 1教学目标a. Aims to knowledge:1. To use an adjective before a noun or after a linking verb to describe someone/somet

30、hing.2. The rule of forming comparatives 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 comparatives and superlatives to compare two or more people an

31、d things.c. Aims to the emotion: By teaching the survey, tell students what outdoor activities are dangerous and what are the most dangerous.教学重点1. Grasp the rule of forming comparatives and superlatives with adjectives.2. Learn how to use comparatives and superlatives, asas教学难点 Learn how to use com

32、paratives and superlatives, asas教学过程教 学 内 容二次备课Step 1 Check homeworkAsk students to read the articles and ask them pay attention to the use of adjectives.Step 2: Lead-in1. 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

33、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.)Finish Part A and ask students to read the sent

34、ences and check the answers.Step 3: Comparatives and superlatives1. 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 li

35、ke this.3. Work out the rule.Step 4: PracticeAsk students to compare the things or classmates in their class, using comparatives and superlativesStep 5: DiscussionAsk students to read the table in Part B and work out the rules fo forming comparatives and superlatives.Exercise: complete the tableAdje

36、ctiveComparativeSuperlativefunnybetterhappiestMore interestinglargesmarterthinnestmuchfarlittleStep 6: Homework:Compare things and make 5 sentences using comparatives and superlatives.教学反思：总 课 题Unit 1 Friends总课时10第 6 课时课 题Grammar 2教学目标a. Aims to knowledge:1. Grasp the change of form of adjectives.2.

37、 To use comparatives and superlativesb. Aims to the abilities: To use comparatives and superlatives of adjectives to solve problem.c. Aims to the emotion:Help students to know what outdoor activities are dangerous and we must be careful when we take them.教学重点1. To use comparatives and superlatives o

38、f adjectives to solve problem.2. understanding the table.教学难点To use comparatives and superlatives of adjectives to solve problem.教学过程教 学 内 容二次备课Step 1 Review1. Finish the table:AdjectiveComparativeSuperlativetallfastheavymuchinterestinggoodlightbeautiful2. Check the homework: Ask students to read th

39、e sentences they wrote.Step 2: Practice1. Look at the following table, compare the students, using tall, heavy, fastHeight(cm)Weight(kg)Swimming(sec/50m)Simon1585034Peter1684932Sandy1606034Millie1504440Amy1504030Finish Part B2 and check the answers with the whole class.2. Teaching and practicing wit

40、h (not) as asLook at the table and say:T: Millie is as tall as Amy.Amy is not as heavy as Sandy.Simon swims as fast as Sandy.Peter is taller than Simon.Peter is the tallest of them.Ask students to make more sentences according to the table. Finish Part C1 and ask 2-3 students to read the conversatio

41、n.3. T: Amy thinks diving is the most interesting outdoor activity. Its more interesting than swimming and hiking. Hiking is as interesting as camping. But they are not as interesting as skiing and swimming.(Students repeat after the teacher first, and then practise in halves. after they can do it q

42、uite well in groups, ask them to practise in pairs.)Step 3: A surveyDivide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities.Step 4:Homework:Design a diagra

43、m, including 5 outdoor activities they want to talk about, using stars to show which one is the most interesting and which one they are not interested in. Then write at least 4 sentences, using than, the most, asas, not asas.教学反思：总 课 题Unit 1 Friends总课时10第 7 课时课 题Integrated skills教学目标a. Aims to knowl

44、edge:vocabulary: solve, future, become, famous, sporty, agree, runnerpharases: solve problems, make friends, try to be kind to people, try ones 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 emot

45、ion:Teach students: what are we studying for? What are we going to be when we grow up? What should we do and not do?教学重点Describe the future plans.教学难点Describe the future plans.教学过程教 学 内 容二次备课Step 1 ReviewCheck homework: Ask some students to come to the front and read the diagram.Step 2: Lead-inT: Ma

46、ny 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

47、proper boxes.S1S2S3S4I likeI would liketo Example: I like hiking best because I think it is very interesting and its 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

48、and try to dive in the sea. I dont 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: PracticeTalk about the future plans:What do you want to be when you grow up?T: Do you know what I wante

49、d to be when I was your age? Can you guess?Learn editor, social workerStep 4: PresentationT: 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. First lets read the pharases about future plans and then li

50、sten 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 workT: Now Suppose you are an interviewer from LYGTV. Talk with you partner about her/his future plans.Step 6: Listening.T: Sandy wants to wri

51、te to Mr. Zhou about her future plans. And now she is talking to Kitty, Do you know what her future plans are? Lets listen to the tape and help Sandy complete her letter.Finish A3 and check the answers.Step 7: PracticeT: Sandy is showing Helen some pictures of her friends. Do you know what they are

52、talking about? please listen and answer:1) Whom are they talking about?2) What would Peter like to do in the future?Step 8. Homework:Write at least 5 sentences to show what they like and what they would like to do in the future.教学反思：总 课 题Unit 1 Friends总课时10第 8 课时 课 题Study Skills教学目标a. Aims to knowle

53、dge: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.教学重点To identify key words in order to develop general under

54、standing of a passage教学难点To identify key words in order to develop general understanding of a passage教学过程教 学 内 容二次备课Step 1 Check homeworkAsk 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-in1. Present the