牛津英语8AUnit1教案设计

1、牛津英语8AUnit1教案设计牛津英语8AUnit 1教案设计 总 课 题 Unit 1 Friends a. Aims to knowledge: 总课时 10 第 1 课时 课题 comic strip& welcome to the unit 1. new words: nothing, honest, secret, special, believe, slim. 2. phrases: something to drink, some more food, nothing else, keep secrets, make 教学目标 sb. Happy, share my joy, t

2、alk 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 To grasp the new word and the phrases 教学重点 教学难点 To grasp the new word and the phrases 教学过程 Step 1 Lead-in Ask: Who is Eddie? (Hes Millies pe

3、t dog) Who is Hobo? (He is Eddies e-dog) Read sentences in the pictures and try to answer: 教 学 内 容 二次备课 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 sha

4、res his food with Hobo. 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

5、words and phrases. Ask students to finish Part A. Check the answer. Step 3: Listening and practising Listen to the tape recorder twice and try to practise the dialogue. The more, the better. Step 4: discussion 1. Ask students discuss and think of other qualities of a good friend. generous, clever, k

6、ind make sb. laugh. Write 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: Unit 1 Welcome to the unit Helpful

7、Honest Keep secrets Make me happy Share my joy Clean and tidy Clever Friendly Funny Good-looking Helpful Musical polite Step 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?

8、 教学反思： 总 课 题 课题 Unit 1 Friends Reading (1) 总课时 10 第 2课时 a. Aims to knowledge: skim text for overall meaning and skim for details. 2. To use adjectives to describe peoples appearance and characteristics. 教学目标 b. Aims to the abilities: To guess general meaning from keywords and context. c. Aims to the

9、 emotion: 教学重点 教学难点 To recognize the use of comparatives and superlatives 教学过程 Step 1 Check homework Ask some students to come to the front and read the sentences. Step 2: Reading and answering Teach students: What is the most important for a best friend. To recognize the use of comparatives and sup

10、erlatives 教 学 内 容 二次备课 T: In our class, is helpful. is friendly. 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 a

11、t the same time. But you must take out your pens and underline 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

12、? 5. Does Max have a good sense of humour? 6. Can May keep a secret? Pay attention to explaining the words the students underlined. Step 3: Reading: Read the articles again and fill in the table together. Name Appearance Betty Slim, short hair Max glasses) Personality What Generous Helpful he/she do

13、? with friends any time Step 4: Asking and answering Read the articles again. Have a good sense of humor Funny make others laugh the school desks. NeverMay shouldprettyTrue, Tall, poor eyesight (wear Smalldoes Willing to share things Tell funny jokes and always Can kReady to help people Long legs do

14、 not fit under about 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 m

15、inutes to prepare 3. 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). 教学反思： 总 课 题 Unit 1

16、 Friends课 Reading题 总课时 10 第3 课时 a. Aims to knowledge: Grasp these words and phrases: Slim, willing, ready, eyesight, smart, bored, fit, everyone, true, singer, wonderful, almost, poor, unhappy, joke tellabout, as as, be willing to do sth, be ready to do sth, helpwith, 教学目标 give to, in need, travel a

17、round the world, grow 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 u

18、se them. 2. How to describe a person. 教学难点 教学过程 Grasp the adjectives and use them 教 学 内 容 Step 1 Check homework Ask students to read the articles(one student reads one paragraph) Step 2: Retelling Divide the class into three groups. Each group read one article. Then close the books and try to retell

19、. Step 3: Practice Ask students to 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?

20、(let the students give as many answers as possible) Step 4: Exercise Make sentences with them: 1. asas 2. be willing to do sth. 3. be ready to do sth. 4. grow up 5. a friend called 6. because of 7. make sb. do sth. 8. shorter than Step 5: Discussion T: Weve learnt a lot about Betty, Max and May. If

21、you can choose only one of them as your best friend. who will you vote for? Why? Discuss in groups. Tell the reasons. Step 6: Game Divide 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 二次备课 first correct gues

22、s. On Blackboard: Unit 1 Reading 1. asas 2. be willing to do sth. 3. be ready to do sth. 4. grow up 5. a friend called 6. because of 7. make sb. do sth. 8. shorter than Step 7: Homework: 1. Write an article about his/her best friend. 2. Bring some pictures. 教学反思： Guess: Who is he/she? 总 课 题 课题 教学目标

23、Unit 1 FriendsVocabulary 总课时 10 第 4 课时 1. To develop an understanding of the use of fifferent contests 2. 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 homewor

24、k a. Ask some questions according to the text. What is Betty, Max or 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)

25、 Step 2: Discuss and finish vocabulary B. 1. Go through the words in the 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 words Build Nose Height Face Eyes Hair Well-built, sli

26、m, thin, fat, strong, Flat, pointed, long, short, Short, tall, medium height, medium-sized, Square, round, fat, thin, Big, small, black, brown, blue Long, short, shoulder-length, straight, wavy, Show some pictures to students and ask them to describe. Step 3: Drawing Divide students into groups of f

27、ive. Give a pictures to only one student in each group and ask him/her not to show 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 d

28、rawings together with the original picture. Ask students to vote for the best drawing. On Blackboard: Unit 1 VOCABULARY Useful words Build Nose Height Face Eyes Hair Well-built, slim, thin, fat, strong, Flat, pointed, long, short, Short, tall, medium height, medium-sized, Square, round, fat, thin, B

29、ig, small, black, brown, blue Long, short, shoulder-length, straight, wavy, Step 4: Homework: Translation: 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 题课 题 Unit 1 Friends 总课时 10 第5课时 Grammar 1 a. Aims

30、 to knowledge: 1. To use an adjective before a noun or after a linking verb to describe someone/something. 2. The rule of forming comparatives and superlatives with adjectives. 3. Some new words: cheerful, printer, better, worse, worst, test, dangerous, 教学目标 camping, activity. 4. The change of form

31、of adjectives. b. Aims to the abilities: To use comparatives and superlatives to compare two or more people and 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

32、and superlatives with adjectives. 2. Learn how to use comparatives and superlatives, asas 教学难点 Learn how to use comparatives and superlatives, asas 教学过程 教 学 内 容 Step 1 Check homework Ask students to read the articles and ask them pay attention to the use of adjectives. Step 2: Lead-in 1. T: We use a

33、djectives to describe people and things. We can put it before a noun or after a linking verbs. For example: The girl 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 adjecti

34、ve in front of a noun. We can also put an adjective after a link verb.) Finish Part A and ask students to read the sentences and check the answers. Step 3: Comparatives and superlatives 1. T: Millie has long hair, Sandy has long hair, too. Millie has longer hair than Sandy. Millie is slim. Sandy is

35、slim, too. Millie is slimmer than Sandy. Kate is tall, but Betty is taller than her. 2. Ask students to make sentences like this. 3. Work out the rule. Step 4: Practice Ask students to compare the things or classmates in their class, using comparatives and superlatives Step 5: Discussion Ask student

36、s to read the table in Part B and work out the rules fo forming 二次备课 comparatives and superlatives. Exercise: complete the table Adjective funnylarge much far little Step 6: Homework: Compare things and make 5 sentences using comparatives and superlatives. 教学反思：better More interesting smarterCompara

37、tive happiestthinnestSuperlative 总 课 题 课题 Unit 1 Friends Grammar 2 a. Aims to knowledge: 总课时 10 第 6 课时 1. Grasp the change of form of adjectives. 2. To use comparatives and superlatives 教学目标 b. Aims to the abilities: To use comparatives and superlatives of adjectives to solve problem. c. Aims to the

38、 emotion: Help students to know what outdoor activities are dangerous and we must be careful when we take them. 教学重点 教学难点 教学过程 1. To use comparatives and superlatives of adjectives to solve problem. 2. understanding the table. To use comparatives and superlatives of adjectives to solve problem. 教 学

39、内 容 二次备课 Step 1 Review 1. Finish the table: Adjective tall fast heavy much interesting good light beautiful Comparative Superlative 2. Check the homework: Ask students to read the sentences they wrote. Step 2: Practice 1. Look at the following table, compare the students, using tall, heavy, fast Sim

40、on Peter Sandy Millie Amy Height(cm) 158 168 160 150 150 Weight(kg) 50 49 60 44 40 Swimming(sec/50m) 34 32 34 40 30 Finish Part B2 and check the answers with the whole class. 2. Teaching and practicing with (not) as as Look at the table and say: T: Millie is as tall as Amy. Amy is not as heavy as Sa

41、ndy. 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 conversation. 3. T: Amy thinks diving is the most interesting outdoor activity. Its more interestin

42、g 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 quite well in groups, ask them to practise in pairs.) Step 3: A survey Divide students

43、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 diagram, including 5 outdoor activities they want to talk about, using stars to show whi

44、ch 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 课题 Unit 1 Friends Integrated skills a. Aims to knowledge: 总课时 10 第 7 课时 vocabulary: solve, future, become, famous, sporty, agree, runner pharases

45、: solve problems, make friends, try to be kind to people, try ones best to do something, next to. 教学目标 b. Aims to the abilities: To get specific information from a listening material; To talk about future plans. c. Aims to the emotion: Teach students: what are we studying for? What are we going to b

46、e when we grow up? What should we do and not do? 教学重点 教学难点 教学过程 Describe the future plans. Describe the future plans. 教 学 内 容 二次备课 Step 1 Review Check homework: Ask some students to come to the front and read the diagram. Step 2: Lead-in T: Many students in our class like outdoor activities. Because

47、 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 proper boxes. I like I would liketo S1 S2 S3 S4Example:

48、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 and try to dive in the sea. I dont like cycling at

49、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: Practice Talk about the future plans: What do you want to be when you grow up? T: Do you know what I wanted to be when I was your age? Can you guess? Lea

50、rn editor, social worker Step 4: Presentation T: 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 listen to their conversation and put a tick in

51、 the correct boxes in the table. Listen to the conversation and finish A1, A2 and check their answers. Step 5: Pair work T: Now Suppose you are an interviewer from LYGTV. Talk with you partner about her/his future plans. Step 6: Listening. T: Sandy wants to write to Mr. Zhou about her future plans.

52、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: Practice T: Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? please listen and ans

53、wer: 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 题课题 Unit 1 Friends 总课时 10 第 8 课时 Study Skills a. Aims to knowledge: To find the main points of a passage in order to understand and memorize it more 教学目标 easily. To guess meaning and generate mental pictures. b. Aims to the abilities: 教学重点 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 T