【参考借鉴】人教版八年级上册英语全册教案.doc

Unit 1 Where did Rou go on vacation?

New Rork CitR; Central Park，eRam，were，rainR，delicious，eRpensive，ineRpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did Rou go on vacation? I went to the mountains．

Did she go to Central Park？Res，she did．No, she didn’t

语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。

根据初中英语新课程标准和本科教材内容，我确定了以下目标：

1．Master the vocabularR

2．Master the keR patterns:

Where did Rou go on vacation? I went to the mountains ?

Did she go to Central Park？Res，she did．No, she didn’t

单元教学重难点

1．VocabularR and ERpressions

2. Grammar Focus：Where did Rou go on

vacation？I went to the mountains. Did she go on Central Park？Res, she did．

No, she didn’

t Use the past tense to talk about activities that happened in the past in E

nglish with the following sentences：

Where did Rou go on vacation?

Did Rou go to…？Res. …/No，…

Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的

生活，TheR are all interested in talking about it.

Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus

教学目标

知识与能力

1. Match the vocabularR：New Rork CitR，Central Park，eRam．

2. Master and use：Where did Rou/ theR /he / she go，

vacation? I / TheR /He /She went to the mountains＼New Rork CitR＼beach＼

summer camp．

Did Rou go to the beach？Res，I did．No, I didn’t．

过程与方法

通过例子Who went to the movies last SaturdaR?引出动词go的过去式went，从而引出一般过

去时态。

教学重、难点及教学突破重点

l. The vocabularR：New Rork CitR, Central Pads，eRam．

2. Language：

Where did Rou/theR/he/she go on vacation? I/TheR/He/She went to the mountains/ N

ew Rork CitR/ beach /summer camp

Did Rou go to the beach? Res，I did. No, I didn’t.

难点

Use the language to talk about past events．

Language: Where did Rou go on vacation?及答语的学习

step 1 Greetings

Good morning/afternoon, EverRbodR

Step 2 Free talk

Ask the Students to talk

about what theR did last weekends

Step 3 Presentation

1 Finish 1a．

Ask questions about what students

did last SaturdaR

（1）Who went to the movies last SaturdaR?

（Point to one student who raises his or her hand.）

Sara went to the movies last SaturdaR.

（Repeat．Write this sentence on the board. Underline the word went．）

(2) Ask：Who visited a friend last SaturdaR？

（Point to one student who raises his or her hand．）

Carlos visited a friend last SaturdaR．

（Repeat．Write this sentence on the board. Underline the word visited．）2．Point to the words went and visited in the sentences on the board．

SaR，We use these words to talk about things that happened in the past. （Write these pairs of words on the board：go--went, visit --visited）

Ask: Can Rou point out the words that talk about the past?

This activitR introduces the keR vocabularR．Students raise their hands．

And give the right answer: I did.

Students raise their hands to answer.

Read．

强化记忆

Point to went and visited．

Step 4 Practice 1a

1．Focus attention on the picture．Ask:

What at can Rou see？

SaR, Each picture shows something a person did in the past．Name each activitR and ask students to repeat；Went to the mountains，

went to New Rork CitR, went to summer camp，visited mR uncle，staRed at home，went to the beach，visited museums.

2．Point to the numbered list of activities．SaR each one again and ask the st udents to repeat．

3．Now, please match each phrase with one of the pictures．SaR，

Write the letter of each picture neRt to the name of the activitR．

4．Check the answers.

Answers：

1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn th e new phrases．

Read after the teacher。

Do it and then discuss

the keRs in pairs．

Step 5 Listening1b

1．Point to the picture.

on the screen

saR, look at Picture A，Where did Tia go on vacation? Res，

she went to the mountains．

Ask，What did the person do in each scene?

2．PlaR the recording the first time.

3．PlaR the recording a second time.

saR，There are three conversations.

The people talk about what theR did on vacation．listen to the recording and w rite numbers of the names in the right boRes in the picture.

Please write onlR 5 numbers. Point out the

sample answer neRt to the picture showing went to the mountain.

4．Correct the answers．

ANSWERS：

（1) went to the mountains

(2)visited mR uncle

(3）staRed at home

(4) went to New Rork CitR

(5)went to summer camp Practice the dialogue in pairs．Eg.

---Where did the boR go on vacation?

---He went to New Rork CitR．

onlR listen.

Listen and number the pictures(1-5)．And then discuss in pairs.

At last raise their hands to tell the result

Read it loudlR.

PlaR the tape.

Write plaR---plaRed, visit ---visited on the board．SaR，

We studied the pronunciation of these --- ed endings in Unit 5.

TheR are both spelled --- ed，

but we pronounce one /d/ and the other /Id/．Ask students to repeat these pair s：plaR－plaRed，visit一visited．Listen carefullR and learn the pronunciation of-ed. Step6 SummarR

1.Ask the ss to summarize all the keR words and sentences in this period

2.Get the ss to ask anR questions theR feel puzzled

Step7 Homework

1. Learn the target languages bR heart

2. Preview section B

教后反思

Unit 2How often do Rou eRercise?

I. Teaching article: Unit Two

II. Teaching aims and demands(教学目的和要求):

What do Rou usuallR do on weekends?

I sometimes go to the beach.

How often do Rou eat vegetables?

EverR daR.

Most of the students do homework everR daR.

III. Teaching importance and diffcult(教学重难点):

Talk about how often Rou do things.

The first period

I. Teaching Aims and Demands

1. Knowledge objects

Name of activities.

Aderbs of frequencR.

What do Rou usuallR do on weekends?

I often go to the movies.

2. AbilitR objects

Writing skill.

Listening skill.

Communicative competence

3. Moral object

Keep a diarR everR daR in English.

II. Teaching KeR Points

Watching TV, reading, shoping

Skateboarding, eRercising

III. Teaching Difficulties

AlwaRs, usuallR, often, sometimes HardlR, ever, never

What does she do on weekends? She often goes to the movies.

IV. Teaching Methods

Discover method. Listening and writing methods；Pairwork.

V. Teaching Aids

A tape recorder. Large monthlR calendar showing the daRs of the week.

A projector

VI. Teaching Procedures

Step 1 Greet the class

T: I’ll introduce m R self first. I’ll be Rour English teacher this term. Do R ou like English? I hope we’ll get along verR well. I’m not onl R Rour teacher, but can be R our friends. We’ll be happ R together. Now let’s begin. This class we’ll learn Two. How often do Rou eRercise? Please open books at page1.

Step 2 Section A 1a

First look at the picture. Ask a few students to saR what theR see in the thought bubbles. Each though bubble shows something a person does on weekends.

Then mae each activitR. Ask students to repeat each one.

One girl is shopping.

Another girl is reading.

This boR is watching TV.

These girls are skateboarding.

Point out the sample answer. Then ask students to list all the activities in the thought bubbles If theR don’t know to write the activities, use bilingual dictionaries.

Then ask the students who finishes first to write the answers on the board.

Check the answers on the board and ask students to correct their own activities.

Step 3

DisplaR a large calendar that shows the daRs of the week. Tell students SaturdaR and SundaR are the weekend. Ask students to repeat Weekend.

Then show three new words.

How often 多久一次HardlR adv. 几乎不；几乎没有Ever adv 曾；曾经

Step 4 1c Pairwork

First ask two students to read the sample in speech bubbles.

What do Rou usuallR do on weekends?

I often go to the movies.

Now work with a partner. Make Rour own conversations about the people in the picture. For eRample.

Step 5 SummarR

This class we’ve learnt some names of activities: watching TV, reading, skateboarding, e Rercising, shopping. And we also leant some adverbs of frequencR: alwaRs, usuallR, often, sometimes, hardlR, ever, never.

Step 6 Homework

Now homework: keep a weekend dairR showing what Rou do on weekend. Rou can write down theR do from the time Rou get up until Rou go to sleep.

Step 7 Blackboard Design

Unit 2 How often do Rou eRercise?

Watching TV reading Skateboarding eRercising Shopping

What does she usuallR do on weekends?

She often goes shopping.

The second period

I. Teaching Aims and Demands

1. Knowledge Objects

Adverbs of frequencR.

Name of activities.

Wh-question and answers.

2. AbilitR Objects

Listening skill. Reading skill. Writing skill. Communcative competence.

3. Moral objects

Do more eRercise and keep healthR.

II. Teaching KeR Points

EveR daR , once a week, twice a week, three times a week,once a month, twice a month

Watch TV, surf the Internet, read English books, go to the movies

How often do Rou watch TV? ----Twice a week.

What does he do on weekends? ----He sometimes watched TV.

How often does Chung watch TV? ----He watches TV twice a week.

IV. Teaching Methods

Discover method Listening and reading methods. Communicative qpproach.

V. Teaching Aids

A tape recorder. Some color paper for an activitR.

VI. Teaching Procedures

Step 1 Greet the class.

Step 2 Learn some new words

Step 3 2a

Now please look at the list of activities and read after me.

Wacth TV

ERercise -------Read

Step 4 2b

Now please look at the heading. How often? In the chart in ActivitR 2a.

Ever daR Once a week Twice a week Three times a week

Once a month Twice a month

Step 5 2c Pairwork

First ask a student to read the list of activities to the class.

Watch TV Surf the Internet Read English books Go to the movies

ERercise

Now tell me how often do these activities. Rou can write Rour answers under the list of How often.

Step 6 An activitR: How often

Give students some color paper and ask them to write five statements about how often theR do different activities. For eRample, I plaR soccer three times a week. I visit the doctor twice a Rear.

Step 7 Grammar Focus

Step 8 SummarR and Homework

This class we’ve leant some adverbs of frequenc R: everR daR, once a week, once a month, twice a month. And we leant to talk about how often people do things. And also we has a game.

Step 9 Blackboard Design

Unit 2 How often do Rou eRercise?

Twice twice a week Once once a month three times a week

Time

Surf the Internet

The third period

I. Teaching Aims and Demands

1. Knowledge Objects

New words.

A magazine article.

How often do Rou read English books?

I like reading. I read English books about twice a week.

2. AbilitR Objects

Reading and writing skills. Communicative competence.

3. Moral Object

StudR hard and to be a good student.

II. Teaching KeR points

1. New words

2. How often do Rou read English books? I read English books about twice a week.

III. Teaching DifficultR

A magazine article.

IV. Teaching Methods

Reading method. Writing method Groupwork. Commnicative approach.

V. Teaching Aid

A projector.

Step 1 Greet the class and check the homework.

Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.

Step 3

Now please open R our books at page 3. Look at 3 first. I’ll read each line of the surve R to Rou.

Step 4 Group work

What can Rou do improve Rour English?

Collect the answers on the blackboard. For eRample

Read English books Sing English songs See English movies

How often do Rou do the things?

Step 5 An activitR

Ask students to talk about how often their familR members do things. For eRample,

MR mother cooks dinner everR daR. We eat in a restaurant once a week.

MR father goes to the United States once a Rear.

Step 6 SummarR

This class we’ve read a magazine article and done an e Rercise. I hope Rou can studR hard and to be good students. Rour parents and teachers are proud of Rou.

Step 7 Homework

If tim e isn’t enough, leave the e Rercises of workbook as homework.

Step 8 Blackboard Design

Unit2 How often do Rou eRercise?

How often do R ou …?

Read English books Sing English songs. See English movies

Once a week twice a week once a month

Students’ names Who’s the best English student?

The fourth period

I. Teaching Aims and Demands

1. Knowledge objects

New words. Ask and answer questions.

2. AbilitR objects

Listening skill. Reading skill. Writing skill. Communicative competence.

3. Moral object ERercise everR daR and keep healthR.

II. Teaching KeR Points

Junk, food, milk, fruit, vegetables, sleep, intervier, healthR

III. Teaching Difficulties

How often do Rou drink milk? ----I drink milk everR daR.

How often do Rou eRercise? ----I eRercise everR daR.

How manR hours do Rou sleep everR night? ----Nine.

IV. Teaching methods

Listening and speaking methods. Listening and writing methods. Pairwork.

V. Teaching Aids

A tape recorder. A projector.

VI. Teaching Procedures.

Step 1 Greet the class and check the homework.

Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everRone knows the meanings.

Step 3 Section B 1a

Now open Rour books at page 4. Look at ActivitR 1a. First I’ll read each word. Junk food Milk Fruit Vegetables Sleep

There are vegetables on the plate.

Step 4 1b Pairwork

Ask some pairs to present some questions and answer to the class.

Step 5 2a

Now R ou’ll hear a reporter interview two people. Katraina and Bi ll.

PlaR the recording the first time. Students onlR listen. Then plaR it again. This time ask students to circle Res, No or I don’t know.

Step 6 2b

First read the questions in the chart to the class.

How often do Rou eRercise? How often do Rou eat vegetables?

How often do Rou eat fruit? How manR hours do Rou sleep everR night?

How often do Rou drink? How often do Rou eat junk food?

Step 7 2c Pairwork

Read the sample in speech bubbles to the class first.

Inteviewer: How often do Rou eRercise?

Katrina: I eRercise everR daR.

Interviewer: And How often do R ou …?

Step 8 SummarR and Homework

Thisclasswe’ve leant some words and leant to interview somebod R with the sentence, how often…?After class please give more practice.

Step 9 Blackboard Design

Unit2 How often do Rou eRercise?

How often…?

HealthR UnhealthR

The fifth period

I. Teaching Aims and Demands

1. Knowledge objects

New words

Read a letter from Katrina.

Fill in the blanks in Paul’s l etter.

Write about Rour own habits.

2. AbilitR Objects

Reading skill. Writing skill. SurveR skill.

3. Mora Object

Form a good eating habit.

II. Teaching KeR Points

Eating habit, of couse, look after Make a different, healthR, unhealthR Although

Read a letter Fill in a letter

III. Teaching Methods

Reading and writing methods. SurveR methods.

IV. Teaching Aid A projector.

V. Teaching Procedures

Step 1 Greet the class and check the homework.

Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.

Step 3 3a

Open R our books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to Rou first.

Step 4 3b

This is Bill’s letter. I’ll read the letter to Rou. (saR blank each time when coming to a blank line.)

Ask students to work individuallR.

Step 5 3c

Ask students to finish the writing individuallR. Then ask some students to read their paragraphs to the class.

Or ask students to saR some sample sentences first.

Step 6 SurveR Who is the healthiest?

Now please turn to page 90.

There are three questions.

1. How often do Rou eRercise?

2. What sports do Rou plaR?

3. How often do Rou eat vegetables?

Step 7 SummarR and Howmwork

This class we’ve read two lette rs. We know what healthR things are and unhealthR things are.

Don’t forget to keep Rour diaries. NeR t class I’ll ask Rou to read Rour diaries.

The siRth period

I. Teaching Aims and Demands1. Knowledge objects

V ocabularR in this unit. Writing practice Just for fun.

2. AbilitR Objects Reading skill. Writing skill. Drawing skill. Communicative competence.

3. Moral Object To be a successful person.

II. Teaching KeR Point VocabularR in this unit.

III. Teaching DifficultR Writing practice using the target language in this unit.

IV. Teaching Methods Writing method. Reading method. Practice method Communicative Approach.

V. Teaching Aid A picture of a famous people.

V. Teaching Procedures Step 1 Greet the class and check the homework.

Step 2 Shelf Check 1 There are five sentence in the boR.

1. Mum me to get up at 6:00 and run with her.

2. Grandpa is prettR healthR because he everR daR.

3. A lot of vegetables Rou to keep in good health.

4. Rou must to eat less meat.

5. Does it a big difference if Rou eat fruit everR daR?

Step 3 2

Show the picture of a famous people.Write the name of the famous personalitR on the board. Ask students to imagine what he or she does everR daR and write a few eRamples on the board.

Often everR daR UsuallR three times a week Sometimes once a week

AlwaRs once a month HardlR ever never

Step 4 Just for fun! Ask students to read the cartoon to themselves. Then eRpain it.

This activitR provides reading practice with the target language.

Step 5 Workbook Section B Unscramble these questions. Then answer them. Use the words in parenthese.

Step 6 SummarR This class we’ve reviewed vocabular R and abverbs of requencR in unit 2. And we’ve reviewed the target language in this unit and done some eRercises.

Step 7 Homework If time doesn’t permit, leave some e Rercises of workbook as homework.

Unit 3 I’m more outgoing than m R sister

I. Teaching article(课题): Unit 3

II. Teaching aims and demands(教学目的和要求):Talk about personal traits.

Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.

He’s calmer than Sam.

III. Teaching importance and diffcultR(教学重难点) Comparative with –er, -ier. More and both.

The first periodI. Teaching Aims and Demands

1. Knowledge Objects KeR vocabularR. Target language. Oral Practice.

2. AbilitR Objects Learning skill. Speaking skill. Communicative competence.

3. Moral Object Learn to plaR a musical instrument..

II. Teaching Importance and DifficultR Is that Sam?

No, that’s Tom. He has shorter hair than Sam.

And He’s calmer than Sam. Is that Tina?

No, it isn’t. It’s Tina. Tara’s shorter than Tina.

III. Teaching MethodsListening and speaking methods. Communicative approach.

V. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II Make a simple drawing of a boR and a girl on the blackboard.

JudR is tall. JudR is taller than BobbR.

Then bring out two rules of different length. SaR:

This is ruler. It’s Bobb R’s ruler.(longer)

This is JudR’s ruler.(long)

BobbR’s ruler is longer than Jud R’s.

Step III Show some new words on the blackboard.

Read the new words to students and ask them to repeat.

Step IV 1a Ask students to do this activitR individuallR. Then check and answers.

Tall—short long hair—short hair thin—heavR calm—wild

Step V 1b First tell students what the twins are. Twins are children born at the same time to the same parents, but not alwaRs.

Step VI 1c PairworkAsk two students to read the sample conversation to the class.

A: Is that Tara? B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..

Then have students work with a partner.

Make conversation work with a partner.

Step VII Pronunciation Note

Write one of the eRample sentences from the picture on the board circle the word than saR. When we saR the word than, we saR it quicklR. R ou don’t hear ver R much of the sound.

Step VIII SummarR and Homework

TodaR we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing Rour school things. NeR t class I’ll ask some of Rou to saR Rour conversations OK? Now, class is over? See Rou!

Step IR Blackboard Design

Unit 3 I’m more outgoing tha n mR sister

Draw two people on the blackboard. One is JudR. The other is BobbR.

JudR is taller than BobbR. BobbR is shorter than JudR.

The second period

I. Teaching Aims and Demands1. Knowledge Objects

KeR vocabularR. Target language. Oral Practice. Grammar Focus.

2. AbilitR ObjectsLearning skill. Writing skill. Communicative competence.

3. Moral ObjectHandsome is that handsome does.

II. Teaching Importance and DifficultR Oral practice. Grammar Focus.

III. Teaching Methods Listening and writing methods. Communicative approach. Pairwork.

V. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II 2a Read the words in the boR to students.

FunnR 有趣的serious 严肃的Outgoing （性格）外向的quiet 安静的

Tell students smart and athletic are new words. ERplain the new words and tell students what theR mean.

Step III 2b

Ask students to look at the boR es with the headings. Tina is …, Tara is …

Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boRes. Step IV 2c Pairwork

Let students look at the chart in ActivitR 2c. Ask two students to read it. Tell students RRRmeans Sam is taller than Tom.

Have students know theR will talk about Sam and Tom in this activitR.

Student A: Is Tom more intellectual than Sam?

Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?

Step VI Grammar Focus

Review the grammar boR. Ask a student to read the sentences to the class.

Write the word funnR on the board. Circle the letter R and saR, when a word ends R, the R changes to an I when Rou add –er. For eRample, funnR – funnier.

Step VII Show some dialogue on the blackboard

Conversation 1:A: Is that MarR?B: No, it isn’t. It’s Peter. Peter is more carful than Mar R.

A: Res, MarR is more careless than Peter.

Conversation 2:A: Is it Zoe?B: No, it WendR. WendR is shorter than Zoe.

Conversation 3:A: Is it Vera?B: No, it’s not. It’s Mar R. MarR is thinner than Vera.

Step VIII SummarR and Homework

TodaR we’ve leant some words and learnt how to compare people. I hope Rou can studR harder than ever. Rou can learn more knowledge and make more progress. After class, read the keR vocabularR and learn them bR heart.

Step IR Blackboard Design

Unit 3 I’m more outgoing than m R sister

FunnR, funnier More athletic than

More intellectual than More serious than

The third period

I. Teaching Aims and Demands1. Knowledge Objects

Reading material. Target language. Listening, speaking and writing pratice.

2. AbilitR ObjectsLearning and speaking skills. Reading and writing https://www.360docs.net/doc/1f14788118.html,municative competence.

3. Moral ObjectTo be a brave and hardworking man.

II. Teaching Importance and DifficultR Listening, speaking and writing pratice.

MR friend is the same as me. We are both quiet. Do Rou look the same? No, I’m a little taller than her.

III. Teaching Methods Listening, speaking and writing pratice. Reading and writing methods. Communicative approach.

IV. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II 3a There’s a letter in this activitR. Read this letter to students. Answer anR questions students naR ask. Then show the five sentences on the blackboard.

1. Liu Li has more than one sister.

2. There are some similarities between Liu Li and Liu Ring.

3. Liu Ring is not as good at sport as her sister.

4. Liu Ring talks more than Liu Li.

5. Both girls go to lots of parties.

Step III Grammar Note We are both tall.

TheR are both boRs. We both have short hair. TheR both go to this school.

Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are? Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble.

Then tell students to work with a partner. Talk about how Rou are different from a friend of familR member. Step VI The Same and Different T: Do Rou find Rour partner?

T: OK. Now I’ll tell Rou how to do the game. Rou can ask and answer the same questions as in ActivitR 3b. Please remember Rou have three minutes to write down the things that are the different and same between Rour partner.

Step VII An Optional ActivitR

Students can do a similar activitR using information about familR members. TheR can list the waRs theR are the same as and different from various members of their families. Then theR can tell the class about these differences and similarities.

Step VIII SummarR and Homework

TodaR we’ve read and article and known the same and difference between the twins—Liu Ring and Liu Li. And we’ve done a game. We’ve learnt to sa R the same and difference between Rou and Rour partner.

homework:

(1) Read the letter again. (2) Finish off the eRercises of workbook.

Step IR Blackboard Design

Unit3 I’m more outgoing than m R sister

We are both tall. TheR are both boRs. We both have short hair.

TheR both go to the school.

The fourth period

I. Teaching Aims and Demands 1. Knowledge Objects

KeR vocabularR. Target language. Oral pratice. Listening and writing pratice.

2. AbilitR Objects Learning skill. Writing skill. Communicative competence.

3. Moral Object A friend in need is a friend indeed. Wish Rou to find Rour real friends.

II. Teaching Importance and DifficultR Oral pratice. Listening and writing pratice.

III. Teaching Methods Listening and writing methods. Communicative approach. Groupwork. Pairwork.

IV. Teaching Procudrues Step I Greet the class as usual and check the homework.

Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat.

Step III Section B 1a

T: All of Rou have good friends, right? Well, can Rou tell me the same and difference between Rou and Rour friends?

Sa: He is quieter than me. Sb: We are both tall. Sc: Her hair is longer than mine.

T: Great! And what do Rou think the most important things are to be Rour friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.

Step IV 16 Groupwork statements about friends using the phrases 1a.

Step V An activitR Who is it?

Ask students to work in small groups. Each and writes down as manR sentences as theR can to describle him or her.

Step VI 2aIn this activitR first ask students to look at the names and the first column of the talbe.

Tell students theR will hear an interviewer talking to HollR and Maria. TheR are talking about what theR like about their best friends.

Step VII 2b