牛津译林版英语八年级上册：Unit 1 Friends. 教案1

Unit 1 FriendsPeriod 1【教学目标】Knowledge Aims1．Words: honest, joy, sad, believe, teenager, good-looking, musical2．Phrases: have something to drink, make somebody happy/special, keep secrets, share one's joy, believe what somebody says, talk to somebody about anything, clean and tidy 3．Sentences: Do you want some? Can I have something to drink? What about some milk? Can I have some more food too? There's nothing else in the fridge.Ability Aims1．To learn about the new adjectives and expressions.2．To describe the appearance and character of a friend with adjectives.3．To talk about the appearance and character.Moral AimsLet the students talk about their friends happily.【教学重难点】some more what about= how about nothing else make sb. + 形容词something to drink/eatnumbers + more else【教学过程】Step 1 Warm-upT: Hello everyone, glad to see you again! Did you have a nice summer holiday? Are you happy to be back to school and see all your friends?Ss talk about their summer holidays.T: This summer holiday I went to Australia with some of your classmates and friends. We took a lot of photos. Would you like to have a look?Show the pictures and introduce some places of interest and animals in Australia．T: Look, we took a photo with this famous man--- Batman. He's a hero and people's good friendbecause he helps people in danger. Do you agree? What do you think of him?Ss talk about Batman with the adjectives describing appearance and personality, such as friendly, helpful, kind, polite, clever, brave, etc.Step 2 PresentationT: There are some more words to describe people. For example, we can say Batman is good-looking. But we never say he's beautiful! We don't use beautiful to describe a boy or a man. If someone likes music or is good at music, we say he or she is musical.Teach "good-looking" and "musical".Step 3 Practice1．Play a guessing game. Ss describe their best friends in the class and guess who are talked about.2．T: Just now we heard some of the students talk about their best friends. Could you tell me which words are used most often?Ss: friendly, helpful, polite…T: So these are very important qualities of a best friend, do you think so? What other qualities are important to you?Ss complete the table in Part B. Then work in pairs to exchange their ideas and have a debate.Sentences may be used:I think my good friend should be very … because…I agree. / I don't agree with you because …It's quite important for a friend to be …? Do you think so?I don't think my good friend must be very …3．T: Why do you think he/she is your best friend? What makes him/her so special to you? Can you talk to him/her about anything? Do you talk to him/her when you have problems? Do you believe what he/she says? When you are happy or sad, do you talk to him/her? Why?Teach "sad", "believe", "honest" and "joy".Ss complete Part A, and report individually.4．T explains some language points.Step 4 Presentation1．T: How old is your best friend? What about you?Ss: 15/16 …T: So you are teenagers. We call children between 13 and 19 teenagers.Teach "teenager".T: We have a good friend, Eddie. Is he a teenager?Ss: No.2．T: Who's Eddie's good friend? Why?T plays the tape of the Comic strip and Ss try to find out the answer to the question.(Hobo is Eddie's good friend because they always share things with each other.)3．Ss read the Comic strip and answer the questions:（1）What does Eddie give Hobo?（2）What does Hobo want?（3）Do you think Eddie is a true friend? Why?4．Ss read the dialogue in pairs.5．T explains some language points.Step 5 Practice1．Ss act out the dialogue and they are encouraged to add in something they like.2．Discuss: Who do you like better as a friend, Eddie or Hobo? Why?3．Ss work in pairs to ask and answer about their good friends.A model dialogue:A: Who's your good friend?B: …A: What's he/she like?B: …A: What do you think of your friend?B: …A: What makes him/her so special to you?B: Can you tell me something about your good friend?Step 6 SummarizeT: Today we have learned some important qualities about a good friend．It seems that we all think appearance is not so important, but a friend should be helpful and honest. And I hope everyone can be like that and you will have more friends.Step 7 Homework1．Describe a good friend of yours with the words and phrases learnt in this lesson.2．Finish the Workbook exercises.【板书设计】Unit 1 Friends Welcome to the unit1．some more food 再一些食物2．what about= how about .....怎么样？3．nothing else 再没有东西4．make somebody happy 使某人开心5．share one's joy 分享某人的欢乐share sth. with sb. 与某人分享某物6．make sb. + 形容词7．Can I have something to drink, please? 请问，我可以喝些东西吗？something to drink/eat 一些喝/吃的东西8．There's nothing else in the fridge. 冰箱里面再没有东西了.这是一个there be 句型，不可用there have/has 来表示有else接在something 和nothing 的后面，表示“还，再”的意思。

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译林版八年级英语上册Unit 1 Friends教案1

Module 1 Teenage lifeUnit 1 Friends教学设计1一、教学目标1.Knowledge Aims：Teaching contents:Words: honest, joy, sad, believe, teenager, good-looking, musicalPhrases: have something to drink, make somebody happy/special, keep secrets, share one's joy, believe what somebody says, talk to somebody about anything, clean and tidy Sentences: Do you want some? Can I have something to drink?What about some milk? Can I have some more food too?There's nothing else in the fridge.2.Ability Aims：(1).To learn about the new adjectives and expressions(2).To describe the appearance and character of a friend with adjectives(3).To talk about the appearance and character3.Moral Aims：Let the students talk about their friends happily.二、教学重难点some more what about= how about nothing else make sb. + 形容词something to drink/eatnumbers + more else三、教材分析这节课是Unit 1 friends的第一课时welcome to the unit and comic strip.这一课时是整个单元的导入部分，目的在于激发学生对学习本单元的兴趣。

牛津译林版八年级上Unit1_Friends(第1课时)教案

A. say
B. tell
C. talk
D. speak
( )2. ---Which word can’t describe (描述) appearance（外貌）? ---___________.
A. Helpful
B. Beautiful
C. Pretty
D.Good-looking
( )3. ---Where _____ will you go, children?
Teach "sad", "believe", "honest" and "joy".
Ss complete Part A, P7 and report individually.
4. T explains some language points.
Step 4 Presentation
1. T: How old is your best friend? What about you?
过程与方法：
在教授本课时中可以采用任务型教学，利用师生对话，学生小组活动对本单元涉及到有关朋友间品质的单词与词组进行有效教学与巩固练习。
情感态度与价值观：
Let the students talk about their friends happily.
教学重点难点
some more what about= how about nothing else make sb. +形容词
something to drink/eat
numbers + more else
教学活动内容
活动组织过程
改笔
Step1 Warm-up

【牛津译林版】八年级英语上册：Unit1Friends教案

4、她乐于助人，在任何时候都愿意帮助别人。She is helpful and ready to help people any time.
5、她总是将公交车上的座位让给有需要的人。
She always gives her seat on the bus to someone in need.
6、马克斯的腿很长，在课桌底下伸不开。
21、米莉是他们班最聪明的学生。Millie is the cleverest students in her class.
Millie is cleverer than any other student in her class.
Millie is cleverer than the other students in her class.
No other students are cleverer than Millie in her clas
三、Revise grammar
Compar atives and superlative adjectives
一、形容词比较级用于两人或两事物之间的比较；最高级用于三个或三个以上人或物的比较
在某方面慷慨be generous with sth
23、学习更多关于learn more abou 24、左边的男孩The boy on the left
25、旁边next to 26、面带微笑have / wear a smile on her face
27邀请某人做某事Invite sb. to do sth.
最高级：词尾+st nice-nicest fine-finest
3.以辅音字母+y结尾的形容词
比较级：把y改为i+er easy-easier pretty- prettier

译林版八年级上Unit1-Friends-教案

译林版八年级上Unit1 Friends 教案Background informationStudents: 40 middle school students grade 2Lesson duration:45 minutesTeaching objectivesBy the end of the lesson,students should be able to:1:describe their own friends2:use the knowledge and the methods to express the qualities of friends3:know the knowledge and methods to express the qualities of friends4:enhance the understanding of friends after classTeaching contentsReading of FRIENDSWhat qualities do your friends have? My friend is generous/beautiful/humorous......Teaching aids: blackboard, chalk, tapesType of the lesson: reading speakingTeaching proceduresStep1:Lead inT:Good morning,welcome to my class,do you have friends?S:Yes.........T;What does she/he looks like?S:She/He is tall/thin/fat/......She/He has long legs..........T:What qualities does she/he have?S:She/He is generous/beautiful........T:Ok,Today let’s talk about our friends.Step2:Fast reading1:T:Teenagers’ magazine is holding a writing competition about good friends,some students have written some notes on page9 b2,please read and find out whether the following statements are true or false.(play the record)2:check the answerRead the article again and finish page9b1,then check the answer.3:read it again and find the main qualities of them.----gengrous helpful----humorous funny----true kindStep3:Read in detailsT:Read the article carefully and then complete the table on the blackboard.Step5;Retell1: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 table2:Give Ss 3 minutes to prepare3:Ask 3—4 students to retell the three articlesHome work1:list the words we have learned to describe friends2:write a article about your friend.。

译林牛津版八年级英语上8A Unit1 Friends(Reading)教学设计

初中英语教学设计8A Unit 1 FriendsReadingⅠ一、教材分析1.单元背景分析：朋友在每个人的生活中非常重要，对于孩子们来说，也是如此。

因为我们对他们最熟悉，我们和他们最亲密，那么，如何用英文来表达自己的朋友呢？本单元是牛津八年级英语上册的第一单元，包括七个板块的内容，这七个内容基本上都围绕着“朋友”这一话题展开，在这一单元里，我们将要学习怎样用英语来介绍朋友，并学习运用形容词来描述朋友的外貌、性格、品质。

2.教材内容分析：我们在阅读中呈现出了三篇关于朋友的文章，它们分别从朋友的相貌、性格特征和品质这几方面来介绍朋友的，这里面出现了一系列单词，短语，教师得抓住孩子们的兴趣特征，为孩子们创设情境，并不断的激发他们的学习积极性，让他们主动的参与到学习中去，以便为后面的写作打下基础。

二、学情分析初二的上半学期了，孩子们对英语这门学科已经不再陌生。

但两极分化现象相当严重。

对于阅读这种类型的教材，主要用来训练他们“听，说，读，写”的能力，中等水平以上的孩子接受起来相对容易，而对于潜能生来说，就有一定的困难了。

要想尽各种办法，不落下任何一个孩子，不断的激发他们的课堂兴趣，调动他们的学习热情，让他们能够主动的参与到学习中去，成为学习的主人，从而进一步缩短差距，全面提高他们的综合能力，提高班级的整体素质。

三、教学目标掌握一些单词、短语和句子（描写朋友的）；学会描写自己的朋友。

四、教学重点和难点掌握一些新的单语、短语和句子，并能用所学新知识描述自己身边的朋友。

五、学习策略1.课前认真预习，对于自己的拦路虎，提前圈出来，并认真思考。

2.课中认真听课，勤思考，多动脑，及时做笔记，尽快的掌握所学词汇，充满热情，积极主动地参与课堂上的各种活动。

3.课下及时复习，并认真完成各科作业。

六、具体步骤Ⅰ.Teaching purpose1.Targe t of language knowledgeTo learn the new words, phrases and the useful expressions in the text.2.Target of language technique.a. To train the students’ abilities of listening ,speaking and reading.b. To skim the text for overall meanings and finish the exercises for comprehension.3.Target of attitude emotionTo love friends and use adjectives to describe people ’appearance and characteristics.Ⅱ.Teaching knowledgeWords: generous, singer, almost, round, bored, straight, sweetPhrases: a good sense of humor, feel bored, say a bad word about anyone, a true friend, keep a secret, tell funny jokesSentences: She is also helpful and ready to help people any time.She wants to be a singer when she grows up.May is my best friend.She is shorter than I am.She smiles often and never says a bad word about anyone.Ⅲ.Teaching importance and difficulties1.To grasp the language points in the three articles.2.To understand the use of comparatives and superlatives.3.To recite the three articles and describe people with proper adjectives.Ⅳ.Teaching repairMulti-media, computer, tape-recorderⅤ.Teaching proceduresStep1: Lead-in (2min)T: Last period, we talked about friends. In our lives, friends are very important for us. Everyone needs a friend. Do you think so?Ss: Yes.(用孩子们亲近的,熟悉的话题入手，能引起他们的共鸣，吸引孩子们主动参与并积极思考，从而调动他们的学习积极性。

Unit 1 Friends第一课时教案牛津译林八年级英语上册

译林版英语八年级上册Unit 1第1课时教学设计
11.Explain the meaning of the whole dialogue sentence by sentence，help the students remember the main languages points:
be hungry 感到饿
be thirsty 感到渴
something to drink/eat 一些喝/吃的东西some 或数词+ more + 名词
care about 关心，关怀
keep a secret (for sb.) (为某人）保守秘密share one’s joy/share sth. with sb.与某人分享
make 的用法
there be 句型
what about= how about+n./v-ing/代词用于询问意见学生在书上标注重点单词、
短语及句式。

做练习。

教师引导
学生找出
本课的重
点单词及
短语，进
行讲解,
扫清学生
理解文章
的障碍。

通过综合
练习，考
查学生对
重点知识
的掌握情
况。

课堂小结这一课时从Eddie和Hobo对话的结尾处
为导入本单元及本课时的话题起到了一
个辅垫，引出做为朋友的好的品质。

在接
下来的welcome to the unit中通过partA与
part B的练习加深了学生对朋友品质的了
解和看法，为后面的学习开了个好头。

牛津译林版八年级上册Unit 1《Friends》(Grammar)教学设计

牛津译林版八年级上册Unit 1《Friends》（Grammar）教学设计一. 教材分析《Friends》是牛津译林版八年级上册Unit 1的教学内容，本节课主要讨论朋友和友谊这一主题。

教材通过描述不同人物的性格特点和他们的友谊，引导学生学习一般现在时态的肯定句和疑问句以及一般现在时态的被动语态。

本节课的内容与学生的生活紧密相连，有利于激发他们的学习兴趣和积极性。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一般现在时态。

但他们在语言表达方面还存在一定困难，需要通过大量的操练来提高他们的语言运用能力。

此外，学生的学习动机和学习态度对他们的学习效果有重要影响，因此，教师需要设计有趣且富有挑战性的教学活动来激发他们的学习兴趣。

三. 教学目标1.知识目标：学生能够掌握一般现在时态的肯定句、疑问句和被动语态，并能够运用所学知识进行简单的交流。

2.能力目标：学生能够通过听力、口语、阅读和写作等多种方式，运用一般现在时态进行表达和交流。

3.情感目标：学生能够理解友谊的重要性，学会珍惜和维护友谊。

四. 教学重难点1.重点：学生能够掌握一般现在时态的肯定句、疑问句和被动语态。

2.难点：学生能够运用一般现在时态进行流畅的口语表达和交流。

五. 教学方法1.任务型教学法：通过设计各种真实且有意义的任务，引导学生参与课堂活动，提高他们的语言运用能力。

2.交际法：通过模拟真实场景，让学生在实际交流中学会运用一般现在时态。

3.情境教学法：通过创设各种情境，激发学生的学习兴趣和积极性。

六. 教学准备1.教学课件：制作含有动画、图片和例句的教学课件，帮助学生更好地理解和记忆。

2.练习册：准备与本节课内容相关的练习册，用于巩固所学知识。

3.听力材料：准备与本节课主题相关的听力材料，帮助学生提高听力技能。

七. 教学过程1.导入（5分钟）通过向学生提问“你的朋友是什么样的人？”等问题，引导学生谈论朋友和友谊，激发他们的学习兴趣。

牛津译林英语八年级上Unit 1 Friends Reading教案

Unit 1 FriendsReadingObjectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends’ descriptions4. To use adjectives to describe people’s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ mag azine. The context invites students to think about qualities in their friends. Teaching procedures1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,.: My best friend is small and thin with long hair. She is very smart and helpful.Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go thro ugh their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books.What does he/she look like? (For appearance)What kind of person is he/she? (For personality)What does he/she do or want to do in the future? (For future plan)Invite students from each group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./ That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or as a quiz.2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, ., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, .: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.Extension activityOrganize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a time and ask the class to vote for one of them. Ask individual students why they have voted for that particular person.。

牛津译林版八年级英语上册Unit 1 Friends第1课时示范课教案

Unit 1 FriendsComic strip and Welcome to the unit一、教学目标1.重点词汇：thirsty, honest, secret, keep secret, care, care about, yourself, magazine,good-looking, humorous, polite, tidy, make, trust, lie, joke, true2. 重点句型：Do you want some?Can I have something to drink?What about some milk?Can I have some more food too?There’s nothing else in the fridge.3. 通过看、听活动，获取有关Eddie的品质和Daniel、Amy对朋友的看法的信息。

4. 介绍朋友的品质并口头表达对朋友的深层认识。

5. 反思自己，提升自己，做一个好的朋友。

二、教学重点1. 通过看、听活动，获取有关Eddie的品质和Daniel、Amy对朋友的看法的信息。

2. 介绍朋友的品质并口头表达对朋友的深层认识。

三、教学难点教给学生如何反思、提升自己对朋友的认识，增强学生在现实生活中，与朋友相处时，先做好自己的意识。

四、教学过程Task I Comic stripStep 1 Warming-upGreet Ss and talk about their friends.1.Who is your good friend?2.Why do you choose him/her as your good friend?3.What do you think a good friend should be?【设计意图】通过和学生交流有关朋友的问题，了解学生对朋友的认识以及相关的表达，使学生明确本节课的学习主题。

Step 2 Presentation1.Do Part A in Welcome in the unit and learn the new vocabulary.【设计意图】通过将Part A的词汇学习移至此环节，与上一个活动自然衔接，围绕主题在语境中预教主题词汇，扩充学生对朋友的认识，为下边的学习活动做准备。

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