牛津译林版八年级英语上册Unit1 Reading1学案
牛津译林版英语八年级上册Unit1Reading2优秀教学案例
3. 学生能够通过学习本课，培养团队合作精神，学会与他人分享和交流，培养良好的学习习惯和态度。
4. 学生能够理解并实践文章中的道德观念和价值观，如勇敢、友谊、诚实等，培养正确的人生观和价值观。
三、教学策略
（一）情景创设
（三）学生小组讨论
在学生小组讨论阶段，教师可以将学生分成若干小组，让他们在小组内进行讨论和交流。教师可以设计一些问题，引导学生深入理解文章的主题和情感，如"What do you think of Tom Sawyer as a character?"、"What can we learn from his adventures?"等。通过小组讨论，学生能够培养团队合作精神，提高他们的语言表达能力和交际能力。
（四）总结归纳
在总结归纳阶段，教师应引导学生回顾本节课的学习内容，帮助他们梳理和归纳文章的主要观点和情感。教师可以邀请学生分享他们在小组讨论中的观点和感受，进而引导学生总结出文章的主题和价值观。通过总结归纳，学生能够加深对文章内容的理解和记忆。
（五）作业小结
在作业小结阶段，教师应布置相关的作业，让学生巩固本节课所学知识。作业可以包括：1. 完成一份关于名著《The Adventures of Tom Sawyer》的读后感写作，让学生运用所学知识进行口语表达3. 搜集一些关于马克·吐温的资料，让学生深入了解这位作家。通过作业小结，学生能够巩固所学知识，提高他们的学习效果。
（二）讲授新知
在讲授新知阶段，教师可以采用直接法，向学生介绍本节课的主要内容和目标。在阅读过程中，教师应引导学生关注文章的关键词汇和短语，例如"adventure"、"pirate"、"island"等，以及常用的句型，如"Do you like...?"、"Would you like to...?"等。同时，教师还可以通过提问的方式，帮助学生理解文章中的文化背景知识，如美国的历史背景、名著《The Adventures of Tom Sawyer》的作者马克·吐温等。
牛津版八年级英语上册册unit1教案.doc
牛津8A Unit 1 Friends 教案（教材分析）Language functions and focus1. Use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: She has short hair.Her hair is short.2. Use comparatives to compare two people /thingse.g.: Sandy’s hair is longer than Millie’s hair.3. Use superlatives to compare three or more people thingse.g.: He is the tallest boy in my class.4. Use ‘as’+ adjective+ ‘as’ to compare people / thingse.g.: Millie is as tall as Kitty.5. Use adj ectives to describe someone’s physical features and appearancee.g.: Sandy is tall and has long hair.Language skillsListening1. Identify main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers’ future plansSpeaking1. Use questions and answers to talk about people’s appearance and personality2. Use everyday expressions to show agreement and confirm informationReading1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends’ descriptionsWriting1. Collect information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unitThe main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)Is there anything else in the fridge? (No, there isn’t.)What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)2. Introduce the idea of sharing and friendship. Ask,e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)Ask two more able students to role-play the conversation in front of the class.牛津8A Unit1 教案（1课时）Welcome to the unitObjectives1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about people’s appearance and personalities4. To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.g.: Do you have a special friend? What makes him/her special?Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with thequestions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.牛津8A Unit1 教案（2课时）ReadingObjectives1. 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 descr ibe 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’ magazine. 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,e.g.: 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 through 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 asa 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, e.g., 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, e.g.: 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 timeand ask the class to vote for one of them. Ask individual students why they have voted for that particular person.牛津8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves. Teaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Makesure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture 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. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get inform ation about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words forhis/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short a djectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adj ectives when ‘-er’/ ‘-est’ or ‘more’/‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the tableto check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in PartB2. prompt the students to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. Ask students to work in pairs to complete the conversation. As this is aproblem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide 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 in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.牛津8A Unit1 教案（5课时）Integrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty. Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite stude nts to talk about their own and their partners’ future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listento the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recordin g again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.9. Read the completed letter or ask a student to read it to check the correct answers. Extension activities1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person wo uld you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about people’s personalities3. To respond to questions about people’s appearance and personalities4. To show agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.牛津8A Unit1 教案（6课时）Study skillsObjectives。
牛津译林版八年级英语上册Unit1 Reading1学案
八年级上册Unit1Reading1学案主备：审核：日期：学校：___________班级：___________姓名：___________家长签字：__________【板块要点】一、教学目标1.读懂文章,学会用正确的形容词描述朋友的外貌和个性。
2.掌握泛读和精读两种阅读技巧。
3.通过阅读掌握文章内容并解决相关问题。
教学重难点：1.通过阅读，学会用正确的方式描述朋友的外貌和个性。
2.对一些重点词汇和句型要结合上下文充分理解句子结构和含义。
二、短语、词汇1. 2. 3. 5. 6. 7. 8. 9.thirsty(adj.)口渴的–thirstier--thirstiesthone st(adj.)诚实的，dishonest(adj.反义词)不诚实的；an honest boy一个诚实的男孩care(v.&n.)关心，关注；careful(adj.)关心的；careless(adj.)不关心的yourself(pron.)你自己，yourselves(pron.)你们自己humour/humor(n.)幽默humor ou s(adj.)幽默的polite(adj.)礼貌的；impolite(adj.反义词)不礼貌的/rudetidy(adj.)爱整洁的–tidier–tidiest；untidy(adj.反义词)不整洁的true(adj.)确实的truly(adv.)truth(n.)10.gener ou s(adj.)慷慨的，大方地（反义词）selfish自私的11.singer(n.)歌手sing(v.)唱歌song(n.)歌曲12.fit（v.）可容纳，装进/（adj.）健康的，合适的13.sweet(adj.)可爱的/(n.)糖果14.smile(n.)/(v.)微笑smiling(adj.)微笑的，带有笑意的15.choose(v.)选择–chose–chosen choice(n.)选择16.have something to drink/eat有一些喝/吃的东西17.share sth.with sb.和某人分享某物share one’s joy分享某人的快乐18.k eep a secret/k eep secrets保守秘密19.tell sb.funny jokes告诉某人有趣的笑话20.have problems with/(in)doing sth.做某事有困难三、句型（语法）1.Can I have some more food/apples?five more students/another five students;one more cake2.What about sb./sth./doing sth.?3.区别nothing/nobody和none:4.They mak e him look smart.What mak es your friend so special?mak e sb.(not)do sth.mak e sb./sth.+adj.5.be/get ready to do sth.be/get ready for sb./sth.6.Do you believe what he/she says?(his/her words)?7.区别because/because of和so8.agr ee with sb./to do sth.八年级上册Unit1Reading1学案主备：审核：日期：学校：___________班级：___________姓名：___________家长签字：__________【课前导学】1.找出本课中的生词，猜测词义，并注上音标试着拼读，然后听磁带读会。
牛津译林版-英语-八上-1单元 Reading第一课时 教案
总课题8A Friends教案总课时第课时课题课型New教学目标知识目标 1.To master some new words.能力目标2.To describe friends’appearance andpersonalities with adjectives.情感目标3.To learn about the ways of describingfriends’ qualities.教学重点To describe friends’ appearance and personalities with adjectives.教学难点To learn about the ways of describing friends’qualities.课前预习Preview the new words.教学过程教学环节教师活动学生活动备课札记Step1 RevisionStep2 Extensive reading 1. Talk about friends, answer these questions:Who is your best friend?What does your friend look like?What does he / she like doing?What kind of person is your friend?What does he / she want to do in thefuture?2. By answering the questions above, revisethe adjectives about describing goodfriends and think about what qualities areimportant in good friends.1. Present a photo of a friend, describe theperson’s appearance and guess his / herpersonality. Present new words byintroducing a good friend.2. Play the tape for Part A on P8, listen andfinish Part B2 on P9. Check the answers.Then add some more T / F questions:(1) Betty’s hair is long.(2) Betty is generous and helpful.Ask andanswer.。
unit 1 Reading 知识点整理及练习牛津译林版八年级英语上册
8AU1Reading【知识梳理1】Betty is one of my best friends.(P8)贝蒂是我最好的朋友之一。
one of意为“……之一”，常用结构为“one of +(the+形容词最高级+) 可数名词复数”，也可以接某些代词的宾格，该结构作主语时，谓语动词用第三人称单数形式。
It's one of my favourite movies.这是我特别喜欢的电影之一。
Only one of the answers is correct.这些答案中只有一个是正确的。
[拓展]类似one of结构的有：two/ three/ some/ few/many of 后面接可数名词复数或代词宾格，意为“……中的两个/三个/一些/很少/许多”，这些结构作主语时，谓语动词用复数形式。
It builds up trust between the two of you.它建立了你们两人之间的信任。
[巩固练习](1)英语是最重要的外语之一。
(2)我认为中文是世界上最伟大的语言之一。
(3)露西是我最喜欢的老师之一。
答案：(1)English is one of the most important foreign languages.(2)I believe that Chinese is one of the greatest languages in the world.(3)Lucy is one of my favourite teachers.[经典例题](1)Maths is one of Peter’s ______________ subjects.A.WorseB. the worseC. worstD. the worst(2)Beijing is one of ________ in China.A. large cityB. largest cityC. the largest citiesD. the larger cities(3)—Do you know Shanghai is one of _____ in the world?—Yes, it`s bigger than _____ city in Jiangsu.A. the biggest city; anyB. the biggest cities; anyC. the biggest cities; any otherD. the bigger city; any(4)We all know that Hangzhou is one of________in the world.A. the more beautiful citiesB. the most beautiful cityC. the most beautiful citiesD. the more beautiful city(5)The V oice of China became one of ________ TV ______ last year.A. the most popular, showsB. more popular, showC. much popular, showD. the popularest, shows答案：CCBCA【知识梳理2】Betty is generous.(P8)Betty很大方。
译林版英语八年级上册unit1教案
课题：8A Unit1 FriendsComic strip& Welcome to the unit一、学习目标：知识目标：掌握四会单词，词组和句型能力目标： 1）学会用与“朋友”相关的单词与词组描述朋友的品质2）明确本单元的中心任务情感目标： 1）通过学习有关“朋友”品质的表达来加深对朋友的认识2）通过小组间的有效活动激发学生对朋友的了解二、学习重点：学会用表示朋友品质的单词与词组来描述自己的朋友三、学习难点：理解并正确运用与朋友品质相关的单词与词组课前自学一、通过预习，翻译下列的英汉短语1 be hungry2 你真好3 再来一些食物4 分享我的快乐5 be honest6 keep secrets7 make me happy 8 有问题9 干净且整洁10 有趣的11 音乐天赋的12 我能喝点什么吗?是的，可以。
13 There is nothing else in the fridge.二、预习对话，回答下列问题1.What does Hobo get from Eddie?2.What is there in the fridge?三、预习Welcome to the Unit Part B，根据实际情况回答。
1.What qualities are very important in a good friend?2.What qualities are quite important in a good friend?3.What qualities are not important in a good friend?教学过程：一.听录音，回答Comic strip问题1 What does Eddie give Hobo?2 Is there anything else in the fridge?3 What does Hobo want? Why?二、朗读对话，并且小组内分工合作表演对话三、根据对话内容，完成下面短文Today Hobo was ________. Eddie gave him ___________ and some_______. Hobo wanted to have ____________ food. But there was ____________ in the fridge. At last, Eddie had to _________ the pizza with Hobo.四、小组讨论，Who do you like better as a friend, Eddie or Hobo? Why?五、根据上面的讨论，得出好朋友应该具备的那些品质。
译林牛津版八年级上册英语 Unit 1 Period 2 Reading Ⅰ
24 worryabout feelboredwith;
25 senseofhumour
习题链接
26 C 27 A 28 E 29 G 30 F
课后巩固•拓展延伸
答案呈现
31 old
36 helpful
32 friendly
37 is
33 grades
38 shares
34 differences
39 politely
35 talented
40 teachers’
一、根据汉语提示完成句子,并背记相应英语词汇 1. Thebabyissleeping, sospeakinalow________(嗓音).
voice 2. IhateMaths, soIfeel________ (无聊的) inMathsclass.
1. Asayoungpioneer, Jimiswilling_____to_h_e_lp(help) hisclassmatesanytime.
2.—Isheasmartman? —Yes. Heoften________abluetieanditmakeshimsmarter.
D A. putson B. trieson C. dresses D. wears
in need, sweet, any time, personality, give one's seat to
inneed, sweet, anytime,spweerseotnality, giveone'sseatto
四、根据汉语意思完成句子 21. 他是一个真朋友, 因为他能保密。
Heisa________friend, becausehecan_____________. truekeepasecret
牛津译林版八年级英语上册研学案8A Unit 1 Reading(无答案)
预习案（Previewing Case）1.请同学们在P8-10 中划出并写出下列有助于我们预习的重点短语。
（相信你能行）1. 留着短发_______2. 乐于和某人分享某物3. 随时乐于助人___4. 把她的座位给需要的人5. 想成为一名歌手____6. 有副好嗓子__________7. 长大，成长__ _ __ 8. 戴着小而圆的眼镜______ _9. 个子最高的男孩10. 使他看起来聪明______ _11. 很有幽默感___ 12. 讲滑稽的笑话________ _13. 感到无聊14. 把我们的书撞到地板上______________________ 15.留着笔直的长发__ 16. 说某人坏话____17.对老人友善/友好______________________ 18.选择…作为…______________________________探究案（ Exploring Case）and训练案（training Case）质疑探究------质疑解疑、合作探究1.Betty is one of my best friends. Betty 是我最好的朋友之一(1) one of …的意思是“.... …中的一个”，后面跟复数代词或可数名词的复数形式。
即时练习①__________________________ 他们/我们中的一个即时练习②__________________________ 学生们中的一个(2) 如果可数名词的复数形式前面有形容词修饰时，通常要用其最高级形式，即时练习①Miss Li is one of ______________________ teachers in our school.(tall)(3) one of 作主语时，谓语动词要用第三人称形式。
即时练习①One of them ___________(be) good at maths.2. She is willing to share things with her friends.她乐意与她的朋友们分享东西。
译林牛津版八年级英语上册Unit 1 Reading I教学设计
Unit 1 Reading IKnowledge Aims：Words: , choose, any time ,voice, singer, almost, sense. Straight,fit, bored,sweet generous, singer, almost, eyesight, smart, true Phrases: travel around the world, give her seat to someone in need, have a voice,want to be a singer,wear small round glasses, make me laugh, have a good sense of humour, knock off, a true friend, say a bad word about anyone.Ability Aims：1. To learn more about the adjectives to describe the appearances and characters2 .To learn the expressions about the quality3. To understand and grasp language focus of the passageMoral Aims：Get the students learn English happily and actively.Focal point and difficulty：1.have a good sense of hum our, knock off, a true friend, say a bad word about anyone, make me laugh2.To use adjectives to describe people's appearance and personalities Teaching steps:Step1 Leading-inT: Yesterday we learnt to talk about friends. Friends are veryimportant in our lives. Almost everyone needs a friend and almost everyone has a friend, do you think so? Let's look at some interesting English sayings about friends. Pleas e try to guess the meanings of them. Ss read and discuss.Step 2 PresentationT: Why do you think friends are important? What can friends do for you? Ss give different answers.T: Is your friend's appearance very important to you?Ss: No.T: Good. We should never judge a person by his appearance or clothes. But it'll be good for you to learn some words to describe your friends' appearance, right?Step 3 PracticeSs do Part B2, P9 individually. After checking the answers, T asks some Ss to give some more details about the appearance of each person in the pictures.Step 4 Presentation1. T: As you all think that appearance is not very important, could you tell me what is important in your opinion?Ss answer with the adjectives they learnt to describe qualities, such as clean and tidy, helpful, honest, etc.T: Excellent. Now I have some good friends here. Can you use some proper words toStep 5 Practice1. Ss have a group competition by choosing to answer the questions about Betty in the table.2. Fill in the blanks to complete the description about Max.3. Complete the brief introduction about May.Step 6 SummarizeT: What do we usually write about when we describe our friends?Ss: Appearance, personalities …T: Y es, in which paragraph do we usually write about the appearance?Ss: Paragraph1T: And in Paragraph 2?Ss: Personalities.T: Right. We also call it personalities. In the 3rd paragraph we can write about their behaviors or future plans.Step 7 Practice1. Ss do PartB4, P10 and find out who each of the personalities will vote for and fill in the blanks.2. Check the answers.3. Explain “Who would you choose as your best friend?，Then getstudents to answer it and tell the reason at the same time.4. Invite some students to asks and answer it.Step 8 Homework1. Retell about the three best friends.2. Recommend a best student in your class and tell the reason why you vote for him or her.板书设计：Unit 1 Friends Reading1 hold a writing competition 举行一场写作竞赛hold a sports meeting2 invite sb. to do sth.邀请某人做某事3 tell sb.about sth.告诉某人关于某事4 as slim as 和...一样苗条5 one of my best friend s我最好的朋友之一one of +复数....之一6 be willing/ ready to do sth.乐意做某事7 help sb. with sth.帮助某人做某事help sb. do sthhelp sb. to do sth.。
牛津译林版八年级英语上册Unit 1 Reading (I) 示范课教学设计
活动层次
学习理解之概括与整合
查看学生的作答情况，了解他们获取阅读语篇关键信息的情况。
环节设计意图:
通过不同的阅读活动，培养学生获取文章大意及关键信息的能力，帮助学生理清文章内容，同时表格的形式能够帮助学生建立框架意识。
训练学生在真实情境中运用目标语言的能力。
环节六：基于语篇，探究主题意义。（4 mins）
教师引导学生思考问题，探究“朋友”的重要性。
教学活动
14. Students discuss the questionwhy they need friends.
活动层次
迁移创新之推理与论证
效果评价
倾听学生的讨论，了解学生对主题意义的理解程度。
环节设计意图:
升华主题，引导学生了解语篇背后所蕴含的情感态度。
作业与拓展
1. Finish the exerciseB1.
2. Review the new words and phrasesthey’ve learnt today.
二、语篇分析
【What】
本节课的话题是“最好的朋友”，属于人与社会主题下的主题群“社会服务与人际沟通”，子话题为“良好的人际关系与社会交往”。阅读文本包含了三个语篇，分别介绍了三个好朋友的外貌、品质等。
【Why】
在每个学生成长的过程中，朋友都是一笔重要的财富。本节课旨在引导学生结合自己在平时生活中与朋友相处的经历学习语言，意识到朋友的重要性，学会珍视友谊。
环节设计意图：
通过看图说话和匹配活动，帮助学生熟悉话题，同时在情境中学习新词，有利于加深学生对新词的理解。通过预测活动，进一步帮助学生了解话题，培养学生读前预测的意识和习惯，有效降低阅读难度。
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八年级上册Unit1 Reading1学案主备：审核：日期：学校：___________ 班级：___________ 姓名：___________ 家长签字：__________ 【板块要点】一、教学目标1. 读懂文章, 学会用正确的形容词描述朋友的外貌和个性。
2. 掌握泛读和精读两种阅读技巧。
3. 通过阅读掌握文章内容并解决相关问题。
教学重难点：1. 通过阅读，学会用正确的方式描述朋友的外貌和个性。
2. 对一些重点词汇和句型要结合上下文充分理解句子结构和含义。
二、短语、词汇1. Can I have some more food/apples?five more students / another five students; one more cake2. What about sb./sth./doing sth.?3. 区别nothing /nobody和none:4. They make him look smart. What makes your friend so special?make sb. (not) do sth. make sb./sth. + adj.5. be/get ready to do sth. be/get ready for sb./sth.6. Do you believe what he/she says? (his/her words)?7. 区别because / because of 和so8. agree with sb. /to do sth.八年级上册Unit1 Reading1学案主备：审核：日期：学校：___________ 班级：___________ 姓名：___________ 家长签字：__________ 【课前导学】1. 找出本课中的生词，猜测词义，并注上音标试着拼读，然后听磁带读会。
2. 思考以下问题：(1). Who is your best friend?(2). What does your best friend look like? (looks)(3). What is your best friend like? (personality)【课堂学习】Step 1. One-minute talk.Say something about your best friend according to the three questions below.Who is your best friend?What does your best friend look like?What is your best friend like?Step 2.Welcome to the unitThink and answer: What do you think makes your best friend so special?Step 3. Pre-readingToday, we are going to meet three best friends, Betty, Max and May. Please read the entries quickly and tell me who is Betty, Max and May.Step 4.While-reading1. Read the first entry together and tell if it is true or false.Betty is kind to old people only. ( )Betty wants to be a dancer in the future. ( )2. Read the second entry after the tape and answer two questions.What does Max look like?What is Max like?3. Read the third entry by themselves and choose the correct answer.Which is not right according to the article?A. The writer is taller than May.B. May is ready to help her friend any time.C. She doesn’t like saying bad words about others.D. She always tells her friends’ secrets to others.4. Comprehension exercisesRetell the passage of Betty, Max and May according to the information below.Betty Looks: slim, … hair Personality: generous …and helpful…Future plan: a singer Max Looks: tall, …glasses Personality: a good sense of humourMay Looks: ……eyes, ……hair Personality: pretty, sweet…Step 5. Post-reading1.Discussion: Who would you like to choose as your best friend? Why?2.【课后拓展】一、词汇1. Can you say it in a low ____________ (嗓音).2. Max is very tall, ___________ (差不多) 1.95m tall.3. Keep the boats in a ___________ [streɪt] line.4. His legs are so long that they can’t f__________ under the desks.5. Men usually have a good s______________ of direction(方向).6. We are ready _______________ (have) a meeting.7. Jay Zhou is one of my favourite _____________ (sing).8.It’s __________(礼貌的) to say “thank you ” after others help you.9.---Mum, is it good to tell a white ___________(谎言)？---Yes. Sometimes we do it because we don’t want to hurt someone.10.________(微笑) at others shows that you are kind and polite .二、选择填空( ) 1. He is ______ honest boy. You can believe ______ he says.A. a, whatB. an, howC. an, whatD. a, how( ) 2. Can I have ______ apples?A. more twoB. two anotherC. two moreD. other two( ) 3. He always tells funny jokes to me and ______.A. makes me to laughB. makes me laughingC. makes me laughD. makes me laughs( ) 4. Jack is always willing ______ good things with others.A. shareB. sharedC. sharingD. to share( ) 5. Most of us felt ______ when we saw the ______ film.A. bored, boredB. boring, boringC. bored, boringD. boring, bored ( ) 6. --When something ______ me, I always go to Betty.-- Yes, she is kind ______ everyone.A. worries, withB. worries, toC. worry, withD. worry, to ( ) 7. -- Please get some food for me when you walk ______ the supermarket.-- Ok. ______ me the bag, please.A. past, pastB. pass, passC. pass, pastD. past, pass( ) 8. I want to be your ______ friend and I am ______ sorry about it.A. true, trueB. truly, trulyC. true, trulyD. truly, true三、同义句转换1. What he says made me happy. __________ ___________ made me happy.2. Betty is one of my friends. Betty is ________ ______ ______ ______.3. She helps me with my English.She helps me __________ English./ She helps me __________ ___________ English.4. He has a good sense of humour. He is __________________.5. I need three more workers to carry the boxes. I need ______ ______ workers to carry the boxes.四、句子翻译1.我姐姐长大后想成为一名歌手。
My sister wants ______ ______ ______ ______ when she ______ ______.2.你愿意和我分享你的快乐么？______ you ______ ______ ______ your joy ______ me?3.他是我们班最高的男生。