Unit 1 Friends 教案1
八年级英语上册 Unit1 Unit 1 Friends教案 牛津版
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师
江苏省淮北中学英语学科教案
初二年级教案活页纸主备人：陈小军审核人：初二英语组全体老师。
人教版高中英语必修一 Unit1 Friendship 教案
教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。
2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。
3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。
③情感目标1．让学生学会如何解决朋友间可能出现的问题。
2．培养学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。
2．学习评价朋友和友谊。
三．教学难点1．与搭档合作并描述他们的一个好朋友。
2．与搭档讨论并找出解决问题的方法。
四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。
这是新学期的第一节课。
所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。
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。
(外研版三起)三年级英语上册Module8《Friends》第一课时Unit1教案
《（外研版三起）三年级英语上册Module8 《Friends》第一课时Unit 1教案》教学内容：本节课是《外研版三起》三年级英语上册Module8 《Friends》的第一课时，教学内容包括单词、句型和日常用语的学习。
学生将学习到关于朋友的单词，如：friend、classmate等，以及相关的句型，如：“He/She is my friend.” “We are classmates.”等。
学生还将学习如何用英语介绍自己的朋友。
教学目标：1. 知识与技能：学生能够听懂、会说、会读本节课的单词和句型，并能用英语介绍自己的朋友。
2. 过程与方法：通过小组合作、角色扮演等活动，提高学生的英语口语表达能力和合作能力。
3. 情感态度价值观：培养学生对英语学习的兴趣，增强学生之间的友谊。
教学难点：1. 单词的发音和记忆。
2. 句型的正确运用。
教具学具准备：1. 单词卡片2. 句型卡片3. 录音机4. 磁带5. 黑板教学过程：1. 导入：通过歌曲《Hello, my friend》导入，激发学生的学习兴趣。
2. 新课呈现：教师展示单词卡片，教授新单词，并引导学生运用句型介绍自己的朋友。
3. 小组活动：学生分组，进行角色扮演，用英语介绍自己的朋友。
4. 巩固练习：通过游戏、竞赛等形式，巩固本节课所学内容。
板书设计：1. 单词：friend、classmate等2. 句型：“He/She is my friend.” “We are classmates.”等作业设计：1. 抄写本节课所学的单词和句型。
2. 用英语写一篇关于自己朋友的短文。
课后反思：本节课通过歌曲导入，激发了学生的学习兴趣。
在教学过程中，教师注重学生的口语表达能力和合作能力的培养，通过小组活动和角色扮演，让学生在实际情境中运用所学知识。
在巩固练习环节，教师设计了游戏和竞赛，使学生在轻松愉快的氛围中巩固所学内容。
总体来说，本节课达到了预期的教学目标，但在教学过程中，教师还需注意对学生的发音进行纠正，以帮助学生更好地掌握单词和句型。
8A Unit1 Friends 教案
8A Unit1 Friends 教案教学目标本节课的教学目标主要包括以下几个方面： - 学生能够理解并运用本单元所学的词汇和短语。
- 学生能够根据提示描述他们的朋友。
- 学生能够运用一般现在时谈论他们朋友的喜好、爱好等。
- 学生能够通过合作活动提高他们的口语表达能力。
教学准备•教材：初中英语教材8A Unit 1 Friends•多媒体设备：投影仪或电子白板•学生课前任务：请学生提前阅读课本Unit 1 Friends并准备讲述他们一个朋友的简介教学步骤引入新课（5分钟）在黑板上写下“What are friends for?”，然后向学生提问：“朋友是为了什么的？”引导学生思考并回答。
教师引导学生进一步阐述朋友在生活中的重要性，并拓宽讨论范围，例如：朋友可以一起玩耍、分享快乐和难过等。
复习所学单词和短语（10分钟）在黑板上列出课本中Unit 1 Friends所学的重点单词和短语，并与学生一起复习。
教师可以通过幻灯片展示单词和短语的图表，同时发问学生有关这些词汇的问题，以加深学生对这些词汇的理解和记忆。
学生讲述一个朋友的简介（15分钟）要求学生一个接一个地讲述他们一个朋友的简介。
学生可以参考自己的课前任务，并在讲述过程中运用所学的词汇和短语。
教师可以适时给予学生鼓励和肯定，并在学生讲述过程中纠正他们可能出现的语法错误或用词不当的情况。
学习一般现在时谈论朋友（20分钟）在黑板上写下一般现在时的基本结构，并解释动词的变化规则。
教师可以通过示范句子的方式，引导学生理解一般现在时在谈论朋友时的用法。
例如，教师可以问学生：“What does your friend like to do in his/her free time?。
2.《Unit1_Friends_Reading1》教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校8（上）Unit1 Friends《Reading I》教案南通市通州区金郊初级中学曹群Learning objectives:●Ss can guess and understand the meanings of some new words accordingto the context;●Ss can improve the ability of using different strategies to help themselvesto know about three best friends;●Ss can learn to use adjectives to describe people’s looks andpersonalities;●Ss are expected to be imaginative and creative, cherish their friendshipand learn how to get more friends.Learning focuses:Guide Ss to get information from the entries by reading.Encourage Ss to describe their own best friends.Methods:Problem-Based Learning methodClassroom aid:An overhead projectorTeaching Procedures:StepⅠ Engage1. Lead-inEnjoy a poem about friendship and present new words ‘voice and straight’.2. BrainstormingEncourage students to recall the words about friends learned in the firstperiod by answering the open question “What do you think friendsshould be like?”StepⅡ Read1. Fast readingGet Ss to go through the entries as quickly as possible and answer:Can you name the best friends?2. Reading for detailsA. BettyActivity oneGet Ss to predict something about Betty with the following questions,then read and check. Also the new words “generous” and “singer” arepresented while reading.1) What does Betty look like?2) What is she like?3) What is her future plan?Activity twoMake Ss aware of the structure of describing a friend by summarizing the first entry.Activity threeGet the students to complete the missing words and compare the text with the first entry.B. MaxActivity oneGet SS to read the second entry and fill the table.Activity twoGet Ss to read it again and guess what Max’s future plan is to train Ss’divergent thinking.C. MayGet Ss to read the third entry and try to answer “Who can be May in ourclass?”3. Further reading1) Ss follow with the tape and tell T or F.2) Ss try to find words about looks and personalities.3) Get Ss to work in pairs using the conversation on page 10 as a model. Step Ⅲ ActivateActivity oneSs listen to and talk about “Friends wanted”. A good friend should _______Activity twoSs work in groups to describe their best friend.Activity threeGet Ss to cherish their friendship by sharing the meaningful questions.1) What will you do if you are unhappy with your friends?2) How can we better ourselves?Step Ⅳ Assignment and self-evaluation1. Finish your writing “My best Friends”.2. Make a poster about your best friend.。
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.。
8aunit1friendsreading教案
8aunit1friendsreading教案一、教材分析：8A Units 1-3是牛津英语教材体系中很重要的一个模块，是关于青少年生活（teenage life）的，其内容更贴近学生的现实生活，容易引起学生的兴趣和共鸣。
本课属于Unit 1 Friends的reading部分的第一课时（reading部分一般分两课时进行教学：第一课时以阅读和理解为主；第二课时以知识点和词汇的分析掌握为主）。
牛津初中英语系列教材按“话题—功能—结构—任务”相结合的原则编写，并力求使这四个方面在比较真实的情景中紧密联系、融为一体综合运用。
本单元围绕“朋友”这个话题展开教学，引入大量的形容词来描述朋友的外貌、性格、能力等特征，所以运用描述性形容词的功能来刻画人物特征是本单元的中心任务。
而且本单元的Grammer重点学习形容词的比较级和最高级用法正是对这一中心任务的扩展和补充。
整个单元的结构安排十分合理，各部分相互渗透，Reading部分提供了三个具有不同外貌、个性、能力和理想的青少年Betty,Max,May作为学生学习的对象。
其实他们就是学生身边很具有代表性的个体。
从他们身上能找到自己最向往的好朋友应该具备的良好品质，同时激励每个学生培养优点，克服缺点，争做人人喜欢的愿意交往的好学生。
如此丰富、有感召力的话题激发了学生浓厚的兴趣和积极的参与意识，为教学活动的展开提供了优秀的情感基础。
同时学生在通过课堂的学习后回到生活中有“随手可得”的谈话资料。
这样的设计充分体现了牛津英语教学源于学生生活经验并紧密联系学生生活实际的理念。
二、学情分析：1、年龄特点：八年级学生大部分是处于14、15岁左右的学生，处于生理、心理高速发育时期--青春期。
这时的学生渴望得到关心，希望得到别人的尊重和肯定；既渴望交朋友，又不会处理同学关系，因此表现得敏感多疑、固执、脆弱而且情绪易波动；青春期的孩子一方面认为自己长大了，想摆脱家人和老师的约束，另一方面又缺乏自控力、判断力，容易受外界的干扰；他们活泼好动，参与欲、表现欲非常强烈,但也有小部分学生性格孤僻、自卑内向、胆小；相当多学生较懒惰、贪玩，学习目的不太明确，对学习抱着单纯的求趣心理，追求知识要符合自己的兴趣，容易感情用事，对于自己感兴趣的东西就认真学，不感兴趣的就不学。
人教新课标高中英语必修1Unit1教案1
Unit 1 Friendship1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habitadd up calm down have got to be concerned about walk the dog gothrough hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that---?---I’ve grown so crazy about---I didn’t dare2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）t.That’s correct. Of course no语法直接引语和间接引语(1): 陈述句和疑问句陈述句Said Anne.want to set down a series of facts in a diary.”“I don’ｔwant to set down a series of facts in a diary.-----Anne said that she d idn’t一般疑问句He asked, “A re you leaving tonight?”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night?” father said to Anne.--- Father asked Anne when she went to bed the night before.1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the Germankil ling in world war 2. she treats the diary as her best friend, and in it reveals her Nazis’ longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop theability to cope with misunderstanding, conflicts and problems related to friendship,and give advice on it. The concept that even an ordinary thing can be a friend shouldbreak down the traditional belief in the interpersonal nature of friendship. Also, thecomparison of similarities dissimilarities in friendship comprehension between theEast and the West leads studen ts to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helpsstudents to lead a more friendly and harmonious life. Thus, based on the theme,contents and teaching objectives, the whole teaching procedures can fall into fiveperiods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using some phrases andstructures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arousethe students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What did you do in yoursummer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you say something about it?3.Do you like making friends? How do get in touch with your friends? Do you have manyfriends? Where are they now? Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may behelpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys ……and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four tofind out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assess t heir values offriendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do w wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, orn youryou fail to show enough concern for your friend’s needs and feelings. Try to strike a balance betw friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balanceyour needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, …… What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor,choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am,s but still know you can call them and wake them up, and they’ll still want to talk to you ,that’friendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class sharetheir ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends fromfalse friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?tell me what the diary is about 5) We are going to read o ne of Anne’s diaries .but before reading ,can youwith the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______?3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explainwhy, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to expressyour understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out theiropinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult point.Learn about t he special cases in which the tenses shouldn’t be changed4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inriends—you andT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her fTom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect spee Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→want to set down a series of facts in a diary.Anne said that she didn’ｔ“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 Grammarch into Indirect Speech, whatT: Now let’s look at these sentences again. If we want to change Direct Speeshould be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed. T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
译林版英语八年级上册Unit1friends教案
3. Ask 2-3 Ss to retell the three articles.
教学过程
（教学环节、教师活动、学生活动）
集体讨
论记录
个人修改记录
Name
Betty
Max
May
Appearance
Slim, short hair
Tall, poor eyesight (wear glasses)
教学过程
（教学环节、教师活动、学生活动）
集体讨
论记录
个人修改记录
Step 1 Revision.
1.What are the most important qualities of a good friend?
2.What are the very important qualities of a good friend?
3.Explain some important words.
Step 6 Brain-storming
T: Do you have any other ideas of a good friend?Can you use some words to describe your best friend?
To learn how to use adjectives to describe people’s appearance and characteristics.
重点、
难点
To learn how to use adjectives to describe people’s appearance and characteristics.
Eyes, nose: big, small
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Module 1 Unit 1教案一Reading教学目标l掌握本课出现的重点词汇、词组和句型。
2能用所学知识和方法谈论朋友的外貌和品质。
3通过讨论朋友的外貌和品质，激发学车对朋友的认识及对友谊的思考。
教学内容四会内容：词汇：anytime voice roundalmost round sensebored fit knockstraight sweet smilechoose词汇：give her seat to someone in need have a good voice want to be a singer wear small round glassesmake him look smart have a good sense of humourmake me laugh feel bored have long straight hair say a bad word about anyonebe good at telling jokes句型：She is also helpful and ready to help people any time.She wants to be a singer when she grows up.He tells funny jokes and always makes me laugh.They do not fit well under his desk.She smiles often and never says a bad word about anyoneWhen something worries me, I can always go to herMax looks smart in his small round glasses.Who would you choose as your best friend, Suzy?词汇：generous willing humour onto personality词组：be willing to do sth knock sth onto the floor句型：She is willing to share things with her friends.教学准备1一张教师朋友的照片2配套磁带或光盘。
教学步骤Reading 1Step I复习1与学生就“朋友”这个话题进行交流，复习前一课时的内容。
教师说：Yesterday we learnt to talk about friends. Let’s discuss in pairs.(l) What qualities are important in good friends?(2) What do you think makes your friend special?(3) What's your friend like?呈现上述问题，鼓励学生两几一组互相问答，回忆所学内容。
2教师接着问学生：Are your friend’s looks very important to you? 有的学生会回答：No. 教师接着说：I agree with you. We should never judge a person just by his or her looks or clothes. But it’s usefu l for you to learn some words to describe your friend’s looks, right?Step Ⅱ呈现1教师呈现一张自己朋友的照片：Look at this photo. This is my best friend让学生描述照片上的人物，教会学也smile, sweet, long Straight hair, wear, small round glasses等关于外貌的词汇和短语。
2教师说：My friend often shares things with others, so he/ she is very generous.板书generous。
教师接着说：I’m very happy when I’m wit h him/her, because he/ she often tell jokes. He/ She often makes me laugh. He/ She has a good sense of humour. 板书make me laugh，have a good sense of hurmour。
确保学生理解黑板上所写内容的意思，并能正确朗读。
1教师说：Teenagers magazine is holding a writing competition about best friends. Some students have written articles for it. Read the entries and find out whether the following sentences are true or false让学生快速朗读文章并完成B2部分。
向学生解释词组be kind to sb、look smart in his small round glasses，并核对答案。
2教师说：Now let’s learn more about Bet ty, Max and May. Please listen to the tape and read the entries again. Then try to answer the following questions教师在每段结束后停顿，提问以检查理解情况。
每段参考问题如下：Betty：(1) Is Betty slim? (Yes, she is)(2) What kind of person is she? (She’s gene rous and helpful.)(3) What does she want to do when she grows up? (She wants to be a singer.)Max: (l) How tall is Max? (Almost l.75 meters.)(2) What kind of person is he? (He has a good sense of humour.)May：(1) Is May pretty? (Yes, she is.)(2) Why is she a true friend? (Because she can keep secret.)3再次播放录音，让学生跟读：Let’s repeat after the tape.4将班级分成三大组，对学生说：There are three entries here. I'd like each team to read one entry 5让学生自己朗读课文：Read the entries by yourselves.Step Ⅳ操练1指导学生完成B1部分的练习。
教师说：Mr Zhou, the editor of the magazine, is making profiles of Betty, Max and May. Help him complete the information in Part B1在学生填写的过程中，教师可以巡视并随时加以指导和纠正。
2指导学生完成B4部分的练习。
鼓励学生叫人一组扮演Mr Wu，Suzy，Simon和Sandy进行对话，加深对课文信息的掌握。
教师说：Mr Wu is asking the students who they would choose as their best friends. Complete the conversation with the words in the boxStep V家庭作业1熟读课文，能力较强的学牛背诵课文。
2记忆本课时所学的侧汇、词组和句型。
3完成教师布置的书面练习。
Reading 2Step I呈现1为学生提供一个表格，指导学生白由朗读课文，边读边填。
写下页的表格：Please read the entries and complete the table.2学生四人小组讨论上述表格，以加深对课文细节的理解。
3要求学生根据印象复述三人特征。
Step II操练1教师指导学生完成B3部分的练习.教师说：Mr Zhou is writing about Betty, Max and May. Help him write the correct names in the boxes and find some related details in the three entries. 完成后请几位学生朗读各自写好的答案：Who can read out the answers? Let’s listen carefully 2教师讲解课文中的重点词汇和词组：3把学生分成四人小组，教师说：Now can you find the important phrases or sentences in the passages? Discuss them in your groups教师先让学生小组讨论文中的重点短语和句子，再加以说明，并以中英互译的形式巩固知识点：Next, please translate the following phrases into English or Chinese教师用课件呈现以下内容：(1) 愿意做某事(be willing to do sth)(2) 时刻准备帮助人们(be ready to help people any time)(3) 有好的嗓音(have a good voice)(4)一次乏味的会议／感到无聊(a boring meeting／feel bored)(5)很有幽默感(have a good sense of humour/ be very humorous)(6) wear small round glasses (戴副小小的圆圆的眼镜)(7) knock sth onto the floor (把某物撞翻到地上)(8) make me laugh (使我大笑)(9) someone/people in need (需要帮助的人)(10) say a bad word about sb (说某人坏话)Step III活动1教师说：We’ve learnt a lot about Bett y, Max and May. If you need to choose one of them as your best friend, who would you choose? Why? 要求学生在组内讨论，说明各自理由。