中考英语8A UNIT 1 FRIENDS复习学案
八年级英语 Unit 1 Friends Reading学案
八年级英语 Unit 1 Friends Reading学案Friends Reading (2)预习内容1，继续学习新单词2，完成英汉互译1、和我一样苗条 ______________2、 be willing to share things with others______________3、乐于助人________________________4、 someone in need _______________________5、周游世界 ________________________6、 knock him off his bike_____________________7、视力差 _______________________8、 make him look smart ______________________9、很有幽默感_________________________10、 tell funny jokes________________________11、由于玩电脑太多_____________________________12、 feel bored ___________________13、说某人坏话 ______________________14、 straight shoulder-length hair 教学过程讲解与练习1、she is as slim as I am、她和我一样苗条。
例：他不如我高。
H e isn’t as tall as I 、as+形容词/副词的原级+as2、be willing to do sth、愿意做某事例：我们愿意为希望工程筹集物品。
We are willing to collect things for Project Hope、3、any time 随时, 任何时候4、be ready to do sth be ready for sth、乐于做某事；准备好做某事（状态）雷峰总是乐于助人。
8A Unit 1 Friends 教案
8A Unit 1 Friends 教案8A Unit 1 Friends Comic strip & Welcome to the unit Teaching Objectives: To identify the words and phrases to describe the appearance and personality of a person To talk about the important qualities of a good friendTeaching contents: Words: honest, joy, sad, believe, teenager, good-looking, musical Phrases: have something to drink, make somebody happy/special, keep secrets, share one鈥檚joy, believe what somebody says, talk to somebody about anything, clean and tidy Sentences: Do you want some? Can I have something to drink? What about some milk? Can I have some more food too? There鈥檚nothing else in the fridge.Teaching preparations: Tape recorder Computer Pictures Teaching procedures: Step1 Warm-up T: Hello everyone, glad to see you again! Did you have a nice summer holiday? Are you happy to be back to school and see all your friends? Ss talk about their summer holidays. T: This summer holiday I went to Australia with some of your classmates and friends. We took a lot of photos. Would you like to have a look? Show the pictures and introduce some places of interest and animals in Australia. T: Look, we took a photo with this famous man--- Batman. He鈥檚a hero and people鈥檚good friend because he helps people in danger. Do you agree? What do you think of him? Ss talk about Batman with the adjectives describing appearance and personality, such as friendly, helpful, kind, polite, clever, brave, etc.Step 2 PresentationT: There are some more words to describe people. For example, we can say Batman is good-looking. But we never say he鈥檚beautiful! We don鈥檛use beautiful to describe a boy or a man. If someone likes music or is good at music, we say he or she is musical. Teach 鈥済ood-looking鈥?and 鈥渕usical鈥?Step 3 Practice1. Play a guessing game. Ss describe their best friends in the class and guess who are talked about.2. T: Just now we heard some of the students talk about their best friends. Could you tell me which words are used most often? Ss: friendly, helpful, polite鈥?T: So these are very important qualities of a best friend, do you think so? What other qualities are important to you? Ss complete the table in Part B, P7. Then work in pairs to exchange their ideas and have a debate. Sentences may be used: I think my good friend should be very 鈥?because鈥?I agree. / I don鈥檛agree with you because 鈥?It鈥檚quite important for a friend to be 鈥? Do you think so? I don鈥檛think my good friend must be very 鈥?3. T: Why do you think he/she is your best friend? What makes him/her so special to you? Can you talk to him/her about anything? Do you talk to him/her when you have problems? Do you believe what he/she says? When you are happy or sad, do you talk to him/her? Why? Teach 鈥渟ad鈥? 鈥渂elieve鈥? 鈥渉onest鈥?and 鈥渏oy鈥? Ss complete Part A, P7 and report individually.4. T explains some language points.Step 4 Presentation 1. T: How old is your best friend? What about you? Ss: 15/16 鈥?T: So you are teenagers. We call children between 13 and 19 teenagers. Teach 鈥渢eenager鈥? T: We have a good friend, Eddie. Is he a teenager? Ss: No. 2. T: Who 鈥檚Eddie鈥檚good friend? Why? T plays the tape of the Comic strip and Ss try to find out the answer to the question. (Hobo is Eddie鈥檚good friend because they always share things with each other.) 3. Ss read the Comic strip and answer the questions: (1) What does Eddie give Hobo? (2) What does Hobo want? (3) Do you think Eddie is a true friend? Why? 4. Ss read the dialogue in pairs. 5. T explains some language points.Step 5 Practice 1. Ss act out the dialogue and they are encouraged to add in something they like. 2. Discuss: Who do you like better as a friend, Eddie or Hobo? Why? 3. Ss work in pairs to ask and answer about their good friends. A modeldialogue: A: Who鈥檚your good friend? B: 鈥?A: What鈥檚he/she like? B: 鈥?A: What do you think of your friend? B: 鈥?A: What makes him/her so special to you? B: 鈥?Can you tell me something about your good friend?Step 6 Summarize T: Today we have learned some important qualities about a good friend. It seems that we all think appearance is not so important, but a friend should be helpful and honest. And I hope everyone can be like that and you will have more friends.Step 7 Homework 1. Describe a good friend of yours with the words and phrases learnt in this lesson. 2. Finish the Workbook exercises.8A Unit 1 Friends Reading (鈪? Teaching Objectives: To guess general meanings from keywords and context To skim text for overall meanings and scan for details To identify specific information about different people form their friends鈥?descriptions To use adjectives to describe people鈥檚appearance and personalitiesTeaching contents: Words: slim, shoulder-length, generous, singer, almost, eyesight, smart, true Phrases: travel around the world, have poor eyesight, have a good sense of humour, knock off, a true friend, say a bad word about anyone, vote for Teaching preparations: Tape recorder ComputerTeaching procedures: Step1 Leading-in T: Yesterday we learnt to talk about friends. Friends are very important in our lives. Almost everyone needs a friend and almost everyone has a friend, do you think so? Let鈥檚look at some interesting English sayings about friends. Please try to guess the meanings of them. Ss read and discuss. Step 2 Presentation T: Why do you think friends are important? What can friends do for you? Ss give different answers. T: Is your friend鈥檚appearance very important to you? Ss: No. T: Good. We should never judge a person by his appearance or clothes. But it鈥檒l be good for you to learn some words to describe your friends 鈥?appearance, right? T shows the pictures and teaches 鈥渟houlder-length鈥? 鈥渟lim鈥?and 鈥減oor eyesight鈥?Step 3 Practice Ss 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 Presentation 1. 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 to describe them? Ss fill in the blanks to complete the sentences. T teaches 鈥済enerous鈥?鈥渏oke鈥? 鈥渉umorous鈥? 鈥渉ave a good sense of humour鈥? 鈥渁true friend鈥?and 鈥渂e ready/ willing to do sth鈥? 2. T: 鈥楾eenagers鈥?magazine is holding a writing competition about good friends. Some students have written some entries for it. Please read and find out whether the following statements are true or false. T plays the tape recorder for the Ss to repeat. Ss read and do Part C1, P10. 3. Ss read again and 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.Step 5 Practice 1. 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 Summarize T: What do we usually write about when we describe our friends? Ss: Appearance, personalities 鈥?T: Yes, in which paragraph do we usually write about the appearance? Ss: Paragraph 1. T: 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 Practice 1. Ss do Part C2, P10 and find out who each of the personalities will vote for and fill in the blanks. Then check the answers by asking and answering in pairs 鈥榃ho will Amy/ Simon/ Sandy vote for?鈥?2. Ss vote for one of the 鈥榖est friends鈥?described in the articles and tell the reason why. 3. Ss do a class vote for a鈥榖est friend鈥? Write a brief description about a person they consider as a best friend. Read some of the descriptions and then vote for one of them. Explain why they vote for that particular person.Step 8 Homework 1. 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. 8A Unit 1 Friends Reading ( II ) Teaching Objectives: To learn some useful expressions and use them in different context To learn how to describe friendsTeaching contents: Words: slim, shoulder-length, generous, singer, almost, eyesight, smart, true, joke, fit, off, advertisement Phrases: be willing to do sth., share sth. with sb., in need, help sb. with one鈥檚homework, walk past, knock sth. off sth., tell funny jokes, make sb. laugh, think of, worry sb. Sentences: She is as slim as I am. She is also helpful and is ready to help people any time. Betty wants to be a singer and travel around the world when she grows up. He has poor eyesight because of working on the computer too much at night. His legs are very long and they do not fit under the school desks. She is kind and never says a bad word about anyone. Teaching preparations: ComputerTeaching procedures: Step 1 Revision 1. T: For yesterday鈥檚homework I asked you to vote for a best student in your class. Now can you tell me your choice and your reason? Please describe that person in details and let鈥檚guess who it is. Then we can vote for him or her, OK? 2. T: Yesterday we also met three friends in 鈥楾eenagers鈥?Magazine. They鈥檙e Betty, Max and May. How much do you remember them? Ss have a group competition by answering questions about Max. Step 2 Language points T: Wonderful! You have a very good memory. Now let鈥檚move on to look at some useful phrases and sentences in the three articles and learn to use them: 1. She is as slim as I am.濂瑰拰鎴戜竴鏍疯嫍鏉°€?as+?鍓?as 浠栦笉濡傛垜楂樸€侶e isn鈥檛as tall as I . 浠栧仛浣滀笟鍜?He does homework as carefully as I do. 鎴戞槰澶╁埌瀹?I didn鈥檛get home as early as my sister yesterday. 2. be willing to do sth. 鎰挎剰鍋氭煇浜?鍝併€俉e are willing to collect things for Project Hope. 3. any time闅忔椂,浠讳綍鏃跺€??If you have any problem, call me any time. 4. be ready to do sth./ be ready for sth.濂藉仛鏌愪簨锛堢姸鎬侊級闆峰嘲鎬绘槸涔愪簬鍔╀汉銆?Lei Feng is always ready to help people. 鎴戝噯澶囧ソ鑰冭瘯浜嗐€?I鈥檓ready for the exam. get ready to do/ for sth. 5. someone/people in need 闇€瑕佸府鍔╃殑浜?We are in need of water. 鎴戜滑闇€瑕佹按銆?鎮ｉ毦鏈嬪弸鎵嶆槸鐪熸湅鍙嬨€?A friend in need is a friend indeed. 6. because of/because because 鍚庤窡浠庡彞because of sth/doing sth锛?鍥犱负涓嬪ぇ?We didn鈥檛do morning exercises because it rained heavily. We didn鈥檛do morning exercises because of the heavy rain. 7. knock sth off 鈥?鎶婃煇鐗╀粠鈥︹€︽挒缈?8. bored/ boring bored 锛堜汉鎰熻boring 锛堟煇鐗╋級鏃犺亰涔忓懗娇澶у?The boring meeting made everyone feel very bored. 9.have a good sense of humour = be very humourous 寰堟湁骞介粯鎰?10. a true friend 11. worry sb. 浣挎煇浜烘媴蹇?12. keep a secret 淇濆瘑13. say a bad word about sb. 璇存煇浜哄潖璇?笉绀艰矊鐨勩€?It鈥檚not polite to say bad words about others.Step 3 Exercises 1. Fill in the blanks: 1) Are you _______ (will) to sing an English song for us? 2) Maybe she is ready _________ (dance). 3) He will watch TV when he feels _____ (bore) at home. 4) He is ________(help). He always gives seats to people in need. 5) He tells jokes and makes us _____ (laugh). 6) He plays the piano well. He鈥檚________(music). 7) Maybe he will grow into a ________(sing). 2. Complete the sentences: 1) 鎴戜滑閮藉枩娆㈠巻鍙茶€佸笀鍥犱负浠栧緢鏈夊菇榛樻劅銆?We all like our history teacher because he _____________________. 2) 杩欐湰涔﹀緢涔忓懗锛屽畠璁╂垜瑙夊緱鏃犺亰銆?This book is ______ and it makes me _____. 3) ?Don 鈥檛_______ my cup ______ the table when you ___________ my table. 4) 闀块?Her straight long hair________________________. 5) 鎴戝嚑涔庡拰鎴戠埗浜蹭竴鏍烽珮銆?I am___________________ my father. 6) 鐢变簬鎵撶數鑴戞父鎴忓お澶?浠栫溂鐫涘?He _______________________________ playing computer games too much. 7) 鎴戦暱澶т簡鎯冲懆娓镐笘鐣屻€?I want to ______________________ when I ____________.Step 4 Summarize T: Today we went over some details about the three friends we met yesterday. We also learnt some useful phrases and sentences to describe friends. Friends are important to every one of us. Let鈥檚cherish friendship and be nice to our friends. If we all have good friends and try to be true friends, our lives will be better and better! Now let鈥檚enjoy an English poem together as the end of this class.Step 5 Poem We are always together in our hearts We have many secrets to share When I need you, you are there Your sense of humour Can always make me laugh Thank you for being so generous Let nothing come between us Even when we are far apart You are always in my heartStep 6 Homework Write an article about your best friend. These should be covered in the article: name, age, appearance, personality, etc. (60 words at least) 8A Unit 1 Friends Vocabulary Teaching Objectives: To use adjectives to describe appearance To use appropriate adjectives to describe the appearances of boys and girlsTeaching Contents: Words: thin, strong, tall, short, small eyes, big eyes, round face, square face, beautiful, pretty, lovely, handsome, good-looking, smart, slim Girls锛歜eautiful, pretty, lovely, slim Boys锛歨andsome, good-looking, smartTeaching preparations: Computer Pictures Teaching procedures: Step 1 Warm-up T:Let鈥檚play a guessing game, OK? You will see 6 sentences describing a person on the TV screen. If you can guess who she is after you read the first sentence, you will get 10 points. After the second sentence you can get 8 points. But after the last sentence you鈥檒l get a zero. Does it make sense? Ss find out the answer without much difficulty. T: It鈥檚easy, right? You have remembered the three friends鈥?appearances and the words to describe them. Now let鈥檚have a look at these words again.Step 2 Presentation 1. T: Look! Here is a table. When we describe people鈥檚appearances, we usually talk about these different parts: build, height, leg and hair including the style and length. Teach 鈥渂uild鈥?and 鈥渉eight鈥? T: Now please put the words into the table. 2. T: As the first guessing game is so easy, shall we play once more? Ss: OK. Ss fail to find out who she is. T: Haha, it鈥檚me! Why is it not so easy this time? Because you haven鈥檛learnt this before and the information I gave you is not enough. We need to learn more to describe people鈥檚appearances, right? Ss look at the pictures and learn more words to describe appearance. They try to find out what the words are used for--- build, height, etc.Step 3 Practice 1. Ss do Part A, P11. 2. Ss find out more to describe--- eyes, face, etc.3. Ss describe the people in the pictures with the words they have just learnt and each time there鈥檚something new added in.Step 4 Presentation 1. T: You鈥檝e just described the appearances of a little girl, a pop singer, a sports star and a classmate of yours. What do you think of them? Ss: Handsome, smart, good-looking, beautiful, pretty, lovely鈥?T: Well done! You鈥檝e learnt a lot. But do you know that some words are suitable for girls only and some are for boys only? Of course there鈥檙e also some for both girls and boys. Let鈥檚put them in the right places. Girls锛歜eautiful, pretty, lovely, slim Boys锛歨andsome, good-looking, smart Ss do Part B, P11. 2. T: Now we鈥檝e learnt a lot of words to describe girls and boys, face and hair, etc. Let鈥檚have a groupcompetition. Please write down as many words as possible in the given time according to my instructions. You must listen carefully and make sure you鈥檙e writing the right words. For example, if I ask you to write some words to describe hair, you can鈥檛write round or square, OK? 1) Would you please write some words which are used only for boys? 2) Would you please write some words which describe a person鈥檚face? 3) Would you please write some words which describe a person 鈥檚build? 4) Would you please write some words which are used for both girls and boys? Ss work in groups. Four groups come to the blackboard. Each time only one of them writes and the others can shout loudly to help.Step 5 Practice 1. T: Now let鈥檚check how well you have learnt. Could you describe the appearance of the person you know best? It鈥檚YOUSELF! Get some students to come to the front of the classroom to describe their own appearances, try to use as many adjectives they鈥檝e learnt as possible. 2. T: As there鈥檚still some time left, we can play one more game called 鈥淭wenty Questions鈥? Please try to guess who I am thinking about by asking me questions about his or her appearance. You can鈥檛ask special questions and I can only answer 鈥淵es鈥?or 鈥淣o鈥? If you are smart enough, you may not need to ask 20 questions! Then you can play this game with your classmates. Here is a model: T: I鈥檓thinking about a boy in this class. S1: Is he tall? T: Yes. S2: Is he strong? T: No. S3: Is he our monitor? T: No. S4: Does he have big eyes? T: Yes. 鈥︹€?Ss ask questions and guess. Then the one who gets the right answer comes to the front and the other students ask him/ her questions to continue the game.Step 6 Homework Describe the appearance of someone you like very much. He or she may be your friend, your parent or your favorite star. Try to bring a photo of his or hers here tomorrow. Let鈥檚see how well you can use the words you鈥檝e learnt.8A Unit 1 Grammar (鈪? Teaching objectives To use an adjective before a noun orafter a linking verb to describe someone or something To use comparatives to compare two people or things To use superlatives to compare three or more people or thingsTeaching Contents: Words: cheerful, printer, better, worse, worst, height, competition, test, be, become, feel, get, grow, keep, look, seem, smell, sound, taste, turn Phrases锛歩n the drawing competition Sentences锛歍his is the most expensive printer in the shop. Millie is the slowest swimmer of the six students. Sandy鈥檚drawing is the most beautiful in the drawing competition.Teaching preparations: Computer PicturesTeaching procedures: Step 1 Lead-in T: Yesterday I asked you to describe a person you like and bring his or her photo here. Now would you please show me your work? Some Ss come to the blackboard and describe. T shows one of the descriptions and underlines some adjectives in the description.Step 2 Presentation T: These underlined words are called adjectives. Please look at the pictures and the sentences. Can you tell me the use of adjectives in them? Show a picture of a woman with short hair and a sleeping cat. She has short hair. Her hair is short. This is a lazy cat. This cat is lazy. Ss find out that adjectives are used to describe people or things and are used before nouns or after linking verbs. T: Can you think of any linking verbs we鈥檝e learnt before? Show Ss some of the linking verbs which are often used.Step 3 Practice Ss do Part A, P12. Rearrange the words to form complete sentences. Millie has short hair. Sandy wears round glasses. Amy is funny and cheerful. Millie does not like long hair. Sandy is tall and has long hair. T helps Ss find out the use of adjectives in each sentence--- before a noun or after a linking verb.Step 5 Presentation 1. T: Look at these two girls. Can you find out the difference between the two sentences? Emphasize that an adjective is used with a noun or a linking verb while an adverb is used with a verb. 2. Show Ss more pictures. Help themsay sentences to compare the things with comparatives and superlatives. Ss find out that comparatives are used to compare two people or things while superlatives are used to compare three or more people or things. Also find out some words and phrases which indicate the use of comparatives or superlatives. Comparative: than, much, even, still, a little, of the two, Which/Who is 鈥? A or B? Superlative: the, of 鈥? in 鈥? Which/Who is 鈥? A, B or C? 3. Ss look at the table and find out how to form comparatives and superlatives. We add -er / -est to short adjectives. (Short adjectives are adjectives of one or two syllables). We use more/ most for long adjectives. (Long adjectives are adjectives of three or more syllables.)Step 6 Practice 1. Ss do Part B1, Page 13. Write the comparatives and superlatives of the adjectives. 2. Ss have a group competition. Each member of a group should read and spell the comparative and superlative of an adjective below. The group that can do it most quickly with all the answers correct will be the winner. 1) light old healthy cheerful 2) safe thirsty slim bad 3) bright new much bored 4) sad heavy straight clearly 3. Ss do Part B2, P14. Complete the sentences according to the profile. 4. Ss make up a dialogue in pairs to compare people or things. They can choose any topic of the following: animals, sports, food and drinks, people in this classroom. T provides some pictures, words, phrases and sentences which may be useful to Ss. 5. Ss do some multiple choice and translation work. Step 7 Summarize T: This class we learnt the use of adjectives, comparatives and superlatives. Now let鈥檚read an interesting English poem as the end of this lesson. Good, better, best, Never let it rest, Till your good is better, And your better is best!Step 8 Homework Revise the use of adjectives, comparatives and superlatives Complete the exercises in the workbook鎬?璇?棰?8A Unit 1 Friends ?10 绗?6 璇炬椂璇?棰?Grammar锛堜簩锛?璇惧瀷鏂版巿璇? 1. To compare two people/ things using鈥?not) as鈥? adjective+ 鈥榓s鈥?2. To use superlatives to compare three or morepeople/ things 3. Review to use comparatives to compare two people/ things 鏁欏(not) as 鈥? adjective+ 鈥榓s, language points (not) as鈥? adjective+ 鈥榓s 璇惧墠棰勪範 1. Preview the new words. 2. Revise someverb phrases. 鏁?甯?娲?鍔?瀛?鐢?娲?鍔?Step 1 Brainstorming Show picture T: Please look at this boy. What do you want to say about him? S: 鈥︹€?write the adjectives which students will be mentioned on the blackboard.) T: All of you described him very well withthese words. Today, we 鈥檒l talk about adjectives. Sentences: Liu Xiang is a tall boy. He is sporty. He has big eyes. T: Who can tell me where we usually put adjs? We use an adjective before a noun or after a link verb to describe someone/ something. Show picture 2,3 T: What about Daniel? Is he tall?T: Look at these girls, who is the tallest ?T: not as s = not so s ?姣旇緝绾?+ than 姣斺€︹€? T: Tommy likes music, and Dainel likes outdoor activities. Can you say their names? Ask students to look at the table on page 11 and complete the conversations with 鈥?not) as...as 鈥?Step 2 Practice using 鈥樷€?than 鈥? 鈥榯he most 鈥︹€? 鈥榓s s 鈥? 鈥榥ot as 鈥?as 鈥? T: Amy thinks diving is the most interesting outdoor activity. It 鈥檚 more interesting than swimming and hiking. Hiking is as interesting as camping. But they are not as interesting as skiing and swimming 鈥? Step 3 Practice it in another way. Now can you understand another kind of diagram? (very interesting--鈽呪槄鈽呪槄鈽? not interesting--鈽? Step 4 Task Look at the diagram on P11. Talk about it in groups. Then practise as the four children Step 5 Exercises Step 6 Rhyme: Homework 1. ?2. 姹╃數瀛愭父鎴忋€?3. 鎮ｉ毦鏈嬪弸鎵嶆槸?4. 鍜屼粬鍦ㄤ竴璧锋€绘槸璁╂垜寰堝揩涔愩€?5. 浠栫殑骞介粯浠庢湭浣挎垜鎰熷埌鏃犺亰銆?6. ?7. 濂瑰拰鎴戜竴鏍疯嫍鏉°€?8. ?S: Liuxiang (write the adjectives which students will be mentioned on the blackboard.)S: Daniel is as tall as Tommy. Tommy is as tall as Jason. S: Lily is not as tall as Mickey. Judy is not so tall as Lily. Mickey is taller than Lily. Judy is shorter than MickeyS: swimming, skiing, diving, camping, hiking, cyclingSs repeat after the teacher first, and then practise in halves.鍙嶆€?璇炬椂浠诲姟鍏ㄩ儴瀹屾垚, 瀵逛簬as s鈥︾敤娉曠殑鎺屾彙, 鍩烘湰杈惧埌80%. Reading, 鎵€浠ュ湪homework?鎬?璇?棰?8A Unit 1 Friends ?10 绗?7 璇炬椂璇?棰?Integrated Skills璇惧瀷鏂版巿璇? 1. To get specific information from a listening material; 2. To talk about a friend. 3. To talk about future plansDescribe the future plans, language points Describe the future plans. 璇惧墠棰勪範1. Preview the new words. 2. Revise some verb phrases. 璇惧墠鍑鏁?甯?娲?鍔?瀛?鐢?娲?鍔?Step 1 Warm-up T: Who is he ? Can you describe him?T: Would you like to be another Jack Chen? Why?Step 2 Free Talk T: What does 鈥?like doing? What would 鈥?like to do in the future?Step 3 Listening T: Millie is talking to Amy about her future plans. Can you find out what she would like to do in the future? You can listen to their conversation and put a 鈥楽mile face鈥?in the correct boxes in the table. T Check the answers. Step 4 Discussion T: .Discuss with your partner 鈥榃hat is Millie like?鈥?and 鈥榃hat does she want to do?鈥?Step 5 Blank-filling Step 6 Practise Task 1 Suppose you are Millie.A reporter from NJTV is interviewing you. Please make a dialogue with your partner, talking about your future plan. Step 7 Speak-up T: Listen and answer: 1.Whom are they talking about? 2.What would Peter like to do in the future? Task 2 Practice in pairs, talking about their appearance and their own plans Homework 1銆佹垜璁や负閲庤惀涓嶆槸鍗遍櫓鐨勬埛澶栨椿鍔ㄣ€?2銆佹垜涓嶇煡閬撴€庢牱瑙ｅ喅?3銆佹攢鐧绘瘮娼滄按鏇存湁鐩婁簬鍋ュ悍4銆佸弻鑳炶儙瀵硅繖涓変釜寮虹洍鐨勬€讳綋澶栬矊鍗佸垎浜嗚ВS: brave, kind, honest, pleasant鈥?an actor S: Because he is famous and popular.S: famous, popular, editor, social worker, solve problems, hard-working, handsome, cheerful, a social workerSs check the answers ?璇炬椂浠诲姟鍏ㄩ儴瀹屾垚,堟劅鍏磋叮,?鎬?璇?棰?8A Unit 1 Friends ?10 绗?8 璇炬椂璇?棰?Study Skills 璇惧瀷鏂版巿璇? 1. To find the main points of a passage in order to understand and memorize it more easily. 2. To identify keywords in order to develop general understanding of a passage. 3. To guess meaning and generate mentalpictures. Identify keywords, find the main points of a passage 鏁欏find the main points of a passage 璇惧墠棰勪範1. Preview the new words. 2. Revise some verb phrases. 濯掍綋璇句欢鏁?甯?娲?鍔?瀛?鐢?娲?鍔?Step1. Revision: T: 1. Do you have any future plans? 2. What are you going to do when you grow up?3. Why?4. What will you do to fulfill your aims?Step 2 Story telling T: Ask two Ss to repeat the story, and find out which parts are different. T: Make a conclusion, ask Ss to pay attention to the details. What is it about? Who is it about? What happened? Where did it happen? When did it happen? Why did it happen? How did it happen? Step 3 Reading T: Ask Ss to write down the keywords which refer to the most important information Read the letter, underline the main points and circle the keywords in the letter.Step 4 Exercises 1. My best friend has a good sense of __________(humorous) 2. Betty is _________ (friend) to old people only. 3. We have _______ (little) snowfall this year than last year. 4. I think Mary is__________ (good) girl in our class. 5. Peter is __________ (heavy) than Mille. 6. Millie鈥檚drawing is ________________ (beautiful) than other six students. 7. What do I have to do if I want to be _________?(thin) 8. She want to be a_________(sing) when she grows up. Step 5 New words and expressions Homework Preview the new words in main task. S: Yeah. S: Social worker, official, teacher, doctor, nurse S: We want to help others who need help. S: work hard, try our best to learn English well.Who: Cindy---a grade 8 student. Where: Beijing Sunshine Secondary School What: move to a new school, have problems with her new school Why: Don鈥檛know school very well, have no friends, do not know how to talk to her new friends, How: feel uncomfortable, nervous; always stay alone?瀛︾敓瀵逛簬澶嶈堪璇炬枃杩樻湁涓€瀹氱殑鍥伴毦, 涓斿叴瓒ｄ笉澶? 瀵逛簬鏁呬簨鐨勭粏鑺傜殑鎶婃彙鏈夊緟鍔犲己鎬?璇?棰?8A Unit 1 Friends ?10 绗?9 璇炬椂璇?棰?Main Task 璇惧瀷鏂版巿璇? 1. To plan ideas for writing 2. To learn the proper and easy ways to write something; learn the proper and easy ways to write something, Identify keywords learn the proper and easy ways to write something 璇惧墠棰勪範1. Preview the new words. 2. Revise some verb phrases.鏁?甯?娲?鍔?瀛?鐢?娲?鍔?Step 1 Revision and Presentation T: In this unit, we have learnt a lot about friends and how to describe friends. Today, my question is : What can friends do?T: Friends are important to us. We can鈥檛live without friends. Step 2 Free Talk-------talk about your best friend 飪?What鈥檚his/her name? 飪?What鈥檚he/she like锛?飪?What鈥檚his/her quality of a good friend (personality)?飪?What does he/she like doing? 飪?What would he/she like to do in the future? Step 3 Listen and Read T: Would you like to write an article about your best friend? Now, let鈥檚see how Daniel describe his best friend. Questions: 1.Who is Daniel鈥檚best friend? 2.What does she look like? 3.What is she like? 4.What would she like to be when she grows up? T: Read the article slowly by yourselves.Close your books.。
译林牛津版八年级英语上8A Unit1 Friends(Reading)教学设计
初中英语教学设计8A Unit 1 FriendsReadingⅠ一、教材分析1.单元背景分析：朋友在每个人的生活中非常重要，对于孩子们来说，也是如此。
因为我们对他们最熟悉，我们和他们最亲密，那么，如何用英文来表达自己的朋友呢？本单元是牛津八年级英语上册的第一单元，包括七个板块的内容，这七个内容基本上都围绕着“朋友”这一话题展开，在这一单元里，我们将要学习怎样用英语来介绍朋友，并学习运用形容词来描述朋友的外貌、性格、品质。
2.教材内容分析：我们在阅读中呈现出了三篇关于朋友的文章，它们分别从朋友的相貌、性格特征和品质这几方面来介绍朋友的，这里面出现了一系列单词，短语，教师得抓住孩子们的兴趣特征，为孩子们创设情境，并不断的激发他们的学习积极性，让他们主动的参与到学习中去，以便为后面的写作打下基础。
二、学情分析初二的上半学期了，孩子们对英语这门学科已经不再陌生。
但两极分化现象相当严重。
对于阅读这种类型的教材，主要用来训练他们“听，说，读，写”的能力，中等水平以上的孩子接受起来相对容易，而对于潜能生来说，就有一定的困难了。
要想尽各种办法，不落下任何一个孩子，不断的激发他们的课堂兴趣，调动他们的学习热情，让他们能够主动的参与到学习中去，成为学习的主人，从而进一步缩短差距，全面提高他们的综合能力，提高班级的整体素质。
三、教学目标掌握一些单词、短语和句子（描写朋友的）；学会描写自己的朋友。
四、教学重点和难点掌握一些新的单语、短语和句子，并能用所学新知识描述自己身边的朋友。
五、学习策略1.课前认真预习，对于自己的拦路虎，提前圈出来，并认真思考。
2.课中认真听课，勤思考，多动脑，及时做笔记，尽快的掌握所学词汇，充满热情，积极主动地参与课堂上的各种活动。
3.课下及时复习，并认真完成各科作业。
六、具体步骤Ⅰ.Teaching purpose1.Targe t of language knowledgeTo learn the new words, phrases and the useful expressions in the text.2.Target of language technique.a. To train the students’ abilities of listening ,speaking and reading.b. To skim the text for overall meanings and finish the exercises for comprehension.3.Target of attitude emotionTo love friends and use adjectives to describe people ’appearance and characteristics.Ⅱ.Teaching knowledgeWords: generous, singer, almost, round, bored, straight, sweetPhrases: a good sense of humor, feel bored, say a bad word about anyone, a true friend, keep a secret, tell funny jokesSentences: She is also helpful and ready to help people any time.She wants to be a singer when she grows up.May is my best friend.She is shorter than I am.She smiles often and never says a bad word about anyone.Ⅲ.Teaching importance and difficulties1.To grasp the language points in the three articles.2.To understand the use of comparatives and superlatives.3.To recite the three articles and describe people with proper adjectives.Ⅳ.Teaching repairMulti-media, computer, tape-recorderⅤ.Teaching proceduresStep1: Lead-in (2min)T: Last period, we talked about friends. In our lives, friends are very important for us. Everyone needs a friend. Do you think so?Ss: Yes.(用孩子们亲近的,熟悉的话题入手，能引起他们的共鸣，吸引孩子们主动参与并积极思考，从而调动他们的学习积极性。
牛津英语八上Unit One Friends 复习课件
思维导图
Qualities of a good friend Betty
keep a secret ______; make sb. happy; share ______ one’s joy……
short hair; generous slim with ______ _________ and singer helpful; hope to be a ______
练习
( C )4.—What do you think of the movie Roman Holiday? —Great! I have never seen a ________ one. A. good B. bad C. better D. worse ( B )5.—How do you like Chinese Poetry Conference on CCTV，Lucy? —Wonderful! It's the ________ programme I've ever watched. A．better B．best C. worse D．worst
语法聚焦
形容词的比较级和最高级
fast nice thin heavy dangerous many
smart large slim healthy interesting good
short wise wet early serious ill
strong simple hot noisy wonderful little
11.周游世界 12.担心我 13.说别人的坏话 14.解决他们的问题 15.一个真诚的朋友 16.有一副好嗓子 17.有一张圆脸 18.在绘画竞赛中 19.成为一名杰出的老师 20.与某人交朋友
八年级英语上册 Unit 1 Friends复习课件 (新版)牛津版 (8)
+for+ + to+
11
考点二 Our team won two games last month. 我们队 上个月赢了两场比赛。(P20)
考点抢测
3. —Can you guess which team will __B__ the match tomorrow?
—All teams are strong. It’s hard to tell.
friendly daily weekly
More examples: month, love, year
18
1.Everyone likes her because she is _fr_ie_n_d__lyto them. (friend) 2.English is important because we use it in _d_a_il_y (day) life. 3.She wears a big smile on her face and that makes her look l_o_v_e_l_y_(love). 4.We have a _m__o_n_t_h_ly_test on each subject Every month.(month)
facilities(设施)
after-school activities
3 p.m
an hour
an hour
Maths and computer
big library, swimming pool, football field
school trip
3
重点词组和短语
1.学校生活 2.努力学习/工作 3.像看电视一样
9 His grandfather is ill. He was even ___w_o_r_s_e___ (ill) this morning.
unit 1 friends教案
牛津初中英语8A Unit 1 FriendsWelcome to the unit 教案Ⅰ. About teaching materialWelcome to the unit introduces some qualities of friends, which is designed to teach some new words and phrases in advance.Ⅱ. Teaching aims1. Knowledge objectiveTo let the students grasp the new words and phrases to describe friends.2. Ability objectiveEnable the students to learn to describe their friends.Enable the students to improve their skills of listening, reading and speaking.3. Emotion objectiveTo form good relationship of cooperation between students or teachers and students through group activitiesⅢ. Key points and difficult pointsKey points：To learn to use adjectives to describe friends and their characteristic Difficult points：To grasp the new words correctly and use them properlyⅣ. Teaching aidsMultimedia and blackboardⅤ. Teaching methodsCooperation-learning, discussion and task-based teachingⅥ. Teaching proceduresStep 1 warm-up[5 min]Play the song: Make New FriendsLet the students sing togetherStep 2 lead in [3 min]Ask students these questions to lead to the topic: friends.1. Do you have friends? What does your good friend look like?2. Can everyone be your friend?Step 3 Read [6 min]Read after the tape and know the meaning of the words which describe qualities of a good friend.Step 4 Discussion [5 min]Ask students to do the discussion in group of four.Topic: What qualities are important in a good friend?Step 5 Words learning [16 min]1. Finish the matching exercise on P7. A. Explain the new words. (4 min)2. Discuss the qualities a good friend should have. List some related adjectives.Such as: helpful, clean and tidy, brave, friendly, funny, polite, musical, kind, clever, good-looking. Explain them briefly. (4 min)3. According to these words, finish the tick exercise on P7 B. Then ask students tomake sentences with the structure: It is (very/quite/not) important for my friend to be+ adj. Work in pairs. Then report it to class. (8 min)Step 6 Proverb [3 min]Add some proverbs about friends.1.需要之时方知友A friend is never known till a man needs .2.患难见真情A friend in need is a friend indeed .3.得朋友难，失朋友易A friend is easier lost than found .4.没有十全十美的朋友A friend without faults will never be found.Step 7 Exercise [5 min]Finish the translation with the words in this lesson.Helpful Honest Keep secrets Make me happy Share my joyStep 8 Homework [2 min]Describe a good friend of yours with the words and phrases learnt in this lesson.Collect some proverbs about friend.Ⅶ.. On the blackboard。
八年级英语《Unit1 My friends》学案三
1学 习 过 程一、预习检测：重点预习并记住下列单词generous 大方的 willing 乐意的 ready 乐意的 round 圆形的smart 聪明的sense 意识 humour 幽默 bored 无聊的 true 忠实的二、课堂反馈：根据首字母和句意写出单词1.He’d like to share everything with his friends. He is g____________.2. She never tells lie s(说谎). I believe what she says. We all think she is very h________.3. He can always help me with my problems. I can go to him when I am in trouble. He is very h_________.4. She does well in singing and dancing. She is a m_________girl.5. I can tell her anything and she keeps my secrets. She is a t__________ friend.6. He is good at telling jokes. He often makes us laugh. He has a good sense of h__________三、课后拓展：判断下面的几句话是否正确 Betty is generous to old people only. Betty wants to be a sin ger and travel around the world. Max does a lot of computer work. Max is very good at telling jokes.May is a true friend.May likes to tell others her friends’ secrets 品质的语篇。
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。
8Aunit1_friends教案
牛津初中英语8A Unit 1 FriendsComic Strip & Welcome to the unit 教案Ⅰ. About teaching material本课是初中英语8A第一单元的第一课时，内容为Comic Strip和Welcome to the unit。
这是一个单元的导入部分，主要通过轻松愉快的方式导入本单元主题。
本单元的主题为朋友，Comic Strip部分通过Eddie和Hobo两只小狗的对话，激发学生对本单元的兴趣，引出友谊与分享的主题；Welcome to the unit中介绍了朋友的一些品质，旨在提前教授一些新的单词和短语。
Ⅱ. Teaching aims1. Knowledge objectiveTo let the students grasp the new words and phrases to describe friends.2. Ability objectiveEnable the students to learn to describe their friends.Enable the students to improve their skills of listening, reading and speaking.3. Emotion objectiveTo form good relationship of cooperation between students or teachers and students through group activitiesⅢ. Key points and difficult pointsKey points：To learn to use adjectives to describe friends and their characteristic Difficult points：To grasp the new words correctly and use them properlyⅣ. Teaching aidsMultimedia and blackboardⅤ. Teaching methodsCooperation-learning, discussion and task-based teachingⅥ. Teaching proceduresStep 1 Lead in[5 min]Ask students these questions to lead to the topic: friends.1. Do you have friends? What does your good friend look like?2. Can everyone be your friend?3. When you choose a friend, how do you want he is like?Step 2 Listen and answer [3 min]Listen to the Comic Strip without opening books, and answer these questions.1. Who is hungry?2. What food does Eddie give Hobo?3. What does Hobo want at last?Step 3 Read and answer [6 min]Read after the tape. Explain the new words in the text of Comic Strip.more 更多的；nothing 没有东西；bowl 碗Then, discuss these questions.1. If you are Eddie, will you give the pizza to Hobo? Why?2. Do you think Hobo is his true friend?Step 4 Discussion [5 min]Ask students to do the discussion in group of four.Topic: Do you like Eddie or Hobo? Why? How is your friend like?Step 5 Words learning [16 min]1. Finish the matching exercise on P7. A. Explain the new words. (4 min)2. Discuss the qualities a good friend should have. List some related adjectives.Such as: helpful, clean and tidy, brave, friendly, funny, polite, musical, kind, clever, good-looking. Explain them briefly. (4 min)3. According to these words, finish the tick exercise on P7 B. Then ask students tomake sentences with the structure: It is (very/quite/not) important for my friend to be+ adj. Work in pairs. Then report it to class. (8 min)Step 6 Proverb [3 min]Add some proverbs about friends.1.需要之时方知友A friend is never known till a man needs .2.患难见真情A friend in need is a friend indeed .3.得朋友难，失朋友易A friend is easier lost than found .4.没有十全十美的朋友A friend without faults will never be found. Step 7 Exercise [5 min]Finish the translation with the words in this lesson.1、一个诚实的男孩2、分享我的喜悦3、看广告4、一位八年级的学生5、在冰箱里6、保密7、使我快乐8、一个长得好看的女孩9、对某人友好10、再买一些食物Step 8 Homework [2 min]Describe a good friend of yours with the words and phrases learnt in this lesson.Collect some proverbs about friend.。
8AUnit_1_Friends教学说课
初中英语8A牛津教程?Unit?1教案Unit 1 FriendsPeriod 1 Welcome to the unitAim:To revise vocabulary and expressions to describe people, at the same time, learn more new words and phrases.(1)???1.2.????? Check the answer and read the questions and words together.3.????? Explain some important words.Step 6 Brain-stormingT: Do you have any other ideas of a good friend? Can you use some words to describe your best friend?Discuss in pairs and write down the word.2—3 Ss to reportStep 7 Tick and answerT: Which qualities do you think are very important while others are not so important? Please tick them. Then report it to class.It is (very/quite/not) important for my friend to be+ adj.Step 8 SummarizeT: Today we have learned some important qualities about a good friend. It seem that we all think appearance is not so important, but he should be helpful and honest. And I hope everyone can be like that and you will have more friends. Period 2 reading1Aim:To use different strategies to help students to understand the text;1. T: So we have got a table about them. And you have known a lot about them. Can you saysth about them according to the information in the table.2. Give Ss 3 minutes to prepare3. Ask 2-3 Ss to retell the three articles.Step 6 Brainstorming.1. T: Well, when we describe our friends, we also need to describe what he or she is like.What kind of words can we use? ---Adjectives.Eyes, nose: big, smallFace: round, squareBody: thin, strong, slim, fat, tall, shortHair: short, long, straight, circled, shoulder-length2. We7)1.?????Aim:3. Mr Zhou is writing some notes about them. Is he right?4. VotingSuppose you are going to vote for the best friend among these three students, what is your choice? Why?Step 3 Voting in your own classDo you have such a good friend in you class, or around you? Please vote for him or her, and tell us your reason. (talk about qualities)Step 4 Language points1.T: now let’s look at some useful expressions in the passages.Give Ss some phrases for them to translate:与…一样苗条as slim as乐于做某事be willing to do sth.准备好做某事be ready to do sth.帮助我做家庭作业help me with my homework因为太多工作because of too much work戴眼镜wear glasses有很好的幽默感have a good sense of humour感到厌倦feel bored使我笑make me laugh走路经过walk past撞翻knock over说某人坏话say a bad word about sb.Read them together, and ask Ss to use some of them to make sentences.??????(2)(3)(4)She always ______ me _______ English.(5) Jim是一个慷慨大方的人,他总是乐于助人.(6) Betty长大后想周游世界.3 .Correct the mistakes?????????? 1. My father has good sense of humour.?????????? 2. I never feel boring when I am with him.?????????? 3. My friend is a ture friend.?????????? 4. Lily wants us to help her skating.?????????? 5. The glasses make Max looks smart.Step 6 ConclusionAsk Ss to make a conclusion of what we have learned in this period.Homework:1.?????? Write a compos ion about his/her best friends.Finish off the exercises in Handbook Period 3.Period 4 Grammar1Teaching Aims:To use comparatives and superlatives to compare two or more people and things; Teaching procedures:Step1 Lead-in---‘When ‘the’andStep 5 Consolidation Finish off the exercisesStep6 HomeworkCompare things and make 5 sentences using comparatives and superlativesPeriod 5 Grammar2Teaching Aims:To compare two people or things using ‘(not) as … as’.Teaching procedures:Step1 RevisionLook at the following table, compare the students, using ‘tall, heavy, fast’.I.???????????????????1. PresentationLook at Millie and Amy, who is taller? Millie is as tall as Amy.Peter is taller than Simon. We can also say ‘Simon is not as tall as peter.’What about other students? Do you want to know their hobbies?(Show them the diagram on P11. Help them understand it and then talk about it in groups.Then ask them to practise as the four children)5. Talk about their own hobby.What about yourselves? Can you draw some stars in the table to tell us which you like best and which you don’t like?(after they finish drawing) now I want sb. To tell us his or her hobbies. At the same time, the others listen carefully and draw proper stars to show his or her hobbies.6. Finish the sentences on P11 and do other exercises (PPT) II.???????????????? Hw.Design a diagram, including 5 outdoor activities they want to talk about, using stars toshow which one is the most interesting and which one they are not interested in. Then write as least 4 sentences, using ‘… than’, ‘the most…’, ‘as…as’, ‘not as … as’Period 6 Integrated skillsAim: To get specific information from a listening material;To talk about a friend.To talk about future plansI.doing?If they can’t, teachers can give them an example (I like hiking best becauseI think it is very interesting and it’s good for our health. I al so likeswimming and diving. But I am not good at swimming. So I dare not to swim or dive in the water. In the future, I would like to have a swimming lesson and try to dive in the sea. I don’t like cycling at all. But I must ridea bike every day, or I will have to spend too much time on buses. I wouldlike to drive a car in the future if I can.)2. Ask Ss to share their answers with each other to see if they have got the right ones.3. Ask Ss some questions about the table, e.g.:What does … like doing?II.1. reallyplans.III.1. So reallykind and helpful. What about Sandy? What would Sandy like to do when she grows up? Does she also want to be a social worker? If not, what’s her plan? Please listen to the tape and find it out.2. Listen to the tape again and help Sandy complete her letter. IV.????????????? Speak up, talking about friends.1. Sandy is showing Helen some pictures of her friends. Do you know what theyare talking about? Please listen and answer:✍?????? Whom are they talking about?✍?????? What would Peter like to do in the future?2. Listen and repeat.V.✍???????✍???????✍??????? To guess meaning and generate mental pictures.Teaching procedures:Step1. Revision:Help the students to revise how to talk about their future plans.Ask: 1. Do you have any future plans?2. What are you going to do when you grow up?3. Why?4. What will you do to fulfill your aims?Ask some students to talk about it orally in class.Step2. lead- in✍???????✍??????? story,✍??????? wholefind✍✍???????✍??????? What happened?✍??????? When did it happen?✍??????? Why did it happen?✍??????? How did it happen?Step3. Reading.Ask the students to open the book on page 14, and read the letter on page 14. try to find out information about the questions above.Who: Cindy---a grade 8 studentWhere: Bei jing Sunshine Secondary SchoolWhat: move to a new school, have problems with her new schoolWhyHowAsk above.✍???????to learn the proper and easy ways to write something;to write a description of the appearance and personality of a friend.Teaching procedures:I.??????????????????? RevisionIn this unit, we have learnt a lot about how to describe our best friends. Show three photos of Betty, Max and May. Ask some students to describe them. Revise some useful words and expressions.Ask: What aspects can we talk about from when we talk about our best friends? ✍??????? What’s his/her name?✍??????? What’s he/she like？✍??????? What’s his/her quality of a good friend (personality)?✍??????? What does he/she like doing?✍??????? What would he/she like to do in the future?Please keep them in your mind. We will talk about them step by step. II.???????????????? Brainstorming.1. When you want to talk about sth, what do you feel difficult to do? Proper words andphrases.So we need to gather enough words about sth. when we want to talk about it. How many words do you know that we c an use to describe our friends? Let’s do it in groups. Please show us you are the best.After it, T collects their words on the Bb and decide which group is the winner.2. Go through the words in the table on P15.3. Read the passage on P16 quickly and fin d out some information about Daniel’s best friendIII.someIV.Have about ✍???????✍???????✍???????✍???????✍???????Are you ready to write about your good friends? Let’s have a try. (They can talk about sb in the class in groups first. In this way, the weak students will know what to write and how to write it.)V.???????????????? Writing and checkingAfter they finish writing, use some of their passages as a model. Show them to the whole class and ask the other students to find out the good points in each passage. After talking about some passages, ask them to rewrite their passages to make them better. VI.????????????? Hw.Write a passage about their good friends.。
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一、词组或短语
序号
english
1
喝(吃)的东西
something to drink/eat
2
更多一些食物
some more food
3
没有任何别的东西
nothing else
4
一个八年级学生
a grade 8 student
5
写信给某人(有关有事/某人)
6
举办一次写作/绘画比赛
7
愿意/乐意做某事
8
任何时候
any time
9
给需要座位的人让座
give seats to people in need
10
环球旅行
11
as… +(形容词或副 词原级) + as ….
不如……
not as/so…+ (形容词或副词原级) + as ….
= less …+ (形容词或副词原级) +.. than….
12
保守秘密
13
使我快乐
make 作使役动词
make me happy (make + 宾语 + 形容词)
让我笑
make me laugh (make sb. do sth.)
14
走过
15
把….撞翻
16
告诉某人某事
tell sb. sth.
告诉某人有关某事
tell sb. about sth.
17
讲笑话
tell (funny) jokes
开某人的玩笑
play a joke on sb
18
说某人的坏话
19
视力差
have poor eyesight
20
(富)有幽默感
have a (good) sense of humour
21
因为/由于
22
感到无聊/不开心
feel bored/ unhappy
23
与…..混合在一起
24
对某人很大方
be generous to sb.
25
投票给某人/投票选举某人
vote for sb.
26
努力（不）做某事
try (not) to do sth.
尽力做某事
try/do one’s best to do sth.
27
a和b两者都….
both a and b….
28
所有的这些户外活动
29
倾听人们的难题
listen to people’s problems
帮助人们解决难题
help people solve problems
30
一个社会工作者
31
与某人交朋友
32
高兴做某事
be happy to do sth.
33
分享某人的快乐
share one’s joy
34
面带微笑
35
同意某人的意 见（或所说的话）
同意某件事（计划，安排等）
agree to sth.
经过协商在某件事在达成一致
agree on sth.
同意做某事
agree to do sth.
36
在左边的那个男孩
the boy on the left
37
希望做某事
hope to do sth.
38
在将来
in the future
39
你们杂志的一个读者
a reader of your magazine
40
在午餐期间
41
给某人提意见
42
对….很了解
43
在某事上有困难
做某事有困难
have some problems (in) doing sth.
44
在隔壁
next door = in the next room/flat/house
45
因…..而出名
be famous for….
作为…..而出名
be famous as…..二．重点语法：形容词的比较级
a．构成