牛津译林版八年级英语上册8A Unit1 Friends 单元教案(表格式)
I agree. / I don’t agree with you because …
It’s quite important for a friend to be …? Do you think so?
To talk about the important qualities of a good friend.
To make friends.
重点
Words: honest, joy, sad, believe, teenager, good-looking
Phrases: have something to drink, make somebody happy/special, keep secrets, share one’s joy
T: Look, we took a photo with this famous man--- Batman. He’s a hero and people’s good friend because he helps people in danger. Do you agree? What do you think of him?
难点
Describe friends.
教学过程设计
集 体 备 课
二 次 备 课
Step 1 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’s look at some interesting English sayings about friends.Please try to guess the meanings of them.
I don’t think my good friend must be very …
3. T: Why do you think he/she is your best friend? What makes him/her so special to you? Can you talk to him/her about anything? Do you talk to him/her when you have problems? Do you believe what he/she says? When you are happy or sad, do you talk to him/her? Why?Teach “sad”, “believe”, “honest” and “joy”.Ss complete Part A, P7 and report individually.
Talk about the summer holiday.
Learn some new words.
Game
Ask 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. Encouragethem 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.
4. T explains some language points.
Step 4 Presentation
1. T: How old is your best friend? What about you?Ss: 15/16 …
T: So you areteenagers. We call children between 13 and 19teenagers.
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.
Sentences: Do you want some?Can I have something to drink?What about some milk?
难点
教学过程设计
集 体 备 课
二 次 备 课
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: friendly, helpful, polite…
T: So these are very important qualities of a best friend, do you think so? What other qualities are important to you?
Ss complete the table in Part B, P7. Then work in pairs to exchangetheir ideas and have a debate.Sentences may be used:
2. Finishoffthe exercises.
教学
反思
第一课时简单，要创设情境激发学生的学习兴趣，多鼓励学生开口讲英语。
备课
日期
教学
课题
八上Unit 1Friends
课时
安排
2
月
日
Reading 1
7
教
学
目
标
To guess general meanings from keywords and context.
Step 6Summarize
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 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?
Read and answer thequestions.
Act out the students’owndialogue.
Make a summary.
课后
作业
1. Describe a good friend of yours with the words and phrases learnt in this lesson.
重点
Words: slim, shoulder-length, generous, singer, almost, eyesight, smart, true
Phrases: travel around the world, have poor eyesight, have a good sense of humor, knock off
T: There are some more words to describe people. For example, we can say Batman isgood-looking.But we never say he’s beautiful! We don’t use beautiful to describe a boy or a man. If someone likes music or is good at music, we say he or she ismusical. Teach “good-looking” and “musical”.
To skim text for overall meanings and scan for details.
To identify specific information about different people form their friends’ descriptions.
To identify specific details by correcting a list of statements.
Step 3 Practice
1. Play a guessing game. Ss describe their best friends in the class and guess who are talked about.
Unit1FriendsTask教案--2021-2022学年牛津译林版英语八年级上册
1.分组讨论：学生们将分成若干小组，每组讨论一个与友谊相关的实际问题。
2.实验操作：为了加深理解，我们将进行一个简单的角色扮演活动。这个活动将演示如何用英语建立友谊。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的过程。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“友谊在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
- We have a lot in common, which makes our friendship stronger.
（4）阅读理解：文章"Good Friends"中的关键信息如下：
- Good friends are reliable and always there for you.
-友谊需要双方的共同努力去维护。
3.文化意识：通过学习关于友谊的文章和对话，增强学生对中外文化差异的认识，提高跨文化交际能力，尊重和理解不同文化背景下的友谊观念。
4.学习能力：激发学生的学习兴趣，培养其自主学习、合作学习和探究学习的能力，使学生在完成任务的过程中能够主动发现、分析和解决问题。
三、教学难点与重点
1.教学重点
（1）词汇：本节课的核心词汇包括quality, loyal, supportive, understanding, reliable, describe, establish, conversation等。教师需重点讲解这些词汇的用法和搭配，确保学生能够熟练掌握并运用到实际语境中。
二、核心素养目标
《Unit 1 Friends Task》核心素养目标：
1.语言能力：通过阅读、听力、口语和写作练习，提高学生的英语语言运用能力，使其能够熟练掌握并运用本节课所学的词汇、短语和句型，描述好朋友的特点和友谊的重要性。
牛津译林版八年级英语上册教案：Unit 1 Friends Grammar
学校名录参见：://.
Step3Practice
1. Ask Ss to pare their classmates, using paratives and superlatives.
2. Show them some pictures, asking them to pare them.
3. Show them a table, asking them to pare the things in different ways.
Step4Consolidation Finish off the exercises
Step5Homework
pare things and make 5 sentences using paratives and superlatives.
Teaching notes
附件1：律师事务所反盗版维权声明
Present this by revising the three Ss‘appearance, trying to choose the adjectives to introduce them,then show them just like : a clever girl, an interestingstory
2.Work out the rule
When we pare two things, we use paratives, and we put ‘than’ _____ the paratives.
When we pare more than three things, we can use superlatives, and we can put ‘the’ _____ the superlatives.
最新牛津译林初中八年级英语上册 Unit 1 Friends Vocabulary教案
Unit 1 Friends VocabularyTeaching Objectives:To use adjectives to describe appearanceTo 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, slimGirls：beautiful, pretty, lovely, slimBoys：handsome, good-looking, smartTeaching preparations:ComputerPicturesTeaching procedures:Step 1 Warm-upT: Let’s 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’ll get a zero. Does it make sense?Ss find out the answer without much difficulty.T: It’s easy, right? You have remembered the three friends’ appearances and the words to describe them. Now let’s have a look at these words again.Step 2 Presentation1. T: Look! Here is a table. When we describe people’s a ppearances, we usually talk about these different parts: build, height, leg and hair including the style and length. Teach “build” and “height”.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 fi nd out who she is.T: Haha, it’s me! Why is it not so easy this time? Becau se you haven’t learnt this before and the information I gave you is not enough. We need to learn more to describe people’s appearances, right?Ss look at the pictures and learn more wor ds to describe appearance. They try to find out what the words are used for--- build, height, etc.Step 3 Practice1. 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’s something new added in.Step 4 Presentation1. T: You’ve just described the appearances of a little girl, a pop singer, a spo rts star and a class mate of yours. What do you think of them?Ss: Handsome, smart, good-looking, beauti ful, pretty, lovely…T: Well done! You’ve learnt a lot. But do you know that some words are suitable for girls only and some are for boys only? Of course there’re also some for both girls and boys. Let’s put them in the right places.Girls：beautiful, pretty, lovely, slimBoys：handsome, good-looking, smartSs do Part B, P11.2. T: Now we’ve learnt a lot of words to describe girls and boys, face and hair, etc. Let’s have a group competition. Please write down as many words as possible in the given time according to my instructions. You must listen carefully and make sure you’re writing the right words. For example, if I ask you to write some words to describe hair, you can’t write round or square, OK?1) Wou ld you please write some words which are used only for boys?2) Would you please write some words which describe a person’s face?3) Would you please write some words which describe a person’s 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 Practice1. T: Now let’s check how well you have learnt. Could you describe the appearance of the person you know best? It’s YOUSELF!Get some students to come to the front of the classroom to describe their own appearances, try to use as many adjectives they’ve learnt as possible.2. T: As there’s still some time left, we can play one more game called “Twenty Questions”. Please try to guess who I am thinking about by asking me questions about his or her appearance. You can’t ask sp ecial questions and I can only answer “Yes” or “No”. 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’m thin king 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.……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 HomeworkDescribe the appearance of someone you like very much. He or she may be your friend, yourparent or your favorite star. Try to bring a photo of his or hers here tomorrow. Let’s see how well you can use the words you’ve learnt.。
牛津译林版八年级英语上册8A Unit1 Welcome to the unit教案
3.To understand and act out the comic strips.
教
学
重
点
1.To learn the new words and expressions: honest, joy, sad, believe, teenager, have something to drink, share one’s joy and so on.
3.Tom runs_____(fast)than the other boys in his class.
板
书
设
计
Unit 1 Friends
Welcome to the unit
honest Can I have something to drink?
secret some more food
joy tell lies/ jokes/ stories
2.Students read the sentences in Part A and try to find the correct words which can match with the sentences.
3.Students read the dialogue in Part B on their own and try to understand its meaning.
2. Students read the dialogue in Part B in pairs and translate with each other.
Step 5 Asking and developing
译林版英语八年级上册unit1教案
课题：8A Unit1 FriendsComic strip& Welcome to the unit一、学习目标：知识目标：掌握四会单词，词组和句型能力目标： 1）学会用与“朋友”相关的单词与词组描述朋友的品质2）明确本单元的中心任务情感目标： 1）通过学习有关“朋友”品质的表达来加深对朋友的认识2）通过小组间的有效活动激发学生对朋友的了解二、学习重点：学会用表示朋友品质的单词与词组来描述自己的朋友三、学习难点：理解并正确运用与朋友品质相关的单词与词组课前自学一、通过预习，翻译下列的英汉短语1 be hungry2 你真好3 再来一些食物4 分享我的快乐5 be honest6 keep secrets7 make me happy 8 有问题9 干净且整洁10 有趣的11 音乐天赋的12 我能喝点什么吗?是的，可以。
13 There is nothing else in the fridge.二、预习对话，回答下列问题1.What does Hobo get from Eddie?2.What is there in the fridge?三、预习Welcome to the Unit Part B，根据实际情况回答。
1.What qualities are very important in a good friend?2.What qualities are quite important in a good friend?3.What qualities are not important in a good friend?教学过程：一.听录音，回答Comic strip问题1 What does Eddie give Hobo?2 Is there anything else in the fridge?3 What does Hobo want? Why?二、朗读对话，并且小组内分工合作表演对话三、根据对话内容，完成下面短文Today Hobo was ________. Eddie gave him ___________ and some_______. Hobo wanted to have ____________ food. But there was ____________ in the fridge. At last, Eddie had to _________ the pizza with Hobo.四、小组讨论，Who do you like better as a friend, Eddie or Hobo? Why?五、根据上面的讨论，得出好朋友应该具备的那些品质。
Unit 1 Friends第一课时 教案 牛津译林八年级英语上册
译林版英语八年级上册Unit 1第1课时教学设计
11.Explain the meaning of the whole dialogue sentence by sentence，help the students remember the main languages points:
be hungry 感到饿
be thirsty 感到渴
something to drink/eat 一些喝/吃的东西some 或数词+ more + 名词
care about 关心，关怀
keep a secret (for sb.) (为某人）保守秘密share one’s joy/share sth. with sb.与某人分享
make 的用法
there be 句型
what about= how about+n./v-ing/代词用于询问意见学生在书上标注重点单词、
短语及句式。
做练习。
教师引导
学生找出
本课的重
点单词及
短语，进
行讲解,
扫清学生
理解文章
的障碍。
通过综合
练习，考
查学生对
重点知识
的掌握情
况。
课堂小结这一课时从Eddie和Hobo对话的结尾处
为导入本单元及本课时的话题起到了一
个辅垫，引出做为朋友的好的品质。
在接
下来的welcome to the unit中通过partA与
part B的练习加深了学生对朋友品质的了
解和看法，为后面的学习开了个好头。
牛津英语 8A Unit1 pen friend 单元教案
Chapter 1 A letter from a pen-friendReadingKnowledge objectives:1.To learn how to meet and describe people.2.To learn to guess the meaning of new vocabulary according to the context.3.To learn to understand the whole meaning of the text by asking and answering somequestions.Skill objectives:1.To use pair work to study new words .2.To use scanning and skimming to improve their reading ability.3.To use tasks to train students’ cooperative habits.Emotional objectives:1.To learn to be friendly to other people.Points:How to teach new vocabulary efficiently in class.Difficulties:To use different ways to let most of the students be interested in reading and learn how to read.Period 1Warm-up:1.Revision about the words and their explanation. (competition)want to=would like to like…better than=prefer…tobe good at= does well in well-known= famousvery small= tiny not safe= dangeroushave a good time= enjoy oneself though= althoughnot…any longer= no longer make sick people better=doctorPre-reading preparation:1.Introduce two new characters appeared in the cartoon.The boy is called Hi, do you know why ? Because he is high or tall. The robot is called Lo,because he is low or short.We wiil meet them in every chapter. They will make some jokes or puns and tell us what we will learn in this chapter.2.Look at the picture in the cartoon and read the dialogue between the two characters. (pairwork)3.Learn to use English to explain the meaning of pen-friend= someone you write letters to as ahobby.4.Discuss the meaning of cartoon and share opinions. (they can use Chinese to explain whennecessary)5.summarize the cartoon: Hi and Lo are thinking of the meaning of Pen-friend in two differentways. The boy is thinking of the meaning we have just learned—someone you write letters to, but Lo is thing of a friend who is a pen. That’s funny, isn’t it?6.Read the dialogue in groups and ask: what is the topic of this chapter?—Pen-friend.While-reading procedure:1.One thing which we often write about in a letter to pen-friends is sports. Can you tell thenames of various sports?2.Look at the exercise 1 on P2. Look at the picture and match them with their names. rugby—橄榄球，hocky-- 曲棍球3.Read them and discuss which sport is your favorite sport, why?4.Take a look at the text and tell why it is a letter and not a story or a poem.Introduce the normal formats of writing an English letter.Do Exercise B Look and think: explain the meaning of any words in this exercise: title(标题), signature(签名), greeting(问候语), top right corner(右上角).5.Tick the things that you can see in this text. Check answers together.Post-reading activity:Listen to the recording and do Exercise B2, when listening is finished, the exercise should be done as well.Assignment:1.Listen to the recording twice.2.Copy new vocabulary.3.*Write three reasons about your favorite sport.Period 2Warm-up:1.read and spellPre-reading preparation:1. A letter should have an address at the top-right corner, a date under the address, a signature atthe end and a greeting. (Revision)2.Find the information in the letter in Ex B2 as quickly as you can .(competition)3.Check answers individually.While-reading procedure:1.Listen to the recording and circle the new words.2.Let students work in groups and help each other to explain these new words. Teacher giveshelp if necessary.3.Look at the board and match the meaning with the correct words.4.Read the new words after the teacher and students repeat them one by one.5.Do ExC2 on P5. choose the correct meaning from two. It is not difficult for them to do. Socheck answers in the whole class.6.There are four paragraphs in the letter. Skim the text and match the synopsis with eachparagraph.Post-reading activity:Divide the class into four groups and have a discussion. Try to ask some questions according to each paragraph. Then do “ask and answer” in competition.Assignment:1.Copy new vocabulary and their explanations.2.Listen to the recording and read after it twice.3.*Choose one paragraph and recite it.Period 3Warm-up:1. Competition: Hot seat! (Listen to the meaning and speak out the right word as soon as possible) Pre-reading preparation:1.Read the news words together.2.When we meet a new word, you can tell its meaning by reading all the words around it. Thisis a good way to read articles and it is much quicker than looking it up in the dictionary. Look at the example on P4.e this way to complete the exercise in ExC1. Read and think first before you ask or use thedictionary. Try to guess the meaning with the words or sentences around it . Check answers individually.While-reading procedure:1.Read the first paragraph after the recording and tick the things that Sidney actually mentionsin his letter.( Ex D: find the facts)3.Read the text paragraph by paragraph.Post-reading activity:Do a cloze about Sidney himself without looking at the text.I’m ____1________, I’m _2_______ years old. I’m about ___3____ tall. I have __4____ black hair and ___5____ eyes. My favourite hobby is playing ____6_________. I also enjoy playing ____7____.Assignment:1.Get ready for the dictation about new vocabulary,2.Read or recite one part of the text.3.*Write about yourself according to the 1st paragraph.Period 4Warm-up:1.DictationPre-reading preparation:1.Ask and answer some questions according to the letter.What’s Sidney’s pen-friend’s name?How tall is Sidney?What’s Sidney’s favortite sports?Which school is Sidney in?What job does he want to do in the future?Use some words to describe Sidney.2.Do Ex E: Read and think. Read the sentences about Sidney and write T or F or DK.Check answers individually, if it is false, try to tell the reason.While-reading procedure:1.Further study: do Ex E2: Read the sentences about Sidney. Find the facts that tell you thatthey are probably true. For example: He’s probably healthy. (probably=perhaps=maybe)He likes playing sports.Check answers individually. Students should learn to find useful information in the article.2.Do “More practice”A, Look at the picture of Tim Green and complete the table.e pair work to check answers, for example: What colour is his hair? How long is his hair?What color is his eyes? How tall is he? How old is he? What’s his hobby? What’s his ambition?Post-reading activity:Let students do group work: choose one student to make a table about his or her personal information, then one group choose one student to make a riddle to let others guess who he or she is.Assignment:1.Listen and read the letter.2.Do Work book and Grammar Practice Book.3.*Introduce your family according to paragraph 2 the letter given.ListeningKnowledge objectives:1.To learn to take notes while listening.2.To prepare for some of the patterns in the language section.3.To learn to use different ways to describe people while listening.Skill objectives:1. To use the information given to complete the listening practice.2. To learn to have a good habit while listening.Emotional objectives:1.To make friends from all over the world.Difficulties:1. To make students listen and grasp the main meaning and choose the useful information in thelistening material.Period 5Warm-up:1.Read and spell.2.ask some students to share their family.Pre-Listening preparation:1.Lead students to read the requirements of the listening practice.There are four people here, according to the description of each person, try to complete the table and guess who he or she is.2.Lead students to read the table with the information given.While-listening procedure:1.Play the first part of the listening material, let students know how to complete the table aboutone’s personal information. For example : how to take the notes of “four feet and six inches”(4’6”).2.Play the recording twice. Students try to finish all the blanks in the table.3.There is one new word here : blond which means someone’s hair is yellow and we usually useit for describing women.4.After completing the table, try to write the numbers 1-4 under the correct photographs.Post-listening :1.Check answers in the whole class.2.Learn to how to ask questions about one person’s information. Such as using what color, howtall, where, how long, etc.Assignment:1.Make a dialogue according to the table given.LanguageKnowledge objectives:1.To learn to use question words to ask questions.2.To exercise to complete the sentence according to the information given.3.To learn to know the differences between a and an.Skill objectives:1.To use pair work and group work to make consolidation more interesting.Emotional objectives:1.To let students have his own ambition.Difficulties:1.How to make sure the students can use the question words correctly .Period 6Warm-up:1.Listen to a song. (it includes some question words)Pre-task preparation:1.Let students tell: what do you know about these words, list them on the board.2.Write what, when, where on the board, what are they used to?What—things, when—time, where—placesLet students make one sentence according to each of them.While-task procedure:1.Write one table on the board.According to the table, try to use where, what, when to do ask and answer.e.g.: Where’s Peter?What’s he doing here?When is he coming back?2.Riddle1: Tom is 8 years old, John is twice as old as Tom and two years younger than Jane.How old is John and How old is Jane?“How old” is used to find out about age.Riddle 2: Mary has 22 oranges, She gives 8 to Peter and half of that number to Ben. How many oranges does Mary have now? How many oranges does Ben have?“How many” is used to find out about amounts.3.DO Ex A1, A2 and e these five question words to fill in the blanks and complete thedialogue. You can check answers by doing pair work in class.4.When we answer these questions, we can answer it as short as you can, even one word, solong as it makes senses to the questioner.5.Do Ex A4. Learn to shorten answers to the numbers of words in brackets.So the right answer should not be very long. It may be very short.Post- task activity:1.Try to memorize the information about Sidney in the letter and answer the questions. Checkanswers in the whole class.This is a competition. Teacher can add some more questions. E.g: How old is Sidney? When was he born? How many family members has he got?Assignment:1.Do Grammar Practice Book to consolidate the language points.2.*Make an interview with your classmates using the question words given.Period 7Warm-up:1.Pair work to check the oral homework.Pre-task preparation:1.Introduce the articles: a and an.2.Ask students when we use these two articles.3.Conclusion: We often use a before words beginning with vowel (元音)sounds.We use an before words beginning with consonant (辅音)soundsBut there are a few words with vowel letters but with consonant sounds, we also use a. such as European, uniform.Some words start with consonant letters but with vowel sounds ,we use an. Such as honest, hour.While-task procedure:1.Do the choice on P10.plete the sentences with a or an.Check answers in the whole class.3.Do Ex B2.Post-task activity:1.additional practice. one, useless, age, ice-cream, accident, insect, ear, owner, egg, uncle.Let students make examples with vowel letters but consonant sounds, vowel sounds and consonant letters but vowel sounds.(cmpetttion)Assignment:plete the exercises on Work book.2.*Find out some more special words.SpeakingKnowledge objectives:1.To learn to read the sentence by falling our voice or rising our voice.Skill objectives:1.To let students read the sentences to each other to practice their ability.Emotional objectives:1.To let students learn to communicate with people with proper ways.Difficulties:1. How to let students practice their spoken English in class.Period 8Warm-up:1.Dictation about the text.Pre-task preparation:1.Look at the dialogue on P11. Let students do pair work to read the sentences.2.When we ask questions starting with what, where, when, how old and how many, we let ourvoice fall at the end.(降调). When we answer these questions, we usually let our voice fall at the end, too.3.Play the recording and students read after the tape to correct their pronunciation.While-task procedure:1.Write the dialogue on the board without arrows, let students read them in groups. Then readthem in the whole class.2.We let our voice rise at the end of sentences to express surprise and other feelings.3.Play the recording and students read after the tape.4.Do Ex A3. (give more chance to more students to speak English).Post-task activity:Group work: Do Speak up. Use some simple sentences to introduce your best friend, share it in groups and then read it in the whole class.Assignment:1.Read the dialogue in Speaking section.2.*Make two sentences , one with fall voice and the other with rise voice.Using English&More practiceKnowledge objectives:1.To learn to look up new words with the help of a dictionary.2.To use the reading skills to do another reading comprehension.Skill objectives:1.To use discussion to get conclusion according to the questions given.Emotional objectives:1.To be a hard-working person like Jackie Chen.Period 9Warm-up:1.Ask and answer.Pre-task preparation:petition: ask some students to find out the meaning of some new words with the help of adictionary.2.We call the books which can give us useful information reference books( 参考书)There are some other reference books we usually use in our daily life. Such as anencyclopaedia tells us about facts, a telephone directory tells us about telephone numbers and names.3.Read the sentences after me and complete the ExA.While-task procedure:1.Introduce the alphabet(字母)，alphabetical is its adjective. In reference booksm words andnames are usually arranged in alphabetical order. Words starting with a are the first and so on until the letter z.2.Do ExB1—B3 with class.3.Do B4—B5 and tell if words have the same first letter, the second letter decides thealphabetical order.Post-task activity:More practice: Use group discussion to read the article and answer the questions. Assignment:1.Read the article.2.*Use reference book to learn new words appeared in the article.WritingKnowledge objectives:1.To learn to write a letter with special attention.Skill objectives:1.To use group wok to train students’ cooperative study ability.Emotional objectives:1.To learn to make friends with other people.Difficulties:1. How to make every student take part in the group work and help each other.Period 10Warm-up:1.Read and spellPre-task preparation:1.Revision about the format of writing a letter.2.Read A to learn : how to start and finish a letter. How to arrange information and write it inparagraphs. How to write the address on the letter.While-task procedure:1.Ask students to do group work to discuss the arrangements and contents about the letter.2.Talk about the letter orally first.3.Write the letter down according to the format given on P15.4.Do pair work to correct mistakes you can find in your desk mate’s writing. Teacher gives helpwhen they are discussing or writing.5.Teacher talks about one or two writing in the whole class.6.Write the envelope on ExC. You can read the letter from Sidney on P3.Assignment:plete the writing about a letter to your pen-friend. Write at least 60 words.2.*Give some sentences and choose some of them to write this letter.。
苏教牛津译林版初中英语八年级上册 Unit 1《Friends》Main task教学案-
苏教牛津译林初中英语重点知识精选掌握英语语法知识，巩固词汇量和各种语态，学好英语基础一定要扎实，大家一起练习吧！牛津译林初中英语和你一起共同进步学业有成！FriendsLearning content : Main taskLearning aims :1 . To master the new words and expressions .2 . To enable the students to use what they have learnt in this Unit to write about their best friend .3 . To be able to communicate with each other in order to know each other better .Learning procedures :一． Know KatePart 1 : Listen and try to complete th e notes about Kate .Name :Face:Eye :Nose :Hair :General appearance :Persona l ability :Part 2 : Pair Work : Complete the passage below , using the w ords in the box .lookyyears ago .Kate is tall and slim . She has a ＿＿＿ face and a long nose . I like her bright , ＿＿＿ eyes . They make her＿＿＿ really pretty and kind .Kate is a very clever girl and she ＿＿＿ to help people . She always helps me with my homework . When I feel ＿＿＿ or unhappy , she talks to me and ＿＿＿ me funny jokes . She always ＿＿＿ a smile on her face and looks happy .Kate likes to work with children . She would like to be a ＿＿＿ when she ＿＿＿up . I believe she will be a very good teacher .Part 3 : Ask the students to read the whole passage quickly .二．Group WorkFind out the useful words about how to describe the best friends .＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿三． About your own best friendPart 1 : Answer the following questions .1 . What is his / her name ?2 . What is he / she like ？3 . What is his / her qual ity of a good friend ? (personality )4 . What does he / she like doing ?5 . What would she like t o do in the future ?Part 2 : WritingWrite about your own articles about your best friends .Use the words which we learnt in this lesson a nd the structure below then read to the others to check for mistakes .Introduction ( Say who your best friend i s )Main body ( Describe his / her appearance , Describe his / her personality ) Conclusion ( Describe his / her future plans )四．Exercises.(见学英语)教学反思：这个单元最终任务就是介绍自己的朋友。
最新牛津译林初中八年级英语上册 Unit 1 Friends Vocabulary教案
Unit 1 Friends VocabularyTeaching Objectives:To use adjectives to describe appearanceTo 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, slimGirls：beautiful, pretty, lovely, slimBoys：handsome, good-looking, smartTeaching preparations:ComputerPicturesTeaching procedures:Step 1 Warm-upT: Let’s 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’ll get a zero. Does it make sense?Ss find out the answer without much difficulty.T: It’s easy, right? You have remembered the three friends’ appearances and the words to describe them. Now let’s have a look at these words again.Step 2 Presentation1. T: Look! Here is a table. When we describe people’s a ppearances, we usually talk about these different parts: build, height, leg and hair including the style and length. Teach “build” and “height”.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 fi nd out who she is.T: Haha, it’s me! Why is it not so easy this time? Becau se you haven’t learnt this before and the information I gave you is not enough. We need to learn more to describe people’s appearances, right?Ss look at the pictures and learn more wor ds to describe appearance. They try to find out what the words are used for--- build, height, etc.Step 3 Practice1. 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’s something new added in.Step 4 Presentation1. T: You’ve just described the appearances of a little girl, a pop singer, a spo rts star and a class mate of yours. What do you think of them?Ss: Handsome, smart, good-looking, beauti ful, pretty, lovely…T: Well done! You’ve learnt a lot. But do you know that some words are suitable for girls only and some are for boys only? Of course there’re also some for both girls and boys. Let’s put them in the right places.Girls：beautiful, pretty, lovely, slimBoys：handsome, good-looking, smartSs do Part B, P11.2. T: Now we’ve learnt a lot of words to describe girls and boys, face and hair, etc. Let’s have a group competition. Please write down as many words as possible in the given time according to my instructions. You must listen carefully and make sure you’re writing the right words. For example, if I ask you to write some words to describe hair, you can’t write round or square, OK?1) Wou ld you please write some words which are used only for boys?2) Would you please write some words which describe a person’s face?3) Would you please write some words which describe a person’s 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 Practice1. T: Now let’s check how well you have learnt. Could you describe the appearance of the person you know best? It’s YOUSELF!Get some students to come to the front of the classroom to describe their own appearances, try to use as many adjectives they’ve learnt as possible.2. T: As there’s still some time left, we can play one more game called “Twenty Questions”. Please try to guess who I am thinking about by asking me questions about his or her appearance. You can’t ask sp ecial questions and I can only answer “Yes” or “No”. 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’m thin king 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.……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 HomeworkDescribe the appearance of someone you like very much. He or she may be your friend, yourparent or your favorite star. Try to bring a photo of his or hers here tomorrow. Let’s see how well you can use the words you’ve learnt.。
牛津译林版初二上册(8A)英语 Unit 1 Friends Welcome to the unit课件
2.Is there anything else in the fridge?
No, there isn’t.
3.What does Hobo want at last?
He wants to share Eddie’s pizza in the bowl.
1. Can I have something to drink? have something to drink 表示“来点 喝的东西”，动词不定式to drink作 定语，修饰不定代词something。
Practise
你现在想吃点东西吗？ Do you want to have something to eat?
2. You must keep the sse_c_r_e_t___ for me and never tell anyone else.
3. ‘Readers’ is one of the most popular m_a_g_a_z_in_e_s__ in China.
4. Be ho_n__es_t__ and don’t tell any lies.
Unit 1 Friends Welcome to the unit
Objectives
➢To learn the words about people’s qualities ➢To learn to talk about what qualities are important in a good friend ➢To learn the new words and expressions
B Daniel and Amy are talking about what qualities are important in good friends. Listen to their conversation and fill in the blanks. (P 7)