牛津英语8AUnit-1教案设计.docx

牛津英语8AUnit 1教案设计
总 课 题
Unit 1 Friends
总课时
10
第 1 课时
课 题
comic strip& welcome to the unit
教学目标
a. Aims to knowledge:
1. new words: nothing, honest, secret, special, believe, slim.
2. phrases: something to drink, some more food, nothing else, keep secrets, make sb. Happy, share my joy, talk to sb.
b. Aims to the abilities:
To improve the students communication ability.
c. Aims to the emotion:
Teach students: A friend in need is a friend indeed
教学重点
To grasp the new word and the phrases
教学难点
To grasp the new word and the phrases
教学过程
教 学 内 容
二次备课
Step 1 Lead-in
Ask: Who is Eddie? (He’s Millie’s pet dog)
Who is Hobo? (He is Eddie’s e-dog)
Read sentences in the pictures and try to answer:
1. What are they talking about?(They are talking about food)
2. Are they good friends? How do you know?(Yes, because they share things)
T: who do you like more? Why?
S: I like Eddie because he shares his food with Hobo.
Step 2: Presentation:
T: Eddie and Hobo are good friends. I also have a good friend. He is … He is helpful. He often helps me with my lessons. He is honest. He never tells a lie. He can keep secrets. And he often makes me happy and I always share my joy with him.
Explain these words and phrases. Ask students to finish Part A. Check the answer.
Step 3: Listening and practising
Listen to the tape recorder twice and try to practise the dialogue. The more, the better.
Step 4: discussion
1. Ask students discuss and think of other qualities of a good friend. e.g. generous, clever, kind make sb. laugh.
Write them on the blackboard.
2. T: what qualities of a good friend are important to you?
Get the students finish off part B, then read them out like this: I think clean and tidy is very important/quite important/ not important.
.On Blackboard:
Clean and tidy
Clever
Friendly
Funny
Good-looking
Helpful
Musical
polite
Unit 1 Welcome to the unit
Helpful
Honest
Keep secrets
Make me happy
Share my joy

Step 5: Homework:
1. Write more than three sentences about your friend with the adjectives in Part B.
2. Prepare the articles on page 8 and answer the question: Who are they about?

教学反思：

总 课 题
Unit 1 Friends
总课时
10
第 2课时
课 题
Reading (1)
教学目标
a. Aims to knowledge:
1.To skim text for overall meaning and skim for details.
2. To use adjectives to describe people’s appearance and characteristics.
b. Aims to the abilities:
To guess general meaning from keywords and context.
c. Aims to the emotion:
Teach students: What is the most important for a best friend.
教学重点
To recognize the use of comparatives and superlatives
教学难点
To recognize the use of comparatives and superlatives
教学过程
教 学 内 容
二次备课
Step 1 Check homework
Ask some students to come to the front and read the sentences.
Step 2: Reading and answering
T: In our class, … is helpful. … is friendly. …likes sharing his joy with others. What about Betty, Max and May? I think you may know something about them after you read the articles. Now I will play the tape recorder. Listen carefully. If you want you can also look at your books at the same time. But you must take out your pens and underline the words you don’t understand.
Play the tape recorder.
Ask some questions orally.
1. Is Betty slim?
2. Is Betty willing to share things with her friends?
3. What does Betty want to be when she grows up?
4. Why does Max have poor eyesight?
5. Does Max have a good sense of humour?
6. Can May keep a secret?
Pay attention to explaining the words the students underlined.
Step 3: Reading:
Read the articles again and fill in the table together.
Name
Betty
Max
May
Appearance
Slim, short hair
Tall, poor eyesight (wear glasses)
Small, have straight, shoulder-length hair, pretty.
Personality
Generous
Helpful
Have a good sense of humor
Funny
True, kind
What does he/she do?
Willing to share things with friends
Ready to help people any time e.g. …
Tell funny jokes and always make others laugh
Long legs do not fit under the school desks..
Can keep a secret
Never say a bad word about anyone
Step 4: Asking and answering
Read the articles again.
Divide the class into two groups. Students from one group ask and the other group answer.
Step 5: Retell
!. 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 table.
2. Give students 3 minutes to prepare
3. Ask 2-3 students to retell the three articles.
Step 6: Exercise:
Finish B1, B2, C1 and check the answers.
Step 7: Homework:
To write about one of their friends. (in the next class, teachers can read some of them and ask the whole class to guess who she/he is).

教学反思：

总 课 题
Unit 1 Friends
总课时
10
第3 课时
课

题
Reading （2）
教学目标
a. Aims to knowledge:
Grasp these words and phrases:
Slim, willing, ready, eyesight, smart, bored, fit, everyone, true, singer, wonderful, almost, poor, unhappy, joke
tell…about…, as …as…, be willing to do sth, be ready to do sth, help…with…, give… to…, in need, travel around the world, grow up, a friend called, because of, make sb. do sth.
b. Aims to the abilities:
To use adjectives to describe people’s appearance and characteristics.
c. Aims to the emotion:
Help students to learn what kind of person should be his/her best friend.
教学重点
1. Grasp the adjectives and use them.
2. How to describe a person.
教学难点
Grasp the adjectives and use them
教学过程
教 学 内 容
二次备课
Step 1 Check homework
Ask students to read the articles(one student reads one paragraph)
Step 2: Retelling
Divide the class into three groups. Each group read one article. Then close the books and try to retell.
Step 3: Practice
Ask students to answer these questions:
1. What should a generous man be like?
2. What should you do if you want to be a helpful man?
3. What do you want to be when you grow up?
4. What do you think a true friend should be like?
5. What can the man with a good sense of humour do?
…
(let the students give as many answers as possible)
Step 4: Exercise
Make sentences with them:
1. as…as… 2. be willing to do sth. 3. be ready to do sth. 4. grow up
5. a friend called 6. because of 7. make sb. do sth. 8. shorter than
Step 5: Discussion
T: We’ve learnt a lot about Betty, Max and May. If you can choose only one of them as your best friend. who will you vote for? Why?
Discuss in groups. Tell the reasons.
Step 6: Game
Divide the class into three or four competing teams. Each team can work out a description for the other teams to guess. Give a score only for the first correct guess.
On Blackboard:
Unit 1 Reading
1. as…as…
Guess: Who is he/she?
2. be willing to do sth.
3. be ready to do sth.
4. grow up
5. a friend called
6. because of
7. make sb. do sth.
8. shorter than
Step 7: Homework:
1. Write an article about his/her best friend..
2. Bring some pictures.

教学反思：

总 课 题
Unit 1 Friends
总课时
10
第 4 课时
课

题
Vocabulary
教学目标
1. To develop an understanding of the use of adj.in fifferent contests
2. To use suitable adj. to describle people’s behaviour and character
教学重点
To present factual information in writing
教学难点
To present an article about an animal
教学过程
教 学 内 容
二次备课
Step 1 Check homework
a. Ask some questions according to the text.
What is Betty, Max or May like?
b. Ask: What is your best friend like?
(Students say or read their articles)
c. Ask: Is your friend strong/thin?
Are your friend’s eyes big/small?
Is your friend’s short/tall?
Is your friend’s face square/round?
(Finish Part A)
Step 2: Discuss and finish vocabulary B.
1. Go through the words in the box in Part B. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.
2. Tell students more adjectives for describing persons.

Useful words
Build（体形）
Well-built, slim, thin, fat, strong,
Nose
Flat, pointed, long, short,
Height
Short, tall, medium height, medium-sized,
Face
Square, round, fat, thin,
Eyes
Big, small, black, brown, blue
Hair
Long, short, shoulder-length, straight, wavy,
Show some pictures to students and ask them to describe.
Step 3: Drawing
Divide students into groups of five. Give a pictures 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. Then display the drawings together with the original picture. Ask students to vote for the best drawing.
On Blackboard:
Unit 1 VOCABULARY

Useful words
Build
Well-built, slim, thin, fat, strong,
Nose
Flat, pointed, long, short,
Height
Short, tall, medium height, medium-sized,
Face
Square, round, fat, thin,
Eyes
Big, small, black, brown, blue
Hair
Long, short, shoulder-length, straight, wavy,

Step 4: Homework:
Translation:
我有个名叫彼得的堂哥。他有一张方脸。眼睛又大又亮。他的视力很好，不戴眼镜。鼻子高高的。头发短短的。他的身体很结实，看上去十分英俊。
彼得的女朋友是凯特。她容貌姣好。瓜子脸，小小的嘴，洁白的牙齿。留着直直的披肩长发。她不高也不矮，苗条，但不瘦。人人都说她是个可爱的美眉。

教学反思：

总 课 题
Unit 1 Friends
总课时
10
第5课时
课

题
Grammar 1
教学目标
a. Aims to knowledge:
1. To use an adjective before a noun or after a linking verb to describe someone/something.
2. The rule of forming comparatives and superlatives with adjectives.
3. Some new words: cheerful, printer, better, worse, worst, test, dangerous, camping, activity.
4. The change of form of adjectives.
b. Aims to the abilities:
To use comparatives and superlatives to compare two or more people and things.
c. Aims to the emotion:
By teaching the survey, tell students what outdoor activities are dangerous and what are the most dangerous.
教学重点
1. Grasp the rule of forming comparatives and superlatives with adjectives.
2. Learn how to use comparatives and superlatives, as…as…　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
教学难点
Learn how to use comparatives and superlatives, as…as…
教学过程
教 学 内 容
二次备课
Step 1 Check homework
Ask students to read the articles and ask them pay attention to the use of adjectives.
Step 2: Lead-in
1. T: We use adjectives to describe people and things. We can put it before a noun or after a linking verbs. For example: The girl is tall. She is a tall girl. Her hair is long. She has long hair.
2. Present linking verbs
am, is, are, became, turn, grow, get, feel, look, smell, sound, taste…
(We can put an adjective in front of a noun. We can also put an adjective after a link verb.)
Finish Part A and ask students to read the sentences and check the answers.
Step 3: Comparatives and superlatives
1. T: Millie has long hair, Sandy has long hair, too. Millie has longer hair than Sandy.
Millie is slim. Sandy is slim, too. Millie is slimmer than Sandy.
Kate is tall, but Betty is taller than her.
2. Ask students to make sentences like this.
3. Work out the rule.
Step 4: Practice
Ask students to compare the things or classmates in their class, using comparatives and superlatives
Step 5: Discussion
Ask students to read the table in Part B and work out the rules fo forming comparatives and superlatives.
Exercise: complete the table
Adjective
Comparative
Superlative
funny

better

happiest

More interesting

large

smarter

thinnest
much

far

little

Step 6: Homework:
Compare things and make 5 sentences using comparatives and superlatives.

教学反思：

总 课 题
Unit 1 Friends
总课时
10
第 6 课时
课 题
Grammar 2
教学目标
a. Aims to knowledge:
1. Grasp the change of form of adjectives.
2. To use comparatives and superlatives
b. Aims to the abilities:
To use comparatives and superlatives of adjectives to solve problem.
c. Aims to the emotion:
Help students to know what outdoor activities are dangerous and we must be careful when we take them.
教学重点
1. To use comparatives and superlatives of adjectives to solve problem.
2. understanding the table.
教学难点
To use comparatives and superlatives of adjectives to solve problem.
教学过程
教 学 内 容
二次备课
Step 1 Review
1. Finish the table:
Adjective
Comparative
Superlative
tall

fast

heavy

much

interesting

good

light

beautiful

2. Check the homework: Ask students to read the sentences they wrote.
Step 2: Practice
1. Look at the following table, compare the students, using ‘tall, heavy, fast’

Height(cm)
Weight(kg)
Swimming(sec/50m)
Simon
158
50
34
Peter
168
49
32
Sandy
160
60
34
Millie
150
44
40
Amy
150
40
30
Finish Part B2 and check the answers with the whole class.
2. Teaching and practicing with ‘(not) as …as…’
Look at the table and say:
T: Millie is as tall as Amy.
Amy is not as heavy as Sandy.
Simon swims as fast as Sandy.
Peter is taller than Simon.
Peter is the tallest of them.
Ask students to make more sentences according to the table.
Finish Part C1 and ask 2-3 students to read the conversation.
3. T: Amy thinks diving is the most interesting outdoor activity. It’s more interesting than swimming and hiking. Hiking is as interesting as camping. But they are not as interesting as skiing and swimming..
(Students repeat after the teacher first, and then practise in halves. after they can do it quite well in groups, ask them to practise in pairs.)
Step 3: A survey
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.
Step 4:Homework:
Design a diagram, including 5 outdoor activities they want to talk about, using stars to show which one is the most interesting and which one they are not interested in. Then write at least 4 sentences, using ‘…than…’, ‘the most…’, as…as’, ‘not as…as’.

教学反思：

总 课 题
Unit 1 Friends
总课时
10
第 7 课时
课 题
Integrated skills
教学目标
a. Aims to knowledge:
vocabulary: solve, future, become, famous, sporty, agree, runner
pharases: solve problems, make friends, try to be kind to people, try one’s best to do something, next to.
b. Aims to the abilities:
To get specific information from a listening material;
To talk about future plans.
c. Aims to the emotion:
Teach students: what are we studying for? What are we going to be when we grow up? What should we do and not do?
教学重点
Describe the future plans.
教学难点
Describe the future plans.
教学过程
教 学 内 容
二次备课
Step 1 Review
Check homework: Ask some students to come to the front and read the diagram.
Step 2: Lead-in
T: Many students in our class like outdoor activities. Because they are good for us. What do you like doing? What would you like to do when you grow up?
(Ask two pairs to talk about what they have learnt in the last lesson. the other students will listen to them and try to write down their a