江苏省大丰市万盈二中八年级英语上册 Unit 1 Friends-The seventh periodStudy skills and Writing 教案 牛津版.doc

The seventh period Study skills and Writing
Teaching goals 教学目标
1. Target language 目标语言
a. Words 生词
reader, nervous, uncomfortable, lunchtime, alone, come over, shy, miss, advice, smiling, general, appearance, pleasant, wear
b. Key sentences 重点句子
I have some problems with my new school.
It is bigger than my old school.
I don’t know how to talk to my new classmates.
I don’t know what to do.
I hope you can give me some advice.
2. Ability goals 能力目标
Enable Ss to develop looking for main points and keywords skills.
Enable Ss to learn to write a composition of describing people using descriptive words.
3. Learning ability goals 学能目标
Help Ss learn to write a composition of describing people using descriptive words.
Teaching important and difficult points 教学重难点
Enable Ss to develop looking for main points and keywords skills.
Enable Ss to learn to write a composition of describing people using descriptive words.
Teaching aids 教具准备
Multi-media and dictionary.
Teaching procedures and ways 教学过程与方式

Step I. Revision
T: Ask some students to read their letters about their own future hopes.
Step II. Looking for main points and keywords
T: When you read something, it is important to look for main points and keywords. They can help you understand and remember a passage easily.
A: Ask students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-’ words.
What is it about? When did it happen?
Who is it about? Why did it happen?
What happened? How did it happen?
Where did it happen?
B: Ask students to read the letter carefully and underline the main points and circle keywords on their own using a pencil initially. Remind them to refer to the ‘Wh-’questions. Divide the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.
E.g. 1) Who is Cindy?
2) Why is Cindy unhappy?
3) What is Cindy’s problem?
4) When did Cindy move to Beijing with her parents?
5) Where is she studying now?
6) What does she do during lunchtime?
7) How does she feel when her classmates try to talk to her?
C: Ask students to read them again, and answer the ‘Wh-’questions. Students work in pairs.
Suggested answers:
1) Cindy is a Grade 8 student.
2) Because she has some problems with her new school.
3) She has no friends and doesn’t know how to talk to her new classmates.
4) Two months ago.
5) She is studying at a new secondary school in Sunshine Town.
6) She always sits alone in the playground and reads books.
7) She feels shy when they try to talk to her.
Step III. Language Points
1. have problems with … 有……问题
e.g. He is unhappy because he has some problems with his new school.
Do you have any problems with your work?
have problems (in) doing sth.做某事有困难
e.g. The boys have problems (in) winning the football game.
2. try/do one’s best to do sth. 尽力做某事
e.g. She tried her best to catch up with her classmates.
I tried my best to pass the exam.
3. advice 建议（不可数名词）；一个建议 a piece of advice
give advice on sth. 提……的建议
e.g. He gave us some advice on how to solve the problem.
4. bore v. 使厌烦；bored adj.无聊的，厌烦的；boring adj.令人厌烦的
e.g. I get bored with my job, so I decide to leave the company.
This is such a boring job that I am not willing to do it.
类似的词还有：
surprise 使惊讶；surprised感到惊讶的；surprising 令人惊讶的
excite, excited, exciting; frighten, frightened, frightening;
interest, interested, interesting.
Step IV. Writing
T: Ask students to write a passage about their best friend. Before writing, ask them to read Daniel’s notes in Part A on Page 19 and then read his article about his best friend. While reading, underline the adjectives in the article. At last, focus on the layout of the article. (Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.)
Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit. Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.
T: Sum up the structure of writing a passage of describing their best friends.
Part one: Introduction---say who your best friend is.
Part two: Main body---Describe his/her appearance
---Describe his/her personality
Part three: Conclusion: Describe his/her future plans.
Step V: Homework
1. Ask students to write a passage ---“My best friend”, using their notes in Part B, Daniel’s article as a model and the plan in Part D.
2. Review what they have learned in this period after class.