八年级英语上册Unit 1 Friends教学整体设计牛津版.doc

牛津英语八年级英语上册Unit 1 Friends教学整体设计
牛津英语上册Unit 1
Unit 1 Friends
Period One……………………………………………………………1
Period Two …………………………………………………………..
Period Three…………………………………………………………
单元总结提升……………………………………………………….
Unit 1 Friends
教材分析Analysis of the Teaching Material
The opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing. The main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans. We should strengthen the students’ language skills, such as listening, speaking, reading and writing. We should lead the students to look for main points and keywords to help understand and remember a passage more easily.
教学目标Teaching Aims
【知识与技能】【Knowledge and skills】

(1). Identify main ideas to obtain information about a friend; Learn to use an adjective before a noun or after a linking verb to describe someone or something; Use noun phrases and adjectives to describe friends.
(2). Learn to use the comparatives and superlatives to compare people and things; Learn to use “as＋adjective＋as”; Learn to describe someone’s physical feathers and appearance.
(3). Interpret information to obtain a general understanding of the people in a conversation. Use questions and answers to talk about people’s appearance and personality.
(4). Collect information and organize ideas to describe the appearance and personality of a friend; write an article about your best friend. 
【过程与方法】【Processes and methods】
With the studying strategies of Different Opinions and Classifying, get the students to do pair work to ask and talk about their friends; Collect the information about their like and dislike by using the pictures, charts or flashcards; Learn how to describe friends by using adjectives and comparing with others, then try to express their own opinion. Get the students to practice listening, discussing, and survey; Learn to write an article after reading, talking and filling in the blanks of a passage.
【情感、态度与价值观】【Emotion, attitudes and value】
This content is close to the students’ lives, and the topic deals with the students’ opinions about friends, so it’s helpful for the students to have a correct cognition on friendship and it can make them treasure their friendship, it can arose the students’ special attention and inspire them to fall interest in learning English; At the same time it can bring up the students’ feelings of solicitude and friendship to their families, classmates and friends.
教学重点难点Difficulties and focus
1. The structures and usage of f adjectives.
She has short hair. Her hair is short.
2. The structures and usage of comparatives and superlatives.
Sandy’s hair is longer than Millie’s hair.
Peter is the heaviest student of the six students.
Millie is as slim as Kitty.
3. Master the vocabularies of countries, nationalities, and languages.
4. Learn to describe someone’s physical feathers and appearance.
5. How to write an article about friends.
课时分配 Teaching periods
Period 1 Welcome to the unit, Reading and Vocabulary
Period 2: Grammar, Integrated skills and Study skills
Period 3: Main task and Checkout
教与学互动设计Teaching and studying design of mutual actions
Period 1 Welcome to the unit, Reading ﹠ Vocabulary
（导语一）: Good morning / afternoon, everyone! First, Welcome back to school. I’m too glad to be your English teacher, and I’ll try my best to teach you English well. Now you have been in our school for about a year, and perhaps you have already got the general ideas about the study of English as well as the teachers and the classmates. As we know, we have been in this school for more than a year, and I think you must have some good friends here. You should have some best friends. Do you like to make a friend with me? So during the period we’re going to talk sth. about our friends and the friendship.
（导语二）: Good morning / afternoon, everyone! From now on, I’m your English teacher. I’m very glad to know you. And it’s my honor to give you lessons. At first, I’d like to introduce myself to you. And then, would you be so kind enough to introduce yourselves to me? My name is---. What about you? (Hello, What’s your name?) Nice to meet you. (The teacher goes around the class and gets individual students to introduce themselves.)
OK. Now we have known each other. And I’m sure I’m not only your English teacher, but also your good friend in the future. Do you think so? OK. Let’s learn sth. about friends today.
（导语三）:Good morning / afternoon, everyone! Nice to meet you. My name is ---. I have been teaching in this school for many years. And I’m very glad to be your English teacher this year. I’m sure we’ll cooperate happily. And I think we’ll be good friends in the future, if we know each other more. As we know, friends are very important in our life. Do you think so? So, today we’ll going to learn sth. about friends.
创设情境，导入新课Create plots and scenes to guide the new lesson
The main content is to collect some useful expressions to talk about the qualities of good friends. At first, the teacher can teach some words and phrases about qualities and personalities of friends. Teacher can describe his/her own ideas about friends or collect the popular students’ character. For example, I have a friend names Linda. She’s honest and warm-hearted. I always tell her my secret and she never tells my secret to others. She can keep secrets and this is why we can be friends so long. Teach helpful, make me happy and share my joy in the same way. Get the students to do pair work to describe their own friends and have an interview with each other to practice the target knowledge. The teacher can teach some adjectives about the qualities and personalities of good friends, the teacher can demonstrate with some pictures or by projecting flashcards about qualities and personalities of friends or famous views.
自读感知，整体把握Pre-read to apperceive and grasp the whole
The main content is to read three articles about friends. They are the entries for Teenagers magazine competition. Students read the articles with a method of advancing step by step: In Part a, go through each of the three articles about friends and introduce some expressions to describe people’s appearance and personalities; in Part B, fill in the blanks in B1 and get key points about May, Max and Betty, then choose the correct pictures to match the sentences. You can also ask some single students to listen and give the answer, then choose the best friend that Amy / Simon ? Sandy votes for, and make sure that students understand the articles very well. Review all the key words presented in this unit.
合作交流，解读探究Cooperate and intercourse to unscramble and research
The main content in Section A is to identify specific information about different people from their friends’ descriptions and learn to use adjectives to describe people’s appearance and characteristics. Get students to recognize the use of comparatives and superlatives.
The reading material presents three letters about Best Friends for a writing competition held by Teenagers magazine. The context invites students to think about qualities in their friends.
Do you talk to him/her when you are sad?
Yes, he/she always makes me laugh.
Do you talk to him/her when you are happy?
Yes, he/she always shares my joy.
Can you talk to him/her about anything?
Yes, he/she can keep secrets.
Do you talk to him/her when you have a problem?
Yes, he/she is helpful.
Do you believe what he/she says to you?
Yes, he/she is honest.
1、【呈现】【Presentation】Learn some nouns about countries first, and then the teacher communicates with the students: (Free-talk)
1）Show some maps of countries or project some flashcards about maps of countries.
（Demonstration）Look at the map. Which country is it?
（Answer）It is ….
（Question）Can you spell it?
（Answer）Yes. …
（Question）Do you have a friend in …?
（Answer） Yes, I do.
Repeat with some other maps:
2）Show some maps and pictures about places of interest in the world or project some flashcards about maps and places of interest in the world.
（Introduce the places of interest in the world）Where does your friend from?   
（Get him/her to answer） He’s from ….
（Ask the partner）Where does he live?
（Get him/her to answer）He lives in ….
2、【交流】【Intercourse】Get the students to practice conversations and communicate with each other, the teacher can provide some maps and pictures:
T: Where does your friend from?
S: He’s from …. (Show the map of the country to the student.)

T: Where does he live?
S: He lives in …. (Show the picture of a place of interest of the city to the student.)
T: What languages does he speak?
S: He speaks ….
3、【体验】【Experiences】
1）Play the tape of Part 1b, and get the students to listen and circle the countries in 1a. you hear, finish the teaching task of Part 1b.
2）Play the tape of Part 2b, and get the students to circle the cities and countries in 2a you hear, finish the teaching task of Part 2b.
3) Play the tape of Part 2c, and get the students to complete the chart in 2a you hear, finish the teaching task of Part 2c.
4、【活动】【Activities】
1）Get the students do Pair work, and finish the teaching task of oral intercourse in Part 2d. Let the students practice the conversations and the structures of Where is …pen al from? Where does …live?  in questions. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: And then get the students to make the proper answers according to their own actual circumstances.
2）Get the students to look at the box of 3a, on Page 3, and fill in the diagram with the countries, practise their abilities of identifying countries, and check their knowledge of countries and their languages.
3) Get the students to do pair work, and finish the teaching task of oral intercourse in 3b. Let the students practice the dialogue.
This is my new friend. She/ He is from …
What language does he/she speak?
He/ She speaks …
5、【调查】【Survey】Get the students to do Best Friends’ Living Place Survey, demand the students to learn to use Where is …from? How does he/she look like? What do you think of him/her? to talk about the best friend and their living places.
Cities
Countries
Appearances
Feelings
 Beijing

Shanghai

London

Paris

Tokyo

New York

Sydney

Bangkok

【要点直击】【English notes】
1. You are so kind, Eddie. 你真好，埃迪。
句中so kind表示“______________”，so为副词，修饰形容词或副词，kind是形容词，指人的心肠好，心地善良，我们经常听到的一句赞扬的话是It’s very/ really_____________of you. （你真好。）。
So的用法：
(1). so作副词时，修饰形容词或副词的原级形式，表示程度，带有强调的意义，与too、very、quite、much too用法相近。例：The girl is_________ clever. 这个女孩如此的聪明。
(2). so作连词，含有“所以，因而”之义，表示结果，引导结果状语从句，与表示原因、引导原因状语从句的_______________对应，虽然汉语中可以说“因为……所以……”.
对比so、such、very、quite、rather、what、how与冠词和形容词一起用于名词前时的排列顺序：
修饰词
结       构
表达“一个很聪明的女孩”
such如此
such＋a / an＋adj.＋单数名词

so如此
so＋adj.＋a / an＋单数名词

quite相当
quite＋a / an＋adj.＋单数名词

very非常
a＋very＋adj.＋单数名词

rather相当
a rather＋adj.＋单数名词

rather＋a / an＋adj.＋单数名词

what多么
What＋a / an＋adj.＋单数名词!

how多么
How＋adj.＋a / an＋单数名词!

So与such拓展对比
表示“如此，这样”时，so作副词而such作形容词表，注意对比：
such＋a / an ＋adj. ＋单数名词
She is___ ____clever girl. = She is___ clever____girl.
她是一个如此聪明的女孩。
such＋adj. ＋复数名词
They are such clever students.
such＋adj. ＋不可数名词
It’s such interesting news. = The news is so interesting.
那是如此有趣的新闻。
so＋adj. / adv.
It’s so hot. =It’s such a hot day. 天气是那么的闷热。
so＋adj. ＋a / an ＋单数名词
She is so old a woman.
2. Can I have something to drink, please? 我可以喝点东西吗?
句中something复合不定代词，表达________数意义。something to drink指“喝的东西”，动词不定式
to drink作后置定语，修饰复合不定代词的形容词或动词不定式或介词短语均应用于复合不定代词后作后置
定语。
时，不如have、eat正式，多用以指“吃药”。例：Take this medicine twice a day.一天吃两次药。
3. What about some milk? 喝点牛奶,怎么样?
What about表示“....怎么样?”。
(1). 用Let´s或Shall I/we来表示对第一人称的建议，Let´s +动词原形，有时可加上Shall we…? Shall we go to the zoo?我们去动物园好吗？ Let’s ________(go/going/to go) to the zoo. 让我们去动物园吧！
(2). 表示第一人称和第二人称建议，Why don´t we/you +动词原形/Why not +动词原形/表示时间/地点的短语。Why don’t’ you get some presents for your parents? =Why not _____get/to get) some presents for your parents?为什么不给你的爸爸妈妈买一些礼物呢？
4. Maybe we can share it. 我们也许可以分享一下。
maybe是一个________词，意思是“也许”、“可能”、“大概”，常放在句首，修饰整个句子，表示不太肯定的推测。may是情态动词，意思是“也许”、“可能”，后接动词原形。
can 的用法
情态动词can的基本用法：情态动词can有一定的词义,但不能独立存在,它必须与动词原形一起构成谓语。情态动词can没有人称和数的变化。其具体用法如下：表示"能、会",指脑力或体力方面的"能力"。I can speak English.我会讲英语。Jim can swim but I can't.吉姆会游泳,但我不会。表示"可能",常用于否定句或疑问句中,指某种可能性。Han Mei can’t be in the classroom.韩梅不可能在教室里。Can he come here today, please? 请问他今天能到这里来吗？表示"可以",常用于口语中,指许可或请求做某事。Can I have a cup of tea, please? 请问我可以喝一杯茶吗？ You can go out.你可以出去了？注意：①can在口语中可以代替may,表示许可或可以。②can't在口语中代替mustn't时,表示禁止或不准。例如：You can't play football in the street.不准在马路上踢足球。③情态动词can的过去式could,用于现在时,可使语气更委婉、更客气。Could you help me with my English? 你能帮助我学习英语吗？
5. She is as slim as I am. 她和我一样的苗条。
as slim as表示“______________”。She is as honest as I am 她和我一样的诚实。She is ______ _______ ______ a bee. 她像蜜蜂一样忙.as + 形容词或副词原级 + as：
6. We have been best friends for a long time.我们成为好朋友已经很长一段时间了。
此句是一句“现在完成时”的结构，have +过去分词构成现在完成时。been是be的过去分词形式。for a long time表达“好久，很长一段时间”。for long与for a long time含义相同
9. Do you believe what he says? 你相信他所说的话吗？
该句为一般疑问句，原陈述句是I believe what he says.，其中what he says是宾语从句，作动词believe的宾语。
11. She is also very helpful and is ready to help people any time.她也是很热心的，随时准备帮助别人。
句中ready指“准备好”，be ready to 指“准备好做…”any time 任何时候。
12. She helps me with my homework and she always gives seat to people in need on the bus. 她帮助我完成作业，并在公共汽车上给需要座位的人让座。
句中help me with my homework表示“帮助我做家庭作业”。gives seat to指“把座位给…”。in need 需要中的，
13：I have a most wonderful friend called Max. 我有一个极好的朋友叫马克斯。
此处的called是过去分词转化为形容词，表示“被叫作…，名字是…”，其同义表达可用named, with the name, by the name of等
14：He wears small, round glasses and they make him look smart. 他戴着小小的、圆圆和眼镜，这使他看起来显得精神。
make在此是“使得”的意思，为使役动词，look smart 是make的宾语him的补足语，而look使连系动词，表示“看上去”后接形容词smart作表语。例如：The shirt makes hin look handsome. 这件衬衫使他显得很英俊。Can you make her help me do/to do my homework? 你能叫她帮助我做作业吗？
类似于look的连系动词的有感观动词sound（听起来），smell（闻），feel（感觉），taste（尝起来）。
感官动词
词义
相关的人体器官
look
看上去，看起来
eyes 眼
sound
听起来
ears 耳
smell
闻起来
nose 鼻
taste
尝起来
tongue 舌
feel
感觉
body 身
15：However, he has poor eyesight because of too much computer work at night. 然而，他视力很差因为他晚上 玩太多的电脑。
have poor eyesight指“视力差，弱视”，eyesight是不可数名词。because of表示“因为、由于”，后接名词或动名词形式作宾语。too much表示“太多”，后接不可数名词。
16. He wears small, round glasses and they make him look smart. 他戴着小小的、圆圆和眼镜，这使他看起来显得精神。
they make him look smart 使他显得精神。make 在此是“使得”的意思，look smart 是宾语补足语。
17. Max has a good sense of humour. 马克斯有良好的幽默感。
a good sense of humour表示“良好的幽默感”。have a sense of humour/time/duty/beauty…有幽默/时间/责任/美感。Our teacher has a sense of humour, and often makes us l