八年级英语 第一单元 Period 1 Welcome to the unit.doc

八年级英语 第一单元 Period 1 Welcome to the unit
Aim:
To revise vocabulary and expressions to describe people, at the same time, learn more new words and phrases.
Teaching procedures:
Step 1 Presentation
T: I’m very happy to be here and teach you English. First, let me introduce myself.
Ask two questions:
(1) Can everyone be your friend?
(2) How many friends do you have in our class?
(3) When you choose a friend, how do you want he is like?
Step 2 Listen and answer
Play the tape for Ss to listen and answer
Q: (1) What food does Eddie give Hobo? (a cake, some milk)
(2) What does Hobo want at last? (the pizza in Eddie’s bowl)
Step 3 Read and answer
Read after tape while thinking about the following questions:
(1) If you are Eddie, will you give the pizza to Hobo?
(2) What will you do?
Act the dialogue out.
Step 4 Discussion
T: Do you like Eddie or Hobo? Why?
How is your friend like?
Ss discuss in groups of 4 and then report.
Step 5 Choose and read
1. T: Let’s look at some qualities of good friend. Please match the words with the questions.
2. Check the answer and read the questions and words together.
3. Explain some important words.
Step 6 Brain-storming
T: 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 report
Step 7 Tick and answer
T: 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 Summarize
T: 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
Aim:
To use different strategies to help students to understand the text;
To learn how to use adjectives to describe people’s appearance and characteristics.
Teaching procedures:
Step 1 Revision.
1. What are the most important qualities of a good friend?
2. What are the very important qualities of a good friend?
3. What’s your good friend like?
Step 2 Presentation
1. T: I have a good friend. Do you want to know her? What do you want to know about her?
2. Show a picture. Describe my good friend. Introduce some new expressions:
As tall as; be willing to; have a good sense of humor; feel bored
Step 3 Fast reading
T: ‘Teenagers’ magazine is holding a writing competition. Some students have written some entries for it. Please read and find out their main qualities.
1---generous, helpful
2---humorous (have a good sense of humor), funny
3---true friend, kind
Step 4 Read for details
Complete the table after reading their entries once more.
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 5 Retell
1. T: So we have got a table about them. And you have known a lot about them. Can you say sth about them according to the information in the table.
2. Give Ss 3 minutes to prepare
3. 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, small
Face: round, square
Body: thin, strong, slim, fat, tall, short
Hair: short, long, straight, circled, shoulder-length
2. We can use so many useful words to describe people. Is there any difference in describing boys and girls? Can you give me any examples?(write down some words in the list on Page 7)
Homework:
1. 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)
2. (for some weak students) To write a short passage, use any one on Page 4 as a model. They can replace some words in it if they can’t write a new one.

Period 3
Aim:
To learn some useful expressions and use them in different context
To learn how to describe their friends .
Teaching procedures:
Step 1 Revision
T: We have learnt some words to describe your friends, can you introduce your friend to us? Others please guess who it is?
Ask 3-4 Ss to read their articles.
Step 2 Some more exercises
1. T: Let’s meet our old friends again. Mr Zhou has some problems in describing them. Can you help him finish his sentences? Do Exe B2 on P5
2. Find out their photos according to Mr Zhou’s description.
3. Mr Zhou is writing some notes about them. Is he right?
4. Voting
Suppose you are going to vote for the best friend among these three students, what is your choice? Why?
Step 3 Voting in your own class
Do 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 points
1.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. T: Do you have any problem in the passages?
3. Answer any question Ss may have
Step 5 Practice
1. Fill in the blanks with the right word
• 1. Thank you for giving me the information. You are so ________(help).
• 2. He plays the piano well. His parents think he’s very _______(music).
• 3. Are you _______(will) to sing us an English song?
• 4. Maybe he will grow into a successful ______(sing).
• 5. Have you ever been to the sea village ______(call) Mingshu ?
• 6. He has a __________(wonder) friend Millie.
2.Complete the sentence
(1) Max 很有幽默感.他讲有趣的笑话,总使我发笑.
Max ______________________. He tells _________and always _____________.
(2) 当我读到你的广告时,我想起了我的好朋友May.
I ________ my great friend May when I ___________________.
(3) 她从不说任何人的坏话.
She never ___________ about______.
(4) 她总是帮我学英语.
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 Conclusion
Ask Ss to make a conclusion of what we have learned in this period.
Homework:
1. Write a compos ion about his/her best friends.
2. Finish off the exercises in Handbook Period 3.
Period 4 Vocabulary
Teaching Aims:
To learn how to use adjectives to describe people, especially how to describe boys and girls appropriately.
Teaching procedures:
Step 1 Lead-in
Revise sth about Reading parts to go over the 3 Ss’ personalities.
Step 2 Adjectives.
1. So we can use different adjectives to describe different things. What about a tree, a building, a classroom …?
Can you tell me some other adjectives to describe different things？…
2. Show some pictures to teach the different words of describing people’s appearance.
e.g: tall/short, square/round face, straight/wavy hair, slim/fat, plump
3.PartA
Step3 Extensive activities
Get Ss to find more adjectives for each category ,e g:
Build:
Eyes:
Nose:
Face:
Hair:
Divide Ss into some groups to write more words.
Step4 Presentation
1. Discuss the adjectives to describe boys and girls, then do PartB
2. Play a game
Step5 Exx and Homework

Period 5
Teaching Aims:
To use comparatives and superlatives to compare two or more people and things;
Teaching procedures:
Step1 Lead-in
1.T: We use adjectives to describe people and things. We can put it before a noun or after a linking verbs.
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 interesting story
2. Present linking verbs
Step2 Comparatives and superlatives
1. If they are alike, how can we tell their difference?
E.g. Millie has long hair, Sandy has long hair, too.
We can say ‘Millie has longer hair than Sandy.’(on Bb)
Millie is slim. Sandy is slim, too.
---‘Millie is slimmer than Sandy.’(on Bb)
(Show a lot of pictures to teach them the changing rules and drills), PartB
2.Work out the rule
When we compare two things, we use comparatives, and we put ‘than’ _____ the comparatives.
When we compare more than three things, we can use superlatives, and we can put ‘the’ _____ the superlatives.
3. A is taller than B. B is taller than C. So we can say A is the tallest of the three.
(give more examples, make sure Ss can understand the difference between comparatives and superlatives)
Step 4 Practice
1. Ask Ss to compare their classmates, using comparatives and superlatives.
2. Show them some pictures, asking them to compare them.
3. Show them a table, asking them to compare the things in different ways.(PartB2)
Step 5 Consolidation Finish off the exercises
Step6 Homework
Compare things and make 5 sentences using comparatives and superlatives.
Period 6
Teaching Aims:
To compare two people or things using ‘(not) as … as’.
Teaching procedures:
Step1 Revision
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
I. Teaching and practicing ‘(not) as + a. + as’
1. Presentation
Look 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.’
(use these sentences as model, try to lead out the meaning of ‘(not) as tall as’
Practice more so that Ss know how to use ‘… than’ and ‘(not) as … as’.
2. Practice using ‘… than’, ‘the most…’, ‘as…as’, ‘not as … as’.
Amy
Very interesting not interesting

diving swimming hiking cycling
skiing camping
Very dangerous not dangerous

hiking skiing cycling swimming
diving camping
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….
(Ss 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.)
3. Practise it in another way.
Now can you understand another kind of diagram?
(very interesting--★★★★★, not interesting--★)

Diving
Swimming, skiing
Hiking, camping
Cycling
Amy
★★★★★
★★★★
★★★
★
4. Act as Millie, Sandy, Daniel, and Simon.
Just now, we know which outdoor activity Amy likes best, which she doesn’t like.
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 to show 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 7 Integrated skills
Aim: To get specific information from a listening material;
To talk about a friend.
To talk about future plans
Teaching procedures:
I. Revision
1. We have learnt a lot about different outdoor activities. What are they? (swimming, hiking, camping, diving, cycling, skiing…) 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 answers in the proper boxes, e.g.)

S1
S2
S3
S4
I like…

I would like to…

If they can’t, teachers can give them an example (I like hiking best because I think it is very interesting and it’s good for our health. I also like swimming 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 ride a bike every day, or I will have to spend too much time on buses. I would like 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?
What would … like to do in the future?
II. Task I Millie’s future plans
1. Just now, … talked about their hobbies and their future plans. It’s really interesting. Our friend Millie is also 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 tick in the correct boxes in the table.
2. Listen to the tape again and check their answers.
3. Suppose you are Millie. A reporter from NJTV is interviewing you. Please make a dialogue with your partner, talking about your future plan.
4. Now you are quite familiar with Millie’s future plan. Please help her complete a letter.
III. Sandy’s future plans
1. So Millie would like to be a social worker when she grows up. She is really kind 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 they are talking about? Please listen and ans