牛津英语8AUnit 1教案设计

1、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 t

2、o 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-inAsk: Who is Eddie? (Hes Millies pet dog)Who is Hobo

3、? (He is Eddies 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: Pres

4、entation: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 fin

5、ish Part A. Check the answer.Step 3: Listening and practisingListen to the tape recorder twice and try to practise the dialogue. The more, the better.Step 4: discussion1. Ask students discuss and think of other qualities of a good friend. e.g. generous, clever, kind make sb. laugh.Write them on the

6、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 tidyCleverFriendlyFunnyGood-lookingHelpfulMusicalpoliteUnit 1 Welco

7、me to the unitHelpfulHonestKeep secrets Make me happyShare my joyStep 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. A

8、ims to knowledge:1.To skim text for overall meaning and skim for details.2. To use adjectives to describe peoples 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

9、 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 homeworkAsk some students to come to the front and read the sentences.Step 2: Reading and answeringT: In our class, is helpful. is friendly. likes sha

10、ring 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 y

11、ou dont 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

12、 to explaining the words the students underlined.Step 3: Reading:Read the articles again and fill in the table together.NameBettyMaxMayAppearanceSlim, short hairTall, poor eyesight (wear glasses)Small, have straight, shoulder-length hair, pretty.PersonalityGenerousHelpfulHave a good sense of humorFu

13、nnyTrue, kindWhat does he/she do?Willing to share things with friendsReady to help people any time e.g. Tell funny jokes and always make others laughLong legs do not fit under the school desks.Can keep a secretNever say a bad word about anyoneStep 4: Asking and answeringRead the articles again.Divid

14、e 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 prepare3. Ask 2-3 s

15、tudents 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

16、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, joketellabout, as as, be willing to do sth, be ready to do sth, helpwith, give to, in need, travel around the world, grow up, a friend cal

17、led, because of, make sb. do sth. b. Aims to the abilities: To use adjectives to describe peoples 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Gr

18、asp the adjectives and use them教学过程教 学 内 容二次备课Step 1 Check homeworkAsk students to read the articles(one student reads one paragraph)Step 2: RetellingDivide the class into three groups. Each group read one article. Then close the books and try to retell.Step 3: PracticeAsk students to answer these q

19、uestions: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

20、 4: ExerciseMake sentences with them:1. asas 2. be willing to do sth. 3. be ready to do sth. 4. grow up5. a friend called 6. because of 7. make sb. do sth. 8. shorter thanStep 5: DiscussionT: Weve learnt a lot about Betty, Max and May. If you can choose only one of them as your best friend. who will

21、 you vote for? Why?Discuss in groups. Tell the reasons.Step 6: GameDivide 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 Reading1. asas Guess: Who is he/she?2. be wil

22、ling to do sth. 3. be ready to do sth. 4. grow up5. a friend called 6. because of 7. make sb. do sth. 8. shorter thanStep 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

23、of adj.in fifferent contests2. To use suitable adj. to describle peoples 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 homeworka. Ask some questions according to the text. What is Betty, Max or May like?b. As

24、k: What is your best friend like?(Students say or read their articles)c. Ask: Is your friend strong/thin? Are your friends eyes big/small? Is your friends short/tall? Is your friends face square/round?(Finish Part A)Step 2: Discuss and finish vocabulary B.1. Go through the words in the box in Part B

25、. 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 wordsBuild（体形）Well-built, slim, thin, fat, strong,NoseFlat, pointed, long, short,HeightShort, tall, medium height, medium-sized,FaceSquare, r

26、ound, fat, thin, EyesBig, small, black, brown, blueHairLong, short, shoulder-length, straight, wavy, Show some pictures to students and ask them to describe.Step 3: DrawingDivide 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 oth

27、er 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 Blackbo

28、ard: Unit 1 VOCABULARYUseful wordsBuildWell-built, slim, thin, fat, strong,NoseFlat, pointed, long, short,HeightShort, tall, medium height, medium-sized,FaceSquare, round, fat, thin, EyesBig, small, black, brown, blueHairLong, short, shoulder-length, straight, wavy, Step 4: Homework:Translation:我有个名

29、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 ru

30、le 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. Ai

31、ms 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, asas教学难点 Learn how to use comparatives and

32、superlatives, asas教学过程教 学 内 容二次备课Step 1 Check homeworkAsk students to read the articles and ask them pay attention to the use of adjectives.Step 2: Lead-in1. 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 i

33、s 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 chec

34、k the answers.Step 3: Comparatives and superlatives1. 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. Wor

35、k out the rule.Step 4: PracticeAsk students to compare the things or classmates in their class, using comparatives and superlativesStep 5: DiscussionAsk students to read the table in Part B and work out the rules fo forming comparatives and superlatives.Exercise: complete the tableAdjectiveComparati

36、veSuperlativefunnybetterhappiestMore interestinglargesmarterthinnestmuchfarlittleStep 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 compar

37、atives and superlativesb. 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 t

38、o 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 Review1. Finish the table:AdjectiveComparativeSuperlativetallfastheavymuchinterestinggoodlightbeautiful2. Check the homework: Ask students to read the sentences th

39、ey wrote.Step 2: Practice1. Look at the following table, compare the students, using tall, heavy, fastHeight(cm)Weight(kg)Swimming(sec/50m)Simon1585034Peter1684932Sandy1606034Millie1504440Amy1504030Finish Part B2 and check the answers with the whole class.2. Teaching and practicing with (not) as asL

40、ook 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 th

41、inks diving is the most interesting outdoor activity. Its 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 g

42、roups, ask them to practise in pairs.)Step 3: A surveyDivide 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

43、 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, asas, not asas.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:vocabular

44、y: solve, future, become, famous, sporty, agree, runnerpharases: solve problems, make friends, try to be kind to people, try ones 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 stud

45、ents: 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 ReviewCheck homework: Ask some students to come to the front and read the diagram.Step 2: Lead-inT: Many students in

46、 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 answers in the proper boxes.S

47、1S2S3S4I likeI would liketo Example: I like hiking best because I think it is very interesting and its 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 div

48、e in the sea. I dont 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.Step 3: PracticeTalk about the future plans:What do you want to be when you grow up?T: Do you know what I wanted to be when I

49、 was your age? Can you guess?Learn editor, social workerStep 4: PresentationT: Millie also has some future plans. she is now talking to her friend Amy about them. Lets listen to the tape and find out what her future plans are. First lets read the pharases about future plans and then listen to their

50、conversation and put a tick in the correct boxes in the table.Listen to the conversation and finish A1, A2 and check their answers.Step 5: Pair workT: Now Suppose you are an interviewer from LYGTV. Talk with you partner about her/his future plans.Step 6: Listening.T: Sandy wants to write to Mr. Zhou

51、 about her future plans. And now she is talking to Kitty, Do you know what her future plans are? Lets listen to the tape and help Sandy complete her letter.Finish A3 and check the answers.Step 7: PracticeT: Sandy is showing Helen some pictures of her friends. Do you know what they are talking about?

52、 please listen and answer:1) Whom are they talking about?2) What would Peter like to do in the future?Step 8. Homework:Write at least 5 sentences to show what they like and what they would like to do in the future.教学反思：总 课 题Unit 1 Friends总课时10第 8 课时 课 题 Study Skills教学目标a. Aims to knowledge:To find t

53、he main points of a passage in order to understand and memorize it more easily.To guess meaning and generate mental pictures.b. Aims to the abilities: To identify key words in order to develop general understanding of a passage.教学重点To identify key words in order to develop general understanding of a

54、 passage教学难点To identify key words in order to develop general understanding of a passage教学过程教 学 内 容二次备课Step 1 Check homeworkAsk students to read the article about his/her future plans.Ask: 1. What are you going to do when you grow up?2. Why?3. What will you do to fulfill your aims?Ask some students to talk about it orally in class.Step 2: Lead-in1. Present the task by playing a game. Divide the students in four groups. The teacher gives the first student a paper on which theres a story, ask the first students to read it carefully and then pass the story on orally. At last ask the last