江苏省仪征市月塘中学八年级英语《Unit1Myfriends》同步练习(无答案)人教新目标版

1、江苏省仪征市月塘中学八年级英语Unitl Myfriends同步练习(无答案)人教新目标版PERIOD 1: COMIC STRIPES & WELCOME TO THE UNITTeaching GoalsTo revise vocabulary and expressions used to describe peopleTo guess meaning from contextTo generate ideas about people s appearance and person alitiesTo categorize adjectives to describe importan

2、tqualities of a friend accordingto personal preferencesTeaching ProceduresSTEP 1 Brainstorming and free discussionAre you hungry now?If you are very hungry, what can you do? What are you going to do?Do you want to have anything to drink, too? What would you like to drink?If you are still hungry, wha

3、t can you do? (Have some more food.)If there s nothing else in the fridge, what can you do?STEP 2 A listening taskListen to the conversation between Eddie and Hobo. Can you find out the answers to these questions?1.is / are hungry.A. EddieB. Hobo C. Eddie and Hobo2. Hobo wants to share the with Eddi

4、e.A. cake B. milk C.pizzaSTEP 3 ReadingRead the conversation after the tape.Explain the language points briefly.Do you want some?Do you want some cake? I have a cake.Can I have something to drink?Is there anything in the fridge? What about ,?Have some more food. Have too much food. Have enough foodM

5、aybe we can share it.Have the students read the conversation aloud.Have the students act the conversation in pairs.STEP 4 DiscussionsIf you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?Do you think Eddie is a good friend?What do you think should do?STEP

6、5 Talking about your best friendMy best friend in my class is.He / She is.(Ask questions according to the sentences given on Page 3.)Honest: Do you believe what he / she says?Keep secrets: Can you talk to him / her about anything?Share my joy:Do you talk to him / her when you are happy?Make me happy

7、: Do you talk to him / her when you are sad?Helpful : Do you talk to him/her when you have problems.STEP 6 Qualities of a good friendHave the students finish Part A (Page 3).Check the answers in class.Get the students to make a summary as the following:A good friend can make you happy.A good friend

8、should be helpful. He/she helps you solve problems.A good friend should be honest. You always believe what he/ she says.A good friend shares your joy. He/she shares your sadness, too.A good friend should keep secrets. You can tell him / her everything. showing the qualities of a good friend.STEP 6 W

9、hat s important?A good friend may have lots of qualities. It is also very important for us tofigure out what the most important qualities are, because the students mayneed these to tell about good friends. These will definitely help the students a lot in making friends with each other.Have the stude

10、nts finish the table in groups of four. I think it is importantto get the students to discuss it before we come to any conclusion. Or simply, wedon t need any conclusions here. The thing that matters i s that they start to think about this on their own.I think it very helpful to give the students th

11、e sentence patterns before they start to talk about this topic. The sentence patterns are listed as follows.It is very important for my good friend to be polite.It is quite important for my good friend to be clean and tidy.It is not important for my good friend to be good looking.It is very importan

12、t for my good friend to,.It is quite important for my good friend to,.It is not important for my goodfriend to,.STEP 7 HomeworkRead the comic stripes and try to remember it. Try your best to act it out.Try to read your notes about the qualities of good friends. If possible, thinkof other qualities a

13、 good friend should have.Finish off the exercises in the Evaluation Handbook and Learning English.PERIOD 2: READING ITeaching GoalsTo guess general meanings from the key words and contextTo skim text for overall meanings and scan for detailsTo identify specific information about differentpeople from

14、 their friends descriptionsTo use adjectives to describe people s appearance and characteristicsTo recognize the use of comparatives and superlativesTeaching ProceduresSTEP 1 Let s talking about your best friendsGet the students to talk about their friends. They may just say a few words or some very

15、 short sentences, but they are encouraged to speak out what they have already learned to describe a person. Then classify some of the words they used on the blackboard in different categories.1. Who is your best friend in your class? He / she is ,STEP 2 Finding out the key words“In our textbook, thr

16、ee students has written (wrote) about their friends for a competition. Can your find their names as quickly as possible. (Betty, Max andMay)Read the passages, and find out the key words for each of the passages新课标 第一网Betty is.Max is.May is.BettyMaxMayAppearanceSlimShort hairTall, poor eyesightGlasse

17、s - smartSmall straight, shoulder - length hair prettyPersonGenerous , Helpfula good sense of humoura true friendSpecialWants to be a singerfunnyKindSTEP 3 Choosing the best friendHave the students finish the exercises on page 5. Check the answers in pairs. OrCheck the answers in class.STEP 4 Detail

18、ed study of the passagesRead the passages one paragraph after another. Ask students questions and help them take down the key phrases.BettyIs Betty the writer s new friend? (No, they have been friends for a long time .)What does Betty look like? (She isas slim as the writer and has short hair .)What

19、 are Betty s personalities ? (She is generous and helpful .)Howcan we know she is generous? (She is willing to share things with her friends.)How can we know she is helpful?(She is ready to help people any time. She helps writer with her homework.She always gives seat to people in need on the bus.)W

20、hat does Betty want to do when she grows up?(She wants to be a singer and travel around the world when she grows up .)MaxI.What is Max like?(He is very tall almost 1.75metres . His small, round glasses make him look smart .) 2.Why does he have poor eyesight?( Because of working on the computer too m

21、uch at night.)What is the characteristic (性格)of Max? Max has a good sense of humour. )Why does the writer say so?(The writer never feels bored or unh appy when he is with Max. He tells funnyjokes andalways makes me laugh .)Do Max s legs fit under the desks? Why? (No. Because his legs are verylong .)

22、Why does the writer think Max isfunny ?(Because Max often knocks their things desks.)MayWhat is May like?(She is shorter than the writer and is very hair. Everyone thinks she is pretty .)What kind of friend is May? (May is aWhy does the write think May is a true friend?(a. She can keep a secret . Wh

23、en something her. The writer can tell May anything .)(b. She is kind . She never says a bad wordoff the desks when he walks past theirsmall. She has straight, shoulder-length true friend.)worries the writer, he can always go toabout anyone.)Have the students retell the passages, looking at the keywo

24、rds on the blackboard. STEP 5 What makes a best friend?Have the students finish Part C1, on Page 6.Check the answers in pairs. OrCheck the answers in class.STEP 6 DiscussionWhich people would you like to have as your best friends Betty, Max or May? Why? STEP 7 HomeworkRead after the tape five times.

25、 Your parent s signature is needed.Finish the exercises in the Evaluation Handbook and Learning English.PERIOD 3: READING IITeaching GoalsTo figure out the structure of each passageTo speak out the passage in their own words, following the structure of the passagesTo explain the language points in t

26、he passagesTo develop a good attitude towards friendsTeaching ProceduresSTEP 1 Reading the passages togetherHelp students to remember what we learnt last time by getting them to read the passages together loudly.STEP 2 Figuring out what each paragraph is aboutHelp the students to figure out what eac

27、h paragraph is about. It is important to encourage the students to speak out their ideas, and at the same time to give outtheir own reasons. (This is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.)BettyA

28、ppearanceAppeonanceMaxAppearanceshorter than I am very smallEveryone thinks she is pretty.Have straight, shoulder-length hairSTEP 3 Explaining the sentencesExplain the sentences one by one and talk about the language points, by giving more examples.as , as ,She is as slim as I am.She is as tall as I

29、 am.I am as tall as she is.I run as fast as she does. She runs as fast as I do._I drove as quickly as she did. She drove as quickly as I did.I am d riving as carefully as she is. She is driving as carefully as I am.I can run as fast as she can. She can run as fast as I can. be willing to do sth. / b

30、e ready to do sth.want to be ,/ want to do ,I have a wonderful friend namedMax. / I have a wonderful friend called Max., because of too much computer work. / , because he has too much computerwork., and they make him look smart. / they: the glasses look smart (adj.) /make sb. do sth./ make me laughI

31、 never feel bored or unhappy when he is with me./ feel bored (adj.), and t hey do not fit under the school desks./ fit v., when he walks past the desks, ,/ pass & pastknock ,offthink of ,Everyone thinks she is pretty.When something worries me,say a bad word about anyone.STEP 4 Finishing the exercise

32、sGet the students to finish the following exercises without looking at the book tocheck if they have grasp the language points or remember the sentences.STEP 5 Saying something about making friendsIt s the time for the student to say something about making friends. They are going to be motivated to

33、think about the following questions.What kind of people can be your best friend?What kind of personality do you hope your best friends to have?What do you think is the most important thing between two friends?STEP 6 HomeworkRecite the three passages fluently.Tell your parents about your best friend

34、at school.Write about your best friend, following the structure.PERIOD 4: VOCABULARYTeaching GoalsTo use adjectives to describe people s physical featuresTo use adjectives to describe general appearance of peopleTo select and use adjectives that are appropriate to describe the appearanceof boys and

35、girlsTo make up more sentences talking about one s appearanceTeaching ProceduresSTEP 1 A guessing gameTake an exercise book to the classroom. Tell the students that one of them has done well in yesterday s homework. Can you guess who he/she is?In this way, the students attention is drawn to describi

36、ng a person. They will surely get the right person. If not, I will give them some hints.STEP 2 Talking about one s appearanceIt is important to learn to describe one s appearance.Whenwe see a person, we don t pay attention to his facial appearance at the first sight. Wecan only tell his/her general

37、appearance. Can you think of words that talk about one s general appearance?tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cuteHere we should pay attention to some of the words. For example, we seldom us thin or fat to talk about

38、people, because they sounds impolite, sometimes it may hurt that people.STEP 3 Boys or girls?Some of the words can only be used to talk about boy, while some only with girls.So it is also very important to make it clear.Have the students finish Part B in two or three minutes.Discuss the answers with

39、 the students. Make sure they feel confident in using these words.Boys: good-looking, handsome, smartGirls: beautiful, good-looking, handsome, lovely, pretty, smartIt must be stated very clear that handsome can not only go with boys but also withgirls. But when it describes girls, it means having an

40、 attractive appearance with large strong features , sometimes it means端庄的in Chinese.But, beautiful and pretty are not the same. Usually, pretty is used to modify girls who are small but beautiful.STEP 4 Talking of something special about one s appearanceHowever, it is not enough that we describe peo

41、ple s general appearance. For example, when I say My friend is good - looking , do you know whom I am talking about? No.So it is really important for us to learn to describe one s facial appearance andlearn to talk about something special about someone.First. Let s talk about one s hairst yle.have b

42、lack hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the forehead Second, let s talk about one s face.round, square, oval, small, bigThird, let s talk about one s eye.have big, bright and smiling eyes, round, big, small, hav

43、e poor eyesight, wears(small, round) glasses (with black frames)Fourth, let s talk about one s nose.big, small, flat, hookedFifth, let s talk about one s ear.big, small, look like two small fansFinally, let s talk about one s mouth.big small, wideWell, it may seem a little bit boring if we only name

44、 and write the words on the blackboard. So it is important for me to do something to take control of the class. I think it is good way to describe the students in the class, as I am teaching the words. The students will be well-motivated to describe the students around them.They will surely have fun

45、 this way.STEP 5 ActivityNow, we can easily write about someone s appearance. Can your write about one of your classmates? Let the others guess who he /she is? You need to write at least 5 sentences.Give the students 5-6 minutes to write the passage. Get some of the students to read aloudSTEP 6 A su

46、mmaryMake a general summary. Read the words on the blackboard.General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, cleanFace: long, short, round, squareEyes: big, small, round, bright, smilingNose: long, short, big, smallHair : black, dark

47、 brown, long, short, shoulder-length, straight, ponytailSTEP 7 HomeworkRead and learn these words by heart.Write about one of your best friends.Finish off the exercises in the Evaluation Handbook and Learning English.PERIOD 5: GRAMMAR ITeaching ObjectivesTo learn to use an adjective before a noun or

48、 after a linking verb to describe someone or somethingTo help students understand the structurea linking verb+ adjective ”To use comparatives to compare two people or thingsTo use superlatives to compare three or more people or thingsTo get students focus on how to form comparatives and superlatives

49、 with adjectivesTo help students to have some general ideas about when to use comparatives and when to use superlativesTeaching ProceduresSTEP 1 Having a revisionSam has a square face.Jude has long and black hair.Sam s face is square .Jude s hair is long and black.Jimmy is a tall boy.Sandy is a pret

50、ty girl .Jimmy is tall.Sandy is pretty.Get your students to read and compare these sentences.The conclusion: We can use adjectives to describe someone or something.We can put and adjective before a noun or after a linking verb.Get the students to talk about the sample sentences in Part A to check if

51、 we make the right conclusion.STEP 2 Being followed by adjectivesUsually, verbs are followed by adverbs. But they can be followed by adjectives. Why? Because they are different kind of verbs. If a verb can be followed by an adjective, then we can make a conclusion that the verb is a .linking verb .

52、Get the students to think of more examples.When you grow older, you may understand this.Spring is here. Trees turn green.The dumplings smell nice.He does exercises to keep healthy.After a long walk, I felt tired.The flowers in the garden look beautiful.(The verb look can be used in other structures,

53、He looked at me angrily. In this example, look is not used as a linking verb, so it is modified not byan adjective but by an adverb angrily . The structure is different from Helooked angry )Your white coat gets dirty.He seems happy today.STEP 3 Talking about the picturesShow two pictures to the stud

54、ents and get one or two students to talk about the pictures.Jim is tall. Sam is tall, too. (Let s compare. Who is taller ?) Sam is taller.Showone more picture. Get the students to compare the three pictures. They may easily come out with the following sentence, Sam is the tallest. (I may use more pa

55、irs of pictures like this to talk about it.)Tell the students that we use comparatives to compare two people or things. Whenwe compare three or more people or things, we use superlatives.STEP 4 Forming comparatives and superlativesAsk the students, do you know how to form comparatives and superlativ

56、es.Most short adjectives+-er/-est cold, kind, round smartShort adjectives ending in e +-r/-st nice, fine, braveShort adjectives ending in a consonant +y -y+-ier/-iestfunny, lazy, pretty, easy, earlyShort adjectives ending in a vowel + a consonantslim, big, hot, fat, thin+more/most before long adject

57、ivesimportant, helpful, polite, interesting, carefulReplace the irregular adjectives with new wordsgood/well, better, bestbad/ ill/ badly, worse, worst little, le ss, least much/many, more, mostold, elder/older, eldest/eldestfar, farther/further, farthest/ furthestGet the students to finish Part B1

58、on page 9.STEP 5 Finishing Part B2 on page 10Get the students to finish Part B2 on page 10. Remind the students that the structures like of the three, of all, in+ a noun usually go with superlatives. While theword than is usually used with comparatives. It is also important to tell the students to a

59、dd a the before superlatives.If necessary, I think the teachers should give some examples to show the students how to read and understand the structures. Then use questions to help them.STEP 6 SummaryWe usually add -erto short adjectives and use more for long adjectives. We add than after the compar

60、atives.We usually add -es f to short adjectives and use most for long adjectives. We add the before superlatives. After superlatives, we add inor of structures.Compare two people and things:A is B.(tall)A is B.(slim)A is B.(heavy)This pencil case is that one.(nice)English is Maths.(interesting).A is