译林版英语八年级上册 Unit1教案

英语（八年级上册）Unit1FriendsComicstrip&WelcometotheunitLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:identifythenewwordsandphrases;describepeople'squalitieswithsimpleandproperwords;knowmoreaboutfriendshipandtrytodevelopsomegoodqualities.ILTeachingcontentsNewwordsandphrases:thirsty,honest,careabout,keepasecret,makesb.happy,bereadyto,dosth.,haveproblems,believewhathe/shesays,telllies/funnyjokes.Newstructures:CanIhavesomethingtodrink?CanIhavesomemorefood?Whatmakesgoodfriends?Youcantrustthembecausetheynevertelllies..FocusofthelessonandpredictedareaofdifficultyDescribepeople'squalitieswithsimpleandproperwords.TeachingproceduresComicstripStep1Lead-inThetopicoftheunit—friendsT:Hello,boysandgirls,doyouhaveafriend?Yes,ofcourse,youdo.Asweknow,everyoneofusshouldhaveatleastoneortwofriends.Timeseemstogofasterwhengoodfriendsaretogether.ExplanationTeachershowsfourpicturesandfoursentences,asksthestudentstousethewordstofillintheblanks,andthenTeachershowstheusageof"make”.DrillT:Whatdoes/doyourteacher/parents/friendsoftenmakeyoudo?"I'llgiveanexample.Canyoumakemoresentencesusing“makesb.do"?bored&boringExplanationT:Weuse"bored“todescribehowapersonfeelswhensomethingisnotinteresting.e.g.a.Lookatthepicture,theboyfeelsboredbecausehisfriendsarenothere.b.Youlookbored.WhynotturnofftheTVanddosomethingelse?T:Weuse“boring“todescribesomethingthatisnotinteresting.e.g.a.Lookatthepicture,theboyjustcan'treadthisboringbookanymore.b.Let'sstopwatchingthisTVprogramme.It'ssoboring.DrillT:Doyouknowmorewordslike“bored”and“boring"?Canyouusethesewordstocompletethesentences?fitT:Whatdoestheword"fit"meanhere?Theword"fit"hassomedifferentmeanings.Pleasecompletethesesentences.verb+prepositioncombinationswalk+prepositionTeachershowsthreepicturestoexplain“walkpast","walkthrough^^,“walkacross"andgivesmoresentencesasexamples.knock+prepositionTeachershowsfivesentencestoexplainthemeaningsof“knockon","knockdown”,“knockover","knockoff9and"knockonto”.worryT:Canyousay“whensomethingworriesme“inanotherway?Theword"worry“hereisaverb.Wecansay“worrysb・"or"sb.worryaboutsth/\andwecanalsosayusb.beworriedaboutsth.”.Trytosay"他们为即将到来的考试而发愁"inthreedifferentways.【设计意图：在语言点的教学中，教师要试图出示足够多的示例，在真实的情境中引导学生总结出词的不同用法，随即让学生用这些词组去造句，在实际运用中再次巩固这一语言点；bored和boring是易混点，教师应强调其本质区别并举例说明，然后引导学生进行知识迁移,从已有的图式中提取出类似的几组词进行对比，完成几组句子，教会学生根本的区分方法。】Step4CompleteapassageTeachershowsanotherpassageandasksthestudentstocompleteitusingthewordswe'velearnt.MyneighbourSammylivesnextdoortome.HeisalwaysnicetoeveryoneandalwaysgreetsuswithasmilewhenhewalkspasK路i立）myhouse.Hekwilling'ready[o（愿意）helppeopleanytime.Wetravelledtosetherlastsummer.AbikeknockedmeJomo[hefloor（把我撞倒在地）andmytravelcupwasbroken.Itwoiiiedme（使我担心）.Andheboughtme;newonethatfkinmybag（装容我的包里）well.Healsohasagoodsenseofhumourishumorous（有幽默感）andhisftmnyjokesalwaysmademelaugh（使我十笑）.Ineveifelibored（觉得无聊）duringthetrip.TmgladSammyismyneighbour.Heisthebest!）【设计意图：五个语言点的讲解结束后，教师自编一篇与主题相关的文章，让学生用刚学到的短语填空，操练重点语言点。】Step5WritingGuidethestudentstoexplorethefeaturesofadescriptionofapersonTeachershowsthethreeentriesandpointsoutthattheyarealldescriptionsofaperson,asksstudentswhichentrytheylikebestandwhy,andguidesthestudentstoconsideraboutthreeparts:details,paragraphs,andendings.FindmanystrongdetailsinthedescriptionofBettyTeacherasksthestudentstofindthedetailsofBettyandconsiderwhythewriterusessomanydetails.LearnhowtowriteagoodparagraphTakingthesecondparagraphofthesecondentryasanexample,Teacherasksthestudentstofindthedetails,andusesthemindmaptohelpthestudentunderstandthemainideaanddetails.Pointoutthatagoodparagraphincludesatopicsentenceandsupportingdetailsandthetopicsentenceisusuallyatthebeginningofaparagraph.AgoodendingT:CanyoufindasentencethattellshowIstronglyfeelaboutMax?Thisisanexclamation;doyouthinkitisagoodending?Teacherpointsoutweshouldusedifferentsentencetypestoaddvariety.SupportingdetailsinthelogicorderTeacherasksthestudentstoputthreesentencesinthebestorderandremindsthestudentsthatthesupportingdetailsshouldbeinthelogicorder.AskthestudentstowritedowntheirownideasStudentswriteaboutafriendorsomeonetheyknowwell.Tellwhatthepersonislike.Tellwhattheyliketodotogether.UsetheWriter'sChecklisttohelp.【设计意图：本课的三篇文章皆属于人物描述。因此，本教学环节试图从细节、段落结构（中心句+符合逻辑的细节）和结尾（多样的句子类型）三方面着手，帮助学生理解这一文体的特点，让学生感知、体会并仿写。】V.HomeworkFinishthewritingandmakeastorybook;Readmoredescriptionsofapersonandsharethemintheclass.英语（八年级上册）Unit1FriendsGrammarLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:knowwhentousecomparativesandsuperlatives;usecomparativesandsuperlativescorrectly;comparepeopleorthings.ILTeachingcontentsNewwordsandphrases:height,slimmer,worse,worst;Newstructure:Weuse"comparatives+than“tocomparepeopleorthings.Weuse“the+superlatives,,tocomparethreeormorepeopleorthings.FocusofthelessonandpredictedareaofdifficultyIntroducethestructureofcomparativeandsuperlativeadjectives;Changetheadjectivesintocomparativeandsuperlativeforms..TeachingproceduresStep1Lead-inTrytodescribe.Describetwogirls'appearances.TrytocompareShowatableabouttwogirls'appearance.Leadthestudentstocomparethem.AliceisshorterthanLucy,fLucyistallerthanAlice.Alice'seyesarebiggerthanLucy's,fLucy'seyesaresmallerthanAlice's.Alice'shairislongerthanLucy's.fLucy'shairisshorterthanAlice's.【设计意图：先以一个简短的人物外貌描述作为开头。接着让学生对比两个人的外貌特征,引出本堂课要学习的语法内容一一形容词的比较级。既复习了前面所学知识，同时也巧妙地引入了学习重点内容。】Step2PresentationofcomparativeadjectivesTrytoworkouttheruleAskthestudentstoreadthesesentencesandtrytofindtherulesaboutcomparative.Introducewhenwecanusecomparativeandthebasicstructureofcomparativeadjectives.Showsomepictures.Askthestudentstocomparethem.Atthesametime,theteachergivessomeadjectivestohelpthestudents.Leadthestudentstofindwhattheshortadjectivesare.TrytofindAskthestudentstoobservethecomparativeoftheshortadjectives.Letthestudentsfindtherulesoftheforms.TrytochangeAskthestudentstochangetheadjectivesintotheircomparatives.TrytothinkIntroducethelongadjectivesandletthemlistsomemorelongadjectives.TrytoconcludeLeadthestudentstoconcludetherulesaccordingtothesentencesoflongcomparativeadjectives.Andintroducetheirregularadjectivesandtheircomparativeforms.【设计意图：采用归纳教学法，引导学生自己发现语法规则。同时适时让学生运用语法规则练习。及时操练巩固，符合语法学习的规律，便于记忆与运用。】Step3PresentationofsuperlativeadjectiveLet'senjoyEnjoythestoryaboutThreelittlepigs.TrytocompareTrytocomparethehousesoflittlepigs9.Introducethesuperlativeadjectives.Trytocompareotherthingsusingthesuperlativeadjectives.TrytoconcludeLeadthestudentstoconcludetherulesofsuperlativeadjectives,includingtheformrulesandthesentencestructure.TrytoguessLetthestudentsguesstheanswersaccordingtosomesentences.【设计意图：在学习完比较级后，以大家熟悉的《三只小猪》的故事引出最高级的学习，并让学生自主发现规律、总结规律、运用规律。】SummaryMakeasummaryaboutthecomparativeadjectiveswiththestudents.TrytochangeLetthestudentschangethewordsintotheircomparativeandsuperlative.HaveaguessLetthestudentsreadthesentencesandguessthemeaning.TrytowriteLetthestudentscomparetheclassprofile.FinishtheexercisesintheEnglishbook.AgroupworkAskthestudentstoformgroupsoffour.Firstfinishtheirgroupprofile,andthenmakeareport.【设计意图：通过几个与比较级有关的趣味英语的句子，让学生感受语言的趣味性，同时也让学生知晓更多的比较级用法。将比较级和最高级的各种形式混在一起进行练习，从词到句再到篇，逐步提升练习难度，既可使老师检测自己的教学效果，也可使学生检测自己的学习成果。】HomeworkReadthewordsonPl1andremembertherulesofcomparativeandsuperlativeadjectives;Writeashortpassagetointroduceyourfamily.(Pleaseusesomecomparativeandsuperlativeadjectives.)英语(八年级上册)Unit1FriendsIntegratedskillsLTeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:understandsomenewwordsandexpressionsandlearntousethem;catchthekeypointsfromthelisteningmaterials;learntotalkaboutfutureplansandfriends.ILTeachingcontentsNewwordsandphrases:meetdifferentpeople,makefriends,listentopeoplecarefully,helppeoplewiththeirproblems,travelaroundtheworld,ourfutureplans,beasocialworker,learnmoreaboutartNewstructures:IwouldliketobeasocialworkerwhenIgrowup.Tamalwayskindtopeople.IwillbehappyifIcanmakeotherpeoplehappy.Iwanttobeasfamousasheis.Who'stheboy/girlontheleft/nexttoPeter?FocusofthelessonandpredictedareaofdifficultyGetspecificinformationfromlisteningmaterials;Talkaboutfutureplans.TeachingproceduresAFutureplansSteplLead-inEnjoyasong:MyDreamJobFreetalkWhatdoyouwanttodowhenyougrowup?Playaguessinggame:Iwouldliketobe...Showsomephrasesandexpressionsaboutfivedifferentpeople'spersonalities,hobbies,abilities,dreamsandaskthestudentstoguesstheirfutureplans.【设计意图：节奏欢快的儿童歌曲快速引导学生进入本课情境，期间要鼓励学有余力的孩子跟着哼唱。接着抛出本课的主话题，在自由谈话中引导学生各抒己见，用英语表达自己的真实想法。通过对不同人的性格、爱好、能力和愿望等的描述让学生猜测他们分别适合做什么职业，激活学生已有的图式，引导学生体会：未来的计划制定必须取决于自身的诸多情况。同时，在描述中使用本课将会出现的一些新短语，降低稍后字词学习的难度。】ListenandandcompletePartAl(Task1Listenandtick)WhatwouldNoraliketodowhenshegrowsup?Tip:findoutthekeywords.Teachthenewphrase"socialworker”Teachershowssomepicturesaboutsocialworkers,tellsthestudentsthatsocialworkersworktohelppeopleliveabetterlifeandtheyhelptosolvedifferentproblems.ReadandcompletePartA2(Task2Readandwrite)Tip:usetheinformationinAl.ListenandcompletePartA3(Task3Listenandcomplete)Listeningskills:predictingbeforelistening;writingpartsofthewords;listeningforkeywords.IntroduceXuBeihongandhispaintings.Explainthephrase"beautifulworksofait”.【设计意图：本环节的设计紧扣课文，听+选择、读+写、听+写，三个任务逐层递进，难度逐渐加大，在教授的过程中注重了策略的传授，帮学生详细地理清了思路。】Step3ConsolidationAshortsummary:Howcanwemakefutureplans?Usefoursentencesinthediarytohelpstudentsconcludethatweshouldthinkaboutourpersonalities,hobbies,abilities,dreamsandsoon.Makeasurvey(Task4Makeasurvey)Theteacherasksthestudentstotellthefutureplansingroupsoffourwiththehelpofmodels.Thestudentsmayalsoasksomequestions.Theteacherasksthestudentstotakenotesandfillinaformwhilelistening.Teachershowsthelisteningskillsatthesametime.Theteacherasksthestudentstomakeareportabouttheirgroupmembers'futureplanstothewholeclass.Theteachergivessomesentencesasahelp.【设计意图：小组调查作为一项综合性活动涉及到学生的听、说、写多方面能力的训练，在完成课本相关听力训练并讲解了听力技巧后，我们需要这样真实的存在信息差的综合活动让学生在实践中操练并提高听力水平。组内合作以强带弱，提高了学生的合作意识，能令全体学生共同进步。】BSpeakup:Whafshelike?Step1PresentationReadthepicturesTeachershowsthepicturesofHelenandSandyandaskswhoSandyis.Introducethesentences:Sandyisthegirlontheright.Sandyisthegirlwithglasses/aponytail.Teachthenewword"ponytail”.Listenandfillintheform(Task5Listenandanswer)Whoarethey?What'she/shelike?Readthedialogue(Task6Readaloudindifferentways)Payattentiontolinkingandlossofblasting.【设计意图：让学生带着简单的问题听录音，初步感知听力录音的内容。以多种形式读对话,有助于为学生正音，提醒学生注意连读和失去爆破这两种特殊情况。】Step2ConsolidationTalkaboutourownfriends(Task7Talkaboutyourownphotos)Theteacherasksthestudentstobringsomepicturesoftheirownfriendsorfamiliestoclass,exchangethephotosanddiscussaboutthem,usingthedialogueasamodel.【设计意图：教师要布置学生课前准备一些与朋友或家人的合影,在课堂上互相交换并讨论。此环节符合本年龄段学生的心理特点，学生会有极大的热情投入其中。根据班级情况可以适当拓展对话内容，增加对外貌、将来计划等的讨论，让不同层次的学生都能有所提高。】Step3ConclusionTheteachershowsaphotoofSteveJobs,introduceshisadviceforsuccess:⑴You'vegottofindwhatyoulove.Theonlywaytodogreatworkistolovewahtyoudo.Stayhungry,stayfoolish.【设计意图：引用学生比较熟悉的名人的建议激励学生树立积极的人生观。】V.HomeworkRevisethenewwordsandphrases;Askmorefriendsabouttheirfutureplansandwriteashortpassage.英语（八年级上册）Unit1FriendsStudyskillsI.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:knowhowtousethevocabularytreetorememberthenewwords;drawthevocabularytree;trytodrawtheknowledgetreetoremembertheknowledge.ILTeachingcontentsHowtorememberwordsquickly.IILFocusofthelessonandpredictedareaofdifficultyDrawthevocabularytree.IVTeachingproceduresStep1Lead-inAskandanswerTheteachershowsfourfiguresofdifferentprofessionalsandwritesdownthekeywordsontheblackboard.T:What'she/she?Whatdoeshe/shelooklike?What'shis/herfeeling?TrytorememberGivethestudentsoneminutetorememberthewordsontheblackboard.Thenletthestudentstrytosaythewordsasmanyaspossible.【设计意图：以问题入手，通过让学生简要地描述所给人物来复习前面所学的知识。让学生快速地记单词是为接下来的学习做铺垫，引出今天的主题。JAsksomeopenquestions:e.g.Whoisyourgoodfriend?Couldtellussomethingaboutyourgoodfriend?Whydoyouchoosehim/herasyourgoodfriend?【设计意图：从谈论身边的朋友引入课题，拉近与学生的心理距离，学生有了表达的欲望，也能用自己的语言初步描述朋友的性格。】Step2PresentationShowpicturesofHoboandEddieT:It'snicetoseeHoboandEddieagain.Doyoulikethem?Yes,theyarefunnyandtheycanalwaysmakeushappy.Doyouthinktheyaregoodfriends?Let'swatchashortvideoandanswerthequestions:WhatdoesHobothinkagoodfriendshoulddo?Whatdotheyshare?HaveadiscussionWilltheysharethepizza?Whyorwhynot?Twopossibleanswers:Yes,theywillshare.Becausegoodfriendsalwaysshare.No,theywontBecauseHoboalreadyhasabigcake.CompleteashortpassageEddieiskind.Heoftenothers.TodayHobofeels.Eddiegiveshima.WhenHobowantssomethingto,Eddiehimsomemilk.ButHobostillwantstohavefood.EddietellsHobothere'selseinthefridge.ButwhenHoboseestheinEddie'sbowl,hewantstoit.WhatshouldEddiedo?【设计意图：让学生回答两个深层次的问题有助于学生进一步思考“什么是朋友”，增加了课堂的趣味性，同时为后面的讨论环节做了铺垫。将巩固形式由对话变为小短文，不仅可以检测学生对对话的掌握情况，而且训练了学生的信息转化能力。】Step3PracticeReadloudlyandtrytoactitout.Addanendingtoit.PresentthemethodtorememberwordsTheteacherintroducesagoodmethodtorememberthewordsquickly.Leadthestudentstoputthewordsintodifferentgroups.TrytodrawTeachthestudentshowtodrawavocabularytree.Weneed4or5steps.Thestepsare:Putthewordsintodifferentgroups;Drawatree;Writethegroupnamesonthebranches;Writedownthewordsontheleavesofeachbranch;Drawpicturesifnecessary.DotheexerciseLetthestudentsopentheirbooksatPage15tocompletethevocabularytreeintheirbooks.Firstaskthestudentstodoitbythemselvesandthenchecktheanswerstogether.【设计意图：通过之前的快速记单词活动引出今天的话题一一记忆单词的方法之利用词汇树。通过动画的形式生动形象地向学生演示绘制词汇树的方法与过程。接下来让学生翻开课本来完成书上的练习，初步了解词汇树。】Step3PracticeAskandanswerAsksomequestionsaboutourfriendEddie,suchas"What'sEddie'hobby?”Letthestudentssaythenamesofsomefoodanddrinks.GroupthewordsLetthestudentsputthewordsaboutthefoodintodifferentgroups.DrawavocabularytreeLetthestudentsdrawavocabularytreeaboutthefoodanddrinks.【设计意图：通过学生熟知的卡通人物引出关于食物和饮料的相关词汇。通过让学生对这些词汇分类，可以了解学生概括总结的能力，最后让学生依此来绘制一棵词汇树，既可以让学生以此对照，自评本节课的目标达成度，也可让教师反思教学目标达成的程度。】Theteacherintroducestheknowledgetree.LeadthestudentstodrawtheknowledgetreeabouttheknowledgeofUnit1.Theycandrawthetreesindifferentways.【设计意图：从利用词汇树来记单词，引申到利用知识树来梳理整个单元的内容。通过介绍两种不同的方式来拓宽学生的思维，使绘制知识树真正能成为学生的一种学习技能，而不仅仅局限在记忆单词上面。］V.HomeworkPutthewordsinUnit1intodifferentgroups;Trytodrawavocabularytree.英语（八年级上册）Unit1FriendsTaskI.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:writeanarticleabouttheirbestfriends;understandthefivestepsofwriting(prewrite-write-revise-edit-publish);workinpairs,assessandreflectafterwriting.ILTeachingcontentsNewwordsandphrases:darkbrown,both...andhavearoundface,smilingeyes,lookreallyprettyandkind,haveasmileonherface,workwithchildren.Newstructure:Kateisbothmyneighbourandmybestfriend.Shealwayshasasmileonherfaceandlookshappy.Ithinkshewillmakeanexcellentteacher.FocusofthelessonandpredictedareaofdifficultyWriteanarticleaboutbestfriends;Learnthefivestepsofwriting.TeachingproceduresStep1Lead-inBrainstorm:Whatwouldyouliketowriteaboutyourfriend?T:Teenagersmagazineisinvitingteenagerstowriteabouttheirbestfriendsforthewritingcompetition.【设计意图：作为本单元的最后一个课时，学生已有较多的知识储备，可创设情境邀请学生参加写作比赛，明确本课任务。然后通过头脑风暴引导学生考虑写哪些方面，帮助学生拓展思维，理清思路。】Step2PresentationReadandanswerStudentsreadthearticleandanswerfivequestionsWho'sDaniePsbestfriend?WhendidDanielfirstmeether?Whatdoesshelooklike?What'sshelike?Whatwouldsheliketobewhenshegrowsup?ShowthestructureofthearticleReadeachparagraphcarefullyPara1IntroductionWhichsentencecanweuseinourarticle?Para2LooksWhichsentencetellsthemainidea?Findthedetailsaboutherlooks.Teacherconcludesthatweshouldtellthefigureanddistinguishingfeatures.Para3PersonalityWhatisshelike?Studentstrytofindthetopicsentencesandthesupportingdetails,andteacherpointsoutthatsupportingdetailscanhelpthereaderunderstandthepersonality.Para4FutureplansWhichsentencecanweuseinourarticle?【设计意图：从阅读文章、回答问题入手，引导学生总结出写文章的大体段落结构；再分段细读，帮助学生赏析写作示文的遣词造句和段落结构，层层深入，为下一环节的写作提供素材和范例。】HowtowriteShowthefivestepsofwriting;pointoutthatweshouldwritestepbystep.Prewriting-chooseatopicandcollectdetailsAskstudentstousewordstohelpreaders"see”whotheyaredescribing.Showfourportraitsandinvitethestudentstodescribetheirlooks,givingawordlistandastructureasahelp.Askstudentstousesentencestohelpreadersunderstandthepersonalitybetter.Askstudentstomatchthepersonalitywithsupportingdetails.Encouragethestudentstosaysomethingmoreabouttheotherpersonalities.WritingWriteafirstdraft:abeginning+amiddle+anendingShowthemodeldraftandanalyzethestructureofit.Revising-improveyourwritingTalkwithapartner.Showtheresponsesheet.Askstudentstoworkinpairs一onereadsthewritingoutaloudandtheotherteammemberlistenscarefullyandtellswhathe/shelikesandasksquestions.Rewriteparts.Askstudentstomakethreesentencesbetter.Givetwotips:usespecificwords;usesentencesofdifferentlengths.Editing一checkforerrorsInvitethestudentstocheckthearticleforpunctuation,capitalization,grammarerrorandspelling.Publishing-shareyourwritingShowthefinalcopy.Givetwotips:useyourbesthandwriting;indentthefirstlineofeachparagraph.AssessmentHowtoassessthefinalcopyReflectingonyourwritingReflectbyansweringthreequestions:Thebestpartofmyarticleis:Thepartthatstillneedsworkis:ThenexttimeIwriteadescriptivearticle,Iwouldliketo:WriteanarticleTheadvantagesofwritingShowtheadvantagesofwriting:exerciseyourbrain,learnmoreaboutyourself,sharewithothers,andhavefun.Encouragethestudentstowritemore.WriteanarticleAskstudentstowritetheirownarticleabouttheirfriends.【设计意图：如何润色英语作文是一个难点，学生往往感觉无从下手。本环节通过修改例文,说明修改原因，给出一些修改的小提示，启发、鼓励学生改善自己的习作。写作实践环节首先向学生展示写作的五个基本流程。五个流程环环相扣，操作性强，能有效帮助学生树立按步骤写作的理念；通过剖析一篇例文具体的写作过程，为学生提供了很好的范例。同伴反馈表格具体指导学生如何合作，避免小组讨论流于形式。】V.HomeworkReviseyourarticle;Choosethebestarticlesandputthemonthewall.【设计意图：通过表演让学生加深对漫画内容的理解，通过增加结尾，让学生发挥自己的想象力，活跃课堂气氛，启发学生的创造性。】WelcometotheunitStep1Lead-inLet'sbrainstorm.Whatqualitiesshouldagoodfriendhave?Theteachershouldencouragethestudentstosayasmanyaspossible.TheteachercanusethepicturesofPinocchioandMrBeantoteachthenewwords“honest”and“humorous”.TheteachercanusethepicturesofHarryPotterandhisfriendstotellthemeaningoftruefriends.TheteachercanusethepicturesofthecharactersfromTheJourneytotheWesttoshowtheimportanceofteamwork.【设计意图：尽可能多地搜集描述朋友品质的词，激活学生已有的知识。通过学生喜闻乐见的人物帮助学生学会描述人的典型性格，并指出朋友的本质以及团队合作的重要性。】Step2PresentationLet'smatchthequalitiesontheleftwiththequestionsontheright.Checktheanswersbyspeakingoutwiththecompletesentences.e.g.:Myfriendishelpfulsohe/sheisreadytohelpwhenIhaveproblems.Let'slistenandanswerthequestions:WhatqualitiesdoesAmythinkafriendshouldhave?WhatqualitiesdoesDanielthinkafriendshouldhave?Let'sdiscussingroups.Whatmakesgoodfriends?Ifyouagree,youcansay“Yes,that'sveryimportant.","That'strue."or"Ialsothink.・・”Ifyoudisagree,youcansayTmafraidnot.”,"Idon'tthinkso.”,"Thismightbetrue,but.・・”【设计意图：组内讨论时教师给予提示同意和不同意的多种表达法，能帮助学生恰当地表达自己的观点；思想的碰撞有利于学生自己归纳好朋友的品质，形成正确的人生观。】Step3ConsolidationLet'sinterview.Thestudentshaveaninterviewaboutfriendswiththeirpartnersandthenmakeareportintheclass.Theonewhogetsthemostinformationwins.Theteachercanasksomequestionsforthestudentstobeginwithandthestudentsareencouragedtoaskmorequestions.【设计意图：有竞争性的真实的语言任务，能有效地激励学生充分地运用已有的语言知识，达到了在实际运用中学习英语的目的。】Step4ExtensionLet'slearnsomeproverbs.Theteachershows4proverbsandasksthestudentstoguesstheirChinesemeanings.EncouragethestudentstofindmoreontheInternetafterclass.Let'senjoyanEnglishsong:Countonme.【设计意图：介绍朋友相关的谚语有助于学生接触原汁原味的语言，开拓眼界，可要求学生平时注意多收集相关资料；英文歌曲欣赏试图让学生全方面接触英美文化，给语言学习增添乐趣，可鼓励学生课后学唱几首英文歌，举办班级英语歌曲比赛。】Step5SummaryTheteachergivesashortsummaryaboutfriendsandofferssomeadviceonhowtomakeafriend,e.g.Spendmoretimearoundpeople.Joinanorganizationoraclub.Beavolunteer.Beagoodlistener.Chooseyourfriendswisely.V.HomeworkFinishtheexercisesinPeriod1ofUnit1intheworkbookReadthepoemAForeverFriend.Trytofindwhatgoodqualitiesyourbestfriendhasandgiveasmanyexamplesaspossible.Writeashortpassage.英语（八年级上册）Unit1FriendsReading(I)I.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:findoutthenames,looksandpersonalitiesaboutthefriendsinthetext;describetheirfriendswithproperexpressions.ILTeachingcontentsNewwordsandphrases:generous,helpful,straight,anytime,asenseofhumorNewstructure:Sheisalsohelpfulandreadytohelppeopleanytime.Heisthetallestboyinourclass.SheistallerthanIam.FocusofthelessonandpredictedareaofdifficultyDescribepeople'squalitieswithsimpleandproperwords.TeachingproceduresStep1Lead-inQuestionnaireLetthestudentsdoaquestionnaireabout“Whowillyoutalktowhenyouareinsuchsituations?^^SituationsTeachersParentsFriends1.Youareveryhappy.2.Youareverysad.3.Youhaveasecretandyouwanttotellsomeone.4.Youhaveproblems.5.Youwanttogoshopping.FreetalkT:Alifewithoutfriendsisalifewithoutasun.Whatmakesgoodfriends?T:Friends...【设计意图：先以一个简短的问卷调查来引出朋友的话题。接着让学生谈论他们心目中好朋友应有的品质，既复习了前一课的话题，又为接下来的学习做了铺垫。】Step2PresentationReadandanswerT:TodayI'llintroducesomefriendstoyou.Theyareteenagerslikeyou.Let'sseewhotheyare.OpenyourbooksatPage8.Readthetextquicklyandtellmetheirnames.ListenandchooseT:WeknowBettyandMayarebothgirls.Lookattwopictures.Let'slistenandchoosewhoBettyisandwhoMayis.AskthestudentstoreadsentencesaboutthelooksofBettyandMay.ReadandanswerT:HowisBetty?HowisMay?PleasereadtheshortpassageaboutBettyandMay.Canyoufindtheadjectivesabouttheirpersonality?Betty:generousandhelpfulMay:sweetandtrueT:WhydowesayBettyisgenerousandhelpful?Pleasereadandfindthesentencesinthefirstpassage.T:WhydowesayMayissweetandtrue?Pleasereadandfindthesentencesinthethirdpassage.4.Readandfillinthetable5.ListenandrepeatNameLooksPersonalityOtherinformationBettyMayListentotherecordofPart1andPart3andrepeatsentencebysentence.Payattentiontothepronunciationandintonation.ListenandrepeatListentotherecordandrepeatsentencebysentence.Retellthepassageaccordingtothetableabove.ReadandanswerReadPart2andanswerthefollowingquestions.HowtallisMax?DoesMaxlooklovelywhenhewearssmallroundglasses?HowdowefeelwhenwearewithMax?Why?DoMax'slegsfitwellunderhisdesk?WhathappenstohimwhenMaxwalkspastthedesk?ListenandrepeatListentotherecordand