苏教版牛津英语初中年级上册精品教案 全册

苏教版牛津英语初中八年级上册精品教案全册
《牛津初中英语》8A
Unit 1 Friends Checkout
简要提示
一、年级：八年级
二、教学内容：8A Unit 1 Friends
三、课型：Checkout
四、教学目标
1.知识目标
1) 掌握与本单元描述人物特征话题有关的词汇及句型。

2) 掌握并能熟练运用形容词的比较级和最高级。

2.能力目标
1) 能知道如何描述人的外貌。

2) 能用形容词来描述人物或事物。

3) 能掌握形容词的比较级和最高级。

五、教学重难点
采用多种方法巩固、加深理解并熟练运用与本单元话题有关的语言点和语法。

教学流程
Part One Language points revision (用时：18分钟)
Step 1 Revision (用时：5分钟)
We know this unit is about friends. 我们都知道这一单元的中心话题是关于朋友。

After learning this unit, we should know how to use adjectives to describe our friends’general appearance, personality and abilities.
学完这一单元后，我们应该知道如何用形容词来描写我们朋友的外貌、个性和能力。

And we should also learn to introduce our friends. 我们还应该学会介绍我们的朋友。

First, let’s look at these pictures and talk about them.
首先，下面让我们来看这些图片并谈论他们。

A is strong.
B is thin.
A has big eyes.
B has small eyes.
A is short.
B is tall.
A has a square face.
B has a round face.
Step2 Practice (用时：5分钟)
OK, now you’ll see three persons in a group. I’ll describe one of th em, listen carefully, then try to choose the right one.
现在看这些人物，我将会描述他们，仔细听，从三副画中选择我所描述的人。

(可以读两遍) No. 1 He is very tall, almost 1.75meters. He had poor eyesight and wears small, round glasses. No. 2 She is small and pretty. She has straight, shoulder-length hair.
No. 3 She is slim and her hair is short.
Step3 Presentation (用时：8分钟)
Daniel is writing in his diary about the articles he read in ‘Teenagers ’ magazine.
丹尼尔正在写日记, 内容是关于他在‘青少年’杂志上读的文章。

What’s he writing? Do you want to know?
Open your books, turn to page 21, read Part B carefully, then finish it with the correct words from the box. 现在请同学们把书打开翻到21页，仔细阅读B部分，并用合适的词填空。

OK, now let’s check the answers.下面让我们核对答案。

Answers to Part B:
1 square
2 small
3 tidy
4 sense of humour
5 smart
Part Two Grammar revision (用时：15 分钟)
Step1 Revision (用时：5分钟)
We know we can use adjectives to describe someone or something. We can put an adjective before a noun or after a linking verb.
我们可以用形容词来描述人或事。

我们可以把形容词放在名词之前作定语或系动词之后作标语。

There are two sentences, please chang each of them into another way.
同学们将看到两句话，请逐一将他们转换为另一种表达法。

1. Kate is tall and slim. Kate is a ____________ girl.
2. She has bright and smiling eyes. Her eyes are _________________.
Step2 Presentation (用时：10分钟)
Now, Daniel is telling his best friend Kate about his classmates’ opinions of different activities.
现在丹尼尔正在告诉他最好的朋友凯特关于他同学对不同活动的看法。

Look at the picture, try to talk about it using the following stucture.
看表格，尽力用下面的句子结构来谈论它们。

I think climbing is as exciting as diving.
Diving is more dangerous than climbing.
Now open your books, turn to page 21, finish part A with the correct forms of the adjectives in brackets. 现在，打开你的书，翻到21页，完成A部分。

OK, let’s check the answers. 下面让我们核对答案。

Answers to Part A:
1 as exciting as
2 more dangerous than
3 the healthiest
4 healthier than
5 the most difficult
Part Three Practice (用时：7分钟)
It’s time for us to do some extra exercises. 现在是我们做课外巩固练习的时候了。

一、根据所给中文提示完成句子。

1 Please keep a _______ (秘密). This is only between us.
2 She looks as _____ (苗条的) as I.
3 I think ________ (登山) is more ________ (令人兴奋的) than skiing.
二、选用所给词的适当形式填空。

1. I think English is __________ (easy) of all the subjects.
2. He will never forget the ________ (cheer) holiday.
3. What is the _______ (high) of Yao Ming?
4. The funny boy often makes us _____ (laugh).
三、根据中文提示，完成下列句子。

1 他是一个多么诚实的学生啊!
______________________ he is!
2 谁是你们班最苗条的？
Who is ____________ in your class?
3 她总是面带微笑。

She always _______________________.
4 他乐意与他的朋友分享他的食物。

He _________________ his food _____ his friends.
Homework
1. Revise all the language points and grammar.
2. Get ready for the test.
小结
同学们，这节课我们通过多种情景的创设对本单元的语言点和语法进行了系统的复习。

同学们要学会归纳知识，提高学习效率。

说明
本课时是对整个单元基本内容的复习。

要结合单元话题有效地复习语言知识和语法。

设计情境鼓励学生运用所学的知识熟练地描述他们的朋友，用形容词的比较级和最高级来谈论对不同活动的看法。

切忌把本课时的内容当成简单的习题课来处理。

8A Unit 1 Grammar Ⅰ
Teaching objectives
1.To use an adjective before a noun or after a linking verb to describe
someone/something
2.To use comparatives and superlatives to compare people/things.
Teaching procedures
Grammar A
Step 1 Lead-in
1.Review some useful adjectives by asking students to describe a girl’s appearance with adjectives. Then read the description together with the class.
2.Tell the students that this lesson we’ll go on to learn describing someone or something with adjectives. Ask them if they know how to describe someone or something with adjectives. Then start to learn Grammar A..
Step 2 Learning for use
Show a picture of a lovely girl. Tell the students the girl is lovely and encourage them to think of another way to express the same meaning: She is a lovely girl. Then show
some other pictures and help students to put an adjective before a noun or after a linking verb to complete the sentences.
Step 3 Rule out
1.Ask the class to read the sample sentences carefully and try to find out where we should put an adjective in a sentence when we use them to describe things. The teacher can divide the sentences into two groups to help them.
2.Work out the rule together with the students. Tell them that we use adjectives to describe someone or something. We can put an adjective before a noun or after a linking verb such as the verb ‘be’.
Step 3 Practice
1. Ask the students to do some practice!
1. ‘He is a strong man.’ means ‘The man is strong.’
2. ‘Tom’s hair is long.’ means ‘Tom has long hair.’
3. ‘He has small eyes.’ means ‘His eyes are small.’
4. ‘This book is interesting.’ means ‘This is an interesting book.’
2. Ask the students to open their books at page 12 and help Daniel rearrange the words
to form complete sentences. Then check answers with the whole class.
T&Ss: Millie has short hair. / Sandy wears round glasses. / Amy is funny and cheerful.
/ Millie does not like long hair. / Sandy is tall and has long hair.
Step 5 Rule out
1. Go through the rules about adjectives again. Then invite students to think of more linking verbs.
2.Show some linking verbs that we often use to the students and ask them to read together: be, become, feel, get, grow, keep, look, seem, smell, sound, taste, turn. Step 6 Practice
Ask students to make sentences using these linking verbs with adjectives.
The teacher can offer some adjectives. The students can choose some of these linking verbs to make sentences with them. Of course, they can make sentences with other adjectives if they like.
Grammar B
Step 1 Lead-in
Use pictures of two girls to elicit examples with comparative forms.
Linda is taller than Nancy is.
Nancy is shorter than Linda is.
Then ask students to guess the meaning.
Step 2 Learning for use
1. Show pictures of two bags and compare their price.
S: The green bag is 50 yuan. The pink one is 100 yuan.
Tell the students ‘The green bag is cheaper than the pink one.’or ‘The pink bag is more expensive than the green one.’
2.Ask the students to look at the sentences again and read them together.
Linda is taller than Nancy is. / Nancy is shorter than Linda is.
The green bag is cheaper than the pink one. / The pink bag is more expensive than the green one.
Step 3 Rule out
1. Ask the students to look at these sentences carefully and try to find out some rules of comparatives through them. They can talk about this with their partners.
2.Try to elicit the rule from students, e.g., we use comparatives to compare two people or things. We usually add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.
3.Ask students to complete the two model sentences using comparatives.
She is shorter than I am. / My book is more interesting than his book.
4. Ask students if they know what is a short adjective and what is a long adjective. Ask them to read Part B on Page 12 and try to find the answer.
5. Explain that short adjectives are adjectives of one or two syllables such as ‘clean’
an d ‘heavy’.Long adjectives are adjectives of three or more syllables such as ‘interesting’ and ‘beautiful’.
Encourage them to think of more short adjectives and long adjectives.
Step 4 Learning for use
1.Add another girl – Kate to the picture of Nancy and Linda to elicit examples with superlative forms.
Elicit the answer from students ‘Linda is the tallest girl of the three.’ / ‘Kate is the shortest girl of the three.’
2.In the same way, add another bag to the two bags and help students to get the right superlative form.
‘The green bag is the cheapest one of all the bags.’
Ask students to talk about the purple one. Ask them if we can add ‘-est’ to ‘expensive’too.
Explain that ‘chea p’ is a short adjective while ‘expensive’ is a long adjective.
We add ‘-est’ to short adjectives to compare three or more people or things. Obviously, we can’t add ‘-est’ to the word ‘expensive’. We should use ‘most’ for long adjectives.
So, we should say like this: The purple bag is the most expensive one of all the bags. Step5 Rule out
1. Ask students to put two model sentences into Chinese.他是我们班最高的男生。

/ 这是这家商店最贵的一台打印机。

Point out that we call the parts marked in yellow superlatives of adjectives.
2.Go through when we should use comparatives with the class. Then ask students when we should use superlatives. Elicit the rule from students that we use superlatives to compare three or more people/things. we usually add ‘-est’ to short adjectives and use ‘most’for long adjectives. Then we add ‘the’before the superlatives.
3. Ask how we can form comparatives and superlatives with different adjectives.
Tell students to read the table on Page 13 and find the answer. Then go through the table and check understanding.
Point out the exceptions. ‘Good’and ‘bad’are two of the special adjectives. We
form their comparatives and superlatives in a different way.
Then ask them to use the right forms of good and bad to complete the sentences.
1) I’m better at English than at Chinese.
2) His handwriting is the worst of all the students.
Step 6 Practice
Ask students to turn to Page 13 and do Part B1. Help Daniel write the comparatives and superlatives of these adjectives:
funny-funnier-funniest, good-better-best, happy-happier-happiest interesting-more interesting-most interesting, large-larger-largest
smart-smarter-smartest, thin-thinner-thinnest
8A Unit 1 Grammar Ⅱ
Teaching objectives
1.To use comparatives and superlatives to compare people/things
2.To compare two people/things using ‘(not) as’ + adjective + ‘as’
Teaching procedures
Grammar B2
Step 1 Lead-in
1. Review how to form comparatives and superlatives with adjectives orally.
2. Then ask students to do some exercises. Ask them to write the comparatives and
superlatives with the adjectives. Then check answers together.
heavy-heavier-heaviest, fat- fatter-fattest, important-more important-most important, nice-nicer-nicest, bad-worse-worst, thin-thinner-thinnest, short-shorter-shortest
Step 2 Rule out
1. Go through the rules about comparatives and superlatives with students. Then ask
them to turn to Page 14 and complete ‘Work out the rule’ at the top of this page. 2. Elicit the rules from students. We put ‘than’ after the comparatives. We put ‘the’
before the superlatives.
Step 3 Practice
1.Ask students to complete the sentences using comparatives and superlatives.
1) Jane is taller (tall) than Amy.
2) Carl is heavier (heavy) than Jack.
3) I am the fattest (fat) child in my family.
4) he pie is better (good) than the cake.
5) Julie is the laziest (lazy) student of all.
6) Amy is the funniest (funny) girl among my friends.
7) This story is much more interesting (interesting) than that one.
2. Explain that Daniel wants to know more about his classmates before he writes to his online friends. He asked his classmates to make a class profile. Show part of it to the class. Ask students to read it carefully and talk about the information in pairs.
E.g., How tall is Millie? What about Sandy?
3. Then elicit the sentence structure: Sandy is taller than Millie. Peter is the tallest of
the six students. Then ask students to talk about the table like this.
Remind students that their task is to compare their height and weight using comparatives and superlatives correctly.
4. Ask students to look at Part B2 on Page 14, read the profile carefully and help Daniel complete the following sentences using the correct forms of adjectives.
check answers together.
1.Simon is taller than (tall) Kitty.
2.Peter is the tallest (tall) of the six students.
3.Sandy is heavier than (heavy) Millie.
4.Peter is the heaviest (heavy) of the six students.
lie is the slowest (slow) swimmer of the six students.
6. Amy is the fastest (fast) swimmer of the six students.
7. Millie’s drawing is more beautiful than (beautiful) Simon’s.
8. Sandy’s drawing is the most beautiful (beautiful) in the drawing competition.
9. Millie’s English is better than (good) Amy’s. Millie’s English is the best
(good).
Grammar C
Step 1 Lead-in
1.Show the profile of Daniel’s classmates again. Ask students to read it more carefully and try to find some same points among the students. E.g.,
Millie is 1.50 meters tall. Kitty is also 1.50 meters tall. So, we can say ‘Millie is as tall as Kitty’.
2. Encourage students to make more similar sentences. E.g. ‘Amy is as heavy as Kitty.’ Sandy’s English is as good as Kitty’s.
Step 2 Learning for use
Ask students to look at two other pictures and make sentences using ‘as …as’.
No. 1, we can find that the boy is as tall as the girl.
No. 2, the boy is as happy as the girl.
Then ask them to put the sentences into Chinese.
Step 3 Rule out
1.Encourage students to elicit rules from these sentences.
Then explain that we can use ‘as’ + adjective + ‘as’ to compare people/things. It means people or things are the same in some ways.
2.Then add ‘not’ to the two sentences, ‘She is not as slim as I am’, ‘Amy is not as tall as Peter’, ask students what they mean now.
Then explain here ‘She is not as slim as I am’ means ‘she is fatter than I’,
‘Amy is not as tall as Peter’ means ‘Amy is shorter than Peter’.
3.Make a conclusion that we use ‘not as’+ adjective + ‘as’ to compare people/things. It means people or things are not the same in some ways.
Step 4 Practice
1.Show some pictures of different outdoor activities and teach the names of these outdoor activities.
2. Discuss with students about any other outdoor activities they know.
3. Talk about what Millie thinks about different outdoor activities with students. Remind students that five stars mean very interesting, while only one star means not interesting. Ask them to complete the sentences us ing ‘as …as’ or ‘not as …as’ to talk about Millie’s ideas. E.g.
Millie thinks hiking is as interesting as skiing. Cycling is not as interesting as diving.
4. Tell students outdoor activities are very interesting, but sometimes some outdoor
activities can be dangerous. Then have a discussion about what Millie thinks about this.
Tell them in the same way, five triangles mean very dangerous and one triangle means not dangerous. Ask students to tell what Millie thinks about these outdoor activities with ‘as…as’ or ‘not as … as’?
5. Students turn to Page 15 and read Part C1 carefully. Then complete the conversation according to the table with ‘(not) as…as’.
6. Ask students what they think about these activities. Ask them to complete the last
column of Part C1 to express their own opinions, then talk about what they think about the activities with their partner using ‘(not) as …as’.
《牛津初中英语》8A Unit 1 Friends Main task
主讲教师钱群南京育英外国语学校
简要提示
一、年级：八年级
二、教学内容：8A Unit 1 Friends
三、课型：Main task
四、教学目标
1.知识目标
1)词汇：理解并运用本单元的四会单词。

2)词组：dark brown, wear a smile on one’s face
3)句型：I like her bright, smiling eyes.
I bel ieve she’ll be a very good teacher.
2.能力目标
1)能用形容词来描述一个朋友的相貌和品质。

2)能根据写作要求构思文章，了解文章的组成：介绍、主体和结论。

3.情感目标
学会交朋友，善于发现朋友的优秀品质。

五、教学重难点
运用本单元的语言知识写一篇关于朋友的文章。

教学流程
Part One Lead-in (用时：12分钟)
Step 1 Revision (用时：2分钟)
In this unit, we have known three new friends 这一单元我们认识了三位新朋友。

They are Betty, Max and May.
Please use the simple sentences to describe them .
(1)
This is Betty. She is slim. She has short hair. She is generous and helpful.
She wants to be a singer.
(2)
This is Max. He is very tall. He has poor eyesight. He wears small, round glasses.
He has a good sense of humour.
(3)
This is May. She is very small. She has straight, shoulder-length hair. She is pretty.
She is kind.
Step 2 Practice (用时：4分钟)
I’m sure you have a good friend. Is your good friend a boy or a girl?
If your friend is a boy, can you tell me something about him?
Please answer the following questions. 请同学们尽量用完整的句子回答下列问题。

1. Does he have a round face or a square face?
2. Are his eyes big or small? Are they bright and smiling eyes? 他们是明亮、微笑的眼睛吗？
3. Is his nose big or long?
4. What about his hair?
1. Is he fat or thin?
2. Is he very tall?
3. He is neat, isn’t he?
Thanks for telling me about your friend’s general appearance.
1. Is he honest?
2. Does he often help others?
3. Is he a pleasant friend? 他是个令人愉快的朋友吗？
4. What do you think of him? Thanks for telling me about your friend’s personality.
1. Is he clever?
2. Is he a hard-working person?
3. Is he good at music? He is musical, isn’t he?
Thanks for telling me about your friend’s abilities.
Step 3 Presentation (用时：6分钟)
Thanks a lot.
Daniel is going to join the writing competition of ‘Teenagers’ magazine.
丹尼尔想去参加“青少年”杂志举办的写作比赛。

What is he doing? What can we help him? 我们能为他做些什么呢？
Daniel is making a list of words that he can use to describe different people.
丹尼尔正在做一张能用来描写不同人的词汇表。

Let’s help him complete the list. 让我们一起来帮他完成这张表格。

When we want to describ e one’s face, we can use the following adjectives.
当我们来描述人的脸时，我们可以使用以下形容词：…
What words can we use to describe one’s eyes, nose or hair?
那我们又可以用那些词来描述一个人的眼睛，鼻子和头发呢？…
When we talk about one’s general appearance, we always use the following adjectives. 当我们谈论某人的外貌时，我们可以使用以下形容词…
When we want to talk about one’s personality or ability, we can use these words.
Part Two Writing (用时：15分钟)
Step 1 Presentation (用时：5分钟)
You also want to write an article about your best friend.
你也想去写一篇关于你最好朋友的文章。

Think about your best friend and prepare some notes. Take out your paper, and write down the notes, then read them to your partner.
These are your own answers.
My best friend
Name: ________________
Face: _________________
Eyes: _________________
Nose: _________________
Hair: _________________
General appearance: ____
Personality: ____________
Abilities: ______________
Step 2 Read and answer (用时：10分钟)
Kate is Daniel’s best friend. Daniel writes an article about her.
Do you want to know something about Kate? OK. Now it’s time for you to read this article.
你想了解丹尼尔的好友凯特的一些情况吗？现在是你阅读这篇文章的时候了。

Open your books and turn to page 20. Read Part C, then try to answer the following questions:
丹尼尔写了一篇文章关于他最好的朋友凯特。

请大家把书打开，翻到２０页。

阅读C部分并回答下列问题。

1. Who is Daniel’s best friend?
2. Where does she live?
3. What’s Kate’s appearance and her personality?
4. What’s her future plan?
文章的第一段是介绍丹尼尔的好朋友—凯特。

第二第三段描述了凯特的外貌和品质。

第四段描述了凯特的将来打算。

Part Three Structure through reading (用时：2分钟)
文章的第一段是介绍丹尼尔的好朋友—凯特。

(Introduction)
第二第三段描述了凯特的外貌和品质。

(Mainbody)
第四段描述了凯特的将来打算。

(Conclusion)
Part Four Outline (用时：1分钟)
Introduction Say who your best friend is.
Main body Describe his / her appearance. Describe his / her personality.
Conclusion Describe his / her future plan.
Part Five Practice (用时：10分钟)
假如你在网上结识了一位好朋友，请向你的同学作简要介绍。

According to the outline, write your own articles. 请根据写作提纲，写一篇作文。

Then read it to your partner and check each other’s writing for mistakes.
然后读给你的同桌听，互相检查错误。

Before writing, pay attention to these sentence stuctures, you can use them.
在写作前，关注这些句子结构，你可以使用他们。

Introduction My best friend is …
Main body He is … He has …
Conclusion He wants to be a / an … in the future.
OK, now I’ll show you a model. Please read it.
I have a good friend. He is a Chinese boy of 13. His name is Wang Qiang.
His face is round and his eyes are small but bright. He has short and black hair. He is handsome and sporty. He is good at Math. He likes playing basketball very much. He is very honest and friendly. He is always ready to help others.
He wants to be a doctor when he grows up.
第一段进行介绍。

第二段是文章的主体。

第三段是结论。

Homework
1. Revise the adjectives we’ve learned today.
2. Write a short passage to describe one of your good friends.
小结
这节课我们学习了大量描述人物的词汇，同学们要学会收集信息，然后完成一篇关于朋友的文章。

请同学们记住写作的结构：
1. 介绍–说出谁是你最好朋友。

2. 主体–描述你朋友的外貌和品质。

3. 结论–描述你朋友将来的打算。

说明
通过前几课时大量的知识输入，本课时的任务是利用写作形式将语言知识综合输出。

通过本课时的学习，学生要学会写一篇关于朋友的文章。

教师要指导学生了解文章的框架，做到主题明确，语言正确，结构清晰。

切忌把本课当成阅读材料来处理。

第一部分简要提示
一、年级：八年级
二、教学内容: 8A Unit 1 Friends Reading
三、课型: Reading ( I )
四、教学目标
1.知识目标
1) 词汇：初步理解与本单元主题相关词汇。

2.能力目标
通过阅读了解文中所出现的三个好友的基本情况；理解用形容词来描述朋友外貌和个性品质的语篇。

3.情感目标
学会欣赏别人, 学会珍爱友谊。

五、教学重难点
1．学会使用正确的阅读技巧进行文本解读，获取关于文中三个好友外貌与个性特征的主要信息。

第二部分教学流程
Part I Pre-reading
1. Leading in 用时3分钟
Show Ss the picture of the three characters in the reading materials and ask Ss to describe them. (见ppt5)
T: Hello! Boys and girls. Today we will learn Unit 1 Friends, Reading. We are going to meet three best friends.
同学们好,今天让我们一起来学习第一单元的阅读课。

让我们来结交三个好朋友吧.
T: Let’s look at these pictures. 看这些图片。

T: What do they look like? Can you say something about their appearance?
你们能说说他们的外貌吗？
S: Betty e is…/ Max is… (见ppt5)
2 . presentation用时5分钟
Show Ss the picture and present some important and difficult words and sentences for Ss
T: Good. Betty is slim and she has short hair. Read after me. Slim,slim.
(见ppt6) Max is tall and he wears glasses because he has poor eyesight. Read after me. Eyesight, eyesight. (见ppt7) May is pretty and she has straight, shoulder-length hair. Read after me. Shoulder-length, shoulder-length.
(见ppt8) Do you like them?
S: Yes.
T: Here are more words to describe them. Please read after me. (见ppt9)
S: Yes.
T: generous （大方的）willing（乐意的）ready （乐意的）round（圆形的）
smart （聪明的）sense （意识）
humour （幽默）bored （无聊的）
true （忠实的）
Part II While-reading （见ppt10）
1. Skim the text 用时3分钟（见ppt10）
T: Let’s know more about the three friends! Skim the text and find out: What makes Betty, Max and May so special in the writers’ eyes?
让我们来更多地了解他们。

快速浏览全文然后回答：
是什么使得Betty，Max 和May在作者看来如此与众不同呢？
S: Skim and answer the question.
T: Now. Let’s check the answers. Betty is a generous and helpful girl. Max has
a good sense of humour. May is a true girl. （见ppt11）
2. Scan the text 用时5分钟（见ppt12-15）
T: OK! We know the special qualities of the three best friends.
Would you like to go further into their world? Scan the text and fill in the form: 我们已经了解了这三个好友一些特别的地方。

你是否愿意更进一步走进他们的世界呢？快速跳读课文，然后填写表格。

（见ppt12）
S: Scan the text part by part and answer.
T: Now, let’s check the answers. Betty is slim and has short hair. She is generous and helpful. （见ppt13）Max is very tall. He is the tallest in his class.
He looks smart.He has a good sense of humour. He is so funny. （见ppt14）May is small and pretty. She is a true friend. She is kind. （见ppt15）
3. Read and answer 用时8分钟（见ppt 16-18）
T: Now, boys and girls. Let’s read after the tape.Then ask and answer in pairs.
Now, start!
同学们,现在让我们跟磁带朗读。

然后两人做问答练习。

S: Read after the Tape.
T: I’ll ask some pairs to ask and answer…
S: Ask and answer.
T: Check the answers.
4.Read and judge用时5分钟(见ppt 19-21）
T: It’s time for us to read aloud the whole text. Now, one, two, ready, go!
该是我们朗读课文的时间了! Now, one, two, ready, go!
T: Time is up. Let’s do the judgments. Look at the following statements.
Write a T if the statement is true. Write an F if it is false and correct it.
时间到! 让我们来根据课文做判断。

正确的写T，错误的写F并改正。

Part Three Post-reading (见ppt 22-24）
1. Discuss 用时5分钟(见ppt 22）
T: Now we have learned a lot about the three friends by reading and listening.
Who would you like to make friends with? Why?
Please discuss the questions in groups of four and then one of you in the group will report the results.
通过听读，我们对三个好友已经有了更多的了解。

你愿意和他们中的哪一个交朋友呢？为什么？
请分成四人一组讨论，然后选一个代表向全班汇报讨论结果。

S: Discuss and give their reasons in their own words.
2. Say your best friend用时6分钟(见ppt23)
T: Betty, Max and May can be the writers’ best friends.
Can you tell us some about your best friend?
The following useful expressions may be useful to you.
Would you mind telling us now? We can’t wait to hear you.
Betty，Max和May是作者的最好的朋友。

那你能告诉我们你的好朋友的情况吗？
快点吧！我们怕等不急了！
S: Tell the whole class about his/her best friend.
3. Appreciate the proverbs about friends用时3分钟(见ppt24)
T: What is a friend? What is a real friend like?
Let’s see the proverbs about friends.
Read them after me, please.
什么才是真正的朋友？
我们来看下面关于朋友的谚语吧。

请跟我读。

S: Read and take notes if interested in.
4.Sum up用时1分钟(见ppt24)
T: 同学们今天我们又结识了三个好朋友Betty, Max和May。

了解了他们的外貌及性格特征。

用英语多向别人推荐一下自己的好朋友,
学会欣赏，感受与他人分享友谊的快乐吧!
Part Four Homework
1. Set the home assignment 用时1分钟(见ppt25)
T: We have known what our friends look like and different qualities they have.
Please read the text at least three times, and then underline the main phrases you think in the passage.
S: Take the homework down.
第三部分说明
本课时是8A第一单元阅读课的第一课时，学生在理解课文大意的前提下，大致了解如何用英语介绍自己的好朋友。

在教学过程中，教师可通过设计具体的任务让学生加深对三个人物的理解。

教师还可根据本课的阅读内容适当介绍一些阅读技巧，让学生学会针对不同的阅读任务采用相应的阅读技巧。

帮助学生捕获有关描述人物外貌与性格特征的信息。

第一部分简要提示
一、年级：八年级
二、教学内容: 8A Unit 1 Friends Reading
三、课型: Reading ( II )
四、教学目标
1.知识目标
1) 词汇：本课时的四会单词
2) 词组：
be willing to do sth.
be ready to do sth.
share things with sb.
any time
in need
knock sth. off sth.
make sb. laugh
say a bad word about sb.
3) 句型：
She is as slim as I am.
He is the tallest boy in my class.
She is shorter than I am.
2.能力目标
学会运用本课所学的主要词汇、句型介绍自己最好的朋友。

五、教学重难点
掌握并运用本课时的四会单词、词组和句型。

第二部分教学流程
Part One Revision
1. Choosing the best friend 用时5分钟
Show Ss the picture of the three characters in the reading materials and ask Ss to finish Part B1 and B2. (见ppt6)
T: Hello! Boys and girls, nice to see you again.
Yesterday we met three best friends.
They’re Betty, Max and May.
How much do you remember them?
Please open your textbook and turn to Page 9. Finish Part B1 and B2.
同学们好,很高兴再次见到大家。

昨天我们认识了三个好朋友，
他们是Betty, Max 和May，你还记得他们吗？
请把课本翻到第九页，完成B1和B2部分。

S: Read and do exercises.
T: Let’s check the answers.(见ppt6)
2. Choose and answer用时5分钟(见ppt7-12)
T: Let’s play the game-Choose and answer.
Each person on the screen will bring you at least one question.
Please choose and answer.
现在我们来做一个“选择与回答”的游戏吧！
画面上每个人都会给我们带来至少一个问题，开始选择并作答吧！
S: Choose and answer one by one.
Part II Part Two Language Points（见ppt13）
1. Answer the following questions用时17分钟（见ppt13-29）
T: Wonderful! You all have a very good memory.
Let’s move on to the detailed info. about them.
Here are more questions:
同学们太棒了! 让我们进一步走入他们的生活吧！
这儿还有些问题等待大家去解答：
S: Answer the questions.
T: Now. Let’s check the answers.
T: 1. Is Betty slim or fat?
S: She is slim.
She is as slim as the writer.
T: as+ adj. + as 表示“和…一样”，形容词为原级。

I am 1.6 meters tall.
Mary is 1.6 meters tall, too.
= I am as tall as Mary (is).
T: 2. Why does the writer think Betty is generous?
S: Because she is willing to share things with her friends.
T: be willing to “情愿、愿意干某事”，同be ready to。

Put the following phrases into English:
情愿--- 照料他妈/ 为他溜狗/ 喂它食物
S: be willing to look after his mother
be willing to walk his dog
be willing to feed it food
T: Share…with “与…分、分享东西”
the phrases: share卧室/ 快乐with Tom
S: share a bedroom with Tom
share joy with Tom
T: share sunshine with 她/ 我和他
S: share sunshine with her
share sunshine with him and me
T: 3. Why does the writer think Betty is helpful?
S: Because she is ready to help people any time.
She helps the writer with the homework
and she always gives seats to someone in need.
T: be ready to do sth. 准备好做某事,乐意做某事
你准备好明天的测试了吗？
Are you ready to take tomorrow’s test?
他们乐意帮助我吗？
Are they ready to give me their hands?
T: any time 随时随地，任何时候
如有问题，随时给我打电话。

S: If you have any problem, call me any time.
T: someone in need 需要帮助的人
T: 患难朋友才是真朋友。

S：A friend in need is a friend indeed.
T: 4.Why does the writer think
Max has a good sense of humour?
S: Because Max tells funny jokes and always makes the writer laugh. T: make + sb. + do sth.。