八年级英语上册Unit1FriendsPeriod1教案(新版)牛津版

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八年级英语上册 Unit 1 friends Reading(1)教案 (新版)牛津版

T: ‘Teenagers’ magazine is holding a writing competition. Some students have written some entries for it. Please read and find out their main qualities.
2. Give Ss 3 minutes to prepare
3. Ask 2-3 Ss to retell the three articles.
教学过程
（教学环节、教师活动、学生活动）
集体讨
论记录
个人修改记录
Name
Betty
Max
May
Appearance
Slim, short hair
Tall, poor eyesight (wear glasses)
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
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.
Ready to help people any time e.g.…
Tell funny jokes and always make others laugh

八年级英语上册 Unit 1 friends Task教案 (新版)牛津

What’s his/her name?
What’s he/she like？
What’s his/her quality of a good friend (personality)?
What does he/she like doing?
What would he/she like to do in the future?
happy)
III.Phrases and sentences
Now we have these words. Is it enough to write a passage? No. So we still
教学过程
（教学环节、教师活动、学生活动）
集体讨
论记录
个人修改记录
need some phrases and sentences structures. Try to find the phrases and sentences Daniel used in his passage.
重点、
难点
to write a description of the appearance and personality of a friend.
教学过程
（教学环节、教师活动、学生活动）
集体讨
论记录
个人修改记录
I.Revision
In this unit, we have learnt a lot about how to describe our best friends. Show three photos of Betty, Max and May. Ask some students to describe them. Revise some useful words and expressions.

八年级英语上册 Unit 1 friends Grammar教案 (新版)牛津版-(新版)牛津版初中

Teaching method
Task-based approach，Scene pedagogy and Teaching with humor
Teaching procedures
The second preparing lessons
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.
2. Present linking verbs
Step2paratives and superlatives
1. If they are alike, how can we tell their difference?
E.g. Millie has long hair,Sandyhas long hair, too.
Step4Consolidation Finish off the exercises
Step5Homework
pare things and make 5 sentences using paratives and superlatives.
Teaching notes
We can say ‘Millie has longer hair thanSandy.’(on Bb)
Millie is slim.Sandyis slim, too.
---‘Millie is slimmer thanSandy.’(on Bb)
(Show a lot of pictures to teach them the changing rulesand drills), PartB

牛津译林版八年级英语上册Unit1Friends教案教学设计

三、教学重难点和教学设想
（一）教学重难点
1.重点：
（1）掌握本章节的核心词汇和短语，并能正确运用到实际语境中；
（2）运用一般现在时和现在进行时描述朋友的特点和动作；
（3）通过阅读课文，理解文章主旨大意，提高阅读理解能力；
（4）运用所学知识进行口头和书面表达，描述自己和朋友的特点、喜好及相互关系。
2.难点：
4.学生能够通过阅读课文，理解并掌握文章的主旨大意，分析文章结构，提高阅读理解能力。
5.学生能够运用所学知识，进行口头和书面表达，描述自己和朋友的特点、喜好以及相互关系。
（二）过程与方法
1.通过小组合作、讨论、分享等方式，引导学生主动探究和学习，培养自主学习能力。
2.利用多媒体、图片、实物等教学资源，创设真实语境，激发学生的学习兴趣，提高课堂参与度。
（三）学生小组讨论
1.教学活动设计：
-将学生分成小组，每组讨论以下问题：“What qualities should a friend have? Can you give some examples?”
-学生通过讨论，总结出友谊的重要性和朋友应具备的品质。
-各小组展示讨论成果，分享他们对朋友的认识和感悟。
2.教学目标：
-培养学生的合作意识和团队精神，提高他们的沟通能力。
-让学生通过讨论，深入理解友谊的意义，培养正确的价值观。
（四）课堂练习
1.教学内容：
-设计各种练习题，如：填空、选择、改错等，巩固学生对词汇和时态的掌握。
-让学生完成一篇短文，描述自己和朋友的特点、喜好及相互关系。
2.教学方法：
-教师引导学生独立完成练习题，及时给予反馈和指导。
-学生互评、教师点评相结合，提高学生的自我评价和反思能力。

英语Unit1Friends整单元教案(牛津英语八年级上)

8A 第一单元九中初二英语备课组2005-11-27 Period 1 Welcome to the unitAim:To revise vocabulary and expressions to describe people, at the same time, learn more new words and phrases.Teaching procedures:Step 1 PresentationT: 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 answerPlay the tape for Ss to listen and answerQ: (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 answerRead 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 DiscussionT: 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 read1.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-stormingT: 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 reportStep 7 Tick and answerT: 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.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 2Aim: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 Presentation1.T: I have a good friend. Do you want to know her? What do you want to knowabout 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 boredStep 3 Fast readingT: ‘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, helpful2---humorous (have a good sense of humor), funny3---true friend, kindStep 4 Read for details1. 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 prepare3. 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, smallFace: round, squareBody: thin, strong, slim, fat, tall, shortHair: short, long, straight, circled, shoulder-length2. 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 ofthem 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 amodel. They can replace some words in it if they can’t write a new one. Period 3Aim:To learn some useful expressions and use them in different contextTo learn how to describe their friends .Teaching procedures:Step 1 RevisionT: 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 exercises1. 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 P52. Find out their photos according to Mr Zhou’s description.3. Mr Zhou is writing some notes about them. Is he right?4. V otingSuppose you are going to vote for the best friend among these three students, what is your choice? Why?Step 3 V oting in your own classDo 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 points1.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 haveStep 5 Practice1. 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.plete 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 ConclusionAsk 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 Period3.Period 4 VocabularyTeaching Aims:To learn how to use adjectives to describe people, especially how to describe boys and girls appropriately.Teaching procedures:Step 1 Lead-inRevise 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, plump3.PartAStep3 Extensive activitiesGet 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 Presentation1.Discuss the adjectives to describe boys and girls, then do PartB2.Play a gameStep5 Exx and HomeworkPeriod 5Teaching Aims:To use comparatives and superlatives to compare two or more people and things; Teaching procedures:Step1 Lead-in1.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 story2. Present linking verbsStep2 Comparatives and superlatives1. 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), PartB2.Work out the ruleWhen 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 Practice1. 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 exercisesStep6 HomeworkCompare things and make 5 sentences using comparatives and superlatives. Period 6Teaching Aims:To compare two people or things using ‘(not) as … as’.Teaching procedures:Step1 RevisionI.1. PresentationLook 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’.Amydiving swimming hiking cyclingskiing campingVery dangerous not dangerous hiking skiing cycling swimmingdiving campingT: 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?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 skillsAim: To get specific information from a listening material;To talk about a friend.To talk about future plansTeaching procedures:I.Revision1. 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,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 plans1. 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 outwhat she would like to do in the future? You can listen to their conversation and puta 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 plans1. 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 answer:✧Whom are they talking about?✧What would Peter like to do in the future?2. Listen and repeat.3. Do you have any interesting pictures? I’m sure you do. Would you like to take them out and share them with your partners? (Practice in pairs, talking about their appearance and their own plans, using some pictures of their family or their friends) V.HomeworkWrite at least 5 sentences to show what they like and what they would like to do in the future.Period 8. Study skillsTeaching aims:➢To find the main points of a passage in order to understand and memorize it more easily.➢To identify keywords in order to develop general understanding of a passage.➢To guess meaning and generate mental pictures.Teaching procedures:Step1. Revision:Help the students to revise how to talk about their future plans.Ask: 1. Do you have any future plans?2. What are you going to do when you grow up?3. Why?4. What will you do to fulfill your aims?Ask some students to talk about it orally in class.Step2. lead- in1.Present the task today by playing a game.●Divide the students in four groups,●The teacher gives the first student a paper on which there’s a story, ask the firststudent to read it carefully and then pass the story on orally.●At last ask the last student to tell the story that he get to the whole class, and thenthe teacher will read the story to class, ask them to find out the differences between the two stories.2. Make a conclusion, tell the students when we are reading , we should payattention to some main points, generally speaking, the main points are about the questions below:●What is it about?●Who is it about?●What happened?●When did it happen?●Why did it happen?●How did it happen?Step3. Reading.Ask the students to open the book on page 14, and read the letter on page 14. try to find out information about the questions above.Who: Cindy---a grade 8 studentWhere: Bei jing Sunshine Secondary SchoolWhat: move to a new school, have problems with her new schoolWhy : Don’t know school very well, have no friends, do not know how to talk to her new friends,How: feel uncomfortable, nervous; always stay aloneAsk the students to underline the main points with the help of the table above.Step4. RetellingAsk the students to retell the letter with the help of the key words on the blackboard. Step5. Consolidation exercisesProvide one more reading for the students to practise.Homework:●Hand book: period 8●Preview the new words in main task.Period 9 Main taskAim: To plan ideas for writingto learn the proper and easy ways to write something;to write a description of the appearance and personality of a friend.Teaching procedures:I.RevisionIn this unit, we have learnt a lot about how to describe our best friends. Show three photos of Betty, Max and May. Ask some students to describe them. Revise some useful words and expressions.Ask: What aspects can we talk about from when we talk about our best friends?➢What’s his/her name?➢What’s he/she like？➢What’s his/her quality of a good friend (personality)?➢What does he/she like doing?➢What would he/she like to do in the future?Please keep them in your mind. We will talk about them step by step.II.Brainstorming.1. When you want to talk about sth, what do you feel difficult to do? Proper words and phrases.So we need to gather enough words about sth. when we want to talk about it. How many words do you know that we can use to describe our friends? Let’s do it in groups. Please show us you are the best.After it, T collects their words on the Bb and decide which group is the winner.2. Go through the words in the table on P15.3. Read the passage on P16 quickly and find out some information about Daniel’s best friend4. Group work. Find out the useful words about how to describe the best friends( eg. tall, slim; square, long; bright, smiling; pretty, kink; clever, help, happy)III.Phrases and sentencesNow we have these words. Is it enough to write a passage? No. So we still need some phrases and sentences structures. Try to find the phrases and sentences Daniel used in his passage.IV. Paragraphs1. ElicitOK. I’m going to write about my good friend.…is my best friend. ……(put these phrases and sentences together randomly)(ask for their opinion about this ‘passage’)So the structure of a passage is very important.2. Ask Ss to find out the structure of the passage by themselves. T can help them when needed.Introduction—Body(appearance—personality and ability)—Conclusion(hobbies and future plans)IV.Go back to the beginning of this class.Have we learnt how to write about these in this unit? Can you remember what we talked about at the beginning of this class?➢What’s his/her name?➢What’s he/she like？➢What’s his/her quality of a good friend (personality)?➢What does he/she like doing?➢What would he/she like to do in the future?Are you ready to write about your good friends? Let’s have a try. (They can talk about sb in the class in groups first. In this way, the weak students will know what to write and how to write it.)V.Writing and checkingAfter they finish writing, use some of their passages as a model. Show them to the whole class and ask the other students to find out the good points in each passage. After talking about some passages, ask them to rewrite their passages to make thembetter.VI.Hw.Write a passage about their good friends.Period 10 CheckoutAims: to review what they have learnt in this unit;to assess their understanding and correct use of adjectives, comparatives and superlatives.This is the check out of the whole unit. That means the most important language points in this unit are using adjectives to describe something and using ‘(not) as … as’to compare two things. So we need to design some exercises to practise using them and make sure that students can use them fluently.Usually I ask them to make some sentences, talk about some topic, and look back on what we have learnt in this unit. Sometimes I also ask them to do some translations. It is useful to learn a foreign language, especially to those who can’t study well enough. After that, I use this page as a short test. I ask them to do it in 5~10 minutes, then check the answers immediately. To do so, students can have more confidence in themselves and know better about themselves in time.Teaching procedures:I . RevisionAsk some students to read their passages to the class. Get Ss to discuss the adjectives and some set phrases in their passages.Brainstorming the useful vocabulary about how to describe the best friendII. CheckoutDo Part BDo additional exercise (Fill in the blanks with proper words)III. Make a surveyRevise the comparatives and superlatives. ( Write down the comparative and superlative form of the following words)Group work. Make a survey about the classmate s’ opinion of different activities, different objects using the comparatives and superlatives.IV.CheckoutDo Part A (Have a competition)Group work. Make up an interesting story using the adjectives, the comparatives and superlatives.V.ConsolidationDo some additional exercisesVI.HomeworkRevise the contents in this unit.。

八年级英语上册 Unit 1 Friends特色教案牛津版

8A Unit 1 Grammar ⅠTeaching objectives1.To use an adjective before a noun or after a linking verb to describe someone/something2.To use comparatives and superlatives to compare people/things.Teaching proceduresGrammar AStep 1 Lead-in1.Review some useful adjectives by asking students to describe a girl’s appearancewith adjectives. Then read the description together with the class.2.Tell the students that this lesson we’ll go on to learn describing someone orsomething 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 useShow 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 out1.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 todescribe someone or something. We can put an adjective before a noun or after alinking verb such as the verb ‘be’.Step 3 Practice1. 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 wordsto 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 out1. 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 PracticeAsk students to make sentences using these linking verbs with adjectives.The teacher can offer some adjectives. The students can choose some of these linkingverbs to make sentences with them. Of course, they can make sentences with otheradjectives if they like.Grammar BStep 1 Lead-inUse 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 use1. 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 thanthe green one.Step 3 Rule out1. Ask the students to look at these sentences carefully and try to find out some rulesof 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’ and ‘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 use1.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 bag s.’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 out1. Ask students to put two model sentences into Chinese.他是我们班最高的男生。

八年级英语上册 Unit 1 Friends Vocabulary教案 (新版)牛津版-(新版)牛津

Unit 1 Friends VocabularyTeaching Objectives:To use adjectives to describe appearanceTo use appropriate adjectives to describe the appearances of boys and girlsTeaching Contents:Words: thin, strong, tall, short, small eyes, big eyes, round face, square face, beautiful, pretty, lovely, handsome, good-looking, smart, slimGirls：beautiful, pretty, lovely, slimBoys：handsome, good-looking, smartTeaching preparations:puterPicturesTeaching procedures:Step 1 Warm-upT: Let’s play a guessing game, OK? You will see 6 sentences describing a person on the TV screen. If you can guess who she is after you read the first sentence, you will get 10 points. After the second sentence you can get 8 points. But after the last sentence you’ll get a zero. Does it make sense?Ss find out the answer without much difficulty.T: It’s easy, right? You have remembered the three friends’ appearances and the words to describe them. Now let’s have a look at these words again.Step 2 Presentation1. T: Look! Here is a table. When we describe people’s appearances, we usually talk about these different parts: build, height, leg andhair including the style and length.Teach “build” and “height”.T: Now please put the words into the table.2. T: As the first guessing game is so easy, shall we play once more?Ss: OK.Ss fail to find out who she is.T: Haha, it’s me! Why is it not so easy this time? Because you haven’t learnt this before and the informationI gave you is not enough. We need to learn more to describe people’s appearances, right?Ss look at the pictures and learn more words to describe appearance. They try to find out what the words are used for--- build, height, etc.Step 3 Practice1. Ss do Part A, P11.2. Ss find out more to describe--- eyes, face, etc.3. Ss describe the people in the pictures with the words they have just learnt and each time there’s something new added in.Step 4 Presentation1. T: You’ve just described the appearances of a little girl, a pop singer, a sports star and a classmate of yours. What do you think of them?Ss: Handsome, smart, good-looking, b eautiful, pretty, lovely…T: Well done! You’ve learnt a lot. But do you know that some words are suitable for girls only and some are for boys only? Of course there’re also some for both girls and boys. Let’s put them in the right places.Girls：beautiful, pretty, lovely, slimBoys：handsome, good-looking, smartSs do Part B, P11.2. T: Now we’ve learnt a lot of words to describe girls and boys, face and hair, etc. Let’s have a group petition. Please write down as many words as possible in the given time according to my instructions. You must listen carefully and make sure you’re writing the right words. For example, if I ask you to write some words to describe hair, you can’t write round or square, OK?1) Would you please write some words which are used only for boys?2) Would you please write some words which describe a person’s face?3) Would you please write some words which describe a person’s build?4) Would you please write some words which are used for both girls and boys?Ss work in groups. Four groups e to the blackboard.Each time only one of them writes and the others can shout loudly to help.Step 5 Practice1. T: Now let’s check how well you have learnt. Could you describe the appearance of the person you know best? It’s YOUSELF!Get some students to e to the front of the classroom to describe their own appearances, try to use as many adjectives they’ve learnt as possible.2. T: As there’s still some time left, we can play one more game called “Twenty Questions”. Please try to guess who I am thinking about by asking me questions about his or her appearance. You can’t ask special questions and I can only answer “Yes”or “No”. If you are smart enough, you may not need to ask 20 questions! Then you can play this game with your classmates. Here is a model:T: I’m thinking about a boy in this class.S1: Is he tall?T: Yes.S2: Is he strong?T: No.S3: Is he our monitor?T: No.S4: Does he have big eyes?T: Yes.……Ss ask questions and guess. Then the one who gets the right answer es to the front and the other students ask him/ her questions to continue the game.Step 6 HomeworkDescribe the appearance of someone you like very much. He or she may be your friend, your parent or your favorite star. Try to bring a photo of his or hers here tomorrow. Let’s see how well you can use the words you’ve learnt.。

八年级英语上册 Unit 1 Friends Welcome to the unit教案 (新版)牛津版

Unit 1 FriendsComic strip and Welcome to the unitI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. identify the new words and phrases;2. describe people’s qualities with simple and proper words;3. know more about friendship and try to develop some good qualities.II. Teaching contents1. New words and phrases: thirsty, honest, care about, keep a secret, make sb happy,be ready to do sth, have problems, believe what he/she says,tell lies/funny jokes.2. New structures: Can I have something to drink?Can I have some more food?What makes good friends?You can trust them because they never tell lies.III. Focus of the lesson and predicted area of difficultyDescribe people’s qualities with simple and proper words.IV. Teaching proceduresA Comic stripStep 1 Lead-in1. The topic of the unit ― friendsT: Hello, boys and girls, do you have a friend? Yes, of course, you do. As we know, every one of us should have at least one or two friends. Time seems to go faster when good friends are together.2. Free talkAsk some open questions:Who is your good friend?Could tell us something about your good friend?Why do you choose him/her as your good friend?【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。

八年级英语上册Unit1FriendsGrammar教案(新版)牛津版(1)

Teaching method
Task-based approach，Scene pedagogy and Teaching with humor
Teaching procedures
The second preparing lessons
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
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 rulesand drills), PartB
Step 4Consolidation Finish off the exercises
Step5 Homework
Compare things and make 5 sentences using comparatives and superlatives.