江苏省扬中市同德中学八年级英语上册 8A Unit 1 Friends导学案4(无答案)(新版)牛津版
八年级英语上册《Unit 1 Friends(第1课时)》导学案 牛津版
八年级英语上册《Unit 1 Friends（第1课时）》导学案牛津版牛津版1、学习目标To identify the words and phrases to describe the appearance and personality of a personTotalk about the important qualities of a good friend2、学习方法（学习要点）Words: honest, joy, sad, believe, teenager, good-looking, musicalPhrases: have something to drink, make somebody happy/special, keep secrets, share one’s joy, believe what somebody says, talk to somebody about anything, clean and tidySentences: Do you want some?Can I have something to drink? What about some milk?Can I have some more food too? There’s nothing else in the fridge、3、预习导航Canlhavesomethingtodrink?something，anything，nothing，everything是不定代词a、作主语时谓语动词用单数形式。
如：Everythingisready。
一切准备就绪。
b、something用于肯定句，用于表示“请求”“邀请”或“建议”的问句。
c、anything用于否定句或疑问句。
anything作主语时谓语一般用肯定式。
d、everything与否定词连用时，意为“并非一切都……”，表示部分否定。
8A Unit1 Friends 教案
8A Unit1 Friends 教案教学目标本节课的教学目标主要包括以下几个方面： - 学生能够理解并运用本单元所学的词汇和短语。
- 学生能够根据提示描述他们的朋友。
- 学生能够运用一般现在时谈论他们朋友的喜好、爱好等。
- 学生能够通过合作活动提高他们的口语表达能力。
教学准备•教材：初中英语教材8A Unit 1 Friends•多媒体设备：投影仪或电子白板•学生课前任务：请学生提前阅读课本Unit 1 Friends并准备讲述他们一个朋友的简介教学步骤引入新课（5分钟）在黑板上写下“What are friends for?”，然后向学生提问：“朋友是为了什么的？”引导学生思考并回答。
教师引导学生进一步阐述朋友在生活中的重要性，并拓宽讨论范围，例如：朋友可以一起玩耍、分享快乐和难过等。
复习所学单词和短语（10分钟）在黑板上列出课本中Unit 1 Friends所学的重点单词和短语，并与学生一起复习。
教师可以通过幻灯片展示单词和短语的图表，同时发问学生有关这些词汇的问题，以加深学生对这些词汇的理解和记忆。
学生讲述一个朋友的简介（15分钟）要求学生一个接一个地讲述他们一个朋友的简介。
学生可以参考自己的课前任务，并在讲述过程中运用所学的词汇和短语。
教师可以适时给予学生鼓励和肯定，并在学生讲述过程中纠正他们可能出现的语法错误或用词不当的情况。
学习一般现在时谈论朋友（20分钟）在黑板上写下一般现在时的基本结构，并解释动词的变化规则。
教师可以通过示范句子的方式，引导学生理解一般现在时在谈论朋友时的用法。
例如，教师可以问学生：“What does your friend like to do in his/her free time?。
江苏省扬中市同德中学八年级英语上册8AUnit1Friends导学案1（无答案）（新版）牛津版
江苏省扬中市同德中学八年级英语上册8AUnit1Friends导学案1（无答案）（新版）牛津版8A Unit 1 Friends!【教学目标】1. 掌握谈论人的性格的形容词；2. 学会谈论各自的朋友，了解一个好朋友需具备的重要品质。
【学习重点、难点】1.学会用表示品质的单词与词组来描述自己的朋友。
2.理解并正确运用以上单词与词组。
【学习过程】一、课前预习·导学预习P6-7：二、课堂学习研讨：三、课堂检测（一）根据句意及首字母完成单词：1. Do you know the saying “N________ is difficult if you put your heart（心）into it?”2. Jeans are popular among t___________. They are comfortable to wear..3. This is one of my favourite ____________ (杂志). It’s about animals.4. Our maths teacher is h____________, she often makes us laugh in class.5. It's important that my best friend doesn't tell others my s_________ .6. He is an ___________ boy. He never tells a lie.7. Today is a s____________ day. I t’s National Day.8. He always talks to his teacher when he has p____________.9. Mr.Lin is honest, he never tells l________, everybody t_________ him.10. Uncle Liang has a s_________ face, but his wife has a r_________ one. They are p________and can wait without getting angry(生气).11. If you are t__________, you can have something to drink.12. You should clean your own room and keep it ___________(整洁的).13. The ____________ (好看的) woman is my aunt. She works ina hospital.14. Don’t tell anything to her because she can’t keep _________ (秘密) for you. （二）用所给词的适当形式填空:1. Sandy and Amy, please look after _____________(yourself) when you are alone.2. This hairstyle is ____________ (teenager) favourite.3. Uncle Wang enjoys __________ (make) things___________ (make ) them _______ (fly ).4. Mum, I’m still hungry. Can I have one ________ (many) piece of bread?5. Do you have any problems ____________ (work ) out that problem ?6. What about __________ (share) the pizza with us?（三）句型转换1. I believe what she says. (否定句)________________________________.2. There is nothing in the fridge. （同义句）There is __________ ___________ in the fridge.3. We may fly to HK next week. (同义句)______________________________________.4. We want two more chairs for the party.（同义句）We want __________ _________ _________ for the party.四、作业布置（一）单项选择（）1. — _____________ honest boy you are!— Thank you!A. What anB. WhatC. How anD. What a（）2. — ___________ do your want to buy?—No, I don’t.A. What otherB. What the otherC. What elseD. What another（）3. There is ____________ with your MP4 because it works well.A. nothing wrongB. wrong nothingC. something wrongD. wrong something（）4. There is not enough bread for supper. We need to buy ______________.A. much moreB. many moreC. some moreD. some most（）5. —Why do you think Sandy is ____________?—She always comes to me when I look unhappy and need help.A. kind and helpfulB. kind and good-lookingC. clean and tidyD. clever and friendly（二）句型转换：1. You should believe her words. （同义句）You should believe ___________ _____________ _____________.2. She did something else last Saturday . (否定句, 两种)__________________________________________________________________________________________________________3. Shall we go hunting together ?（同意句）__________ _________ _________ hunting __________ _______ me?（三）完成句子1. 你要保守秘密，否则这会使他不高兴。
《8A Unit 1 Friends》教学设计-优秀教案
8A 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 todo 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?Step 2 Presentation1. Show pictures of Hobo and EddieT: It’s nice to see Hobo and Eddie again. Do you like them? Yes, they are funny and they can always make us happy. Do you think they are good friends? Let’s watch a short video and answer the questions:What does Hobo think a good friend should do?What do they share?2. Have a discussionWill they share the pizza? Why or why not?Two possible answers: Yes, they will share. Because good friends always share.No, they won’t. Because Hobo already has a big cake.3. Complete a short passageEddie is kind. He often ____ others. Today Hobo feels _______. Eddie gives him a _____. When Hobo wants something to _____, Eddie ____ him some milk. But Hobo still wants to have ______ _____ food. Eddie tells Hobo there’s _______ else in the fridge. But when Hobo sees the _____ in Eddie’s bowl, he wants to _____ it. What should Eddie do?Step 3 PracticeRead loudly and try to act it out. Add an ending to it.B Welcome to the unitStep 1 Lead-in1. Let’s brainstorm. What qualities should a good friend have?The teacher should encourage the students to say as many as possible.2. The teacher can use the pictures of Pinocchio and Mr. Bean to teach the new words “honest”and “humorous”.3. The teacher can use the pictures of Harry Potter and his friends to tell the meaning of truefriends.4. The teacher can use the pictures of the characters from The Journey to the West to show theimportance of team work.Step 2 Presentation1. Let’s match the qualities on the left with the questions on the right.Check the answers by speaking out with the complete sentences.Eg: My friend is helpful so he/she is ready to help when I have problems.2. Let’s listen and answer the questions:What qualities does Amy think a friend should have?What qualities does Daniel think a friend should have?3.Let’s discuss in groups.What makes good friends?If you agree, you can say “Yes, that’s very important.”, “That’s true.” or “I also think ...”.If you disagree, you can say “I’m afraid not.”, “I don’t think so.”“This might be true, but ...Step 3 ConsolidationLet’s interview.The students have an interview about friends with their partners and then make a report in the class. The one who gets the most information wins. The teacher can ask some questions for the students to begin with and the students are encouraged to ask more questions.Step 4 Extension1.Let’s learn some proverbsThe teacher shows 4 proverbs and asks the students to guess their Chinese meanings. Encourage the students to find more on the Internet after class.2. Let’s enjoy an English song, “Count on me”Step 5 SummaryThe teacher gives a short summary about friends and offer some advice on how to make a friend. Spend more time around people.Join an organization or a club.Be a volunteer.Be a good listener.Choose your friends wisely.V. Homework1. Finish the exercises in Period 1 of Unit 1 in the workbook2. Read the poem “A Forever Friend”.3. Try to find what good qualities your best friend has and give as many examples as possible. Write a short passage.8A Unit 1 Friends Reading (I)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. find out the names, looks and personalities about the friends in the text;2. describe their friends with proper expressions.II. Teaching contents1. New words and phrases: generous, helpful, straight, any time, a sense of humour2. New structure: She is also helpful and ready to help people any time.He is the tallest boy in our class.She is taller than I am.III. Focus of the lesson and predicted area of difficultyDescribe people’s qualities with simple and proper words.IV. Teaching proceduresStep 1 Lead-in1. Questionnaire”2. Free talkT: A life without friends is a life without a sun. What makes good friends?T: Friends …Step 2 Presentation1. Read and answerT: Today I’ll introduce some friends to you. They are teenagers like you. Let’s see who they are.Open your books at Page 8. Read the text quickly and tell me their names.2. Listen and chooseT: We know Betty and May are both girls. Look at two pictures. Let’s listen and choose who Betty is and who May is.Ask the students to read sentences about the looks of Betty and May.3. Read and answerT: How is Betty? How is May? Please read the short passage about Betty and May. Can you find the adjectives about their personality?Betty: generous and helpfulMay: sweet and trueT: Why do we say Betty is generous and helpful? Please read and find the sentences in the first passage.T: Why do we say May is sweet and true? Please read and find the sentences in the third passage.5. Listen and repeatListen to the record of Part 1 and Part3 and repeat sentence by sentence. Pay attention to the pronunciation and intonation.6. Listen and repeat(1) Listen to the record and repeat sentence by sentence.(2) Retell the passage according to the table above.7. Read and answerRead Part 2 and answer the following questions.How tall is Max?Does Max look lovely when he wears small round glasses?How do we feel when we are with Max? Why?Do Max’s legs fit well under his desk?What happens to him when Max walks past the desk?8. Listen and repeat(1) Listen to the record and repeat sentence by sentence of Part.(2) Retell the part about Max’s personality with the clues.Step 3 Extension1.Pair workHave a discussion about “Who do you want to choose as your best friend, Betty, Max or May? Why?” in pairs.2. SummaryTeacher gives a short summary.V. Homework1. Listen to the tape and repeat after it three times.2. Finish the exercises B1 and B2 on Page 9.3. Write a passage about your best friend.8A Unit 1 Friends Reading (II)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. introduce Betty, Max and May with the help of a mind map;2. use the key words and expressions to express their own ideas;3. write about a person they are familiar with in detail;4. know how to organize a good paragraph with a topic sentence and supporting details in logic order.II. Teaching contents1. New words and phrases: fit, walk past, knock onto, worry, give her seat to someone in need,have a good voice, wear small round glasses, bored & boring, havelong straight hair, say a bad word about anyone, be good at tellingjokes2. New structure: She is also helpful and ready to help people any time.She wants to be a singer when she grows up.They make him look smart.He tells funny jokes and always makes me laugh.They do not fit well under his desk.When something worries me, I can always go to her.I never feel bored with him.III. Focus of the lesson and predicted area of difficultyWrite about a person they are familiar with in detail.Know how to organize a good paragraph with a topic sentence and supporting details.IV. Teaching proceduresStep 1 Lead-inShow three pictures of Betty, Max and May and ask students to describe their looks. Point out that when describing people’s looks, we should pay attention to their figures and distingushing features.Step 2 Mind-mapping1. Help the students to recall the details by mind-mapping(1) Introduce BettyTeacher shows four pictures of Betty and asks students what they can see in the pictures and what we can learn from the pictures. Teacher helps the students finish the mind map.(2) Introduce MaxTeacher shows the structure of the second entry and asks the students to retell with the help of some pictures and phrases.(3) Introduce MayTeacher shows the mind map of the third entry and encourages the students to retell with the help of some key words and phrases.2. Ask the students to introduce Betty, Max and May by mind-mappingStep 3 Language focus1. make sb do sth & make sb + adj(1) ExplanationTeacher shows four pictures and four sentences，asks the students to use the words to fill in the blanks, then T shows the usage of “make”.(2) DrillT: What does your teacher/parents/friends often make you do?” I’ll give an example. Can you make more sentences using “make sb do”?2. bored & boring(1) ExplanationT: We use “bored” to describe how a person feels when something is not interesting. Look at the picture, the boy feels bored because his friends are not here. You look bored, whynot turn off the TV and do something else?T: We use “boring” to describe something that is not interesting. Look at the picture, the boy just can’t read this boring book any more. Let’s stop watching this TV programme, it’s so boring.(2) DrillT: Do you know more words like “bored”and “boring”? Can you use these words to complete the sentences?3. fitT: What does the word “fit”mean here? The word “fit” has some different meanings, please complete these sentences.4. verb + preposition combinations(1) walk + prepositionTeacher shows three pictures to explain “walk past”, “walk through”, “walk across”and gives more sentences as examples.(2) knock + prepositionTeacher shows four sentences to explain the meanings of “knock on”, “knock down”, “knock over”, “knock off” and “knock onto”.5. worryT: Can you say “when something worries me” in another way? The word “worry” here is a verb, we can say “worry sb” or “sb worry about sth”, and we can also say “sb be worried about sth”. Try to explain他们为即将到来的考试而发愁in three different ways.Step 4 Complete a passageTeacher shows another passage and asks the students to complete it using the words we’ve learnt.Step 5 Writing1. Guide the students to explore the features of a description of a personTeacher shows the three entries and points out that they are all descriptions of a person, asks students which entry they like best and why, guides the students to consider about three parts .detailsparagraphsendings2. Find many strong details in the description of BettyTeacher asks the students to find the details of Betty and consider why the writer uses so many details.3. Learn how to write a good paragraph(1) A topic sentenceTaking the second paragraph of the second entry as an example, Teacher asks the students to find the details, and uses the mind map to help the student understand main idea and detail.Point out that a good paragraph includes a topic sentence and supporting details and the topic sentence is usually at the beginning of a paragraph.(2) A good endingT: Can you find a sentence that tells how I strongly feel about Max? This is an exclamation;do you think it is a good ending?Teacher points out we should use different sentence types to add variety.(3) Supporting details in the logic orderTeacher asks the students to put three sentences in the best order and reminds the students that the supporting details should be in the logic order.4. Ask the students to write down their own ideasStudents write about a friend or someone they know well. Tell what the person is like. Tell what they like to do together. Use the Writer’s Checklist to help.V. Homework1. Finish the writing and make a story book.2. Read more descriptions of a person and share them in the class.8A Unit 1 Friends GrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know when to use comparatives and superlatives;2. use comparatives and superlatives correctly;3. compare people or things.II. Teaching contents1. New words and phrases: height, slimmer, worse, worst2. New structure: We use comparatives + than to compare two people or things.We use the +superlatives to compare three or more people or things.III. Focus of the lesson and predicted area of difficultyIntroduce the structure of comparative and superlative adjectives.Change the adjectives into comparative and superlative adjectives.IV. Teaching proceduresStep 1 Lead-in1. Try to describe.Describe two girls’ appearances.2. Try to compareShow a table about two girls’ appearance. Lead the students to compare them.Alice is shorter than Lucy. Lucy is taller than Alice.Alice’s eyes are bigger than Lucy’s. Lucy’s eyes are smaller than Alice’s.Alice’s hair is longer than Lucy’s.Lucy’s hair is shorter than Alice’s.Step 2 Presentation of comparative adjectives1. Try to work out the ruleAsk the students to read these sentences and try to find the rules about comparative. Introduce when we can use comparative and the basic structure of comparative adjectives.2. Try to sayShow some pictures. Ask the students to compare them. At the same time, the teacher gives some adjectives to help the students. Lead the students to find what the short adjectives are.3. Try to findAsk the students to observe the comparative of the short adjectives. Let the students find the rules of the forms.4. Try to changeAsk the students to change the adjectives into their comparative.5. Try to thinkIntroduce the long adjectives and let them list some more long adjectives.6. Try to concludeLead the students to conclude the rules according to the sentences of long comparative adjectives. And introduce the irregular adjectives and their forms.Step 3 Presentation of superlative adjective1. Let’s enjoyEnjoy the story about “Three little pigs”.2. Try to compare(1)Try to compare the houses of little pigs’. Introduce the superlative adjectives.(2) Try to compare other things using the superlative adjectives.3. Try to concludeLead the students to conclude the rules of superlative adjectives, including the form rules, the sentence structure.4. Try to guessLet the students guess the answers according to some sentences.Step 4 Consolidation1. SummaryMake a summary about the comparative adjectives with the students.2. Try to changeLet the students change the words into their comparative and superlative.3. Have a guessLet the students read the sentences and guess the meaning.4. Try to writeLet the students compare the class profile. Finish the exercises in the English book.5. A group workAsk the students to make groups of four. First finish their group profile, then make a report.V. Homework1. Read the words on P11 and remember the rules of comparative and superlative adjectives.2. Write a short passage to introduce your family. (Please use some comparative and superlative adjectives.)8A Unit 1 Friends Integrated skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. understand some new words and expressions and learn to use them;2. catch the key points from the listening materials;3. learn to talk about future plans and friends.II. Teaching contents1. New words and phrases: meet different people, make friends, listen to people carefully, heippeople with their problems, travel around the world, our future plans,be a social worker, learn more about art2. New structures: I would like to be a social worker when I grow up.I am always kind to people.I will be happy if I can make other people happy.I want to be as famous as he is.Who’s the boy/girl on the left/next to Peter?III. Focus of the lesson and predicted area of difficultyGet specific information from listening materials.Talk about future plans.IV. Teaching proceduresA Future plansStep1 Lead-in1. Enjoy a song “My Dream Job”.2. Free talkWhat do you want to do when you grow up?3. Play a guessing game: I would like to be ...Show some phrases and expressions about five different people’s personalities, hobbies, abilities, dreams and ask the students to guess their future plans.Step 2 Listening1. Listen and and complete Part A1 (Task 1 Listen and tick)(1) What would Nora like to do when she grows up?Tip: find out the key words.(2) Teach the new phrase “social worker”Teacher shows some pictures about social workers, tells the students that social workers work to help people live a better life and they help to solve different problems.2. Read and complete Part A2 (Task 2 Read and write)Tip: use the information in A1.3. Listen and complete Part A3 (Task 3 Listen and complete)(1) Listening skills: predicting before listening; writing parts of the words; listening for keywords.(2) Introduce Xu Beihong and his paintings.Explain the phrase “beautiful works of art”.Step 3 Consolidation1. A short summary: How can we make future plans?Use four sentences in the diary to help students conclude that we should think about our personalities, hobbies, abilities, dreams and so on.2. Make a survey (Task 4 Make a survey)(1) The teacher asks the students to tell the future plans in groups of four with the help ofmodels. The students may also ask some questions.(2) The teacher asks the students to take notes and fill in a form while listening.T shows the listening skills at the same time.(3) The teacher asks the students to make a report about their group members’ future plans tothe whole class. The teacher gives some sentences as a help.B Speak up: What’s he like?Step 1 Presentation1. Read the pictures(1) T shows the pictures of Helen and Sandy and asks who Sandy is.(2) Introduce the sentences: Sandy is the girl on the right.Sandy is the girl with glasses/a ponytail.(3) Teach the new word “ponytail”.2. Listen and fill in the form (Task 5 Listen and answer)Who are they? What’s he/she like?3. Read the dialogue (Task 6 Read aloud in different ways)Pay attention to linking and loss of blasting.Step 2 ConsolidationTalk about our own friends (Task 7 Talk about your own photos)The teacher asks the students to bring some pictures of their own friends or families to class, exchange the photos and discuss about them, using the dialogue as a model.Step 3 ConclusionThe teacher shows a photo of Steve Jobs, introduces his advice for success:You’ve got to find what you love.The only way to do great work is to love waht you do.Stay hungry, stay foolish.V. Homework1. Revise the new words and phrases.2. Ask more friends about their future plans and write a short passage.8A Unit 1 Friends Study skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know how to use the vocabulary tree to remember the new words;2. draw the vocabulary tree;3. try to draw the knowledge tree to remember the knowledge.II. Teaching contentsHow to remember words quickly.III. Focus of the lesson and predicted area of difficultyDraw the vocabulary tree.IV. Teaching proceduresStep 1 Lead-in1. Ask and answerThe teacher shows four figures of different professionals and writes down the key words on the blackboard.T: What’s he/she? What does he/she look like? What’s his/her feeling?2. Try to rememberGive the students one minute to remember the words on the blackboard. Then let the students try to say the words as many as possible.Step 2 Presentation1. Present the method to remember wordsThe teacher introduces a good method to remember the words quickly. Lead the students to put the words into different groups.2. Try to drawTeach the students how to draw a vocabulary tree.We need 4 or 5 steps. The steps are:Put the words into different.Draw a tree.Write the group names on the branches.Write down the words on the leaves of each branch.Draw pictures if necessary.3. Do the exerciseLet the students open their books at Page 15 to complete the vocabulary tree in their books. First ask the students to do it by themselves and then check the answers together.Step 3 Practice2.Ask and answerAsk some questions about our friend Eddie, such as “what’s Eddie’ hobby?”. Let the students say the names of some food and drinks.2. Group the wordsLet the students put the words about the food into different groups.3. Draw a vocabulary treeLet the students draw a vocabulary tree about the food and drinks.Step 4 ExpansionThe teacher introduces the knowledge tree. Lead the students to draw the knowledge tree about the knowledge of unit 1. They can draw the trees in different ways.V. Homework1. Put the words in Unit 1 into different groups.2. Try to draw a vocabulary tree.8A Unit 1 Friends TaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. write an article about their best friends;2. understand the five steps of writing (prewrite-write-revise-edit-publish);3. work in pairs, assess and reflect after writing.II. Teaching contents1. New words and phrases: dark brown, both …and …, have a round face, smiling eyes, lookreally pretty and kind, have a smile on her face, work with children.2. New structure: Kate is both my neighbour and my best friend.She always has a smile on her face and looks happy.I think she will make an excellent teacher.III. Focus of the lesson and predicted area of difficultyWrite an article about best friends.Learn the five steps of writing.IV. Teaching proceduresStep1 Lead-inBrainstorm: What would you like to write about your friend?T: Teenagers magazine is inviting teenagers to write about their best friends for the writing competition.Step2 Presentation1.Read and answerStudents read the article and answer five questionsW ho’s Daniel’s best friend?When did Daniel first meet her?What does she look like?What’s she like?What would she like to be when she grows up?2.Show the structure of the article3.Read each paragraph carefully(1) Para 1 IntroductionWhich sentence can we use in our article?(2) Para 2 LooksWhich sentence tells the main idea? Find the details about her looks. Teacher concludesthat we should tell the figure and distinguishing features.(3) Para 3 PersonalityWhat is she like? Students try to find the topic sentences and the supporting details, andteacher points out supporting details can help the reader understand the personality.(4) Para 4 Future plansWhich sentence can we use in our article?Step 3 Writing1. How to writeShow the five steps of writing; point out that we should write step-by-step.(1) Prewriting—choose a topic and collect detailsa. Ask students to use words to help readers “see” who they are describing.Show four portraits and invite the students to describe their looks, giving a word list and a structure as a help.b. Ask students to use sentences to help readers understand the personality better. Askstudents to match the personality with supporting details. Encourage the students to say something more about the other personalities.(2) Writinga. write a first draft: a beginning + a middle + an endingb. Show the model draft and analyze the structure of it.(3) Revising—improve your writinga. Talk with a partner.Show the response sheet. Ask students to work in pairs—one reads the writing out aloudand the other team members listen carefully and tell what they like and ask questions.b. Rewrite parts.Ask students to make three sentences better.Give two tips: use specific words; use sentences of different lengths.(4) Editing—check for errorsInvite the students to check the article for punctuation, capitalization, grammar error andspelling.(5) Publishing—share your writingShow the final copy.Give two tips: use your best handwriting; indent the first line of each paragraph.2. Assessment(1) How to assess the final copy(2) Reflecting on your writingReflect by answering three questions.The best part of my article is:The part that still needs work is:The next time I write a descriptive article, I would like to:3. Write an article(1) The advantages of writingShow the advantages of writing: exercise your brain, learn m ore about yourself, share with others, have fun. Encourage the students to write more.(2) Write an articleAsk students to write their own article about their friends.V. Homework1. Revise your article.2. Choose the best articles and put them on the wall.。
八年级英语上册《Unit 1 Friends(第3课时)》导学案(新版)牛津版
八年级英语上册《Unit 1 Friends(第3课时)》导学案(新版)牛津版1、知识目标：词汇：学会运用本课时的四会单词和重点词组句型：She is as slim as I am、 He is the tallest boy in my class、2、技能目标：学会用本课所学的主要词汇句型介绍自己最好的朋友。
3、情感目标：学会欣赏别人, 学会珍爱友谊。
二、预习指导：预习任务：知识链接上一节课我们学习了《青少年》杂志举办的作文竞赛的三篇来稿，题目为《最好的朋友》，我们应思考有关品质方面的问题，学会欣赏他人，珍惜友谊。
1、找出重要的知识点(单词、短语、句型和语法)，查词典和有关资料解释其意义及用法并举例。
2、通读课文关于Max、 Betty、 May的描述选用正确的词完成下面各句：Generous helpful humour secret smart true1)、(a)is a (b)friendShe is always willing to share things and help others、3、同学们，在完成上面的练习后，思考：1）在交朋友是你是注重长相还是品德？我们怎样才能成为真诚的朋友？2）Ifyou can choose only one of them as your best friend, who will you vote for, Betty, Max or May? Why?预习检测：词组翻译：1、告诉某人某事2、像……、、一样苗条3、需要中的，困难中的4、环球旅行5、幽默感 ___________________6、保守秘密三、课内探究：任务一：请你再看一遍课文，找出与Appearance 和 Personality两个标题对应的形容词，并将其写在标题下。
任务二：两人活动：相互检查预习部分的词组翻译，订正错误并巩固记忆，再相互检查预习部分的其他练习并完成第九页B1。
8A Unit1 Friends导学稿
Who would you like to make friends with, Betty, Max or May? Why?备注=He is taller than the other boys in our class.=He is taller than any other boy in our class.【当堂巩固】填空1.Little Tom is now much ___________ (happy) than he was two yearsago.2.The sun is ___________ (big) than the earth. The earth is___________ (big) than the moon. The moon is ___________ (small) ofthe three.3.This picture is ______________ (beautiful) than that one, but itis ______________ (expensive).4.Rose sings ______. She sings _______ than Joan. But Mary sings_________ in her class. (well)5.This text is much _________ (easy) than that one.6.Which do you think tastes _________ (good), the chicken or the fish?7. We have a much________ life now. We must make it _______ still.(good)8..Which do you like _______ (well), water, tea or milk?9.There are ________ (many) students in their class than in ours.10.He looks much ________ (young) than he is.11.Which do you think is _______ (good), spring or autumn?12.The elephant is ________ (large) land animal.13.Who made __________ (few) mistakes?14.The Yellow River is not ___________ the Changjiang River. It isthe second ___________ river in China. (long, as…as)15.Are things on the earth _____________ they are on the moon? No,they are much __________ on the earth than they are on the moon.(heavy, as…as)Integrated skills【学习目标】1.从听力材料中获取信息。
八年级英语上册《Unit 1 Friends Period 4》导学案(新版)牛津版
八年级英语上册《Unit 1 Friends Period 4》导学案（新版）牛津版Vocabulary Period4一、课前预习导学1、学习目标通过vocabulary的学习，学会运用形容词描述任务心理特征、大致长相，选择运用适当的形容词描述男孩女孩根据Vocabulary两部分的语境，课前独立完成其中练习，记下所遇到的问题，准备课堂解决。
2、预习导学预习课文前，请初步了解本课时的词汇并完成以下练习（英汉互译）1、thin adj、_______2、________adj、正方形的；平方的 n、正方形；广场3、_______adj、英俊的4、__________小小的眼睛5、__________________圆脸6、__________________方脸你能说出下面这些词的反义词吗？fat_______ weak_______ small ______ square_______tall ______二、课堂合作探究：Vocabulary: 朗读生词，检查掌握。
、Part A 同座校对，然后请几位学生在全班公布自己的答案。
Part B 先看方框里的词，提示形容词适合的性别，通过校对答案来检查词义的理解和用法。
1、请分别选出适合用来描述男孩和女孩的单词:beautiful smart handsome good-looking lovely prettyGirls:_________________________________________________Boys:__________________________________________________三、课内练习巩固一）介词训练营1、She is late ______ the meeting because ______heavy traffic、2、 Are you ready _______ the coming party?3、I don’t like Maths、 What _______ you?4、 I want to travel ______ China when I grow______、5、 He has a good sense ____ humour and I feel happy _____ him、6、 He works _____ computer too much____ night, so he has poor eyesight、7、Betty is ready to help anyone _____ need、8、 When he walks _____ my desk, he often knocks ___ my books or pens、9、I’ll vote______ Max because I like funny people、10、I hope you can think _____ me when seeing my photo、二）单项选择( )1、Funny jokes can always make us _____ when we are sad、A、 laughingB、 laughC、 laughedD、 laughs( )2、 Our English teacher always _______ a smile on her face、A、 wearsB、 haveC、 hasD、 show( )3、 You will never feel excited ____ happy when you have Mr Green’s lessons、A、 andB、 butC、 orD、 as( )4、The trousers I bought here yesterday are a bit long for me、 Can I change them for a __________ pair?A、 longB、 longerC、 shortD、 shorter( )5、 Jimmy and Timmy are both50 kg, that is to say, Jimmy is ___A、 so heavy asB、 as heavy asC、 so heavier asD、 as heavier as ( )6、 Helen told me that she had some problems ___ his EnglishA、 onB、 forC、 inD、 with四、课后拓展练习汉译英1、Sam有着一张方脸。
8上Unit1Friends1-5课时导学案
8上Unit 1 Friends 导学案Comic strip and Welcom to the unit【目标定向】1、知识目标：谈论人的外貌个性，学习描绘人的单词和表达法。
2、技能目标：谈论各自的朋友，掌握描绘人物相貌和品质的知识。
3、情感目标：理解并逐步养成好朋友必须具备的优良的品质。
【个体学习】一、认真预习Eddie和Hobo的对话及第7页内容，你能把以下短语译成英语吗？1.一些喝的东西2. 再吃些食物3. 一个诚实的男孩4.保密5. 使我快乐6. 相信他的话二、仔细阅读以下各句，在空格处填上一个适宜的词：1. I can always talk to Jim when I have problems because he’s ..2. It’s very important to keep our classroom and .3. I think I must go to the supermarket, for there’s in the fridge.4. I must tell you the good news to let you my joy.5. ---Who knows about it except you and me ? -- Nobody does.三、请你在完成以上练习后思考一下问题：1. You are so kind. 如何用It’s …句型改写：2. 根据some more 结构，请思考“又两个，再两个”如何表达（两种方法）：【同伴互导】任务一：听对话录音回答以下问题：1. Who’s Eddie’s good friend?2. Why do you think so?任务二：快速阅读对话，回答以下问题：1.Hobo is hungry. What does Eddie give him?2.Does Hobo want to have something to drink? What is it?3.What else does Hobo want?4.Is there anything else in the fridge?5.Will Eddie share his pizza with Hobo? Can you guess?任务三：认真阅读并和你的同桌合作表演对话，注意动作表情。
8A Unit 1 Friends 教案
8A Unit 1: Friends 教案教学目标学习并掌握以下知识和能力： - 能够运用新词汇和表达方式来描述和谈论友谊。
- 能够用适当的语言表达对朋友的感受和态度。
- 能够运用情态动词和倒装结构来表达建议和提出请求。
- 能够理解和运用听力材料中的对话和文章，获取相关信息。
- 能够在小组合作中分享和讨论与友谊相关的话题。
教学准备•教科书《英语教材 8A》Unit 1: Friends•录音机•PPT幻灯片教学过程导入1.引导学生回顾上一节课所学的内容，即友谊与友谊的特点。
问一些关于友谊的问题来激发学生思考。
–What is friendship?–What qualities do you think a good friend should have?–How do you maintain a good friendship?自主学习2.让学生翻阅课本上的单词和短语，找出并划出与友谊相关的单词和短语。
鼓励他们尝试使用这些单词和短语描述和谈论友谊，并在小组内分享。
3.学生在小组内互相提问并讨论以下问题：–How do you define a true friend?–Have you ever had a fight with your friends? How did you solve the problem?–Can you name some famous friendships in history or literature?4.通过播放录音，让学生听取Eva的日记，然后回答相关问题：–What did Eva and Lily do last week?–How did Eva feel?–What did Eva realize?–What did Eva decide to do?呈现新知5.在课堂的电子白板或PPT上展示并讲解以下新的词汇和短语，包括但不限于：–loyal–betray–support–make up–apologize–hang out with6.引导学生讨论以下问题，让他们运用新学的单词和短语进行表达：–What would you do if your friend betrayed you?–How do you support your friends when they are in trouble?合作学习7.分组让学生合作进行以下活动：–每个小组选择一位组员，其他组员要根据这位组员的性格和喜好创作一个角色。
8A Unit1 导学案
8A Unit1 Friends 导学案8A Unit1 Friends导学案8A Unit1 Friends导学案8A Unit1 Friends导学案三、小组讨论What does she look like?What does he look like?四、完成课本 B部分内容找出描述男孩和女孩的不同形容词课堂达标检测导学案导学案导学案导学案导学案导学案8A Unit1 导学案达标检测答案Welcome一、1.is honest 2.tell everything 3.buy some more 4.How many bowls 5.make me happy 6.have problems二、1.honest 2.nothing 3.joy 4.secrets 5.magazines三、1-5 AADBC 6-7 CDReading（1）一、slim short willing helpful generous singer travels二、tall , poor , working smart sense三、shorter straight true secret kind四、 1.as smart as 2. an calledReading (2)一、1.has a good sense of humour 2.boring , feel bored 3.knock off, walk past my desk4.make her look smart5.almost as tall as6.has poor eyesignt7.travel around the world, grow up二、1.to share 2.doesn’t do 3.telling 4.goes 5.drinkingV ocabulary一、handsome tall strong square eyesight smiling二、1.strong smart handsome2.pretty lovely beautiful三、1.lovely 2.square 3.handsome 4.round 5.suitable四、1.with long black hair 2.helpful 3.likes 4.looks like 5.makesGrammar A&B一、1.fatter , fattest zier laziest 3.more most 4.better best 5.less least 6.slimmer slimmest 7.bigger biggest 8.more difficult , most difficult9.worse worst 10.better best二、1.thin thinner thinnest2.slimmer3.tall4.closer5.mine三、1.taller any other boy 2.isn’t as tll as 3.likes bestGrammar C一、1.more beautiful 2.clever 3.tall 4.the best 5.more dangerous, dangerous二、1.shorter than 2.better than mine 3.fatter than 4.more exciting than三、1.the fastest swimmer 2.is heavier than 3.camping as interesting as riding4.not as dangerous asIntegrated Skills一、1.want to finish the work today2.it is good to help others3.looks sporty4.be as popular as5.to buy a house with a garden二、1.I don’t think he is right.2.She is the most famous star in China.3.It is great to help others4.I like English best .5.How is he?三、1.solving 2.future 3.agree 4.tallest 5.famousStudy skills一、1.humous 2.friendly 3.less 4.the best 5.heavier 6.more beautiful7.thinner 8.singer二、1.to be when grows up 2.What’s like helpful kind 3.bigger than4.give us some advice learning三、1.friends 2.after 3.play 4.likes 5.player 6.very 7.doesn’t like8.also 9.American 10.hisMain task作文Checkout一、1.secret 2.slim 3.climbing exciting 4.wears 5.uncomfortable 6.nervous7.correctly二、1.the easiest 2.helpful 3.height ugh三、1.called 2.as 3.much 4.wears 5.smart 6.sense 7.never 8.telling9.strongest 10.best。
江苏省扬中市同德中学八年级英语上册8AUnit1Friends导学案4
8A Unit 1 Friends【学习目标】1.能够运用形容词恰当地描述人或事物。
2.掌握形容词的比较级和最高级的构成和基本用法。
3.能够初步运用形容词的比较等级来比较人或事物。
情感目标：学会欣赏别人, 学会珍爱友谊。
【学习重点、难点】形容词比较级和最高级的构成及基本用法。
【学习过程】二、课堂学习研讨1.high /tall (adj.) height (n.) 高度 in heighteg. 你多高？_________ _________ are you?= __________ your __________? 我一米六高。
I am 1.6m ___________.=I’m 1.6 m __________ ____________.这幢楼高一千米。
The _________ ________ the building is 1000 metres. =The building is 1000 metres ________ ___________.high (adv.)他比我跳得高。
He _________ _________ thanI.让你的风筝在空中高高飞起。
Let your kite _______ ________ in the sky. 2. weigh v. 称重，重达…. the weight of… n. …的重量你出生时多重？只有3公斤。
________ ________ ________ you _________ when you were born? Only 3kg. 这袋大米大约有5公斤。
The packet of rice is 5 kg __________ ____________.=__________ __________ __________the rice is 5 kg.三、课堂检测用所给词的适当形式填空。
1. John is ___________ (tall ) in his group.2. Sandy isn’t ___________ (young) than her classmates. But she was ____________(smart) at today’s show.3. Li Deming looks _________ (fat) than before.4. Which is ___________ (heavy), the box or the bag?5. Who has ____________ (many) friends of you three? Jim does. But he has______(little)money.6. His homework is ____________ (bad) in his class. He does___________(badly) of all.7. Jack got up ______________ (early) in hisfamily.8. Max’s drawing is better than anybody ___________(else) in his class.9. Her mother is _____________(slim) than before.10. Ithink it' s too expensive. I' d like a _____________ (cheap) one.四、作业布置（一）、单项选择( )1. The sun is _______ than the earth.A. bigB. very bigC. biggerD. the biggest( )2. ‘My Heart Will Go On’ was one of ________ songs of 1998.A. most popularB. more popularC.popular D. the most popular( )3. This film is ________ interesting than that one.A. moreB. muchC. veryD. the most( )4. Which do you like ________, tea or coffee?A. wellB. betterC. bestD. most( )5. David is taller than _______ in his class.A. any studentB. the studentsC. any studentsD. the most students( )6. Now Helen is______ than before.A. more carefullyB. more carefulC. much carefulD. much carefully( )7. Ann’s house is ten miles away from the school and nobody else in her class lives ___.A. farB. fartherC. farthestD. the furthest( )8.－Who would you choose to be your assistant, Jack or David?—David would be _______.A. goodB. betterC. the betterD. the best( )9. Now mobile phones are much__________ than before.A. cheaperB. cheapestC.cheap D. the cheaper( )10. I didn’t know which T-shirt was __________, so I took them both.A. nicerB. wellC.best D. good( )11. I didn’t know which T-shirt was __________, so I took them all.A. nicerB. wellC.best D. the best( )12. Our classroom is ___________ than theirs.A. more brighterB. more brightC. muchbrighter D. the most brightest（二）、译句子：1. 我现在能烹饪更加健康美味的食物了。
江苏省扬中市同德中学八年级英语上册 8A Unit 1 Friends导学案7
8AUnit1 Friends 【学习目标】1.学习四会单词和重要短语2.运用适合的形容词来描述一个朋友的相貌和品质3.依照写作要求为自己的文章构思4.学会交朋友，擅长发觉朋友的优秀品质。
【学习重点、难点】1.四会单词和重点词组与句型。
2.运用本单元的语言知识写一篇关于朋友的文章。
【学习进程】一、课堂学习研讨慨的。
副词:handsomely形容词比较级:handsomer或more handsome最高级:handsomest或most handsome名词:handsomeness她丈夫是一个非常英俊的年轻人。
Her husband is a very ___________ young man.他潇洒极了。
He is __________ handsome __________ (handsome) can be.5.hard-working adj. 勤奋的，工作努力的: 我们应该努力。
We should ____________. hard work 这是一项艰苦的工作。
It’s _________________________.work hard 他总是工作很努力。
He ____________________________.6.patient adj. 有耐心的。
n. 病人。
他总是对他的病人有耐心。
He is always ________ with his________.7.unhappy adj. 不高兴的。
前缀un-是反义词的一种构词形式。
类似的还有：unable,unimportant…8.excellent adj. 优秀的一个优秀的学生__________ __________ student二、课堂检测请以“My best friend”为题写一篇短文介绍你最要好的朋友。
词数：80词左右。
提示：1.Sandy，住得离我家近； 2.不高，方脸，短发，笑眯眯的眼睛让人感觉亲切；3.很伶俐，总能正确回答下列问题……4.乐于助人，常常帮忙同窗打扫教室……5.大伙儿都喜爱他；6.长大想当社会工作者，帮人们解决疑难问题。
8A Unit 1 Friends上课学习上课学习教案
8A Unit 1 Friends教案www.5ykj.com中学英语学科教案总课题8AUnit1Friends总课时10第1课时课题welcometotheunit课型New教学目标知识目标1.To revisevocabularyandexpressionsusedtodescribepeople2.Toguessmeaningf romcontext3.Togenerateideasaboutpeople’sappearanceandpersonalities4.Tocategorizeadjectives todescribeimportantqualitiesofafriendaccordingtoper sonalpreferences能力目标Tounderstandtheconceptofthingsthatareunusual.情感目标Touseadjectivestodescribefeelingsandopinions教学重点Tolearnhowtouseadjectivestodescribepeople’sappearanceandcharacteristics教学难点Tocategorizeadjectivestodescribeimportantqualitieso fafriendaccordingtopersonalpreferences课前预习1.Previewthenewwords.2.Listentothetapeandreadthedia logue.教学方法情景交际法、任务型教学法教学过程教学环节教师活动学生活动备课札记Step1warm-upStep2:PresentationStep3PracticeStep4:Pr esentationStep5PracticeStep6SummarizeStep7HomeworkT :Helloeveryone,gladtoseeyouagain!Didyouhaveanicesum merholiday?Areyouhappytobebacktoschoolandseeallyour friends?Sstalkabouttheirsummerholidays.T:Thissummer holidayIwenttoAustraliawithsomeofyourclassmatesandf riends.wetookalotofphotos.wouldyouliketohavealook?S howthepicturesandintroducesomeplacesofinterestandan imalsinAustralia.T:Look,wetookaphotowiththisfamousm an---Batman.He’saheroandpeople’sgoodfriendbecausehehelpspeopleindanger.Doyouagree? whatdoyouthinkofhim?SstalkaboutBatmanwiththeadjecti vesdescribingappearanceandpersonality,suchasfriendl y,helpful,kind,polite,clever,brave,etc.T:Thereareso memorewordstodescribepeople.Forexample,wecansayBatm anisgood-looking.Butweneversayhe’sbeautiful!wedon’tusebeautifultodescribeaboyoraman.Ifsomeonelikesmus icorisgoodatmusic,wesayheorsheismusical.Teach “good-looking”and “musical”.1.Playaguessinggame.Ssdescribetheirbest friendsintheclassandguesswhoaretalkedabout.2.T:just nowweheardsomeofthestudentstalkabouttheirbestfriend s.couldyoutellmewhichwordsareusedmostoften?Ss:frien dly,helpful,polite…T:Sotheseareveryimportantqualitiesofabestfriend,doy outhinkso?whatotherqualitiesareimportanttoyou?Sscom pletethetableinPartB,P7.Thenworkinpairstoexchangeth eirideasandhaveadebate.Sentencesmaybeused:Ithinkmyg oodfriendshouldbevery…because…Iagree./Idon’tagreewithyoubecause…It’squiteimportantforafriendtobe…?Doyouthinkso?Idon’tthinkmygoodfriendmustbevery…3.T:whydoyouthinkhe/sheisyourbestfriend?whatmakeshi m/hersospecialtoyou?canyoutalktohim/heraboutanythin g?Doyoutalktohim/herwhenyouhaveproblems?Doyoubeliev ewhathe/shesays?whenyouarehappyorsad,doyoutalktohim /her?why?Teach“sad”,“believe”,“honest”and “joy”.SscompletePartA,P7andreportindividually.4.Texplainssomelanguagepoints.1.T:Howoldisyourbestfrie nd?whataboutyou?Ss:15/16…T:Soyouareteenagers.wecallchildrenbetween13and19tee nagers.Teach“teenager”.T:wehaveagoodfriend,Eddie.Isheateenage r?Ss:No.2.T:who’sEddie’sgoodfriend?why?TplaysthetapeofthecomicstripandSstr ytofindouttheanswertothequestion.3.Ssreadthecomicst ripandanswerthequestions:whatdoesEddiegiveHobo?whatdoesHobowant?DoyouthinkEddieisatruefriend?why?4 .Ssreadthedialogueinpairs.5.Texplainssomelanguagepo ints.1.Ssactoutthedialogueandtheyareencouragedtoadd insomethingtheylike.2.Discuss:whodoyoulikebetterasa friend,EddieorHobo?why?3.Ssworkinpairstoaskandanswe rabouttheirgoodfriends.Amodeldialogue:A:who’syourgoodfriend?B:…A:what’she/shelike?B:…A:whatdoyouthinkofyourfriend?B:…A:whatmakeshim/hersospecialtoyou?B:…canyoutellmesomethingaboutyourgoodfriend?T:Todayweh avelearnedsomeimportantqualitiesaboutagoodfriend.It seemsthatweallthinkappearanceisnotsoimportant,butafriendshouldbehelpfulandhonest.AndIhopeeveryonecanbe likethatandyouwillhavemorefriends.1.Describeagoodfr iendofyourswiththewordsandphraseslearntinthislesson .2.Finishtheworkbookexercises.板书设计Unit1FriendsPhrases:havesomethingtodrink,makesomebodyhap py/special,keepsecrets,shareone’sjoy,believewhatsomebodysays,talktosomebodyaboutany thing,cleanandtidySentences:Doyouwantsome?canIhavesomethingtodrink?whataboutsomemilk?canIhavesomemorefoodtoo?There’snothingelseinthefridge.教学反思总课题8AUnit1Friends总课时10第2课时课题ReadingI课型New教学目标知识目标1.Toguessgeneralmeaningsfromkeywordsandcontext2.Tos kimtextforoverallmeaningsandscanfordetails3.Toident ifyspecificinformationaboutdifferentpeopleformtheir friends’descriptions4.Touseadjectivestodescribepeople’sappearanceandpersonalities能力目标Byreadingaboutthethreefriendsappearthebasicsituatio n,Understandingfriendwithdescribewordstodescribethe appearanceandpersonalityofdiscourse.情感目标Learntoappreciateothers,learntotreasurethefriendshi p.教学重点Toguessgeneralmeaningsfromkeywordsandcontext教学难点Toidentifyspecificinformationaboutdifferentpeoplefo rmtheirfriends’descriptions课前预习1Previewthenewwords.2Listentothetapeandreadthetext 教学方法情景教学法、归纳法教学过程教学环节教师活动学生活动备课札记Step1:Revision.Step2:PresentationStep3PracticeStep4 PresentationStep5PracticeStep6SummarizeStep7Practic eStep8HomeworkT:yesterdaywelearnttotalkaboutfriends .Friendsareveryimportantinourlives.Almosteveryonene edsafriendandalmosteveryonehasafriend,doyouthinkso? Let’slookatsomeinterestingEnglishsayingsaboutfriends.Pl easetrytoguessthemeaningsofthem.Ssreadanddiscuss.T:whydoyouthinkfriendsareimportant?whatcanfriendsdofo ryou?Ssgivedifferentanswers.T:Isyourfriend’sappearanceveryimportanttoyou?Ss:No.T:Good.weshould neverjudgeapersonbyhisappearanceorclothes.Butit’llbegoodforyoutolearnsomewordstodescribeyourfriends ’appearance,right?Tshowsthepicturesandteaches “shoulder-length”,“slim”and “pooreyesight”.SsdoPartB2,P9individually.Afterche ckingtheanswers,TaskssomeSstogivesomemoredetailsabo uttheappearanceofeachpersoninthepictures.1.T:Asyoua llthinkthatappearanceisnotveryimportant,couldyoutel lmewhatisimportantinyouropinion?Ssanswerwiththeadje ctivestheylearnttodescribequalities,suchascleanandt idy,helpful,honest,etc.T:Excellent.NowIhavesomegood friendshere.canyouusesomeproperwordstodescribethem? Ssfillintheblankstocompletethesentences.Tteaches “generous”,“joke”,“humorous”,“haveagoodsenseofhumour”,“atruefriend”and “beready/willingtodosth”.2.T:‘Teenagers’magazineisholdingawritingcompetitionaboutgoodfriend s.Somestudentshavewrittensomeentriesforit.Pleaserea dandfindoutwhetherthefollowingstatementsaretrueorfalse.T:playsthetaperecorderfortheSstorepeat.Ssreadan ddoPartc1,P10.3.SsreadagainanddoPartB1ontheirown.Te llthemthattheyneedtolookforspecificdetails,whichfit eachofthepersonsdescribedinthearticles.1.Sshaveagro upcompetitionbychoosingtoanswerthequestionsaboutBet tyinthetable.2.Fillintheblankstocompletethedescript pletethebriefintroductionaboutmay. T:whatdoweusuallywriteaboutwhenwedescribeourfriends ?Ss:Appearance,personalities…T:yes,inwhichparagraphdoweusuallywriteabouttheappea rance?Ss:Paragraph1.T:AndinParagraph2?Ss:Personalit ies.T:Right.wealsocallitpersonalities.Inthe3rdparag raphwecanwriteabouttheirbehaviorsorfutureplans.1.Ss doPartc2,P10andfindoutwhoeachofthepersonalitieswill voteforandfillintheblanks.Thenchecktheanswersbyaski ngandansweringinpairs‘whowillAmy/Simon/Sandyvotefor?’2.Ssvoteforoneofthe‘bestfriends’describedinthearticlesandtellthereasonwhy.3.Ssdoacl assvotefora‘bestfriend’.writeabriefdescriptionaboutapersonth eyconsiderasabestfriend.Readsomeofthedescriptionsandthenvoteforoneofthem.Explainwhytheyvoteforthatpart icularperson.1.Retellaboutthethreebestfriends.2.Rec ommendabeststudentinyourclassandtellthereasonwhyyou voteforhimorher.板书设计Unit1Friendswords:slim,shoulder-length,generous,singer,a lmost,eyesight,smart,truePhrases:travelaroundthewor ld,havepooreyesight,haveagoodsenseofhumour,knockoff ,atruefriend,sayabadwordaboutanyone,votefor教学反思总课题8AUnit1Friends总课时10第3课时课题ReadingⅡ课型New教学目标知识目标1.Tolearnsomeusefulexpressionsandusethemindifferent context2.Tolearnhowtodescribefriends能力目标Byreadingaboutthethreefriendsappearthebasicsituatio n,Understandingfriendwithdescribewordstodescribethe appearanceandpersonalityofdiscourse.情感目标Learntoappreciateothers,learntotreasurethefriendshi p.教学重点Touseadjectivestodescribesb’sappearanceandcharacteristics教学难点Todevelopagoodattitudetowardsfriends课前预习1.Listentothetapeandreadthetext2.Tosummarizekeypointsofastorybysequencingstatements教学方法讲授法练习法教学过程教学环节教师活动学生活动备课札记Step1RevisionStep2:LanguagepointsStep3:ExercisesSte p4:SummarizeStep5PoemStep6Homework1.T:Foryesterday’shomeworkIaskedyoutovoteforabeststudentinyourclass. Nowcanyoutellmeyourchoiceandyourreason?Pleasedescri bethatpersonindetailsandlet’sguesswhoitis.Thenwecanvoteforhimorher,ok?2.T:yeste rdaywealsometthreefriendsin‘Teenagers’magazine.They’reBetty,maxandmay.Howmuchdoyourememberthem?Sshaveag roupcompetitionbyansweringquestionsaboutmax.T:wonde rful!youhaveaverygoodmemory.Nowlet’smoveontolookatsomeusefulphrasesandsentencesintheth reearticlesandlearntousethem:1.SheisasslimasIam.她和我一样苗条。
江苏省扬中市同德中学八年级英语上册 8A Unit 1 Friends导学案6
8A Unit 1 Friends【学习目标】知识目标：1.把握本课四会单词：plan, social, shy2.把握本课表达个人以后打算的句型:I would like to…/I want to…I hope to…能力目标：利用“Nora和Sandy表达对以后打算” 的信息材料充分开“听”、“说”、“读”、“写”活动，提高学生综合运用语言的能力。
【学习进程】一、课堂学习研讨1.plan planning plannedn. make a plan (for)…（为…）制定一个计划have a plan 有一个计划v. plan to do… (= make a plan to do…)I plan ________ ________ some vegetables in the garden.我计划在园子里种些蔬菜。
2.futureadj.我想说说我未来的计划。
I’d like to _______ ______ _________ my _______ ________.n. He has a great/bright future.（中文）_________________________________________in future = from now on今后;往后in the future在将来;在未来他将来想干什么呢？What_______ he want _______ _______ ________ _______ ______?Yesterday, he decided to work hard at English _________ __________(往后).3.shy 害羞的对我来说搞笑很重要，因为我是个腼腆的男孩。
It is _________ to me to be funny because I was a_________ boy.孩子们害羞地笑了。
江苏省扬中市同德中学八年级英语上册 8A Unit 1 Friends导学案2
8A Unit 1 Friends!【教学目标】1.通过阅读了解文中三个老友的大体情形。
2.能通过阅读获取有效信息。
3.学会欣赏他人, 学会珍爱友谊。
【学习重点、难点】学会利用正确的阅读技术进行文本解读，获取相关有效信息。
【学习进程】一、课前预习·导学写出你所把握的描述外貌和个性的单词：Appearance（外貌）：_________________________________________________________________________Personality（个性）：_________________________________________________________________________二、课堂检测依照课文内容填空Betty is a s________ girl with short hair. She is w________ to share things with others. She is helpful and g_________. She h_______ me with my homework. She always g________ a seat to someone in n_______. She wants to be a s_________ when she g_________ up.I have a w_________ friend n________ Max. He is a_______ 1.75 metres tall. He wears small, round glasses and they make him look s__________. Max has a good _________ of h__________. I never feel b_________ or unhappy w_______ him. He tells f_________ jokes. His legs are very long and they do not f_______ well under the school desks. He often k________ our books and pens o________ the floor.May has big b_________ eyes and long s__________ hair. She is a t_______ friend. When somethingw_________ me, I can tell her a__________ because she can keep s___________. She is small and p________. She never s_________ bad words about anyone.三、作业布置（二）完成句子1. 他老是在汽车上让座给需要帮忙的人。
江苏省扬中市同德中学八年级英语上册 8A Unit 1 Friends导学案1(无答案)(新版)牛津版
8A Unit 1 Friends!【教学目标】1. 掌握谈论人的性格的形容词；2. 学会谈论各自的朋友，了解一个好朋友需具备的重要品质。
【学习重点、难点】1.学会用表示品质的单词与词组来描述自己的朋友。
2.理解并正确运用以上单词与词组。
【学习过程】一、课前预习·导学预习P6-7：二、课堂学习研讨：1. more adj. （比较级）更多的原级：many, much数词+more= another+数词(1) 我们还需要两本书。
We need _______ ________ books.= We need _________ ______ books.(2) 你想再来点饮料吗？________ you like ________ _________ drink?(3) 他的朋友比你多得多。
He has _________ ________ friends than you.2. nothing 不定代词 =not anything我们对这项工作一无所知。
We knew __________ _________ the work.= We _________ _________ __________ __________ the work.作主语时，谓语动词用三单这台电脑没毛病Nothing _________ __________ ________ the computer.修饰不定代词的定语需后置我没什么别的要说的了。
I have __________ _________ ________ ________ .我饿了，可以吃点东西吗？I’m __________, can I ________ _________ ______ ________?复习不定代词：指人的someone/somebody, anyone/anybody,no one/nobody, everyone/everybody;指物的：__________, __________, __________, __________指地点的：somewhere, anywhere, nowhere, everywhere3. honest adj. 诚实的，正直的 dishonest 不诚实的(1) 她是个诚实的女孩，她从不说谎。
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8A Unit 1 Friends
【学习目标】
1.能够运用形容词恰当地描述人或事物。
2.掌握形容词的比较级和最高级的构成和基本用法。
3.能够初步运用形容词的比较等级来比较人或事物。
情感目标：学会欣赏别人, 学会珍爱友谊。
【学习重点、难点】
形容词比较级和最高级的构成及基本用法。
【学习过程】
三、课堂检测
用所给词的适当形式填空。
1. John is ___________ (tall ) in his group.
2. Sandy isn’t ___________ (young) than her classmates. But she was ____________(smart) at today’s show.
3. Li Deming looks _________ (fat) than before.
4. Which is ___________ (heavy), the box or the bag?
5. Who has ____________ (many) friends of you three? Jim does. But he has______(little)money.
6. His homework is ____________ (bad) in his class. He does ___________(badly) of all.
7. Jack got up ______________ (early) in his family.
8. Max’s drawing is better than anybody ___________(else) in his class.
9. Her mother is _____________(slim) than before.
10. I think it' s too expensive. I' d like a _____________ (cheap) one.
四、作业布置
（一）、单项选择
( )1. The sun is _______ than the earth.
A. big
B. very big
C. bigger
D. the biggest
( )2. ‘My Heart Will Go On’ was one of ________ songs of 1998.
A. most popular
B. more popular
C. popular
D. the most popular ( )3. This film is ________ interesting than that one.
A. more
B. much
C. very
D. the most ( )4. Which do you like ________, tea or coffee?
A. well
B. better
C. best
D. most
( )5. David is taller than _______ in his class.
A. any student
B. the students
C. any students
D. the most students
( )6. Now Helen is______ than before.
A. more carefully
B. more careful
C. much careful
D. much carefully
( )7. Ann’s house is ten miles away from the school and nobody else in her class lives ___.
A. far
B. farther
C. farthest
D. the furthest
( )8.－Who would you choose to be your assistant, Jack or David?
—David would be _______.
A. good
B. better
C. the better
D. the best ( )9. Now mobile phones are much __________ than before.
A. cheaper
B. cheapest
C. cheap
D. the cheaper
( )10. I didn’t know which T-shirt was __________, so I took them both.
A. nicer
B. well
C. best
D. good
( )11. I didn’t know which T-shirt was __________, so I took them all.
A. nicer
B. well
C. best
D. the best
( )12. Our classroom is ___________ than theirs.
A. more brighter
B. more bright
C. much brighter
D. the most brightest （二）、译句子：
1.我现在能烹饪更加健康美味的食物了。
Now I can cook __________ and ___________ food.
2.我比我的表哥小四个月。
I am _________ _________ __________ _________ my cousin.
3.在那次测试之后，他体重减了很多。
After that ______________, he lost a lot of _____________.
4. Tom 比Helen 认真。
Tom is ________ __________ _________ Helen.
5. 他比他的哥哥更擅长地理。
_________________________________________.
=____________________________________________.
6. 俄罗斯是世界上最大的国家。
_____________________________________________.
（三）、同义句转换：
1.Swimming is less dangerous than climbing.
Climbing is __________ ___________ ___________ swimming.
2. He is the most careful student in his class.
He is ________ _________ __________ anyone else in his class.
4. China is larger than any other country in Asia.
China is _________ ________ country in Asia.
5. Mary’s hair is the longest of the three girls.
Of the three girls, Mary ________ ________ _________ hair.
6. Winter is the coldest season in a year.
Winter is colder than ___________ ____________ _____________ in a year.
Winter is colder than ___________ ____________ _____________ in a year.
7. Nobody else is taller than Lin Tao in his class.
Lin Tao is __________ __________ in his class.。