8A Unit 1 Friends教学设计英文Word文档格式.docx

1、He has a good sense of humour. When something worries me, I can always go to her. I think swimming is not as interesting as cycling. I can listen to peoples problems and help them solve their problems. I will be happy if I can make people happy again. I am unhappy these days because I have some prob

2、lems with my new school. PERIOD 1: COMIC STRIPES & WELCOME TO THE UNITTeaching Goals To revise vocabulary and expressions used to describe people To guess meaning from context To generate ideas about peoples appearance and personalities To categorize adjectives to describe important qualities of a f

3、riend according to personal preferencesTeaching Procedures ww w. xk b1.co mSTEP 1 Brainstorming and free discussionAre you hungry now?If you are very hungry, what can you do? What are you going to do?Do you want to have anything to drink, too? What would you like to drink?If you are still hungry, wh

4、at can you do? （Have some more food.）If theres nothing else in the fridge, what can you do?STEP 2 A listening taskListen to the conversation between Eddie and Hobo. Can you find out the answers to these questions?1._ is / are hungry. A. Eddie B. Hobo C. Eddie and Hobo2. Hobo wants to share the _ wit

5、h Eddie. A. cake B. milk C. pizzaSTEP 3 Reading1） Read the conversation after the tape.2） Explain the language points briefly.-Do you want some? Do you want some cake? I have a cake.-Can I have something to drink? Is there anything in the fridge?- What about ?Have some more food. Have too much food.

6、 Have enough food-Maybe we can share it.3） Have the students read the conversation aloud.4） Have the students act the conversation in pairs.STEP 4 Discussionsa. If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?b. Do you think Eddie is a good friend?c.

7、 What do you think should do? STEP 5 Talking about your best friendMy best friend in my class is _.He / She is _.（Ask questions according to the sentences given on Page 3.）Honest: Do you believe what he / she says?Keep secrets: Can you talk to him / her about anything?Share my joy: Do you talk to hi

8、m / her when you are happy?Make me happy: Do you talk to him / her when you are sad?Helpful: Do you talk to him/her when you have problems. STEP 6 Qualities of a good friend a. Have the students finish Part A （Page 3）.b. Check the answers in class. c. Get the students to make a summary as the follow

9、ing:A good friend can make you happy. A good friend should be helpful. He/she helps you solve problems. A good friend should be honest. You always believe what he/ she says. A good friend shares your joy. He/she shares your sadness, too. A good friend should keep secrets. You can tell him / her ever

10、ything. d. showing the qualities of a good friend.STEP 6 Whats important?a. A good friend may have lots of qualities. It is also very important for us to figure out what the most important qualities are, because the students may need these to tell about good friends. These will definitely help the s

11、tudents a lot in making friends with each other. b. Have the students finish the table in groups of four. I think it is important to get the students to discuss it before we come to any conclusion. Or simply, we dont need any conclusions here. The thing that matters is that they start to think about

12、 this on their own.I think it very helpful to give the students the sentence patterns before they start to talk about this topic. The sentence patterns are listed as follows. It is very important for my good friend to be polite. It is quite important for my good friend to be clean and tidy. It is no

13、t important for my good friend to be good looking. It is very important for my good friend to.It is quite important for my good friend to. It is not important for my good friend to.STEP 7 Homeworka. Read the comic stripes and try to remember it. Try your best to act it out. b. Try to read your notes

14、 about the qualities of good friends. If possible, think of other qualities a good friend should have. c. Finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 2: READING I To guess general meanings from the key words and context To skim text for overall meanings and scan

15、for details To identify specific information about different people from their friends descriptions To use adjectives to describe peoples appearance and characteristics To recognize the use of comparatives and superlativesTeaching ProceduresSTEP 1 Lets talking about your best friendsGet the students

16、 to talk about their friends. They may just say a few words or some very short sentences, but they are encouraged to speak out what they have already learned to describe a person. Then classify some of the words they used on the blackboard in different categories. 1. Who is your best friend in your

17、class? He / she is 2. Classify the words into the following parts:appearancepersonalityabilityfuture plan3. Get the students to read the words on the blackboard together. STEP 2 Finding out the key words “In our textbook, three students has written （wrote） about their friends for a competition. Can

18、your find their names as quickly as possible. “（Betty, Max and May） Read the passages, and find out the key words for each of the passages新课标 第一网Betty is _.Max is _.May is _.BettyMaxMayAppearanceSlimShort hairTall, poor eyesightGlasses smartSmall straight, shoulder length hairprettyPersonGenerous ,

19、Helpfula good sense of humoura true friendSpecialWants to be a singerfunnyKindSTEP 3 Choosing the best friendHave the students finish the exercises on page 5. Check the answers in pairs. Or Check the answers in class.STEP 4 Detailed study of the passagesRead the passages one paragraph after another.

20、 Ask students questions and help them take down the key phrases. 1. Is Betty the writers new friend? （No, they have been friends for a long time.）2. What does Betty look like? （She is as slim as the writer and has short hair. ）3. What are Bettys personalities? （She is generous and helpful.） 4. How c

21、an we know she is generous? （She is willing to share things with her friends.）5. How can we know she is helpful?（She is ready to help people any time. She helps writer with her homework. She always gives seat to people in need on the bus. ）6. What does Betty want to do when she grows up?（She wants t

22、o be a singer and travel around the world when she grows up. ）1.What is Max like?（He is very tall- almost 1.75metres. His small, round glasses make him look smart.）2.Why does he have poor eyesight?（Because of working on the computer too much at night.）3. What is the characteristic （性格） of Max? Max h

23、as a good sense of humour.）4. Why does the writer say so?（The writer never feels bored or unhappy when he is with Max. He tells funny jokes and always makes me laugh. ）5. Do Maxs legs fit under the desks? Why? （No. Because his legs are very long.） 6. Why does the writer think Max is funny?（Because M

24、ax often knocks their things off the desks when he walks past their desks.） 1. What is May like?（She is shorter than the writer and is very small. She has straight, shoulder-length hair. Everyone thinks she is pretty. ）2. What kind of friend is May? （May is a true friend. ）3. Why does the write thin

25、k May is a true friend?（a. She can keep a secret. When something worries the writer, he can always go to her. The writer can tell May anything. ）（b. She is kind. She never says a bad word about anyone.）Have the students retell the passages, looking at the keywords on the blackboard.STEP 5 What makes

26、 a best friend?Have the students finish Part C1, on Page 6. Check the answers in pairs. OrCheck the answers in class.STEP 6 DiscussionWhich people would you like to have as your best friends Betty, Max or May?1. Read after the tape five times. Your parents signature is needed. 2. Finish the exercises in the Evaluation Handbook and Learning English.PERIOD 3: READING II To figure out the structure of each passage To speak out the passage in their own words, following the structu