UNIT ONE PART ONE: TEACHING DESIGN (译林牛津版八年级英语上册教案教学设计) -- 中学英语教学资源网

UNIT ONE PART ONE: TEACHING DESIGN (译林牛津版八年级英语上册教案教学设计)


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第一部分：教学设计 Unit Goals ● To learn how to use adjective properly ● To learn to use comparatives to compare two people or two things, to use superlatives to compare three or more people or things and to use ‘as+ adjective + as’ to compare people or things ● To collect information and organize ideas to describe their friends’ appearance and personality ● To develop the skills of looking for main points and keywords ● To develop some ideas about making friends LANGUAGE POINTS AND FOCUS VOCABULARY More, nothing, bowl, honest, secret, joy, special, sad, believe, magazine, good-looking, slim, willing, ready, singer, almost, eyesight, round, smart, bored, joke, fit, off, advertisement, everyone, true, thin, square, handsome, cheerful, printer, better, worse, worst, test, dangerous, camping , activity, solve, future, become, famous, sporty, agree, runner, reader, uncomfortable, miss, advice, bright, smiling, dark, fat, neat, pleasant, wear, climbing, exciting, correctly (四会) teenager, musical, sense, humor, vote, height, competition, cycling, skiing, diving, outdoor, editor, social, nervous, general, appearance (三会) generous, shoulder-length, hiking, secondary, ponytail (二会) EXPRESSIONS as … as, give seats to, travel around the world, has poor/good eyesight, think of, keep a secret, say a bad word about, try to do sth., try one’s best to do sth., feel uncomfortable, sit alone STRUCTURE She is willing to share things with her friends. 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 people’s 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 problems with my new school. PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT Teaching Goals ● To revise vocabulary and expressions used to describe people ● To guess meaning from context ● To generate ideas about people’s appearance and personalities ● To categorize adjectives to describe important qualities of a friend according to personal preferences Teaching Procedures ww w. xk b1.co m STEP 1 Brainstorming and free discussion Are 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, what can you do? (Have some more food.) If there’s nothing else in the fridge, what can you do? STEP 2 A listening task Listen 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 Hobo 2. Hobo wants to share the ______ with Eddie. A. cake B. milk C. pizza STEP 3 Reading 1) 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. 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 Discussions a. 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. What do you think should do? STEP 5 Talking about your best friend My 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 him / 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 following: 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 everything. \ d. showing the qualities of a good friend. STEP 6 What’s 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 students 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 don’t need any conclusions here. The thing that matters is that they start to think about 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 not 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 Homework a. Read the comic stripes and try to remember it. Try your best to act it out. b. Try to read your notes 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 Teaching Goals ● To guess general meanings from the key words and context ● To skim text for overall meanings and scan for details ● To identify specific information about different people from their friends’ descriptions ● To use adjectives to describe people’s appearance and characteristics ● To recognize the use of comparatives and superlatives Teaching Procedures STEP 1 Let’s talking about your best friends Get the students 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 class? He / she is … 2. Classify the words into the following parts: appearance personality ability future plan 3. 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 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 _____________. Betty Max May Appearance Slim Short hair Tall, poor eyesight Glasses – smart Small straight, shoulder – length hair pretty Person Generous , Helpful a good sense of humour a true friend Special Wants to be a singer funny Kind STEP 3 Choosing the best friend Have 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 passages Read the passages one paragraph after another. Ask students questions and help them take down the key phrases. Betty 1. Is Betty the writer’s 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 Betty’s personalities? (She is generous and helpful.) 4. How can 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 to be a singer and travel around the world when she grows up. ) Max 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 has 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 Max’s legs fit under the desks? Why? (No. Because his legs are very long.) 6. Why does the writer think Max is funny? (Because Max often knocks their things off the desks when he walks past their desks.) May 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 think 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 a best friend? Have the students finish Part C1, on Page 6. Check the answers in pairs. OrCheck the answers in class. STEP 6 Discussion Which people would you like to have as your best friends Betty, Max or May? Why? STEP 7 Homework 1. Read after the tape five times. Your parent’s signature is needed. 2. Finish the exercises in the Evaluation Handbook and Learning English. PERIOD 3: READING II Teaching Goals ● To figure out the structure of each passage ● To speak out the passage in their own words, following the structure of the passages ● To explain the language points in the passages ● To develop a good attitude towards friends Teaching Procedures STEP 1 Reading the passages together Help students to remember what we learnt last time by getting them to read the passages together loudly. STEP 2 Figuring out what each paragraph is about Help the students to figure out what each paragraph is about. It is important to encourage the students to speak out their ideas, and at the same time to give out their own reasons. (This is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.) Betty Max May STEP 3 Explaining the sentences Explain the sentences one by one and talk about the language points, by giving more examples. 1. as … as … She is as slim as I am. She is as tall as I am. I am as tall as she is. I run as fast as she does. She runs as fast as I do. I drove as quickly as she did. She drove as quickly as I did. I am driving as carefully as she is. She is driving as carefully as I am. I can run as fast as she can. She can run as fast as I can. 2. be willing to do sth. / be ready to do sth. 3. want to be … / want to do … 4. I have a wonderful friend named Max. / I have a wonderful friend called Max. 5. … because of too much computer work. / … because he has too much computer work. 6. … and they make him look smart. / they: the glasses look smart (adj.) / make sb. do sth./ make me laugh 7. I never feel bored or unhappy when he is with me./ feel bored (adj.) 8. … and they do not fit under the school desks./ fit v. 9. … when he walks past the desks, …/ pass & past 10. knock …off 11. think of … 12. Everyone thinks she is pretty. 13. When something worries me, … 14. say a bad word about anyone. STEP 4 Finishing the exercises Get the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences. STEP 5 Saying something about making friends It’s the time for the student to say something about making friends. They are going to be motivated to think about the following questions. a. What kind of people can be your best friend? b. What kind of personality do you hope your best friends to have? c. What do you think is the most important thing between two friends? STEP 6 Homework a. Recite the three passages fluently. b. Tell your parents about your best friend at school. c. Write about your best friend, following the structure. PERIOD 4: VOCABULARY Teaching Goals ● To use adjectives to describe people’s physical features ● To use adjectives to describe general appearance of people ● To select and use adjectives that are appropriate to describe the appearance of boys and girls ● To make up more sentences talking about one’s appearance Teaching Procedures STEP 1 A guessing game Take an exercise book to the classroom. Tell the students that one of them has done well in yesterday’s homework. Can you guess who he/she is?In this way, the students’ attention is drawn to describing a person. They will surely get the right person. If not, I will give them some hints. STEP 2 Talking about one’s appearance It is important to learn to describe one’s appearance. When we see a person, we don’t pay attention to his facial appearance at the first sight. We can only tell his/her general appearance. Can you think of words that talk about one’s general appearance? tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cute Here we should pay attention to some of the words. For example, we seldom us ‘thin’ or ‘fat’ to talk about people, because they sounds impolite, sometimes it may hurt that people. STEP 3 Boys or girls? Some of the words can only be used to talk about boy, while some only with girls. So it is also very important to make it clear. a. Have the students finish Part B in two or three minutes. b. Discuss the answers with the students. Make sure they feel confident in using these words. Boys: good-looking, handsome, smart Girls: beautiful, good-looking, handsome, lovely, pretty, smart It must be stated very clear that handsome can not only go with boys but also with girls. But when it describes girls, it means ‘having an attractive appearance with large strong features’, sometimes it means ‘端庄的’ in Chinese. But, ‘beautiful’ and ‘pretty’ are not the same. Usually, ‘pretty’ is used to modify girls who are small but beautiful. STEP 4 Talking of something special about one’s appearance However, it is not enough that we describe people’s general appearance. For example, when I say ‘My friend is good-looking’, do you know whom I am talking about? No. So it is really important for us to learn to describe one’s facial appearance and learn to talk about something special about someone. First. Let’s talk about one’s hairstyle. have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the forehead Second, let’s talk about one’s face. round, square, oval, small, big Third, let’s talk about one’s eye. have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames) Fourth, let’s talk about one’s nose. big, small, flat, hooked Fifth, let’s talk about one’s ear. big, small, look like two small fans Finally, let’s talk about one’ s mouth. big small, wide Well, it may seem a little bit boring if we only name and write the words on the blackboard. So it is important for me to do something to take control of the class. I think it is good way to describe the students in the class, as I am teaching the words. The students will be well-motivated to describe the students around them. They will surely have fun this way. STEP 5 Activity Now, we can easily write about someone’s appearance. Can your write about one of your classmates? Let the others guess who he /she is? You need to write at least 5 sentences. Give the students 5-6 minutes to write the passage. Get some of the students to read aloud STEP 6 A summary Make a general summary. Read the words on the blackboard. General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean Face: long, short, round, square Eyes: big, small, round, bright, smiling Nose: long, short, big, small Hair: black, dark brown, long, short, shoulder-length, straight, ponytail STEP 7 Homework a. Read and learn these words by heart. b. Write about one of your best friends. c. Finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 5: GRAMMAR I Teaching Objectives ● To learn to use an adjective before a noun or after a linking verb to describe someone or something ● To help students understand the structure “linking verb+ adjective” ● To use comparatives to compare two people or things ● To use superlatives to compare three or more people or things ● To get students focus on how to form comparatives and superlatives with adjectives ● To help students to have some general ideas about when to use comparatives and when to use superlatives Teaching Procedures STEP 1 Having a revision Sam has a square face. Jude has long and black hair. Sam’s face is square. Jude’s hair is long and black. Jimmy is a tall boy. Sandy is a pretty girl . Jimmy is tall. Sandy is pretty. Get your students to read and compare these sentences. The conclusion: We can use adjectives to describe someone or something. We can put and adjective before a noun or after a linking verb. Get the students to talk about the sample sentences in Part A to check if we make the right conclusion. STEP 2 Being followed by adjectives Usually, verbs are followed by adverbs. But they can be followed by adjectives. Why? Because they are different kind of verbs. If a verb can be followed by an adjective, then we can make a conclusion that the verb is a ‘linking verb’. Get the students to think of more examples. When you grow older, you may understand this. Spring is here. Trees turn green. The dumplings smell nice. He does exercises to keep healthy. After a long walk, I felt tired. The flowers in the garden look beautiful. (The verb ‘look’ can be used in other structures, ‘He looked at me angrily. ’ In this example, ‘look’ is not used as a linking verb, so it is modified not by an adjective but by an adverb ‘angrily’. The structure is different from ‘He looked angry’) Your white coat gets dirty. He seems happy today. STEP 3 Talking about the pictures Show two pictures to the students and get one or two students to talk about the pictures. Jim is tall. Sam is tall, too. (Let’s compare. Who is taller?) Sam is taller. Show one more picture. Get the students to compare the three pictures. They may easily come out with the following sentence, ‘Sam is the tallest.’ (I may use more pairs of pictures like this to talk about it.) Tell the students that we use comparatives to compare two people or things. When we compare three or more people or things, we use superlatives. STEP 4 Forming comparatives and superlatives Ask the students, do you know how to form comparatives and superlatives. Most short adjectives+-er/-est cold, kind, round smart Short adjectives ending in e +-r/-st nice, fine, brave Short adjectives ending in a consonant +y -y+-ier/-iest funny, lazy, pretty, easy, early Short adjectives ending in a vowel + a consonant slim, big, hot, fat, thin ‘+more/most’ before long adjectives important, helpful, polite, interesting, careful Replace the irregular adjectives with new words good/well, better, best bad/ ill/ badly, worse, worst little, less, least much/many, more, most old, elder/older, eldest/eldest far, farther/further, farthest/ furthest Get the students to finish Part B1 on page 9. STEP 5 Finishing Part B2 on page 10 Get the students to finish Part B2 on page 10. Remind the students that the structures like ‘of the three, of all, in+ a noun’ usually go with superlatives. While the word ‘than’ is usually used with comparatives. It is also important to tell the students to add a ‘the’ before superlatives. If necessary, I think the teachers should give some examples to show the students how to read and understand the structures. Then use questions to help them. STEP 6 Summary Compare two people and things: A is_______ ______B.(tall) A is_______ ______B.(slim) A is _______ ______B.(heavy) This pencil case is_____ _____that one.(nice) English is_____ _____ ________Maths.(interesting). A is _____ ______ B at English .(good) Compare three or more things: Sam is____ ____ of the three. (tall) The bag is ____ _______ of all. (heavy) The girl is_____ ________in our class. (thin) The weather in Kunming is______ ______in China.(fine) Li Yuchuan is _______ _______ _______ super girl of the three.(wonderful) STEP 7 Additional exercises Jim is very __________. Tom is much ___________ than Jim. Tom is _________ of the three. (tall) Who is _________, Daniel or Millie?(thin) Li Lei is __________ than Li Xin and Wang Fei. He is ______________ in his class. (early) This story is ____________ than that one. (interesting) This first girl is quite _________. The second one is __________ than the first one. But the third one is ________________ of all. (pretty) STEP 8 Homework Review what we have learnt. Finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 6: GRAMMAR II Teaching Objectives ● To consolidate the usage of comparatives and superlatives ● To continue to talk about how to compare people and things ● To use ‘(not) as …so/as…’ to compare people or things, when people or things are (not) the same in some ways Teaching Procedures STEP 1 Using comparatives Get two pencils (One is new, the other is used.) in hands and show them to the students. Get the students to talk about the two pencils using comparatives. A is longer than B. B is shorter than A. A is as long as C. Use pictures and things to do this several times. Make sure that the students can speak this structure very well. STEP 2 Talking about the table Ask the students to look at the table on page 10 again. Get them to talk about the table once again. Millie is 1.5 meters tall. Sandy is 1.5 meters tall, too. Millie is as tall as Sandy. Amy is 40 kg. Kitty is 40kg, too. Amy is as heavy as Kitty. Millie is 150cm. Peter is 168cm. Millie is not as tall as Peter. Millie is shorter than Peter. Encourage the students to make more sentences, using ‘(not) as …so/as…’the more sentences, the better. STEP 3 Filling in the blanks Show the students a table as following. A B C D Age Height Weight Running (50m) Maths test Englih test Chinese test Ask the students to work in groups of four and first fill in the blanks by asking each other questions. Then get the students to talk about this information in groups of 4 students. Encourage them to use comparatives, superlatives and ‘(not) as… so /as…’to compare people or things. STEP 4 Making sentences Tell the students that stars show how interesting the activity is and the triangles show that how dangerous the activity is. Get the students to talk about Millie’s opinion first. Hiking is as interesting as skiing. Swimming is not as interesting as hiking. Camping is not as interesting as swimming. Diving is not as interesting as camping. Cycling is not as interesting as diving. Skiing is as dangerous as diving. Swimming is as dangerous as camping. Hiking is as dangerous as cycling. Cycling is not as dangerous as diving. Hiking is not as dangerous as swimming. …. AND SO ON. Give the students 3 minutes to finish the exercises in Part C1 on page 15. (For weaker classes, the teacher better explain how all this works. For stronger classes, just let the students to do it by themselves. ) Check the answers together. Ask the students to fill in their own information and talk about it in groups. Encourage the students to make more sentences like this. Here I can organize a competition among different groups. Or I can organize some chain work. STEP 5 A summary We use ‘(not) as…so/as…’ to compare people or thing, when they are (not) the same in some ways. STEP 6 Additional exercises I. Fill in the blanks I think English is as________(important) as Chinese. Swimming is as _______(interesting) as cycling. Amy is not as_________(careful) as Simon. Maths is not as________(difficult) as English. II. Translation 我认为游泳不如徒步旅游有趣。I think swimming is___________________. 不仅滑雪而且骑自行车都没有潜水危险。 ________skiing______cycling____________________________diving. 我认为如果我们小心，所有户外活动都不危险。 I ______________________________ are dangerous if we are___________. STEP 8 Homework a. Go over what we have learnt. b. finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 7: INTEGRATED SKILLS Teaching Objectives ● To listen for and identify specific information ● To understand the people of his/ her future plan and find out why they want to have the plan ● To respond to written text and information got from listening ● To select proper information or details, to consolidate information and complete two letters to the editor of a magazine Teaching Procedures STEP 1 Showing some pictures Show some pictures of some famous persons, asking the students if their know about these persons and their jobs. Teach the word ‘popular’. A lot of students know about the people above. They like them. Get the students to read the names correctly, especially Celine Dion. Get the students to talk about their future plans, using the following sentences. I want to be a ______ when I grow up. I would like to be as popular as ____ is when I grow up. I hope to become a famous _______ and _______ in the future. Encourage the students to give their reasons very briefly. And lead them to think about what they can do for other people and what they can do for the society. make other people happy travel around the world be kind/helpful/popular make money to help more people STEP 2 Listening to the tape STEP 3 Read the passage Get the students to read Part A2 aloud. Ask the students to read the passage silently and find out What Millie tries to do and why Millie wants to be a social worker. What does Millie try to do? a. She tries to be kind to his classmates. b. She tries her best to help her friends. Why does Millie want to be a social worker? a. She can listen to people’s problems. b. She can help people to solve their problems. c. She will be happy if she can make people happy again. It is because of Millie’s personality (kind and helpful) that she wants to be a social worker. Social workers are also kind and helpful. Personally, I think this may help to develop the students’ ability to organize their speech and writing. STEP 4 Listening to the tape Say ‘Sandy wants to write about her future plans to Mr. Zhou, too. She is talking to kitty about it.’ Ask the students to listen to the tape and tick out Sandy’s future plans in Part A1. Play the tape twice, if necessary. Help Sandy to complete the letter to Mr. Zhou. STEP 5 Read the passage together Get the students to read the passage together. Ask the students to read the passage silently and find the answer to the question why Sandy wants to be a singer. Why does Sandy want to be a singer? a. She thinks it is great to sing for people. b. She’d like to make people happy. c. She wants to be as popular as Celine Dion. d. She wants to travel around the world. Get the students to focus on these sentence patterns, because they may be very useful when the students write their own articles. They also help to get the students to think about the reasons of their own future plans. STEP 6 Making your own future plans新课标第一网 Encourage the students to have their own future plans. Work in groups to talk about them. Encourage the students to speak out the reasons for having such a future plan. STEP 7 Finding out the answers Ask the students, ‘Do you know a lot about your patterns future plans? Let’s talk about our best friends. First, let’s listen to the sample dialogue here.’ Ask the students to listen carefully and find out the answers to the questions. Who are they talking about? (They are talking about Peter.) How does peter look? (He looks sporty. He is the fastest runner. ) What is Peter like? (He is friendly and helpful.) What’s his future plan? (He’d like to be a doctor when he grows up.) STEP 8 Completing the dialogue Helen and Sandy are going to talk about a girl. Work in pairs and complete their dialogue. Encourage the students to use their own language. ---Who’s the girl next to Peter? --- She ‘s Mary. I think she ‘s very ___ . --- Yes , I agree . -- -She’s one of _____ girls in my school . --- What’s she like ? -- -She’s ___ and ___ . ---She would like to be ___when she grows up . STEP 9 Homework Read the two passages and try to learn it by heart. Finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 8: STUDY SKILLS Teaching Objectives ● To show the students how to find the main points of a passage ● To help the students to guess the meaning and to generate mental pictures while reading ● To encourage the students to help others to solves the problems Teaching Procedures STEP 1 Enjoy yourselves! Get 8 pieces of paper that are about the same size. Write 8 long sentences on each. Divide the class into 8 groups column by column. Do chain work and get the students to pass the sentence orally to see which column get all the sentences right. Explain the rules as following. The first student in each team will get a piece of paper. He or she will read what is written on the paper silently and try to remember it. Then he or she will pass it to the student behind him/her orally, until the last student gets it. At last, the last student in each team will tell the whole class what he/she knows. We will see which group can pass the words correctly and quickly. Here are the 8 possible sentences: Yesterday Millie went skating and had a good time. Millie danced for two hours last Friday. Nobody cleaned the classroom yesterday. Sandy will sing in the school show next week. Yesterday Kate went to the park and had a picnic there. Tomorrow Tom’s father will go to Shanghai. Last year, Jim and Tim went to a Halloween party. Sandy will tell us about her best friend this Tuesday. When the game is finished make a summary. Obviously, it is not easy for us to remember the sentences very well in such a short time. However, we may definitely remember the main points. Now, I am trying to use three words to summary the main points of each sentences. They are ‘who’ ‘when’ and ‘what’. You see! STEP 2 The quickest, the best! When we read a passage, we can also use this method. You can find them from these seven points.(Show students the sentences. ) Now let’s try! Can you find out the main points in the following passage? What is it about? ( Mrs Brown’s car stops at the crossroads) Who is it about? (Mrs Brown) What happened? (Her car stops and doesn’t start again.) Where did it happen? (At the traffic lights) When did it happen? (One Saturday) Why did it happen? (Because her car is too old.) How did it happen? Mrs. Brown is eighty years old. She has an old car. She always drives to the shops on Saturday and buys some food. One Saturday she stops her car at some traffic lights whey they are red. But it doesn't start again! The lights become green, then yellow, then red, then green again, but Mrs. Brown’s car can’t start. Just then a policeman comes and says to her with a smile, “Good morning. You like all of our colors, don’t you?” The method works, especially when the story is long. It is really difficult to remember everything from the very beginning. Why not just remember the main points? STEP 3 Reading to find the main point Now please open your book to page 14. Here is an article about a girls Can your read and find the main points of it? What is it about? It’s about problems with a new school. Who is it about? A Grade 8 student called Cindy. What happened? She changed to a new secondary school. She is unhappy, nervous and uncomfortable at the new school. She is always alone Where did it happen? In sunshine town. When did it happen? After changing to the new school. Why did it happen? She doesn't have friends there and she misses her classmates in the old school. How did it happen? STEP 4 Putting in Cindy’s shoes Students are now in a new school. So it is easy for them to put themselves in Cindy’s shoes. That is to say they can understand how Cindy feels easily. Make full use of this and get them to guess the meaning of some of the new words, such as ‘nervous’. Get the student to read the whole passage loudly. Help them to remember and understand the passage. I will get the students to focus on the following questions. What are Cindy’s problems? Why does Cindy have these problems? How does Cindy feel? Why does she feel so. This passage is about the things at school. They are happening around the students. So it is not difficult for the students to have some images in mind while reading. Therefore, we may find another good way to remember a story. That is to be a ‘film-maker’. Try to imagine a Cindy in your mind and remember the story by transfer the words into pictures. STEP 5 Helping Cindy Do you have any good ideas to help her? www.xkb1.com Get the students to think of some ways in which we can help Cindy. She can try to talk with her classmates. She can talk about the problem with her good friends. She can try to play with somebody around her. The teacher can ask somebody to help her, talk with her and solve her problems. STEP 6 Homework a. Read the passage and try to recite it. b. Finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 9: MAIN TASK Teaching Objectives ● To help the students to prepare notes on their best friends ● To get the students to focus on how to write about the appearance, personality and ability of a friend ● To help them writing an article about their friends and encourage them to read their articles to their parents ● To make sure that the students can understand how to write for a newspaper competition using appropriate register ● To help the students to develop an understanding of the structure: introduction, main body and conclusion ● To make sure the students can talk about their friends’ or others’ appearance, personality and ability, following the structure Teaching Procedures STEP 1 Brainstorming and free discussion Let’s talk about our best friends. How many adjectives can your find to talk about your friends? You can use the following structure. ________ is my best friends. He/ She is ____________. Encourage the students to give as many words as possible. Classify the words into different groups while writing them on the black board. Face: long, short, round, square Eyes: big, small, round, bright, smiling Nose: long, short, big, small Hair: black, dark brown, long, short, shoulder-length, straight, ponytail, bunches (blonde, red) General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean Personality: friendly, kind, polite, happy, honest, helpful, cheerful, pleasant (attentive, responsible, generous, modest) Abilities: smart, clever, hard-working, musical (intelligent, talented, knowledgeable, strong, artistic) For stronger class, we can give them some more words, for example the words in the brackets. STEP 2 Showing a picture Show a picture of Daniel and say Daniel have a very good friends. Let’s see who Daniel’s best friend is. Show the following questions to the students. Is his friend a boy or a girl? Is he/she his new friend or old friend? What does he/she look like? Appearance Show the students the following pictures one by one and get the students to make some guesses first. Play the tape and let students find the answers by themselves. Get the students to talk about Kate’s appearance. STEP 3 Reading the passage silently Ask the student to open their books. Read the passage silently and find the information about Kate’s personality and ability. Here are the two questions. Why does Daniel think he/she is his best friend? She always helps me with my homework. When he feels bored and unhappy, she talks to him and tells me funny jokes. Personality & abilities Kate is a very clever. She likes to help people. She wears a smile on her face and looks happy. STEP 4 Reading the article aloud Get the students to read the article aloud and get them to identify the four paragraphs in the article. Help them to identify the purpose of each paragraph. Then focus on the layout of the article, introduction, main body and conclusion. Help the students to focus on some of the wonderful sentence, because they may need them for their own writing. Encourage them to make up new sentences. I like her bright, smiling eyes. They make her look really pretty and kind. = Her bright, smiling eyes make her look really pretty and kind. She always wears a smile on her face and looks happy. STEP 5 Doing an activity Vote for my monitor. First, get the students to think of what kind of person can be a good monitor. Focus on the personality and ability. Organize class activities well, keep secrets, helpful(be willing to help others)l, generous (be ready to share …with…) Choose one student to be a new monitor. Explain that it does not mean the monitor now is not good. This is only an activity. Group members work together and discuss about the student’s appearance, personality and ability. Give the students a general structure for them to follow and organize their ideas. We’d recommend _____ as our monitor. Can you guess who he/she is? (Describe his or her appearance.) Why do we recommend him? (Describe his or her personality & abilities.) Please vote for him/her. STEP 6 Homework a. Read the passage and recite the passage. b. Write an article about your best friend. PERIOD 10: CHECKOUT Teaching Objectives ●To revise the whole unit, focusing on what makes a good friend and how to use comparatives and superlatives to talk about friends or classmates Teaching Procedures STEP 1 Talking about the four characters Say ‘We have learned about four new friends in the text. They are Betty, Max, May and Kate. Who would you like to have as you friends? Why? Can you introduce them to us?’ Get the students to talk about the four characters. Invite them to talk about their appearance, personality and ability. As students are talking about them, write down some words and expression on board. (In this way, students can go over the most important parts of the unit.) STEP 2 Completing the following passage Get the students to help Simon complete the following passage. Dear Mike: I want to tell you about my best friend David. He has bad ___1__ and wears glasses because he likes sitting before the computer. He wants to be a computer __2___ when he grows up. He is very __3___ and has a good sense of __4___ I always feel __5___ when I stay with him. He is very __6___ and always helps people in __7___. I think he is a __8___ friend because he can keep a __9___ and I can tell him anything. He is a good friend to __10___ my joy. I like talking with him. What’s more，we both like basketball. He is tall and ___11__ and quite good at playing basketball. We often play together after school. We are always good __12___. Do you think he is a good friend? Please tell me your best __13___ in your school, ok? Yours Simon (key: 1.eyesight 2.programmer 3. generous 4.humor. 5. happy 6.helpful 7.need. 8. true 9. secret 10. share 11.slim 12.partners. 13.friend ) STEP 3 Doing some translation work 1. 我的朋友和我一样的苗条。My friend is as slim as I am. 2. 我的妈妈很幽默。My mother has a good sense of humour. 3. 基蒂想要和我们一起分享这些零食。Kitty wants to share these snacks with us. 4. 放心吧，我会保守秘密的。Take it easy, I will keep the secret. 5. 看，爸爸的个子太高了。他的腿在桌子底下都放不下了. Look, Dad is too tall. His legs can’t fit under the table. 6. 安迪人很好，他从来不说别人的坏话。我们都很喜欢他。Andy is so kind. He will never say a bad word about others. We all like him very much. 7. 他们经常帮助需要帮助的人。 They often help people in need. 8. 我妹妹的视力很不好，她看不清黑板上的字。My sister has poor eyesight and she could not see the words on the blackboard clearly. STEP 4 Completing the passage Tell the students that Simon is talking about his good friend Tonny and Jack. Get students to help Simon complete the passage with comparatives, superlatives or ‘(not) as … as’. They are my good friends, Tonny and Jack. Jack is a little taller (tall) than Tonny. Jack is very helpful and clever. Tonny is as helpful (helpful) as Jack, but he isn’t as clever as (clever) Jack. Tonny isn’t funny at all. They both like sports. Tonny likes swimming better than (well) basketball. But Jack thinks basketball is the most interesting (interesting) game. He thinks that swimming isn’t as exciting as(exciting) basketball. STEP 5 Completing the exercises Get the students to complete the exercise on Part A, Page 21. Check the answers and then get the students to read the sentences aloud. STEP 6 Completing the exercises Get the students to complete the exercises in Part B, Page 21. Check the answers and then get the students to read the passage aloud. STEP 7 Homework a. Go over the whole unit and get ready for the coming test. b. Try to introduce your best friends to your parents in English. c. Finish off the exercises in the Evaluation Handbook and Learning English. 相关链接：教学设计八年级教学设计译林牛津版教学设计		·语文课件下载 ·语文视频下载 ·语文试题下载 ·语文备课中心
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