牛津译林版英语八年级上册 Unit1 Friends 教案（6课时，表格式）

Title
8AUnit
1
Welcome
Teaching
objectives:
Knowledge
objectives:
(1)
To
master
the
important
words,
phrases
and
sentences
in
the
text.
Ability
objectives:
(1)
To
talk
about
what
good
friends
are
like
with
classmates.
Value
objectives：
(1)
To
develop
students’
right
attitude
to
life：A
friend
in
need
is
a
friend
indeed.
Teaching
key
points
and
difficult
points:
1.
Phrases:
some
more
food,
something
to
drink,
care
about…,
make,
keep
secrets,
be
ready
to
do,
Share
one’s
joy
2.
Structures:
(1)
Can
I
have
something
to
drink?
There
is
something
wrong
with….
(2)
What
makes
your
friend
so
special?
(3)
What
makes
good
friends?
(4)
Do
you
believe
what
he
says?
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Free
talk
I
think
everyone
has
one
or
more
friends
in
his/her
life.
Who
is
your
best
friend?
Why
do
you
choose
him/her
as
your
best
friend?
What
is
a
friend?
自由谈话直接导入主题，在唤醒学生对已学知识的记忆的同时，激活学生的思维，营造轻松的学习氛围。问题的设置贴近学生生活，能有效激发学生的思维和兴趣，为接下来的课程作铺垫。
Step2:
Match
1.
What
qualities
should
a
good
friend
have?
2.
Match
the
qualities
of
a
good
friend
with
the
questions
on
the
right.
3.
Practice
with
a
whole
sentence.
在让学生完成书上match任务前先让大家畅所欲言，说出自己认为好朋友的品质，可以进一步发挥学生的主观能动性。完成匹配任务后让学生练习用完整的句子表述，可以锻炼学生的口头表达能力。
Step3:
Dialogue
What
makes
a
good
friend?
Ask
students
to
make
up
a
dialogue.
Give
the
teacher’s
advice
on
making
friends.
这个任务是基于上个任务而作的进一步的操练。有能力的学生或班级可以让学生拓展和补充。大胆表达自己的看法或意见。可以不拘泥于书本对话的形式。
Step4:
Comic
strips
1.
Listen
and
answer
1).What
does
Eddie
give
Hobo?
2).Is
there
anything
else
in
the
fridge?
3).Why
does
Hobo
want
Eddie’s
pizza?
4).What
does
Hobo
think
of
Eddie?
5).Why
does
Eddie
give
his
food
to
Hobo?
2.
Read
and
act
3.
Complete
the
passage
Eddie
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?
4.
Discussion
What
does
Hobo
think
a
good
friend
should
do?
What
do
they
share?
Will
they
share
the
pizza?
Why
or
why
not?
听对话回答问题，最后几个问题是对课本的衍生。最后两个问题的答案不是唯一的，这个问题的设置也是拓展思维，激发学生想象和表达自己的观点的一个机会。可以给学生短暂的时间讨论一下再表述自己的看法。
Step5:
Useful
expressions
some
more
food
something
to
drink
care
about
sb.
tell
sb.
everything
keep
a
secret
share
my
joy
make
me
happy
be
ready
to
do
sth.
tell
lies
tell
sb.
jokes
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语用能力。
Step6:
Homework
Review
what
we’ve
learned
today.
Write
about
a
great
man.
Try
to
use
as
many
phrases
and
sentences
in
the
passage
as
possible.
巩固当天所学内容，并学会灵活运用。
Title
8AUnit
1
Reading
I
Teaching
objectives:
1.Knowledge
objective
To
guess
general
meanings
from
keywords
and
context
2.Ability
objective
To
identify
specific
information
about
different
people
form
their
friends’
descriptions
3.Emotion
objective
Get
the
students
learn
English
happily
and
actively.
Teaching
key
points
and
difficult
points:
Words:
slim,
shoulder-length,
generous,
singer,
almost,
eyesight,
smart,
true
Phrases:
travel
around
the
world,
have
poor
eyesight,
have
a
good
sense
of
humor,
knock
off
To
use
adjectives
to
describe
people's
appearance
and
personalities
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step1:
Lead-in
What
makes
good
friends?
What
do
you
think
makes
your
friend
so
special?
What
is
your
friend
like?
/
What
does
your
friend
look
like?
自由谈话直接导入主题,复习上节课的同时为下一步作铺垫。
Step2:
Learning
new
words
Introduce
new
words
and
learn
together.
1.
Chris
Lee
is
a
good
singer.
She
can
sings
well.
She
is
tall
and
slim.
She
looks
smart
and
pretty.
She
is
generous（大方的）
and
helpful.
2.
Zhao
Benshan
has
a
good
sense
（感觉）of
humour
（幽默）.
3.
People
never
feel
bored（烦人的）with
Ge
You.
4.
Lei
Feng
always
thinks
more
of
others
than
himself.
5.
He
wears
small,
round
glasses.
通过学生熟悉的一些人物来介绍本课要用的一些形容词。这是一次知识的input。
Step3:Fast-reading
Read
the
passages
quickly
and
match
the
photos
with
the
names.
快速阅读并对课文内出现的三个人物及他们的外貌有个大体的了解。
Step4:
Careful-reading
Read
the
passages
one
by
one,
talk
about
each
person’s
personalities.
Do
some
T/F
questions.
Mr.
Zhou
is
writing
about
Betty,
Max
and
May.
Help
him
write
the
correct
names
in
the
boxes
and
find
some
related
details
in
the
three
entries.
对课文逐段精读。了解详细内容。并通过由易到难得练习，层层加深学生对文章内容的理解，便于学生掌握运用。
Step5:
Discussion
1.
Mr.
Wu
is
asking
the
students
who
they
would
choose
as
their
best
friends.
Complete
the
conversation
with
the
words
in
the
box.
2.
Work
in
groups
of
four.
Talk
about
your
best
friends.
Who
is
your
best
friend?
What
does
he/she
look
like?
What
is
his/her
personality?
Why
do
you
think
he/she
is
your
best
friend?
先以练习作为示范，让学生利用本科所学的知识来解决问题。讨论环节以更开放的方式让学生讨论他们的最好的朋友，学生必须结合本单元所学的内容来阐述，也训练了学生的辩证思维能力。
Step6:
Homework
1.
Try
to
talk
about
the
three
students
in
the
passage
in
your
own
words
fluently.
2.
Read
and
recite
the
words
and
phrases.
巩固所学，利用课堂所学知识（包括语言知识及写作技巧等）来解决实际问题，提高其语用能力。
Title
8AUnit
1
Reading
II
Teaching
objectives:
1.Knowledge
objective
To
learn
some
useful
expressions
and
use
them
in
different
context
2.Ability
objective
To
learn
how
to
describe
friends
3.Emotion
objective
To
educate
the
students
qualities
of
a
good
friends
Teaching
key
points
and
difficult
points:
Phrases:
in
need,
help
sb.
with
one’s
homework,
walk
past
,
tell
funny
jokes,
make
sb.
laugh,
think
of,
worry
sb.
Sentences:
His
legs
are
very
long
and
they
do
not
fit
under
the
school
desks.
She
is
kind
and
never
says
a
bad
word
about
anyone.
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step
1
Revision
1.
T:
Yesterday
we
met
three
friends
in
‘Teenagers’
Magazine.
They’re
Betty,
Max
and
May.
How
much
do
you
remember
them?
Ss
have
a
group
competition
by
answering
questions
about
them.
2.
Fill
in
the
blanks
to
complete
the
information
about
Betty,
Max
and
May.
Then
practice
reading
the
passages.
复习上节课的内容，并有意识地在短文中渗透本课将要讲解的重点短语和句型。
Step2:
A
guessing
game
T:
I
will
give
you
some
information
about
some
of
your
classmates.
For
example,
she
is
tall
and
slim.
She
has
long
hair.
She
wears
a
pair
of
glasses.
She
is
helpful
and
kind.
She
is
also
good
at
singing.
Who
is
she?
S:
Is
she
…?
Teacher
can
also
ask
students
to
describe
their
classmates,
get
the
others
guess
who
he/she
is.
通过一个游戏，既复习了课文内容，更吸引了学生的学习兴趣，并能增进他们相互之间的了解。
Step
3：
Language
points
1.
She
is
as
slim
as
I
am.
as+
adj
原级
+as
和·····一样·····
2.Betty
is
generous
.She
is
willing
to
share
things
with
her
friends
1)be
willing/ready
to
do
sth乐意做某事
be
happy/pleased
to
do
sth乐意做某事
2)share?sth
with
sb?
与某人分享某物
3.She
always
gives
her
seat
to
someone
in
need.
1)
give
one's
seat
to
sb把座位让给某人
2
)in
need
在需要中
in
trouble
在麻烦中
in
danger
在危险中
4.I
have
a
wonderful
friend
named
Max.
named
=called
被叫作···，
被称为····
5.He
is
the
tallest
boy
in
my
class.
the
+adj
最高级
最······
比较级+than
any
other+单数名词
比较级+than
the
other+复数名词
6.He
has
poor
eyesight
because
of
working
on
the
computer
too
much
at
night
.
1)poor
eyesight
视力差
2）because
of
+
名词/
动词ing
形式
7.He
wears
small,
round
glasses
and
they
make
him
look
smart.
1)make
sb
/sth
+动词原形
使某人/某物
怎么样？
have
sb
/sth
+动词原形
let
sb
/sth
+动词原形
2)
make
sb
/sth
+
形容词
使某人/某物处于----
状态
8.She
is
shorter
than
I
am.
A+
be动词+
形容词比较级+B
A比B怎么样？
9.Max
has
a
good
sense
of
humour
.
a
sense
of
humour
幽默感
humour
n
幽默
humorous
adj
幽默的
10.She
is
kind
and
never
says
a
bad
word
about
anyone
.
say
a
bad
word
about
sb
说某人的坏话
say
bad
words
about
sb
本课的短语较多，并出现了较多的比较级和最高级的句子，与本单元的语法有着紧密的联系。在语言点的讲解中，运用图片、比较、同义转换等方式加深学生的理解，注重讲练结合。
Step4：Discussion
1.
Why
do
you
think
friends
are
very
important
to
everyone?
Discuss
in
groups
of
four
and
ask
one
from
each
group
to
present
their
ideas.
2.
T:
Today
we
went
over
some
details
about
the
three
friends
we
met
yesterday.
We
also
learnt
some
useful
phrases
and
sentences
to
describe
friends.
Friends
are
important
to
every
one
of
us.
Let's
cherish
friendship
and
be
nice
to
our
friends.
If
we
all
have
good
friends
and
try
to
be
true
friends,
our
lives
will
be
better
and
better!
3.
Share
some
sayings
about
friendship.
通过讨论分享友谊的重要性，渗透情感教育。
Step5：Homework
1.
Try
to
talk
about
the
three
students
in
the
passage
in
your
own
words
fluently.
2.
Read
and
recite
the
words
and
phrases.
在读背的基础上进行灵活的运用。
Title
8AUnit
1
Grammar
Teaching
objectives:
1.Knowledge
objective
To
use
an
adjective
before
a
noun
or
after
a
linking
verb
to
describe
someone
or
something
2.Ability
objective
To
use
comparatives
to
compare
two
people
or
things
To
use
superlatives
to
compare
three
or
more
people
or
things
3.Emotion
objective
Let
the
students
compare
people
or
things
happily.
Teaching
key
points
and
difficult
points:
To
use
comparatives
to
compare
two
people
or
things
To
use
superlatives
to
compare
three
or
more
people
or
things
Learn
how
to
use
comparatives
and
superlatives
Teaching
methods:
Task-Based?Language?Teaching
Teaching
Procedures
Designing
aims
Step
1:
Lead-in
Comparatives
and
superlatives
T:
Millie
has
long
hair,
Sandy
has
long
hair,
too
Millie
has
longer
hair
than
Sandy.
?
Millie
is
slim.
Sandy
is
slim,
too.
Millie
is
slimmer
than
Sandy.
?
Kate
is
tall,
Betty
is
taller
than
her,
but
Kitty
is
the
tallest
of
the
three.
2.
Show
Ss
more
pictures.
Help
them
say
sentences
to
compare
the
things
with
comparatives
and
superlatives.
Eg.The
white
dog
is
very
happy.
The
yellow
dog
is
still
happier.
The
black
and
white
dog
is
the
happiest
of
the
three.
开门见山通过举例和图片呈现形容词的比较级和最高级。
Step2:
Conclusion
We
use
comparatives
to
compare
two
people
or
things
when
we
see
…
in
the
sentence
(than,
much,
even,
still,
a
little,
of
the
two
,
Which/Who
is
…,
A
or
B?
etc.)
2.
We
use
superlatives
to
compare
three
or
more
people
or
things
when
we
see
…
(the,
of…,
in
…,
Which/Who
is
…,
A,
B
or
C?
etc.)
讲解比较级和最高级过程中可以让学生归纳总结，尽可能多给学生机会发言，提高学生的参与度和专注度，同时也可以让学生印象更深刻。
Step3:
Form
comparative
and
superlative
adjectives
1.
How
to
form
comparative
and
superlative
adjectives
Show
the
diagram
and
explain
the
rules
Ask
Ss
to
do
more
exercises.
Try
to
remember
the
rules
while
practicing.
Have
a
group
competition
Each
member
of
a
group
should
read
and
spell
the
comparative
and
superlative
of
an
adjective
below.
The
group
that
can
do
it
correctly
and
most
quickly
will
be
the
winner!
引导学生通过对例子的学习和研究，探究出一定的规律，培养自主学习的意识。
Step
4:
Practice
Complete
the
exercises
in
the
textbook.
Finish
the
sentences
according
the
profile.
Pair
work:
Make
up
a
dialogue
to
compare
people
or
things
(animals,
sports,
food
and
drinks)
3.
Multiple
Choice
4.
Translation
讲练结合,由简到难，循序渐进地操练和巩固比较级最高级的构成和用法。同时提醒同学注意句子的完整性。让学生在句子中使用形容词的比较级和最高级，使他们能在完整的句型中去体会用法。充分调动学生的积极性，鼓励他们用所学知识来造句，可以自由组成小组互相帮助，或者采用接龙的形式，可以用不同方式使造句更有意义和乐趣。
Step5:
Homework
1.
Revise
the
use
of
adjectives,
comparatives
and
superlatives.
2.
Complete
the
exercises
in
the
workbook.
巩固语法规则，并通过更多的练习强化理解。
Title
8AUnit
1
Integrated
skills
Teaching
objectives:
1.Knowledge
objective
To
get
specific
information
from
a
listening
material
2.Ability
Objective
To
talk
about
a
friend
and
future
plans.
3.Emotion
objective
Let
the
students
learn
English
happily.
Teaching
key
points
and
difficult
points:
1.
New
words
and
phrases:
meet
different
people,
make
friends,
listen
to
people
carefully,
heip
people
with
their
problems,
travel
around
the
world,
our
future
plans,
be
a
social
worker,
learn
more
about
art
2.
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?
3.
Get
specific
information
from
listening
materials.
Talk
about
future
plans.
Teaching
Procedures
Designing
aims
Step
1:
Lead-in
1．Free
talk
2．What
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.
抛出本课的主话题，在自由谈话中引导学生各抒己见，用英语表达自己的真实想法。通过描述不同人的性格、爱好、能力和愿望等情况让学生猜测不同职业，激活学生已有的图式，引导学生体会未来的计划制定必须取决于自身的诸多情况，同时，在描述中使用了本课将会出现的一些新短语，降低了字词学习的难度。
Step2:
Listening
1.
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
key
words.
(2)
Introduce
Xu
Beihong
and
his
paintings.
Explain
the
phrase
“beautiful
works
of
art”.
本环节的设计紧扣课文，听并选择、读并写、听并写，三个任务逐层递进，难度逐渐加大，在教授的过程中注重了策略的传授，帮学生详细地理清了思路。
Step
3
Consolidation
1.
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
of
models.
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
to
the
whole
class.
The
teacher
gives
some
sentences
as
a
help.
小组调查作为一项综合性活动涉及到学生的听、说、写等多方面能力的训练，在完成课本相关听力训练并讲解了听力技巧后，我们需要这样真实的存在信息差的综合活动让学生在实践中操练并提高听力技巧，组内合作以强带弱，提高了学生的合作意识，让全体学生共同进步。
Step
4
Speak
up:
What’s
he
like?
1.
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.
让学生带着简单问题听录音，初步感知听力录音中的大致内容。以多种形式读对话，有助于对学生进行正音练习。
Step
5
Consolidation
Talk
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.
教师要布置学生课前准备一些朋友或家庭的合影，课堂上互相交换并讨论，符合本年龄段学生的心理特点，学生会有极大的热情投入其中，根据班级情况可以适当拓展对话内容，增加外貌、将来计划的讨论等，让不同层次的学生都能有所提高。
Step
6
Conclusion
The
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.
引用学生比较熟悉的名人的建议激励学生建立积极的人生态度。
Step
7
Homework
1.
Revise
the
new
words
and
phrases.
2.
Ask
more
friends
about
their
future
plans
and
write
a
short
passage.
Title
8AUnit
1
Task
Teaching
objectives:
1.Knowledge
objective
To
plan
ideas
for
writing
To
write
a
description
of
the
appearance
and
personality
of
a
friend.
2.Ability
objective
To
learn
the
proper
and
easy
ways
to
write
something.
3.Emotion
objective
Let
the
students
learn
how
to
write
about
a
friend.
Teaching
key
points
and
difficult
points:
To
write
a
description
of
the
appearance
and
personality
of
a
friend.
To
write
a
description
of
the
appearance
and
personality
of
a
friend.
Teaching
Procedures
Designing
aims
Step
1
Revision
1.
What
can
friends
do?
2.
play
with
us
???
make
us
happy
???
share
joy
with
us
stay
with
us
when
we
feel
unhappy
/
bored
???
??keep
a
secret
for
us
???
listen
to
us
carefully
??
?help
us
with
our
problems
help
us
with
our
homework
?…
Friends
are
important
to
us.
抛出本课的主话题，在自由谈话中引导学生对朋友的重要性各抒己见，用英语表达自己的真实想法。
Step
2
Lead
in
1.
Read
the
words
that
we
can
use
to
describe
different
people
in
the
table
in
Part
A
on
Page
16.
2.
Talk
about
your
friend’s
future
plan.
3.
Make
a
flow
chart
of
your
friend
本环节的设计紧扣课文，听并选择、读并写、听并写，三个任务逐层递进，难度逐渐加大，在教授的过程中注重了策略的传授，帮学生详细地理清了思路。
Step
3
Presentation
1T:Daniel
wrote
an
article
about
his
best
friend
.Let’s
listen
to
the
tape
.
Please
pay
attention
to
the
way
he
organizes
his
article.
Listen
and
answer:
(1).Who’s
Daniel’s
best
friend?
(2).When
did
Daniel
first
meet
her?
(3).What
does
she
look
like?
(4).What’s
she
like?
(5).What
would
she
like
to
be
when
she
grows
up?
2.Read
Daniel’s
article
carefully
and
tell
me
what
Daniel
talks
about
in
each
paragraph.
Para1:
Kate
is
Daniel’s
best
friend
Para2:
Kate’s
looks
Para3:
Kate’s
personality
Para4:
Kate’s
future
plans
Read
again
and
try
to
organize
your
ideas
when
writing
about
your
best
friend.
Introduction
:
Say
who
your
best
friend
is.
Main
body
:
Describe
his/her
looks
and
personality
Conclusion
:
Write
about
his/her
future
plans
采用循序渐进的过程，先让学生一起了解可以用于描述人物外貌，性格等特征的形容词，以及他们的未来规划。为接下来的写作奠定基础。同时在学习范文前介绍一下写关于朋友的短文时可以用什么样的结构来写。这个同样也是服务于下面的写作任务的。
Step
4
Writing
1.T:Now
it’s
your
turn
to
write
an
article
about
your
best
friend.
2.After
writing,
work
in
groups
of
four,
read
each
other’s
articles
and
choose
the
best
one.
3.Show
the
example
and
let
the
students
check
their
own
articles.
学生可以完成后以小组为单位互相学习别人的作品，也可以互相帮助，找出别人的优美语句或修改有错误的句子。相互协作，共同提高。
Step
5
summary
How
to
write
an
article
about
the
best
friend
Step
7
Homework
Make
a
poster
about
your
best
friends.
Try
to
make
it
the
best
one
!
动手写一写，再做个卡片，把单调的写作变成学生感兴趣的手工，增加趣味性。