还剩9页未读，
继续阅读
英语八年级上册Section A教案
展开
这是一份英语八年级上册Section A教案，共12页。教案主要包含了教材分析，教学目标，课时安排等内容，欢迎下载使用。
本单元以“Persnal traits”为话题，谈论人物的体貌特点及性格特征。这个话题非常接近学生的生活实际，学生会非常乐于谈论身边的人或朋友，因而极有利于他们开口发言，提高他们的英语口语表达能力。通过这个单元的学习，学生要学会对人物进行比较，正确使用形容词的比较级对人物进行描述。
二、教学目标
学生能够掌握本单元的单词、短语、句型和语法，能够流利表达人物之间的相同点与不同点。通过本单元的学习，能提高学生的听说读写综合能力，提高分析问题和解决问题的能力。
三、课时安排
分四课时进行教学。
Perid 1 Sectin A (1a-2d)
Target language
1. Wrds and expressins
than, taller, shrter, thinner, heavier, lnger, calmer, wilder, twin, mre utging …
2. Key sentences
—Is that Tara?
—N, it isn’t. Tara’s shrter than Tina.
He has shrter hair than Sam.
Ability gals
Enable students t cmpare the twins using the target language.
Teaching imprtant and difficult pints
The use f cmparatives.
Teaching prcedures and ways
Step I Lead-in
Ask tw tall students and tw heavy students t cme t the frnt r draw sme sketches, r shw the fllwing n the screen.
Ya Ming is very tall. / Mr. Liu is very tall.
Xia Min is very heavy. / Albert is very heavy.
T: (Make a gesture) Mr. Liu is tall. Ya Ming is taller than Mr. Liu. (n the Bb) Xia Min is very heavy. Albert is heavier than Xia Min. (n the Bb)
Shw sme bjects and help students learn nicer and bigger.
Fr example: This watch is nicer than that ne. (n the Bb) This bk is bigger than that ne. (n the Bb)
Step II Vcabulary (1a)
Underline the fllwing sentences n the Bb.
1. Ya Ming is taller than Mr. Liu.
2. This watch is nicer than that ne.
3. Albert is heavier than Xia Min.
4. This bk is bigger than that ne.
T: Lk at these sentences. Tday we’ll learn hw t cmpare peple r things. First tell me sme wrds r expressins we can use t describe peple.
Ask students t write the wrds r expressins n the Bb. This will help them t recycle the wrds they have learned befre.
Deal with activity 1a. Ask ne student t read the new wrds in activity 1a, and ther students listen and crrect the wrng prnunciatin. Then d the match wrk.
T: Please read the instructin, what is the meaning f “ppsite”?
Ss: 反义词。
T: Right. “tall” is matched with “shrt”, “tall” is the ppsite f “shrt”. Can yu match the ther wrds with the ppsites?
After they have finished the activity, check the answers. Then ask:
Wh is tall in ur class?
Wh has lng hair and wh has shrt hair?
Wh is heavy and wh is thin?
Step III Listening and Speaking (1b, 1c)
In this step, students will d sme listening and ral practice with the target language.
First, let them fcus n the picture.
T: Lk at the picture. We can see six kids, right? They are three pairs f twins. D yu knw twins? In fact, the twins were brn at the same time t the same parents. Smetimes they lk exactly the same, but nt always.
Nte:
Tina is a twin, Tara is Tina’s twin sister, and they’re twins.
T: Yu will listen t three cnversatins, please number the twins (1-3) in the picture.
Play the tape.
Students listen and number the twins.
Play the tape again. And let students repeat the sentences that cmpare the twins in each cnversatin. They are:
Sam has lnger hair than Tm.
Tina is taller than Tara.
Pedr is heavier than Paul.
T: Next, lk at the cnversatin in activity 1c. Wh wuld like t read the sample cnversatin? Hands up!
S1: Is that Tara?
S2: N, it isn’t. It’s Tina. Tara’s shrter than Tina.
T: Wh’d like t talk abut Tm and Sam in the same way?
S3: Is that Sam?
S4: N, that’s Tm. Tm has shrter hair than Sam, and he’s calmer than Sam.
T: Hmm. The cnversatin is in the picture. Use yur wn wrds, please.
S3: Is that Tm?
S4: N, it isn’t, it’s Sam. He has lnger hair than Tm.
T: Pretty gd. Nw, wrk with a partner; make yur wn cnversatins abut Pedr and Paul.
Then ask sme pairs t present their cnversatins t the class.
Nte: this/that用来询问不很熟悉的人，this距离较近，that较远，答时常用it代替。
Step IV Listening (2a, 2b)
This activity prvides listening practice abut hw t change the adjectives int their cmparative degrees.
T: Lk at the adjectives in activity 2a. Befre listen t the recrding, d yu knw which wrds are used with “-er / -ier”?
Ss: ...
T: And which wrds are used with “mre”?
Ss: ...
Play the recrding. Let students listen and cmplete the chart.
Check the answers.
Play the recrding again, and deal with activity 2b.
T: Listen again. Hw are Tina and Tara different? First listen and write dwn the key wrds abut Tina.
Ss: Funnier, mre utging and mre athletic.
T: This time, listen and write dwn the key wrds abut Tara.
Ss: Mre serius, smarter, and quieter.
Step V Pair wrk (2c, 2d)
This activity prvides guided ral practice using the target language.
Shw the chart in activity 2c n the screen. Ask students t fcus n the chart.
T: Lk at the nte. Three flwers means Sam is taller than Tm. And what des ne flwer mean?
S: Tm is shrter than Sam.
T: Clever! (Pint t the wrd quiet) Is Sam quieter than Tm?
S: N. Tm is quieter than Sam.
T: I like questins. (Pint t the wrd funny) Can yu ask a questin?
S: Is Sam funnier than Tm? —Yes, he is.
S: Is Tm funnier than Sam? —N, he isn’t. Sam is funnier.
Ask Ss t wrk in pairs. SA lk at the chart n page 18. SB lk at the chart n page 81. Ask and answer questins abut Sam and Tm.
T: Nw let’s read the cnversatin in 2d. Can yu rle-play the cnversatin?
S: Yes, we can.
T: Ok, let’s read it!
Hmewrk
Preview the cnversatin in 2d n page 18.
Perid 2 Grammar Fcus
Target language
1. Wrds and expressins
smarter, mre serius, mre athletic, nte, mean, as, way, bth, hers, physics, hwever, cmmn, mre than, in cmmn, be gd at …
2. Key sentences
I’m mre utging than my sister.
Are yu mre serius than Tina?
My friend is the same as me. We are bth quiet.
I am a little taller than her.
Ability gals
Enable students t talk abut persnal traits with the cmparatives f adjectives.
Teaching imprtant and difficult pints
Cmparative with -er, -ier and mre.
Teaching prcedures and ways
Step I Revisin
Check the hmewrk.
Step II Grammar fcus
Ask a student t read the sentences in the chart.
T: When we cmpare Pedr and Paul, Tina and Tara, Tm and Sam, we use the cmparative degrees f adjectives like funnier, taller and mre athletic.
Step III Practice (3a-3b)
T: Nw let’s d the exercises. Can yu cmplete these sentences in 3a?
S: Yes, we can.
Teacher checks the answers.
T: Ok, nw we can think f urselves tw years ag. Can yu tell me?
S1: I’m taller nw than I was tw years ag.
S2: I’m funnier nw than I was tw years ag.
S3: …
T: Yes, let’s write them and answer the questins in 3b.
Then review the phrase:
T: Have yu fund smething new r smething difficult fr yu? Pick them ut and let’s talk abut them. We can use these sentences:
1. as yu can see 正如你所看到的
as, cnj. 以……方式，像……那样
e.g. As yu can see, the British like ftball very much.
2. in sme ways 在某些方面
e.g. He is better than me in sme ways.
3. bth prn. 两者都……
We bth have black eyes = Bth f us have black eyes.
cnj. 常与and 连用
e.g. He can speak bth English and Spanish.
4. We bth enjy ging t parties.
enjy + ding 喜欢做……
e.g. My sister enjys ging shpping very much.
5. She is a little mre utging than me.
I am a little taller than her.
形容词比较级前可以加修饰语表示程度或差别大小。
a little (a bit) 表示更……一点
much, even, far, still, any, a lt表示更……的多
若句中“f the tw”时，形容词比较级前必须“the”。
e.g. She is the quieter ne f the tw.
Step IV Pair wrk (3c)
T: Let’s cmpare ur parents. Check (√) wh is smarter, funnier, etc. in the chart in 3c.
S: Ok!
T: Can yu tell me yur answers?
S: Sure, f curse.
S1: I think my mther is smarter than my father.
S2: I think my father is funnier than my mther.
S3: …
T: OK, yu are great! Nw yur duty is ask yur partner abut his/ her parents.
Hmewrk
T: There is a saying “Like father like sn”. In Chinese, it means “有其父必有其子”. Write abut yu and yur father, telling the things that are the same and different between yu.
Perid 3 Sectin B (1a-2e)
Target language
1. Wrds and expressins
schlwrk, make, laugh, fr, keep secrets …
2. Key sentences
Fr me / In my pinin / I think...
That’s nt very imprtant fr me...
Ability gals
Enable students t express their wn pinins n a gd friend.
Teaching imprtant pints
Expressins used t describe a gd friend.
Teaching prcedures and ways
Step I Lead-in
T: Wh is yur best friend, wuld yu like t tell me?
S: Yes, Judy.
T: Des she like t d the same things as yu?
S: Yes. We always d the same things.
T: (Ask anther student) Wh is yur best friend? Is yur friend ppular in schl?
S: He is Tm. Everyne likes him.
T: Is yur friend gd at sprts?
S: Yes. He is gd at basketball.
T: Is yur friend gd at schlwrk?
S: Yes, he is.
T: Tday we will talk abut gd friend. What shuld a gd friend be like?
Step II Vcabulary and Speaking (1a, 1b)
This activity helps Ss recycle vcabulary and intrduces sme new wrds.
Ask students t read the descriptins f a gd friend, then rank the things (1-7).
T: Here’re sme descriptins f a gd friend. Which ne d yu think is the mst imprtant t yu? Mark 1 befre it. Mark 2 befre the secnd mst imprtant thing. Mark 3 befre the third mst imprtant thing ... till 7.
Students read and rank the descriptins.
T: In yur pinin, which ne is the mst imprtant? Nw, wrk in grups f fur and talk abut what are imprtant in a friend.
Befre students make their wn cnversatins ask fur students t read the sample cnversatin in activity 1b. Then pint ut the key wrds and expressins:
1. be gd at
2. be gd at schlwrk = d well in schlwrk
3. make sb laugh (make sb d sth);
make sb happy/sad (make sb + adj.)
Then ask tw grups t cme t the frnt and present their pinins.
Step III Listening (1c, 1d & 1e)
This activity prvides listening practice with the target language.
T: Yu will hear an interview with Mlly and Mary. They talk abut their best friends. Lk at the chart in activity 1a. (Pint t the headings) They talk abut their best friends in three ways.
Call attentin t the first clumn.
T: Listen fr the first time; find ut what Mlly and Mary like abut best friend? Write dwn the key wrds.
Check the answers.
T: Listen again and fill in the secnd clumn.
Check the answers.
Then play the tape a third time and let students fill in the third clumn.
Check the answers.
T: Talk abut Mlly and Mary and their best friends. There is an example in 1e. Yu can read the cnversatin and then make a cnversatin with yu partner.
Step IV Reading (2a, 2b, 2c, 2d & 2e)
In this step, students will read the article and cmplete the sentences accrding t the article in 2b.
T: Can yu write the cmparative frms f the fllwing adjectives?
S: Yes, we can.
T: Write dwn them in the bx in 2a. And then use them t write five sentences abut yu and yur friends.
T: Shuld friends be the same r different? Read abut what these peple think. Underline the cmparative wrds and phrases in the passages.
T: Nw, let’s read them tgether.
Check the answers.
T: Are the statements in 2c true r false? Wh can answer me?
S1: …
S2: …
T: Gd jb! Hw d yu and yur friends cmpare with the peple in the article? Write five sentences in the bx in 2d.
T: Wh want t read the sentences yu have written?
S1: …
T: Anyne else?
S2: …
T: Great! Nw lk at the saying in 2e. Which saying abut friends is yur favrite? Which friend d yu think abut when yu read this saying? Why?
S1: I like the first saying best, because …
S2: I like the last saying best, because …
T: Nw please tell yur partner abut it.
Step V Hmewrk
Preview the article n page 21.
Perid 4 Sectin B (3a-4) – Self Check
Language gals
1. Wrds and expressins
ppsite, view, interest, mst f, thugh, necessary, beat, care, friendship, primary, infrmatin, primary schl
2. Key sentences
I like t have friends wh are like me.
There are sme differences, thugh.
I dn’t really care.
Hlly’s best friend likes t d the same things as she des.
Ability gals
Enable students t read thers’ pinins n friends and write abut the things that are the same and different between friends.
Teaching imprtant and difficult pints
Understand the wrds that describe what peple are like.
Teaching prcedures and ways
Step I Revisin and Lead-in (3a)
T: In the last perid, we listened t an interview. Mlly and Mary talk abut their best friends. Can yu tell me smething abut them?
S: Sure. They …
T: Ok, nw we will study new lessn abut Wang Lingling and Liu Lili. Wang Lingling and Liu Lili are best friends. Lk at the chart and cmpare them.
T: Yu can write sme sentences abut them. Wang Lingling’s best friend is Liu Lili. They are bth tall, but…
Step II Writing (3b, 3c)
T: I think yu all have many friends, dn’t yu?
S: Yes!
T: Chse tw f yur friends and make ntes in 3b. One friend shuld be similar t yu; the ther friend shuld be different.
T: Anyne want t tell us yur ntes?
S: …
T: Gd jb! Nw we can write tw paragraphs describing yur friends. What d yu like abut yur best friend? Why?
T: Wh want t read yur writing?
S: …
T: Yu did a gd jb. S yu see, sme friends like the same things, and sme have different interests.
Step III Pair wrk (4)
Talk abut the ad in activity 4 and decide which classmate is best fr the jb.
Call attentin t the ad.
T: Which schl needs a teacher?
Ss: English Study Center.
T: Wh are the students?
Ss: Primary schl students.
T: D yu knw the meaning f primary schl? Nw yu are junir secndary schl students. Befre yu came here, yu were primary schl students. Clear? What shuld the teacher be like?
Ss: He/She must have gd grades.
He/She must be utging.
He/She must be gd with children.
He/She must enjy telling jkes.
T: Wrk in pairs and talk abut which student in ur class is best fr the jb. Give the reasns. Try t use the fllwing structures:
I think ...
In my pinin ...
I dn’t agree.
But ...
Ask three pairs t present their dialgues befre the class. If time allws, ask mre pairs t d the presentatin.
Step IV Self Check
Finish the exercises in Self check.
Review this Unit.
T: Tday we did a lt f wrk t practice the target language. I’m sure nw yu can describe persnal traits and cmpare peple well. We als read different peple’s views n friends. Here I’d like t share sme qutes and prverbs abut friend and friendship with yu. Chse the ne yu like best. I hpe all f yu can make sme really gd friends in yur life.
Hmewrk
Review Unit 3 and Preview Unit 4.
本单元以“Persnal traits”为话题，谈论人物的体貌特点及性格特征。这个话题非常接近学生的生活实际，学生会非常乐于谈论身边的人或朋友，因而极有利于他们开口发言，提高他们的英语口语表达能力。通过这个单元的学习，学生要学会对人物进行比较，正确使用形容词的比较级对人物进行描述。
二、教学目标
学生能够掌握本单元的单词、短语、句型和语法，能够流利表达人物之间的相同点与不同点。通过本单元的学习，能提高学生的听说读写综合能力，提高分析问题和解决问题的能力。
三、课时安排
分四课时进行教学。
Perid 1 Sectin A (1a-2d)
Target language
1. Wrds and expressins
than, taller, shrter, thinner, heavier, lnger, calmer, wilder, twin, mre utging …
2. Key sentences
—Is that Tara?
—N, it isn’t. Tara’s shrter than Tina.
He has shrter hair than Sam.
Ability gals
Enable students t cmpare the twins using the target language.
Teaching imprtant and difficult pints
The use f cmparatives.
Teaching prcedures and ways
Step I Lead-in
Ask tw tall students and tw heavy students t cme t the frnt r draw sme sketches, r shw the fllwing n the screen.
Ya Ming is very tall. / Mr. Liu is very tall.
Xia Min is very heavy. / Albert is very heavy.
T: (Make a gesture) Mr. Liu is tall. Ya Ming is taller than Mr. Liu. (n the Bb) Xia Min is very heavy. Albert is heavier than Xia Min. (n the Bb)
Shw sme bjects and help students learn nicer and bigger.
Fr example: This watch is nicer than that ne. (n the Bb) This bk is bigger than that ne. (n the Bb)
Step II Vcabulary (1a)
Underline the fllwing sentences n the Bb.
1. Ya Ming is taller than Mr. Liu.
2. This watch is nicer than that ne.
3. Albert is heavier than Xia Min.
4. This bk is bigger than that ne.
T: Lk at these sentences. Tday we’ll learn hw t cmpare peple r things. First tell me sme wrds r expressins we can use t describe peple.
Ask students t write the wrds r expressins n the Bb. This will help them t recycle the wrds they have learned befre.
Deal with activity 1a. Ask ne student t read the new wrds in activity 1a, and ther students listen and crrect the wrng prnunciatin. Then d the match wrk.
T: Please read the instructin, what is the meaning f “ppsite”?
Ss: 反义词。
T: Right. “tall” is matched with “shrt”, “tall” is the ppsite f “shrt”. Can yu match the ther wrds with the ppsites?
After they have finished the activity, check the answers. Then ask:
Wh is tall in ur class?
Wh has lng hair and wh has shrt hair?
Wh is heavy and wh is thin?
Step III Listening and Speaking (1b, 1c)
In this step, students will d sme listening and ral practice with the target language.
First, let them fcus n the picture.
T: Lk at the picture. We can see six kids, right? They are three pairs f twins. D yu knw twins? In fact, the twins were brn at the same time t the same parents. Smetimes they lk exactly the same, but nt always.
Nte:
Tina is a twin, Tara is Tina’s twin sister, and they’re twins.
T: Yu will listen t three cnversatins, please number the twins (1-3) in the picture.
Play the tape.
Students listen and number the twins.
Play the tape again. And let students repeat the sentences that cmpare the twins in each cnversatin. They are:
Sam has lnger hair than Tm.
Tina is taller than Tara.
Pedr is heavier than Paul.
T: Next, lk at the cnversatin in activity 1c. Wh wuld like t read the sample cnversatin? Hands up!
S1: Is that Tara?
S2: N, it isn’t. It’s Tina. Tara’s shrter than Tina.
T: Wh’d like t talk abut Tm and Sam in the same way?
S3: Is that Sam?
S4: N, that’s Tm. Tm has shrter hair than Sam, and he’s calmer than Sam.
T: Hmm. The cnversatin is in the picture. Use yur wn wrds, please.
S3: Is that Tm?
S4: N, it isn’t, it’s Sam. He has lnger hair than Tm.
T: Pretty gd. Nw, wrk with a partner; make yur wn cnversatins abut Pedr and Paul.
Then ask sme pairs t present their cnversatins t the class.
Nte: this/that用来询问不很熟悉的人，this距离较近，that较远，答时常用it代替。
Step IV Listening (2a, 2b)
This activity prvides listening practice abut hw t change the adjectives int their cmparative degrees.
T: Lk at the adjectives in activity 2a. Befre listen t the recrding, d yu knw which wrds are used with “-er / -ier”?
Ss: ...
T: And which wrds are used with “mre”?
Ss: ...
Play the recrding. Let students listen and cmplete the chart.
Check the answers.
Play the recrding again, and deal with activity 2b.
T: Listen again. Hw are Tina and Tara different? First listen and write dwn the key wrds abut Tina.
Ss: Funnier, mre utging and mre athletic.
T: This time, listen and write dwn the key wrds abut Tara.
Ss: Mre serius, smarter, and quieter.
Step V Pair wrk (2c, 2d)
This activity prvides guided ral practice using the target language.
Shw the chart in activity 2c n the screen. Ask students t fcus n the chart.
T: Lk at the nte. Three flwers means Sam is taller than Tm. And what des ne flwer mean?
S: Tm is shrter than Sam.
T: Clever! (Pint t the wrd quiet) Is Sam quieter than Tm?
S: N. Tm is quieter than Sam.
T: I like questins. (Pint t the wrd funny) Can yu ask a questin?
S: Is Sam funnier than Tm? —Yes, he is.
S: Is Tm funnier than Sam? —N, he isn’t. Sam is funnier.
Ask Ss t wrk in pairs. SA lk at the chart n page 18. SB lk at the chart n page 81. Ask and answer questins abut Sam and Tm.
T: Nw let’s read the cnversatin in 2d. Can yu rle-play the cnversatin?
S: Yes, we can.
T: Ok, let’s read it!
Hmewrk
Preview the cnversatin in 2d n page 18.
Perid 2 Grammar Fcus
Target language
1. Wrds and expressins
smarter, mre serius, mre athletic, nte, mean, as, way, bth, hers, physics, hwever, cmmn, mre than, in cmmn, be gd at …
2. Key sentences
I’m mre utging than my sister.
Are yu mre serius than Tina?
My friend is the same as me. We are bth quiet.
I am a little taller than her.
Ability gals
Enable students t talk abut persnal traits with the cmparatives f adjectives.
Teaching imprtant and difficult pints
Cmparative with -er, -ier and mre.
Teaching prcedures and ways
Step I Revisin
Check the hmewrk.
Step II Grammar fcus
Ask a student t read the sentences in the chart.
T: When we cmpare Pedr and Paul, Tina and Tara, Tm and Sam, we use the cmparative degrees f adjectives like funnier, taller and mre athletic.
Step III Practice (3a-3b)
T: Nw let’s d the exercises. Can yu cmplete these sentences in 3a?
S: Yes, we can.
Teacher checks the answers.
T: Ok, nw we can think f urselves tw years ag. Can yu tell me?
S1: I’m taller nw than I was tw years ag.
S2: I’m funnier nw than I was tw years ag.
S3: …
T: Yes, let’s write them and answer the questins in 3b.
Then review the phrase:
T: Have yu fund smething new r smething difficult fr yu? Pick them ut and let’s talk abut them. We can use these sentences:
1. as yu can see 正如你所看到的
as, cnj. 以……方式，像……那样
e.g. As yu can see, the British like ftball very much.
2. in sme ways 在某些方面
e.g. He is better than me in sme ways.
3. bth prn. 两者都……
We bth have black eyes = Bth f us have black eyes.
cnj. 常与and 连用
e.g. He can speak bth English and Spanish.
4. We bth enjy ging t parties.
enjy + ding 喜欢做……
e.g. My sister enjys ging shpping very much.
5. She is a little mre utging than me.
I am a little taller than her.
形容词比较级前可以加修饰语表示程度或差别大小。
a little (a bit) 表示更……一点
much, even, far, still, any, a lt表示更……的多
若句中“f the tw”时，形容词比较级前必须“the”。
e.g. She is the quieter ne f the tw.
Step IV Pair wrk (3c)
T: Let’s cmpare ur parents. Check (√) wh is smarter, funnier, etc. in the chart in 3c.
S: Ok!
T: Can yu tell me yur answers?
S: Sure, f curse.
S1: I think my mther is smarter than my father.
S2: I think my father is funnier than my mther.
S3: …
T: OK, yu are great! Nw yur duty is ask yur partner abut his/ her parents.
Hmewrk
T: There is a saying “Like father like sn”. In Chinese, it means “有其父必有其子”. Write abut yu and yur father, telling the things that are the same and different between yu.
Perid 3 Sectin B (1a-2e)
Target language
1. Wrds and expressins
schlwrk, make, laugh, fr, keep secrets …
2. Key sentences
Fr me / In my pinin / I think...
That’s nt very imprtant fr me...
Ability gals
Enable students t express their wn pinins n a gd friend.
Teaching imprtant pints
Expressins used t describe a gd friend.
Teaching prcedures and ways
Step I Lead-in
T: Wh is yur best friend, wuld yu like t tell me?
S: Yes, Judy.
T: Des she like t d the same things as yu?
S: Yes. We always d the same things.
T: (Ask anther student) Wh is yur best friend? Is yur friend ppular in schl?
S: He is Tm. Everyne likes him.
T: Is yur friend gd at sprts?
S: Yes. He is gd at basketball.
T: Is yur friend gd at schlwrk?
S: Yes, he is.
T: Tday we will talk abut gd friend. What shuld a gd friend be like?
Step II Vcabulary and Speaking (1a, 1b)
This activity helps Ss recycle vcabulary and intrduces sme new wrds.
Ask students t read the descriptins f a gd friend, then rank the things (1-7).
T: Here’re sme descriptins f a gd friend. Which ne d yu think is the mst imprtant t yu? Mark 1 befre it. Mark 2 befre the secnd mst imprtant thing. Mark 3 befre the third mst imprtant thing ... till 7.
Students read and rank the descriptins.
T: In yur pinin, which ne is the mst imprtant? Nw, wrk in grups f fur and talk abut what are imprtant in a friend.
Befre students make their wn cnversatins ask fur students t read the sample cnversatin in activity 1b. Then pint ut the key wrds and expressins:
1. be gd at
2. be gd at schlwrk = d well in schlwrk
3. make sb laugh (make sb d sth);
make sb happy/sad (make sb + adj.)
Then ask tw grups t cme t the frnt and present their pinins.
Step III Listening (1c, 1d & 1e)
This activity prvides listening practice with the target language.
T: Yu will hear an interview with Mlly and Mary. They talk abut their best friends. Lk at the chart in activity 1a. (Pint t the headings) They talk abut their best friends in three ways.
Call attentin t the first clumn.
T: Listen fr the first time; find ut what Mlly and Mary like abut best friend? Write dwn the key wrds.
Check the answers.
T: Listen again and fill in the secnd clumn.
Check the answers.
Then play the tape a third time and let students fill in the third clumn.
Check the answers.
T: Talk abut Mlly and Mary and their best friends. There is an example in 1e. Yu can read the cnversatin and then make a cnversatin with yu partner.
Step IV Reading (2a, 2b, 2c, 2d & 2e)
In this step, students will read the article and cmplete the sentences accrding t the article in 2b.
T: Can yu write the cmparative frms f the fllwing adjectives?
S: Yes, we can.
T: Write dwn them in the bx in 2a. And then use them t write five sentences abut yu and yur friends.
T: Shuld friends be the same r different? Read abut what these peple think. Underline the cmparative wrds and phrases in the passages.
T: Nw, let’s read them tgether.
Check the answers.
T: Are the statements in 2c true r false? Wh can answer me?
S1: …
S2: …
T: Gd jb! Hw d yu and yur friends cmpare with the peple in the article? Write five sentences in the bx in 2d.
T: Wh want t read the sentences yu have written?
S1: …
T: Anyne else?
S2: …
T: Great! Nw lk at the saying in 2e. Which saying abut friends is yur favrite? Which friend d yu think abut when yu read this saying? Why?
S1: I like the first saying best, because …
S2: I like the last saying best, because …
T: Nw please tell yur partner abut it.
Step V Hmewrk
Preview the article n page 21.
Perid 4 Sectin B (3a-4) – Self Check
Language gals
1. Wrds and expressins
ppsite, view, interest, mst f, thugh, necessary, beat, care, friendship, primary, infrmatin, primary schl
2. Key sentences
I like t have friends wh are like me.
There are sme differences, thugh.
I dn’t really care.
Hlly’s best friend likes t d the same things as she des.
Ability gals
Enable students t read thers’ pinins n friends and write abut the things that are the same and different between friends.
Teaching imprtant and difficult pints
Understand the wrds that describe what peple are like.
Teaching prcedures and ways
Step I Revisin and Lead-in (3a)
T: In the last perid, we listened t an interview. Mlly and Mary talk abut their best friends. Can yu tell me smething abut them?
S: Sure. They …
T: Ok, nw we will study new lessn abut Wang Lingling and Liu Lili. Wang Lingling and Liu Lili are best friends. Lk at the chart and cmpare them.
T: Yu can write sme sentences abut them. Wang Lingling’s best friend is Liu Lili. They are bth tall, but…
Step II Writing (3b, 3c)
T: I think yu all have many friends, dn’t yu?
S: Yes!
T: Chse tw f yur friends and make ntes in 3b. One friend shuld be similar t yu; the ther friend shuld be different.
T: Anyne want t tell us yur ntes?
S: …
T: Gd jb! Nw we can write tw paragraphs describing yur friends. What d yu like abut yur best friend? Why?
T: Wh want t read yur writing?
S: …
T: Yu did a gd jb. S yu see, sme friends like the same things, and sme have different interests.
Step III Pair wrk (4)
Talk abut the ad in activity 4 and decide which classmate is best fr the jb.
Call attentin t the ad.
T: Which schl needs a teacher?
Ss: English Study Center.
T: Wh are the students?
Ss: Primary schl students.
T: D yu knw the meaning f primary schl? Nw yu are junir secndary schl students. Befre yu came here, yu were primary schl students. Clear? What shuld the teacher be like?
Ss: He/She must have gd grades.
He/She must be utging.
He/She must be gd with children.
He/She must enjy telling jkes.
T: Wrk in pairs and talk abut which student in ur class is best fr the jb. Give the reasns. Try t use the fllwing structures:
I think ...
In my pinin ...
I dn’t agree.
But ...
Ask three pairs t present their dialgues befre the class. If time allws, ask mre pairs t d the presentatin.
Step IV Self Check
Finish the exercises in Self check.
Review this Unit.
T: Tday we did a lt f wrk t practice the target language. I’m sure nw yu can describe persnal traits and cmpare peple well. We als read different peple’s views n friends. Here I’d like t share sme qutes and prverbs abut friend and friendship with yu. Chse the ne yu like best. I hpe all f yu can make sme really gd friends in yur life.
Hmewrk
Review Unit 3 and Preview Unit 4.
相关教案
初中英语人教新目标 (Go for it) 版八年级上册Section A教学设计： 这是一份初中英语人教新目标 (Go for it) 版八年级上册Section A教学设计，共4页。教案主要包含了课程标准，学习内容分析，学情分析，素养目标，学习重，教学资源准备，教学过程，板书设计等内容，欢迎下载使用。
英语八年级上册Section B教学设计： 这是一份英语八年级上册Section B教学设计，共14页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。
初中英语人教新目标 (Go for it) 版八年级上册Section A教案及反思： 这是一份初中英语人教新目标 (Go for it) 版八年级上册Section A教案及反思，共12页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。
