译林版英语八年级上册 unit1-unit2教案

课题

Unit 1 Friends  welcome to the unit       period 1

集体备课和

个人修改意见

教时

1

课型

新授

主备人

备课时间

2021年 8月 30日

教

学

三

维

目

标

基础

知识

了解

初步了解与本单元主题相关词汇

掌握

1. new words: nothing, honest, secret, special, believe, slim.

2. phrases: something to drink, some more food, nothing else, keep secrets, make sb. Happy, share my joy, talk to sb.

能力

训练

过程

方法

听说

能简单描述好朋友的优良品质

读

能阅读本课的单词和comic strip

写

能用词汇写出好朋友的优良品质

情感

态度

价值观

学会欣赏别人, 学会珍爱友谊。发现好朋友的优点

教学

四点

纲要

教学

重点

To learn how to use adjectives to describe people’s appearance and characteristics

教学

难点

To categorize adjectives to describe important qualities of a friend according 

to personal preferences 

课标点，

中考点

能简单描述好朋友的优良品质

形容词的运用

教学

五点

设想

1、让学生分角色表演对话。表演结束后给予鼓励和表扬。

2、以朋友为话题，两人一组练习对话。

3、教师也可以组织一个比赛，让学生用四到五句描述他在班里的一位好朋友，让其他学生猜是谁。

教学过程及内容

教师活动

学生活动

集体备课和个人修改意见

 Step 1 Lead-in

Ask: Who is Eddie? (He’s Millie’s pet dog)

Who is Hobo? (He is Eddie’s e-dog)

Read sentences in the pictures and try to answer:

1. What are they talking about?(They are talking about food)

2. Are they good friends? How do you know?(Yes, because they share things)

T: who do you like more? Why?

S: I like Eddie because he shares his food with Hobo.

Step 2: Presentation:

T: Eddie and Hobo are good friends. I also have a good friend. He is … He is helpful. He often helps me with my lessons. He is honest. He never tells a lie. He can keep secrets. And he often makes me happy and I always share my joy with him.

Explain these words and phrases. Ask students to finish Part A. Check the answer.

Step 3: Listening and practising

Listen to the tape recorder twice and try to practise the dialogue. The more, the better.

Step 4: discussion

1. Ask students discuss and think of other qualities of a good friend. e.g.

generous, clever, kind make sb. laugh.

Write them on the blackboard.

2. T: what qualities of a good friend are important to you?

  Get the students finish off part B, then read them out like this: I think clean and tidy is very important/quite important/ not important.

.

3.play a game about who he is

4.read some idioms about friends

Step 5: Homework:

1. Write more than three sentences about your friend with the adjectives in Part B.

2. Prepare the articles on page 8 and answer the question: Who are they about?

教师提问

教师利用多媒体出示

（1）布置自学任务（2）指导自学的方法（3）明确自学的要求（4）了解他们自学中的困难，

教师巡视检查

引导学生去思考、动脑

放听力

布置任务，小组讨论

让学生自己总结好朋友的特点

在班里开展猜猜他是谁的游戏

读一读关于好朋友的谚语。

教师布置作业

自主学习充分准备

阅读、思考，对前面的知识进行迁移

仔细听老师的导入，并且能发现问题

小组认真讨论学习形容词描绘人的方法

学生各抒己见，能够用正确的形容词表达观点

学生做游戏

板

书

设

计

Unit 1 Welcome to the unit

 Guess who is he ?

教

学

反

思

教学随笔

课题

Unit 1 Friends  Grammar      period 3

集体备课和

个人修改意见

教时

1

课型

新授

主备人

备课时间

2021/ 8/ 30

教

学

三

维

目

标

基础

知识

了解

1. 形容词比较级的构成及其基本用法；
2. 特殊形容词比较级最高级的构成及其识记。

掌握

1. 形容词比较级最高级的基本构成及基本用法。
2. 在具体语境中，如何正确使用形容的比较等级。

能力

训练

过程

方法

听说

能听懂含有形容词比较级和最高级的句子并能灵活运用形容词的比较级和最高级进行会话。

读

能正确朗读含有形容词比较级和最高级的句子并正确进行句型转换

写

能运用形容词的比较级最高级进行比较，并能正确地使用到语境中去，能写出3-5句。

情感

态度

价值观

1. 学会欣赏别人, 学会珍爱友谊。
2. 在运用比较级最高级进行比较时，既要看到自己的长处，有要看到自己的不足；
3. 多方面的比较的同时，要关注需要帮助的人群，多献出爱心帮助他们。

教学

四点

纲要

教学

重点

To use an adjective before a noun or after a linking verb to describe someone or something

教学

难点

To use an adjective before a noun or after a linking verb to describe someone or something

课标点

1.To use comparatives to compare two people or things

2.To use superlatives to compare three or more people or things

3.Know how to describe people's appearance.

4.Use adjectives to describe people or things.

5.Master the comparative and superlative adjectives.

中考点

1.To use comparatives to compare two people or things

2.To use superlatives to compare three or more people

3.Know how to describe people's appearance.

4.Use adjectives to describe people or things.

5.Master the comparative and superlative adjectives.

教学过程及内容

教师活动

学生活动

集体备课和个人修改意见

Step 1 Lead-in

T: Yesterday I asked you to describe a person you like and bring his or her photo here. Now would you please show me your work?

Some Ss come to the blackboard and describe.

T： shows one of the descriptions and underlines some adjectives in the description.

T: These underlined words are called adjectives. Please look at the pictures and the sentences. Can you tell me the use of adjectives in them?

Show a picture of a woman with short hair and a sleeping cat.

She has short hair.

Her hair is short.

This is a lazy cat.

This cat is lazy.

Ss find out that adjectives are used to describe people or things and are used before nouns or after linking verbs.

T: Can you think of any linking verbs we’ve learnt before?

Show Ss some of the linking verbs which are often used.

Step 2：Presentation

1. T: Look at these two girls. Can you find out the difference between the two sentences?

Emphasize that an adjective is used with a noun or a linking verb while an adverb is used with a verb.

2. Show Ss more pictures. Help them say sentences to compare the things with comparatives and superlatives.

Ss find out that comparatives are used to compare two people or things while superlatives are used to compare three or more people or things. Also find out some words and phrases which indicate the use of comparatives or superlatives.

Comparative: than, much, even, still, a little, of the two, Which/Who is …, A or B?

Superlative: the, of…, in …, Which/Who is …, A, B or C?

Step3. Ss look at the table and find out how to form comparatives and superlatives.

We add -er / -est to short adjectives.

(Short adjectives are adjectives of one or two syllables).

We use more/ most for long adjectives.

(Long adjectives are adjectives of three or more syllables.)

1.Ss do Part B1, Page 13. Write the comparatives and superlatives of the adjectives.

2. Ss 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 most quickly with all the answers correct will be the winner.

1)  light  old  healthy  cheerful

2)  safe   thirsty  slim   bad

3)  bright  new much   bored

4)  sad   heavy straight  clearly

3. Ss make up a dialogue in pairs to compare people or things. They can choose any topic of the following: animals, sports, food and drinks, people in this classroom.

T provides some pictures, words, phrases and sentences which may be useful to Ss.

Step4. Ss do some multiple choice and translation work.

Step:5  homework

Show picture

T: Please look at this boy. What do you want to say about him?

S: ……(write the adjectives which students will be mentioned on the blackboard.)

T: All of you described him very well with these words.

Today, we’ll talk about adjectives.

Sentences: Liu Xiang is a tall boy.

He is sporty.

He has big eyes.

T: Who can tell me where we usually put adjs?

We use an adjective before a noun or after a link verb to describe someone/ something.

Show picture 2,3

T:What about Daniel? Is he tall?

T: Look at these girls, who is the tallest ?

T: not as…as = not so…as 不如……

比较级 + than 比……

T: Tommy likes music, and Dainel likes outdoor activities. Can you say their names?

Ask students to look at the table on page 11 and complete the conversations with ‘(not) as...as’

Using ‘… than’, ‘the most…’, ‘as…as’, ‘not as … as’.

T: Amy thinks diving is the most interesting outdoor activity.

It’s more interesting than swimming and hiking.

 Hiking is as interesting as climbing.

S: Liu Xiang (write the adjectives which students will be mentioned on the blackboard.

S: Daniel is as tall as Tommy.

Tommy is as tall as Jason.

S: Lily is not as tall as Mickey.

Judy is not so tall as Lily.

Mickey is taller than Lily.

Judy is shorter than Mickey

S:  swimming, skiing, diving, camping, hiking, cycling

Ss repeat after the teacher first, and then practise in halves.

板

书

设

计

                       Unit 1       Friends

Her hair is long.            A is bigger than B.

She has long hair.          C is the biggest of all.

                                D is not as big as A.

Words: cheerful, printer, better, worse, worst, height, competition, test, be, become, feel, get, grow, keep, look, seem, smell, sound, taste, turn

Phrases：in the drawing competition

Sentences：This is the most expensive printer in the shop.

           Millie is the slowest swimmer of the six students.

           Sandy’s drawing is the most beautiful in the drawing competition

教

学

反

思

教学随笔

课题

Unit 1 Friends Integrated skills     period 4

集体备课和

个人修改意见

教时

1

课型

新授

主备人

备课时间

2021/ 8/ 30

教

学

三

维

目

标

基础

知识

了解

1To get specific information from a listening material;

2.To talk about a friend.

3.To talk about future plans

掌握

Use "Nara and Amy expression of future plan" information fully open "listen" material ", "saying", "reading", "write" activities, improve the students' comprehensive ability of using language.

能力

训练

过程

方法

听说

Sentences according to the content and stimulate the students' establish lofty ideal

读

Describe the future plans, language points

写

1.To identify specific information about different people form their friends’ descriptions

2.To use adjectives to describe people’s appearance and personalities

情感

态度

价值观

Learn to make friends, good at finding friends the top quality.

教学

四点

纲要

教学

重点

1) Use adjectives to describe a friend's appearance and quality.

2) According to article writing requirement and get the idea of composition: introduction, body, and conclusion.

教学

难点

Learn the proper and easy ways to write something, Identify keywords.

课标点

1. Learn the proper and easy ways to write something.

2.To assess their understanding and correct use of adjectives, comparatives and superlatives.

中考点

1. Learn the proper and easy ways to write something.

2. To assess their understanding and correct use of adjectives, comparatives and superlatives.

教学

五点

设想

1.学会运用其他技能帮助自己描述他人的外貌（如绘画技能）；

2.学会运用各种资源帮助自己表达准确的意思(如网络、词典)；

3.在学习描述他人的性格特点的过程中学会看到他人的长处；

4.学会为自己将来考虑，并制定出一个计划；

5.了解国外同龄人的学校生活和交友的情况。

教学过程及内容

教师活动

学生活动

集体备课和个人修改意见

Step 1: Warm-up

T: Who is he ? Can you describe him?

T: Would you like to be another Jack Chen?  Why?

Step 2: Free Talk

T: What does … like doing?

What would … like to do in the future?

Step3 :Listening

(Nara’s future plans)

T: Nara is talking to Amy about her future plans. Can you find out what she would like to do in the future? You can listen to their conversation and put a tick in the correct boxes in the table.

I would like to ……sing for people, be kind , be popular , listen to people’s problems, help people solve problems, make friends, make people happy,  meet a lot of people, travel around the world

2.Check the answers.

3.Discuss with your partner ‘What is Nara like?’ and ‘ What does she want to do?’

4. Now you are quite familiar with Nara’s future plan. Please help her complete a letter. 

Step4 Listen ( Amy’s future plans)

Listen to the tape. While listening, please help Amy complete her letter to an editor.

Step 5: Free talk

T: Nara is kind and helpful, so she wants to be a social worker. Amy likes singing and she would like to be a famous singer. What about you? What are your future plans?

Step 6： Speak up:

Talking about friends

1. Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer:

(1)Who are they talking about?

(2)What would Peter like to do in the future?

2. Listen and repeat.

3. Practice in pairs, talking about Mille, Sandy, or your classmates.

Step7: Summarize

Your are young now. Everyone can dream about your future now. It isn’t bad to keep a dream always in your heart. Work hard. Believe you can fly. It will come true one day.

Step8 ：Exercises

T: 1. Do you have any future plans?

2. What are you going to do when you grow up?

3. Why?

4. What will you do to fulfill your aims?

Who: Cindy---a grade 8 student.

Where: Beijing Sunshine Secondary School

What: move to a new school, have problems with her new school

Why: Don’t know school very well, have no friends, do not know how to talk to her new friends,

How: feel uncomfortable, nervous; always stay alone

S:brave,kind,honest,pleasant…,an actor

S: Because he is famous and popular.

S: famous, popular, editor, social worker, solve,problems,hard-working, handsome, cheerful, a social worker

S: Yeah.

S: Social worker, official, teacher, doctor, nurse

S: We want to help others who need help.

S: work hard, try our best to learn English well.

T: Friends are important to us. We can’t live without friends

Talk about your best friend:

        What’s his/her name?

        What’s he/she like？

        What’s his/her quality of a good friend (personality)?

        What does he/she like doing?

        What would he/she like to do in the future?

T: Would you like to write an article about your best friend?

 Now, let’s see how Daniel describe his best friend.

Questions:

1.WhoisDaniel’sbest friend?

2.What does she look like?

3.What is she like?

4.What would she like to be when she grows up? 

板

书

设

计

                        Unit 1       Friends

be popular ,               listen to people’s problems,

help people solve problems,  make friends,

make people happy,         meet a lot of people,      

教

学

反

思

教学随笔

课题

  Unit 1 Friends    Study skills  period 5

集体备课和

个人修改意见

教时

1

课型

新授

主备人

备课时间

2021年 8月 30日

教

学

三

维

目

标

基础

知识

了解

To revise vocabulary and expressions used to describe people

掌握

afraid    angry    bored    cook     cute 

doctor   excited   lovely    nurse   policeman

pretty    slim      lovely    nurse   policeman 

能力

训练

过程

方法

听说

能听懂描述工作，外表，情感等词汇

读

能够读懂描述工作，外表，情感等相关的文章

写

能运用相关句型简单描述好朋友的工作，外表及情感等文章

情感

态度

价值观

To encourage the students to help others to solves the problems

教学

四点

纲要

教学

重点

To show the students how to find the main points of a passage

教学

难点

To draw a vocabulary tree.

课标点

Remember words quickly by drawing a vocabulary tree.

中考点

Words about jobs, looks, feelings

教学

五点

设想

1复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。要求学生谈论朋友的爱好及未来计划，从而激发学生的背景知识，并为之后的知识输入做好铺垫。

2 教师板书这些描述人物外貌的形容词可以加强同学们对这些词的深刻了解。

3通过教材中的图片复习目标语言。另外，通过让学生自由讨论，这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮演活动降低了难点，做了充分的铺垫，使学生感到有话可说。

4通过画词汇树，可以有效的提高学生对英语词汇记忆的兴趣。另外，这也是老师对学生本节课所学知识的一种检测。

5展示优秀作品这个环节，可以激励同学们的兴趣，使语言学习过程成为学生积极的情感体验，主动思维和大胆实践，形成自主学习能力的过程。

教学过程及内容

教师活动

学生活动

集体备课和个人修改意见

Step 1 Review

 1. Ask and answer between teachers and students.

(1)  What does Nora like doing?

(2)  What does she want to be when she grows up? Why?

(3)  What are Sandy’s future plans? Why?

(4)  Who’s her favourite Chinese artist?

2. Go on talking about friend’ future plans.

Step2 Present

1 T :What does the man/woman look like?

  S: He is strong/ tall /smart... 

  S: She is slim/beautiful/ sweet /thin.....

2 T：We can use these words to describe

People’s looks. Now can you tell me

 some words that we use to describe

 people’s feelings?

3 Games

Groups in four. Write words about jobs,

fruit, food,etc. in two minutes. The group

who writes more and correcter will win.

Step 3 Practice

1. T: If you want to remember new words

 quickly, you can put the words into

different groups to form a vocabulary

tree.

2. Tell students how to draw a 

vocabulary tree.

1. Draw a big tree with some leaves.
2. On its branches, write the group

names, e.g. Vegetables and fruits.

C. Write down the words on the leaves

 of each branch.

D. Draw a picture for each word if

necessary.

3 Work in pairs. Draw your own

 vocabulary tree and put the words into

Different groups, e.g. Jobs, looks,

 places and feelings.

4 Present excellent work.

Step 4 Homework

1 Draw a vocabulary tree.

2 Preview Task.

教师提问

教师利用多媒体出示图片

教师板书这些描述人物外貌的形容词。

让学生看课本P15,完成练习

教学生如何去画词汇树

展示优秀作品

教师总结

学生回答

继续操练对话，谈论朋友爱好和未来计划

鼓励学生多说描写情感的形容词如sad,happy,

Bored,

interested.

两人小组画词汇树记忆更多词汇

板

书

设

计

              Unit1 Friends     Study skills

afraid    angry    bored    cook     cute 

doctor   excited   lovely    nurse   policeman

pretty    slim      lovely    nurse   policeman 

教

学

反

思

教学随笔

课题

Unit1 Friends   Task      period 6

集体备课和

个人修改意见

教时

1

课型

新授

主备人

备课时间

2021年 8月 30日

教

学

三

维

目

标

基础

知识

四会内容

词汇：square   smiling   handsome  fat  hard-working

      Patient   smile    unhappy    excellent

词组：dark brown   both...and...  have a round face   smiling eyes

look really pretty and kind  have a smile on her face

work with children

能听懂别人所描述的外貌，品质等。

能用本单元所学词汇较完整地介绍好朋友的外貌，品质等。

能读懂有关的描写人的相关文章

能运用相关句型简单描述好朋友的外貌及品质等

情感

态度

价值观

To develop an understanding of the structure of the letter: introduction, main body and conclusion

教学

四点

纲要

教学

重点

1 To help the students to prepare notes on their best friends

2 To get the students to focus on how to write about the appearance, personality and ability of a friend

教学

难点

1 To make sure that the students can understand how to write for a newspaper competition using appropriate register

2 To help the students to develop an understanding of the structure: introduction, main body and conclusion

课标点

To make sure the students can talk about their friends’ or others’ appearance, personality and ability, following the structure

中考点

To help the students to develop an understanding of the structure: introduction, main body and conclusion

3

1复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。

2通过组织学生探究，讨论这个活动，可以把生活中的交际场合搬进课堂，使课堂变为一种具体的社会交往环境，使教学过程成为教师与学生之间的一个交际过程。这大大地增强了学生的兴趣。

3听力环节让学生在听力交流中获得独特的体验，在亲身体验中生成新知识，新经验，在体验中感悟语言。

4 小组探究合作可以激发学生的参与性，扩大参与面，使更多的学生开口说英语。

5 四人小组谈论朋友的外貌及品质，使语言学习过程成为学生积极的情感体验，主动思维和大胆实践，形成自主学习能力的过程。

教学过程及内容

教师活动

学生活动

集体备课和个人修改意见

Step 1 Revision

T: Last lesson, we have learnt how to find the main points of a passage. We should get to know: What is it about? Who is it about? What happened? When did it happen? Why did it happen? How did it happen?

Now we will learn how to describe a person.

Step 2: Presentation

Ask a student to stand beside the teacher’s desk. And ask 2-3 students to describe him/her.

Teacher write some important words on the board.

Step 3: Listening

T: Daniel wants to write about his best friend. Let’s listen to the tape. Please pay attention to how he writes his article and answer these questions:

1) Who is Daniel’s best friend? (Kate)

2) Where does she live? (She lives next door to Daniel)

3) What does she look like? (She is tall and slim. She has a square face and a long nose. She has long hair)

4) What is she like? (She is a very clever girl and she likes to help people)

5) What would she like to be when she grows up? (She would like to be a teacher when she grows up)

Step 4: Reading

Read the article again and look at the blackboard. Then tell me what more we should write.

(Students’ own answers)

T: The first paragraph of Daniel’s article is introduction (Say who your best friend is). The second and the third paragraph is main body (Describe his friend’s appearance and personality) The fourth paragraph is conclusion (Describe his friend’s future plans). We can write like this.

Step 5: Group work

Divide students into groups of four or five. Ask them to describe one of his/her group-mates. Then read the article and the other students guess who it is.

VI .On Blackboard:

Ⅶ. Homework:

Write a passage about their good friends

教师提问

教师利用多媒体出示

引导学生探索、交流

听力训练

组织学生完成练习：

小组探究

教师归纳总结

教师出示课件

学生结合所学知识进行回答

学生描述外貌

学生各抒己见

学生根据自己的判断分析

板

书

设

计

Eyes

 Face

 Nose

 Hair

 look

personality

教

学

反

思

教学随笔