1、8A 第一单元九中 初二英语备课组 2005-11-27Period 1 Welcome to the unitAim: To revise vocabulary and expressions to describe people, at the same time, learn more new words and phrases.Teaching procedures:Step 1 PresentationT: Im very happy to be here and teach you English. First, let me introduce myself.Ask two qu
2、estions:(1) Can everyone be your friend?(2) How many friends do you have in our class?(3) When you choose a friend, how do you want he is like?Step 2 Listen and answerPlay the tape for Ss to listen and answerQ: (1) What food does Eddie give Hobo? (a cake, some milk)(2) What does Hobo want at last? (
3、the pizza in Eddies bowl)Step 3 Read and answerRead after tape while thinking about the following questions:(1) If you are Eddie, will you give the pizza to Hobo?(2) What will you do?Act the dialogue out.Step 4 DiscussionT: Do you like Eddie or Hobo? Why?How is your friend like?Ss discuss in groups
4、of 4 and then report.Step 5 Choose and read1. T: Lets look at some qualities of good friend. Please match the words with the questions.2. Check the answer and read the questions and words together.3. Explain some important words. Step 6 Brain-stormingT: Do you have any other ideas of a good friend?
5、Can you use some words to describe your best friend? Discuss in pairs and write down the word.23 Ss to reportStep 7 Tick and answerT: Which qualities do you think are very important while others are not so important? Please tick them. Then report it to class.It is (very/quite/not) important for my f
6、riend to be+ adj. Step 8 SummarizeT: Today we have learned some important qualities about a good friend. It seem that we all think appearance is not so important, but he should be helpful and honest. And I hope everyone can be like that and you will have more friends.Period 2Aim:To use different str
7、ategies to help students to understand the text;To learn how to use adjectives to describe peoples appearance and characteristics.Teaching procedures:Step 1 Revision.1. What are the most important qualities of a good friend?2. What are the very important qualities of a good friend?3. Whats your good
8、 friend like?Step 2 Presentation1. T: I have a good friend. Do you want to know her? What do you want to know about her? 2. Show a picture. Describe my good friend. Introduce some new expressions:As tall as; be willing to; have a good sense of humor; feel boredStep 3 Fast readingT: Teenagers magazin
9、e is holding a writing competition. Some students have written some entries for it. Please read and find out their main qualities.1-generous, helpful2-humorous (have a good sense of humor), funny3-true friend, kindStep 4 Read for details Complete the table after reading their entries once more.Name
10、Betty Max MayAppearance Slim, short hair Tall, poor eyesight (wear glasses)Small, have straight, shoulder-length hair, pretty.Personality GenerousHelpfulHave a good sense of humorFunnyTrue, kindWhat does he/she do?Willing to share things with friendsReady to help people any time e.g. Tell funny joke
11、s and always make others laughLong legs do not fit under the school desksCan keep a secretNever say a bad word about anyoneStep 5 Retell 1. T: So we have got a table about them. And you have known a lot about them. Can you say sth about them according to the information in the table. 2. Give Ss 3 mi
12、nutes to prepare3. Ask 2-3 Ss to retell the three articles. Step 6 Brainstorming.1. T: Well, when we describe our friends, we also need to describe what he or she is like. What kind of words can we use? -Adjectives.Eyes, nose: big, smallFace: round, squareBody: thin, strong, slim, fat, tall, shortHa
13、ir: short, long, straight, circled, shoulder-length2. We can use so many useful words to describe people. Is there any difference in describing boys and girls? Can you give me any examples?(write down some words in the list on Page 7)Homework:1. To write about one of their friends. (in the next clas
14、s, teachers can read some of them and ask the whole class to guess who she/he is)2. (for some weak students) To write a short passage, use any one on Page 4 as a model. They can replace some words in it if they cant write a new one.Period 3Aim:To learn some useful expressions and use them in differe
15、nt contextTo learn how to describe their friends .Teaching procedures:Step 1 RevisionT: We have learnt some words to describe your friends, can you introduce your friend to us? Others please guess who it is? Ask 3-4 Ss to read their articles.Step 2 Some more exercises1. T: Lets meet our old friends
16、again. Mr Zhou has some problems in describing them. Can you help him finish his sentences? Do Exe B2 on P52. Find out their photos according to Mr Zhous description.3. Mr Zhou is writing some notes about them. Is he right?4. VotingSuppose you are going to vote for the best friend among these three
17、students, what is your choice? Why?Step 3 Voting in your own classDo you have such a good friend in you class, or around you? Please vote for him or her, and tell us your reason. (talk about qualities)Step 4 Language points1.T: now lets look at some useful expressions in the passages.Give Ss some ph
18、rases for them to translate:与一样苗条 as slim as乐于做某事 be willing to do sth.准备好做某事 be ready to do sth.帮助我做家庭作业 help me with my homework因为太多工作 because of too much work戴眼镜 wear glasses有很好的幽默感 have a good sense of humour感到厌倦 feel bored使我笑 make me laugh走路经过 walk past撞翻 knock over说某人坏话 say a bad word about sb
19、.Read them together, and ask Ss to use some of them to make sentences.2. T: Do you have any problem in the passages?3. Answer any question Ss may haveStep 5 Practice1. Fill in the blanks with the right word 1. Thank you for giving me the information. You are so _(help). 2. He plays the piano well. H
20、is parents think hes very _(music). 3. Are you _(will) to sing us an English song? 4. Maybe he will grow into a successful _(sing). 5. Have you ever been to the sea village _(call) Mingshu ? 6. He has a _(wonder) friend Millie.2.Complete the sentence(1) Max 很有幽默感 .他讲有趣的笑话 ,总使我发笑.Max _. He tells _and
21、 always _.(2) 当我读到你的广告时,我想起了我的好朋友 May.I _ my great friend May when I _.(3) 她从不说任何人的坏话.She never _ about_. (4) 她总是帮我学英语.She always _ me _ English.(5) Jim 是一个慷慨大方的人,他总是乐于助人.(6) Betty 长大后想周游世界.3 . Correct the mistakes 1. My father has good sense of humour. 2. I never feel boring when I am with him. 3.
22、My friend is a ture friend. 4. Lily wants us to help her skating. 5. The glasses make Max looks smart.Step 6 Conclusion Ask Ss to make a conclusion of what we have learned in this period.Homework:1. Write a compos ion about his/her best friends.2. Finish off the exercises in Handbook Period 3.Period
23、 4 VocabularyTeaching Aims: To learn how to use adjectives to describe people, especially how to describe boys and girls appropriately.Teaching procedures:Step 1 Lead-inRevise sth about Reading parts to go over the 3 Ss personalities.Step 2 Adjectives.1. So we can use different adjectives to describ
24、e different things. What about a tree, a building, a classroom ? Can you tell me some other adjectives to describe different things？ 2. Show some pictures to teach the different words of describing peoples appearance.e.g: tall/short, square/round face, straight/wavy hair, slim/fat, plump3.PartAStep3
25、 Extensive activitiesGet Ss to find more adjectives for each category ,e g:Build:Eyes:Nose:Face:Hair:Divide Ss into some groups to write more words.Step4 Presentation1. Discuss the adjectives to describe boys and girls, then do PartB2. Play a gameStep5 Exx and HomeworkPeriod 5Teaching Aims: To use c
26、omparatives and superlatives to compare two or more people and things;Teaching procedures:Step1 Lead-in1.T: We use adjectives to describe people and things. We can put it before a noun or after a linking verbs.Present this by revising the three Ss appearance, trying to choose the adjectives to intro
27、duce them,then show them just like : a clever girl, an interesting story2. Present linking verbsStep2 Comparatives and superlatives1. If they are alike, how can we tell their difference? E.g. Millie has long hair, Sandy has long hair, too. We can say Millie has longer hair than Sandy.(on Bb)Millie i
28、s slim. Sandy is slim, too.-Millie is slimmer than Sandy.(on Bb)(Show a lot of pictures to teach them the changing rules and drills), PartB2.Work out the rule When we compare two things, we use comparatives, and we put than _ the comparatives. When we compare more than three things, we can use super
29、latives, and we can put the _ the superlatives.3. A is taller than B. B is taller than C. So we can say A is the tallest of the three.(give more examples, make sure Ss can understand the difference between comparatives and superlatives) Step 4 Practice1. Ask Ss to compare their classmates, using com
30、paratives and superlatives.2. Show them some pictures, asking them to compare them.3. Show them a table, asking them to compare the things in different ways.(PartB2)Step 5 Consolidation Finish off the exercisesStep6 HomeworkCompare things and make 5 sentences using comparatives and superlatives.Peri
31、od 6Teaching Aims:To compare two people or things using (not) as as.Teaching procedures: Step1 RevisionLook at the following table, compare the students, using tall, heavy, fast.Height(cm) Weight(kg) Swimming(sec/50m)Simon 158 50 34Peter 168 49 32Sandy 160 60 34Millie 150 44 40Amy 150 40 30I. Teachi
32、ng and practicing (not) as + a. + as1. PresentationLook at Millie and Amy, who is taller? Millie is as tall as Amy.Peter is taller than Simon. We can also say Simon is not as tall as peter.(use these sentences as model, try to lead out the meaning of (not) as tall asPractice more so that Ss know how
33、 to use than and (not) as as.2. Practice using than, the most, asas, not as as.AmyVery interesting not interestingdiving swimming hiking cyclingskiing camping Very dangerous not dangeroushiking skiing cycling swimmingdiving campingT: Amy thinks diving is the most interesting outdoor activity.Its mor
34、e interesting than swimming and hiking. Hiking is as interesting as camping. But they are not as interesting as skiing and swimming.(Ss repeat after the teacher first, and then practise in halves. After they can do it quite well in groups, ask them to practise in pairs.)3. Practise it in another way
35、. Now can you understand another kind of diagram?(very interesting-, not interesting-)Diving Swimming, skiingHiking, campingCyclingAmy 4. Act as Millie, Sandy, Daniel, and Simon.Just now, we know which outdoor activity Amy likes best, which she doesnt like.What about other students? Do you want to k
36、now their hobbies?(Show them the diagram on P11. Help them understand it and then talk about it in groups. Then ask them to practise as the four children)5. Talk about their own hobby.What about yourselves? Can you draw some stars in the table to tell us which you like best and which you dont like?(
37、after they finish drawing) now I want sb. To tell us his or her hobbies. At the same time, the others listen carefully and draw proper stars to show his or her hobbies.6. Finish the sentences on P11 and do other exercises (PPT)II. Hw.Design a diagram, including 5 outdoor activities they want to talk
38、 about, using stars to show which one is the most interesting and which one they are not interested in. Then write as least 4 sentences, using than, the most, asas, not as asPeriod 7 Integrated skillsAim: To get specific information from a listening material;To talk about a friend.To talk about futu
39、re plansTeaching procedures: I. Revision1. We have learnt a lot about different outdoor activities. What are they? (swimming, hiking, camping, diving, cycling, skiing) What do you like doing? What would you like to do when you grow up?(Ask two pairs to talk about what they have learnt in the last le
40、sson. The other students will listen to them and try to write down their answers in the proper boxes, e.g.)S1 S2 S3 S4I likeI would like toIf they cant, teachers can give them an example (I like hiking best because I think it is very interesting and its good for our health. I also like swimming and
41、diving. But I am not good at swimming. So I dare not to swim or dive in the water. In the future, I would like to have a swimming lesson and try to dive in the sea. I dont like cycling at all. But I must ride a bike every day, or I will have to spend too much time on buses. I would like to drive a c
42、ar in the future if I can.)2. Ask Ss to share their answers with each other to see if they have got the right ones.3. Ask Ss some questions about the table, e.g.:What does like doing?What would like to do in the future?II. Task I Millies future plans1. Just now, talked about their hobbies and their
43、future plans. Its really interesting. Our friend Millie is also 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.2. Listen to the tape again and check their answers.
44、3. Suppose you are Millie. A reporter from NJTV is interviewing you. Please make a dialogue with your partner, talking about your future plan.4. Now you are quite familiar with Millies future plan. Please help her complete a letter.III. Sandys future plans1. So Millie would like to be a social worke
45、r when she grows up. She is really kind and helpful. What about Sandy? What would Sandy like to do when she grows up? Does she also want to be a social worker? If not, whats her plan? Please listen to the tape and find it out.2. Listen to the tape again and help Sandy complete her letter.IV. Speak u
46、p, 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: Whom are they talking about? What would Peter like to do in the future?2. Listen and repeat.3. Do you have any interesting pictures? Im sure you do. Wou
47、ld you like to take them out and share them with your partners? (Practice in pairs, talking about their appearance and their own plans, using some pictures of their family or their friends)V. HomeworkWrite at least 5 sentences to show what they like and what they would like to do in the future.Perio
48、d 8. Study skillsTeaching aims: To find the main points of a passage in order to understand and memorize it more easily. To identify keywords in order to develop general understanding of a passage. To guess meaning and generate mental pictures.Teaching procedures:Step1. Revision:Help the students to revise how to talk about their future plans.Ask: 1. Do you have any future plans?2. What are you going to do when you grow up?3. Why?
