牛津译林版八年级英语上册全套教案汇总
牛津译林版八年级英语上册全套教案汇总
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牛津译林版八年级英语上册Module 1 Teenage life教案汇总
（Unit1—Unit4）
Unit 1 Friends
Comic strip and Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. identify the new words and phrases;
2. describe people’s qualities with simple and proper words;
3. know more about friendship and try to develop some good qualities.
II. Teaching contents
1. New words and phrases: thirsty, honest, care about, keep a secret, make sb happy, be ready to do sth, have problems, believe what he/she says, tell lies/funny jokes.
2. New structures: Can I have something to drink?
Can I have some more food?
What makes good friends?
You can trust them because they never tell lies.
III. Focus of the lesson and predicted area of difficulty
Describe people’s qualities with simple and proper words.
IV. Teaching procedures
A Comic strip
Step 1 Lead-in
1. The topic of the unit ― friends
T: Hello, boys and girls, do you have a friend? Yes, of course, you do. As we know, every one of us should have at least one or two friends. Time seems to go faster when good friends are together.
2. Free talk
Ask some open questions:
Who is your good friend?
Could tell us something about your good friend?
Why do you choose him/her as your good friend?
【设计意图】从谈论身边的朋友引入课题，拉近与学生的心理距离，学生有了表达的欲望，也能用自己的语言初步描述朋友的性格。
Step 2 Presentation
1. Show pictures of Hobo and Eddie
T: It’s nice to see Hobo and Eddie again. Do you like them? Yes, they are funny and they can always make us happy. Do you think they are good friends? Let’s watch a short video and answer the questions:
What does Hobo think a good friend should do?
What do they share?
2. Have a discussion
Will they share the pizza? Why or why not?
Two possible answers: Yes, they will share. Because good friends always share. No, they won’t. Because Hobo already has a big cake.
3. Complete a short 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?
【设计意图】让学生回答两个深层次的问题有助于学生进一步思考什么是朋友，增加了课堂的趣味性，同时为后面的讨论环节做了铺垫。将巩固形式由对话变为小短文，不仅可以检测学生对对话的掌握情况，而且训练了学生信息转化的能力。Step 3 Practice
Read loudly and try to act it out. Add an ending to it.
【设计意图】通过表演让学生对漫画内容理解更加深刻，通过增加结尾，让学生发挥自己的想象力，活跃课堂气氛，启发学生创造性。
B Welcome to the unit
Step 1 Lead-in
1. Let’s brainstorm. What qualities should a good friend have?
The teacher should encourage the students to say as many as possible.
2. The teacher can use the pictures of Pinocchio and Mr. Bean to teach the new words “honest” and “humorous”.
3. The teacher can use the pictures of Harry Potter and his friends to tell the meaning of true friends.
4. The teacher can use the pictures of the characters from The Journey to the West to show the importance of team work.
【设计意图】尽可能多的搜集描述朋友品质的词，激活学生已有的图式。通过学生喜闻乐见的人物帮助学生学会描述人的典型性格，并指出朋友的本质以及团队合作的重要性。
Step 2 Presentation
1. Let’s match the qualities on the left with the questions on the right.
Check the answers by speaking out with the complete sentences.
Eg: My friend is helpful so he/she is ready to help when I have problems.
2. Let’s listen and ans wer the questions:
What qualities does Amy think a friend should have?
What qualities does Daniel think a friend should have?
3. Let’s discuss in groups.
What makes good friends?
If you agree, you can say “Yes, that’s very important.”, “That’s true.” or “I also think ...”.
If you disagree, you can say “I’m afraid not.”, “I don’t think so.” “This might be true, but ...
【设计意图】组内讨论时教师给予提示同意和不同意的多种表达法，能帮助学生恰当地表达自己的观点；思想的碰撞有利于学生自己归纳好朋友的品质，形成正确的人生观。
Step 3 Consolidation
Let’s interview.
The students have an interview about friends with their partners and then make a report in the class. The one who gets the most information wins. The teacher can ask some questions for the students to begin with and the students are encouraged to ask more questions.
【设计意图】带有竞争性的真实的语言任务，能有效的激励学生充分地运用已有的语言知识，达到了用中学英语的目的。
Step 4 Extension
1. Let’s learn some proverbs
The teacher shows 4 proverbs and asks the students to guess their Chinese meanings. Encourage
the students to find more on the Internet after class.
2. Let’s enjoy an English song, “Count on me”
【设计意图】介绍朋友相关的谚语有助于学生接触原汁原味的语言，开拓眼界，可要求学生平时注意多收集相关资料；英文歌曲欣赏试图让学生全方面接触英美文化，给语言学习增添乐趣，可鼓励学生课后学唱几首英文歌，班级举办英语歌曲比赛。
Step 5 Summary
The teacher gives a short summary about friends and offer some advice on how to make a friend.
Spend more time around people.
Join an organization or a club.
Be a volunteer.
Be a good listener.
Choose your friends wisely.
V. Homework
1. Finish the exercises in Period 1 of Unit 1 in the workbook
2. Read the poem “A Forever Friend”.
3. Try to find what good qualities your best friend has and give as many examples as possible.
Write a short passage.
Unit 1 Friends
Reading (I)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. find out the names, looks and personalities about the friends in the text;
2. describe their friends with proper expressions.
II. Teaching contents
1. New words and phrases: generous, helpful, straight, any time, a sense of humour
2. New structure: She is also helpful and ready to help people any time.
He is the tallest boy in our class.
She is taller than I am.
III. Focus of the lesson and predicted area of difficulty
Describe people’s qualities with simple and proper words.
IV. Teaching procedures
Step 1 Lead-in
1. Questionnaire
Let the students do a questionnaire about “Who will you talk to when you are in such situations?”
Situations Teachers Parents Friends
1. You are very happy.
2. You are very sad.
3. You have a secret and you want to tell
someone.
4. You have problems.
5. You want to go shopping.
2. Free talk
T: A life without friends is a life without a sun. What makes good friends?
T: Friends …
【设计意图】先以一个简短的问卷调查来引出朋友的话题。接着让学生谈论他们心目中好朋友应有的品质，既复习了前一课的话题，又为接下来的学习做了铺垫。Step 2 Presentation
1. Read and answer
T: Today I’ll introduce some friends to you. They are teenagers like you. Let’s see who they are. Open your books at Page 8. Read the text quickly and tell me their names.
2. Listen and choose
T: We know Betty and May are both girls. Look at two pictures. Let’s listen and choose who Betty is and who May is.
Ask the students to read sentences about the looks of Betty and May.
3. Read and answer
T: How is Betty? How is May? Please read the short passage about Betty and May. Can you find the adjectives about their personality?
Betty: generous and helpful
May: sweet and true
T: Why do we say Betty is generous and helpful? Please read and find the sentences in the first passage.
T: Why do we say May is sweet and true? Please read and find the sentences in the third passage.
4. Read and fill in the table
Name Looks Personality Other information
Betty
May
5. Listen and repeat
Listen to the record of Part 1 and Part3 and repeat sentence by sentence. Pay attention to the pronunciation and intonation.
6. Listen and repeat
(1) Listen to the record and repeat sentence by sentence.
(2) Retell the passage according to the table above.
7. Read and answer
Read Part 2 and answer the following questions.
How tall is Max?
Does Max look lovely when he wears small round glasses?
How do we feel when we are with Max? Why?
Do Max’s legs fit well under his desk?
What happens to him when Max walks past the desk?
8. Listen and repeat
(1) Listen to the record and repeat sentence by sentence of Part.
(2) Retell the part about Max’s personality with the clues.
【设计意图】快速浏览全文，让学生找出文中的三个主要人物，了解文章的中心意思。接下来利用找关键词及问题引导带领学生细读课文，让学生对课文有更深层次的理解，从而进一步把握文章的结构和细节。跟读录音是为了让学生在理解的基础上来朗读，更好地模仿标准的语音语调。
Step 3 Extension
1. Pair work
Have a discussion about “Who do you want to choose as your best friend, Betty, Max or May? Why?” in pairs.
2. Summary
Teacher gives a short summary.
【设计意图】通过对问题的讨论来复习巩固本节课的重点知识，让学生将短文转换成对话的形式展示出来，可以更好地了解学生的学习情况。最后教师进行本节课的总结，可以让学生对照自评本节课的目标达成度。
V. Homework
1. Listen to the tape and repeat after it three times.
2. Finish the exercises B1 and B2 on Page 9.
3. Write a passage about your best friend.
Unit 1 Friends
Reading (II)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. introduce Betty, Max and May with the help of a mind map;
2. use the key words and expressions to express their own ideas;
3. write about a person they are familiar with in detail;
4. know how to organize a good paragraph with a topic sentence and supporting details in logic
order.
II. Teaching contents
1. New words and phrases: fit, walk past, knock onto, worry, give her seat to someone in need,
have a good voice, wear small round glasses, bored & boring, have long straight hair, say a bad word about anyone, be good at telling jokes
2. New structure: She is also helpful and ready to help people any time.
She wants to be a singer when she grows up.
They make him look smart.
He tells funny jokes and always makes me laugh.
They do not fit well under his desk.
When something worries me, I can always go to her.
I never feel bored with him.
III. Focus of the lesson and predicted area of difficulty
Write about a person they are familiar with in detail.
Know how to organize a good paragraph with a topic sentence and supporting details. IV. Teaching procedures
Step 1 Lead-in
Show three pictures of Betty, Max and May and ask students to describe their looks. Point out that when describing people’s looks, we should pay attention to their figures and distingushing features.
【设计意图】通过描述图片中人物的外貌激活学生已有的图式，熟悉课文，并引导学生总结出描述外貌可以从体型和人物特征着手。
Step 2 Mind-mapping
1. Help the students to recall the details by mind-mapping
(1) Introduce Betty
Teacher shows four pictures of Betty and asks students what they can see in the pictures and what we can learn from the pictures. Teacher helps the students finish the mind map.
(2) Introduce Max
Teacher shows the structure of the second entry and asks the students to retell with the help of some pictures and phrases.
(3) Introduce May
Teacher shows the mind map of the third entry and encourages the students to retell with the help of some key words and phrases.
2. Ask the students to introduce Betty, Max and May by mind-mapping
【设计意图】思维导图能有效地快速帮助学生回顾文章主体内容，复习过程中再现了重点词汇、短语和习惯表达。
Step 3 Language focus
1. make sb do sth & make sb + adj
(1) Explanation
Teacher shows four pictures and four sentences，asks the students to use the words to fill in the blanks, then T shows the usage of “make”.
(2) Drill
T: What does your teacher/parents/friends often make you do?” I’ll give an example. Can you make more sentences using “make sb do”?
2. bored & boring
(1) Explanation
T: We use “bored” to describe how a person feels when something is not interesting. Look at the picture, the boy feels bored because his friends are not here. You look bored, why not turn off the TV and do something else?
T: We use “boring” to describe something that is not interesting. Look at the picture, the boy just can’t read this boring book any more. Let’s stop watching this TV programme, it’s so boring.
(2) Drill
T: Do you know more words like “bored” and “boring”? Can you use these words to complete the sentences?
3. fit
T: What does the word “fit” mean here? The word “fit” has some different meanings, please complete these sentences.
4. verb + preposition combinations
(1) walk + preposition
Teacher shows three pictures to explain “walk past”, “walk through”, “walk across” and gives more sentences as examples.
(2) knock + preposition
Teacher shows four sentences to explain the meanings of “knock on”, “knock down”, “knock over”, “knock off” and “knock onto”.
5. worry
T: Can you say “when something worries me” in another way? The word “worry” here is a verb, we can say “worry sb” or “sb worry about sth”, and we can also say “sb be worried about sth”. Try to explain他们为即将到来的考试而发愁in three different ways.
【设计意图】在语言点的教学中，教师试图出示足够多的示例，在真实的情境中引导学生总结出词的不同用法，随即让学生用这些词组去造句，实际运用中又巩固了这一语言点；bored和boring是学生易犯的错误，教师强调本质区别并举例说明，并引导学生进行知识的迁移，从已有的图式中提取出类似的几组词进行对比，完成几组句子，教会了学生学习的方法。
Step 4 Complete a passage
Teacher shows another passage and asks the students to complete it using the words we’ve learnt.
【设计意图】五个语言点讲解结束后，教师自编了一篇与主题相似的文章，让学生用刚学到的短语填空，操练了重点语言点。
Step 5 Writing
1. Guide the students to explore the features of a description of a person
Teacher shows the three entries and points out that they are all descriptions of a person, asks students which entry they like best and why, guides the students to consider about three parts .
details
paragraphs
endings
2. Find many strong details in the description of Betty
Teacher asks the students to find the details of Betty and consider why the writer uses so many details.
3. Learn how to write a good paragraph
(1) A topic sentence
Taking the second paragraph of the second entry as an example, Teacher asks the students to find the details, and uses the mind map to help the student understand
main idea and detail. Point out that a good paragraph includes a topic sentence and supporting details and the topic sentence is usually at the beginning of a paragraph. (2) A good ending
T: Can you find a sentence that tells how I strongly feel about Max? This is
an exclamation; do you think it is a good ending?
Teacher points out we should use different sentence types to add variety.
(3) Supporting details in the logic order
Teacher asks the students to put three sentences in the best order and reminds the students that the supporting details should be in the logic order.
4. Ask the students to write down their own ideas
Students write about a friend or someone they know well. Tell what the person is like. Tell what they like to do together. Use the Writer’s Checklist to h elp.
【设计意图】本课的三篇文章皆属于人物描述，本教学环节试图帮助学生理解这一文体的特点，从细节、段落结构（中心句+符合逻辑的细节）和结尾（多样的句子类型）三方面着手，让学生感知、体会并试图仿写。
V. Homework
1. Finish the writing and make a story book.
2. Read more descriptions of a person and share them in the class.
Unit 1 Friends
Integrated skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. Understand some new words and expressions and learn to use them;
2. Catch the key points from the listening materials;
3. Learn to talk about future plans and friends.
II. Teaching contents
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?
III. Focus of the lesson and predicted area of difficulty
Get specific information from listening materials.
Talk about future plans.
IV. Teaching procedures
A Future plans
Step1 Lead-in
1. Enjoy a song “My Dream Job”.
2. Free talk
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.
【设计意图】一首节奏欢快的儿童歌曲朗朗上口，快速引导学生进入本课情境，可以鼓励学有余力的孩子跟着哼唱。接着抛出本课的主话题，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。
Step 2 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”.
【设计意图】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.
【设计意图】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。
B Speak up: What’s he like?
Step 1 Presentation
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.
【设计意图】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，提醒学生注意连读和失去爆破这两种特殊情况。
Step 2 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. 【设计意图】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 3 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.
【设计意图】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。V. Homework
1. Revise the new words and phrases.
2. Ask more friends about their future plans and write a short passage.
Unit 1 Friends
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know how to use the vocabulary tree to remember the new words;
2. draw the vocabulary tree;
3. try to draw the knowledge tree to remember the knowledge.
II. Teaching contents
How to remember words quickly.
III. Focus of the lesson and predicted area of difficulty
Draw the vocabulary tree.
IV. Teaching procedures
Step 1 Lead-in
1. Ask and answer
The teacher shows four figures of different professionals and writes down the key words on the blackboard.
T: What’s he/she? What does he/she look like? What’s his/her feeling?
2. Try to remember
Give the students one minute to remember the words on the blackboard. Then let the students try to say the words as many as possible.
【设计意图】以问题为抓手，通过让学生简要地描述所给人物来复习前面所学知识。让学生快速地记单词是为接下来的学习做了铺垫，引出今天的主题。
Step 2 Presentation
1. Present the method to remember words
The teacher introduces a good method to remember the words quickly. Lead the students to put the words into different groups.
2. Try to draw
Teach the students how to draw a vocabulary tree.
We need 4 or 5 steps. The steps are:
Put the words into different.
Draw a tree.
Write the group names on the branches.
Write down the words on the leaves of each branch.
Draw pictures if necessary.
3. Do the exercise
Let the students open their books at Page 15 to complete the vocabulary tree in their books. First ask the students to do it by themselves and then check the answers together.
【设计意图】通过之前的快速记单词活动引出今天的话题记忆单词的方法之利用词汇树。通
过动画的形式生动形象地向学生演示绘制词汇树的过程与方法。接下来让学生翻开课本来完成书上的联系，初步了解词汇树。
Step 3 Practice
1. Ask and answer
Ask some questions about our friend Eddie, such as “what’s Eddie’ hobby?”. Let the students say the names of some food and drinks.
2. Group the words
Let the students put the words about the food into different groups.
3. Draw a vocabulary tree
Let the students draw a vocabulary tree about the food and drinks.
【设计意图】通过学生熟知的卡通人物来引出关于食物和饮料的相关词汇。通过让学生根据这些词汇进行分类可以了解学生概括总结的能力，最后让学生以此来绘制一颗词汇树既可以让学生对照自评本节课的目标达成度，也是教师来反思教学目标达成度的一个途径。
Step 4 Expansion
The teacher introduces the knowledge tree. Lead the students to draw the knowledge tree about the knowledge of unit 1. They can draw the trees in different ways.
【设计意图】从利用词汇树来记单词引申到利用知识树来梳理整个单元的结构与内容。通过介绍两种不同的方式来拓宽学生的思维，让绘制知识树真正能成为学生学习的一项技能，而不仅仅局限在记忆单词上面。
V. Homework
1. Put the words in Unit 1 into different groups.
2. Try to draw a vocabulary tree.
Unit 1 Friends
Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. write an article about their best friends;
2. understand the five steps of writing (prewrite-write-revise-edit-publish);
3. work in pairs, assess and reflect after writing.
II. Teaching contents
1. New words and phrases: dark brown, both … and …, have a round face, smiling eyes, look really pretty and kind, have a smile on her face, work with children.
2. New structure: Kate is both my neighbour and my best friend.
She always has a smile on her face and looks happy.
I think she will make an excellent teacher.
III. Focus of the lesson and predicted area of difficulty
Write an article about best friends.
Learn the five steps of writing.
IV. Teaching procedures
Step1 Lead-in
Brainstorm: What would you like to write about your friend?
T: Teenagers magazine is inviting teenagers to write about their best friends for the writing competition.
【设计意图】作为本单元最后一个课时，学生已具备较多的知识背景储备，创设情境邀请学生参加写作比赛，明确本课任务。通过头脑风暴引导学生考虑写哪些方面帮助学生拓展思维，理清思路。
Step2 Presentation
1. Read and answer
Students read the article and answer five questions
Who’s Daniel’s best friend?
When did Daniel first meet her?
What does she look like?
What’s she like?
What would she like to be when she grows up?
2. Show the structure of the article
3. Read each paragraph carefully
(1) Para 1 Introduction
Which sentence can we use in our article?
(2) Para 2 Looks
Which sentence tells the main idea? Find the details about her looks. Teacher concludes
that we should tell the figure and distinguishing features.
(3) Para 3 Personality
What is she like? Students try to find the topic sentences and the supporting details, and teacher points out supporting details can help the reader understand the personality.
(4) Para 4 Future plans
Which sentence can we use in our article?
【设计意图】从阅读文章回答问题入手，引导学生总结出文章大体的段落结构；再分段细读，帮助学生赏析写作示范文章的遣词造句和段落结构，层层深入，为下一环节的写作提供素材和范例。
Step 3 Writing
1. How to write
Show the five steps of writing; point out that we should write step-by-step.
(1) Prewriting—choose a topic and collect details
a. Ask students to use words to help readers “see” who they are describing.
Show four portraits and invite the students to describe their looks, giving a word list and a structure as a help.
b. Ask students to use sentences to help readers understand the personality better. Ask students to match the personality with supporting details. Encourage the students to say something more about the other personalities.
(2) Writing
a. write a first draft: a beginning + a middle + an ending
b. Show the model draft and analyze the structure of it.
(3) Revising—improve your writing
a. Talk with a partner.
Show the response sheet. Ask students to work in pairs—one reads the writing out aloud and the other team members listen carefully and tell what they like and ask questions.
b. Rewrite parts.
Ask students to make three sentences better.
Give two tips: use specific words; use sentences of different lengths.
(4) Editing—check for errors
Invite the students to check the article for punctuation, capitalization, grammar error and spelling.
(5) Publishing—share your writing
Show the final copy.
Give two tips: use your best handwriting; indent the first line of each paragraph.
2. Assessment
(1) How to assess the final copy
(2) Reflecting on your writing
Reflect by answering three questions.
The best part of my article is:
The part that still needs work is:
The next time I write a descriptive article, I would like to:
3. Write an article
(1) The advantages of writing
Show the advantages of writing: exercise your brain, learn m ore about yourself, share with others, have fun. Encourage the students to write more.
(2) Write an article
Ask students to write their own article about their friends.
【设计意图】如何润色英语作文是一个难点，学生往往感觉无从下手。本环节的设计通过修改例文，说明修改的原因，并给出了一些修改的小提示，可以启发鼓励学生改善自己的习作。写作实践环节首先向学生展示写作的五个基本流程，五个流程环环相扣，操作性强，能有效帮助学生明确按步骤写作的理念；五个写作环节环环相扣，一气呵成，通过剖析一篇例文具体的写作过程，为学生提供很好
的范例同伴反馈表格具体指导学生如何合作，避免了以往小组讨论流于形式的问题。
V. Homework
1. Revise your article.
2. Choose the best articles and put them on the wall.
Unit 2 School life
Comic strip and Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. talk about school life properly;
2. grasp the different expressions to refer to the same thing in British and American English;
3. understand the rules of the differences between British and American English in vocabulary.
II. Teaching contents
1. New words and phrases: British, biscuit, rubber, American, eraser, vacation, cookie, fall, store, truck, yard, movie, advertisement, lorry, soccer
2. New structures: Because we’re cleverer than people.
They have to work harder.
What’s school life? It’s like watching TV.
They are fewer advertisements.
I’d love to, but the school football team will practise this Saturday.
III. Focus of the lesson and predicted area of difficulty
Describe what school is like in their mind with one’s own words.