牛津英语八年级上册unit1教学案
to answer the following question:
What does Kate want to be when she grows up?
(She wants to be a teacher when she grows up.)
2. Then play the tape for the second time. Remind the Ss to pay
appearance: good-looking, handsome, pretty, sporty
探
Personality: friendly, kind, polite, happy, honest, helpful…
究
Abilities: smart, clever, hard-working, musical
adjectives to describe his appearance, personality and abilities.
① appearance
handsome tall and strong a square face a long nose
short and black hair bright and smiling eyes wear a smile
attention to the adjectives used in the article to describe Kate’s
appearance and personality.
*What is her appearance?
Face
square
Nose
long
Eyes
bright, smiling
教 学 反 思
复备
3
Eyes:
big, small, round, bright, smiling
Nose:
long, short, big, small
Hair:
black, dark brown, long, short, should-length
General slim, thin, fat, strong, tall, short, beautiful, smart
4、Lily often ------------------------(想念)her old friends..
5、I am very ------------------------ (紧张的)because I am nete ,you should o------------------------ your ideas first.
② personality
kind helpful generous pleasant
③ ability ( abilities )
clever hard-working
2. Make a list of words that we can use to describe people.
Face:
long, short, round, square
7、She is friendly and always w------------------------ a smile on her face,
8、The girl with a s ----------------- face is my sister.
9、We like Jane’s bright, s ------------------------ eyes.
10、I b----------------------- that he will be a good teacher.
审核 何学正 课型 新 授
复备
1
Step I. Presentation
1. Present some photos of Yao Ming to the Ss, let them use suitable
过 程设计
一．默写下列单词
1.方形的
2.微笑的，带着笑意的
3.英俊的
4.胖的
5.勤奋的，工作努力的
6.耐心的
7.微笑
8.杰出的，极好的
二．翻译下列短语
1.深棕色
2.住在隔壁
3.有一张圆脸
4.微笑的眼睛
5.面带微笑
6.和孩子一起工作
7.-----和----两者都
8.看起来真的漂亮
准
三．根据提示完成句子
kind.
Kate is a clever girl. She is helpful and she likes to help
探 people. She always wears a smile on her face and looks happy.
究
Kate likes to work with children. She wants to be a teacher
Hair
long
2
过 程设计
General
appearance
tall, slim, pretty
* What is her personality?
clever friendly generous helpful kind
bored happy cheerful
3. Finally let the Ss fill in the blanks with suitable words.
宝应县黄塍镇中心初中八年级英语“三段四环节”教学案
总 课 题 Unit1 Friends
课题
Task
主备人 陈 香 授课日期
1、学习四会单词和重要短语
教学目标
2、用形容词描述一个朋友的相貌和品质 3、运用合适的形容词来修饰男孩和女孩
4、根据写作要求为自己的文章构思
教学重点
用合适的形容词描述一个朋友
教学难点 根据写作要求为自己的文章构思
备
阶 1、Sally wants to be a ------------------------(著名的)dancer when she grows
up.
段
2、I ------------------------ (同意)with you..
3、He gave me some useful ------------------------ (建议)。
adjectives)
2. Have a discussion:
How do we make friends?
3. Give the Ss some advice about making friends.
We should be … ( honest, true ,generous, helpful, polite, kind,
friend…) to our friends.
We should help and learn from each other.
We should share happiness and sadness with our friends.
We should not say a bad word about friends.
Kate is my friend. We have been friends for almost 10 years.
Kate is tall and slim. She has a square face, a long nose, and
long hair. Her eyes are bright and smiling. So she looks pretty and
阶
3. Encourage the Ss to say something about Yao Ming according to
段
some photos, then give them a sample writing to read.
Step II. Listening
1. Play the tape for the Ss to listen. For the first time, ask them to try
阶 when she grows up. 段 Step III. Practice
1. Let the Ss talk about their best friends. First, let them work in
pairs. Then ask some individual students to say out. (Choose suitable
牛津译林版英语八年级上册Unit1Reading2优秀教学案例
3. 学生能够通过学习本课，培养团队合作精神，学会与他人分享和交流，培养良好的学习习惯和态度。
4. 学生能够理解并实践文章中的道德观念和价值观，如勇敢、友谊、诚实等，培养正确的人生观和价值观。
三、教学策略
（一）情景创设
（三）学生小组讨论
在学生小组讨论阶段，教师可以将学生分成若干小组，让他们在小组内进行讨论和交流。教师可以设计一些问题，引导学生深入理解文章的主题和情感，如"What do you think of Tom Sawyer as a character?"、"What can we learn from his adventures?"等。通过小组讨论，学生能够培养团队合作精神，提高他们的语言表达能力和交际能力。
（四）总结归纳
在总结归纳阶段，教师应引导学生回顾本节课的学习内容，帮助他们梳理和归纳文章的主要观点和情感。教师可以邀请学生分享他们在小组讨论中的观点和感受，进而引导学生总结出文章的主题和价值观。通过总结归纳，学生能够加深对文章内容的理解和记忆。
（五）作业小结
在作业小结阶段，教师应布置相关的作业，让学生巩固本节课所学知识。作业可以包括：1. 完成一份关于名著《The Adventures of Tom Sawyer》的读后感写作，让学生运用所学知识进行口语表达3. 搜集一些关于马克·吐温的资料，让学生深入了解这位作家。通过作业小结，学生能够巩固所学知识，提高他们的学习效果。
（二）讲授新知
在讲授新知阶段，教师可以采用直接法，向学生介绍本节课的主要内容和目标。在阅读过程中，教师应引导学生关注文章的关键词汇和短语，例如"adventure"、"pirate"、"island"等，以及常用的句型，如"Do you like...?"、"Would you like to...?"等。同时，教师还可以通过提问的方式，帮助学生理解文章中的文化背景知识，如美国的历史背景、名著《The Adventures of Tom Sawyer》的作者马克·吐温等。
牛津版八年级英语上册册unit1教案.doc
牛津8A Unit 1 Friends 教案（教材分析）Language functions and focus1. Use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: She has short hair.Her hair is short.2. Use comparatives to compare two people /thingse.g.: Sandy’s hair is longer than Millie’s hair.3. Use superlatives to compare three or more people thingse.g.: He is the tallest boy in my class.4. Use ‘as’+ adjective+ ‘as’ to compare people / thingse.g.: Millie is as tall as Kitty.5. Use adj ectives to describe someone’s physical features and appearancee.g.: Sandy is tall and has long hair.Language skillsListening1. Identify main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers’ future plansSpeaking1. Use questions and answers to talk about people’s appearance and personality2. Use everyday expressions to show agreement and confirm informationReading1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends’ descriptionsWriting1. Collect information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unitThe main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)Is there anything else in the fridge? (No, there isn’t.)What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)2. Introduce the idea of sharing and friendship. Ask,e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)Ask two more able students to role-play the conversation in front of the class.牛津8A Unit1 教案（1课时）Welcome to the unitObjectives1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about people’s appearance and personalities4. To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.g.: Do you have a special friend? What makes him/her special?Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with thequestions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.牛津8A Unit1 教案（2课时）ReadingObjectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends’ descriptions4. To use adjectives to descr ibe people’s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.Teaching procedures1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books. What does he/she look like? (For appearance)What kind of person is he/she? (For personality)What does he/she do or want to do in the future? (For future plan)Invite students from each group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or asa quiz.2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.Extension activityOrganize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a timeand ask the class to vote for one of them. Ask individual students why they have voted for that particular person.牛津8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves. Teaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Makesure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get inform ation about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words forhis/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short a djectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adj ectives when ‘-er’/ ‘-est’ or ‘more’/‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the tableto check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in PartB2. prompt the students to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. Ask students to work in pairs to complete the conversation. As this is aproblem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.牛津8A Unit1 教案（5课时）Integrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty. Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite stude nts to talk about their own and their partners’ future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listento the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recordin g again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.9. Read the completed letter or ask a student to read it to check the correct answers. Extension activities1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person wo uld you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about people’s personalities3. To respond to questions about people’s appearance and personalities4. To show agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.牛津8A Unit1 教案（6课时）Study skillsObjectives。
江苏省南通市实验中学八年级英语上册 Unit 1教案 牛津版
知识要点：概述：本单元是初中二年级第一学期的第一个单元。
除复习初一学过的动词的现在进行时外，重点还有情态动词（may），物质名词paper及其数量的表达法。
序数词r音节的拼读规则。
阅读训练材料为第3课第一部分的两段对话。
为了培养学生的阅读能力，还应充分利用阅读训练材料，同步完成。
有条件的话，准备一些初级阅读材料，最好是中英对照的英语读物，逐步提高自身的阅读能力。
重点：（1）情态动词may用来请求允许及答应。
本单元只要求听懂，会说，知道意思就可以。
（2）物质名词paper及其数量的表达法：例如：a piece of paper; two pieces of paper （3）序数词first, second, third和fourth。
（4）r音节的拼读规则。
掌握其一个音标是某个字母或字母组合的读音。
明确英语单词的发音特点（即一个字母特别是元音字母不只一个读音，一个音标（也叫音素）也不只由一个字母或字母组合来构成的）这点会在重点讲解中加以补充说明。
（5）为了培养良好的书写习惯。
抄写造句是十分必要的。
难点：单词量，词汇量的加大会造成学习的困难。
因此，要注意方法，千万不能死记硬背，要在听懂，读懂的基础上，通过拼读规则来记忆单词，而词义和词的搭配及用法，还必须通过有情景的课文，并结合各种言语实践才能达到。
只有本着“词不离句，句不离文”的原则，才能降低词汇学习的难度。
比如first如果掌握了发音[f[:st]而ir字母组合发[[:]的音，那么很轻松地就能写正确。
就不会写成frist了。
除此之外，名词复数和现在进行时的结构还是难点，方法之一就是学会写完一句检查一句。
疑点：（1）may与canMay I (we)......? 是请求允许的日常用语，可有不同的答语。
例如：May I come in? Yes, you may. /Yes, you can.May I have a piece of paper? Certainly! Here you are.（2）I’m sorry 的呼语也应是具体情况具体对待。
牛津译林版英语八年级上册Unit1Task优秀教学案例
在教学活动结束后，引导学生进行反思与评价，让学生认识到自己的优点和不足，明确今后的学习方向。反思与评价有助于培养学生的自我认知能力，激发他们的学习动力。
5.作业小结，培养自主学习能力
综上所述，本案例在教学内容与过程、教学策略等方面具有以下五个亮点：创设真实语境、问题导向、小组合作、反思与评价以及作业小结。这些亮点相互促进，共同提高学生的英语素养和综合能力。在实际教学中，教师可根据学生的实际情况，灵活运用这些策略，以达到最佳教学效果。
（三）小组合作
本章节的教学将采用小组合作的形式，让学生在互动交流中共同完成任务。首先，将学生分成若干小组，每组4-6人。在小组内，学生需要共同讨论喜爱的季节，并完成一篇描述该季节的短文。在这个过程中，小组成员互相学习、互相帮助，共同提高英语水平。此外，小组合作还有助于培养学生的团队协作能力和社交技巧。
四、教学内容与过程
（一）导入新课
1.教学活动：展示四季变化的图片和视频，引导学生关注季节的美丽和变化。
2.教学方法：通过视觉和听觉的刺激，激发学生的学习兴趣，为新课的学习做好铺垫。
3.教学内容：介绍本节课的主题——“描述最喜爱的季节”，并简要说明学习目标。
（二）讲授新知
1.教学活动：讲解本单元的重点词汇、短语和一般现在时、一般过去时的动词变化。
在设计本案例时，考虑到八年级学生的认知水平和语言能力，我以小组合作的形式开展教学。首先，让学生在小组内讨论各自喜欢的季节及原因，鼓励他们用英语进行交流。接着，小组成员共同完成一篇描述最喜爱季节的短文。在这个过程中，学生将充分运用所学知识，如季节相关的词汇、一般现在时和一般过去时的动词变化等。
此外，本案例注重培养学生的人文素养，让他们在描述季节的同时，关注大自然的变化，体会生活的美好。通过此教学活动，学生不仅提高了英语书面表达能力，还增强了对自然环境的热爱和责任感。总之，本案例将学科知识与实际生活紧密结合，旨在提高学生的英语综合运用能力，为他们的终身学习奠定坚实基础。
牛津译林版八年级英语上册Unit 1 Grammar示范课教学设计
Period 4Grammar
一、教学内容分析
本节课是一节语法课。主要内容是形容词的比较级和最高级的构成及其意义与功能，用以对比描述身边的人和物品。
二、学情分析
通过前几课时的学习，学生已经掌握了描述朋友及其品质的形容词，能够利用形容词来描述自己的好朋友，但对如何对比描述两个或两个以上的事物存在一定的困难。
学习理解之感知与注意、获取与梳理、概括与整合
效果评价
从学生完成活动的情况，判断其对形容词比较级知识的掌握情况。
环节设计意图：引导学生在语境中识别并理解形容词比较级的意义、功能与句型结构。
环节三：归纳总结形容词最高级的意义、功能和句型结构。(9 mins)
教师创设情境，引导学生完成练习，巩固对形容词比较级句型结构的掌握，并在语境中感知形容词最高级的意义和功能。之后，通过自主探究的方式，归纳总结形容词最高级的功能和句型结构。
教学活动
1. Students watch the video and answer the question.
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对视频内容的理解程度。
环节设计意图：导入话题，激活学生关于形容词比较级的相关知识，为本节课的语法知识学习做铺垫。
环节二：识别形容词比较级的意义和功能，并归纳总结其功能和句型结构。(9 mins)
12. Students draw pictures of their friends and then write sentences to describe them with the given adjectives.
活动层次
应用实践之内化与运用
迁移创新之想象与创造
牛津译林版英语八年级上册Unit1Task教学设计
（一）导入新课（500字）
1.教师以一个关于梦想的故事或视频作为导入，引发学生对未来梦想的思考。
2.教师提问：“What is your dream for the future? How do you plan to achieve it?”，让学生分享自己的梦想和计划，激发学习兴趣。
4.布置课后作业：写一篇关于个人未来计划的英文作文，要求运用所学时态、词汇和句型。
五、作业布置
为了巩固本节课所学知识，培养学生的英语实际运用能力，特布置以下作业：
1.完成课本练习册中与本节课相关的内容，包括填空、选择、改写句子等类型，以加深对一般将来时态和一般现在时态的理解和应用。
2.结合个人实际，撰写一篇关于个人未来计划的英文作文，要求不少于80词。在作文中，运用本节课所学词汇、句型以及时态，描述自己的梦想、目标和实现计划的具体步骤。
3.引导学生回顾Unit1所学的词汇和句型，为新课的学习做好铺垫。
（二）讲授新知（500字）
1.教师通过示例，讲解一般将来时态和一般现在时态的用法，强调它们在描述未来计划时的应用。
2.学生跟随教师，一起总结两种时态的构成和用法，并进行板书展示。
3.教师讲解本节课的重点词汇和句型，并结合实际语境，让学生理解其含义和用法。
3.家长参与作业：学生与家长分享所学内容，邀请家长参与讨论孩子的未来计划，并给予建议和鼓励。家长签字确认，以增进家校互动，共同关注学生的成长。
4.自主学习：利用网络资源或课外阅读材料，了解不同职业的特点和要求，为下一节课的小组讨论做准备。
5.观察身边人的未来计划，了解他们的梦想和目标，下节课分享给同学们，以拓宽视野，激发学习动力。
1.针对学生兴趣，设计丰富多样的教学活动，激发学生的学习热情，提高课堂参与度。
牛津译林版八年级上册Unit 1《Friends》(Grammar)教学设计
牛津译林版八年级上册Unit 1《Friends》（Grammar）教学设计一. 教材分析《Friends》是牛津译林版八年级上册Unit 1的教学内容，本节课主要讨论朋友和友谊这一主题。
教材通过描述不同人物的性格特点和他们的友谊，引导学生学习一般现在时态的肯定句和疑问句以及一般现在时态的被动语态。
本节课的内容与学生的生活紧密相连，有利于激发他们的学习兴趣和积极性。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一般现在时态。
但他们在语言表达方面还存在一定困难，需要通过大量的操练来提高他们的语言运用能力。
此外，学生的学习动机和学习态度对他们的学习效果有重要影响，因此，教师需要设计有趣且富有挑战性的教学活动来激发他们的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握一般现在时态的肯定句、疑问句和被动语态，并能够运用所学知识进行简单的交流。
2.能力目标：学生能够通过听力、口语、阅读和写作等多种方式，运用一般现在时态进行表达和交流。
3.情感目标：学生能够理解友谊的重要性，学会珍惜和维护友谊。
四. 教学重难点1.重点：学生能够掌握一般现在时态的肯定句、疑问句和被动语态。
2.难点：学生能够运用一般现在时态进行流畅的口语表达和交流。
五. 教学方法1.任务型教学法：通过设计各种真实且有意义的任务，引导学生参与课堂活动，提高他们的语言运用能力。
2.交际法：通过模拟真实场景，让学生在实际交流中学会运用一般现在时态。
3.情境教学法：通过创设各种情境，激发学生的学习兴趣和积极性。
六. 教学准备1.教学课件：制作含有动画、图片和例句的教学课件，帮助学生更好地理解和记忆。
2.练习册：准备与本节课内容相关的练习册，用于巩固所学知识。
3.听力材料：准备与本节课主题相关的听力材料，帮助学生提高听力技能。
七. 教学过程1.导入（5分钟）通过向学生提问“你的朋友是什么样的人？”等问题，引导学生谈论朋友和友谊，激发他们的学习兴趣。
牛津译林版八年级英语上册Unit 1 Reading (I) 示范课教学设计
活动层次
学习理解之概括与整合
查看学生的作答情况，了解他们获取阅读语篇关键信息的情况。
环节设计意图:
通过不同的阅读活动，培养学生获取文章大意及关键信息的能力，帮助学生理清文章内容，同时表格的形式能够帮助学生建立框架意识。
训练学生在真实情境中运用目标语言的能力。
环节六：基于语篇，探究主题意义。（4 mins）
教师引导学生思考问题，探究“朋友”的重要性。
教学活动
14. Students discuss the questionwhy they need friends.
活动层次
迁移创新之推理与论证
效果评价
倾听学生的讨论，了解学生对主题意义的理解程度。
环节设计意图:
升华主题，引导学生了解语篇背后所蕴含的情感态度。
作业与拓展
1. Finish the exerciseB1.
2. Review the new words and phrasesthey’ve learnt today.
二、语篇分析
【What】
本节课的话题是“最好的朋友”，属于人与社会主题下的主题群“社会服务与人际沟通”，子话题为“良好的人际关系与社会交往”。阅读文本包含了三个语篇，分别介绍了三个好朋友的外貌、品质等。
【Why】
在每个学生成长的过程中，朋友都是一笔重要的财富。本节课旨在引导学生结合自己在平时生活中与朋友相处的经历学习语言，意识到朋友的重要性，学会珍视友谊。
环节设计意图：
通过看图说话和匹配活动，帮助学生熟悉话题，同时在情境中学习新词，有利于加深学生对新词的理解。通过预测活动，进一步帮助学生了解话题，培养学生读前预测的意识和习惯，有效降低阅读难度。
新版牛津版八年级英语上册教案(全册 共121页)
T:Are you clear?
S:Yes.
T:Let's go on.
Step3:Show"Guide One"to the students.
Guide One 10´
1. Listen to the tapeand answer the following questions within 4 minutes..
Have a match!Who can do it best?
Step4.Show"Guide Two"to the students.
Guide Two 5’
Daniel is reading about a writing competition in Teenagers magazine.Let’s help him match the questions with the qualities.
Class Exercise（二）
根据句意，所给汉语或首字母写出单词。
1.When your mother is away,can you look after ____(你自己)well.
2.You always____(关心)about me.Thank you so much.
3.If you are t _____,you can drink a glass of water .
T:I'm OK.Thank you.Sit down,please.
Step 2:Show"Learning aims"
T:Today we will learn Unit 1 Comic strip& Welcome to the unit.Please look at our"Learning aims"(Then I read it slowly.)
牛津译林版英语八年级上册Unit1教学设计
3.丰富课堂活动，引入跨文化交际元素，让学生在了解不同节日文化的同时，提高他们的交际能力。
4.关注学生的个体差异，给予每个学生充分的鼓励和支持，提高他们在课堂中的参与度。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的核心词汇和短语，如festival, celebrate, traditional, custom等；一般现在时和一般过去时的用法；目标句型的运用。
b. How do people celebrate this festival in different countries?
c. What does this festival mean to you?
4.教师巡回指导，给予每组建议和鼓励，提高学生的讨论效果。
（四）课堂练习
1.教师设计一系列练习题，包括词汇填空、语法改错、句型转换等，让学生巩固所学知识。
难点：在实际语境中灵活运用所学词汇和语法结构进行表达；跨文化交际能力的培养。
2.重点：通过本章节的学习，让学生了解世界各地的节日文化，提高他们的跨文化意识。
难点：如何引导学生将所学知识与文化背景相结合，进行深入的思考和表达。
（二）教学设想
1.创设情境，激发兴趣：以学生熟悉的节日为切入点，通过图片、视频等多媒体资源，让学生了解世界各地的节日庆典，激发他们对本章节内容的学习兴趣。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个节日进行深入研究，查找资料、讨论节日的起、习俗、意义等。
2.各小组展示他们的研究成果，用英语介绍所研究的节日，并与其他小组分享。
3.学生在小组内用目标语言讨论以下问题：