牛津译林版-英语-八上-1单元 Reading第一课时 教案
总课题8A Friends教案总课时第课
时
课题课型New
教学目标知识目标 1.To master some new words.
能力目标
2.To describe friends’appearance and
personalities with adjectives.
情感目标
3.To learn about the ways of describing
friends’ qualities.
教学重点To describe friends’ appearance and personalities with adjectives.
教学难点To learn about the ways of describing friends’qualities.
课前预习Preview the new words.
教学过程
教学环节教师活动学生活
动
备课札记
Step1 Revision
Step2 Extensive reading 1. Talk about friends, answer these questions:
Who is your best friend?
What does your friend look like?
What does he / she like doing?
What kind of person is your friend?
What does he / she want to do in the
future?
2. By answering the questions above, revise
the adjectives about describing good
friends and think about what qualities are
important in good friends.
1. Present a photo of a friend, describe the
person’s appearance and guess his / her
personality. Present new words by
introducing a good friend.
2. Play the tape for Part A on P8, listen and
finish Part B2 on P9. Check the answers.
Then add some more T / F questions:
(1) Betty’s hair is long.
(2) Betty is generous and helpful.
Ask and
answer.。
【牛津译林版】八年级上Unit1第1课时教案讲解分析习题设计
Unit 1 FriendsPeriod I: Comic strip & Welcome to the unit（第一课时）第一部分教案设计教学内容Comic strip & Welcome to the unit（第6~7页），通过两只小狗Eddie和Hobo的对话，引出朋友的话题。
教材分析Comic strip &Welcome to the unit是本单元的第一课时，主要是激发学生兴趣，通过Eddie和Hobo两只小狗之间的对话，引出本单元的学习重点。
掌握相关的描写朋友的重要词汇和两个重要句式：“Maybe we can share it.”和“Can I have something to drink?"。
教学目标基础知识掌握词汇：honest, yourself, humorous,make,joke,secret,magazine,polite,trust,truethirsty, care,good-looking,tidy,lie词组：some more food, keep a secre,t care about, be ready to do sth, tell lies/funny jokesmake sb happy, tell him/her everything about yourself, have problems句型：Can I have something to drink?What about some milk?Can I have some more food?Maybe we can share it.What makes good friends, Amy?基本技能1.掌握本课出现的重点语言点。
2.学习用适当的词描述人的外貌和性格特点。
3.能简单描述好朋友的优秀品质。
综合素质让学生学习用适当的词描述人的外貌和性格特点。
八年级上牛津英语译林版Unit1教学设计.doc
Unit 1 FriendsPart 1 Teaching designUnit Goals1.To learn how to use adjective properly(适当地).2.To learn to use comparatives（比较级）to compare two people or two things, to use superlatives（最高级）tocompare three or more people or things and to use ‘as + adjective + as’ to compare people or things.3.To collect information and organize（组织）ideas to describe（描述）their friends’appearance andpersonality.4.To develop（发展）the skills（技能）of looking for main points and keywords.5.To develop some ideas about making friends.Language points and focusVocabularyMore, nothing, bowl, honest, secret, joy, special, sad, believe, magazine, gook-looking, slim, wiling, ready, etc. Expressionsas --- as, give seats to sb., travel around the world, has poor/good eyesight, think of, keep a secret, say a bad word about, try to do sth., try one’s best to do sth., fee uncomfortable, sit alone.StructureShe is willing to share things with her friends.He has a good sense of humor.When something worries me, I can always go to her.I can listen to people’s problems and help them solve their problems.I will be happy if I can make people happy again.I am unhappy these days because I have some problems with my new school.Period 1 Comic stripes and welcome to the unitTeaching goals1.To revise vocabulary and expressions used do describe people.2.To guess meaning from context.3.To generate ideas about people’s appearance and personalities.4.To categorize adjectives to describe important qualities of a friend according to personal preferences. Teaching ProceduresStep 1 Brainstorming and fee discussionAre you hungry now?If you are very hungry, what can you do? What are you going to do?Do you want to have anything to drink, too? What would you like to drink?If you are still hungry, what can you do? (Have some more food.)If there’s nothing else in the fridge, what can you do?Step 2 Listen taskAsk the students to the conversation between Eddie and Hobo. Can you find out the answers to these questions?1.________ is/are hungry.A. EddieB. HoboC. Eddie and Hobo2. Hobo wants to share the _________ with Eddie.A. cakeB. milkC. pizzaAsk the students to read after the tape.Language Points1. You’re so kind. 你真好! so相当于very, quite等.2. something to drink. 喝得东西。
牛津译林版英语八年级上册Unit1Reading精品教案
牛津译林版英语八年级上册Unit1Reading精品教案Unit1 Reading 精品教案教材分析“Reading”部分A，学生将重点学习如何用形容词来描述好朋友所具备的品质，以及对人物外貌、性格特征的描写所需掌握的重点词汇、短语及表达法。
教学目标基础知识掌握词汇：any time, voice, almost, round, bored, fit, straight, sweet, choose, singer, sense, knock, smile词组：give her seat to someone in need, want to be a singer, make him look smart, make me laugh, have long straight hair, be good at telling jokes, have a good voice, wear small round glasses, have a good sense of humour, feel bored, say a bad word about anyone句型：She is also helpful and ready to help people any time.She wants to be a singer when she grows up.He tells funny jokes and always makes me laugh.They do not fit well under his desk.基本技能1掌握本课出现的重点词汇、词组和句型。
2能用所学知识和方法谈论朋友的外貌和品质。
3通过讨论朋友的外貌和品质，激发学生对朋友的认识及对友谊的思考。
综合素质利用所学内容，激发学生对朋友的认识及对友谊的思考。
教学重难点及突破重点：掌握基本的四会单词、词组及句型。
难点：学会用英语谈论朋友的外貌和品质。
牛津译林版英语八年级上册Unit1Reading1优秀教学案例
（一）情景创设
1.通过展示古希腊神话的图片、视频等资料，为学生营造一个生动、直观的学习氛围，激发他们的学习兴趣和想象力。
2.设计角色扮演活动，让学生分饰神话故事中的不同角色，亲身体验和感受故事情节，增强他们的情感投入和参与度。
3.利用多媒体技术，创建一个虚拟的古希腊神话世界，让学生身临其境地感受神话的魅力，促进他们的情景理解和创造性思维。
二、教学目标
（一）知识与技能
1.掌握神话故事的主要情节，理解文章的结构和逻辑关系。
2.学习并运用文中出现的重点词汇和短语，如“Olympian Goddess”、“mythology”、“zealously”等。
3.提高学生的英语阅读能力，能够快速捕捉文章中的关键信息，理解并归纳文章的主要观点。
4.培养学生的英语写作技巧，能够运用所学词汇和句型，撰写一篇关于神话故事的短文。
（二）过程与方法
1.采用任务型教学法，引导学生通过自主学习、同伴互助和小组讨论等方式，深入理解课文内容。
2.运用合作学习法，鼓励学生积极参与课堂活动，提高他们的团队合作能力和沟通能力。
3.利用多媒体教学资源，如图片、视频等，为学生提供直观的学习材料，增强他们的直观感受和记忆力。
4.引入批判性思维训练，鼓励学生对课文内容进行分析和评价，提高他们的独立思考和判断能力。
在教学过程中，我充分运用了任务型教学法和合作学习法，引导学生通过自主学习、同伴互助和小组讨论等方式，深入理解课文内容，提高学生的英语听说读写能力。同时，我还注重培养学生的跨文化交际意识，让他们了解并欣赏西方文化，培养他们的全球视野。
在教学评价方面，我采用了形成性评价和终结性评价相结合的方式，关注学生的学习过程和成果，充分发挥评价的诊断、反馈和激励作用，激发学生的学习兴趣，提高他们的自信心和自我认知能力。
译林牛津版八年级英语上册Unit 1 Reading I教学设计
Unit 1 Reading IKnowledge Aims：Words: , choose, any time ,voice, singer, almost, sense. Straight,fit, bored,sweet generous, singer, almost, eyesight, smart, true Phrases: travel around the world, give her seat to someone in need, have a voice,want to be a singer,wear small round glasses, make me laugh, have a good sense of humour, knock off, a true friend, say a bad word about anyone.Ability Aims：1. To learn more about the adjectives to describe the appearances and characters2 .To learn the expressions about the quality3. To understand and grasp language focus of the passageMoral Aims：Get the students learn English happily and actively.Focal point and difficulty：1.have a good sense of hum our, knock off, a true friend, say a bad word about anyone, make me laugh2.To use adjectives to describe people's appearance and personalities Teaching steps:Step1 Leading-inT: Yesterday we learnt to talk about friends. Friends are veryimportant in our lives. Almost everyone needs a friend and almost everyone has a friend, do you think so? Let's look at some interesting English sayings about friends. Pleas e try to guess the meanings of them. Ss read and discuss.Step 2 PresentationT: Why do you think friends are important? What can friends do for you? Ss give different answers.T: Is your friend's appearance very important to you?Ss: No.T: Good. We should never judge a person by his appearance or clothes. But it'll be good for you to learn some words to describe your friends' appearance, right?Step 3 PracticeSs do Part B2, P9 individually. After checking the answers, T asks some Ss to give some more details about the appearance of each person in the pictures.Step 4 Presentation1. T: As you all think that appearance is not very important, could you tell me what is important in your opinion?Ss answer with the adjectives they learnt to describe qualities, such as clean and tidy, helpful, honest, etc.T: Excellent. Now I have some good friends here. Can you use some proper words toStep 5 Practice1. Ss have a group competition by choosing to answer the questions about Betty in the table.2. Fill in the blanks to complete the description about Max.3. Complete the brief introduction about May.Step 6 SummarizeT: What do we usually write about when we describe our friends?Ss: Appearance, personalities …T: Y es, in which paragraph do we usually write about the appearance?Ss: Paragraph1T: And in Paragraph 2?Ss: Personalities.T: Right. We also call it personalities. In the 3rd paragraph we can write about their behaviors or future plans.Step 7 Practice1. Ss do PartB4, P10 and find out who each of the personalities will vote for and fill in the blanks.2. Check the answers.3. Explain “Who would you choose as your best friend?，Then getstudents to answer it and tell the reason at the same time.4. Invite some students to asks and answer it.Step 8 Homework1. Retell about the three best friends.2. Recommend a best student in your class and tell the reason why you vote for him or her.板书设计：Unit 1 Friends Reading1 hold a writing competition 举行一场写作竞赛hold a sports meeting2 invite sb. to do sth.邀请某人做某事3 tell sb.about sth.告诉某人关于某事4 as slim as 和...一样苗条5 one of my best friend s我最好的朋友之一one of +复数....之一6 be willing/ ready to do sth.乐意做某事7 help sb. with sth.帮助某人做某事help sb. do sthhelp sb. to do sth.。
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。
【最新】牛津译林版八年级英语上册Unit1 Period 2 Reading (1) 教案
第2课时
Teaching aims and demands:
I.To guess general meanings from keywords and context.
II.To skim text for overall meanings and scan for deta ils.
answer
Read and
identify information.
Describe.On the Nhomakorabeablackboard:
Name
Appearance
Personality
教后感：
___________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________
Read the entries fast and find out the ir best friends’ main qualities.
Listen to the tape and answer some questions.
译林版八年级英语上册 M1 Reading1教学设计
译林版八年级英语上册 M1 Reading1教学设计一、教材分析本课的教学内容是《江苏牛津译林版》八年级上册Module 1 Teenage life Unit 1 Friends—Best friends (Reading1)，本课的主题语境为人与社会——社会服务与人际沟通（人际关系），语篇类型为记叙文中的人物介绍。
【What】本课由三篇记叙文组成，三篇文章均以朋友为题材，表达对朋友的认识和对友谊的体会。
三个好朋友Betty，Max 和May，虽然性格和品质等方面都有所不同，但是和作者们之间的友谊是真实强烈的。
【Why】三位作者通过对Betty，Max 和May三个好朋友生动形象的描述，使读者从细节角度感知朋友的重要和友谊的珍贵，并从中得到如何认识“真朋友”的启迪，启发学生对于真正友谊的思考。
【How】三篇文章结构清晰，从外貌，性格，品质，梦想多个方面描述，使Betty，Max 和May的形象丰满立体。
除了运用大量丰富的形容词描写性格和外貌之外，还用了具体的事例和大量的细节描写塑造了鲜明的人物形象。
用always/never/so 等副词以及感叹号等标点符号等表达了对朋友真实强烈的感情。
二、学情分析本课的教学对象为初二学生，学生通过对前一课时Welcome to the unit &Comic strips 的学习，掌握了很多描写朋友性格的词汇，对“最好的朋友”这个话题也有很浓厚的表达兴趣。
学生已经具备一定的处理表层信息的能力，但是如何筛选整合信息和挖掘深层信息的能力还有待加强。
同时在梳理文章结构，解读语言特征方面还需要老师的引导。
如何搭建合适的支架锻炼学生的思维品质和培养迁移运用能力是本课的教学难点。
三、教学目标1. 学习能力：学生能获取和梳理Betty, Max和May 三位好朋友的基本信息（外貌，性格及其他），借助阅读形成的结构化知识，进行选择判断。
2. 文化意识：学生能列举“真朋友”的做法和特点等，理解概念，探讨“真朋友”的内涵。
牛津译林版八年级英语上册Unit1Reading1学案.docx
八年级上册Unitl Readingl学案主备：审核：日期：2018-8-1学校：___________ 班级：______________ 姓名：______________ 家长签字：_____________ 【板块要点】一、教学目标1.读懂文章，学会用正确的形容词描述朋友的外貌和个性。
2.掌握泛读和精读两种阅读技巧。
3.通过阅读学握文章内容并解决相关问题。
教学重难点：1.通过阅读，学会用正确的方式描述朋友的外貌和个性。
2.对一些重点词汇和句型耍结合上下文充分理解句子结构和含义。
二、短语、词汇1. thirsty (adj.) 口渴的一thirstier ~ thirstiest2. honest (adj.)诚实的，dishonest (adj.反义词)不诚实的；an honest boy 一，个诚实的男孩3. care (v. & n.)关心，关注；careful (adj.)关心的；careless (adj.)不关心的5. yourself (pron.)你自己,yourselves (pron.)你们自己6. humour/ humor (n.)幽默humorous (adj.)幽默的7. polite (adj.)礼貌的；impolite (adj.反义词)不礼貌的/ rude8. tidy (adj.)爱整洁的-tidier- tidiest； untidy (adj.反义词)不整洁的9. true (adj.)确实的truly (adv.) truth (n.)10. generous (adj.)慷慨的，大方地(反义词)selfish自私的11. singer (n.)歌手sing (v.)唱歌song(n.)歌曲12. fit (v.)可容纳，装进/ (adj.)健康的，合适的13. sweet (adj.)可爱的 / (n.)糖果14. smile (n.)/(v.)微笑smiling (adj.)微笑的，带有笑意的15. choose (v.)选择 -chose - chosen choice (n.)选择16. have something to drink/eat 有一些喝/吃的东西17. share sth. with sb. 和某人分享某物share one's joy 分享某人的快乐1& keep a secret / keep secrets 保守秘密19. tell sb. funny jokes告诉某人有趣的笑话20. have problems with/(in)doing sth. 做某事有困难三、句型(语法)1. Can I have some more food/apples?five more students / another five students; one more cake2.What about sb./sth./doing sth.?3.区别nothing/nobody 和none:4.They make him look smart. What makes your friend so special?make sb. (not) do sth. make sb./sth. + adj.5.be/get ready to do sth. be/get ready for sb./sth・6.Do you believe what he/she says? (his/her words)?7.区别because / because of 和so& agree with sb. /to do sth.八年级上册Unitl Reading!学案主备：审核：日期：2018-8-1学校：___________ 班级：______________ 姓名：______________ 家长签字：_【课前导学】1.找出本课中的生词，猜测词义，并注上音标试着拼读，然后听磁带读会。
初中英语八年级上册(牛津译林版)Unit1Reading教学设计
-以Reading部分为蓝本，进行仿写练习，引导学生运用所学词汇和句型。
-提供写作框架，指导学生进行有针对性的写作训练。
-开展互评和自评活动，让学生在评价中互相学习，提高写作水平。
4.激发学习兴趣，培养合作精神和跨文化意识：
-创设有趣、富有挑战性的课堂活动，激发学生的学习兴趣。
-鼓励学生参与小组合作，培养团队协作能力和跨文化沟通能力。
2.阅读理解：选取一篇与单元主题相关的短文，设计5-10道阅读理解题目，要求学生完成并写出答案解析，以检验学生对阅读策略的运用和文章理解能力。
3.写作任务：根据Reading部分的内容，仿写一篇介绍人物的短文，运用所学的词汇和句型，注意句子结构和用词的丰富性。要求不少于80词。
4.小组作业：分组讨论，选择一个感兴趣的人物，收集相关信息，并以海报或PPT的形式呈现出来。在下一堂课上，每组进行展示，分享他们所了解的人物特点、成就等。
2.重点：培养学生的阅读理解能力和写作能力。
难点：如何引导学生从文章中捕捉关键信息，并进行有效整合，运用到写作中。
3.重点：激发学生的学习兴趣，培养合作精神和跨文化意识。
难点：如何针对不同学生的学习需求和特点，设计具有针对性的教学活动。
（二）教学设想
1.针对词汇和语法知识的教学：
-利用图片、实物等教学辅助手段，帮助学生形象记忆词汇。
5.学生在情感态度上，对英语学习存在一定程度的分化，部分学生对英语学习兴趣浓厚，积极参与课堂活动；另一部分学生则表现较为被动，缺乏自信。
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，以及一般现在时和一般过去时的运用。
难点：如何让学生在实际语境中灵活运用所学的词汇和语法知识进行表达和交流。