新牛津译林版八年级上册第一单元task教学设计和教学反思
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。
译林版英语八年级上册_Unit1_Task_优质课教案(江苏省)
This lesson is not very difficult, Most students can grasp it well. Only several Students can’t remember the comparatives and superlatives of long words.
Unit1 Task优质课教案（江苏省）
8A Unit1 Friends Revision教学设计
教
学
目
标
1、To assess students’ understanding and correct use of adjectives, comparatives and superlatives in a new context.
2、o assess students’ understanding of a range of adjectives and set phrases to describe people’s appearance and personalities.
3、To use noun and adjective collocations to describe people’s appearance and personalities
--She has a ___ ___ and ___ ____ eyes.
12.她脸上总是带着微笑，看起来很开心。
She always has __ ____ ___ her face and ___ happy.
13.她在家庭作业上帮助我，而且她非常的耐心。
译林牛津版八年级英语上 Unit 1 Friends Task教学设计
8A Unit 1 Friends TaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. Learn the proper and good ways to write something, identify keywords and the structure..2. plan ideas for writing.3. write an article about their best friends;II. Teaching contents1. New words and phrases: dark brown, both … and …, have a round face, smiling eyes, look reallypretty 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.3.Learn the proper and good ways to write something, identify keywords and the structure..III. Focus of the lesson and predicted area of difficultyWrite an article about best friends;IV. Teaching proceduresStep 1 Lead-inBrainstorm: What would you like to write about your friend?PersonalityStep 2 Presentation1.Revise something about the articles about best friends in Reading. Present the pictures ofBetty, Max and May, and ask some questions about their looks. Tell students that when we talk about people, we can talk about their eyes, faces, noses, hair and looks.2.Present a picture of my friend and ask students to say something about my friend’s looks.s personalities.3.Talk about my friend’Step 3. Part C1. Students read the article in Part C and fill in the blanks.2. Ask the students to read the article carefully and try to underline the good words or sentences. Then ask four students to tell their answers. Show students how to use conjunctions, adjectives or adverbs to make the article better.3. Show the structure of the articleStep 4. Writing1. Show students how to write a good article.2. Writing—Write an article about your best friend3. Editing—check for errorsInvite the students to check the article for punctuation, capitalization, grammar error and spelling.4. Publishing—share your writingShow the final copy.5. Assessment(1) How to assess the final copy(2) Reflecting on your writingReflect by answering three questions:a. The best part of my article is:b. The part that still needs work is:c. The next time I write a descriptive article, I would like to:Step 5. HomeworkRevise your article and make a poster about your best friends. Try to make it the best one ! .。
最新牛津译林版中学八年级英语上册 Unit 1 Friends task教案
Friends教学目标T o plan ideas for writing To learn the proper and easy ways to write something;教学重点To lear n the proper and easy ways to write something, Identify keywords 教学难点To learn the proper and easy ways to write something 教学准备教学内容及过程二次备课Step 1 Revision and PresentationT: In this unit, we have learnt a lot about friends and how to describefriends. Today, my question is : What can friends do?S: play with memake me happyshare joy and happiness with meT: Friends are important t o us. We can’t live without friends.Step 2 Free Talk -------talk about your best friend➢What’s his/her name?➢What’s he/she like？➢What’s his/her quality of a good friend (personali ty)?➢What does he/she like doing?➢What would he/she like to do in the future?➢Step 3 Listen and ReadT: Would you like to write an article about your best friend?Now, let’s see how Daniel describ e his best friend.Questions:1.Who is Daniel’s bestfriend?2.What does she looklike?3.What is shelike?4.What would she like to be when she grows up?T: Read the article slowly by yourselves. Close your books. Let’s think it over1. Introduction.Say who your best friend is.2. Main bodyDescribe his/her looks and personality.3.ConclusionWrite about his/her future plans.Step 4 Write(1) Ask students to write down the key words on the lines .(2) Wr ite a rough draft using their notes, Daniel’s article as a model(3) Encourage students to use a variety of adjectives to avoid repetition.(4) In pairs, students read, check and correct their partners’ drafts. Encourage more able students to comment on their partne rs’ drafts.(5) Ask volunteers to read out their articles in class.HomeworkRewrite their articles on a separate sheet of paper. Encourage students to add illu strations o r photos of their best friends to make their articles more attractive.板书设计教学反思。
牛津译林版8上Unit 1 Task 教案
牛津译林版8上Unit 1 Task 教案8AUnit 1 Friends Task时间___月___日星期No.____1.To revise the adjectives to describe people’s appearance and qualities.2.To learn how to introduce friends oneself orally.3. To learn how to organize the ideas.1. To plan ideas for personal writing after learninga model.2. To learn how to introduce oneself orally.3. To develop understanding of the structures of a letter.1.Learn how to use the adjectives to describe people’s appearance and qualities.2. To write an articl e to describe a friends’ appearance and personality.Heuristic teaching method, task-based teaching method.Group discussion methodPictures, tape-recorder, multimediaTeaching procedures ReferencepointsSupplementStep 1 Revision 1.Asksome questions about some students in the classroom:1) I s he / she kind? 2) D oes he/she have long hair? 3) I sher/his face square? 2. Describe some student’sappearance and ask others to guess who he/she is. Step 2 Independent learning1. Students look at the passage 自主先学的内容：Try to guess who thestudents are.Read the list and learn thenew words.小组讨论的内容：Think about theirbest friendsand prepare some notes toorganize theirideas.Read the passageandfind out the keywords andand find the new words, then try to describe it on their own.2. Students read the text and preview the new words, then try to understand the meaning.Step 3 Group discussion1. Students discuss what parts to write about friends and how to describe it in English.2. Students together try to find the useful expressions in main parts in the passage.Part A.教学过程Step 4 Communicationand show1. Get studentsto talk abouthow to organizethe article.2. Show theusefulexpressions inPart A to eachother.3. Ask studentsto show theiranswers in thepassage andcorrect anymistakes.Step 5 Asking拓展的内容：1. Show somepictures ofsuperstarsand getstudents todescribethem,according totheir face,eyes, nose,mouth, hair,body,personalityand so on.2. Play aguessinggame.One studentand developing 1. Ask students if they have any problems. If some student s asks questions, get students to discuss in groups first. The teacher helps them if necessary.2. Get students to talk about a foreign country with each other. Encourage them to talk about what they like to talk about in English. describes one superstar and other students guess who she or he is.检测的内容：Play the tape for the students to listen and answer the following questions:1) Where does Kate live?2) What does she look like?3) What is she like?4) What wouldStep 6 Check and feedback Show some exercises on the small blackboard and get students to finish them by themselves. Step 7 Conclusion and reflectionIn this period, students should learn how to organize the ideas.she like to be when she grows up? Write a similar passage about their friends.板书设计Unit 1 FriendsTaskFace: small, round, square I like her bright smiling eyes.Eyes: big, small, round, bright, smilingHair: black, dark brown, long, short They make her look really pretty and kind.Personality: friendly, kind, polite, patient教后札记。
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-英语-八上-1单元 Friends Task教案
1.Play the tape of Part C for Ss to listen and finish the‘T’or‘F’exercises.
2.Ask Ss to readthe passage. Remind the Ss to pay attention tothe adjectives used in the article to describe Kate’s appearanceand personality.
Step 6 Writingand checking
According to the outline, write your own articles.Then read it to your partner and check eachother’s writing for mistakes.
Step 7 Homework
ConclusionDescribe his / her future plan.
3. Go through the language points and introduce some useful expressions for writing.
Step5 Practice
Let one student say sth. about his best friend in the class and other students guess who he is. Take turns to practice it.
2.Teach Ss how to organize their ideas while writing.
Introduction Say who your best friend is.
牛津译林版-英语-八上-1单元 Main task教学案
课题：Unit 1 Main Task学习目标：1.熟练掌握下列单词或词组1)smiling dark general appearance fat neat pleasant squarebright straight sporty2)hard-working, make sb do sth , talk to sb, tell jokes, wear a smile on one’s face ,would like to be, grow up3) I got to know her ten years ago.She always wears a smile on her face and looks happy.I believe she will be a very good teacher.2.能够使用一些形容词来描述人的外貌和品质。
3.运用合适的形容词来修饰男孩和女孩。
4.了解文章的组成：导入，主体和结论。
教学重难点：四会单词和重点词组与句型。
学习程序：Step1:Presention1：学习目标见上2：学习手册1)Kate is both my best friend and my neighbour .凯特既是我最好的朋友又是我的邻居。
both… and…意思是:两者都….e.g. Both my father and mother are teachers.2)I got to know her ten years ago .got 是get 的过去式get to do sth 意思是：有机会做某事get to know 开始认识…3)I like her bright ,smling eyes .我喜欢她那明亮的带着微笑的眼睛。
smile v. 微笑smiling adj. 带着笑容的4）They make her look really pretty .它们让她看起来真得很漂亮。
牛津译林版-英语-八上-英语八上1单元 Task 教学设计
An article
教学方法
Pair work,Free talk, Practice
教学目标
语言知识
To use proper adjectives to describe friends’looks, personalities for writing
Introduction: Say who your best friend is.
Main body: Describe his/her looks and personality
Conclusion:Write about his/her future plans.
Please read after the recording and pay attention to some important sentences.
2. Read each paragraph carefully
3.Show the structure of the article
4. Read after the recording
Now, let’s see how Daniel describe his best friend.
Listen and answer these questions:
Read and underline some important sentences
从阅读文章、回答问题入手，引导学生总结出写文章的大体段落结构；再分段细读，帮助学生赏析写作示文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 4 Writing
(1) Ask students towrite down the key words on the lines in Part B
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：
牛津译林版英语八年级上册U1 Task 教案
《英语》（八年级上册）Unit 1 FriendsTaskI. Teaching aims and learning objectivesBy 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 contents1. New words and phrases: dark brown, both …and …, have a round face, smiling eyes, lookreally 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 difficultyWrite an article about best friends.Learn the five steps of writing.IV. Teaching proceduresStep1 Lead-inBrainstorm: 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。
牛津译林版八年级英语上册Unit1 Task学案
主备：审核: 日期:【板块要点】一、教学目标1. (基本) 使用恰当的形容词来描述朋友的相貌和品质。
2. (提升) 学会理性交友并学习他(她)的优秀个性品质。
教学重点、难点1. 利用提纲及本单元所学语言知识写一篇关于朋友的短文。
2. 掌握写人记叙文的写作技巧。
二、词汇、短语1. She would like to be a teacher when she grows up.2. Kate wants to work with children.主备：审核: 日期:学校____________ 班级________ 姓名__________ 家长签字_______ 【课前导学】【课堂学习】Step 1. Pre-writingAsk and answer: Present a picture of a star and describe her/him by using adjectives. Step 2. While-writing1. Read Part C and answer the questions:(1) What does Kate look like? (appearance)(2) What is she like? (qualities)2. Part B: Divide the passage into three parts. Know what to write and how to write. Introduction ：________________________________________________Main body: ___________________________________________________ Conclusion: ________________________________________________________3. Write a short passage about your best friend by yourself. (Teachers offer some help if necessary.)My best friend______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________自评分：4. Editing(1) Self-edit your article according to the following rules.段落分明(1) 要点齐全(5) 时态恰当(2) 结构正确(2)句式多样(1) 过渡自然(1) 观点合理(2) 书写规范(1)(2) Pair work. Help your deskmate to correct in red and give him/ her some advice.给你同学的建议：互评分：______________________________________________________________________________________________________________________________________________________________________________________________Step 3. Post-writingEvaluate two or three students’articles.1. Give some suggestions on how to improve writing skills.2. Pay attention to using some more beautiful sentence structures and proper transitions.需改进的词、句: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【课后拓展】一、词汇1. The famous American writer Mark Twain had a good sense of____________(humorous).2. He is a ___________( truly) friend of ____________(me).3. Linda always wears ________ on her face, I like her bright (smile) eyes best.4. Mrs. Lin felt very_________(happy) when she heard her son failed in theEnglish exam.5. He is even __________ (fat) after a long holiday because he never exercises.6. Feng Shaofeng is really a __________ / 'hænsəm / man, many people likehim and his films.7. If you want to be successful, you should be more ______________ (勤奋的).8. Mr. Li is an _______________ /'eksələnt / doctor, and he is also very helpful.9. Frank is a little boy, Linda is _________ /'peɪʃnt / enough to play with himfor a whole day.10. Tom has a __________ (方形的) face and a long nose.二、选择填空( ) 1. She is a helpful and patient girl. I think she will _______ a good nurse.A. takeB. chooseC. makeD. plan( ) 2. There are many trees and flowers on ________ sides of the street.A. bothB. eachC. everyD. all三、句子翻译1. Mary 的房间很整洁，而我的房间比她的房间更整洁。
牛津译林版八年级英语上册Unit 1 Task示范课教学设计
环节设计意图:通过自主探究模式，培养学生分析、归纳的能力，为后续写作做好准备。
环节五：梳理写作信息，丰富写作细节。（10mins）
教师引导学生根据实际情况，填写好朋友肖像卡片，并引导学生绘制关于朋友个性的思维导图，要求学生为每个个性特征提供细节支撑。
教师引导学生根据所梳理的框架、卡片信息以及思维导图写一篇描写自己好朋友的文章，之后同桌互评。
教学活动
14. Studentswritetheir own articles.
15. Students correct each other’s article in pairs.
活动层次
迁移创新之想象与创造、判断与评价
活动层次
迁移创新之想象与创造
效果评价
通过观察学生填卡片和制作思维导图的情况，了解学生将所学知识迁移至自身的情况，并在适当的时候提供指导和帮助。
环节设计意图:通过填卡片和画思维导图的活动，帮助学生梳理自己的写作内容，为写作做铺垫。同时，通过思考问题的方式，接受情感教育。
环节六：联系自身，迁移创新，描写自己的好朋友，并互评文章。（14 mins）
教师创设情境，学生阅读文章并匹配大意，之后再读文章，填写卡片，再通过分段阅读，获取更多细节信息，并在过程中了解介绍朋友的文章的重点。
教学活动
5. Studentsskim the passage and match the main idea with each paragraph.
6. Students read again and fill in the blanks.
4. Students play a game.
活动层次
牛津译林版八年级英语上册 Unit1 task教案
8A Unit1Period seven taskTeaching aims:学习目的：1、学习四会单词和重要短语2、用形容词描绘一个朋友的相貌和品质3、运用适宜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学习重点：用适宜的形容词描绘一个朋友学习难点：根据写作要求为自己的文章构思教具学具：多媒体，讲义Teaching steps:一、预习作业&预习交流：A、布置学生预习单词〔个别读且纠正――集体读――稳固重点单词〕B、重要短语或句子〔小组核对答案――老师提示重点词组注意点――读背词组〕1、住隔壁-------------------------------------------------2、面带笑容----------------------------3、帮我做家庭作业----------------------------------------4、给我讲笑话-------------------------------------------------5、感到恐惧-------------------------------------------------6、和孩子打交道-----------------------------------------------7、互相校对写作中的错误---------------------------8、脸上的笑容---------------------------------------------------9、安康的活动-------------------------------------------------10、有一个像爱伦的朋友-------------------------------11.他很有幽默感并且总是让他的朋友们快乐。
12. 我认为踢足球不如爬山有利。
I __________________ playing football is ____________________________ climbing.13.我们也是这么想的。
牛津译林版八年级上册Unit 1《Friends》(Main task)教学设计
牛津译林版八年级上册Unit 1《Friends》（Mn task）教学设计一. 教材分析《Friends》是牛津译林版八年级上册Unit 1的一篇课文，主要讲述了朋友之间相互关心、支持和帮助的故事。
本文通过描述两个好朋友Andy和Sarah在日常生活中所遇到的困境，以及他们如何相互鼓励、共同解决问题，从而让学生学会珍惜友谊，懂得在困难面前互相支持的重要性。
二. 学情分析八年级的学生已具备一定的英语基础，能够听懂、读懂简单的英文故事，并能运用所学知识进行简单的交流。
但部分学生对英语学习仍存在恐惧心理，缺乏自信心。
针对这一情况，教师在教学过程中应注重激发学生的学习兴趣，鼓励他们积极参与课堂活动，提高他们的语言运用能力。
三. 教学目标1.知识目标：–能够听懂、读懂《Friends》这篇课文；–能够运用所学的词汇和句型介绍自己的朋友；–能够运用所学知识描述朋友之间的相互关心和支持。
2.能力目标：–能够用英语进行简单的交流，提高口语表达能力；–能够通过阅读课文，提高阅读理解能力。
3.情感目标：–学会珍惜友谊，懂得在困难面前互相支持的重要性；–培养学生的团队协作精神，增强班级凝聚力。
四. 教学重难点•词汇：friend, friendliness, support, encourage, solve problems等；•句型：- How’s your friend? He/She is…•What can I do for you? I can…•理解课文内容，把握人物关系和情感变化；•运用所学知识进行实际操作，如编写故事、角色扮演等。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学会运用所学知识；2.情境教学法：创设生活情境，让学生在真实环境中感受、体验英语；3.情感教学法：以情感人，激发学生的学习兴趣，培养他们的情感态度。
六. 教学准备1.教材：牛津译林版八年级上册Unit 1《Friends》；2.多媒体设备：电脑、投影仪、音响等；3.教学课件：根据教学内容设计的课件；4.教学素材：相关图片、视频等。
八年级上牛津英语译林版Unit1教学设计
八年级上牛津英语译林版Unit1教学设计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）to compare 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. Expressions as --- 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 ofa 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-八上-英语八上1单元 Sutdy skills 教学设计
( ) 13. A. Smelling B. Being C. Sounding D. Making
( ) 14. A. less B. better C. worse D. more
( ) 15. A. you B. your C. yours D. Yourself
（CADDB,BCDBA,CABBD）
T: What’s he/she? What does he/she look like? What’s his/her feeling?
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.
No two people are just the same. Friends ___6___ don’t get on well. That doesn’t ___7__ that they no longer like each other. Most of the time they will make up and become __8__ again.
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Step4：以文章为例，锻炼学生总结框架，并根据框架复述课文能力，小组竞争激发学生斗志，多放框架实例描述人，为写作文打好铺垫与基础。
Step5：为了培养学生的实际运用能力，让学生根据之前的铺垫，亲自动手设计，强调不落俗套。动用评价手段，小组成员推选优秀作文进行比赛，从学习中获得乐趣。
二、教学目标
1、掌握本课重要短语句型。
2、学会如何从样貌（looks）、个性（personality）、梦想（dream）、未来计划（future plan）方面描述一个人。
3、学会运用本单元知识模仿写一篇关于my friend的一篇文章。
4、善于发现朋友的优秀品质。
三、学习者特征分析
初二学生在表达方面能力还可以，本单元其他课时已为Task打好了基础，大部分学生有话可说，但书面表达能力多有不足，需要示范与锻炼。学生较活跃，喜欢探讨有兴趣的事物。
3.请两三组同学展示对话
Step3课内探究
1.请同学们思考如何描述一个人（how to say something about somebody）？从几个方面？
2.请同学们总结并给出答案。（小组讨论竞争）
Name:
Address:
Appearance:
QualiDaniel
七、教学评价设计
见附件
八、板书设计
Unit1 Task My Best Friend
Name:
Address:
Appearance:eyes(bright, dark brown, small) hair(...) build(...)
Qualities:
Likes:
Plan:
九．教学反思
对于该节课的设计，我认为既有闪光点又有不足之处。
四、教学策略选择与设计
本节课主要采用启发式与合作研究式的教学策略，保持学生自主学习的积极性，营造轻松舒适的课堂环境。
五、教学重点及难点
难点：如何用语言精准地从各个方面描绘熟人。
重点：熟练掌握所学内容描绘人的特征。
六、教学过程
教师活动
学生活动
设计意图
Step1课前预习
完成导学案上课前预习练习。
Step2导入
请学生看书听录音回答问题。
1.Who is Daniel’s best friend?(name)
2.What does she look like?(appearance)
3.What is she like? (personality)
4.What would she like to be when she grows up? (future plan)
运用所学根据所给信息描述人。
Step5：完成写作，互相评价推选优秀者，进行小组竞争。
Step1：培养学生自学能力，对于自学效果可以及时给予提醒与完善。
Step2：以亲切的风格导入话题，自然简单地让学生们到课堂的主题中，组内讨论探究是不断完善学生思维的过程，是非常必要的。讨论过程中也方便老师对学生进行引导。
Step5：课堂展示
请各小组讨论，推选最好文章的同学代表伴随音乐，有感情地朗读文章，评选最优秀的小组作文展示，给予奖励。
Step1 自学预习所学重点
Step2欣赏老师的展示，同学间就话题用英语交流，不会地询问老师。两人一组展示。
Step3：思考如何描述人，就书上实例给予分析。
Step4.根据学生自己总结出的文章框架，小组竞争复述课文。
课题：8A Unit1 Task
科目：英语
教学对象：初二学生
课时：7
提供者：
鞠燕单位：城南新区中学
一、教学内容分析
该课题重在培养学生学习如何从样貌（looks）、个性（personality）、梦想（dream）、未来计划（future plan）方面描述一个人。锻炼学生的阅读、口头表达能力以及书面表达能力。
4.朗读并完成信息记录表
Step4探讨操练
1.探讨本文框架，并给出框架，请学生复述课文。（小组竞争）
2.给予关于几个人的几点信息（用图片或表格展示）让学生进行口头描述。
3.并展示许多优秀描述人的作文（每篇切入点不同）给学生欣赏，以本文框架为例，请各位同学以my friend 为主题列个文章框架并起草作文（强调推陈出新）
2.本节课的时间需要合理安排，环节不紧凑，时间可能不够，主次要明确，不能顾此失彼。
3.写作实例展示这块还需要认真地斟酌，怎样才能更有效地给学生提供有用的资料。
4.由于学生能力问题，作业难免千篇一律，需要好好思考怎么灌输学生作文不拘一格的思维。
5.
What’s his/her name?
What’s he/she like？
What’s his/her quality of a good friend (personality)?
What does he/she like doing?
What would he/she like to do in the future?
1.以教师最好的朋友为例伴随音乐导入话题
T：I would like to introduce someone to you, do you want to know him.
（可以在介绍部分融入本课的重点内容）
2.两人内互相交流have a face-to-face talk,运用展示例句互相询问双方朋友细节，如学生不明白，老师可以给学生进行展示交流过程。
闪光点：
1.引入部分伴随歌曲引入主题，能够很自然地带领学生进入主题。
2.本课强调学生自主探究写作过程，自己或互相给予评价，能锻炼到学生的学习的积极性并增添他们的动力。
3.本课最后部分强调带感情地进行展示文章，让学生体会写作中情感的必要性。锻炼学生的口才和朗读水平。
不足之处：
1.不能照顾到全体学生，对于某些后进生，给予的展示机会可能较少。