牛津译林版-英语-八上- 1单元 Period1 教案

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新牛津译林版八年级英语上册Unit1 Period 1 Welcome to the unit 教案

Students Activities
Remarks
Step 1
Warm-up
Step 2
Presentation
Step 3
Comic strip
Step 4
Discussion
Step 5
Exercises
Step 6
Pair work
Step 7
Exercises
Step 8
Homework
1. Show pictures to review adjectives to describe people.
Complete the table on P7
1. Practise the dial ogue between Eddie and Hobo.’
2. Talk about qualities of a good friend with your partner.
Ss answer.
Yes.
I think he/she is..
2.Describe important qualities of a fr i end.
Teaching preparation: Pictures, recorder, computer, etc
Teaching procedures:
Teaching
Procedures
Teac her
Activities
3.To categorize adjectives to describe important qualities of a friend according to personal preferences
Teaching difficulties and emphasis:

牛津译林版八年级上Unit1_Friends(第1课时)教案

A. say
B. tell
C. talk
D. speak
( )2. ---Which word can’t describe (描述) appearance（外貌）? ---___________.
A. Helpful
B. Beautiful
C. Pretty
D.Good-looking
( )3. ---Where _____ will you go, children?
Teach "sad", "believe", "honest" and "joy".
Ss complete Part A, P7 and report individually.
4. T explains some language points.
Step 4 Presentation
1. T: How old is your best friend? What about you?
过程与方法：
在教授本课时中可以采用任务型教学，利用师生对话，学生小组活动对本单元涉及到有关朋友间品质的单词与词组进行有效教学与巩固练习。
情感态度与价值观：
Let the students talk about their friends happily.
教学重点难点
some more what about= how about nothing else make sb. +形容词
something to drink/eat
numbers + more else
教学活动内容
活动组织过程
改笔
Step1 Warm-up

【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。

八年级英语上册 Unit1精品教学案(Word版共10课时) 牛津译林版

8A Unit1What do they look like?四、完成课本 B部分内容找出描述男孩和女孩的不同形容词8A 导学案参考答案8A Unit1Welcome一、1.is honest 2.tell everything 3.buy some more 4.How many bowls 5.make me happy 6.have problems二、1.honest 2.nothing 3.joy 4.secrets 5.magazines三、1-5 AADBC 6-7 CDReading（1）一、 slim short willing helpful generous singer travels二、 tall , poor , working smart sense三、 shorter straight true secret kind四、 1.as smart as 2. an calledReading (2)一、1.has a good sense of humour 2.boring , feel bored 3.knock off, walk past my desk4.make her look smart5.almost as tall as6.has poor eyesignt7.travel around the world, grow up二、1.to share 2.doesn’t do 3.tellin g 4.goes 5.drinkingVocabulary一、handsome tall strong square eyesight smiling二、1.strong smart handsome2.pretty lovely beautiful三、1.lovely 2.square 3.handsome 4.round 5.suitable四、1.with long black hair 2.helpful 3.likes 4.looks like 5.makesGrammar A&B一、1.fatter , fattest zier laziest 3.more most 4.better best 5.less least6.slimmer slimmest7.bigger biggest8.more difficult , most difficult9.worse worst 10.better best二、1.thin thinner thinnest2.slimmer3.tall4.closer5.mine三、1.taller any other boy 2.isn’t as tll as 3.likes bestGrammar C一、1.more beautiful 2.clever 3.tall 4.the best 5.more dangerous, dangerous二、1.shorter than 2.better than mine 3.fatter than 4.more exciting than三、1.the fastest swimmer 2.is heavier than 3.camping as interesting as riding4.not as dangerous asIntegrated Skills一、1.want to finish the work today2.it is good to help others3.looks sporty4.be as popular as5.to buy a house with a garden二、1.I don’t think he is right.2.She is the most famous star in China.3.It is great to help others4.I like English best .5.How is he?三、1.solving 2.future 3.agree 4.tallest 5.famousStudy skills一、1.humous 2.friendly 3.less 4.the best 5.heavier 6.more beautiful7.thinner 8.singer二、1.to be when grows up 2.What’s like helpful kind 3.bigger than 4.give us some advice learning三、1.friends 2.after 3.play 4.likes 5.player 6.very 7.doesn’t like 8.also9.American 10.hisMain task作文Checkout一、1.secret 2.slim 3.climbing exciting 4.wears 5.uncomfortable 6.nervous7.correctly二、1.the easiest 2.helpful 3.height ugh三、1.called 2.as 3.much 4.wears 5.smart 6.sense 7.never 8.telling9.strongest 10.best。

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。

译林牛津8BUnit1全套教案（译林牛津版八年级英语上册教学案例）

译林牛津8BUnit1全套教案（译林牛津版八年级英语上册教学案例）8B Unit 1 Past and presentPeriod I & II Grammar Writer: Time:Teaching Aims:1.To learn some new words.2. To learn the use of the present perfect tense and time expressions with it.3. To understand the difference between the present perfect tense and the simple past tense.Teaching contents:the present perfect tense and time expressions with itImportant pointsThe use of the perfect tense: have/ has +p.p.Difficult points:The use of the perfect tense: have/ has +p.p.Teaching methods:Task-based teaching method Teaching Aids:a projector; a multi-media computer system NotesTeaching procedures:Step1.Teach the new words from P13 to P17.Step2. Lead in the present perfect tense.T: When did you have breakfast?S: I had breakfast an hour ago.T: He had breakfast an hour ago. He has had breakfast. (Bb) T: Where did you study English last term?S: We studied English in Shang Xin He Middle School.T: Yes. You studied English in Shang Xin He Middle School. You have studied here for about two years.(Bb)→我们用一般过去时谈论过去发生的动作,但当过去发生的动作和现在有联系有影响时,我们用现在完成时态.(Refer to P13)→Structure: have/has +V (过分)Step 3. How we form the past participles of verbs P13 (Add the simple past forms)Add: have---had---had hear---heard---heard buy---bought---boughtgo---went---gone do---did----done eat---ate---eatenforget---forgot---forgotten cut---cut---cut read---read---readStep 4.Explain the use of the present perfect tense.(一) 基本用法:1. 到现在为止这段时间已发生的情况.动作从过去延续到现在.eg. She has been ill for three days. (She’s been…)We have learned 2,000 English words. (We’ve …)2. 某个动作虽是过去发生,但其后果和影响及于现在.eg. Thanks you. I’ve had my supper.(现在用不着吃)Tom has seen the film.(对这部电影有所了解)(二) 时间状语: already, yet(否,疑), since, ever, never, just, before(句尾),for+时间段, recentlyeg. She has already finished her work.I have ever heard about it.Step 5. Change the above sentence patterns to general questions, negative sentences and question the underlined parts.Step 6. Make sentences P14 A1Step 7. Compare the difference between the present perfect tense and the simple past tense.现在完成时的特点是某一动作发生与现在有联系,一般过去时则单纯谈过去发生的某一动作,不涉及对现在的影响.e.g. Simon has lost his watch./ Simon lost his watch.Have you bought a pen? / When did you buy the pen?What did you have for lunch? / Have you had lunch?etc注:句中有表示过去的时间状语如yesterday, last week,…ago etc,不能用现在完成时.Step 8.Chat time P11, A2Step 9. Time expressions with the present perfect tense. P16. BTell students that present perfect tense must have a specific time when it is used. These time expressions include already, ever, for…, just, never, since…, yet, recently. Explain in Chinese ‘already, just, never通常用于have 或has后；而yet 和recently通常放句末。

牛津译林版八年级英语上册8A Unit 1全单元教案

牛津译林版八年级英语上册I.语言知识词汇要求：A级单词 1. share 2. nothing 3. helpful 4. honest 5. secret 6. joy 7. good-looking8. musical词组 1. keep secrets 2. make … happy 3. share one’s joy 4. have problem5. talk to … about …句子 1. You are so kind.2. Can I have something to drink, please?3. What about …?4. There’s nothing else in the fridge.B级单词 1. pizza句子 1. Can I have some more food, too?II. 教学建议：1．导入：Do you have friends? Do you have good friends? What does your good friend look like?What is he like? What qualities do you think a good friend will have? Is he ( she )helpful / honest / …? Can he ( she ) keep your secret / share your joy / make youhappy / …?2. 讨论：Work in groups and discuss: How to describe a man? ( 家庭成员；身份、职业；外貌；爱好；特点、评价；What qualities do you think your friend should have?Let one member of each group speak in front of the class.3. 操练：share something with somebody---- If you share something with others, you use it and so do the others.I don’t have my own bedroom. My sister and I live in one bedroom. That means Ishare a bedroom with my sister.What can we share with our friends? We can share food / drink / money / desk /house / troubles / joy / news / secrets …with our friends.She shares my troubles as well as my joys. 她与我同甘共苦。

牛津译林版英语八年级上册Unit1Reading1优秀教学案例

三、教学策略
（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。

牛津译林版八年级英语上册Unit 1 Reading (I) 示范课教学设计

10.Students read the passages and write T or F.
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。

牛津译林版-英语-八上-英语八上1单元教学设计

教学目标
语言知识
To identify the new words and phrases;
语言技能
To describe the appearance and personality of a person with simple and proper words.
语言运用
To categorize adjectives to describe important qualities of a friend according to personal.
If you want to makefriends , you must become good friends.
Read the proverbs loudly and write them down on their note books.
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；
Listen carefullyand try to understand what the teacher says.
Listen to the recording and answer the two questions.
Discuss in pairs
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。
Read loudly
Practice in pairs
Describe, listen and guess
有竞争性的真实的语言任务，能有效地激励学生充分地运用已有的语言知识，达到了在实际运用中学习英语的目的
2分钟
Step 6 Extension

初中英语八年级上册(牛津译林版)Unit1Reading教学设计

3.培养写作能力：
-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。

牛津译林版英语八年级上册Unit1教学设计

2.着重训练学生的一般现在时和一般过去时的运用，通过实际情境演练，提高学生的语法水平。
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Unit1Reading1教学设计

-激发学生对本节课话题的学习兴趣。
（二）讲授新知
1.教学活动设计：
-通过阅读课文，让学生了解课文主要内容，学习本节课的核心词汇和短语。
-讲解一般现在时和一般过去时的用法，通过例句和情境，让学生在实际语境中体会两种时态的区别。
-引导学生运用阅读策略，如预测、扫描、略读等，提高阅读效率。
2.教学目标：
-让学生掌握本节课的核心词汇和短语。
-帮助学生理解并运用一般现在时和一般过去时描述事物的特征和历史文化背景。
-提高学生的阅读策略运用能力。
（三）学生小组讨论
1.教学活动设计：
-将学生分成小组，针对课文内容进行讨论，分享自己了解到的各国文化及著名建筑。
-每个小组选出一个代表进行汇报，展示小组讨论成果。
2.教学目标：
-培养学生的合作学习能力和口语表达能力。
1.词汇练习：请学生完成课后词汇填空练习，要求正确运用本节课所学核心词汇和短语。
2.语法练习：设计一般现在时和一般过去时的语法练习题，让学生在实际语境中运用两种时态，提高语法运用能力。
3.阅读理解：布置一篇关于介绍世界著名建筑的阅读文章，要求学生运用阅读策略，提高阅读效率，并完成相关阅读理解题目。
4.写作任务：请学生选取一个自己感兴趣的著名建筑，用英语写一篇短文，描述该建筑的特点、历史背景和文化意义，不少于80词。
5.口语作业：鼓励学生课后与家长或朋友进行英语对话，分享本节课所学内容，提高口语表达能力。
6.拓展阅读：推荐学生阅读关于世界各国的文化、风俗和著名建筑的书籍或文章，拓宽知识面，增强跨文化交际意识。
作业布置注意事项：
1.作业难度适中，既要巩固所学知识，又要激发学生的学习兴趣。
2.作业量适中，避免给学生造成过重的负担，确保学生有足够的时间进行复习和拓展。

八年级上牛津英语译林版Unit1教学设计

牛津译林版八年级上英语Unit1集体备课教案（表格式）

牛津译林版八年级上英语Unit1集体备课教案（表格式）课题8A Unit 1 Welcome to this unit 课型New教学目标知识目标：谈论人的外貌个性，学习描述人的单词和表达法。

技能目标：谈论各自的朋友，掌握描述人物相貌和品质的知识。

情感目标：了解并逐步养成好朋友必须具备的优良的品质。

教学重点学会用表示人的品质的单词与词组来描述自己的朋友。

教学难点理解并正确运用与朋友品质相关的单词与词组。

教学过程教师内容备课札记Step1 Warm-upTalk about something happened in the summer holiday.Show the pictures and introduce some places of interestand animals in Australia.Ask the class to enjoy some photos. They took a photowith this famous man--- Batman. He’s a hero and people’s good friend because he helps people in danger. Do youagree? What do you think of him?Step 2 PresentationThere are some more words to describe people. Forexample, we can say Batman is good-looking. But we never say he’s beautiful! We don’t use beautiful to describe a boyor a man. If someone likes to tell funny jokes to makeothers happy, we say he or she is humorous.Teach “good-looking”and “humorous”.Step 3 Practice1. Play a guessing game.2. T: Just now we heard some of the students talk abouttheir best friends. Could you tell me which words are usedmost often? So these are very important qualities of a bestfriend, do you think so? What other qualities are important to you?Sentences may be used:I think my good friend should be very … because…I agree. / I don’t agree with you because …It’s q important for a friend to be …? Do you think so?I don’t think my good friend must be very …3. T: Why do you think he/she is your best friend? Whatmakes him/her so special to you? Can you talk to him/herabout anything? Do you talk to him/her when you haveproblems? Do you believe what he/she says? When you are happy or sad, do you talk to him/her?Teach “sad”, “believe”, “honest” and “joy”.Step 4 PresentationT explains some language points.1. T: How old is your best friend? What about you?So you are teenagers. We call children between 13 and 19 teenagers.Teach “teenager”.We have a good friend, Eddie. Is he a teenager?2. Who’s Eddie’s good friend? Why?Play the tape of the Comic strip and Ss try to find out the answer to the question.(Hobo is Eddie’s good friend because they always share things with each other.)Ask the students to read the Comic strip and answer the questions:(1) What does Eddie give Hobo?(2) What does Hobo want?(3) Do you think Eddie is a true friend? Why?T explains some language points.Step 5 SummarizeDiscuss: Who do you like better as a friend, Eddie or Hobo? Why?A model dialogue:A: Who’s your good friend?B: …A: What’s he/s he like?B: …A: What do you think of your friend?B: …A: What makes him/her so special to you?B: … Can you tell me something about your good friend? T: Today we have learned some important qualities about a good friend. It seems that we all think appearance is not so important, but a friend should be helpful and honest. And I hope everyone can be like that and you will have more friends.Step 6 Homework1. Describe a good friend of yours with the words and phrases learnt in this lesson.2. Finish the Workbook exercises.板书设计教学反思课题8A Unit 1 Friends Reading (1) 课型New教学目标知识目标：进一步学习用形容词来描述朋友的外貌和个性。

牛津译林版英语八年级上册Unit1优秀教学案例

二、教学目标
（一）知识与技能
1.学生能够正确运用一般现在时表达自己的日常作息、习惯以及描述他人的特点。
2.学生掌握一般现在时的构成听懂、会说、会读、会写一般现在时的句子，提高英语语言表达能力。
（二）过程与方法
1.通过观察、思考、实践和交流，让学生在具体情境中感知、理解和运用一般现在时。
（二）问题导向
1.教师提出具有启发性的问题，引导学生思考、讨论和探究一般现在时的用法和动词变化规则。
2.设计一系列由浅入深的问题，帮助学生巩固一般现在时的知识点，提高学生的思维能力。
3.鼓励学生提问，充分调动学生的积极性，培养学生的自主学习能力。
（三）小组合作
1.教师将学生分成若干小组，组织学生进行合作学习，共同完成任务。
1.教师引导学生总结一般现在时的结构、用法和动词变化规则。
2.学生通过归纳总结，加深对一般现在时的理解。
3.教师对本节课的主要内容进行总结，强调一般现在时的关键知识点。
（五）作业小结
1.教师布置作业，要求学生运用一般现在时描述自己的日常作息、习惯和他人特点。
2.学生完成作业，教师及时批改，给予反馈和鼓励。
作为一名特级教师，应充分运用情景创设、问题导向、小组合作和反思与评价等教学策略，关注学生的知识与技能、过程与方法以及情感态度与价值观的培养。通过本节课的教学，使学生在掌握一般现在时的同时，提高英语综合素质，为今后的学习和生活奠定坚实基础。
四、教学内容与过程
（一）导入新课
1.教师通过展示一幅描绘学生日常生活的图片，引导学生观察并思考：“请大家看看图片中的同学们在做什么？他们是在描述现在的事情还是在描述经常发生的事情？”
1.情境创设贴近生活：本节课通过展示学生生活的图片和视频，引导学生运用一般现在时描述日常作息和他人特点。这种情境创设贴近学生生活，使学生在具体情境中感知、理解和运用一般现在时，提高学生的语言实践能力。

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。