初中英语牛津译林版八年级上册Welcome to the unit第1课时教案

这是一份初中英语牛津译林版八年级上册Welcome to the unit第1课时教案，共4页。教案主要包含了教学重点，教学难点，教学过程等内容，欢迎下载使用。
Unit 1 FriendsComic strip and Welcome to the unit一、教学目标  重点词汇：thirsty, honest, secret, keep secret, care, care about, yourself, magazine, good-looking, humorous, polite, tidy, make, trust, lie, joke, true2. 重点句型：Do you want some?  Can I have something to drink?  What about some milk?  Can I have some more food too? There’s nothing else in the fridge.3. 通过看、听活动，获取有关Eddie的品质和Daniel、Amy对朋友的看法的信息。4. 介绍朋友的品质并口头表达对朋友的深层认识。5. 反思自己，提升自己，做一个好的朋友。二、教学重点1. 通过看、听活动，获取有关Eddie的品质和Daniel、Amy对朋友的看法的信息。2. 介绍朋友的品质并口头表达对朋友的深层认识。三、教学难点教给学生如何反思、提升自己对朋友的认识，增强学生在现实生活中，与朋友相处时，先做好自己的意识。四、教学过程Task I Comic stripStep 1 Warming-upGreet Ss and talk about their friends.Who is your good friend? Why do you choose him/her as your good friend? What do you think a good friend should be?【设计意图】通过和学生交流有关朋友的问题，了解学生对朋友的认识以及相关的表达，使学生明确本节课的学习主题。Step 2 PresentationDo Part A in Welcome in the unit and learn the new vocabulary. 【设计意图】通过将Part A的词汇学习移至此环节，与上一个活动自然衔接，围绕主题在语境中预教主题词汇，扩充学生对朋友的认识，为下边的学习活动做准备。
2. Show the picture of the two cartoon characters Eddie and Hobo and ask Ss to answer the questions. Are Eddie and Hobo good friends? Why?
【设计意图】通过展示卡通人物的图片，引出问题，他们是否是靠朋友？为什么？学生结合前期的学习和认识老考量两位卡通人物的朋友关系，为下边的Comic strip的学习作准备。
3. Listen and answer the questions.1) What does Eddie share with Hobo when Hobo is hungry?2) What does Hobo say when he gets food and drink?3) What do you think of Eddie?【设计意图】通过听录音回答问题的方式引导学生关注Eddie是如何照顾Hobo的，引发学生进一步思考朋友的意义，同时，引导学生如何有礼貌的请求帮助。Step 3 Practice
1. Read and act.
【设计意图】通过读和表演，关注语音和内容。Complete a short passage to consolidate the content and language.【设计意图】通过完成短文，在新的语境中呈现，内化语言和信息，为学生脱离文本的输出做语言和内容上的准备。Task II Welcome to the unitStep 1 Presentation
Tell Ss that Daniel and Amy are talking about what qualities are important in good friends. Ask Ss to think about it and tell what qualities are important and which one is the most important? And give the reasons.
【设计意图】在情境中介绍Daniel和Amy谈论好朋友应该具有什么品质，并引导学生发表自己的观点，说明理由，培养学生的逻辑思维和批判性思维，同时为学生接下来听获取信息铺垫。
2. Listen and fill in the blanks.
【设计意图】通过听并勾选活动，引导学生关注Amy和Daniel对于什么品质的人是好朋友的标准，同时通过填空，获取他们的理由，培养学生在表达时有理有据的逻辑思维能力。Step 2 Practice1. Listen to the conversation and read to lead Ss to focus on what they couldn’t get in the listening. Underline some key sentences to help Ss get the clues to decide their answers. Meanwhile, teach Ss some expressions about agreement.
【设计意图】通过听、读对话，帮助学生查找到在听力中未能获取的信息，在读听力材料的过程中，学生会更加关注缺失的信息。这正是学生学习的增长点。在订正答案环节，标注一些表达同意的句型，帮助学生明确Amy和Daniel对于好朋友的标准一致。可以与自己的观点比较，补充或批判性地审视自己的观点。2. Talk about making good friends in pairs.【设计意图】在较为真实的结对互动中发表自己的观点，内化语言和信息。Step 3 ProductionAsk Ss to reflect themselves and discuss what makes good friends.1. Are you a good friend? Why or why not?2. What have you learned today?3. What can you do to make you a good friend?【设计意图】通过反思和讨论，引发学生进一步思考如何做一个好朋友，真正解决学生的交友困惑和矛盾。Step 4 SummarySummarize the vocabulary about qualities and express their opinions about good friends.
【设计意图】通过总结梳理有关品质的词汇，引导学生关注利用语境梳理、记忆词汇的方法，同时通过个性化表达，学生形成自己的观点，进而引发深层思考。
Step 5 Homework1. Listen, read and recite the dialogue in Part B.2. Write your best friend and tell why he/she is your best friend and make a video.3. Reflect and write what makes you a good friend.【设计意图】听、读和背诵的作业帮助学生巩固语音、词汇和语法知识，在写作中运用这些词汇和语法知识，以及从书本上获取的意义，充实自己对好朋友标准的确定，录制录像便于分享，也比较新颖。最后学生反思自己与朋友相处中的言行，审视自己，提升自己，在交友这一普遍的社会现象中能够有的放矢。Blackboard Design