牛津译林版八年级上册Welcome to the unit第1课时教学设计

Unit 3 A day out

Comic strip &Welcome to the unit

一、教学目标

1. 掌握本单元重点词汇及短语：ourselves, Australia, coffee, top, president, wide, steel, ton, come on, enjoy oneself, take a boat trip, take care

2. 掌握本单元重点句型：

You need to exercise and keep fit.

This hill isn’t as high as a real one.

How long/wide is the bridge?

The bridge is made of steel, isn’t it?

It weighs over 100,000 tons.

3. 通过听，获取Eddie喜欢吃以及Hobo给出健康建议的信息。

4. 认识国外的名胜古迹并能做简要的介绍。

5. 学会用英语和同伴谈论景点。

二、教学重点及难点

重点：

1. 指导学生在听中获取Eddie喜欢吃以及Hobo给出健康建议的信息。

2. 帮助学生认识国外的名胜古迹并能做简要的介绍。

难点：引导学生用英语和同伴谈论景点。

三、教学过程

Task 1

Step 1 Warming-up

Guide Ss to have a free talk.

【设计意图】通过师生问答，活跃课堂气氛，导入本节课的话题。

Step 2 Presentation

1. Guide Ss to look at the picture and guess what Eddie is going to do.

【设计意图】通过图片创设情境，导入新课知识点和话题。

2. Guide Ss to listen and answer the following questions.

(1) Is Eddie really going to climb a hill to exercise?

(2) What does Hobo think Eddie need to do?

(3) What is Eddie going to do?

【设计意图】引导学生带着好奇心和问题去听对话，培养学生抓取细节信息的能力。

3. Guide Ss to have a discussion according to the following questions:

(1) When Hobo sees what’s happening, what may he say?

(2) Will you enjoy yourself when facing so much food? Why or why not?

【设计意图】讨论是对话内容的延伸和拓展，了解Hobo的想法，引发学生对健康的关注，带领学生思考什么是健康的生活方式，同时，将问题关联到学生自身，引发学生共鸣。

Step 3 Practice

1. Guide Ss to fill in the blanks according to the conversation.

【设计意图】通过填空练习，帮助学生进一步阅读和理解对话内容。

2. Role-play the dialogue in pairs and try to use different facial expressions and body language.

【设计意图】在分角色表演中巩固所学语言和内容，检测学生的学习成果。

Task 2

Step 1 Presentation

1. Guide Ss to look at the pictures and learn some new words about different places of interest.

【设计意图】通过图片教授名胜古迹帮助学生了解其背景知识，拓宽知识面，为下边的阅读做准备。

2. Guide Ss to match the names of places with the correct pictures.

【设计意图】通过搭配练习，检测学生对于名声古迹名称的掌握情况。

3. Guide Ss to look at the pictures and answer where these places are?

【设计意图】通过图片及问题，引出下面对话中的景点。

4. Guide Ss to read the postcards and match them with the correct pictures.

【设计意图】通过匹配练习，锻炼学生在阅读中获得重点信息的能力。

5. Guide Ss to read and answer the questions.

(1) What did Nick do in Australia?

(2) Does he like Australia? Why?

【设计意图】通过回答问题，引导学生关注第一张明信片的细节信息。

6. Guide Ss to read and answer the questions.

(1) Where was Leo sitting at that time?

(2) Which place did Leo go?

【设计意图】通过回答问题，引导学生关注第二张明信片的细节信息。

7. Guide Ss to read and fill in the blanks.

【设计意图】通过填空练习，引导学生关注第三张明信片的细节信息。

8. Guide Ss to listen to the conversation and ask the following questions.

(1) What are they talking about?

(2) How long is the Golden Gate Bridge?

(3) How wide is the bridge?

(4) What’s the bridge made of?

(5) How heavy is the bridge?

【设计意图】通过听录音回答问题，引导学生关注对话中的细节信息。

9. Guide Ss to learn the use of how long, how wide, how heavy and how tall/high.

【设计意图】引导学生学习how long、how wide、how heavy和how tall/high三个句型的用法，帮助学生学会询问和谈论名胜古迹的相关背景知识。

Step 2 Practice
Guide Ss to listen and read the conversation.

【设计意图】通过听读，逐渐培养学生听音、纠音和模仿的能力。

Step 3 Production

1. Guide Ss to do a survey about places of interest.
2. Guide Ss to make a report according to their surveys and offer the sample to help them.

Hello, everyone. I'm glad to make a report about my survey. I asked 3 students. They talked about....  ... is about ... long...

That's all. Thank you!

【设计意图】通过调查内化询问名胜古迹的背景知识的问句，同时获取信息，在报告环节，为学生提供报告的模板，实现语篇功能的准确性，为学生提供展示才能的机会。

Step 4 Summary

Summarize what they’ve learnt in this class.

Step 5 Homework

1. Review the new words, and phrases.

2. Search the Internet to find more information about places of interest and make a poster to prepare share it with your classmates.

3. Preview Reading.

【设计意图】巩固课堂所学内容，并为下节课做铺垫。

四、板书设计

Unit 3

A day out
Comic strip & Welcome to the unit

Key words:

come on, take a boat trip, have a great time, enjoy oneself, take care, coffee shop, go past

Key sentences:

1. How long is …? 

2. How wide is …?

3. What’s … made of?

4. How heavy is …?