江苏省海安县大公初级中学八年级英语上册《8A Unit 1 Friends》Period 1 Comic strip& welcome to the unit教案 牛津版VIP专享VIP免费

《8AUnit1Friends》Period1Comicstrip&welcometotheunitTitle(课题)Comicstrip&welcometotheunitType(课型)新授课Period(课时)1理论支持1.改变传统的英语教学观念，推进“学—导—练”的教学模式。2.以启发式教学原则为支点，充分体现它的关键性、实效性、双向性和引导性。3.采用灵活多变的教学手段，培养学生的学习兴趣。4.以学生为主体、教师为主导、训练为主线，面向全体，分层教学。5.创设和谐、融洽的学习氛围，促进师生之间的情感交流。6.注重学生的能力培养，力争课堂的优质高效。7.提倡合作与交流，增强集体意识和荣誉感。8..多元智能理论认为多元情境化教学策略是激发学生学习兴趣的有效办法。运用多元情境化教学策略，将英语课的导入多样化，使教学内容很快就调动起学生的多种智能，引发学生的思考。Aimsanddemands(教学目标)A:Knowledge(语言知识)1.Torevisevocabularyandexpressionstodescribepeople.2.Togenerateideasaboutpeople’sappearanceandpersonalities.B:Languageskill(语言技能)Tocategorizeadjectivestodescribeimportantqualitiesofafriendaccordingtopersonalpreferences.Keypointsanddifficulties(教学重、难点)1.Usecorrectadjectivestodescribepeople.2.Describeimportantqualitiesofafriend.TeachingMethods(教学方法)Task-basedapproachAids:课前准备（教具、活动准备等）1.GetsomeinformationaboutfriendsfromtheInternet.2.Getsomepicturesortoysaboutfriendsready.3.Pre-readingandlearnaboutthemainideas.教学设计课前延伸（预习）1.听磁带，预习部分的生词。（会拼写、知词义）2.朗读课文，了解大意。3.解决疑难问题。（个人思考，小组讨论，待课上求助）4.查阅与friends内容相关的资料，以备课上合作交流。养成自学习惯，培养自学能力TeachingPlan(授课计划)StudyingPlan(学习计划)Aims(设计意图)课学StepⅠLeadin1.ShowaphotoofEddieandHobo.2.Thesetwodogsareourfriendsandhavebeenwithusforoneyear.Buttodaytheyhaveaproblem.Doyouwanttoknowwhathappened?1.检查课前预习：各组代表交流对friends的了解情况，再提出组内无法解决的疑难问题。2.老师设问，导入新课。内拓展导StepIIComicstripIPresentation1.Whatcanyoufindfromthispicture?Cantheysolvethisproblem?Let’sopenourbooksatpage2,comicstrip.2.Listentothetapeandanswerthefollowingquestions.(1)WhatdoesEddiegiveHobo?(2).Isthereanythingelseinthefridge?(3).WhatdoesHobowant?Why?3.Reading(1)Readthedialogueafterthetape.(2)Explainthelanguagepointsbriefly.(3)Havethestudentsreadtheconversationaloud.4.PairworkActthedialogueoutinpairs1.通过对学生的听读训练，培养其搜索有用信息的能力。2.强化听说训练，提高学生对文章细节的理解和推断能力。继续进行过程性评价。听读并分角色朗读，提醒学生注意语音语调。II.Discussiona.IfyouwereEddie,you尊重学生的个性差异，分层要求。在学生arehungry,too.DoyouwanttoshareyourpizzawithHobo?Whyorwhynot?b.DoyouthinkEddieisagoodfriend?c.Whatdoyouthinkshoulddo?自学过程中，教师通过观察、询问，有计划地点拨学困生，鼓励其大胆质疑；有针对性地向优生提出深层次的问题，使他们的聪明才智得到充分发挥。StepIIIPresentation1.Doyouhaveagoodfriend?2.Whatdoyouthinkofhimorher?3.Youarehavegoodfriends.Whydoyouthinkhe/sheisyourbestfriend?Whatmakesyourfriendsospecial?4T:Whenyouaresad,whodoyoutalkto?Why?Whenyouarehappy,whodoyoutalkto?Why?Canyoutalktoyourfriendaboutanything?Why?WhenyouhaveProblems,1.采用相互问答或对话的形式，在语境中运用生词，激发学生兴趣，对将学内容有进一步的感性认识。2.引导学生用锯子来描述朋友的特殊品质。whodotalkto?Why?Doyoubelievewhatyourfriendsays?Why?练StepIVProduction1.CompletetheshortpassageaccordingtoEddieandHobo’sconversation.TodayHobowas________.Eddiegavehim___________andsome_______.Hobowantedtohave____________food.Buttherewas____________inthefridge.Atlast,Eddiehadto_________thepizzawithHobo.会用英语谈论朋友的品质，培养学生的口语表达能力。以四二一小组为单位，合作交流，取长补短，集思广益，推优向全班展示成果。（教师巡视、了解，点拨有困难的学生大胆开口，引导优生发挥才智。充分体现面向全体学生，注重他们整体素质的提高。）Ⅱ.Pairwork1.AskandanswerinpairsAboutwhatqualitiesareimportantinagoodfriend.2.CompetethetableonP7.3.BriefsummarySummarizesomeimportantqualitiesaboutagoodfriend.课后提升StepVAssignment1.Reciteallthenewwordswe’velearnttoday.2.FindmoreinformationaboutfriendsontheInternet.3.Talkaboutqualities控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。（关心学生的认知发展）aboutagoodfriendwithyourpartner.