《Welcome to the unit》教案模板下载牛津译林版初中英语

设计题目8BUnit5Goodmanners–Welcometotheunit教学内容本课是初中英语八年级下册第一单元的第一课时,教师将单元导入与听力部分整合在一起，且介绍了课后部分生词。本单元的中心话题是“Goodmanners”(礼仪)。这个课时的安排不但是训练学生的听说能力，也是加强学生中外文化修养、扩大知识面，培养学生跨文化交际意识。Teachingimportanceanddifficulties:1)Helpingthestudentsusepoliteexpressionscorrectly.2)Usingthestructure*It’sgood/badmannersto.*Wecan’t/shouldn’t*Youarenevertoooldtolearn.教学对象初二学生注意力初具稳定性，观察也初具目的性。渐渐从具体到抽象思维的过度。喜欢有个性化的教学设计，不在满足老师对教案的简单重复与重现；同时自我意识增强，在乎别人的评价更渴望的到关心和赞赏。教学目标1.Knowledgeaims1)Toenlargevocabulary.Wordsandexpressions:manners,cutinon,politely,litter,tap,run,pick,obey,queue,turnSentencestructure:*It’sgood/badmannersto.*Wecan’t/shouldn’t*Youarenevertoooldtolearn.2)ToencouragetheSstotalkabouttheexpressionofsomethingaboutgoodmannersinEnglish.3)Totalkaboutmannersindifferentsituations.2.Abilityaims1)TodevelopSs’fluencyandself-confidencetoimprovetheirspeakingandlisteningskills.2)Toenablethestudentstousepoliteexpressionscorrectly.3.Emotionalaims1)ToarousetheSs’consciousnessofbeingpolitetopeoplearoundthem.2)ToenableSstostudyingroupsandimprovethecooperativeabilityandthecommunicativeability.3)Tomakethestudentsbecomepersonswithgoodmanners.教学策略TeachingMethods:Communicative&Cooperativelearningapproach1)ListeningandspeakingPurpose:Toimprovetheirlisteningandspeakingskills2)Task-basedmethodPurpose:Tofinishteachingassignment3)ActivecooperationPurpose:TogetthestudentstolearnfromeachotherTeachingaids:Multi-media(PowerPoint),blackboard教学过程教学步骤所用时间教师活动学生活动设计说明

I.Warming-upII.Lead-inGreetingsFreetalkIII.Presentation1.Pre-taskpreparationTalkingaboutsomepictures.WrittenworkReporting2.While-taskprocedureListeningReportingRoleplay3.Post-taskactivities1)ListeningReporting3)Group-workdiscussing4)Showingtime5)HappyendingIV.Homework

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Tgivesthemusicfromthecomputer.Taskssomequestionsthenleadsinthetopic.T:I’myourteacher,MissLi.Pleasestandup.Goodmorning,class.Pleasesitdown.Goodmorning,I’myourteacher,MissLi.What’syourname?T:Hello,what’syourname?Youarepolite.Youtalkpolitelytome.T:Whatishedoing?Heislisteningtomecarefully.Heiswaitingpolitelyforhisturntoanswermyquestion.T:waitforhisturn/queueforhisturnT:Itisgoodmannerstoqueueforyourturn.T:Look!Isitgood?It’simpolitetocutinonothers.T:Soweshouldbeapersonwithgoodmanners.T:Ithinkthesetwoarepersonswithgoodmanners.Why?T:Whatisbad?(Action:drop)Droplitterontotheground.Droplittereverywhere!T:Ifyouseesomeonedroplittereverywhere,whatwillyoudo?Anygoodideas?Iwillpickitupandthrowitintotherubbishbin.Pickitup!T:Haveyoueverpickedfruit?Howtoreadthisword?Picked!WhenwespeakEnglish,wemustpayattentiontoourpronunciation.Atonguetwisterforyou!T:Anotherfunthingforyou!Listen!What’sit?Canyouguess?Arunningtap!Canweleavethetaprunning?T:It’sbadmannerstoleavethetaprunning.Whatshouldwedoifweseetherunningtap?Butwhy?T:Lifeisvaluabletoo!Whathappenedtothem?Whataretheythinkingabout?Canyouguess?T:Wemustobeytrafficrules.Whenweareontheroad,whatshouldwedo?Whenweareatschool,whatshouldwedo?Whenweareintheclassroom,whatshouldwedo?T:Allthenewwordsforyoutoread.T:Doyouhaveagoodmemory?Let’sdoasmallquizaboutnewwordsandexpressions!Lookandanswer!Readthequestion!Whocangivemeaquestionwhenyouseethepicture?T:Who’sdoingrightandwho’sdoingwrong\inpublicplaces?Openyourbooks,turntopage65.Lookatthepicturesandmatchthemwiththephrases.Writethecorrectlettersintheboxes.T:Let’shaveasummary!T:AmyandhercousinShirleyarealsodiscussingwhattheyshouldandshouldnotdointhelibrary.Alibraryisapublicplace.Whatshouldwedo?Weshouldn’twedo?Listencarefullyandtrytoremembertheanswersinyourmind.TgivesthemodelatfirstandasksSstotalkaboutwhattheyshoulddoorshouldn’tdointhelibrary.1)T:Practicethedialogueinpairs,readthesentencesloudly.2)T:Alibraryisapublicplace.Anywhereelse?Inaclassroom,atacinema,onthebus,orinthepark.ThistimeI’dlikeyoutomakeupnewdialoguesinpairstotalkaboutwhatweshoulddoandwhatweshouldn’tdoinoneoftheseplaces.3)T:EddieandHoboarealsotalkingaboutmanners.Whataretheytalkingabout?Let’swatchthevideo,andthenanswersomequestions.Watchagainandrepeatsentencebysentence,trytoimitatethepronunciationandintonation.T:Practiceinpairsandtrytoactoutthedialogueinfront.T:Yes,youarenevertoooldtolearn.Whatdoesitmean?e.g.:Somestudentsaretooshytospeakloudly.Somestudentsaretoonervoustospeakclearly.Neverdothat.Makesentenceswithtoo…too(adj+enough)T:Thistime,writtenworkforyou.Pleasetakeoutoftheworksheetandapen,trytocompletetheflowchartwhilelistening.Herearesometipsforlistening.T:Whowouldliketobethemonitortotellyourclassmatessomethingaboutgoodmanners?Youareallmonitors,I’myourclassmate.Pleasetellmesomethingaboutgoodmanners.T:Doyouwanttobeapersonwithgoodmanners?NowIwouldlikeyoutoworkinthrees.Completepart2ontheworksheetandreportitinfront.T:Mannersareimportantinourdailylife.Ifyouwanttoknowmore,youmayfindthesebooksinthelibraryorbookshops.Wearenevertoooldtolearnaboutmanners!Mindourmanners!Becausemannersmaketheman.Tshowsthehomework.

Ssenjoythebeautifulsongandaflash“Goodmorning”beforeclass.Ssanswerquestions.Ss:Goodmorning,I’m...Ss:Hello,mynameisSs:HeisSs:No,it’simpolite.Ss:Itisbadmannerstocutinonherwhenshe/heisspeaking.Ss:Theyarecleaningthelitteronthefloor.Ss:Itisgoodmannerstocleanthelitteronthefloor.Ss:Itisbadmannerstodroplittereverywhere.Ss:PeterPiperpickedapeckofpickledpeppers.DidPeterPiperpickedapeckofpickledpeppers?IfPeterPiperpickedapeckofpickledpeppers,Where'sthepeckofpickledpeppersPeterPiperpicked?Ss:Water!Runningwater!Ss:No,wecan’t.Ss:Turnoffthetap.Ss:Weshouldsavewater.Waterisvaluable!Ss:Weshoulddrivecarefully/Wemustn’tdriveathighspeed.Wecannotbreakthetrafficrules.Ss:Whenweareontheroad,wemustobeytrafficrules.Whenweareatschool,wemustobeyschoolrules.Whenweareintheclassroom,wemustobeyclassrules.Itisgoodmanners!SslearnthenewwordsandreadthesewordsontheblackboardfollowingtheT.Sslookatthepicturesonthescreen,askandanswersomequestions.SsfinishPartAonpage65ChecktheanswersSs:It’sgoodmannersto..Ss:It’sbadmannersto…SscompletetheformonpptafterlisteningChecktheanswersSs:Inthelibrary,weshould…Wecan’t/shouldn’t…SsreadtheconversationonpartBandpayattentiontothepronunciationandintonation.Ssmakeupnewdialoguesinpairstotalkaboutwhatweshoulddoandwhatweshouldn’tdoinpublicplaces.Ssreadaftertherecordingthenreadtheconversationinroles.Sstrytoactouttheconversationinfront.SsmakenewsentencesSsgraspsometips1)Makesureyouknowwhatyouhavetodo.2)Usetheheadingsortopicsfromthetabletohelpyouwhileyou’relistening.3)Whilelistening,justwatchforthefirsttime.Forthesecondtime,listenandfillintheblanks.Sometopstudentsreportinfront.Ssworkingroupsof31)First,discusstogether.2)Then,writedownsomewordsintheform.3)Atlast,whileoneisreporting,theothertwoareactinginfront.Ssreadthesentencestogether:Mindourmanners!Mannersmaketheman.MakedialoguesaboutgoodmannersSearchmoreinformationaboutgoodmannersindifferentcountries

课前优美而欢快的音乐可以调节师生情绪，引人入胜。能调动学生的兴趣。充分发挥多媒体技术的辅助功效。通过师生交谈，相互介绍认识，引出话题，导入不同生词。交谈中生词板书于黑板，突出元音字母发音，将单词教授与音标教学相结合，利于学生更好地学习英语。通过电脑多媒体课件，将图片呈现在学生眼前，更直观更形象。这也为接下来的句型操练提供变换词汇。引导学生用It’sgood/badmannersto造句。此两处的追问是拓展学生的思维，引导学生表达自己的看法。展开多种形式操练英语口语。(根据学生的实际情况穿插绕口令，训练学生的语音，语调)此处的追问是引导学生深层次的思考来解决实际问题。此处引导学生理性地思考问题，观察图的内容，揣摩别人的心理活动。引导学生学以致用。此处采取的形式可以是老师问，学生答；也可以引导学生看图提问题，学生打问题，调动学生积极思考，参与课堂。前面部分为接下来课文内容的听力训练理解做好了生词、句型以及情节展开等方面的层层铺垫。将课文对话都设置成听力表格，强化提高学生听的能力。在听力训练基础上再进行口头汇报训练，提高学生说的能力。此处的活动训练学生做Pairwork活动的能力，编出新的对话锻炼学生创造的能力。引导学生在具体的情境中模拟生活，表演的能力。在任务的实施过程中，注重循序渐进和梯度分明的任务安排，由易到难，由简到繁，给有困难的学生搭建个平台，让有能力的学生“跳一跳”摘到“果子”。此处活动的目的“too…to…”这一句型的难点突破。学生掌握更多听力的技巧，这部分的活动旨在呈现更多的有礼貌的行为，为下一个小组活动做铺垫。让更多的学生到讲台上进行汇报，锻炼胆量，培养优生。此处师生角色互换，激发学生争取表现更加的热情。小组讨论这一形式，增强了团队合作意识，以及练习以英文交流沟通，最后派一名代表来汇总报告锻炼胆量以及语言组织能力。让学生有更多的自主学习机会，培养和强化学生的语言实践能力和自主解决问题的能力。培养学生自觉阅读英文的书籍的意识，拓展知识面。作业布置方面，既有口语作业也有书面作业，联系实际，学以致用，引导学生自主学习。Blackboardwriting：Unit5Goodmannersmannersn.goodmannerspolitelyadv.talkpolitelylittern.droplittereverywheretapn.runvi.arunningtappickvt.pickupobeyvt.&vi.obeytrafficrulesqueuevi.queueforyourturnturnn.cutinonsb./sth.Worksheet:ListenandcompleteDiscuss,completeandreport课上实践锻炼，课后反思小结：加强课堂有效训练，为学生铺设台阶本单元的中心话题是“Goodmanners”(礼仪)。本节课旨在围绕训练学生的听说能力，加强学生中外文化修养、扩大知识面，培养学生跨文化交际意识，来设计课堂教学的各个环节，展开形式多样的课堂活动。引导学生通过简单的句型操练，两两问答、接龙训练、小组交流、讨论，最终能用英文熟练表达。什么事都是说起来容易做起来难！实践才出真知！教学设计是纸上谈兵，课堂才是实战。课堂教学实施之后，