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八年级上册Unit 1 Integrated skills一、词汇、短语二、句型（语法）1. would like to be ……/want to be……would like sb. to be ……/want sb. to be …..2. make sb. (not) do sth. make sb./sth. + adj.3. ……as……as…….…… not as …… as …… = …… than ……4. --What’s he like? / What does he look like? (问外貌)-- He’s the tallest in my class.5 --What’s she like? (问性格)-- She’s shy and quiet.6. She’s a small girl with a ponytail. 介词短语作后置定语a women in a red skirt a book on the deska boy under the big tree a man with a pen in his hand三、知识点Key language points.a. --What’s he like/What does he look like? / How does he look? (问外貌)-- He’s the tallest in my class.b. --What’s she like? (问性格)-- She’s shy and quiet.c. 介词短语做后置定语She’s a small girl with a ponytail. 她是一个扎着马尾辫的小女孩。
e.g.: a women in a red skirt 一个穿红色短裙的女人a book on the desk 桌上的一本书a boy under the big tree 树底下的一个男孩a man with a pen in his hand 手里拿着钢笔的一个男孩d. 条件状语从句I will be happy if I can make other people happy. 假如我可以让别人快乐，我将很快乐。
Unit 1 Wish you were hereIntegrated skills: Making a travel plan for foreign guests◆内容分析：本板块围绕单元话题，以“为外宾制订旅游计划”创设情境，展开一系列具有综合性、关联性和实践性的听、说、读、写等学习活动。
教学活动首先引导学生听一段介绍外宾来访的音频，获取相关信息；再让学生阅读一份上海旅游计划，学习如何规划旅游行程；最后让学生就如何为到访家乡的外宾制订旅游计划展开讨论，以邮件的形式告知外宾相关安排。
上述活动环环相扣，每个活动既有侧重点，又与其他活动有关联性，构成一个语言技能整合的活动。
◆教学目标：By the end of this section, students will be able to:1. learn about what is included in a travel plan;2. grasp the features of the travel plan;3. arrange a two-day visit to their hometown;4. write an email to inform foreign guests of the travel plan;5. improve their cross-culture communicative competence.◆教学重难点：1. Grasp the features of the travel plan;2. Writing an email about the travel plan.◆教学过程：Step 1 Lead-inAsk students the question:1. Where would you go to spend your winter vacation?2. Do you have a travel plan?3. What might be considered while making a travel plan?A. Destination.B. Starting and ending date.C. Transportation....【设计意图：快速引入单元话题。
Unit 1 Honesty and responsibilityIntegrated skills: Understanding white lies◆内容分析：本板块围绕单元话题，以“善意的谎言”为主题创设情境，展开一系列读、听、说、写等学习活动。
教师首先引导学生阅读关于同一件事情的两段个人叙述，了解两个人对同一个善意谎言的不同解读，以此激活话题；再要求学生听一段对心理学家的采访对话，了解“善意的谎言”的定义、它的好处以及可能造成的问题；最后让学生就“善意的谎言”展开讨论，并写一篇文章，就此话题表达自己的观点。
◆教学目标：By the end of this section, students will be able to:1. explain what white lies are;2. list the benefits and problems of white lies;3. state their own opinion about (not) telling white lies;4. write an article about their understanding of white lies.◆教学重难点：1. Understand the benefits and problems of white lies;2. Develop students’ critical thinking about white lies and honesty.◆教学过程：Step 1 Lead-in1. You are a guest at your best friend’s house. Her mother has just prepared a meal for you. You don’t like it at all. Now she is asking you “How does it taste?”1). Will you say to her, “It’s delicious.” Why or why not?2). If you say so, do you think you are lying to her?I would say, “It’s delicious.”I don’t have to tell the whole truth if it hurtssomeone’s feelings, especially my best friend’s mother.In this case, I am telling a lie to my friend’s mother, but I’m well-intended. I don’t think this kind of lie hurts her.2. Talk about common white lies in our daily life.3. What is the major difference between a lie and a white lie？A lie is told to protect oneself, whereas a white lie is told to protect someone else.【设计意图：快速引入单元话题。
牛津译林版英语九下Unit 1《Asia》（Integrated skills）说课稿一. 教材分析牛津译林版英语九下Unit 1《Asia》主要介绍了亚洲的自然地理、人文地理以及亚洲各国的主要城市。
本课以亚洲为主题，通过学习亚洲的自然地理特点、人文地理特点以及亚洲各国的文化、历史、名胜古迹等内容，让学生了解亚洲的风土人情，提高学生的跨文化交际能力。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，对地理、文化等方面的知识也有一定的了解。
但部分学生对英语的学习仍存在恐惧心理，英语表达能力较弱。
因此，在教学过程中，需要关注学生的个体差异，充分调动学生的积极性，提高他们的英语表达能力。
三. 说教学目标1.知识目标：让学生掌握亚洲的自然地理、人文地理的基本知识，了解亚洲各国的主要城市。
2.能力目标：培养学生运用英语进行跨文化交际的能力，提高学生的英语听说读写能力。
3.情感目标：激发学生对亚洲文化的兴趣，培养学生的爱国情怀和国际视野。
四. 说教学重难点1.重点：亚洲的自然地理、人文地理的基本知识，亚洲各国的主要城市。
2.难点：运用英语描述亚洲的自然地理、人文地理特点，进行跨文化交际。
五. 说教学方法与手段1.交际式教学法：通过小组讨论、角色扮演等形式，让学生在实际语境中运用英语进行交际。
2.情境教学法：创设生动、直观的情境，让学生在真实的环境中感受和体验亚洲的文化。
3.多媒体教学手段：利用多媒体课件、地图、图片等教学资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：以一幅亚洲地图为切入点，引导学生谈论自己对亚洲的了解，激发学生的学习兴趣。
2.新课呈现：通过多媒体课件，展示亚洲的自然地理、人文地理特点，让学生直观地感受亚洲的风土人情。
3.课堂活动：分组讨论亚洲各国的主要城市，让学生用英语介绍自己所在小组的城市，培养学生的交际能力。
4.实践环节：让学生结合地图，找出自己喜欢的亚洲城市，用英语介绍该城市的历史、文化、名胜古迹等，提高学生的英语表达能力。
Book 1 Unit 1 Food mattersIntegrated skills 1Introducing your favourite food一、教学目标By the end of this section, students will be able to:1. give a brief introduction to the Food Festival such as the time, purpose and events to be held;2. describe their favourite foods—the mooncakes and tiramisu in detail;3. imitating the structure of a description about their favourite food.二、教学重难点1. To practice one’s listening, reading and speaking skills in contexts;2. To form independent opinions about their favourite food.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher has students answer the following questions.1. Can you tell us different types of food in differentregions?2. Which type of food are you interested in? Why?3. What is a food festival?4. Have you ever been to a food festival? What do youthink of it?引导学生自由谈论中国的美食流派以及美食节活动，激发学生学习更多食物相关知识的兴趣。
