牛津初中英语8A第一单元教材教法分析

1、Teaching suggestions for Unit 1, “Fun with English Book 8ASun YingFrom No. 13 High School, NanjingMain task of Unit 1Main task:My best friend (p. 19)Task 1:Preparing notes on your best friendTask 2:Writing an article about your best friend; reading to a partner to check for mistakesWriting an articl

2、e about your best friend (pp. 19 20)IntroductionSay who your best friend is.Main bodyDescribe his / her appearance.Describe his / her personality.ConclusionDescribe his / her future plans.(Sample passage: See page 20.)What will my students be able to do at this stage of the course?My students can us

3、e words to describe a persons appearance, personality and ability.My students can say something about Kate with the help of the key words and phrases.My students can say something about Kate without any help.My students can talk about their best friends freely.Main task of Unit 1Main task:My best fr

4、iend (p. 19)Task 1:Preparing notes on your best friendTask 2:Writing an article about your best friend; reading to a partner to check for mistakesCheckout (p. 21)A class survey:Grammar (comparatives and superlatives; (not) as + adjective + asDaniels diary:Vocabulary (describing peoples appearance)Te

5、aching material analysis and teaching procedures suggestionsPeriod I: Comic strip & welcome to the unitPp. 6 7Teaching material analysisComic strip (p. 6)Are Eddie and Hobo good friends?Qualities of a good friend (p. 7)What makes your friend so special?What qualities are important in a good friend?S

6、uggested teaching proceduresPre-task activities:Free talk. You may ask questions like this:Who is your best friend in your class?David is _.Why do you think so?He is _ and he often _.Using different ways to give our students a handJohn is _ and he has many _. (friend)John is _ and he often _ me with

7、 my English. (help)John is c_ and he learns everything _ (quick).John is t_ and thinks _ (careful) when he works.friendlyfriendshelpfulhelpsleverquicklyhoughtfulcarefullyPresenting new words and useful expressions by using the topic wiselyDo you talk to him / her when you have problems?Do you talk t

8、o him / her when you are happy / not happy (sad)?make me happy / share my joyCan you talk to him / her about anything? (keep secrets)Do you believe what he / she says? (honest)During-task activitiesFinish Part A, Qualities of a good friend on page 7 and check the answers by reading the words, phrase

9、s and sentences out.PractiseJohn is honest. I believe what he says.John keeps secrets. I can talk to him about anything.During-task activitieshelpfulhonestkeep secretsmake me happyshare my joyhhkmssadhappyanythingproblemsbelievePost-task activitiesTopic for discussion:What qualities are important in

10、 a good friend? Why do you think so?Sample:John is one of my good friends. He is helpful and I talk to him when I have problems. He always helps me. I think a good friend should be helpful.Pre-task activitiesFree talk:Are Eddie and Hobo good friends?Eddie is _.Hobo is _.Do you want to make friends w

11、ith Eddie / Hobo? Why?Should they share things with each other?During-task activitiesListening taskReadingPractising the languageRole-playingListening taskListen to the tape and see if you can find out the answers to these questions:What does Hobo want to have? Why?What does Hobo want to share with

12、Eddie?ReadingPlay the tape for the students and encourage them to read after the tape, sentence by sentence and imitate the speakers pronunciation and intonation.Have the students practise reading the conversation in pairs or in groups of four.E:Im h_, Eddie.H:I have a cake. Do you want _ (some / an

13、y)?E:Youre so k_, Eddie. Can I have _ (something / anything) _ (drink), please?H:What a_ some _牛奶?E:Yes, please. Can I have some m_ food, too?H:Sorry, Hobo. Theres n_ e_ in the f_.E:What about the p_ in your b_? _ (Maybe / May be) we can s_ it.Post-task activitiesRole-playing the conversation in pai

14、rs or in groups of four. Enable them to speak more that does not appear in the textbook.Topic for discussion: If you were Eddie, are you going to share your pizza with your hungry friend? Should friends share everything?Periods II & III: ReadingPp. 8 10What to teach in the two periods?1st period:Rea

15、ding comprehensionRead the three articles for four times with different purposes to check for understanding of the articles. Read the articles aloud as well.2nd period:Language practisingRead for details and use the English language to talk about ones best friend through various forms.BettyMaxMayApp

16、earancePersonalitySomething specialSuggested teaching proceduresRead the passage for the first time and fill in the table.Read the passage for the second time and finish Part B2, Choosing the best friend on page 9. (information about appearance)Read for the third time and finish Part B1, page 9. (pe

17、rsonality)Read for the fourth time and finish Part C1, page 10. (detailed information)BettyMaxMayAppearancePersonalitySomething specialBettyMaxMayAppearance（外貌）s_;has _ hairt_;wears s_, r_ glasses;look s_s_;has straight, s_ hair;p_Personality（性格）g_;h_has a good _ of _a t_ friend;can keep a s_;K_Some

18、thing specialwants to be a s_ and t_ around the worldhis l_ are very long;f_/Teaching in another wayRead the articles as quickly as possible and tell me the names of the writers best friends.Read the articles again and look at the pictures of Part B2, on Page 9 and tell me who they are. (Appearance)

19、Read and circle the correct letters.What are their names.Look at the pictures and say something about their appearances.Teaching in another wayRead the articles for the third time and finish Part B1, on Page 9. (Personality)Read and finish the exercise.Check the answers.Say something about the perso

20、nalities of May, Max and Betty.Read the articles for the fourth time and finish Part C1, on Page 10. (Reading for detailed information.)Different ways that can be used in the 2nd period of ReadingUsual way: analyzing the key structures and word usages appeared in the articles.Asking and answering qu

21、estions and have the students practise the language at the same time.Filling in the blanks and reading aloud for fun.Talking about Betty, Max and May with the help of key words and useful expressions.Sample: Asking and answering questions and have the students practise the language at the same time.

22、Now, Im the editor of Teenagers magazine. I am interested in your article and am going to ask you some questions about you and your best friend. Are you ready?Hi! How are you? / Hows your summer holiday? Did you have a good time? What did you do? Who did you play with? Youre good friends, arent you?

23、 Who is your best friend?Practising the language by asking and answering questionsWho is Betty? (She is my friend.) I think she is one of your friends, do you think so? (Yes, she is one of my friends.) Is she one of your best friends? (Yes, she is. She is one of my best friends.)Practising the langu

24、age by asking and answering questionsAppearance:What is she like?Is she slim? Youre very slim, too. (She is as slim as I am.) What about Kelly? Is she as slim as you are? ( is as slim as I am.)Does Betty have long hair or short hair? What about Kelly? ( has short / long hair.)Key wordsslimshort hair

25、one ofPractising the language by asking and answering questionsWhat kind of girl do you think Betty is? (Betty is generous and helpful.)Why do you think she is generous? (She is willing to share things with her friends.)Why do you think she is helpful? (She is ready to help people any time. When she

26、 is on the bus, she always gives seat to someone in need.) Does she help you? (Yes, she helps me with my homework.)Practising the language by asking and answering questionsIn your class, who do you think is generous? Why do you think he / she is generous? Is he / she willing to share things with his

27、 / her friends?In your class, who do you think is helpful? Why do you think so? How does he / she help other people? Does he give seat to someone in need on the bus? Does he / she help you?(David is helpful and he often helps other people. When he is on the bus, he always gives seat to someone in ne

28、ed. He helps me with my English.)Practising the language by asking and answering questionsNow, I am the writer and youre the reporter. Ask me questions about my best friend, Betty.Betty is one of my best friends. (Who?)She is as slim as I am. (What?)She has short hair. (Does she ?)Betty is generous.

29、 (What kind ?)She is willing to share things with her friends. (What ?)Key wordsGenerous: willing - shareHelpful: ready helps gives seatFilling in the blanks and reading aloud for funI have a w_ friend _ (name) Max. He is very tall a_ 1.75 m_. He is _ (tall) boy in my class. However, he has poor e_

30、_ (because / because of) _ (work) on the computer too m_ at night. He wears small, r_ glasses and they make him look s_.wonderful, named, almost, metres, the tallest, eyesight, because of, working, much, round, smartKey wordswonderful, named, almost, metres, the tallest, eyesight, because of, workin

31、g, much, round, smartPeriod IV: VocabularyP. 11Describing peoples appearanceUsing correct words to describe a persons appearance.Using suitable words to describe the appearance of boys and girls.Describing the appearance of your best friend. (Directly support the main task of the unit.)Suggested tea

32、ching proceduresFree talkWho is Betty / Max / May? Say something about them. (At least, say something about their appearance with the help of the pictures on page 10.)Who is your best friend? What is he / she like?Is he tall / short / strong / thin? Who is taller? (He is as tall as I am.)Suggested t

33、eaching proceduresDoes he have big eyes or small eyes / round face or square face? Does he look smart?Is he handsome / good-looking? Can we say that a girl is handsome? (Yes, we can. When it describes girls, it means having an attractive appearance with large strong features. When it describes boys,

34、 it means having an attractive face and figure.)Which words can we use to describe boys / girls?Suggested teaching proceduresChoose the suitable words to describe the appearance of boys and girls. (Part B, Page 7)Part A, Page 7.Talking about the appearance of your best friend.Key words and structure

35、s:tall / short; strong / thin;eyes, face, etc.as asPeriods V & VI: GrammarPp. 12 15 Teaching material analysisDescribing things with adjectivesPut an adjective before a noun.Put an adjective after a linking word.Comparatives and SuperlativesSpelling of the comparatives and superlativesThe use of com

36、paratives and superlativesUsing (not) as + adjective + asADescribing things with adjectivesFree talkJohn is _.(tall, strong, thin, clever, helpful, )John is tall. John is a tall boy.John is helpful.John is a helpful boy.ADescribing things with adjectives_ is _._ is a / an _ boy / girl.Finish the exe

37、rcises of Part A, on Page 12.Say something about one of your best friends.BComparatives and superlativesTalking about one of your best friends.Free talk:He is very tall. Who is taller? (David.)David is taller than I am.Is he the tallest boy in your class? Who is the tallest boy in your class.Who is

38、stronger / nicer / thinner / prettier / more beautiful? (Ask them about the superlatives as well.)(Explain the spelling of the comparatives and superlatives.)BComparatives and superlativesPart B1, on Page 13. (Spelling of the comparatives and superlatives) And then, work out the rule on Page 14.Help

39、 my students understand the table of Part B2, on Page 14. Ask them questions like this:Who is taller / heavier, Millie or Sandy?Millie, Sandy and Amy, Who is the tallest of them three?Whose drawing is more beautiful? BComparatives and superlativesHave the students finish Part B2, on Page 14. Check t

40、he answers in pairs, then in class.Making a conversation.Youre Millie / Sandy / Amy, Who is your good friend? (Choose two)Ask and answer questions in pairs.CTalking about outdoor activities:Using (not) as + adjective + asFree talkWhats the man doing in the first picture? He is hiking. (Teach the new

41、 words just in this simple way, make the students practise as much as possible.)Do you think hiking is very interesting / dangerous? (Ask the students to draw stars or triangles in Column Me so that they can understand the table.)CTalking about outdoor activities:Using (not) as + adjective + asSampl

42、e talkSuppose youre Millie. Im Sandy.Hi! What are you going to do this coming Sunday?Are you going to do some outdoor activities with me?Which do you think is more interesting, hiking or swimming / skiing? (as as)Which do you think is the most interesting?CTalking about outdoor activities:Using (not

43、) as + adjective + asPractising the language.Asking your friends about what he / she thinks of each outdoor activity. Making a dialogue according to the sample dialogue which the teacher has just shown to the students.Finish the exercise of Part C1, on Page 15. Check the answers in pairs through rea

44、ding and then check the answers in class.Period VII: Integrated skillsPp. 16 17 AFuture plansMain task of the lesson-To talk about ones future plansI would like to be when I grow up.I want to be as as she is when I grow up.Suggested teaching proceduresFree talkWho is your best friend? What does he /

45、 she like? (football / films / music)Do you know him (David Beckham (Yao Ming)/ Jackie Chan / Jay Chou)You know him. He knows him. She knows him. Everybody knows him. Then, we say he is popular. Do you want to be David Beckham (a football player) when you grow up? What ?Suggested teaching procedures

46、Free talkWhat do you want to be when you grow up / in the future?Do you want to be him (a picture of Superman) when you grow up? Why or why not? (Its very dangerous.)-A superman helps people. He listens to peoples problems and help people solve problems. He meets a lot of people and travels around t

47、he world to make people happy. (social worker)Suggested teaching proceduresListening taskPart A1, Future plans, on Page 16.While checking the answers, students should speak the sentences like this:I would like to be kind.I would like to Suggested teaching proceduresCompleting the letterPart A2, Futu

48、re plans, on Page 16.Sandys future plans.Read the article and guess the answers.Listen to the tape and complete the letter.Suggested teaching proceduresPost-task activities:What do you want to be when you grow up?Why do you want to be a ? What can you do?Who is your favourite ? Do you want to be as

49、as he / she is?Useful expressions:I want to be a when I grow up.Id like to / I can I want to be as as he / she is.Period VIII: Speak up & Study skillsPp. 17 18 Suggested teaching proceduresFree talkWhat would you like to be when you grow up?By the way, who is your best friend? What would he like to be when he grows up? Ask him, please.What does he like? (He likes sports. He is sporty.)Suggested teaching proceduresListening taskCan you say something about Peter?He looks sp