牛津英语8AUnit1教案

1、Unit1FriendsLanguagefunctionsandfocusUseanadjectivebeforeanounorafteralinkingverbtodescribesomeone/something.:Shehasshorthair.Herhairisshort.Usecomparativestocomparetwopeople/things.:SandyshairislongerthanMillieshair.Usesuperlativestocomparethreeormorepeoplethings.:Heisthetallestboyinmyclass.4.Useas

2、+adjective+astocomparepeople/things.:MillieisastallasKitty.5.Useadjectivestodescribesomeonesphysicalfeaturesandappearance.:Sandyistallandhaslonghair.LanguageskillsListeningIdentifymainideastoobtaininformationaboutafriendInterpretinformationtoobtainageneralunderstandingofthepeopleinaconversation3.Ide

3、ntifyspecificandrelevantinformationtocompletelettersaboutteenagersfutureplansSpeaking1.UsequestionsandanswerstotalkaboutpeoplesappearanceandpersonalityUseeverydayexpressionstoshowagreementandconfirminformationReadingGuessgeneralmeaningfromkeywordsandcontextSkimtextforoverallmeaningandscanfordetails3

4、.IdentifyspecificinformationaboutdifferentpeoplefromtheirfriendsdescriptionsWriting1.CollectinformationandorganizeideastodescribetheappearanceandpersonalityofafriendProduceaparticulartext-typeforanaudienceusingagivenmodelStudyskillsLookformainpointsandkeywordstohelpunderstandandrememberapassagemoree

5、asilyBackgroundinformationBook8AcontinuesthestoryaboutthelivesandexperiencesofthesixcentralcharactersintroducedinBook7A.Here,thecharactersareGrade8students.Yourstudentswillbeabletoidentifywiththedifferentsituationsandcontexts.Languageispresentedthroughreal-lifeexperiences,exposingstudentstorealcommu

6、nication.OverviewoftheunitThemaintopicofthisunitisdescribingtheappearanceandthequalitiesofagoodfriend.Studentslearntotalkabouttheirfriendsandtheirfutureplans.UnitopeningBackgroundinformationTheopeningpagearousesstudentsinterestinthetopicoftheunitthroughthefunnyinteractionsoftwocartooncharacters(Eddi

7、eandHobo).Thisopeningpageintroducestheideaoffriendshipandsharing.Warm-upactivitieskindandshare.Ask,.:WhatdoesEddiegiveHobo(Hegiveshimsomecakeandmilk.)Isthereanythingelseinthefridge(No,thereisnt.)WhatdoesHobowant(HewantstoshareEddiespizzainthebowl.)2.Introducetheideaofsharingandfriendship.Ask,.:AreEd

8、dieandHobogoodfriends(Yes,theyare.Theysharethings.)WhodoyoulikemoreWhy(IlikeEddiebecauseheshareshisfoodwithHobo.)Asktwomoreablestudentstorole-playtheconversationinfrontoftheclass.TorevisevocabularyandexpressionstodescribepeopleToguessmeaningfromcontext3.Togenerateideasaboutpeoplesappearanceandperson

9、alities4.TocategorizeadjectivestodescribeimportantqualitiesofafriendaccordingtopersonalpreferencesBackgroundinformationThissectionintroducesstudentstotheunittopicaboutdifferentpersonalitiesoffriends.Studentsanswersomequestionsinamagazineaboutthequalitiesofabestfriend.Italsopreteachessomeusefulwordsa

10、ndexpressions.1.Askmoreablestudents.:DoyouhaveaspecialfriendWhatmakeshim/herspecialAcceptallreasonableanswers.(He/Shehelpsmewithmyhomework.Icanalwaystalktohim/heraboutmyproblems,etc.)AskstudentstolookatPartAandexplainthattheywillbereadinganadvertisementin“Teenagersmagazine.Theyhavetomatchthequalitie

11、swiththequestions.Forweakerclasses,gothroughthewordsandphrasesontheleft.Thenaskeachquestionatatimeandinvitestudentstosaythecorrectwordorphrase.Thenasktheclasstowritethecorrectlettersontheirown.3.Goaroundtheclasstocheckthatstudentshavewrittenthecorrectletters.4.Askmoreablestudentstothinkofotherqualit

12、iesofagoodfriend,.,generous,clever,kind,understandsmyproblems,makesmelaugh.Writethewordsandphrasesontheboard.5.ReadthelistofwordsinPartBandchickthatstudentsunderstandtheirmeanings.Checkalsounderstandingofquiteimportantandveryimportant.6.Ontheboard,writeWhatqualitiesofagoodfriendareimportanttoyou.Ask

13、theclasstothinkcarefullyaboutwhatqualitiestheyappreciateinfriendsandputticksunderthecorrectheadingsinthetable.Encouragestudentstoworkstudentstotelltherestoftheclassabouttheirownchoiceandtheirpartnerschoiceofqualities.Writesomestructuresontheboardtoenablestudentstofocusonthechoiceofadjectivesandtomai

14、ntainafluentoralperformance.ExtensionactivityYoucancopythetable.Moreablestudentscanaddmoreadjectivesdescribingqualitiesofagoodfriend.Studentscanalsointerviewseveralclassmatesusingthistable.Theyshouldwritetallymarksinsteadofticksinthetable.Thentheycancomparetheirresultswithapartnerorinclasstofindoutw

15、hichqualitiesarethemostpopular.Askeachstudenttowritethreeadjectivesorphrasestodescribeaclassmateoncollectthepiecesofpaperandputthemtogether.Drawoneatatimeandreadeachdescription.Invitetheclasstoguesswhomitdescribes.ToguessgeneralmeaningsfromkeywordsandcontextToskimtextforoverallmeaningsandscanfordeta

16、ils3.Toidentifyspecificinformationaboutdifferentpeopleformtheirfriendsdescriptions4.TouseadjectivestodescribepeoplesappearanceandcharacteristicsTorecognizetheuseofcomparativesandsuperlativesPartABackgroundinformationThissectionpresentsthreelettersaboutbestfriendsforawritingcompetitionheldbyTeenagers

17、magazine.Thecontextinvitesstudentstothinkaboutqualitiesintheirfriends.TeachingproceduresReviewkeyvocabularyaccordingtothegeneralabilityoftheclass.Telltheclassaboutafriendorrelative.Ifpossible,showhis/herphoto.Say,.:Mybestfriendissmallandthinwithlonghair.Sheisverysmartandhelpful.Thenaskquestionstoche

18、ckunderstanding.(IsmyfriendtallIsherhairshortorlongIsshewillingtohelp)studentsskimthetextontheirown,askthemtounderlinethewordstheydonotknow.Thengothroughthewordsstudentshaveunderlined.3.Ontheboard,writetheheadingsAppearanceandPersonality.Askeachgrouptogothroughtheirletteragainandfindwordsorexpressio

19、nstomatcheachheading.Invitestudentsfromeachgrouptocomeforwardandwritetheirwordsandexpressionsunderthecorrectheading.Writethefollowingquestionsontheboardforstudentstocopyintheirbooks.Whatdoeshe/shelooklike(Forappearance)Whatkindofpersonishe/she(Forpersonality)Whatdoeshe/shedoorwanttodointhefuture(For

20、futureplan)Invitestudentsfromeachgrouptoaskandanswerthesequestionsanddescribetheteenagerineacharticle.PartBTeachingprocedure1.Explainthecontextandcheckthatstudentsunderstandwhataneditorofmagazinestudentstofindthewordsinthearticlesonpage4.specificdetails,whichfiteachofthepersonsdescribedinthearticles

21、.Encouragestudentstochecktheiranswerswithapartner.Thenaskstudentstoreadoutthecompletedcaptionsoneatatime.ExplainthecontextofPartB2andaskstudentstofindeachdescriptioninthecorrespondingletter.PointtothephotosinPartB2andaskmoreablestudentstobrieflydescribeeachperson.Forweakerclasses,readthesentencestot

22、hestudentsandaskthemtomatchthemwiththecorrectphotos.Studentscouldworkindividuallyorinpairs.Gamepicturesorgivefamiliarnamestoeachpersoninthepictures(Mary,Tom,Peter,ect.).Stickthepicturesontheboard.Describeoneofthepeoplewithoutpointingorevenlikingathis/herphoto.Invitestudentstoguessthepersonyouhavedes

23、cribed.(Thatspicturenumberfive./ThatsMary.)Thenaskindividualstudentstodothesamewhiletherestoftheclassguesstheperson.2.Alternatively,youcandividetheclassintothreeorfourcompetingteams.Eachteamcanworkoutdescriptionfortheotherteamstoguess.Giveascoreonlyforthefirstcorrectguess.PartC1.ExplainthecontextofP

24、artC1andreadthesixsentencesforweakerclasses.Dependingonstudentsabilities,setthisactivityeitherasanindividualactivityorasaquiz.Ifyouuseitasaquiz,dividetheclassintoteamsof4-5students.Setatimelimit.Theteamwhogetsallthecorrectanswersfirstisthewinner.Alternatively,youcanaskstudentstoclosetheirbookswhiley

25、ouarereadingeachsentence.Giveascoretotheteamwhogivesthefirstcorrectanswer.Askstudentstocorrectthefalsesentences.AskmoreablestudentstodotheextrasentencesinPartC1.Youcanalsoaskthemtocorrectthefalsesentences.ExplainthecontextofPartC2andcheckthatstudentsunderstandtheideaofvotingforsomebodyorsomething.If

26、timeallows,organizeaclassvote.Nameajob,.,aclassmonitor,astudentrepresentative,etc.askstrongerclassestomakealistofqualitiesrequiredforthejob.Writeallthequalitiessuggestedbythestudentsontheboard.Forweakerclasses,providethistablewiththeadjectives.Thenaskthestudentstovoteforeachquality.Beforeeachvote,in

27、vitemoreablestudentstoexplainwhytheywillvoteornotvoteforthatparticularquality.Acceptallreasonableanswers,.:Iwillvoteforcleverbecauseitsimportantthataclassmonitorlearnsandunderstandsthingsquickly.7.Forweakerclasses,readthesentencesinthespeechbubblesbeforeyouaskthestudentstofindoutwhoeachofthecharacte

28、rswillvoteforandfillintheblanks.ThenaskWhowillAmy/Simon/Sandyvotefortochecktheanswers.8.Dividestudentsintopairsandaskthemtovoteforoneofthebestfriendsdescribedinthearticlesonpage4.Writedownthenumberofvotesforeachpersonontheboard.ExtensionactivityOrganizeaclassvoteforabestfriend.Onapieceofpaper,askstu

29、dentstowriteabriefdescriptionaboutapersontheyconsidertobeabestfriend.Invite6-7studentstoputuptheirdescriptionsontheboard.Thenreadthedescriptionsoneatatimeandasktheclasstovoteforoneofthem.Askindividualstudentswhytheyhavevotedforthatparticularperson.VocabularyObjectives1.Touseadjectivestodescribepeopl

30、esphysicalfeatures2.Touseadjectivestodescribegeneralappearanceofpeople3.ToselectanduseadjectivesthatareappropriatetodescribetheappearanceofboysandgirlsBackgroundinformationThissectiondevelopstheuseofadjectivestodescribepeoplesappearance.Studentsshouldbeencouragedtodeveloptheirrangeofadjectivesasmuch

31、aspossibleusingthetasksonthepageasastartingpoint.Asstudentsbecomemoreandmoreabletounderstandthesubtlemeaningsofwords,theywillbeabletodevelopwaysofaccessingimaginativeandcreativetextstofostergenuineinterestandpleasureinwhattheyread.Inturn,theywillgraduallybeabletouseadjectivestowritemoreinterestingan

32、dcreativetextsthemselves.Teachingprocedures1.Explainthecontextofthetasks.Askstudentstostudythepicturesandwords.Forweakerclasses,gothroughthewordsandpreteachunknownwords.AskstudentstodoPartAontheirownfirstandthencompareanswerswithapartner.Askseveralstudentstoreadtheiranswerstocheckcorrectuseofadjecti

33、ves.2.GothroughthewordsintheboxinPartB.lessablestudentsarenotlikelytoknowtheadjectiveswhichareonlysuitabletodescribemalesorfemales.Youmayneedtogivethemsomehints.Askstudentstousethewordsinsentencestocheckthattheyunderstandthemeaningsanduseofwords.Thenaskstudentstocompletethelistsingroupsof4-5.Checkan

34、swersorallywiththeclass.ExtensionactivitiesAskstudentstofindmoreadjectivesforeachcategoryoftheadjectivesusedinPartA.drawthistableontheboardandbrainstormasmanywordsaspossible.Gothroughtheadjectivesandaskstudentstodrawsimpleillustrationsoftheadjectivesonpiecesofpaper.Invitesomestudentstoshowtheirillus

35、trationstotherestoftheclass.Providepicturesofpeopleeitherpinnedupontheboardorcutoutofmagazinestogroupsoffourstudents.Fayanadjectiveandaskstudentstofindapictureillustratingit.2.Askstudentstoselectandwritesuitableadjectivestodescribethemselvesonapieceofpaper.Invitesomestudentstocomeforwardandreadthead

36、jectives.Makesurethattheatmosphereissupportiveandthattherestoftheclassdonotmakeanyunpleasantcomments.3.Askstudentstodescribetheirfriends,classmates,relativesorpop/sportsstarsusingtheadjectivestheyhavelearned.Forstrongerclasses,encouragethemtouseanyadjectives.Game1.Bringsomepicturesofpeopleintothecla

37、ssroomoraskstudentstobeingpictures.Thesecanbemagazineornewspapercuttingsorphotos.Dividestudentsintogroupsoffive.Giveapicturetoonlyonestudentineachgroupandaskhim/hernottoshowittotheotherstudents.Giveblankpiecesofpapertotheotherstudents.Thestudentwiththepicturedescribesthefeaturesofthepersoninthepictu

38、rewhiletheotherstudentsdrawtheperson.Ontheboard,displaythedrawingstogetherwiththeoriginalpicture.Forstrongerclasses,invitestudentstofindoutthemistakes.Forweakerclasses,askstudentstovoteforthebestdrawingwhichresemblesthepicture.2.Alternatively,tellstudentswhoaredrawingthepicturestoaskasmanyquestionsa

39、spossibletogetinformationaboutthepersontheyaredrawing,.,Isyourpersonaboy/aman/awoman/tall/small/fat/thinIshis/herfacesquare/roundThestudentlookingatthepictureisonlyallowedtosayYes.orNo.GrammarObjectivesTouseanadjectivebeforeanounorafteralinkingverbtodescribesomeone/somethingTousecomparativestocompar

40、etwopeople/thingsTousesuperlativestocomparethreeormorepeople/things4.Tocomparetwopeople/thingsusing(not)as+adjective+asBackgroundinformationThissectionfurtherdevelopstheuseofadjectivesalreadyintroducedinthereadingandvocabularysections.Thestorymovesonfromdescribingbestfriendsforamagazinecompetitionto

41、describingclassmatesatBeijingSunshineSecondarySchool.Danielwantstowritetohise-friendsabouthisclassmates.Wealreadyknowsomestudentsfeaturesfromearlierpassagesbutwewilllearnmoreabouttheirphysicalappearanceandabilitiesinthissection.Mostadjectivesarefamiliarsothatstudentsareabletofocusonusingthemaccurate

42、lyinsentences.Theuseof(not)as+adjective+asisintroducedinthecontextofasurveyaboutoutdooractivities.PartA1.Tellstudentsthatweuseadjectivestodescribepeopleandthings.Explainthatwecanputanadjectivebeforeanounorafteralinkingverb.Readtheexamplesonthepageandinvitestudentstothinkofmoreexamples.Promptstudents

43、bygivinganexamplewithanadjective,.,placedbeforeanoun,andaskstudentstoputtheadjective,.,afteralinkingverbandmakeanothersentence.2.Forweakerclasses,readthelinkingverbsinthetipboxandcheckunderstanding.Forstrongerlasses,elicittheverbs.3.Forlessablestudents,gothroughthewordsinPartAtocheckunderstanding.As

44、kstudentstorearrangethewordsontheirown.Theninviteseveralstudentstoreadouttheircompletesentencestochecktheanswers.4.Givelessablestudentssomeextrawordstorearrangeandformcompletesentences.Youcanusetheadditionalitemsonthepage.Forstrongerclasses,dividethestudentsontopairsandaskeachstudenttothinkofsomejum

45、bledwordsforhis/herpartnertorearrangeintoacompletesentence.Makesurestudentsincludeadjectivesintheirsentences.Tomaketheactivitymeaningful,tellstudentstodescribefriends,classmatesorotherfamiliarpeople.1.Itisagoodideatousepicturesofpeople,animalsorthingstoteachcomparativesandsuperlatives.Forexample,use

46、picturesoftwopop/sportsstars,toelicitexampleswithcomparativeforms,.,JackyistallerthanAndy.AndyisthinnerthanJacky.AndyismorehandsomethanJacky.Makesureyouusebothshortandlongadjectives.Writethecomparativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformthestudents,.,weadd-ert

47、oshortadjectivesandusemoreforlongadjectives.Thenweaddthanafterthecomparatives.2.Addoneortwomorepicturesofpop/sportsstarstoelicitexampleswithsuperlativeforms.Writethesuperlativeformsontheboardintwocolumns(shortandlongadjectives)andtrytoelicittheruleformstudents,.,weadd-esttoshortadjectivesandusemostf

48、orlongadjectives.Thenweaddthebeforethesuperlatives.3.Forstrongerclasses,pointouttheexceptions,.,morepleased,themostpleased;morereal,themostreal.4.Thetableshowsthechangeofformofadjectiveswhen-er/-estormore/mostareadded.Italsoincludessomeirregularforms.Gothroughitwithstudents.Checkunderstandingbyaskin

49、gstudentstoformcomparativesandsuperlativeswithotheradjectives.Youcanusetheadditionalexamplesonthepage.Invitestudentstowritetheexamplesontheboardtocheckthecorrectspelling.5.Forstrongerclasses,askstudentstoclosetheirbooksandelicitthespellingrulesfromtheexamplesyouhavewrittenontheboard.Thenaskthemtoloo

50、katthetabletocheckiftheyhaveformulatedthecorrectrules.Givemoreablestudentstheirregularformsofoldandfar.studentstorefertothetableatthetopofthepage.Theninvitestudentstocompareanswersinpairs.Gothroughtheexerciseagainwiththewholeclass.7.AskstudentstocompleteWorkouttherule!atthetopofpage10.Forlessablestu

51、dents,askthemtorefertotherulesonpage8andthetableonpage9.PartB2BackgroundinformationPartB2isaproblem-solvingtask.Studentsmustworkouttheanswersformtheinformationgiveninthetable.Althoughthisisacognitivelydemandingtask,asitrequirescomparingnumbers,thevocabularyandlanguagestructuresusedintheactivityarewi

52、thinstudentslinguisticabilities.Teachingprocedures1.Formoreablestudents,askthemtocompletethesentencesontheirownandcompareanswerswithapartner.Forlessablestudents,gothroughthewordsandnumbersinthetableandaskquestions.revisetheadjectivesinbracketsbeforestartingthistask.Checkanswersorallywiththeclass.Ext

53、ensionactivityDividestudentsintogroupsof5-6.askstudentstocollectinformationabouttheirowngroupandpresentitinasimilartable.StudentscanincludeHeight,Weight,Running,Mathstest,etc.Tellstudentsnottoworryabouttheaccuracyoftheirscoresbuttoincludeapproximatefigures.Thenaskthemtowriteagroupprofileusingsentenc

54、es1-9asmodels.1.UsetheinformationcollectedbystudentstointroducethenewstructuresinPartC.Ifyouhavenotdonetheextensionactivity,usetheinformationinthetableinPartB2.promptthestudentstocompletethesentencetoelicitthenewstructure.formmoreablestudents.Forlessablestudents,readtheexplanationatthebottomofthepag

55、e.3.BeforestartingPartC1,revisethemeaningofthenounsusedinthisactivityhiking,swimming,camping,cycling,divingandskiing.Elicitthenounsbypointingatthepicturesinthetable.Invitestudentstothinkofotheroutdooractivities.4.Elicitthemeaningsofthetwokeyadjectivesinterestinganddangerous.Listthings,people,phenome

56、naoractivitiesandaskwhethertheycanbedangerousorinteresting,.,afire,afavouritebook,alesson,atyphoon,ice-skating,etc.wayofpresentinginformationofasurvey.Encouragestudentstousethisasamodelforpresentingsurveyresultsabouttheirownclassmates.askquestionstoclarifyorconfirmmeaningsofspecificdetails.7.Forweak

57、erclasses,readtheconversationtogetherwiththestudentsandexplainanyunfamiliarwords/phrasesfirst.Remindstudentsnottousecomparativesandsuperlatives,butonly(not)asas.8.Remindstudentsthattheyneedtopayattentiontowhoisspeakingintheconversationinordertorefertothecorrectcolumninthetableforinformation.Askstude

58、ntstoworkinpairstocompletetheconversation.Asthisisaproblem-solvingtaskengagingstudentsgeneralknowledgeaswellaslinguisticknowledge,youmustallocatesufficienttimetodothistask.Checkanswersorallywiththewholeclass.10.Iftimeallows,role-playtheconversation.Checkforcorrectpronunciation.11.InpartC2,askstudent

59、stocompletethelastcolumnofPartC1expressingtheirownopinionsaboutthedifferentoutdooractivitiesincludedinthetable.12.Inpairs,invitestudentstocomparetheiranswersandtalkaboutwhattheythinkabouttheactivitiesusing(not)asas.Forlessablestudents,tellthemtousetheconversationonthepageasamodel.Askpairsofmoreables

60、tudentstocomeforwardandtalkaboutwhattheythinkabouttheactivities.ExtensionactivityIfthereistimeandinterest,dividestudentsintogroupsof5-6andaskthemtodoasimilarsurveyoftheclassmatesintheirgroupusingthetableonthepageasamodel.Encouragemoreablestudentstoincludeotheractivitiesinthesurveyandcomparetheactivi