牛津英语8aunit1教案

1、Unit 1 FriendsLanguage functions and focusUse an adjective before a noun or after a linking verb to describe someone/ something.: She has short hair.Her hair is short.Use comparatives to compare two people /things.: Sandy s hair is longer than Millie s hair.Use superlatives to compare three or more

2、people things.: He is the tallest boy in my class.Use as + adjective+ as to compare people / things.: Millie is as tall as Kitty.Use adjectives to describe someone s physical features and appearance.: Sandy is tall and has long hair.Language skillsListeningIdentify main ideas to obtain information a

3、bout a friendInterpret information to obtain a general understanding of the people in a conversationIdentify specific and relevant information to complete letters about teenagers future plansSpeakingUse questions and answers to talk about people s appearance and personalityUse everyday expressions t

4、o show agreement and confirm informationReadingGuess general meaning from keywords and contextSkim text for overall meaning and scan for detailsIdentify specific information about different people from their friends descriptionsWritingCollect information and organize ideas to describe the appearance

5、 and personality of a friendProduce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage moreeasilyBackground informationBook 8A continues the story about the lives and experiences of the six centralcharacte

6、rs introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts.Language is presented through real-life experiences, exposing students to real communication.Overview of the unitThe main topic of this unit is descri

7、bing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students interest in the topic of the unit through thefunny interactions of two cartoon characters (Eddie and Hobo). Th

8、is opening pageintroduces the idea of friendship and sharing.Warm-up activitiesRead the conversation between Eddie and Hobo. Check understanding of kind and share . Ask,.: What does Eddie give Hobo (He gives him some cake and milk.)Is there anything else in the fridge (No, there isn t.)What does Hob

9、o want (He wants to share Eddie s pizza in the bowl.)Introduce the idea of sharing and friendship. Ask,.: Are Eddie and Hobo good friends (Yes, they are. They share things.)Who do you like more Why( I like Eddie because he shares his food with Hobo.) Ask two more able students to role-play the conve

10、rsation in front of the class.Welcome to the unitObjectivesTo revise vocabulary and expressions to describe peopleTo guess meaning from contextTo generate ideas about people s appearance and personalitiesTo categorize adjectives to describe important qualities of a friend accordingto personal prefer

11、encesBackground informationThis section introduces students to the unit topic about different personalitiesof friends. Students answer some questions in a magazine about the qualities of abest friend. It also preteaches some useful words and expressions.Teaching proceduresAsk more able students.: Do

12、 you have a special friend What makes him/her specialAccept all reasonable answers. (He/She helps me with my homework. I can alwaystalk to him/her about my problems, etc.)Ask students to look at Part A and explain that they will be reading an advertisement in “ Teenagers magazine. They have to match

13、 the qualities with the questions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase.Then ask the class to write the correct letters on their own.Go around the class to check that students have wri

14、tten the correct letters.Ask more able students to think of other qualities of a good friend, ., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.Read the list of words in Part B and chick that students understand their meanings. Check also un

15、derstanding of quite important and very important .On the board, write What qualities of a good friend are important to you .Ask the class to think carefully about what qualities they appreciate in friendsand put ticks under the correct headings in the table. Encourage students to workon their own.

16、Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner schoice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral perform

17、ance.Extension activityYou can copy the table. More able students can add more adjectives describingqualities of a good friend. Students can also interview several classmates usingthis table. They should write tally marks instead of ticks in the table. Then theycan compare their results with a partn

18、er or in class to find out which qualitiesare the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate ona piece of paper. Remind students to write his or her name as well. Encourage themto work on their own and not to show their choice of words to other stu

19、dents. Thencollect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.ReadingObjectivesTo guess general meanings from keywords and contextTo skim text for overall meanings and scan for detailsTo identify specific infor

20、mation about different people form their friendsdescriptionsTo use adjectives to describe people s appearance and characteristicsTo recognize the use of comparatives and superlatives Part ABackground informationThis section presents three letters about best friends for a writing competition held by

21、Teenagers magazine. The context invites students to think about qualities in their friends.Teaching proceduresReview key vocabulary according to the general ability of the class. Tell theclass about a friend or relative. If possible, show his/her photo. Say,.:My best friend is small and thin with lo

22、ng hair. She is very smart and helpful.Then ask questions to check understanding. (Is my friend tall Is her hair shortor long Is she willing to help)Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words t

23、hey do notknow. Then go through the words students have underlined.On the board, write the headings Appearance and Personality . Ask eachgroup to go through their letter again and find words or expressions to match eachheading. Invite students from each group to come forward and write their words an

24、d expressions under the correct heading.Write the following questions on the board for students to copy in their books.What does he/she look like (For appearance)What kind of person is he/she (For personality)What does he/she do or want to do in the future (For future plan)Invite students from each

25、group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedureExplain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in

26、 the articles on page4.Ask students to do Part B1 on their own. Tell them that they need to look forspecific details, which fit each of the persons described in the articles.Encouragestudents to check their answers with a partner. Then ask students to read out the completed captions one at a time.Ex

27、plain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. St

28、udents could work individually or in pairs.GameCut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even

29、liking at his/her photo. Invite students to guess the person you have described. (That s picture number five./ That s Mary.) Then ask individual students to do the same while the rest of the class guess the person.Alternatively, you can divide the class into three or four competing teams. Each team

30、can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching proceduresExplain the context of Part C1 and read the six sentences for weaker classes.Depending on students abilities, set this activity either as an individual activity or as a quiz.

31、If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.Alternatively, you can ask students to close their books while you are readingeach sentence. Give a score to the team who gives the first correct answ

32、er.Ask students to correct the false sentences.Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.Explain the context of Part C2 and check that students understand the idea ofvoting for somebody or something. If time allows, organize a c

33、lass vote. Namea job, . a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for

34、each quality. Before each vote, invite more ablestudents to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, .: I will vote for clever because it s important that a class monitor learns and understands things quickly.For weaker classes, read the sent

35、ences in the speech bubbles before you ask thestudents to find out who each of the characters will vote for and fill in the blanks.Then ask Who will Amy/ Simon/ Sandy vote for to check the answers.Divide students into pairs and ask them to vote for one of the best friends described in the articles o

36、n page4. Write down the number of votes for each personon the board.Extension activityOrganize a class vote for a best friend . On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite6-7 students to put up their descriptions on the boar

37、d. Then read the descriptions one at a time and ask the class to vote for one of them. Ask individual students why they have voted for that particular person.VocabularyObjectivesTo use adjectives to describe people s physical featuresTo use adjectives to describe general appearance of peopleTo selec

38、t and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people s appearance.Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page a

39、s a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to writ

40、e more interesting and creative texts themselves. Teaching proceduresExplain the context of the tasks. Ask students to study the pictures and words.For weaker classes, go through the words and preteach unknown words. Ask studentsto do Part A on their own first and then compare answers with a partner

41、. Ask several students to read their answers to check correct use of adjectives.Go through the words in the box in Part B. less able students are not likely toknow the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words

42、 in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activitiesAsk students to find more adjectives for each category of the adjectives usedin Part A. draw this table on the

43、board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out o

44、f magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.Ask students to select and write suitable adjectives to describe themselves ona piece of paper. Invite somestudents to come forward and read the adjectives. Make sure that the atmosphere is su

45、pportive and that the rest of the class do not make any unpleasant comments.Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.GameBring somepictures of people into the c

46、lassroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not toshow it to the other students. Give blank pieces of paper to the other students.The student w

47、ith the picture describes the features of the person in the picture while the other students draw the person. Onthe board, display the drawings together with the original picture. For stronger classes, invite students to find out themistakes. For weaker classes, ask students to vote for the best dra

48、wing which resembles the picture.Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get information about the person they are drawing, ., Is your persona boy/ a man/ a woman/ tall /small /fat /thin Is his/ her face square/ round Thestudent looking at th

49、e picture is only allowed to say Yes. or No. .GrammarObjectivesTo use an adjective before a noun or after a linking verb to describe someone/ somethingTo use comparatives to compare two people/ thingsTo use superlatives to compare three or more people/ thingsTo compare two people/ things using (not)

50、 as + adjective+ as Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School.Daniel wan

51、ts to write to his e-friends about his classmates. We already know somestudents features from earlier passages but wewill learn more about their physical appearance and abilities in this section. Most adjectives are familiar so thatstudents are able to focus on using them accurately in sentences. Th

52、e use of (not) as + adjective+ as is introduced in the context of a survey about outdooractivities.Teaching proceduresTell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invi

53、te students to think of more examples. Prompt students by giving an example with an adjective, ., placed before a noun, and ask students to put the adjective, ., after a linking verb and make another sentence.For weaker classes, read the linking verbs in the tip box and check understanding. For stro

54、nger lasses, elicit the verbs.For less able students, go through the words in Part A to check understanding.Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.Give less able students some extra words to rearrange a

55、nd form complete sentences.You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To ma

56、ke the activity meaningful, tell students to describe friends, classmates or other familiar people.Teaching proceduresIt is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comp

57、arative forms, ., Jacky is taller than Andy. Andy is thinnerthan Jacky. Andy is more handsome than Jacky. Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, ., we add -er

58、to short adjectives and use more for long adjectives. Then we add than after the comparatives.Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (shortand long adjectives) and try to elicit the rule form

59、 students, ., we add -est to short adjectives and use most for long adjectives. Then we add the before the superlatives.For stronger classes, point out the exceptions, ., more pleased , the most pleased ; more real , the most real .The table shows the change of form of adjectives when -er / -est or

60、more / most are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check