牛津版八年级英语上册册unit1教案.docx

牛津版八年级英语上册册unit1教案.docx

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牛津版八年级英语上册册unit1教案

牛津8AUnit1Friends教案（教材分析）

Languagefunctionsandfocus

1.Useanadjectivebeforeanounorafteralinkingverbtodescribesomeone/something

  e.g.:

Shehasshorthair.

      Herhairisshort.

2.Usecomparativestocomparetwopeople/things

  e.g.:

Sandy’shairislongerthanMillie’shair.

3.Usesuperlativestocomparethreeormorepeoplethings

  e.g.:

Heisthetallestboyinmyclass.

4.Use‘as’+adjective+‘as’tocomparepeople/things

  e.g.:

MillieisastallasKitty.

5.Useadjectivestodescribesomeone’sphysicalfeaturesandappearance

  e.g.:

Sandyistallandhaslonghair.

Languageskills

Listening

1.Identifymainideastoobtaininformationaboutafriend

2.Interpretinformationtoobtainageneralunderstandingofthepeopleinaconversation

3.Identifyspecificandrelevantinformationtocompletelettersaboutteenagers’futureplans

Speaking

1.Usequestionsandanswerstotalkaboutpeople’sappearanceandpersonality

2.Useeverydayexpressionstoshowagreementandconfirminformation

Reading

1.Guessgeneralmeaningfromkeywordsandcontext

2.Skimtextforoverallmeaningandscanfordetails

3.Identifyspecificinformationaboutdifferentpeoplefromtheirfriends’descriptions

Writing

1.Collectinformationandorganizeideastodescribetheappearanceandpersonalityofafriend

2.Produceaparticulartext-typeforanaudienceusingagivenmodel

Studyskills

Lookformainpointsandkeywordstohelpunderstandandrememberapassagemoreeasily

Backgroundinformation

Book8AcontinuesthestoryaboutthelivesandexperiencesofthesixcentralcharactersintroducedinBook7A.Here,thecharactersareGrade8students.Yourstudentswillbeabletoidentifywiththedifferentsituationsandcontexts.Languageispresentedthroughreal-lifeexperiences,exposingstudentstorealcommunication.

Overviewoftheunit

Themaintopicofthisunitisdescribingtheappearanceandthequalitiesofagoodfriend.Studentslearntotalkabouttheirfriendsandtheirfutureplans.

Unitopening

Backgroundinformation

Theopeningpagearousesstudents’interestinthetopicoftheunitthroughthefunnyinteractionsoftwocartooncharacters（EddieandHobo）.Thisopeningpageintroducestheideaoffriendshipandsharing.

Warm-upactivities

1.ReadtheconversationbetweenEddieandHobo.Checkunderstandingof‘kind’and‘share’.Ask,

  e.g.:

WhatdoesEddiegiveHobo?

（Hegiveshimsomecakeandmilk.）

      Isthereanythingelseinthefridge?

（No,thereisn’t.）

      WhatdoesHobowant?

（HewantstoshareEddie’spizzainthebowl.）

2.Introducetheideaofsharingandfriendship.Ask,

  e.g.:

AreEddieandHobogoodfriends?

（Yes,theyare.Theysharethings.）

      Whodoyoulikemore?

Why?

（IlikeEddiebecauseheshareshisfoodwithHobo.）

  Asktwomoreablestudentstorole-playtheconversationinfrontoftheclass.

牛津8AUnit1教案（1课时）

Welcometotheunit

Objectives

1.Torevisevocabularyandexpressionstodescribepeople

2.Toguessmeaningfromcontext

3.Togenerateideasaboutpeople’sappearanceandpersonalities

4.Tocategorizeadjectivestodescribeimportantqualitiesofafriendaccordingtopersonalpreferences

Backgroundinformation

Thissectionintroducesstudentstotheunittopicaboutdifferentpersonalitiesoffriends.Studentsanswersomequestionsinamagazineaboutthequalitiesofabestfriend.Italsopreteachessomeusefulwordsandexpressions.

Teachingprocedures

1.Askmoreablestudents

e.g.:

Doyouhaveaspecialfriend?

Whatmakeshim/herspecial?

  Acceptallreasonableanswers.（He/Shehelpsmewithmyhomework.Icanalwaystalktohim/heraboutmyproblems,etc.）

2.AskstudentstolookatPartAandexplainthattheywillbereadinganadvertisementin“Teenagers’magazine.Theyhavetomatchthequalitieswiththequestions.Forweakerclasses,gothroughthewordsandphrasesontheleft.Thenaskeachquestionatatimeandinvitestudentstosaythecorrectwordorphrase.Thenasktheclasstowritethecorrectlettersontheirown.

3.Goaroundtheclasstocheckthatstudentshavewrittenthecorrectletters.

4.Askmoreablestudentstothinkofotherqualitiesofagoodfriend,e.g.,generous,clever,kind,understandsmyproblems,makesmelaugh.Writethewordsandphrasesontheboard.

5.ReadthelistofwordsinPartBandchickthatstudentsunderstandtheirmeanings.Checkalsounderstandingof‘quiteimportant’and‘veryimportant’.

6.Ontheboard,write‘Whatqualitiesofagoodfriendareimportanttoyou?

’.Asktheclasstothinkcarefullyaboutwhatqualitiestheyappreciateinfriendsandputticksunderthecorrectheadingsinthetable.Encouragestudentstoworkontheirown.Thenaskthemtocomparetheiranswerswithapartner.Askindividualstudentstotelltherestoftheclassabouttheirownchoiceandtheirpartner’schoiceofqualities.Writesomestructuresontheboardtoenablestudentstofocusonthechoiceofadjectivesandtomaintainafluentoralperformance.

Extensionactivity

Youcancopythetable.Moreablestudentscanaddmoreadjectivesdescribingqualitiesofagoodfriend.Studentscanalsointerviewseveralclassmatesusingthistable.Theyshouldwritetallymarksinsteadofticksinthetable.Thentheycancomparetheirresultswithapartnerorinclasstofindoutwhichqualitiesarethemostpopular.

Game

Askeachstudenttowritethreeadjectivesorphrasestodescribeaclassmateonapieceofpaper.Remindstudentstowritehisorhernameaswell.Encouragethemtoworkontheirownandnottoshowtheirchoiceofwordstootherstudents.Thencollectthepiecesofpaperandputthemtogether.Drawoneatatimeandreadeachdescription.Invitetheclasstoguesswhomitdescribes.

牛津8AUnit1教案（2课时）

Reading

Objectives

1.Toguessgeneralmeaningsfromkeywordsandcontext

2.Toskimtextforoverallmeaningsandscanfordetails

3.Toidentifyspecificinformationaboutdifferentpeopleformtheirfriends’descriptions

4.Touseadjectivestodescribepeople’sappearanceandcharacteristics

5.Torecognizetheuseofcomparativesandsuperlatives

PartA

Backgroundinformation

Thissectionpresentsthreelettersabout‘bestfriends’forawritingcompetitionheldby‘Teenagers’magazine.Thecontextinvitesstudentstothinkaboutqualitiesintheirfriends.

Teachingprocedures

1.Reviewkeyvocabularyaccordingtothegeneralabilityoftheclass.Telltheclassaboutafriendorrelative.Ifpossible,showhis/herphoto.Say,

  e.g.:

Mybestfriendissmallandthinwithlonghair.Sheisverysmartandhelpful.

  Thenaskquestionstocheckunderstanding.（Ismyfriendtall?

Isherhairshortorlong?

Isshewillingtohelp?

）

2.Dividetheclassintothreegroupsandallocateonearticletoeachgroup.Whilestudentsskimthetextontheirown,askthemtounderlinethewordstheydonotknow.Thengothroughthewordsstudentshaveunderlined.

3.Ontheboard,writetheheadings‘Appearance’and‘Personality’.Askeachgrouptogothroughtheirletteragainandfindwordsorexpressionstomatcheachheading.Invitestudentsfromeachgrouptocomeforwardandwritetheirwordsandexpressionsunderthecorrectheading.

4.Writethefollowingquestionsontheboardforstudentstocopyintheirbooks.

  Whatdoeshe/shelooklike?

（Forappearance）

  Whatkindofpersonishe/she?

（Forpersonality）

  Whatdoeshe/shedoorwanttodointhefuture?

（Forfutureplan）

  Invitestudentsfromeachgrouptoaskandanswerthesequestionsanddescribetheteenagerineacharticle.

PartB

Teachingprocedure

1.Explainthecontextandcheckthatstudentsunderstandwhataneditorofmagazineornewspaperdoes.ThenreviewtheadjectivesandnounsintheboxinPartB1.Askstudentstofindthewordsinthearticlesonpage4.

2.AskstudentstodoPartB1ontheirown.Tellthemthattheyneedtolookforspecificdetails,whichfiteachofthepersonsdescribedinthearticles.Encouragestudentstochecktheiranswerswithapartner.Thenaskstudentstoreadoutthecompletedcaptionsoneatatime.

3.ExplainthecontextofPartB2andaskstudentstofindeachdescriptioninthecorrespondingletter.PointtothephotosinPartB2andaskmoreablestudentstobrieflydescribeeachperson.Forweakerclasses,readthesentencestothestudentsandaskthemtomatchthemwiththecorrectphotos.Studentscouldworkindividuallyorinpairs.

Game

1.Cutoutsomepicturesofpeopleofdifferentheightandappearance.Numberthepicturesorgivefamiliarnamestoeachpersoninthepictures（Mary,Tom,Peter,ect.）.Stickthepicturesontheboard.Describeoneofthepeoplewithoutpointingorevenlikingathis/herphoto.Invitestudentstoguessthepersonyouhavedescribed.（That’spicturenumberfive./That’sMary.）Thenaskindividualstudentstodothesamewhiletherestoftheclassguesstheperson.

2.Alternatively,youcandividetheclassintothreeorfourcompetingteams.Eachteamcanworkoutdescriptionfortheotherteamstoguess.Giveascoreonlyforthefirstcorrectguess.

PartC

Teachingprocedures

1.ExplainthecontextofPartC1andreadthesixsentencesforweakerclasses.Dependingonstudents’abilities,setthisactivityeitherasanindividualactivityorasaquiz.

2.Ifyouuseitasaquiz,dividetheclassintoteamsof4-5students.Setatimelimit.Theteamwhogetsallthecorrectanswersfirstisthewinner.

3.Alternatively,youcanaskstudentstoclosetheirbookswhileyouarereadingeachsentence.Giveascoretotheteamwhogivesthefirstcorrectanswer.

4.Askstudentstocorrectthefalsesentences.

5.Askmoreablestudentstodotheextrasentencesi