《牛津初中英语》8AUnit1教案

牛津 8A Unit1 教案（6课时）Study skillsObjectives1. To find the main points of a passage in order to understand and memorize it more easily2. To identify keywords in order to develop general understanding of a passage3. To guess meaning and generate mental picturesBackground informationThis section focuses on encouraging students to look for the main points and keywords in a passage so that they can understand and remember it more easily. The passage which students are required t o read and understand in this section is a problem letter by a teena ger in ‘Teenagers’ magazine. You need to introduce the genre of p roblem letters in magazines and newspapers. Arouse students’ inter est in the topic by bringing some magazines or newspapers with su ch letters or replies to them.Teaching procedures1. Ask more able students what they want to find out when they r ead a passage. Write ‘What is it about?’ on the board and try to el icit the other questions listed on the page. Underline the ‘Wh-’ wor ds.2. For weaker classes, read the questions on the page together with the students and explain that answering these questions will help t hem find the main points or ideas in a passage. Tell students that not all the words in a passage are important and that they should a lways look for keywords (words of great importance) in a passage.3. Read the letter to the whole class. You can ask more able stude nts to close their books while you read. Then ask some open quest ions, e.g., ‘Who is Cindy? Why is Cindy unhappy? What is Cindy’s prob lem?’ Elicit a list of the details which describe Cindy and he r problems. Explain difficult or unfamiliar words.4. Briefly explain to students that they can understand information more quickly if they identify main points and keywords first. It is a good idea if students remember the questions listed on page 14 s o that they can use them when reading through other texts. Ask st udents to study the questions for one minute, then close their book s and say them to their partners to check if they have memorized t hem.5. Ask students to read the letter carefully and underline the main points on their own suing a pencil initially. Remind them to refer t o the ‘Wh-’ questions at the top of the page. Divide the class into groups of four and ask students to compare the main points they h ave underlined. Go through the letter again sentence by sentence a nd check the answers.6. Now ask students to read the letter again and circle the other ke ywords using a pencil. Invite students to compare their answers in their groups. Then check the answers orally with the whole class.7. You can ask more able students to underline main points and ci rcle keywords at the same time.8. Tell students to read the main points and keywords again, and a nswer the ‘Wh-’ questions. Students can work in pairs or groups of four. Then ask some of the pairs or groups to answer the question s in class.Extension activities1. For stronger classes, cut out or photocopy problem letters from magazines and newspapers. Give them out to groups of students. A sk students to go through their letters and identify the main pointsand keywords, invite a representative form each group to talk abou t the group’s letter in class.2. Ask more able students to write a problem letter to a teenage m agazine or newspaper usi ng Cindy’s letter as a model. Tell students to write down the keywords describing their problems and the mai n points of their letters first. Then ask them to formulate complete sentences using the main points and keywords. Encourage students to read their letters in class.。

牛津8A Unit1 Reading 教案Objectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends’ descriptions4. To use adjectives to describe people’s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters a bout ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.Teaching procedures1. Review key vocabulary according to the general ability of the class.Tell the class about a friend or relative. If possible, show his/herphoto. Say,e.g.: My best friend is small and thin with long hair. She is verysmart and helpful.Then ask questions to check understanding. (Is my friend tall? Is herhair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underlinethe words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressionsto match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy intheir 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 group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editorof magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need tolook for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Thenask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match themwith the correct photos. Students could work individually or in pairs. Game1. Cut 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 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.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain 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.2. 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.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the firstcorrect answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. Y ou can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., 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 each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for‘clever’ because it’s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students 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.8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on 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. Invite 6-7 students to put up their descriptions on the board. 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.。

牛津 8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select 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 ap pearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a sta rting 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 pleasu re in what they read. In turn, they will gradually be able to use adj ectives to write more interesting and creative texts themselves.Teaching procedures1. Explain the context of the tasks. Ask students to study the pictu res and words. For weaker classes, go through the words and prete ach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to r ead their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to descr ibe males or females. You may need to give them some hints. Askstudents to use the words in sentences to check that they understa nd 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 activities1. Ask students to find more adjectives for each category of the ad jectives used in Part A. draw this table on the board and brainstor m as many words as possible.Go through the adjectives and ask students to draw simple illustra tions 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 o ut of magazines to groups of four students. Fay an adjective and a sk students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe t hemselves on a piece of paper. Invite some students to come forwa rd and read the adjectives. Make sure that the atmosphere is suppo rtive and that the rest of the class do not make any unpleasant co mments.3. Ask students to describe their friends, classmates, relatives or po p/sports stars using the adjectives they have learned. For stronger c lasses, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom 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 to show it to the o ther students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, di splay the drawings together with the original picture. For strongerclasses, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the pict ure.2. Alternatively, tell students who are drawing the pictures to ask a s many questions as possible to get information about the person t hey are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looki ng at the picture is only allowed to say ‘Yes.’ or ‘No.’.。

《牛津初中英语》8AUnit1教案《牛津初中英语》8A Unitl教案Teaching Plan for Reading (P3)Teaching content Unit 1 Friends ( Reading 2 )Teach ing aims1. To grasp some useful expressi ons about describ ing a pers on2. To lear n how to describe frien ds.3. To help stude nts to lear n what kind of pers on should be his/her best friend.Key poi nts：To lear n some useful expressi ons and use them in differe nt con textTeach ing difficulties:To lear n how to describe frie nds.Teach ing proceduresPart One预习作业&预习交流A: Please retell the articles and fin ish exercise C1.B:重要短语(小组核对答案---教师提示重点词组注意点---读背词组)I. 与…一样苗条 2.乐于做某事3. 准备好做某事4.帮助我做家庭作业5.因为太多工作6.戴眼镜7.有很好的幽默感8.感到厌倦9.使我笑10.走路经过II. 撞翻12. 一个忠实的朋友13.保密14.说某人坏话【教学设计说明】：检查学生预习情况，纠正错误，并对正确答案进行巩固。

Part Two交流展示&点拨提高Step1 Prese ntati onYesterday we met three friends in ‘ Teenagers ' Magazine. They ' re Betty, Max and May. How much do you remember them?学生分组讨论，组与组互问互答。

牛津 8A Unit1 教学设计（8课时）Check outObjectives1. To assess students’ understanding and correct use of adjectives, comparatives and superlatives in a new context.2. To assess students’ ability to transfer information from graphic al presentation into writing.3. To assess students’ understanding of a range of adjectives and set phrases to describe people’s appearance and personalities4. To use noun and adjective collocations to describe people’s a ppearance and personalitiesBackground informationThis section encourages students to find out how much they hav e learned and how well their learning strategies are working. In Part A of the Checkout section, students have a chance to meet Daniel’s best friend Kate. In Part B, they read a diary entry writ ten by Daniel.Teaching procedures1. Tell students that they will be able to check their use of adje ctives, comparatives and superlatives in the structures they have l earned earlier in the unit by doing Part A.2. Ask students to read through the table and complete the conv ersation. Set a time limit.3. For stronger classes, ask students to correct themselves, or div ide the class into pairs. Students correct each other’s work and write the score in the ‘paw’.4. Tell students that they need to select the correct adjectives and noun phrases to fit the context of the sentences in the diary e ntry in Part B. set a time limit.5. Ask more able students to work in pairs and check each othe r’s work. Remind them to write the score in the ‘paw’. For less able students, check answers with the whole class. Explain strat egies on how to improve if students have problems. Suggest that they try to learn the adjective and the noun as a unit wherever possible.6. For weaker classes, go through the diary entry and check that they understand all the words and phrases. Ask more able stude nts to think of other adjectives or nouns to fit the context of the sentences. Write the appropriate suggestions on the board.Extension activityAsk students to write their own diary entries about some of the ‘best friends’ in this unit. Allow students to read the descriptions of Betty, Max and May on page 4, the letters on pages 12 and 13, and the description of Kate on page 16 again.。

牛津8A Unit1 教案Period 8Teaching aims:To find the main points of a passage in order to understand and memorize it more easily.To identify keywords in order to develop general understanding of a passage.To guess meaning and generate mental pictures.Teaching procedures:Step1. Revision:Help the students to revise how to talk about their future plans.Ask: 1. Do you have any future plans?2. What are you going to do when you grow up?3. Why?4. What will you do to fulfill your aims?Ask some students to talk about it orally in class.Step2. lead- in1.Present the task today by playing a game.●Divide the students in four groups,●The teacher gives the first student a paper on which there’s a story, ask the firststudent to read it carefully and then pass the story on orally.●At last ask the last student to tell the story that he get to the whole class, and thenthe teacher will read the story to class, ask them to find out the differences between the two stories.2. Make a conclusion, tell the students when we are reading , we should payattention to some main points, generally speaking, the main points are about the questions below:●What is it about?●Who is it about?●What happened?●When did it happen?●Why did it happen?●How did it happen?Step3. Reading.Ask the students to open the book on page 14, and read the letter on page 14. try to find out information about the questions above.Who: Cindy---a grade 8 studentWhere: Bei jing Sunshine Secondary SchoolWhat: move to a new school, have problems with her new schoolWhy : Don’t know school very well, have no friends, do not know how to talk to her new friends,How: feel uncomfortable, nervous; always stay aloneAsk the students to underline the main points with the help of the table above.Step4. RetellingAsk the students to retell the letter with the help of the key words on the blackboard. Step5. Consolidation exercisesProvide one more reading for the students to practise.Homework:●Hand book: period 8●Preview the new words in main task.。

牛津 8A Unit1 教案（7课时）Main taskObjectives1. To plan ideas for personal writing2. To write a description of the appearance and personality of a fri end3. To write for an audience4. To write for a newspaper competition using appropriate register5. To develop an understanding of the structure of the letter: introd uction, main body and conclusionBackground informationEach main task requires students to use a range of skills (reading, writing, speaking and listening) in order to produce a final product. It also further develops the main theme of the unit—writing an art icle about a friend for a newspaper competition. Students have a c hance to look at Daniel’s notes and his article about his best friend. Explain that this is a specific genre which is different form ordina ry letters or stories. Students need to understand the purpose of the article and the audience they are writing for. Emphasize the fact t hat this article is for a competition in a magazine and will be read by the teenage readers of the magazine who will make their choic e of the ‘best friend’ based on the qualities described in the article. Teaching procedures1. Explain the context of entering a writing competition of a teena ge magazine. If possible, find out about similar writing or drawingcompetitions in magazines or newspapers, and show them to the s tudents.2. Ask students to look at Daniel’s notes in Part A. for weaker cla sses, read the words students and explain the meanings of difficult words. Ask some students to read the words to check for correct p ronunciation.3. Remind students that when we take notes we do not need to wri te in complete sentences—we just need to write down the keyword s.4. For less able students, tell them to look back at Daniel’s list and underline the adjectives which can be included in their own writi ng to describe their best friends.5. Encourage students to use a variety of adjectives to avoid repetit ion. Remind them of the adjectives they have learned in this unit. Allow them to go through the pages of the unit to look for suitable vocabulary. Go around the classroom to offer help with spelling.6. Ask students to read Daniel’s article in Part C on their own. Th en ask general questions to check comprehension, e.g., ‘Who is Da niel’s best friend? Where does she liv e? What does she look like? What’s she like? What would she like to be when she grows up?7. Ask students to underline the adjectives in the article.8. Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the lay out of the article, e.g., introduction, main body and conclusion. As k stronger classes to write a heading for each paragraph.9. Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetiti on of names.10. Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.11. In pairs, students read, check and correct their partners’ drafts. Encourage more abl e students to comment on their partners’ drafts. Go around the class to correct spelling and grammatical mistakes and to suggest improvements in the use of words and structures.12. Ask students to rewrite their articles on a separate sheet of pap er. Encourage students to add illustrations or photos of their best fr iends to make their articles more attractive.13. Ask volunteers to read out their articles in class. Display the ar ticles in the classroom.Additional exerciseAsk more able students to make new sentences replacing Daniel’s adjectives with their own adjectives to describe a real or imaginary friend.GameDisplay only the photos or show only the illustrations on the board. Invite volunteers to read their articles or other students’ articles w hile the rest of the class try to match each description with a photo or an illustration.。

牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as’+ adjective+ ‘a s’Background informationThis section further develops the use of adjectives already introd uced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to desc ribing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will l earn more about their physical appearance and abilities in this se ction. Most adjectives are familiar so that students are able to fo cus on using them accurately in sentences. The use of ‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and thi ngs. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an ex ample with an adjective, e.g., placed before a noun, and ask stu dents to put the adjective, e.g., after a linking verb and make an other sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to che ck understanding. Ask students to rearrange the words on their o wn. Then invite several students to read out their complete sente nces to check the answers.4. Give less able students some extra words to rearrange and for m 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 inclu de adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar peo ple.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use picture s of two pop/sports stars, to elicit examples with comparative for ms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the bo ard in two columns (short and long adjectives) and try to elicit t he rule form the students, e.g., we add ‘-er’ to short adjectives a nd use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit exa mples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to eli cit the rule form stu dents, e.g., we add ‘-est’ to short adjectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.3. For stronger classes, point out the exceptions, e.g., ‘more plea sed’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adjectives when ‘-er’/‘-est’ or ‘more’/ ‘most’ are added. It also includes some irregul ar forms. Go through it with students. Check understanding by a sking students to form comparatives and superlatives with other a djectives. You can use the additional examples on the page. Invit e students to write the examples on the board to check the corre ct spelling.5. For stronger classes, ask students to close their books and elic it the spelling rules from the examples you have written on the board. Then ask them to look at the table to check if they have formulated the correct rules. Give more able students the irregul ar forms of ‘old’ and ‘far’.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go throu gh the exercise again with the whole class.7. Ask students to complete ‘Work out the rule!’ at the top of p age 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the a nswers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are w ithin students’ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences o n their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets befo re starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect inform ation about their own group and present it in a similar table. St udents can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, et c. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a gr oup profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the ne w structures in Part C. If you have not done the extension activi ty, use the information in the table in Part B2. prompt the stude nts to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the info rmation in their table or the table on the page. Write the senten ces on the board. Elicit the rule form more able students. For le ss able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elici t the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- ‘interesting’and ‘dangerous’. List things, people, phenomena or activities an d ask whether they can be dangerous or interesting, e.g., a fire,a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Pa rt C1 is another way of presenting information of a survey. Enc ourage students to use this as a model for presenting survey resu lts about their own classmates.6. Give students enough time to study the table carefully. Encour age students to ask questions to clarify or confirm meanings of s pecific details.7. For weaker classes, read the conversation together with the st udents and explain any unfamiliar words/phrases first. Remind st udents not to use comparatives and superlatives, but only ‘(not) as…as’.8. Remind students that they need to pay attention to who is sp eaking in the conversation in order to refer to the correct colum n in the table for information.9. Ask students to work in pairs to complete the conversation. A s this is a problem-solving task engaging students’ general knowl edge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole clas s.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor ac tivities included in the table.12. In pairs, invite students to compare their answers and talk ab out what they think about the activities using ‘(not) as… as’. F or less able students, tell them to use the conversation on the pa ge as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide students into groups of 5-6 a nd ask them to do a similar survey of the classmates in their gr oup using the table on the page as a model. Encourage more ab le students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. The n make a display of the group surveys.You can also draw the table without the information about Milli e, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.。