牛津版八年級英語Unit 1 教案

       is there anything else in the fridge? (no, there isn’t.)
       what does hobo want? (he wants to share eddie’s pizza in the bowl.)
2. introduce the idea of sharing and friendship. ask,
   e.g.: 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 conversation in front of the class.
welcome to the unit
objectives
1. to revise vocabulary and expressions to describe people
2. to guess meaning from context
3. to generate ideas about people’s appearance and personalities
4. to categorize adjectives to describe important qualities of a friend according to personal preferences
background information
this section introduces students to the unit topic about different personalities of friends. students answer some questions in a magazine about the qualities of a best friend. it also preteaches some useful words and expressions.
teaching procedures
1. ask more able students
e.g.: do you have a special friend? what makes him/her special?
  accept all reasonable answers. (he/she helps me with my homework. i can always talk to him/her about my problems, etc.)
2. ask students to look at part a and explain that they will be reading an advertisement in “teenagers’ magazine. they have to match 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.
3. go around the class to check that students have written the correct letters.
4. ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. write the words and phrases on the board.
5. read the list of words in part b and chick that students understand their meanings. check also understanding of ‘quite important’ and ‘very important’.
6. 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 friends and put ticks under the correct headings in the table. encourage students to work on their own. 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’s choice of qualities. write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.