牛津版八年級英語Unit 1 教案
extension activity
you can copy the table. more able students can add more adjectives describing qualities of a good friend. students can also interview several classmates using this table. they should write tally marks instead of ticks in the table. then they can compare their results with a partner or in class to find out which qualities are the most popular.
game
ask each student to write three adjectives or phrases to describe a classmate on a piece of paper. remind students to write his or her name as well. encourage them to work on their own and not to show their choice of words to other students. then collect 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.
reading
objectives
1. to guess general meanings from keywords and context
2. to skim text for overall meanings and scan for details
3. to identify specific information about different people form their friends’ descriptions
4. to use adjectives to describe people’s appearance and characteristics
5. to recognize the use of comparatives and superlatives
part a
background information
this section presents three letters about ‘best friends’ for a writing competition held by ‘teenagers’ magazine. the context invites students to think about qualities in their friends.
teaching procedures
1. review key vocabulary according to the general ability of the class. tell the class about a friend or relative. if possible, show his/her photo. say,
e.g.: my best friend is small and thin with long hair. she is very smart and helpful.
then ask questions to check understanding. (is my friend tall? is her hair 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 underline the words they do not know. then go through the words students have underlined.
3. on the board, write the headings ‘a(chǎn)ppearance’ and ‘personality’. ask each group to go through their letter again and find words or expressions to 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 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 group to ask and answer these questions and describe the teenager in each article.