牛津版八年級英語Unit 1 教案

part b
teaching procedure
1. explain 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 the articles on page4.
2. ask students to do part b1 on their own. tell them that they need to look for specific details, which fit each of the persons described in the articles. encourage students to check their answers with a partner. then ask 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 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. students could work individually or in pairs.
game
1. 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 c
teaching procedures
1. 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 first correct answer.
4. ask students to correct the false sentences.
5. ask more able students to do the extra sentences in part c1. you 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.