牛津版八年級英語Unit 1 教案

4. elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. list things, people, phenomena or activities and 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 part c1 is another way of presenting information of a survey. encourage students to use this as a model for presenting survey results about their own classmates.
6. give students enough time to study the table carefully. encourage students to ask questions to clarify or confirm meanings of specific details.
7. for weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. remind students not to use comparatives and superlatives, but only ‘(not) as…as’.
8. remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.
9. ask students to work in pairs to complete the conversation. as this is a problem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. check answers orally with the whole class.
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 activities included in the table.
12. in pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. for less able students, tell them to use the conversation on the page as a model. ask pairs of more able students to come forward and talk about what they think about the activities.
extension activity
if there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. then make a display of the group surveys.
you can also draw the table without the information about millie, sandy, daniel and simon for students’ use. students can add the names of the students in their group to the table.
integrated skills
part a
objectives
1. to listen for and identify specific information
2. to interpret information and obtain a general understanding of the people involved in a conversation.