牛津8AUnit1教案（2课时）ReadingObjectives1.Toguessgeneralmeaningsfromkeywordsandcontext2.Toskimtextforoverallmeaningsandscanfordetails3.Toidentifyspecificinformationaboutdifferentpeopleformtheirfriends’descriptions4.Touseadjectivestodescribepeople’sappearanceandcharacteristics5.TorecognizetheuseofcomparativesandsuperlativesPartABackgroundinformationThissectionpresentsthreelettersabout‘bestfriends’forawritingcompetitionheldby‘Teenagers’magazine.Thecontextinvitesstudentstothinkaboutqualitiesintheirfriends.Teachingprocedures1.Reviewkeyvocabularyaccordingtothegeneralabilityoftheclass.Telltheclassaboutafriendorrelative.Ifpossible,showhis/herphoto.Say,e.g.:Mybestfriendissmallandthinwithlonghair.Sheisverysmartandhelpful.Thenaskquestionstocheckunderstanding.(Ismyfriendtall?Isherhairshortorlong?Isshewillingtohelp?)2.Dividetheclassintothreegroupsandallocateonearticletoeachgroup.Whilestudentsskimthetextontheirown,askthemtounderlinethewordstheydonotknow.Thengothroughthewordsstudentshaveunderlined.3.Ontheboard,writetheheadings‘Appearance’and‘Personality’.Askeachgrouptogothroughtheirletteragainandfindwordsorexpressionstomatcheachheading.Invitestudentsfromeachgrouptocomeforwardandwritetheirwordsandexpressionsunderthecorrectheading.4.Writethefollowingquestionsontheboardforstudentstocopyintheirbooks.Whatdoeshe/shelooklike?(Forappearance)Whatkindofpersonishe/she?(Forpersonality)Whatdoeshe/shedoorwanttodointhefuture?(Forfutureplan)Invitestudentsfromeachgrouptoaskandanswerthesequestionsanddescribetheteenagerineacharticle.PartBTeachingprocedure1.Explainthecontextandcheckthatstudentsunderstandwhataneditorofmagazineornewspaperdoes.ThenreviewtheadjectivesandnounsintheboxinPartB1.Askstudentstofindthewordsinthearticlesonpage4.2.AskstudentstodoPartB1ontheirown.Tellthemthattheyneedtolookforspecificdetails,whichfiteachofthepersonsdescribedinthearticles.Encouragestudentstochecktheiranswerswithapartner.Thenaskstudentstoreadoutthecompletedcaptionsoneatatime.3.ExplainthecontextofPartB2andaskstudentstofindeachdescriptioninthecorrespondingletter.PointtothephotosinPartB2andaskmoreablestudentstobrieflydescribeeachperson.Forweakerclasses,readthesentencestothestudentsandaskthemtomatchthemwiththecorrectphotos.Studentscouldworkindividuallyorinpairs.Game1.Cutoutsomepicturesofpeopleofdifferentheightandappearance.Numberthepicturesorgivefamiliarnamestoeachpersoninthepictures(Mary,Tom,Peter,ect.).Stickthepicturesontheboard.Describeoneofthepeoplewithoutpointingorevenlikingathis/herphoto.Invitestudentstoguessthepersonyouhavedescribed.(That’spicturenumberfive./That’sMary.)Thenaskindividualstudentstodothesamewhiletherestoftheclassguesstheperson.2.Alternatively,youcandividetheclassintothreeorfourcompetingteams.Eachteamcanworkoutdescriptionfortheotherteamstoguess.Giveascoreonlyforthefirstcorrectguess.PartCTeachingprocedures1.ExplainthecontextofPartC1andreadthesixsentencesforweakerclasses.Dependingonstudents’abilities,setthisactivityeitherasanindividualactivityorasaquiz.2.Ifyouuseitasaquiz,dividetheclassintoteamsof4-5students.Setatimelimit.Theteamwhogetsallthecorrectanswersfirstisthewinner.3.Alternatively,youcanaskstudentstoclosetheirbookswhileyouarereadingeachsentence.Giveascoretotheteamwhogivesthefirstcorrectanswer.4.Askstudentstocorrectthefalsesentences.5.AskmoreablestudentstodotheextrasentencesinPartC1.Youcanalsoaskthemtocorrectthefalsesentences.6.ExplainthecontextofPartC2andcheckthatstudentsunderstandtheideaofvotingforsomebodyorsomething.Iftimeallows,organizeaclassvote.Nameajob,e.g.,aclassmonitor,astudentrepresentative,etc.askstrongerclassestomakealistofqualitiesrequiredforthejob.Writeallthequalitiessuggestedbythestudentsontheboard.Forweakerclasses,providethistablewiththeadjectives.Thenaskthestudentstovoteforeachquality.Beforeeachvote,invitemoreablestudentstoexplainwhytheywillvoteornotvoteforthatparticularquality.Acceptallreasonableanswers,e.g.:Iwillvotefor‘clever’becauseit’simportantthataclassmonitorlearnsandunderstandsthingsquickly.7.Forweakerclasses,readthesentencesinthespeechbubblesbeforeyouaskthestudentstofindoutwhoeachofthecharacterswillvoteforandfillintheblanks.Thenask‘WhowillAmy/Simon/Sandyvotefor?’tochecktheanswers.8.Dividestudentsintopairsandaskthemtovoteforoneofthe‘bestfriends’describedinthearticlesonpage4.Writedownthenumberofvotesforeachpersonontheboard.ExtensionactivityOrganizeaclassvotefora‘bestfriend’.Onapieceofpaper,askstudentstowriteabriefdescriptionaboutapersontheyconsidertobeabestfriend.Invite6-7studentstoputuptheirdescriptionsontheboard.Thenreadthedescriptionsoneatatimeandasktheclasstovoteforoneofthem.Askindividualstudentswhytheyhavevotedforthatparticularperson.
