牛津版八年级英语Unit 1 教案
1. to plan ideas for personal writing
2. to write a description of the appearance and personality of a friend
3. to write for an audience
4. to write for a newspaper competition using appropriate register
5. to develop an understanding of the structure of the letter: introduction, main body and conclusion
each main task requires students to use a range of skills (reading, writing, speaking and listening) in order to produce a final product. it also further develops the main theme of the unit—writing an article about a friend for a newspaper competition. students have a chance to look at daniel’s notes and his article about his best friend. explain that this is a specific genre which is different form ordinary letters or stories. students need to understand the purpose of the article and the audience they are writing for. emphasize the fact that this article is for a competition in a magazine and will be read by the teenage readers of the magazine who will make their choice of the ‘best friend’ based on the qualities described in the article.
1. explain the context of entering a writing competition of a teenage magazine. if possible, find out about similar writing or drawing competitions in magazines or newspapers, and show them to the students.
2. ask students to look at daniel’s notes in part a. for weaker classes, read the words students and explain the meanings of difficult words. ask some students to read the words to check for correct pronunciation.
3. remind students that when we take notes we do not need to write in complete sentences—we just need to write down the keywords.
4. for less able students, tell them to look back at daniel’s list and underline the adjectives which can be included in their own writing to describe their best friends.
5. encourage students to use a variety of adjectives to avoid repetition. remind them of the adjectives they have learned in this unit. allow them to go through the pages of the unit to look for suitable vocabulary. go around the classroom to offer help with spelling.
6. ask students to read daniel’s article in part c on their own. then ask general questions to check comprehension, e.g., ‘who is daniel’s best friend? where does she live? what does she look like? what’s she like? what would she like to be when she grows up?
7. ask students to underline the adjectives in the article.
8. ask students to identify the four paragraphs in the article. help them identify the purpose of each paragraph. then focus on the layout of the article, e.g., introduction, main body and conclusion. ask stronger classes to write a heading for each paragraph.