牛津版八年级英语Unit 1 教案
5. for stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. then ask them to look at the table to check if they have formulated the correct rules. give more able students the irregular forms of ‘old’ and ‘far’.
6. ask students to complete the table in part b1 on their own. remind less able students to refer to the table at the top of the page. then invite students to compare answers in pairs. go through the exercise again with the whole class.
7. ask students to complete ‘work out the rule!’ at the top of page 10. for less able students, ask them to refer to the rules on page8 and the table on page9.
part b2 is a problem-solving task. students must work out the answers form the information given in the table. although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.
1. for more able students, ask them to complete the sentences on their own and compare answers with a partner.
2. for less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.
3. check answers orally with the class.
divide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. students can include ‘height’, ‘weight’, ‘running’, ‘maths test’, etc. tell students not to worry about the accuracy of their scores but to include approximate figures. then ask them to write a group profile using sentences 1-9 as models.
1. use the information collected by students to introduce the new structures in part c. if you have not done the extension activity, use the information in the table in part b2. prompt the students to complete the sentence to elicit the new structure.
2. invite students to make their own sentences based on the information in their table or the table on the page. write the sentences on the board. elicit the rule form more able students. for less able students, read the explanation at the bottom of the page.
3. before starting part c1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. elicit the nouns by pointing at the pictures in the table. invite students to think of other outdoor activities.