牛津8AUnit1教案（7课时）MaintaskObjectives1.Toplanideasforpersonalwriting2.Towriteadescriptionoftheappearanceandpersonalityofafriend3.Towriteforanaudience4.Towriteforanewspapercompetitionusingappropriateregister5.Todevelopanunderstandingofthestructureoftheletter:introduction,mainbodyandconclusionBackgroundinformationEachmaintaskrequiresstudentstousearangeofskills(reading,writing,speakingandlistening)inordertoproduceafinalproduct.Italsofurtherdevelopsthemainthemeoftheunit—writinganarticleaboutafriendforanewspapercompetition.StudentshaveachancetolookatDaniel’snotesandhisarticleabouthisbestfriend.Explainthatthisisaspecificgenrewhichisdifferentformordinarylettersorstories.Studentsneedtounderstandthepurposeofthearticleandtheaudiencetheyarewritingfor.Emphasizethefactthatthisarticleisforacompetitioninamagazineandwillbereadbytheteenagereadersofthemagazinewhowillmaketheirchoiceofthe‘bestfriend’basedonthequalitiesdescribedinthearticle.Teachingprocedures1.Explainthecontextofenteringawritingcompetitionofateenagemagazine.Ifpossible,findoutaboutsimilarwritingordrawingcompetitionsinmagazinesornewspapers,andshowthemtothestudents.2.AskstudentstolookatDaniel’snotesinPartA.forweakerclasses,readthewordsstudentsandexplainthemeaningsofdifficultwords.Asksomestudentstoreadthewordstocheckforcorrectpronunciation.3.Remindstudentsthatwhenwetakenoteswedonotneedtowriteincompletesentences—wejustneedtowritedownthekeywords.4.Forlessablestudents,tellthemtolookbackatDaniel’slistandunderlinetheadjectiveswhichcanbeincludedintheirownwritingtodescribetheirbestfriends.5.Encouragestudentstouseavarietyofadjectivestoavoidrepetition.Remindthemoftheadjectivestheyhavelearnedinthisunit.Allowthemtogothroughthepagesoftheunittolookforsuitablevocabulary.Goaroundtheclassroomtoofferhelpwithspelling.6.AskstudentstoreadDaniel’sarticleinPartContheirown.Thenaskgeneralquestionstocheckcomprehension,e.g.,‘WhoisDaniel’sbestfriend?Wheredoesshelive?Whatdoesshelooklike?What’sshelike?Whatwouldsheliketobewhenshegrowsup?7.Askstudentstounderlinetheadjectivesinthearticle.8.Askstudentstoidentifythefourparagraphsinthearticle.Helpthemidentifythepurposeofeachparagraph.Thenfocusonthelayoutofthearticle,e.g.,introduction,mainbodyandconclusion.Askstrongerclassestowriteaheadingforeachparagraph.9.Makesurethatstudentsareawareoftheuseofpronouns,whichhelplinkdifferentideasandsentencestogetherandavoidrepetitionofnames.10.AskstudentstowritearoughdraftusingtheirnotesinPartB,Daniel’sarticleasamodelandtheplaninPartD.11.Inpairs,studentsread,checkandcorrecttheirpartners’drafts.Encouragemoreablestudentstocommentontheirpartners’drafts.Goaroundtheclasstocorrectspellingandgrammaticalmistakesandtosuggestimprovementsintheuseofwordsandstructures.12.Askstudentstorewritetheirarticlesonaseparatesheetofpaper.Encouragestudentstoaddillustrationsorphotosoftheirbestfriendstomaketheirarticlesmoreattractive.13.Askvolunteerstoreadouttheirarticlesinclass.Displaythearticlesintheclassroom.AdditionalexerciseAskmoreablestudentstomakenewsentencesreplacingDaniel’sadjectiveswiththeirownadjectivestodescribearealorimaginaryfriend.GameDisplayonlythephotosorshowonlytheillustrationsontheboard.Invitevolunteerstoreadtheirarticlesorotherstudents’articleswhiletherestoftheclasstrytomatcheachdescriptionwithaphotooranillustration.
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