chapter1 教案

Period Four

Teaching target

1 Learning how to use Wh- questions to find out facts from a passage.

2 Asking Wh- questions and giving their answers.

3 Learning how to use short answers.

Preparation

1 Student's Book 8A, pages 3, 8, 9 & 11

2 Workbook 8A, pages 2 & 3

3 Grammar Practice Book 8A, pages 1 & 2

A small check-up

1 Finish each sentence by choosing a suitable word from the box.

a) Yesterday I played _______ with my brother.

b) My favourite _______ is collecting old coins.

c) We must study _______ to learn how an aeroplane flies.

d) My youngest brother was _______ three years ago.

e) Paul's _______ is to take part in the Olympic Games.

f) When you write to me, please _______ a photo of your family.

2 Finish the following sentences by using the phrases or words given in the box.

a) David has a pet dog _______ Rocky.

b) My school is a big new school. It has three big _______.

c) My father _______ in 1954 in Shandong.

d) I like sports very much. But of all I _______ basketball most.

e) I like reading novels(小说). But I _______ detective stories most.

f) Simons lives quite near his school so he usually _______ school every day.

g) My brother learned business at university. Now he _______ a businessman.

h) Aaron Kwok is quite rich and he _______ quite a lot of private cars.

i) My _______ at school is P.E.

j) 'Who is _______ in this picture?' 'Mary is.'

Questions to the passage

1 Hand out a questionnaire to each student. Each has got the following questions.

a) Where does Sidney live?

b) What colour is Sidney's eyes?

c) What's his favourite hobby?

d) How old is Sidney?

e) When did the family go to Britain?

f) Which grade is Sidney in?

g) What is Sidney keen on?

h) What's his ambition?

i) Why does Sidney like his school?

j) What did Sidney enclose in his letter?

2 Have students finish the questionnaire in no more than 8 minutes without looking back to their books. Ask them to use complete sentences.

3 After they have finished, ask the students to open their books and check their answers.

a) He lives in Newcastle upon Tyne.

b) His eyes are brown.

c) His favourite hobby is playing computer games.

d) He is fourteen years old.

e) The family went to Britain about 30 years ago.

f) Sidney is in Form One.

g) Sidney is keen on sports.

h) His ambition is to be an engineer.

i) Because the teachers are very friendly.

j) He enclosed a photo of himself and some school friends.

4 Put the answers aside. Tell students that we will use it again in later of this class. Language

1 Say: We use question words to ask questions. We can use question words to find out the facts that we want to know. Sometimes we may want to find out some information from a person. So we may ask his several questions, such as, What's your name? How old are you? Where're you from? etc. So mastering question words well is quite important.

2 What, where, when, how old, and how many

a) Have students finish section A1 in Language A on page 8.

b) Remind the students that they can refer the reading passage if necessary.

c) Check the answers orally.

d) Conclude the usages of these questions words by using section A2 in Language A on page 8.

What? - things

Where? - places

When? - times

How old? - ages

How many? - numbers

e) Have students finish section A3 in Language A on page 8.

f) Remind the students to add more words to finish the sentences.

g) Invite several students to come to front and write their answers on the board. Check the answers orally.

3 Who and which

g) Who?

We use 'who' for people (somebody)

Who is your favourite singer?

Who are you?

We can use question word 'who' in two ways:

(a) We use it as the subject.

·Who has got my key?

·Who lives in this house?

(b) We use it as the object.

·Who are you looking for?

·Who did you meet yesterday?

h) Which + noun (things or people)

·Which train did you catch - the 9.50 or the 10.30?

·Which doctor did you see, Doctor Ellis, Doctor Gray or Doctor Hill?

·Which way shall we go?

We use which without a noun for things, not for people:

·Which is bigger - Canada or Australia?

4 What + noun (What colour …?/What kind of …? etc.)

·What colour is your car?

·What colour are your eyes?

·What size is this shirt?

·What time is it?

·What make is your TV set?

·What day is it today?

·What kind of job do you want?

What without a noun:

·What's your favourite colour?

·What do you want to do this evening?

[Additional exercise]

Write questions with what.

·I've got a new TV set.

(make?) What make is it?

·I want a job.

(kind?) What __________________________

·I've got a new sweater.

(colour?) What _________________________

·I got up early this morning.

(time?) _________________________ get up?

·I like music.

(type?) ________________________________

·I want to buy a car.

(kind?) ________________________________

5 How …?

·A1:How was the party last night?

B1: It was great.

·A2:How do you usually go to work?

B2: By bus.

You can use how + adjective/adverb (how tall/how old/how often etc.)

[Additional exercise]

Complete the questions with How + adjective/adverb.

·A:How High is Mount Everest?

B:Nearly 9000 metres.

·A:____________ is it to the station?

B:It's about two kilometers from here.

·A:____________ is Helen?

B:She's 26.

·A:____________ do the buses run?

B:Every ten minutes.

·A:__________ is the water in the pool?

B:Two metres.

·A:____________ have you lived here?

B:Nearly three years.

6 Short answers.

a)Say: When we talk, we usually give short answers. They are easier and faster to give, but we

should contain all the facts the questioner wants to know. Now, please open your books and turn to page 9. Read section A4 in Language A.

b)Then ask students to finish the two exercises in section A4. Tell them that each number in the brackets means the numbers of words your should use in each short answer.

c)Check the answers with the students.

[Additional exercise]

Have students look back to their questionnaire they've finished at the beginning of this class. Ask them to use short answers to finish these questions again.

Consolidation

1 Workbook 8A, section C on page 2, and section E on page 3.

2 Grammar Practice Book 8A, sections A & B on pages 1 & 2.

3 Oxford English (Shanghai Edition) Practices and Assessments Series 8A, pages

4 & 5, sections A～F in Grammar

Period Five

Teaching target

1 Forms of 'be'

2 Forms of 'have' and 'have got'

3 Using short forms

Preparation

1 Workbook 8A, page 3

2 Grammar Practice Book 8A, pages 3, 4 & 5

3 Answer sheets for the small check-up

4 Some additional exercises

A small check-up

1 Put in what/which/who.

a)________ is that man's name?

b)________ way shall we go? Left or right?

c)You can have tea or coffee. ________ do you prefer?

d)'________ day is it today?' 'Friday.'

e)This is a nice house. ________ room is yours?

f)________ is your favourite sport?

g)________ is more expensive, meat or fish?

h)________ is older, Ann or George?

i)________ kind of camera have you got?

j)A: Mary has got three cameras.

B:________ camera does she use most?

k)________ nationality are you?

2 Write questions with How …?

a)Are you 1 metre 70? 1.75? 1.80?

How tall are you?

b)Is this box one kilogramme? Two? Three?

c)Are you 20 years old? 22? 25?

d)Did you spend ?10? ?15? ?20?

e)Do you watch TV every day? Once a week? Never?

f)Is it 1000 miles from Paris to Moscow? 1500? 2000?

Language (1): Forms of be

1 The verbs am/is/are are followed by:

A noun group: Mr Brown is a teacher. It isn't my book. Are you a student?

An adjective: She's tall. I'm tired. Are they happy? They're hungry.

An expression of place of time: Mary's at home. It's six o'clock. It's on the table. An expression of age: I'm sixteen. She's fourteen years old.

Present continuous tense: I'm playing. How are you feeling?

2 The forms of be are as follows.

I'm cold. Can you close the window, please?

·I'm 32 years old. My sister is 29.

·My brother is very tall. He's a policeman.

·John is afraid of dogs.

·It's ten o'clock. You're late again.

·Ann and I are good friends.

·Your keys are on the table.

·I'm tired but I'm not hungry.

·Tom isn't interested politics. He's interested in music.

·Jane isn't at home at the moment. She's at work.

·Those people aren't English. They're Australian.

·It's sunny today but it isn't warm.

that's = that is there's = there is here's = here is

·Thank you. That's very kind of you.

·Look! There's Christ.

·'Here's your key.' 'Thank you.'

·'Am I late?' 'No, you're one time.'

·'Is your mother at home?' 'No, she's out.'

·'Are your parents at home?' 'No, they're out.'

·'Is it cold in your room?' 'Yes, a little.'

Your shoes are nice. Are they new?

We say:

·Is she at home?/Is your mother at home? (not 'Is at home your mother?') ·Are they new?/Are your shoes new? (not 'Are new your shoes?')

·'Are you tired?' 'Yes, I am.'

·'Are you hungry?' 'No, I'm not but I'm thirsty.'

·'Is your friend English?' 'Yes, he is.'

·'Are these your keys?' 'Yes, they are.'

·'That's my seat.' 'No, it isn't.'

3 Where …? What …? Who …? How …? Why?

·Where is your mother? Is she at home?

·'What colour is your cat?' 'It's red.'

·How are your parents? Are they well?

·'Where are you from?' “Canada.'

·'How old is Joe?' 'He's 24.'

·Why are you angry?

·'How much are these postcards?' 'Fifty pence.'

what's = what is who's = who is how's = how is where's = where is

·What's the time?

·Where's Jill?

·Who's that man?

·How's your father?

[Additional exercise]

1 Write answers to these questions. Use full sentences for your answers. Use short forms.

a)How old are you?

b)Are you a teacher?

c)Where are you now?

d)Is it morning, afternoon or evening?

e)What's the weather like - is it warm or cold?

f)What day is it?

2 Correct these sentences according to the given picture.

a)The big book is on the table.

b)The shoes are on the chair.

c)The exercise book is on the chair.

d)The ruler and the pen are on the chair.

e)The pencil's next to the ruler.

f)The ball and the book are on the floor.

·I've got blue eyes. (or I have blue eyes.)

·Tim has got two sisters. (or Tim has two sister.)

·Our car has got four doors.

·Diane isn't feeling well. She's got a headache.

·They like animals. They've got a horse, three dogs and six cats.

2 I haven't got/have you got? etc.

·I've got a motorbike but I haven't got a car.

·Mr and Mrs Harris haven't got any children.

·It's a nice house but it hasn't got a garden.

·'Have you got a camera?' 'No, I haven't.'

·'What have you got in your bag?' 'Nothing, it's empty.'

·'Has Ann got a car?' 'Yes, she has.'

·What kind of car has she got?

3I don't have/do you have? etc.

In negatives and questions you can also use do/does …:·They don't have any children. (= They haven't got any children)

·Its' a nice house but it doesn't have a garden. (= It hasn't got a garden.)

·Does Ann have a car? (= Has Ann got a car?)

·How much money do you have? (= How much money have you got?)

Short forms

1In spoken English we usually pronounce 'I am' as one word. The short form (I'm) is a way of writing this:

3 We use short forms with I/you/he/she etc. but you can use short forms (especially 's) with other words too.

Who's = who is

·What's = what is

There's = there is

Here's = here is

My sister's working in London. (= My sister is)

Paul's gone out. (=Paul has)

·What colour's = what colour is

4Negative short forms:

isn't = is not aren't = are not

wasn't = was not weren't = weren't

hasn't = has not haven't = have not

hadn' = had not don't = do not

doesn't = does not didn't = did not

can't = cannot couldn't = could not

won't = will not wouldn't = would not

shouldn't = should not mustn't = must not

needn't = need not

5's (apostrophe + s)

's can mean different things:

a)'s = is or has

b)let's = let us

c)Ann's camera (= her camera)/my brother's car (= his car)/the manager's office (= his/her office) etc.

[Additional exercise]

Compare 'Ann's':

·Ann's camera was very expensive.

·Ann's a very good photographer.

·Ann's got a new camera.

Consolidation

1Workbook 8A, section D on page 3

2Grammar Practice Book 8A, sections C and D, from page 3 to page 6.

Period Six

Teaching target

1 Using a and an

2 Listening: Completing a table of information

3 Speaking - Speak up

Preparation

1 Student's Book 8A, pages 7, 10, 11 & 12

2 Grammar Practice Book 8A, page 6

3 Workbook 8A, page 4

A small check-up

1 Complete the questions with What…/Who…/Where…/How…

a)A: __________ your parents?

B:They're very well.

b)A:__________ the bus stop?

B:At the end of the street.

c)A:__________ your children?

B:Five, six and ten.

d)A:__________ are these oranges?

B:1.20 a kilo.

e)A:__________ your favourite sport?

B:Skiing.

f)A:__________ the man in this photograph?

B:That's my father.

g)A:__________ your new shoes?

B:Black.

2 Put in have got ('ve got), has got('s got), haven't got or hasn't got:

a)Sarah __________ a car. She goes everywhere by bicycle.

b)They like animals. They __________ three dogs and two cats.

c)Charles isn't happy. He __________ a lot of problems.

d)They don't read much. They __________ many books.

e)'What's wrong?' 'I __________ something in my eye.'

f)'Where's my pen?' 'I don't know. I __________ it.'

g)Julia wants to go to the concert but she __________ a ticket.

Using a and an

1 Ask students to put a in the following blanks if necessary.

____ girl ____ dog ____ sports

____ person ____ people ____ house

____ children

Question:

Why can't we put 'a' in front of sports, people and children?

We use a with singular nouns.

2 Ask students to put a in the following blanks if necessary.

____ box ____ banana ___ honey

____ ink ____ job ____ teacher

____ traffic

Question:

Why can't we put 'a' in front of honey, ink and traffic?

? We use a with countable nouns.

3 Ask students to put a or an in the following blanks.

____ elephant ____ apple ____ cat

____ aunt ____ beach ____ test

____ idiot

? We use an with words that begins with a, e, i, o, u.

4 Ask students to put a or an in the following blanks.

____ hour ____ hospital ____ hope

____ honour ____ honest man

? We use an in front of words that begin with h if h is silent.

5 Ask students to put a or an in the following blanks.

____ European country ____ university

____ ugly man

? We use a in front of words that begin with eu or u if the first sound is pronounced [ju:].

6 Conclusion:

a) We use a or an with countable singular nouns.

b) We use a before words beginning with consonant sounds.

c) We use an before words beginning with vowel sound.

7 Question: When do we use a or an?

a) You use a/an when you are talking about a person or thing for the first time. There is a man at the door. (= I don't know which man)

I need to buy a new T-shirt. (= not one specific T-shirt)

b) You use a/an to talk about jobs.

My father is an engineer now, but he was a soldier before.

I worked as a secretary last summer. This year I want to be a shop assistant.

c) You use a/an = one with some numbers.

a hundred pounds half a kilo a few a million people a litre of wine an hour a lot (of) a thousand times

8 Have students finish sections B1 and B2 in B Using a and an on page 10. Then check the answers orally.

9 Have students do the following additional exercise.

[Additional exercise]

1 Write a or an.

a) ____ old book

b) ____ window

c) ____ horse

d) ____ airport

e) ____ new airport

f) ____ organization

g) ____ university

h) ____ hour

i) ____ economic problem

2 What are these things? Choose from the list.

bird fruit mountain river

musical instrument flower game

planet tool vegetable

a) A duck is ____________.

b) A carrot is ____________.

c) Tennis is ____________.

d) A hammer is ____________.

e) Everest is ____________.

f) Jupiter is ____________.

g) A pear is ____________.

h) The Amazon is __

i)A rose is ___________.

j)A trumpe

Listening

Completing a table of information

1Revise vocabulary in the listening passage. Explain this task clearly to students.

complete / v. finish doing or making something

table / n. a list of facts and numbers

information / n. what you tell others; facts

play a game

describe / v. say what something or somebody is like or what happened

2Play the recording once, and let students start to fill in the table. Play the recording a second time. Afterwards, check the answers by asking students to read out their answers.

Introduce:

blond /blCnd/ a. fair-haired (We use blond instead of yellow when we talk about someone's hair. We use blonde for women

3Tape scripts:

Sidney: Right, number one.

Mary: Is it a boy or a girl?

Sidney: It's a boy.

Mary: What colour his hair?

Sidney: It's black.

Mary: How long is his hair?

Sidney: It's not long. He has short hair.

Mary: What colour are his eyes?

Sidney: Brown.

Mary: How tall is he?

Sidney: He's four feet six inches.

Mary: Where was he born?

Sidney: He was born in Hong Kong.

Mary: What is his favourite sport?

Sidney: Football.

Sidney: Now, number two.

Mary: Is it a boy or a girl?

Sidney: It's a girl.

Mary: What colour is her hair?

Sidney: It's brown.

Mary: How long is her hair?

Sidney: It's very long.

Mary: What colour are her eyes?

Sidney: Brown.

Mary: How tall is she?

Sidney: She's four feet five inches.

Mary: Where was she born?

Sidney: She was born in England.

Mary: What is her favourite sport?

Sidney: Hockey.

Sidney: Now, number three.

Mary: Is it a boy or a girl?

Sidney: It's a girl.

Mary: What colour is her hair?

Sidney: It's black.

Mary: How long is her hair?

Sidney: She has short hair.

Mary: What colour are her eyes.

Sidney: Brown.

Mary: How tall is she?

Sidney: She's four feet three inches.

Mary: Where was she born?

Sidney: She was born in England.

Mary: What is her favourite sport?

Sidney: Badminton.

Sidney: Now, number four. The last one.

Mary: Right, is it a boy or a girl?

Sidney: It's a boy.

Mary: What colour is his hair?

Sidney: He has blond hair.

Mary: How long is his hair?

Sidney: It's not long. He has short hair.

Mary: What colour are his eyes?

Sidney: Blue.

Mary: How tall is he?

Sidney: Four feet seven inches.

Mary: Where was he born?

Sidney: He was born in Hong Kong.

Mary: What's his favourite sport?

Sidney: Rugby.

Speaking

1Give students some time to finish the introduction for one of their friends.

2Ask students to refer to B Speak up on page 12.

3Ask individuals to introduce the friend he/she wrote about to the whole class.

4Extension activity:

This activity can be extended by asking students to add Do you have any questions? to the end of their introduction. The rest of the class could then be encouraged to ask the student questions such as:

a) How many brothers/sisters has he/she got?

b) How old is/are he/she/they?

c) What are his/her hobbies/interests?

d) When does he/she go to bed?

e) What games does he/she like best?

f) What's his/her ambition?

If the students does not know the answer, he/she first asks his/her firend and then announces the new information to the class. A sample dialogue might look like this:

Class How many brothers has she got?

Student I don't know. (to friend) How many brothers do you have?

Class I have no brothers.

Student She has no brothers.

Consolidation

1 Grammar Practice Book 8A, page 6

2 Workbook 8A, page 4

3 Oxford English (Shanghai Edition) Practices and Assessments Series 8A, pages 5 & 6, sections G ~ I in Grammar.

4 Bring dictionaries to class next period