人教版新目标八年级上册英语课教案全册教案教学设计Unit1-10

Unit 1 Where did you go on vacation?
New York City;Central Park ， exam，were ， rainy，delicious， expensive ，
inexpensive． crowded ． flew ， kite ， later， felt ，little,corner,discuss ， etc
Where did you go on vacation?I went to the mountains．
Did she go to Central Park ？ Yes， she did ． No,she didn ’ t
法：一般去特殊疑句、一般疑句及肯、否认答复。

根据初中英新程准和本科教材内容，我确定了以下目：
1．Master the vocabulary
2．Master the key patterns:
Where did you go on vacation?I went to the mountains ?
Did she go to Central Park ？ Yes， she did ． No,she didn ’ t
元教学重点
1． Vocabulary and Expressions
2.Grammar Focus： Where did you go on
vacation？ I went to the mountains.Did she go on Central Park ？ Yes,she did ．No,she didn ’
t Use the past tense to talk about activities that happened in the past in E nglish with the following sentences ：
Where did you go on vacation?
Did you go to ⋯？ Yes.⋯ /No ，⋯
Such as;go abroad,go hiking,go climbing,summer camps,and so on 接近学生的
生活， They are all interested in talking about it.
Section A 中 1a.1b.1c.2a.2b.2c.Grammar focus
教学目
知与能力
1.Match the vocabulary： New York City ， Central Park ， exam．
2.Master and use： Where did you/they/he/she go，
vacation?I/They/He/She went to the mountains ＼ New York City＼ beach＼summer camp．
Did you go to the beach ？Yes， I did ． No,I didn ’ t ．
程与方法
通例子 Who went to the movies last Saturday? 引出 go 的去式 went，从而引出一般
去。

教学重、点及教学突破重点
l.The vocabulary ： New York City,Central Pads， exam．
nguage：
Where did you/they/he/she go on vacation?I/They/He/She went to the mountains/N ew York City/beach/summer camp
Did you go to the beach?Yes， I did.No, I didn ’ t.
点
Use the language to talk about past events ．
Language:Where did you go on vacation?及答的学
step 1 Greetings
Good morning/afternoon, Everybody
Step 2 Free talk
Ask the Students to talk
about what they did last weekends
Step 3 Presentation
1 Finish 1a．
Ask questions about what students
did last Saturday
〔 1〕 Who went to the movies last Saturday?
〔 Point to one student who raises his or her hand. 〕
Sara went to the movies last Saturday.
〔 Repeat ． Write this sentence on the board.Underline the word went ．〕
(2)Ask： Who visited a friend last Saturday？
〔 Point to one student who raises his or her hand．〕
Carlos visited a friend last Saturday ．
〔 Repeat ． Write this sentence on the board.Underline the word visited．〕
2． Point to the words went and visited in the sentences on the board ．
Say， We use these words to talk about things that happened in the past.
〔 Write these pairs of words on the board ： go--went,visit--visited〕
Ask:Can you point out the words that talk about the past?
This activity introduces the key vocabulary ． Students raise their hands．
And give the right answer:I did.
Students raise their hands to answer.
Read．
强化记忆
Point to went and visited．
Step 4 Practice 1a
1． Focus attention on the picture． Ask:
What at can you see？
Say,Each picture shows something a person did in the past ． Name each activity and ask students to repeat ； Went to the mountains ，
went to New York City,went to summer camp， visited my uncle ， stayed at home，went to the beach ， visited museums.
2． Point to the numbered list of activities． Say each one again and ask the st udents to repeat ．
3． Now,please match each phrase with one of the pictures． Say，
Write the letter of each picture next to the name of the activity．
4 ． Check the answers.
Answers：
1． e2． B 3．D 4.c5． a6． F 7.g Read after the teacher aloud to learn th e new phrases ．
Read after the teacher。

Do it and then discuss
the keys in pairs．
Step 5 Listening1b
1． Point to the picture.
on the screen
say,look at Picture A， Where did Tia go on vacation?Yes，
she went to the mountains ．
Ask， What did the person do in each scene?
2． Play the recording the first time.
3． Play the recording a second time.
say ， There are three conversations.
The people talk about what they did on vacation． listen to the recording and w rite numbers of the names in the right boxes in the picture.
Please write only5numbers.Point out the
sample answer next to the picture showing went to the mountain.
4． Correct the answers ．
ANSWERS：
〔 1) went to the mountains
(2)visited my uncle
(3 〕 stayed at home
(4)went to New York City
(5)went to summer camp Practice the dialogue in pairs． Eg.
---Where did the boy go on vacation?
---He went to New York City ．
only listen.
Listen and number the pictures(1-5) ． And then discuss in pairs.
At last raise their hands to tell the result
Read it loudly.
Play the tape.
Write play---played,visit---visited on the board ． Say，
We studied the pronunciation of these ---ed endings in Unit 5.
They are both spelled---ed，
but we pronounce one/d/and the other/Id/ ． Ask students to repeat these pair s：play － played ，visit一 visited． Listen carefully and learn the pronunciation of-ed. Step6 Summary
1.Ask the ss to summarize all the key words and sentences in this period
2.Get the ss to ask any questions they feel puzzled
1.Learn the target languages by heart
2.Preview section B
教后反思
Unit 2How often do you exercise?
I. Teaching article: Unit One
II. Teaching aims and demands(教学目的和要求):
1.Knowledge objects
Name of activities.
2.Ability objects
Writing skill.
Listening skill.
municative petence
3.Moral object
Keep a diary every day in English.
II. Teaching Key Points
Watching TV, reading, shoping
Skateboarding, exercising
III. Teaching Difficulties
Always, usually, often, sometimes Hardly, ever, never
What does she do on weekends?She often goes to the movies.
IV. Teaching Methods
Discover method.Listening and writing methods；Pairwork.
V. Teaching Aids
A tape rge monthly calendar showing the days of the week.
A projector
VI. Teaching Procedures
Step 1 Greet the class
T: I ’ ll introduce myself first.I ’ ll be your English teacher this term. Do you like English?
I hope we ’ ll get along very well. I’ m not only your teacher, but can be your friends. We’ll be happy together.Now let ’ s begin. This class we’ ll learn Unit1. How often do you exercise? Please open books at page1.
Step 2 Section A 1a
First look at the picture.Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.
Then mae each activity. Ask students to repeat each one.
One girl is shopping.
Another girl is reading.
This boy is watching TV.
These girls are skateboarding.
Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’ t know to write the activities, use bilingual dictionaries.
Then ask the students who finishes first to write the answers on the board.
Check the answers on the board and ask students to correct their own activities.
Step 3
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday
are the weekend. Ask students to repeat Weekend.
Then show three new words.
How often多久一次Hardly adv.几乎不；几乎没有Ever adv曾；曾经
Step 4 1c Pairwork
First ask two students to read the sample in speech bubbles.
What do you usually do on weekends?
I often go to the movies.
Now work with a partner. Make your own conversations about the people in the picture. For
example.
Step 5 Summary
This class we ’ ve learnt some names of activities: watching TV, reading, skateboarding,
exercising, shopping. And we also leant some adverbs of frequency: always, usually, often,
sometimes, hardly, ever, never.
Step 6 Homework
Now homework: keep a weekend dairy showing what you do on weekend. You can write down they
do from the time you get up until you go to sleep.
Step 7 Blackboard Design
Unit 1 How often do you exercise?
Watching TV reading Skateboarding exercising Shopping
What does she usually do on weekends?
She often goes shopping.
The second period
I. Teaching Aims and Demands
1.Knowledge Objects
Adverbs of frequency.
Name of activities.
Wh-question and answers.
2. Ability Objects
Listening skill.Reading skill.Writing skill.muncative petence.
3. Moral objects
a week,once a Evey day,once a week,twice a week,three times
month,twice a month
Ever day Once a week Twice a week Three times a week
Once a month Twice a month
Step 5 2c Pairwork
First ask a student to read the list of activities to the class.
Watch TV Surf the Internet Read English books Go to the movies
Exercise
Now tell me how often do these activities.You can write your answers under the list of How often. Step 6 An activity: How often
Give students some color paper and ask them to write five statements about how often they do
different activities. For example, I play soccer three times a week. I visit the doctor twice
a year.
Step 7 Grammar Focus
Step 8 Summary and Homework
This class we ’ ve leant some adverbs of frequency: every day, once a week, once a month, twice a
month. And we leant to talk about how often people do things. And also we has a game. Step 9
Blackboard Design
Unit 1 How often do you exercise?
Twice twice a week Once once a month three times a week Time
Surf the Internet
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
New words.
A magazine article.
How often do you read English books?
I like reading. I read English books about twice a week.
2. Ability Objects
Reading and writing skills.municative petence.
3. Moral Object
Study hard and to be a good student.
II.Teaching Key points
1. New words
2. How often do you read English books? I read English books about twice a week.
III. Teaching Difficulty
A magazine article.
IV. Teaching Methods
Reading method.Writing method Groupwork.mnicative approach.
V. Teaching Aid
A projector.
Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.
Step 3
Now please open your books at page 3. Look at 3 first. I ’ ll read each line of the survey to you.
What can you do improve your English?
Collect the answers on the blackboard. For example
Read English books Sing English songs See English movies How often do you do
the things?
Step 5 An activity
Ask students to talk about how often their family members do things. For example,
My mother cooks dinner every day.We eat in a restaurant once a week.
My father goes to the United States once a year.
Step 6 Summary
This class we ’ ve read a magazine article and done an exercise. I hope you can study hard and to
be good students. Your parents and teachers are proud of you.
Unit2 How often do you exercise?
How often do you⋯?
Read English books Sing English songs.See English movies
Once a week twice a week once a month
Students ’ names Who’s the best English student?
The fourth period
I. Teaching Aims and Demands
1.Knowledge objects
New words.Ask and answer questions.
2.Ability objects
Listening skill.Reading skill.Writing skill.municative petence.
3.Moral object Exercise every day and keep healthy.
Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them.
And make sure everyone knows the meanings.
Step 3 Section B 1a
Now open your books at page 4.Look at Activity1a.First I’ ll read each word.Junk food Milk Fruit Vegetables Sleep
There are vegetables on the plate.
Step 4 1b Pairwork
Ask some pairs to present some questions and answer to the class.
Step 5 2a
Now you’ ll hear a reporter interview two people. Katraina and Bill.
Play the recording the first time. Students only listen.Then play it again.This time ask students to circle Yes, No or I don’ t know.
Step 6 2b
First read the questions in the chart to the class.
How often do you exercise?How often do you eat vegetables?
How often do you eat fruit?How many hours do you sleep every night?
How often do you drink?How often do you eat junk food?
Step 7 2c Pairwork
Read the sample in speech bubbles to the class first.
Inteviewer: How often do you exercise?
Katrina: I exercise every day.
Interviewer: And How often do you⋯ ?
Step 8 Summary and Homework
Thisclasswe’ ve leant some words and leant to interview somebody with the sentence,how often⋯?After class please give more practice.
Step 9 Blackboard Design
Unit2 How often do you exercise?
How often⋯ ?
Healthy Unhealthy
The fifth period
I. Teaching Aims and Demands
1.Knowledge objects
New words
Read a letter from Katrina.
Fill in the blanks in Paul’s letter.
Write about your own habits.
2. Ability Objects
Reading skill.Writing skill.Survey skill.
3. Mora Object
Form a good eating habit.
II. Teaching Key Points
Eating habit, of couse, look after Make a different, healthy, unhealthy Although Read a letter Fill in a letter
III. Teaching Methods
Reading and writing methods. Survey methods.
IV. Teaching Aid A projector.
V. Teaching Procedures
Step 2 Show the new words on the screen and teach them. Read the new words to students and ask
them to repeat.
Step 3 3a
Open your books at page 5. Look at Activities 3a. This is the part of Katrina’ s letter to a
pen pal. I’ ll read it to you first.
This is Bill ’ s letter. I ’ ll read the letter to you. (say blank each time when ing to a blank line.)
Ask students to work individually.
Step 5 3c
Ask students to finish the writing individually.Then ask some students to read their paragraphs to the class.
Or ask students to say some sample sentences first.
Step 6 Survey Who is the healthiest?
Now please turn to page 90.
There are three questions.
1. How often do you exercise?
2. What sports do you play?
3. How often do you eat vegetables?
Step 7 Summary and Howmwork
This class we’ve read two letters. We know what healthy things are and unhealthy things are.
Don’ t forget to keep your diaries. Next class I’ ll ask you to read your diaries.
The sixth period
I. Teaching Aims and Demands1. Knowledge objects
Vocabulary in this unit.Writing practice Just for fun.
2. Ability Objects Reading skill.Writing skill.Drawing skill.
3. Moral Object To be a successful person.
II. Teaching Key Point Vocabulary in this unit.
III. Teaching Difficulty Writing practice using the target language in this unit.
IV. Teaching Methods Writing method.Reading method.Practice Approach.
V. Teaching Aid A picture of a famous people.municative petence.
method municative
V. Teaching Procedures Step 1 Greet the class and check the homework.
Step 2 Shelf Check 1There are five sentence in the box.
1.Mum me to get up at 6:00 and run with her.
2.Grandpa is pretty healthy because he every day.
3.A lot of vegetables you to keep in good health.
4.You must to eat less meat.
5.Does it a big difference if you eat fruit every day?
Step 3 2
Show the picture of a famous people.Write the name of the famous personality on the board. Ask
students to imagine what he or she does every day and write a few examples on the board.
Often every day Usually three times a week Sometimes once a week
Always once a month Hardly ever never
Step 4 Just for fun! Ask students to read the cartoon to themselves. Then expain it.
This activity provides reading practice with the target language.
Step 5 Workbook Section B Unscramble these questions. Then answer them. Use the words in
parenthese.
Step 6 SummaryThis class we ’ ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewed the target language in this unit and done some exercises.
Step 7 Homework If time doesn’t permit, leave some exercises of workbook as homework.
Unit 3I ’ m more outgoing than my sister
I. Teaching article(课题): Unit 6
II. Teaching aims and demands(教学目的和要求):Talk about personal traits.
pare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.
He’ s calmer than Sam.
III. Teaching importance and diffculty(教学重难点) parative with–er, -ier. More and both.
The first periodI. Teaching Aims and Demands
1.Knowledge Objects Key vocabulary. Target language. Oral Practice.
2.Ability Objects Learning skill. Speaking skill. municative petence.
3.Moral Object Learn to play a musical instrument..
II.Teaching Importance and Difficulty Is that Sam?
No, that ’ s Tom. He has shorter hair than Sam.
And He’s calmer than Sam. Is that Tina?
No, it isn’ t. It ’ s Tina. Tara’ s shorter than Tina.
III. Teaching MethodsListening and speaking methods. municative approach.
V. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Make a simple drawing of a boy and a girl on the blackboard.
Judy is tall.Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’ s Bobby ’ s ruler.(longer)
This is Judy’ s ruler.(long)
Bobby’s ruler is longer than Judy’ s.
Step III Show some new words on the blackboard.
Read the new words to students and ask them to repeat.
Step IV 1a Ask students to do this activity individually. Then check and answers.
Tall — short long hair— short hair thin —heavy calm —wild
Step V 1b First tell students what the twins are. Twins are children born at the same time
to the same parents, but not always.
Step VI 1c PairworkAsk two students to read the sample conversation to the class.
A: Is that Tara? B: No, it isn’t. It’s Tina. Tara’ s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step VII Pronunciation Note
Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’ t hear very much of the sound.
Step VIII Summary and Homework
Today we’ ve leant the twins are having a concert. We’ ve leant how to pare people. After class, give more practice, paring your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!
Step IX Blackboard Design
Unit 3 I’m more outgoing than my sister
Draw two people on the blackboard. One is Judy. The other is Bobby.
Judy is taller than Bobby. Bobby is shorter than Judy.
The second period
I. Teaching Aims and Demands1. Knowledge Objects
Key vocabulary. Target language. Oral Practice. Grammar Focus.
2.Ability ObjectsLearning skill. Writing skill. municative petence.
3.Moral ObjectHandsome is that handsome does.
II. Teaching Importance and Difficulty Oral practice. Grammar Focus.
III. Teaching Methods Listening and writing methods. municative approach. Pairwork.
V. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II 2a Read the words in the box to students.
Funny 有趣的 serious 的 Outgoing 〔性格〕外向的 quiet 安静的 Tell students smart and athletic are
new words. Explain the new words and tell students what
they mean.
Step III 2b
Ask students to look at the boxes with the headings. Tina is⋯, Tara is⋯
write words
in the boxes.
Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Student A: Is Tom more intellectual than Sam?
Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?
Step VI Grammar Focus
Review the grammar box. Ask a student to read the sentences to the class.
Write the word funny on the board.Circle the letter y and say, when a word ends y,the y changes to an I when you add–er. For example, funny– funnier.
Step VII Show some dialogue on the blackboard
Conversation 1:A: Is that Mary?B: No, it isn’ t. It’ s Peter. Peter is more carful than Mary.
A: Yes, Mary is more careless than Peter.
Conversation 2:A: Is it Zoe?B: No, it Wendy. Wendy is shorter than Zoe.
Conversation 3:A: Is it Vera?B: No, it’s not. It’ s Mary. Mary is thinner than Vera.
Step VIII Summary and Homework
Today we’ ve leant some words and learnt how to pare people. I hope you can study harder than
ever.You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.
Step IX Blackboard Design
Unit 3 I’m more outgoing than my sister
Funny,funnier More athletic than
More intellectual than More serious than
The third period
I. Teaching Aims and Demands1. Knowledge Objects
Reading material. Target language. Listening, speaking and writing pratice.
2. Ability ObjectsLearning and speaking skills.petence.
3. Moral ObjectTo be a brave and hardworking man.
II. Teaching Importance and Difficulty Listening, speaking and writing pratice.
My friend is the same as me. We are both quiet.Do you look the same? No, I ’ m a little taller than her.
III.Teaching Methods Listening, speaking and writing pratice. Reading and writing methods.
municative approach.
IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II 3a There ’ s a letter in this activity.Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.
1.Liu Li has more than one sister.
2. There are some similarities between Liu Li and Liu Ying.
3.Liu Ying is not as good at sport as her sister.
4. Liu Ying talks more than Liu Li.
5.Both girls go to lots of parties.
Step III Grammar Note We are both tall.
They are both boys.We both have short hair.They both go to this school.
Circle the word both in the four sentences. Ask students: Does the word both e before or after
the word are?
Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble. Then tell students to work with a partner. Talk about how you are different from a friend of
family member.
Step VI The Same and Different T: Do you find your partner?
T: OK. Now I ’ll tell you how to do the game. You can ask and answer the same questions as in
Activity 3b.Please remember you have three minutes to write down the things that are the different and same between your partner.
Step VII An Optional Activity
Students can do a similar activity using information about family members. They can list the
ways they are the same as and different from various members of their families. Then they can
tell the class about these differences and similarities.
Step VIII Summary and Homework
Today we’ ve read and article and known the same and difference between the twins — Liu Ying and Liu Li. And we’ ve done a game. We’ ve learnt to say the same and difference between you and
your partner.
homework:
(1)Read the letter again. (2) Finish off the exercises of workbook.
Step IX Blackboard Design
Unit3 I ’ m more outgoing than my sister
We are both tall.They are both boys.We both have short hair.
They both go to the school.
The fourth period
I. Teaching Aims and Demands 1. Knowledge Objects
Key vocabulary.Target language. Oral pratice. Listening and writing pratice.
2. Ability Objects Learning skill. Writing skill. municative petence.
3. Moral Object A friend in need is a friend indeed.Wish you to find your real friends.
II. Teaching Importance and Difficulty Oral pratice. Listening and writing pratice.
III.Teaching Methods Listening and writing methods. municative approach. Groupwork. Pairwork. IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard. Read the new words to students and ask them to
repeat.
Step III Section B 1a
T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?
Sa: He is quieter than me. Sb: We are both tall. Sc: Her hair is longer than mine.
T: Great! And what do you think the most important things are to be your friend? Now, please
look at the blackboard. I’ ll show descriptions on the blackboard.
Step IV 16 Groupwork statements about friends using the phrases 1a.
Step V An activity Who is it?
Ask students to work in small groups. Each and writes down as many sentences as they can
to describle him or her.
Step VI 2aIn this activity first ask students to look at the names and the first column of the
talbe.
Tell students they will hear an interviewer talking to Holly and Maria. They are talking about
what they like about their best friends.
Step VII 2b
Let students look at the rest of the chart. Read the heading at the top of each column.
The same as best friend.Different from best friend.
Tell students we ’ ll listen again. Ask students to fill in the chart. How are Holly and Maria the
same as and different from their best friends?
Step VIII Homework and Summary
Today we’ ve recycled some key vocabulary and learnt some new words. And we’ ve learnt to talk about our best friends.
After class write down five statements about what is important in a best friend.Please remember you can write a false statement among the five statements. Next class we’ ll do a game.
Step IX Blackboard Design
Unit 3 I ’m more outgoing than my sister
A good friend⋯Has cool clothes Is popular in school
Likes to do the same things as me Is good at sport
Is good at school work Makes me laugh
The fifth period
I. Teaching Aims and Demands 1. Knowledge Objects
Key vocabulary.Reading passage.Oral pratice. Reading and writing practice.
2. Ability Objects Reading skill.Writing skill.municative petence.
3. Moral Object Take an activity part in all kinds of social activities.
Get a chance to train your intergrating skills.
II. Teaching Importance and Difficulty Oral pratice.Writing and speaking pratice
III. Teaching Methods Listening and writing methods. Reading and writing methods.
municative approach.Pairwork.
IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III3a In this activity first read the article to students.Then answer any questions students any ask. For example,
S: What ’ s view? T: It’ s what you think about something. It’ s how you feel about something.
Step IV 3b First let students look at the chart in Activity 2a on page 38. Then ask students
to write their own sentences about Holly’ s friend and some sentences about Maria’s friend.
Step V 3c In this activity first ask students to say some of the words and phrases from this
unit they can use. For example,Tall, short, thin, heavy Athletic,intellectual,shy Outgoing, serious
Step VI 2a In this activity first ask students to look at the names and the first column of the
talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking
about what they like about their best friends.
Step VII Pairwork Find Someone for the Job!
Focus students on the job ad. Ask students if they know the word—abacus. If they don’ t know,
—a frame with balls that was used to do arithmetic, long before
calculators.
Step VIII Homework and Summary
Today we ’ ve reviewed the key vocabulary in this unit by reading pratice.. And we’ ve learnt
to write about our best friends.Now homework, write down the words you underlined in Activity
3a in your exercise book.
Step IX Blackboard Design
Unit 3 I’m more outgoing than my sister
Sentences students write: The name of a student who should get the job
The sixth period
I. Teaching Aims and Demands
1.Knowledge Objects Reviewing the key vocabulary in this unit. Writing pratice. Just for fun.
2.Ability Objects Self check skill. Writing skill.
3.Moral ObjectStudy hard and make great progress.
II. Teaching Importance and Difficulty
Writing pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic
III. Teaching Methods Self check method. Writing method. municative method.
IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Self Check 1
’ s answers on the After students finish writing their sentences, write a number of student
blackboard.
(1) My friend likes sports. She’ s very athletic.
(2) Paul is never quiet! He can’ t stop talking.
(3)Mr. Wang is a kind man. He always helps others.
(4)Mary is a funny girl. She always makes me laugh.
(5)Jane isn ’ t very outgoing. She likes to stay at home and rest.
A:I think I see the twins. Is that Juva?
B:No, that ’ s Jala. Jala has curlier hair than Juva.
A:And Juva is taller than Java.
Write the words curly —curlier on the blackboard. Explain the words curly to students or draw a
simple picture what curlier hair means.
Step V Workbook
Read this article about Ali and Ahmet. Then answer the
questions Step VI Summary
This class we ’ ve reviewed the key vocabulary of the unit. And we ’ ve learnt how to pare ourthemselves between now and two years ago. I hope you can make great progress.。