牛津上海版英语八年级上册 Unit 1 Penfriends 教案（9课时）

2021学年牛津上海版英语八年级第一学期教案
Unit
One
I
chapter
topic
overview
Topic:
Pen
friend,
meeting
and
describing
people.
The
main
passage
is
a
letter
from
a
Chinese
boy
living
in
England
to
a
girl
pen
friend
in
Hong
Kong.
Listening
task:
a
dialogue
in
which
two
people
talk
about
their
friends.
Students
must
take
guided
notes
and
identify
the
people
from
their
photographs.
The
language:
asking
for
and
giving
information
about
people.
Speaking:
practice
in
asking
people
about
themselves.
Writing:
contains
a
guided
task
in
which
students
write
a
letter
to
a
pen
friend
and
describe
themselves.
Period
one
(page
1-2
A-B3)
I
Teaching
aim
Overview
the
whole
chapter.
Introduce
the
background
of
the
topic:
what
is
“pen-friend?”
Go
over
the
format
of
a
letter
Learn
some
names
of
sports
II
Teaching
procedure
Warming
up
Invite
some
students
to
tell
something
interesting
in
summer
vocation.
Introduce
the
structures
in
the
new
textbook,
which
are
very
different
from
the
previous
ones.
Claim
some
rules
and
the
expectations
that
students
should
follow
and
meet.
The
28th
Olympic
Games
was
held
in
Athens
Greece.
Ask
students
to
tell
what
they
know
about
it.
Do
a
pair
work:
list
the
names
of
sports
that
they
have
known
or
are
interested
to
know
in
English.
(shooting,
weight
lifting,
wrestling,
fencing-play,
gymnastics,
horsemanship,
butterfly
stroke,
breast
stroke,
diving.)
Ask
students
to
look
at
the
pictures
and
the
word
box
on
page
2.
Match
them
individually.
Learn
the
new
words
:
rugby
(
rugby
football,
American
football),
Hockey:
team
game
played
with
ball
and
hooked
sticks
Badminton
Pre-task
preparation
Overview
chapter
one:
the
topic
is
“
a
letter
to
a
pen-friend”.
Ask
students
to
look
at
the
picture
on
the
content
page
of
chapter
one.
Introduce
the
two
cartoon
characters:
Hi
(the
boy)
and
Lo
(the
robot).
Ask
students
whether
they
understand
the
different
meanings
of
“pen-friend”.
Hi
is
thinking
a
friend
to
whom
we
write
letters;
Lo
is
thinking
of
a
friend
who
is
a
pen
(a
cartoon
character).
Ask
students
who
has
some
pen-friends.
If
they
have,
invite
one
or
two
to
tell
how
they
have
made
pen-friends
and
what
he
or
she
wrote
to
pen-friend
in
the
first
letter.
Invite
another
student
who
has
no
pen-friend
if
he
can
choose
what
kind
of
children
he
would
like
to
make
pen
friends
with.
(Including
a
boy
or
a
girl;
Chinese
or
foreigners
and
so
on)
Brain
storm:
what
will
you
tell
your
pen-friend
in
your
first
letter?
(
name,
age,
weight,
personal
description,
names
of
brothers
or
sisters,
description
of
their
flat,
possessions,
pets,
their
schools,
their
favorite
subjects,
sports,
hobbies,
singers,
actors,
films,
books,
best
friends,
ambitions
and
so
on)
Tell
students
that
we
are
going
to
learn
a
letter
from
a
Britain
boy
to
his
pen-friend
in
Hong
Kong.
Ask
students
what
they
have
known
about
Britain.
(
Now
there
are
over
3000
Chinese
students
studying
in
Britain
schools.
Manchester
and
London
have
large
Chinese
populations.
In
fact,
there
are
Chinese
restaurants
in
almost
every
town
in
Britain.
(If
there
are
some
students
who
have
visited
Britain,
ask
he
or
she
to
show
some
pictures
or
tell
something
interesting.)
While-task
procedure
Help
students
to
go
over
the
format
of
letters.
Invite
a
child
to
write
it
on
the
black
board.
If
there
are
some
mistakes,
invite
another
one
to
correct
it.
Make
sure
that
everyone
knows
the
exact
places
on
a
paper
of
each
part.
Teach
new
words.
Distribute
names
of
different
parts
in
the
format:
signature,
greeting,
top-right
corner.
Ask
students
complete
Exercise
B1
individually,
and
check
the
answers.
Ask
students
to
find
different
parts
from
the
letter
on
page
3.
Ask
students
to
complete
Exercise
B2.
First,
read
the
five
parts
of
the
letter
listed
in
the
exercise.
Then
find
the
exact
information
to
fill
in
the
blanks
on
page
3.
(
Develop
the
habits
of
finding
answers
to
specific
questions
without
reading
the
whole
text.)
III
Notes
The
layout
is
blocked
as
opposed
to
indented:
every
line
begins
at
the
left
margin
and
there
is
a
space
between
paragraphs.
The
punctuation
is
open
as
opposed
to
full:
no
punctuation
marks
are
used
in
the
address,
date,
greeting,
or
complimentary
close.
IV
Homework
Remember
the
new
words.
Prepare
a
picture
of
friends
of
families
for
next
class.
Period
2
(page
3,
page
5)
I
Teaching
aims
Make
students
be
familiar
to
the
format
of
letters.
Learn
a
new
method
of
reading:
guess
the
meaning
of
the
new
words
from
context.
II
Warming
up
Daily
talk:
something
about
England/
introduce
a
friend
A
word
game
Ask
and
answer:
What
is
the
topic
of
this
chapter?
What’s
your
favorite
sport?
What
sports
are
you
good
at?
Do
you
have
any
pen-friends?
Do
you
often
write
to
your
friends?
What
language
do
you
use
to
write?
What
do
you
know
about
your
pen-friend?
A
game
for
going
over
the
format
of
letters.
Give
a
series
of
cards
on
which
different
pars
of
format
are
written.
Ask
students
to
put
the
cards
in
correct
places
to
check
if
they
have
known
the
right
way.
Then
give
some
detail
information
and
ask
students
to
do
it
again.
III
Pre-task
preparation
Give
students
two
or
three
minutes
to
reads
the
instruction
of
“find
the
meanings”
on
page
4
individually.
Then
explain
the
how
the
example
works.
Before
we
guess
the
meaning
of
a
word,
we
should
first
understand
the
context;
secondly,
we
should
try
to
find
out
some
clue
to
give
us
directions.
In
the
example,
“the
best
I
have
eaten”
is
the
clue.
It
tells
us
“steak”
is
something
we
can
eat.
Help
students
find
clues
in
the
first
two
sentences:
(1)
I
am
thirsty.
(2)
go
to
bed
Ask
students
to
finish
the
other
sentences
individually.
Encourage
them
to
give
their
clues.
IV
While-task
procedure
Give
students
five
minutes
to
read
the
text
and
ask
them
to
underline
the
new
words.
Pay
attention
to
the
context
that
includes
these
words.
Ask
students
complete
the
Exercise
C2
individually.
Then
do
a
pair
work
to
have
a
discussion
and
check
the
answers.
Stress
the
importance
of
guessing
and
using
context
to
help
understand
the
meaning
of
strange
words
use
dictionaries
for
this
exercise
at
this
stage.
Students
must
explain
the
clues
which
they
have
found
in
the
text.
Learn
the
new
words:
ambition
wish
or
goal
It
is
my
ambition
to
be
a
good
teacher.
Architect
a
person
who
plans
and
designs
a
building
My
father
is
a
famous
architect.
Born
came
out
of
mother’s
body;
be
born
I
was
born
in
Shanghai.
Chess
a
common
board
game;
uncountable
Enclose
put
inside
She
enclosed
some
photos
of
her
family
in
her
letter.
Hobby
an
interest
or
activity
such
as
collecting
My
favorite
hobby
is
basketball.
Foot
(pl.
feet)
a
unit
to
measure
length.
A
foot
equals
12
inches
(about
30
centimeters)
Yao
Ming
is
7
feet
and
six
inches.
VPost-task
activities
Write
these
words
on
the
board:
ambition,
physics,
chess,
hobby,
enclose,
born.
Tell
the
students
you
will
say
a
sentence.
One
word
in
the
sentence
will
be
the
word
bleep,
or
you
may
use
any
interesting
nonsense
sound
you
wish.
They
must
listen
and
tell
you
the
word
on
the
board
that
could
replace
the
bleep
in
the
sentence.
Do
the
first
sentence
below
as
an
example.
Then
do
the
others.
Yesterday
I
played
bleep
with
my
brother.
(chess)
My
favorite
bleep
is
collecting
old
coins.
(hobby)
We
must
study
bleep
to
learn
how
an
aeroplane
flies.
(physics)
My
youngest
brother
was
bleep
three
years
ago.
(born)
Paul’s
bleep
is
to
take
part
in
the
Olympic
Games.
(ambition)
When
you
write
to
me,
please
bleep
a
photo
of
your
family.
(enclose)
VI
Homework
Try
to
remember
the
new
words.
Each
one
should
get
ready
two
or
three
sentences
which
include
a
new
word
for
classmates
to
guess
the
meaning.
Exercise
book
page
1
and
Grammar
exercise
page
1,2.
Period
3
(page
3,5)
Teaching
aim
Help
students
be
familiar
to
the
text
and
understand
it
well.
Practice
the
skill
of
scanning
Warming
up
A
word
game
Dictation
Ask
and
answer
Who
writes
the
answer?
Who
does
Sidney
write
the
letter
to
?
Where
was
Sidney
born?
Can
he
speak
Chinese?
Where
does
May
live?
Why
does
Sidney
write
to
May?
Pre-task
preparation
New
word:
Probably
perhaps
Ask
students
to
complete
Exercise
D.
Read
the
exercise
first
and
then
read
the
text
quickly.
This
exercise
provides
some
practice
in
the
skill
of
scanning,
which
is
looking
for
specific
information
without
reading
every
word
again.
Stress
that
students
should
work
quickly
and
should
stop
reading
when
they
have
completed
the
task.
While-task
procedure
Read
the
text
together.
Ask
students
to
have
a
group
work
and
discuss
synopsis
of
each
paragraph.
P1:
Sidney
gives
the
aim
of
his
letter
and
some
information
about
himself.
P2:
He
gives
information
about
his
family
and
home.
P3:
He
gives
information
about
his
school,
his
favorite
sports,
his
best
subject
and
his
ambition.
P4:
He
mentions
the
photo
of
himself
and
school
friends,
and
asks
May
to
reply.
Read
the
text
aloud.
Read
text
careful
and
try
to
complete
Exercise
E1.
There
exercises
are
designed
to
make
students
think
carefully
and
to
make
them
look
for
proof
of
a
statement
within
a
text.
Try
to
complete
E2.
All
the
reasonable
answers
are
acceptable.
Homework
Read
the
text
fluently.
Exercise
book
page
2
and
Grammar
Exercise
Page
3
Get
a
photo
of
friends
for
next
class.
Period
4
(page
7)
Teaching
aims
Learn
to
describe
a
person’s
appearance.
(hair
style,
skin,
height,
eye
color
and
so
on)
Develop
the
ability
of
listing
and
comprehension.
Warming
up
Daily
talk:
describe
one
of
friends
in
the
picture.
Ask
and
answer:
how
old
is
Sidney?
How
tall
is
he?
What’s
his
hobby?
How
many
people
are
there
in
his
family?
What’s
his
school’s
name?
What
color
are
his
eyes
and
hair?
Where
is
his
house?
Go
over
the
vocabulary
Pre-task
preparation
New
words:
blond
faired
hair
(blonde
for
women)
While-task
procedure
This
exercise
provides
basic,
guided
note-taking
practice.
It
also
prepares
students
for
some
of
the
patterns
in
the
Language
section
of
this
chapter.
Students
must
first
listen
and
write
down
the
basic
information,
as
in
the
example.
After
that
they
must
use
the
information
to
choose
which
four
people
were
being
described,
and
write
the
number
1-4
under
the
correct
photographs.
If
student
cannot
do
it
well,
play
the
recording
again.
Provide
the
key
words
for
low
competence
students
Gary
Black,
short,
boy
Linda
Brown,
long,
hockey,
girl
Connie
Black,
short
Stephen
Blond,
short,
boy
Post-task
activity
Give
students
1-2
minutes
to
get
ready
to
describe
a
classmate.
Invite
some
students
to
describe,
and
others
guess
who
he/
she
is
according
to
his
description.
Stress
that
students
cannot
mention
the
names
or
the
positions
of
the
child
who
he
is
describing.
Invite
a
student
standing
in
front
of
classroom;
others
have
to
describe
him
or
her.
(Each
group
can
have
a
contention.)
Homework
Write
a
paragraph
to
describe
someone.
Try
to
recite
and
retell
the
text.
Period
5
(page8,9)
Teaching
aim
Go
over
the
question
words.
(what,
who,
where,
when,
how
many)
Change
the
completed
the
answers
into
short
answers.
Warming
up
Daily
talk:
draw
a
picture
and
try
to
describe
the
character
in
the
picture.
Invite
a
student
describe
a
classmate.
Then
the
child
who
was
described
should
stand
up
and
ask
“Is
that
me?”
Quick
response
Where
do
you
live?
What’s
your
address?
How
far
is
you
home
from
school?
What
language
do
you
use?
How
do
you
go
to
school?
How
many
sisters
or
brothers
do
you
have?
What’s
your
hobby?
Where
does
your
pen
friend
live/
come
from?
What
subject
are
you
good
at/
poor
at?
Pre-task
procedure
Go
over
the
meanings
and
rules
of
the
“wh-
“
question
words.
What
finds
out
things
When
finds
out
times
Where
find
out
places.
How
many
finds
out
numbers
or
accounts
How
old
finds
out
age.
Complete
A2
Explain:
what’s
=
what
is;
where’s
=where
is;
when’s
=
when
is;
who’s
=
who
is
While-task
procedure
Write
the
table
on
the
board
friend
place
activity
Time
back
Peter
Airport
Meeting
his
brother
At
six
Mary
Post
office
Buying
stamps
Soon
Paul
Park
Playing
basketball
At
4:30
Linda
Country
park
Camping
Next
week
Tell
students
to
imagine
that
they
are
visiting
a
friend
who
is
out.
Now
they
want
information
about
their
friend
and
must
ask
questions
about
him/her.
Make
up
conversations
from
the
table,
as
in
the
example
below,
and
have
students
practice
them
orally
in
pairs,
using
the
contracted
forms
and
short
answers.
S1:
Where
is
Peter?
S2:
At
the
airport?
S1:
What’s
he
doing
there?
S2:
Meeting
his
brother.
S1:
When
is
he
coming
back?
S2:
At
six
Invent
details
for
the
conversations
about
two
other
friends.
Students
can
use
their
classmates’
names.
Give
students
these
questions
orally
and
ask
for
answers.
Tommy
is
eight
years
old.
John
is
twice
as
old
as
Tommy
and
two
years
younger
than
Jane.
How
old
is
Jane?
(John
is
16;
Jane
is
18)
Amy
has
22
oranges.
She
gives
eight
to
Peter
and
half
of
that
number
to
Benny.
How
many
oranges
does
Amy
have
now?
How
many
oranges
dose
Benny
have?
(Amy
has
10
and
Benny
has
4.)
Do
Exercises
A1,
A2.
Ask
students
to
read
the
instruction
of
A4.
Make
sure
they
understand
what
“long
forms/
answers”
and
“short
forms/
answers”
are.
Point
out
to
students
that
we
use
the
short
forms
“what’s,
where’s,
and
when’s”,
but
there
is
no
short
form
for
“what
do
or
what
does.
Do
A4.
Explain
to
students
that
we
normally
give
short
answers
in
conversations
because
they
are
shorter,
faster
and
more
natural.
Emphasize
that
students
can
give
answers
as
short
as
they
like,
so
long
as
it
makes
sense
to
the
questioner.
Homework
Exercises
book
page
3
Grammar
book
page4
Period
6
(page
10-12)
Teaching
aim
Go
over
the
rules
of
a/
an
Learn
the
rules
of
speaking
voice
fall/
up.
Practice
speaking
rules.
Warming
up
Daily
talk:
introduce
a
friend
Pair
work:
make
a
dialogue
to
ask
for
information
about
one
of
your
classmates
from
your
partner.
Pre-task
preparation
New
words:
vowel,
consonant
Explain
vowel
sound/
consonant
sound;
vowel
letter/
consonant
letter.
Do
the
instruction
part
of
the
exercises
with
students
to
ensure
they
understand
the
rules.
The
words
start
with
vowel
letters
but
with
consonant
sounds:
Europe,
European,
university,
uniform,
useful,
useless,
one
The
words
start
with
consonant
letters
but
with
vowel
sounds:
honest,
hour.
While-task
procedure
Do
exercise
B1,
B2
Additional
practice:
choose
words
from
the
lists
below,
write
them
on
the
board
and
ask
the
students
say
them
with
a
or
an
Consonant
sounds:
friend,
photo,
home,
stone,
hotel,
wife,
model,
year
Vowel
letters,
consonant
sounds:
one-way
street,
useless
watch
Consonant
letters,
vowel
sounds:
age,
ice-cream,
accident,
insect,
ear,
owner,
egg,
uncle
Consonant
letters,
vowel
sounds:
honor
Write
this
dialogue
on
the
board
without
the
arrows.
May:
Where
is
Alan?
Sam:
He’s
gone
out.
May:
Where
to?
Sam:
To
see
the
doctor.
May:
when’s
he
coming
back?
Sam:
I
don’t
know.
Say
the
dialogue
to
the
students.
As
the
teacher
says
it,
add
the
arrows.
Explain
that
we
let
our
voice
fall
at
the
end
of
“Wh”
questions
(including
“how
old/many)
and
the
answers
to
these
questions.
Ask
students
to
practice
the
dialogue
chorally
and
then
in
pairs.
Do
Exercise
A1.
Write
another
dialogue
on
the
board
without
the
arrows.
May:
Where’s
Alan?
Sam:
He’s
gone
out.
May:
Gone
out!
Sam:
Yes,
to
see
the
doctor.
May:
The
doctor!
Sam:
Yes,
he’s
had
an
accident.
May:
An
accident!
Say
it
to
the
students.
As
the
teacher
says
it,
add
the
arrows.
Explain
that
we
let
our
voice
rise
up
at
the
end
of
sentences
to
express
surprise
and
other
feelings.
Ask
students
to
practice
it.
Do
Exercise
A2,
A3.
Do
Exercise
B.
This
exercise
practices
obtaining
information
using
“Wh”
questions.
Students
then
have
the
chance
to
present
this
information
orally
and
also
find
out
information
about
their
classmates.
Post-task
activity
Exercise
B
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:
How
many
brothers
or
sisters
has
he
got?
How
old
is
he?
What
are
his
hobby/
interests?
When
does
he
go
to
bed?
What
games
does
he
like
best?
What’s
his
ambition?
If
the
student
dose
not
know
the
answer,
he/she
first
asks
his/her
friend
and
then
announces
the
new
information
to
the
class.
Homework
Grammar
book
page
5,6
Exercise
book
page
4-6
Get
ready
a
dictionary.
Period
7
(12-14)
Teaching
aim
Learn
to
use
reference
books,
such
as
dictionaries.
Learn
the
rule
which
indicates
how
words
in
dictionaries
are
put
in
order:
alphabetical
order.
Warming
up
Listen
and
learn
an
English
song.
Go
over
new
words:
a
game
Dictation
Pre-task
preparation
Introduce
the
alphabet.
Make
sure
they
know
the
difference
between
an
alphabet
(a
group
or
set
of
letters)
and
a
letter
(one
of
the
alphabetic
symbols
representing
a
sound
in
speech).
Select
a
student
to
recite
the
alphabet.
While-task
procedure
Do
Exercise
B1,
B2
and
B3
orally
with
class.
Ask
students
use
dictionaries
to
look
up
the
word:
reference,
advantaged,
obtain.
A
game:
ask
students
work
in
groups
of
4-6.
In
each
group,
all
the
members
write
their
names
down
and
put
them
in
order.
It
is
a
competition.
The
group
in
which
all
the
members
stand
in
alphabetic
order
the
most
quickly
is
the
winner.
Revision
Give
the
feedback
and
comments
of
the
exercises
book.
Help
students
to
correct
the
mistakes
in
class.
Quiz
Give
students
5-10
minutes
to
finish
all
the
exercises
on
page
7
Exercise
book.
Students
must
do
them
individually
and
hand
in
books
at
the
end
of
class.
Homework
Recite
the
text
Read
the
newspaper
Period
8
(page
14-15)
Teaching
aim
Go
over
the
format
of
letters.
Learn
and
practice
how
to
arrange
of
organize
information
in
a
letter.
Practice
writing
an
envelope
Warming
up
Ask
and
answer:
Who
is
Sidney?
Where
was
he
born?
Who
does
he
write
a
letter
to?
Why
does
he
do
that?
What
does
he
look
like?
What’s
his
school’s
name?
How
does
he
go
to
school?
How
many
sisters
or
brothers
does
he
have?
What’s
his
hobby?
How
old
is
he?
Invite
some
students
to
retell
the
text.
Invite
some
students
to
describe
his
or
her
favorite
idol
and
let
others
guess.
Pre-task
preparation
Go
over
the
format
of
letters.
Invite
one
or
two
students
to
tell
the
different
parts
and
where
they
are.
Go
over
the
rules
to
write
address:
from
the
place
with
the
smallest
scope
to
the
one
with
the
largest
area.
Explain
to
students
that
it
is
common
practice
to
leave
out
punctuation
from
address,
dates,
greetings,
and
complimentary
close.
Remind
them
also
that
there
is
no
indentation
in
an
address.
While-task
procedure
Asking
students
to
answer
the
first
question
individually
first.
And
then
work
in
pairs
to
check
the
answers.
Ask
students
which
answer
to
Question
2
they
prefer
and
why
they
prefer
it.
Explain
that
a
is
the
better
start
because
it
is
friendlier.
Tell
students
when
you
reply
to
a
letter,
you
usually
start
with
an
expression
of
thanks.
To
handle
Question
3,
students
should
choose
the
things
that
they
want
to
tell
in
their
letters.
They
can
also
add
the
items
that
they
want
to
say.
Paragraphs
1-3
can
give
help
about
how
to
express
their
own
ideas.
Ask
students
which
answers
to
Questions
4
they
prefer
and
why
they
prefer
it.
Explain
that
the
answer
a
is
the
better
one,
because
it
is
more
friendly
and
polite.
Tell
students
that
it
is
important
to
end
a
letter
politely
and
to
ask
for
a
reply
to
your
letter.
Do
Exercise
C.
The
Address
should
be
written
on
the
envelope
without
punctuation
or
indentation
(following
the
style
of
the
letter),
but
with
conventional
capitalization,
including
the
letters
of
the
postal
code.
Tell
students
to
do
Exercise
B
individually.
Answers
will
be
vary,
but
should
follow
the
model
of
the
letter
on
page
3.
Homework
Complete
the
exercises
on
page
5
Exercises
book.
Get
a
ready
a
dictionary
Period
9
(page
16)
Teaching
aim
Evaluate
students’
abilities
of
reading.]
Check
if
they
have
learned
the
skill
“guessing
meaning
from
the
context”
and
“scanning
to
pick
detailed
information”.
Check
the
item
of
asking
and
answering
questions.
Check
if
they
have
learned
how
to
look
up
words
in
dictionaries.
Warming
up
look
at
the
pictures
of
Tim
Green.
Ask
students
to
work
in
pairs
to
ask
and
answer
some
“wh”
questions.
They
are
required
to
write
down
the
questions
and
filling
the
blanks.
(Pay
attention
to
long
answers
and
short
answers.)
List
the
questions
and
invite
some
students
to
make
a
dialogue.
What
color
is
his
hair?
How
tall
is
he?
What
is
his
eye
color?
(What
color
are
his
eyes?)
How
old
is
he?
What’s
his
hobby?
What’s
his
ambition?
Reading
quiz
Give
students
20
minutes
to
read
the
passage
and
complete
the
exercises.
Look
up
the
words
in
dictionaries
to
find
out
their
meaning.
Adopt,
omen,
destined,
embassy
Guess
the
meaning
of
the
following
words
(1)
The
couple
walked
along
the
river
hand
in
hand.
Both
of
them
looked
happy.
(a)
a
family
(b)
a
husband
and
a
wife
(2)
His
ambition
is
to
be
a
chief,
because
he
likes
cooking
very
much
and
is
good
at
it.
(a)
a
good
cook
(b)
a
restaurant
owner
(3)
Yesterday
I
went
to
the
theater
to
watch
a
drama.
It
was
one
of
the
most
famous
works
of
Shakespeare
(沙士比亚).
(a)
a
play
(b)
a
film
Fill
in
the
blanks
to
complete
the
questions
and
answer
them.
____
and
____
was
Jackie
Chan
born?
He
was
born
___________________.
____
_____
children
have
the
couple
got?
They
have
got
_______________.
____
was
his
father’s
job
in
Hong
Kong?
He
work
as
________________.
____
_____
was
he
when
his
father
worked
in
Australia?
He
was
_________.
____
did
his
parents
name
him
Chan
Kong-sang?
To
___________________.
Ask
students
to
exchange
their
answer
sheet.
Check
the
answers
together.
The
teacher
gives
the
feedback
and
comments.
Homework
Correct
the
mistakes
in
reading
quiz
Do
some
revision
and
get
ready
for
a
test.