牛津上海版英语八年级上册 Unit 5 Encyclopaedias 教案（10课时）

2021学年牛津上海版英语八年级第一学期教案unit
5
Overview
of
the
chapter
This
chapter
is
about
finding
and
understanding
information,
especially
from
encyclopedias.
The
main
passage
contains
three
short
articles
from
a
children’s
encyclopedia.
The
listening
section
contains
an
information-transfer
task:
listening
to
a
description
about
a
famous
place
and
completing
notes.
The
language
section
focuses
on
three
areas
which
are
useful
in
talking
about
information:
demonstrative
pronouns;
countable
and
uncountable
nouns;
and
the
words
we
use
to
refer
to
materials.
In
the
using
English
section
we
look
at
encyclopedias
in
more
detail,
and
introduce
students
to
some
of
the
ways
in
which
information
is
classified
(alphabetically
and
by
topic),
and
give
them
practice
in
locating
information.
Finally,
the
writing
section
contains
a
guided
short
story
task
in
which
the
content
is
related
to
the
three
articles
in
the
main
reading
passage.
Period
one
Teaching
aim
Introduce
the
main
content
of
the
whole
chapter
Make
students
be
similar
to
the
encyclopedias.
Material:
page
60,61
New
words:
article-
Donald
Duck
Pre-chapter
activity
Tell
students
to
look
at
the
cartoon
and
invite
one
to
explain
it:
the
cartoon
is
funny
because
the
two
characters
are
using
the
word
‘useful’
in
different
ways.
‘Hi’
thinks
that
his
friend
is
probably
reading
the
encyclopedia
and
finding
out
information,
but
‘Lo’
is
just
using
it
to
stand
on,
so
he
can
reach
up
higher
to
change
a
light
bulb.
Ask
students
if
any
of
them
have
an
encyclopedia
at
home
or
have
looked
at
one
in
a
library.
Show
them
one.
Explain
that
there
are
different
types
of
encyclopedias:
one
book
on
its
own;
a
set
of
twenty
or
more
volumes;
encyclopedias
for
children
or
adults;
and
encyclopedias
on
CD-ROMs.
Ask
them
what
they
would
use
an
encyclopedia
for.
Explain
that
it
gives
us
information
on
all
kinds
of
subjects
and
people,
usually
by
means
of
short
articles.
The
items
in
an
encyclopedia
are
arranged
in
alphabetical
order
and
within
topics.
Pre-reading
Ask
students
to
do
Ex
A.
encourage
them
to
guess
by
the
knowledge
that
they
have
known.
Then
check
the
answer
together.
Notes:
Dinosaurs
are
extinct
(no
longer
exist).
The
skeletons,
eggs
and
footprints
they
left
behind
are
the
only
proof
we
have
that
they
lived.
Most
scientists
believe
their
extinction
was
caused
by
a
huge
meteor
hitting
the
earth.
Heavy
dust
clouds
blocked
out
the
sun,
destroying
most
of
the
plant
life
and
the
large
animals
that
depended
on
the
plants.
Other
theories
are
that
the
dinosaurs’
extinction
is
the
result
of
climate
changes
(an
ice-age)
or
a
disease
(a
virus).
The
ancient
Greeks
were
famous
as
thinkers,
artists
and
writers.
Many
English
words
are
from
Greek.
Many
of
the
great
teachers
and
thinkers
in
history
have
the
thought
it
is
much
better
to
be
poor,
although
some
were
born
rich.
Other
examples
are
Confucius,
Jesus
and
Mohammed.
Disneylands
are
huge
amusement
parks.
They
contain
castles,
forests,
rivers,
etc.
You
can
see
how
people
lived
in
the
past
and
may
live
in
the
future.
They
are
animated
with
electronic
robots
that
move
and
speak
and
that
look
like
animals
or
famous
characters
from
history
and
fiction.
Visiting
Disneyland
takes
three
or
four
days.
Disney
first
years
as
a
cartoonist
was
unsuccessful.
His
first
success
was
with
Mickey
Mouse.
Later
he
gave
Mickey
a
girlfriend
(Minnie
Mouse)
and
invented
characters
like
Pluto,
Donald
Duck
and
many
others.
Homework
Copy
the
new
words
and
try
to
remember
them.
Underline
the
words
in
Ex
B2
in
the
main
passage.
Period
two
Teaching
aim
Practice
the
skill
of
guessing
words
Learn
the
new
words
in
the
text.
Material:
page
63,
64
New
words:
amusement
park-skeleton
(page
23),
lastly,
like
best
Warming
up
Go
over
the
new
words
and
phrases.
Have
a
dictation
Daily
talk:
invite
some
students
to
introduce
Disneyland
and
dinosaurs.
While-reading
Learn
the
vocabulary
in
the
text
Amusement
park:
fun-fair;
park
with
rides
and
games.
Amusement
means
something
that
gives
people
pleasure
or
fun.
We
went
to
the
amusement
park
and
rode
the
roller-coaster.
Cartoon:
a
drawing
or
film
of
drawing
s
that
usually
makes
you
laugh.
It
is
also
used
as
an
adjective.
Every
afternoon
she
watches
the
cartoons
on
TV.
Character:
a
person,
animal
in
book,
play,
film,
etc.
character
has
the
additional
meaning
of
a
person’s
mental
and
moral
qualities.
The
main
character
in
the
film
was
the
detective.
Created:
made
or
produced
using
body
or
mind.
The
writer
created
a
detective
for
his
story
called
Dr.
Sly.
Delivered:
brought
or
took
something
to
someone.
My
mother
ordered
the
flowers
yesterday
and
the
florists
delivered
them
today.
Existed:
lived;
were
real
(the
word
exist
has
no
passive
form)
Many
animals
that
existed
long
ago
no
longer
exist
today.
Finally:
lastly;
in
the
end
We
flew
from
China
to
Japan,
then
to
Korea,
and
finally
back
to
China.
Footprints:
marks
make
on
the
ground
by
a
foot.
The
woman’s
muddy
shoes
left
footprints
on
the
carpet.
Harmful:
causing
harm
Doctors
say
that
smoking
is
harmful
to
your
health.
Harmless:
not
causing
harm
Tobacco
companies
claim
that
smoking
is
harmless
to
your
health.
Jar:
a
round
container
for
holding
food
or
drink
The
rice
wine
was
kept
in
huge
jar.
Kneeling:
going
down
on
one’s
knees
(knee
is
an
irregular
verb-
note
the
forms:
kneel,
knelt
and
knelt)
We
saw
him
kneeling
down
to
pray.
Mail:
letters,
parcel,
etc.,
sent
by
post
Tommy
looked
through
the
mail
to
see
if
there
were
any
letters
for
him.
Own:
to
have
as
one’s
belongings/
property;
to
possess.
(own
is
also
used
as
an
adjective)
His
father
owns
a
tailor’s
shop
in
Beijing.
Skeleton:
the
bones
that
support
the
body
Tommy
is
so
thin
that
he
looks
like
a
skeleton.
Practice
the
new
words.
Do
ExB1
and
B2
Check
the
answer
together.
Homework
copy
the
new
words
and
try
to
remember
them.
Period
3
Teaching
aim
Review
the
new
vocabulary
Understand
the
main
passage
Learn
the
language
points
in
the
passage
Material:
page
63
New
words:
tame-
secret
Warming
up
Go
over
the
new
vocabulary:
fill
in
the
blanks
with
the
new
words
We
went
to
the
amusement
park
and
rode
the
roller-coaster.
Tommy
is
so
thin
that
he
looks
like
a
skeleton.
His
father
owns
a
tailor’s
shop
in
Beijing.
Tommy
looked
through
the
mail
to
see
if
there
were
any
letters
for
him.
The
rice
wine
was
kept
in
huge
jar.
We
saw
him
kneeling
down
to
pray.
Tobacco
companies
claim
that
smoking
is
harmless
to
your
health.
The
woman’s
muddy
shoes
left
footprints
on
the
carpet.
My
mother
ordered
the
flowers
yesterday
and
the
florists
delivered
them
today.
The
writer
created
a
detective
for
his
story
called
Dr.
Sly.
We
flew
from
China
to
Japan,
then
to
Korea,
and
finally
back
to
China.
Doctors
say
that
smoking
is
harmful
to
your
health.
Many
animals
that
existed
long
ago
no
longer
exist
today.
We
went
to
the
amusement
park
and
rode
the
roller-coaster.
Every
afternoon
she
watches
the
cartoons
on
TV.
Teacher
says
the
description
and
students
give
the
word.
Have
a
dictation.
Reading
the
passage.
Play
the
recording
of
the
text
and
students
read
after
the
tape.
Teacher
explains
the
passage
to
students
if
necessary.
Ask
students
to
conclude
the
main
idea
of
each
paragraph.
P1:
Dinosaurs
were
once
the
dominant
form
of
animal
life
on
earth.
They
came
in
all
shapes
and
sizes.
Some
even
could
fly.
P2:
Some
dinosaurs
were
harmless
plant
eaters,
others
harmful
meat
eaters.
P3:
They
all
died
suddenly.
No
one
knows
why.
P4:
Diogenes
was
a
Greek
thinker
who
lived
two
thousand
years
ago.
He
taught
that
the
way
to
be
happy
was
to
own
as
few
things
as
possible.
When
he
saw
a
boy
drinking
from
his
hands,
Diogenes
threw
his
own
cup.
P5:
Walt
Disney
created
Disneyland
and
also
created
famous
cartoon
characters.
P6:
Walt
was
born
in
the
USA.
He
worked
by
day
and
studied
at
night.
Finally,
he
got
a
job
drawing
cartoons.
P7:
His
most
famous
character,
Mickey
Mouse,
was
based
on
a
real
mouse.
Language
points
millions/
hundreds/
thousands
of
as…as/
so…
as/
than
unlike/
like/
dislike
be
famous
for
even/
still/
much/
far/
a
little/
a
bit
happier
as…
as
possible
Homework
Listen
to
the
tape
and
read
the
text
fluently.
Copy
the
new
words
and
try
to
remember
them
Copy
the
text
and
translate
it
into
Chinese.
Workbook
page
22
Period
4
Teaching
aim
Go
over
the
text
Review
the
vocabulary
in
the
text
Materials:
page
65
Warming
up
Go
over
the
vocabulary
in
the
text.
Teachers
say
the
description
and
students
say
the
words
and
spell
them.
Have
a
dictation
Live
on
the
earth,
long
time
before
people
existed,
millions
of
dinosaurs,
as
big
as
ten
elephants,
as
gentle
as
sheep,
unlike
most
other
dinosaurs,
nobody
knows
why,
the
skeletons
and
footprints,
they
left
behind,
earth
history,
a
famous
amusement
park,
the
United
States
of
America,
Disneyland
park,
be
famous
for,
leave
school,
deliver
mail,
draw
cartoons
for
films,
cartoon
character,
become
a
star,
live
in
Greece,
as
few
things
as
possible,
a
boy
kneeling
by
a
fountain,
throw
away,
become
even
happier
Ask
and
answer
some
questions
about
text:
When
did
dinosaurs
live?
How
many
kinds
of
dinosaurs
were
there?
Were
all
the
dinosaurs
big
and
fierce?
No
dinosaurs
could
fly,
could
they?
How
do
people
know
dinosaurs
existed
before?
Can
you
tell
me
a
famous
amusement
park
in
America?
Who
created
it?
What
is
Disney
famous
for?
Who
is
Diogenes?
Where
was
he
from?
What
did
his
thought?
Why
did
he
throw
his
cup?
Read
the
text
together.
Invite
some
students
to
retell
the
details
about
dinosaurs,
Disney
Walt
and
Diogenes.
Post-reading
Find
the
facts:
do
the
exercises
with
students.
They
have
to
read
the
notes,
comparing
them
with
the
passages
and
making
any
necessary
corrections
Read
and
think:
students
are
required
to
read
the
statements
and
to
find
evidence
in
the
passage
to
support
a
position
of
agreement
or
disagreement.
Sometimes
the
evidence
is
stated;
other
times
it
is
implied.
Supporting
evidence
is
given
brackets.
Homework
Listen
to
the
text
and
read
it
fluently.
Try
to
recite
the
passage.
Period
5
Teaching
aim
Review
the
text
Practice
the
listening
skills
Learn
to
use
‘this,
that,
these,
those’.
Materials:
page
66-67
New
words:
memorial-
fox
Warming-up
Go
over
the
text
and
vocabulary.
Have
a
dictation.
Daily
talk:
introduce
a
famous
person
in
the
history.
(e.g
Yao
Ming,
Liu
Xiang,
Lu
Xun,
Edison)
Invite
some
students
to
retell
the
text.
Listening
Vocabulary
Attraction:
an
interesting
place
which
people
like
to
visit
Memorial:
a
building
or
a
place
which
helps
us
to
remember
a
famous
person
or
people
Buried:
put
someone
in
the
ground
after
death.
Hectare:
an
area
of
10,000
square
meters
A
cable
car:
a
small
car
on
a
thick
wire
cable
which
carries
you
into
the
air
The
Purpose
of
this
task
is
to
help
students
get
used
to
simple,
guided
note-taking.
The
notes
here
are
quite
close
to
the
words
in
actual
text.
Students
must
listen
carefully
for
the
missing
words
or
numbers.
Before
you
play
the
recording,
let
students
read
the
notes.
Expain
the
meaning
of
any
difficult
words.
Get
students
to
look
at
the
gaps
and
think
about
what
type
of
information
will
be
needed.
For
example,
they
can
tell
from
the
notes
that
they
will
need
a
number
for
item
1,
a
noun
for
item
2,
a
date
for
item
3,
etc.
it
is
good
time
for
them
to
complete
and
check
their
answers.
Play
the
recording
and
students
try
to
take
the
note
according
it.
Play
the
recording
again
if
necessary.
Check
the
answers
together.
Language
Naming
things
The
aims
of
this
section
are
to
make
the
students
aware
of
the
uses
of
‘this/
these,
that/
those’
and
to
practice
statement
and
question
patterns.
Tell
the
students
that
we
use
‘this
and
those’
to
talk
about
things
nears
us,
and
‘that
and
those’
to
talk
about
things
further
away
from
us.
Explain
that
we
choose
‘this/that/
these/
those’
depending
on
the
relationship
of
the
speaker
to
the
object.
Give
them
some
examples.
Illustrate
using
the
following
statements:
This
is
my
desk.
That
is
S1’s
desk.
These
are
my
books.
Those
are
their
books.
Together
with
the
class,
choose
a
variety
of
items
from
the
room,
both
singular
and
plural
and
at
different
distance
from
the
students.
(the
blackboard,
the
note
board,
front
door,
back
door,
the
books
and
pens
on
students’
desks.)
Write
a
list
on
the
board.
Ask
students
to
say
sentences
using
the
words
on
the
board.
Point
out
that
different
students,
depending
on
their
location
to
the
objects,
will
need
to
use
different
words.
Elicit
answers
following
the
pattern
below:
This
is…/
That
is…/
These
are…/
Those
are.
Tell
students
we
also
use
‘this/these’
to
talk
about
things
happening
now
or
soon
to
happen.
We
use
‘that/
those’
to
talk
about
things
that
have
already
happened:
This
is
going
to
be
a
good
film.
I
am
sure
I
will
enjoy
it.
This
is
a
good
film.
I
am
enjoying
it.
That
was
a
good
film.
I
enjoyed
it.
These
are
nice
sweets.
Where
did
you
buy
them?
Those
were
nice
sweets.
Where
did
you
buy
them?
The
four
words
are
also
usually
used
in
following
pattern:
This
egg
is
white./
Those
eggs
are
white.
Do
the
exercise
on
page
57
Homework
Copy
the
new
words
and
try
to
remember
them.
Recite
the
text
GB
page
26-27
Period
6
Teaching
aim
Practice
the
use
of
countable
and
uncountable
nouns
Review
the
materials
the
make
things
Materials:
page
68-
70
New
words:
countable-
syllable
Warming
up
Invite
students
to
recite
the
text
or
retell
it.
Daily
talk:
introduce
an
interesting
place
in
Shanghai.
Ask
and
answer:
practice
this/that,
these/
those
What’s
this/
that/
these/
those?
Is
this/
that…?
Are
these/
those?
Language
Using
countable
and
uncountable
nouns
Show
students
the
following
chat
Singular
Plural
Comments
Countable
nouns
A
girl,
an
egg
Girls,
eggs
Need
indefinite
articles
in
singular;
have
plural
forms
Uncountable
nouns
Milk,
rice,
meat
Usually
take
no
indefinite
articles
in
the
singular;
usually
have
no
plural
forms
Ask
students
to
look
at
the
chart.
Require
students
to
remind
uncountable
nouns
that
we
have
learned:
ice,
water,
milk,
juice,
rive,
jam,
coffee,
tea,
meat,
information,
advice,
food,
news…
Tell
students
that
some
nouns
can
be
both
countable
and
uncountable:
paper,
fish,
wood,
hair.
These
word
usually
have
different
meanings
and
are
used
in
different
ways
when
they
are
used
as
countable
nouns
and
uncountable
nouns.
Go
over
some
chapter
words
for
use
with
uncountable
nouns:
piece,
cup
bottle,
loaf,
sum,
flash,
slice,
bowl,
carton,
bag…
Do
exercise
B1
with
students.
Give
examples
of
wh-
questions,
and
then
ask
the
students
to
ask
and
answer
similar
questions.
Point
out
that
the
responses
start
with
‘It’s’.
Do
singular
nouns
first.
(Use
objects
that
can
be
found
in
the
classroom.
S1:
What’s
that?
S2:
It’s
a
desk.
S1:
What’s
this?
S2:
It’s
a
window.
Then
do
some
plurals,
pointing
out
that
the
responses
start
with
‘They’re’
S1:
What
are
these?
S2:
They
are
desks.
S1:
What
are
those?
S2:
They
are
windows.
Do
Exercise
B2
with
students.
Ask
them
to
make
dialogues
by
using
above
patterns.
Do
Exercise
B3
and
B4
with
students.
Saying
what
things
are
made
of
Review
the
materials
that
we
have
learned
with
students.
Tell
them
that
all
these
are
uncountable
nouns.
(cotton,
wool,
plastic,
metal,
rubber,
leather,
silk,
wood)
Do
Exercise
C1
to
learn
new
materials:
cloth,
concrete.
All
the
materials
in
this
exercise
can
be
made
of
most
of
things
in
our
daily
life.
Learn
the
pattern:
what
is
it/
are
they
made
of?
It’s/
They’re
made
of…
Before
doing
exercise
C2,
check
the
answers
in
Exercise
C1.
Do
Exercise
C2:
make
a
dialogue.
Homework
Copy
the
new
words
and
try
to
remember
them.
GB
page
28-29
Period
7
Teaching
aim:
Learn
the
syllables
in
words
Practice
speaking
skills
Materials:
page
71-72
New
words:
Warming
up
Go
over
the
new
words
and
have
a
dictation
Make
a
dialogue
following
the
model
(choose
the
nouns
in
the
word
box).
A
bottle
of
milk,
a
bag
of
apples,
a
carton
of
juice,
a
bowl
of
rice,
two
hamburgers,
three
sandwiches,
some
French
fries
A:
Can
I
help
you?
B:
Yes,
I
want
something
for
lunch.
I
would
like
a
cup
coffee
and
a
hamburger.
A:
Here’s
your
food.
That’s
10
yuan
in
all.
B:
Thanks.
Metal,
wool,
wood,
plastic,
cloth,
rubber,
pencil
case,
scarf,
wardrobe,
toy
car,
balloons,
handbag.
A:
What’s
this/
that/
these/
those.
B:
It’s
a
pair
of
glasses.
A:
what
is
it
made
of?
B:
It’s
made
of
glass.
Speaking
Talk
time:
syllables
Tell
students
that
a
syllable
is
defined
as
one
of
the
chapters
you
can
divide
a
word
into.
It
usually
consists
of
a
vowel
sound
with
a
consonant
sound
before
or
after
it.
Put
these
words
on
the
board
and
say
them,
letting
the
students
hear
them
by
emphasizing
the
syllables
slightly.
Do
not
write
the
syllable
breaks
on
the
board:
Nine
ninety
happiness
unhappiness
Harm
harmful
national
international
Note
that
the
last
column
has
a
four
and
a
five
syllables
word.
Ask
the
students
to
say
the
words
chorally.
Erase
all
the
words
and
writhe
four
columns
labeled
1,2,3
and
4
on
the
board.
Them
tell
the
students
they
will
hear
some
words
to
which
they
must
listen
carefully
for
the
number
of
syllables.
They
must
write
the
words
in
the
appropriate
column.
Give
these
examples
and
ask
the
students
to
tell
you
which
column
the
words
belong
in.
The
answers
are
given
in
brackets:
subtract
(2),
add
(1),
electronic
(4),
multiply
(3).
Now
say
the
words
in
the
order
given
below.
Give
the
students
time
to
write
them
in
their
notebooks
and
check
their
answers:
Custom
(2)
engineer
(3)
average
(3)
responsible
(4)
Fair
(1)
mathematics
(4)
physics
(2)
represented
(4)
Experiment
(4)
glad
(1)
twin
(1)
rainbow
(2)
Do
Exercise
A1-A3.
Tell
students
that
when
we
make
some
nouns
plural,
which
end
with
s,
x,
sh,
ch,
we
add
extra
syllable
to
them.
Give
examples:
bus-
buses,
kiss-
kisses,
brush-
brushes,
box-
boxes.
When
we
change
some
verbs
which
end
with
t
and
d
into
their
past
forms,
we
also
add
the
extra
syllables:
end-
ended,
point-
pointed
Then
ask
students
to
listen
to
these
plural
nouns
and
decide
if
they
have
one
or
two
syllables:
watches
(2),
cut
(1),
wheels
(1),
glasses
(two),
drinks
(one),
Crashes
(2),
waves
(1),
speeches
(2),
crops
(1),
dresses
(two)
Do
exercise
A4,A5
Homework
Copy
the
new
words
and
try
to
remember
them.
Get
ready
for
the
exercise
in
Speak
up
WB
page
23-25
Period
8
Teaching
aim
Practice
speaking
skill
Learn
how
to
use
the
encyclopedia
to
the
information
that
you
want
Material:
page72-74
New
words
Warming
up
Go
over
the
new
words
and
have
a
dictation
Have
a
group
competition:
invite
one
student
from
each
group
to
come
to
the
blackboard.
Teachers
says
some
words
and
the
representers
should
write
the
number
of
syllables
of
each
word.
Ask
students
to
say
the
three
most
important
things
in
his
or
her
life.
Speak
up
Ask
students
to
work
in
groups
of
four
to
exchange
their
ideas
to
this
question.
Then
each
group
choose
the
best
three
answers
that
they
all
agree
on.
Invite
some
students
who
represents
their
group
to
tell
the
answers
and
share
their
ideas
that
why
they
choose
these
things
with
the
whole
class.
Give
students
some
time
to
complete
the
exercise.
Using
English:
using
encyclopedia
We
have
already
introduced
encyclopedia
in
the
reading
section.
Ask
a
student
to
remind
the
class
what
they
are.
Remind
students
how
the
information
is
arranged
in
encyclopedia:
all
the
information
is
arranged
by
alphabetical
order
or
in
special
topics.
Do
the
exercise
A,B,
C
and
D.
Check
the
answer
together.
Homework
Copy
the
new
words
and
have
a
dictation
Write
a
short
passage
about
the
most
important
things
in
your
life
and
state
the
reasons.
Look
for
information
about
Disneyland,
dinosaur
or
Diogenes
through
encyclopedia
or
on
Internet.
Period
9
Teaching
aim
Practice
writing
skill
Develop
students’
creative
ability.
Material:
page
74-75
New
words
Warming
up
Go
over
the
new
words
and
have
a
dictation
Invite
some
students
to
read
their
passage
of
the
most
important
things
in
their
life
Invite
some
students
to
introduce
their
information
that
they
have
found
Writing
Give
students
some
time
to
read
through
the
instructions
and
the
advertisement
with
the
students.
Make
sure
they
understand
everything
required
by
the
exercise.
Give
students
some
time
to
look
at
the
pictures
and
to
outline
a
composition.
Answer
any
questions
they
may
have.
If
necessary,
draw
their
attention
on
the
last
paragraph
of
the
story
(The
next
day,
Sammy…).
Tell
them
they
must
invent
their
own
short
ending
to
the
story.
They
should
write
only
one
or
two
sentences.
Draw
attention
also
to
the
fact
that
the
story
is
divided
into
paragraphs,
which
they
should
follow.
They
can
use
block
paragraphs
as
shown
or
indented
ones.
This
is
a
story
about
the
past,
so
most
of
the
verbs
will
probably
be
in
the
past
tense.
Warn
the
students,
however,
that
some
verbs
may
be
in
other
tenses.
They
should
think
carefully
about
each
verb
and
decide
the
tense
according
to
the
context.
If
necessary,
go
through
some
of
the
compositions
orally
with
the
students,
until
they
are
comfortable
with
the
task.
Then
ask
them
to
write
the
remainder
of
the
story.
Invite
some
students
to
read
aloud
the
story.
Give
students
some
time
to
think
about
or
discuss
their
own
story
about
the
three
words.
Encourage
them
to
think
about
different
amazing
ideas
Homework
Write
your
own
story
about
the
three
words.
Look
for
information
about
these
people:
Albert
Eistein,
Qing
Shi-hunag,
Thomas
Edison,
Hua
Tuo.
Period
10
Teaching
aim
Practice
the
reading
skill
Practice
looking
for
information
through
encyclopedia
and
on
Interne.
Material:
page
76
New
words
Warming
up
Read
the
text
together.
And
invite
some
students
to
retell
the
story.
Invite
some
students
to
tell
the
story
that
they
have
written.
And
other
students
answer
some
questions
in
the
story.
Have
a
dictation:
1)
Live
on
the
earth,
2)
long
time
before
people
existed,
3)
millions
of
dinosaurs,
4)
as
big
as
ten
elephants,
5)
as
gentle
as
sheep,
5)
unlike
most
other
dinosaurs,
6)
nobody
knows
why,
7)
the
skeletons
and
footprints,
8)
they
left
behind,
earth
history,
9)
a
famous
amusement
park,
10)
the
United
States
of
America,
11)
Disneyland
park,
12)
be
famous
for,
13)
leave
school,
14)
deliver
mail,
15)
draw
cartoons
for
films,
16)
cartoon
character,
17)
become
a
star,
18)
live
in
Greece,
19)
as
few
things
as
possible,
21)
a
boy
kneeling
by
a
fountain,
22)
throw
away,
24)
become
even
happier
More
practice
Give
students
some
time
to
read
the
passage
about
panda
individually.
Teacher
asks
some
questions
to
check
if
they
have
understood
it:
Have
seen
a
panda?
What
dose
a
panda
look
like?
Where
dose
a
panda
live?
How
much
dose
a
panda
weigh
and
how
tall
can
it
grow?
What
food
does
a
panda
like
eating?
How
much
food
can
it
eat
each
day?
Make
sure
that
all
the
students
have
understand
the
passage
and
ask
them
to
do
the
exercise.
Check
the
answer
together.
Invite
students
to
show
or
introduce
the
information
about
the
four
famous
people.
Albert
Einstein:
born
March
14th,1879,
in
Germany,
not
very
clever
in
his
childhood,
went
to
school
at
the
age
of
10,
liked
math
very
much
in
middle
school,
when
he
left
university,
he
worked
as
a
physical
teacher,
during
the
second
world
war,
he
went
to
America
and
worked
in
a
famous
university.
He
wrote
a
famous
paper
“relativity”
Qing
Shi-huang:
born
in
259
B.C.,
in
221
B.C.,
unified
the
whole
country,
he
ordered
to
build
the
Great
Wall
and
made
all
the
people
use
the
same
words.
Now
in
Xi
An
we
can
see
the
famous
terracotta
warriors
and
horses.
Tomas
Edison:
born
in
America
in
1847,
was
in
school
for
only
three
months,
started
to
work
to
sell
newspapers
at
the
age
of
12,
had
his
own
lab
when
he
was
15,
invented
electric
lights,
phonograph,
battery
and
other
more
than
2000
inventions
Hua
Tuo:
a
very
famous
doctor
in
Han
dynasty
in
China,
the
first
one
to
do
the
operation
on
stomach,
invent
one
of
the
anesthetic,
was
good
at
acupuncture.
Ask
students
to
introduce
one
of
these
four
people
according
to
the
information.
Homework
Do
some
revision
about
the
whole
chapter
Complete
the
exercise
in
GB
Write
a
short
passage
about
a
famous
people.