Unit1Thisisme公開課一等獎創(chuàng)新教案（6份打包）英語外研版八年級上冊Developingideas—Listeningandspeaking

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What:Thetextfocusesonliteraryworkslike“TheBlueBird"and“TheAdventuresofPinocchio”,involvingtaskssuchaslisteningtoaradioprogrammetochoosethebestsummaryofthebook,listeningagainandcompletingnotesaboutthebook,listeningtoaconversationandcompletingthecomments,lookingatapictureandansweringquestions,andreadingthestory.

Why:Theauthoraimstointroducestudentstoclassicliteraryworks,developtheirlisteningandreadingskills,andencouragethemtothinkanddiscussthecontent.Italsohelpsstudentsimprovetheirlanguageproficiencyandappreciationforliteratureinanengagingway.

How:Itusesacombinationofvisualelements(bookcoversandpictures)andtextualcontent.Thelayoutisstructuredwithclearheadingsandinstructionsforeachactivity.Thelanguageissimpleandaccessible,soitissuitableforlearners.Itincorporateslistening,reading,andwritingtaskstoenhancestudentscomprehensionandinteraction.

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Bytheendofthislesson,studentswillbeableto:

1.identifythekeyelementsofabook,suchasitsname,author,genre,plot,characters,andsetting.

2.pronounceliterarytermscorrectlyandchoosethebestsummaryofthebookfromthegivenoptions.

3.makecommentsonbooksorfilms.

4.learnthekeylanguagepointsandstructuresofthetext,andapplythemincontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toidentifythekeyelementsofabook,suchasitsname,author,genre,plot,characters,andsetting.Step1Lead-inPresentapictureandaskstudentstoanswerthequestion“Doyouknowthis"Step2Pre-listeningIdentifythebook'sname,writer,genre,plot,charactersandsetting.Example:TheWonderfulWizardofOzObservestudents'responsestothequestionsandcheckiftheycanrecallpriorknowledgerelatedtothetopic.

1.Toengagestudents'interestinthetopicbypresentingafamiliarorintriguingquestion,therebysettingthestagefortheupcominglisteningactivities.2.Tomakestudentsmorereceptivetothelisteningtaskbyrelatingittoavividsituation.

2.Topronounceliterarytermscorrectlyandchoosethebestsummaryofthebookfromthegivenoptions.Step3While-listening1.Askstudentstolistentotheradioprogrammeandchoosethebestsummaryofthebookfromthegivenoptions(e.g.astoryaboutagirltryingtofindherhome,orastoryoffriendshipamongunusualpeople).Letthemreadtheoptionsbeforelisteningandfocusonkeydifferencestomaketheirchoices.2.Havestudentslistenagaintocompletethenotesaboutthebookandthenlistentotheconversationtocompletethecommentsonthebook.Measurestudents'listeningcomprehensionabilityandtheirattentiontodetailedinformation.Evaluatestudentsunderstandingofcharacterdevelopmentandthematicelementsinliterature.

Toenhancestudents'listeningcomprehensionskillsandtheirattentiontodetailedinformation,andreinforcetheirunderstandingofthekeyvocabularyandthetopic.

3.Tomakecommentsonbooksorfilms.Step4Post-listeningAskstudentstoworkingroupstointroduceandcommentonanotherbookaboutfindinga“newme”.Sampletasks:Introducethebasicinformation,yourfavouritequote,yourfavouritecharacter,themostunfor-gettableevent,themostinterestingpart,andthemainideaofthebook.Measurestudentscreativityandtheirabilitytoexpressopinionsaboutliterature.

Toprovideopportunitiesforstudentstoimprovetheirlisteningandspeakingskillsinareal-lifecontext,fosteringtheirinteractionandreinforcingtheuseofpositivelanguage.

4.Tolearnthekeylanguagepointsandstructuresofthetext,andapplythemincontext.Step5LanguagePointsTeachstudentssomewordsandphrasesrelatedtoliterature.Step6Exercise1.Completethemultiple-choicequestions.2.Fillintheblanks.3.Finishthetranslationtasks.(詳見課件資源)Evaluatestudents'abilitytoconstructsentencesaccuratelyusingnewlanguagepoints.Evaluatestudents'comprehensionofthelisteningmaterialthroughmultiplechoicequestions,fill-in-the-blankexercises,andtranslationtasks.

1.Toreinforcestudents'graspofthekeylanguagestructuresandvocabulary,ensuringtheycaneffectivelyusetheseexpressionsinvariouscontexts.2.Toconsolidatestudents'understandingofthelisteningmaterialthroughmultiple-choicequestions,ensuringtheiraccuratecomprehensionofitsmainideaanddetailedinformation.

HomeworkBasichomework:Listentoandreadthetwoconversations.Practicalhomework:WritedownyourcommentsonthebookTheWonderfulWizardofOz.Extendedhomework:Findabookorafilmaboutfindinga“newme"andwritedownitsbasicinformation.

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Developingideas—Readingforwriting

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What:Thetextisaboutasuccessfulathlete,SuBingtian.Itincludestheinformationabouthisachievements,challengesheencountered,anddecisionshemadeinhisathleticcareer.

Why:TheauthorsintentionistoinspirestudentswiththestoryofasuccessfulathleteSuBingtian,highlightingthethemesofperseverance,overcomingchallenges,andbelievinginoneself.

How:Thetextusesacombinationofvisualelements(picturesofathletes)andtextualcontent.Ithasastructuredlayoutwithclearinstructionsandquestionsforeachactivity.Thelanguageisrelativelysimpleandstraightforward,soitssuitableforlearners.Itincludesreadingandwritingtaskstoenhancestudentscomprehensionandlanguageskills.

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Bytheendofthislesson,studentswillbeableto:

1.reflectontheimportanceofperseveranceandselfbeliefinachievingpersonalgoals.

2.understandthestoryofSuBingtianandanalysehowheovercamechallengestoachievesuccess.

3.learnhowtowriteashortpassageaboutasuccessfulpersonbyusingthestructureof“Introduction—Body—Conclusion”.

4.usethenewwordsandphrasesinthereallifecontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toreflectontheimportanceofperseveranceandself-beliefinachievingpersonalgoals.Step1Warm-upShowashortvideoaboutThomasEdison.Andaskstudentswhotheycansee,andwhattheythinkabouthim.Step2Pre-readingIntroducethemaincharactersandaskquestionstohelpstudentsinitiallyunderstandthesefiguresandtheirachievements.Observestudents'participationandassesstheirabilitytorecallandexplainkeyinformationofthevideo.Observestudents'responsestothequestionstogaininsightintotheirknownandunknowninformationaboutthecharacterinthepassage.

1.Toarousestudents'curiosityaboutfamousfiguresandpreparethemmentallyforreadingandwritingaboutsuccessfulindividuals.2.Toguidestudentstodevelopaninterestintheupcomingreadingmaterialandactivatetheirpriorknowledge.

2.TounderstandthestoryofSuBingtianandanalysehowheovercamechallengestoachievesuccess.Step3Whilereading1.Predictthecontentbasedonthetitle:Havestudentsguessthemaincontentofthearticlebasedonthetitle“Impossible→Impossible".2.Skimming:Studentsquicklybrowsethroughthearticletoverifyiftheirpredictionsarecorrect.3.Detailedreading:Studentscarefullyreadthearticletoidentifykeyinformation,suchas:Theintroductionexplainsthemeaningof“Nothingisimpossible.”ThebodydiscusseshowSuBingtianovercamefearandmadehistory.Theconclusionsummarisesthemainpointsandhighlightsthetheme.Assessstudentsunderstandingofstructuredknowledgeabout“Impossible→I'mpossible"byexaminingtheirmindmaps,especiallywhethertheirmindmapsincludethetimeline,challengesthecharacterencountered,andachievementsthecharactermade.

Todevelopstudents'readingskills,suchasskimmingandclosereading,helpingthemunderstandthestructureandmaincontentofthearticle.

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3.Tolearnhowtowriteashortpassageaboutasuccessfulpersonbyusingthestructureof“Introduction—Body—Conclusion”.Step4PostreadingAskstudentstowriteanarticleaboutanothersuccessfulpersonusingtheprovidedcharttoplanthestructureoftheirarticle.Evaluatestudentsabilitytoexpresstheirunderstandingthroughdiscussionsandwritingtasks,providingdetailedfeedbacktopromoteimprovement.

Toconsolidatestudents'understandingofthearticleanddeepentheirthinkingandexpressionabilitythroughwritingtasks.

4.Tousethenewwordsandphrasesinthereal-lifecontext.Step5LanguagePointsTeachstudentskeywordsandphrases:Introduceandexplainthemeaningsandusageofwordsandphrasessuchas“face"succeed”“holdback"aslongas”and“stickto".Step6Exercise1.Multiplechoices.2.Fillintheblanks.3.Finishthetranslationtasks.(詳見課件資源)Teststudentsunderstandingofthesewordsandphrasesthroughquizzesorwritingassignments.Providefeed-backontheiraccuracyinlanguageuse.

1.Toenhancestudentsaccuracyinlanguageuse,enablingthemtocommunicatemoreeffectivelyaboutovercomingchallengesandachievingsuccess.2.Toenhancestudentsgraspofthearticleanddeveloptheircriticalthinkingabilityandencouragethemtoapplythelearnedknowledgeduringtheclass.

HomeworkBasichomework:Reviewandwritedownthewordsandsentencepatternsyouhavelearnt.Practicalhomework:WriteanEnglishpassageaboutasuccessfulperson.Extendedhomework:Trytosearchmoredescriptiveexpressionsofpeople.

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Presentingideas&Reflection

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What:Thetextisaboutself-presentationandself-reflection.Itguidesstudentstomakeaspeechaboutthemselves,includingtheirlooks,personality,likesanddislikes,andabilities.Itprovidesanoutlinefororganisingideas.

Why:Theauthor'sintentionistohelpstudentsdevelopself-awarenessandcommunicationskills.Byguidingthemthroughmakingaspeechaboutthemselves,itencouragesself-expressionandreflectiononpersonalgrowth.Theoverallaimistoenhancestudents'abilitytounderstandandpresentthemselves,fosteringself-confidenceandpersonaldevelopment.

How:Thetextusesastructuredapproachwithclearsteps(lookatthethinkingmap,organiseideas,practiseandgiveaspeech,voteonthebestspeech).Itoffersanoutlinewithspecificsections(Introduction,Body,Conclusion)andusefulexpressions.Thelanguageissimpleandinstructional,soit'ssuitableforlearners.

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Bytheendofthislesson,studentswillbeableto:

1.knowhowtoorganiseideasaboutthemselveswiththehelpofthegivenoutlineandmakeaspeech;describetheirlooks,personality,abilities,likesanddislikesinthespeech.

2.usethelanguagetipsandusefulexpressionsintheunittodescribethemselvesandtheirexperiencesinthespeech.

3.reflectonself-growthviathespeech,exploreself-improvement,andapplytheseskillsinotherscenarios.

4.usethenewphrasesandexpressionsinthereal-lifecontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toknowhowtoorganiseideasaboutthemselveswiththehelpofthegivenoutlineandmakeaspeech;describetheirlooks,personality,abilities,likesanddislikesinthespeech.Step1Lead-inIntroducetheconceptofuniquenessthroughexampleslikefingerprintsandfootprints,emphasisingthateveryoneisspecial.Step2Presentation1.Askstudentstolookatthethinkingmapandconsiderhowtheyseethemselvesdifferentlyintermsoflooks,personality,likesanddislikes,andabilities.2.Guidestudentsthroughcompletingamindmapwheretheythinkaboutchangesintheirself-perceptionovertime,focusingondifferentaspectsofthemselves.Evaluatestudents'engage-mentbyaskingthemtosharesomethinguniqueaboutthemselvesorsomeonetheyknow.Checktheircomprehensionbyhavingstudentsdiscusshowtheirviewshavechanged,usingexamplesfromtheirpersonalexperiences.

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1.Tosparkstudents'curiosityandencouragethemtoreflectontheirindividuality,preparingthemmentallyforthetaskofpresentingideasaboutthemselves.2.Toteachstudentshowtoorganisetheirthoughtssystematicallyandpreparestudentsformakingaspeechaboutthemselves.

2.Tousethelanguagetipsandusefulexpressionsintheunittodescribethemselvesandtheirexperiencesinthespeech.Step3Practice1.Withthehelpofanoutline,havestudentsorganisetheirideasandpreparetheirspeeches.Letthemuselanguagetipsprovidedintheoutlineorfindusefulexpressionsfromtheunit.Usefulexpressionsorsentences:behappywith…beproudof…Ihavealready…IamwhatIam.2.Providestudentswithanoutlinetostructuretheirspeeches,includingsectionsonintroduction,bodyandconclusion.Encouragestudentstousespecificexpressions.Usefulexpressionsorsentences:Lookslong/shorthairwearapairofglassesthebirthmarkonmyfacemakemespecialanddifferentacceptmyselfPersonalitywise,kind,brave,helpfulAbilitiesovercomeone'sfearstartfromzerohaveatry/tryharderstickto…LikesandDislikes…ismyfavourite…Themostinteresting/unforgettablepart…Ihate…Leafthroughstudentsspeechdraftsandprovidefeedbackonthestructure,logicalityandaccuracy.

Letstudents'delivertheirspeechesinclass.

Assessstudents'understand-ingofstructuredknowledgebyexaminingtheirthinkingmaps.Focusonwhetherstudentspresentationscoverthemainfactualinformationanddetailsmentionedinthesteps.

Toimprovestudents'skillsinorganisingandpresentingtheirideasclearlyandeffectively.

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3.Toreflectonself-growthviathespeech,exploreself-improvement,andapplytheseskillsinotherscenarios.Step4ReflectionAskstudentstoreflectontheirlearning:1.Thinkaboutwhatyouvelearntaboutyourselfandhowwellyoucanexpressyourselfusingthepresentperfecttense,wordsandexpressionsinthisunit.2.Rateyourselfonyourperformance(1=excellent,2=good,3=notyet)andidentifyareasyoustillneedtoworkon.Assessthedepthofstudents'thoughtsandtheirinsights.

Todeepenstudentsself-awarenessandreinforcelearningobjectivesbyencouragingintrospectionandarticulationofpersonaldevelopment.

4.Tousethenewphrasesandexpressionsinthereal-lifecontext.Step5LanguagePointsTeachstudentssentencepatternssuchas“usedto…butnow…”“I've…forthefirsttime"and“Ihavediscovered…”.Step6Exercise1.Completetranslationtasks.2.Fillintheblanksbasedonlearnedvocabularyandgrammarpoints.3.Readandanswerthequestions.(詳見課件資源)Assessstudents'abilitytousethenewphrasescorrectlyinthereal-lifecontext.Gradetheirexercisestoconfirmtheirmasteryofthenewlanguagepoints.

1.Toenhanceaccuracyinlanguageuse,enablingstudentstocommunicatemoreeffectivelyaboutpersonalchangesanddiscoveries.2.Toconsolidatelearnedknowledgeandensurestudentscanapplynewvocabularyandgrammarcorrectlyinvariouscontexts.

HomeworkBasichomework:Listenandrepeatthewordsandsentencesinthisunit.Practicalhomework:Trytowriteaself-introductionbyusingwhatyouhavelearntinthisunit.Extendedhomework:Searchformoreinformationaboutbeinga“betterme",andshareitwithyourclassmates.

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Developingideas—Readingforwriting

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What:Thetextisaboutasuccessfulathlete,SuBingtian.Itincludestheinformationabouthisachievements,challengesheencountered,anddecisionshemadeinhisathleticcareer.

Why:TheauthorsintentionistoinspirestudentswiththestoryofasuccessfulathleteSuBingtian,highlightingthethemesofperseverance,overcomingchallenges,andbelievinginoneself.

How:Thetextusesacombinationofvisualelements(picturesofathletes)andtextualcontent.Ithasastructuredlayoutwithclearinstructionsandquestionsforeachactivity.Thelanguageisrelativelysimpleandstraightforward,soitssuitableforlearners.Itincludesreadingandwritingtaskstoenhancestudentscomprehensionandlanguageskills.

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Bytheendofthislesson,studentswillbeableto:

1.reflectontheimportanceofperseveranceandself-beliefinachievingpersonalgoals.

2.understandthestoryofSuBingtianandanalysehowheovercamechallengestoachievesuccess.

3.learnhowtowriteashortpassageaboutasuccessfulpersonbyusingthestructureof“Introduction—Body—Conclusion”.

4.usethenewwordsandphrasesinthereal-lifecontext.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toreflectontheimportanceofperseveranceandself-beliefinachievingpersonalgoals.Step1Warm-upShowashortvideoaboutThomasEdison.Andaskstudentswhotheycansee,andwhattheythinkabouthim.Step2Pre-readingIntroducethemaincharactersandaskquestionstohelpstudentsinitiallyunderstandthesefiguresandtheirachievements.Observestudents'participationandassesstheirabilitytorecallandexplainkeyinformationofthevideo.Observestudents'responsestothequestionstogaininsightintotheirknownandunknowninformationaboutthecharacterinthepassage.

1.Toarousestudents'curiosityaboutfamousfiguresandpreparethemmentallyforreadingandwritingaboutsuccessfulindividuals.2.Toguidestudentstodevelopaninterestintheupcomingreadingmaterialandactivatetheirpriorknowledge.

2.TounderstandthestoryofSuBingtianandanalysehowheovercamechallengestoachievesuccess.Step3While-reading1.Predictthecontentbasedonthetitle:Havestudentsguessthemaincontentofthearticlebasedonthetitle“Impossible→Impossible".2.Skimming:Studentsquicklybrowsethroughthearticletoverifyiftheirpredictionsarecorrect.3.Detailedreading:Studentscarefullyreadthearticletoidentifykeyinformation,suchas:Theintroductionexplainsthemeaningof“Nothingisimpossible.”ThebodydiscusseshowSuBingtianovercamefearandmadehistory.Theconclusionsummarisesthemainpointsandhighlightsthetheme.Assessstudents'understandingofstructuredknowledgeabout“Impossible→I'mpossible"byexaminingtheirmindmaps,especiallywhethertheirmindmapsincludethetimeline,challengesthecharacterencountered,andachievementsthecharactermade.

Todevelopstudents'readingskills,suchasskimmingandclosereading,helpingthemunderstandthestructureandmaincontentofthearticle.

(續(xù)表)

3.Tolearnhowtowriteashortpassageaboutasuccessfulpersonbyusingthestructureof“Introduction—Body—Conclusion”.Step4Post-readingAskstudentstowriteanarticleaboutanothersuccessfulpersonusingtheprovidedcharttoplanthestructureoftheirarticle.Evaluatestudents'abilitytoexpresstheirunderstandingthroughdiscussionsandwritingtasks,providingdetailedfeedbacktopromoteimprovement.

Toconsolidatestudents'understandingofthearticleanddeepentheirthinkingandexpressionabilitythroughwritingtasks.

4.Tousethenewwordsandphrasesinthereal-lifecontext.Step5LanguagePointsTeachstudentskeywordsandphrases:Introduceandexplainthemeaningsandusageofwordsandphrasessuchas“face"succeed”“holdback"aslongas”and“stickto".Step6Exercise1.Multiplechoices.2.Fillintheblanks.3.Finishthetranslationtasks.(詳見課件資源)Teststudents'understandingofthesewordsandphrasesthroughquizzesorwritingassignments.Providefeed-backontheiraccuracyinlanguageuse.

1.Toenhancestudents'accuracyinlanguageuse,enablingthemtocommunicatemoreeffectivelyaboutovercomingchallengesandachievingsuccess.2.Toenhancestudents'graspofthearticleanddeveloptheircriticalthinkingabilityandencouragethemtoapplythelearnedknowledgeduringtheclass.

HomeworkBasichomework:Reviewandwritedownthewordsandsentencepatternsyouhavelearnt.Practicalhomework:WriteanEnglishpassageaboutasuccessfulperson.Extendedhomework:Trytosearchmoredescriptiveexpressionsofpeople.

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Startingout

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What:Thetextisfocusedonself-awarenessandself-introduction.Itbeginswithlookingatapicturerelatedtoseeingoneselfthroughothers'eyesandansweringquestionsaboutself-perceptionandothers'perception.Then,itinvolvescreatingathinkingmapaboutvariousaspectsofoneselflikelooks,personalities,abilities,likesanddislikes,etc.,andintroducingoneselftoothers.

Why:Theauthor'sintentionistohelpstudentsenhancetheirself-awarenessandcommunicationskills.Bypromptingthemtothinkabouthowtheyseethemselvesandhowothersmightseethem,itencouragesintrospectionandempathy.Thecreationofathinkingmapandtheself-introductionactivityaimtodevelopstudentsabilitytoexpressthemselvesclearlyandcomprehensively,whichisessentialforinterpersonalcommunicationandself-expression.Italsopromotesapositiveattitudetowardsself-discoveryandself-presentation,fosteringconfidenceandabetterunderstandingofoneselfinrelationtoothers.

How:Thetextadoptsanengagingandpracticalapproach.Itusesvisualelementslikeapicturetostimulateinterestandthinking.Thequestionsarestraightforwardandthought-provoking,guidingstudentstoreflectonthemselves.Thethinkingmapprovidesastructuredframeworkforstudentstoorganisetheirthoughtsaboutthemselves,makingiteasierforthemtopresentandshareinformation.Thelanguageissimpleandclear,suitableforstudentsatdifferentlanguageproficiencylevels.

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Bytheendofthislesson,studentswillbeableto:

1.understandself-awarenessanditseffectontheircommunicationandrelationships.

2.talkaboutselfandothers'viewswithproperwords.

3.makeathinkingmaptoshowselfclearly.

4.masterandapplythekeylanguagepointscorrectly.

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LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tounderstandself-awarenessanditseffectontheircommunicationandrelationships.Step1Lead-in1.Showapictureofapersontouchingherheart.2.Askstudents,“Whatisshedoing”and“Whydoesshedothis"3.Leavestudentssometimetohaveadiscussion,andthenasksomeofthemtotalkaboutwhattheyseeandtheiropinions.Observestudents'responsestothequestionstogaininsightintotheirknownandunknowninformationaboutthepictureofself-awareness.Checkiftheyusewordsproperlytoexpressitsimpactonbehaviourandemotions.

1.Tocapturestudents'attentionandmakethemengageinthelearningprocesspositively.2.Tointroducethethemeofself-awarenessandunderstandingoneself,settingthetoneforthelesson.

2.Totalkaboutselfandothersviewswithproperwords.Step2Presentation1.Presentapictureofyourselfandaskotherstudentstodescribeit.2.Presentphotosofnewfriendsandaskstudentstodescribethembasedonlooks,personality,likesanddislikes,andabilities.Duringgroupandclassdiscussions,observewhetherstudentsdescribethepicturesfromdifferentaspectsproperly.Atthesametime,checkiftheyusevocabularyandexpressionscorrectly.

Tobroadenstudents'vocabularyrelatedtodescribingpeopleandenhancetheirspeakingskillsbyexpressingopinionsaboutothers.

3.Tomakeathinkingmaptoshowselfclearly.Step3Practice1.Thinkandsay:Askstudentstothinkabouthowtodescribeapersonandseehowmanyaspectstheycancomeupwith.2.Groupwork:Pairupstudentsandhavethemcreatethinkingmapsaboutthemselvesandtheirpartners,focusingonaspectslikehobbies,behaviour,speakingstyles,andjobs.Observewhetherstudentseffectivelypromoteself-awarenessandpeerunder-standingbycollaborativelycreatingthinkingmaps.Checkiftheyidentifyandarticulatepersonalandinterpersonalcharacteristicsclearly.

1.Toprovidestudentswithahands-onactivitythatenhancestheirself-awarenessandunderstandingoftheirpeersthroughcollaborativethinkingmaps.2.Topractisecommunicationandcollaborationskillsthroughgroupwork,focusingonkeyaspectssuchashobbies,behaviour,speakingstyles,andjobs.

4.Tomasterandapplythekeylanguagepointscorrectly.Step4LanguagePointsIntroducekeyphrasesandstructuressuchas“Sblikes/dislikessth.”“Sbhastheabilitytodosth."and“height”.Step5ExerciseStudentscompletefill-in-the-blankandtranslationexercises.Teststudents'understandingandusageoftheselanguagepointsthroughexercisesandsentences.

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1.Toreinforcetheusageofkeyphrasesandstructuressuchas“Sblikes/dislikessth."Sbhastheabilitytodosth.”and“height"toenhancestudentsnarrativeandcommunicationskills.2.Toprovidestudentswithtargetedexercisestoreinforcetheirunderstandingofthekeylanguagepointsintroducedinthelesson.

HomeworkBasichomework:Reviewandwritethewordsandsentencepatternsyouhavelearnt.Practicalhomework:Describeoneofyourfamilymembers.Extendedhomework:Trytosearchmoredescriptiveexpressionsofpeople.

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Understandingideas—Grammar

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What:Thetextisaboutgrammarlearning,especiallyfocusingonthepresentperfecttense.Itincludestaskssuchasreadingthesentencesfromapassageandsummarisingthegrammarrules,writingsentencesusingthepresentperfecttense,andrewritingsentenceswiththepresentperfecttense.

Why:Theauthor'sintentionistohelpstudentsmasterthepresentperfecttensebyprovidingpracticalexercisesandexamples.Throughtheseactivities,studentscanenhancetheirgrammarskillsandgainconfidenceinusingthepresentperfecttenseaccurately.Theuseofareadingpassagehelpsstudentsseetherelevanceandapplicationofthepresentperfecttenseinpracticaluse,aimingtoimprovetheiroveralllanguageproficiencyandcommunicationskills.

How:Thetextusesastructuredapproachwithclearinstructionsandexamples.Itprovidessentencesf