人教版新目标八年级上册英语全册教案集

admin

      本套资源由六十铺中小学教育网免费提供，文字版可以直接观看，如果需要下载此套人教版新目标八年级上册英语全册教案集的附件，请直接拉到本帖子最后一页的最后一帖链接中下载DOC附件即可！如只是浏览参考一下该资源，则无需下载附件！

Unit 1  How often do you execise?
Page 1.   Section A   1a~1c

I. Teaching Aims and Demands
1.Knowledge Objects:
Names of activities; Adverbs of frequency.
What do you usually do on weekends? I often go to the movies.
2.Ability Objects:
Writing and listening skills; Communicative competence.
3.Moral Object:  
Keep a diary every day in English.
II.Teaching Key Points
watching TV , reading , shopping , skateboarding , exercising.
III.Teaching Difficulties
1.always , usually , often , sometimes , hardly ever , never ;
2.What does she do on weekends?  She often goes to the movies.
IV.Teaching Methods
Discovering, listening and writing methods; Pairwork.
V.Teaching Aids
A tape recorder; Large monthly calendar showing the days of the week;
A projector.
VI.Teaching Procedures
Step I  Greet the class
T : Good morning, boys and girls.(S : Good morning.)I’ll introduce myself first. My name’s …,I’ll be your English teacher this term. Do you like English?(S: Yeah.)Now let’s begin. This class we’ll learn Unit 1.How often do you exercise?Please open your books at page 1 .
Step II 1a
First look at the picture . Ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends.Then name each activity. Ask students to repeat each one.
One girl is shopping . Another girl is reading. This boy is exercising. Another girl 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 how to write the activities, use bilingual dictionaries.
Then ask the student who finishes first to write the answers on the board.
Check the answers and ask students to correct their own activities.
Step III  1b  Show six new words on the screen
always  usually  often   sometimes  hardly ever   never
总是   通常    经常     有时       难得       从不
Teach new words. Read the new words to students. Ask them to repeat. Tell students these words are adverbs of frequency. Point to each scene in Activity 1a . Ask students to look at each picture and tell what the person does on weekends.
Listen to the recording and write the letter of one activity (a through e ) after the word in the list.
Then check the answers with the whole class.
Step IV 1c Pairwork
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.
Ask two students to read the example dialogue 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,
Picture a : What does she do on weekends?  She often goes shopping.
Then have students work in pairs. Make their own converwations about the people in the picture. Then ask some pairs to present their conversations to the class.
Picture b :  What does she do on weekends?  She often does reading.
Picture c :  What does he usually do on weekends?   He often does
exercise.
Picture d : What does he usually do on weekends? He often watches TV.
Picture e : What do they usually do on weekends?  They often skateboard.
Step V  Summary and Homework
This class we’ve learnt some names of activities.And we also learnt some
adverbs of frequency.
Now homework: write a weekend diary what you do on weekend. If
necessary. I’ll ask you to read your diaries to the class.
Step  VI  Blackboard Design
Unit 1.How often do you execise?
watching TV         reading
skateboarding    exercising
shopping
What does she do on weekends?
She often goes shopping.
Step VII Teaching reflection:
Unit 2 What’s the matter?
Page 8  Section A  2a~2c  Grammar Focus

I . Teaching Aims and Demands
1.        Knowledge Objects:  

admin

New words; Some advice; Grammar Focus.
2.        Avility Objects
Listening, reading and writing skills. Communicative competence.
3.        Moral Object :
To be a doctor and serve the people heart and soul.
II. Teaching Key Points
toothache    fever    shouldn’t    lie down and rest   
hot tea with honey     see a dentist   drink lots of water
III.Teaching Difficulties
What’s the matter?  
I have a toothache.
Maybe you should see a dentist.
That’s a good idea.  
He has a stomachache.  
He shouldn’t eat anything.
IV.Teaching Methods:
Listening,reading and writing methods. Pairwork.
V.Teaching Aids :
A tape recorder;  A projector.
VI.Teaching Procedures
Step I  Greet the class .
Show the new words on the screen.Read the new words to students and ask them to repeat.Talk about the Chinese meanings.
fever  lie  rest  honey  dentist  water   shouldn’t
Step II 2a
Now open your books at Page 8. First read the eight items to students and ask them to repeat.
toothache     sore throat    stomachache    fever              lie down and rest  hot tea with honey   see a dentist drink lots of water
Listen to the recording . Please pay attention to the first one has been done for you . The boy has a toothache and the advice is to see dentist.
Then check the answers on the blackboard.
Step III  2b
First look at the four pictures. Each picture illustrates one of the conversation.Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blank lines.(Play the recording one time only)Then check the answers.
Step IV 2c Pairwork
First I’ll have two students read the dialogue in the box .
A: What’s the matter?            
B: I have a toothache.
A: Maybe you should see a dentist.   
B: That’s good idea.
Now practice the conversation in Activity 2b. Take turns having the problems and giving advice.
Ask students to work in pairs. After they practice a while, have several pairs of student present their conversations to the class.
Step V Grammar Focus
(Show on the screen)
I have a headache.   
He has a toothache.   
You should go to bed.
He shouldn’t eat anything.   
She should see a dentist.
shouldn’t = should not
Step VI Summary
This class we’ve learnt some advice to people who have health problems. Who wants to be a doctor in future?OK.Serve the people heart and soul.
Step VII Homework:  
Practice the conversations and review the Grammar Focus.
Step X  Blackboard Design   

Unit 2 What’s the matter?
toothache         lie down and rest   
sore throat        hot tea with honey   
stomachache      see a dentist
fever            drink lots of water

Step XI  Teaching reflection:


Unit 3 What are you doing for vacation?
Page 16 Section B 1a~2c

I.Teaching Aims and Demands
1.        Knowledge Objects:
Key vocabulary; Target language; Oral practice.            
2.        Ability Objects:
Listening, speaking, reading and writing skills;
Communicative competence.
3.        Moral Object :
Take walks and keep healthy.
II.Teaching Key Points
1.Key vocabulay
go bike riding , go sightseeing , take walks , go fishing , rent videos.
2.Target language
Where are you going for vacation?   
What’s it like there?
What are you doing there?           
Who are you going with?
How long are you staying?
III.Teaching Difficulty :
Oral practice.
IV. Teaching Methods
Listening, speaking, reading and writing methods;
Pairwork.
V.Teaching Aids:
A tape recorder;  
A projector.
VI.Teaching Procedures
Step I   Greet the class .
Step II  Section B  1a
Show five pictures on the screen, ask students to read the five phrases.
go bike riding , go sightseeing , take walks , go fishing , rent videos.
Call attention to the first picture. For example, Look at this girl. She ’s happy . She ’s fishing. Repeat. She ’s fishing . Students repeat. Do this for all the five pictures.
Then ask students match the words and check the answers.
Step III 1b
Now work with a partner. Talk about what you would like to do on vacation.Talk about the activities in 1a and other activities you know.
Help students to find partners.Then have

admin

the class listen to one student ask another about each activity.
Step IV 2a and 2b
Look at the picture, please. Listen to the conversation carefully. Put a checkmark next to the questions you hear the reporter asks. Then listen again. This time write He Yu answers to the questions.
Then check the answers.
Step V 2c Pairwork
First ask two students to read the conversation in the box.
A: Hello, He Yu . Can I ask you some questions about your vacation plans?
B: Yes .           
A: What are you doing…?
Now work in pairs.  Student A you are the reporter. Student B you are He Yu .Ask and answer questions about He Yu’s vacation. Then change roles.
As students work, move around the classroom, offering language support if needed.Then ask pairs of students to present their conversations to the class.
Step VII  Summary
This class we’ve learnt key vocabulary and target language. And also we’ve done an oral practice.
Step VII  Homework
After class, ask classmates about the vacation plan and fill in a chart.(Show the chart on the screen.)
                 



Step VIII Blackboard Design

Unit 3 What are you doing for vacation?
go bike riding ,        go fishing ,                  go sightseeing ,        rent videos,                 take walks .


Step X Teaching reflection :

Unit 4  How do you get to school?
Page 19 Section A 1a ~1c

I. Teachig Aims and Demands
1.        Knowledge Objects:
Key vocabulary; Target language; Oral practice.
2.        Ability Objects:
Listening and writing skills; Communicative competence.
II. Teaching Key Points
Key vocabulary: walk, subway, take the subway, train, take the train, ride a bike, take the bus, take a taxi, go in a parent’s car.
III.Teaching Difficulties
Target language :
Hey, Dave. How do you get to school?
I walk. How about you , Sally?
I ride my bike.
How does Bob get to school?
He takes the train.
IV. Teaching Methodsistening and writing methods; Pairwork.
V . Teaching Aid : A tape recorder;  A projector.
VI. Teaching Procedures
Step I  Greet the class and show the screen:
(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the house to the school.) Teach the two buildings home and school.
Use finger to trace a path from the house to the school.Ask students, How do you get to school? Do you walk? Do you ride a bicycle?
(For example, if you ask , How do you get to school? and a student replies, Bike, say , Oh , you ride your bike. Class, repeat. I ride my bike. The class repeats.)
Say, Today we’re talking abot how you go from one place to another.
Step II  Section A 1a
First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.
Hey, Dave. How do you get to school?
I walk. How about you, Sally?
I ride my bike.
Then let students say how other students in the picture get ot school. Give them some help if necessary. For example, take the bus ; take the train; take the subway.
Read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.
Then check the answers.
Step IV 1b
First point out the names of the students in the box. Ask one student to read the names. Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.
Then ask students to say what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.
Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to school?
Then, use these persons to make a dialogue like this:
A: Hey, Bob. How do you get to school?
B: I take the train. How about you, Mary?
A: I take the subway.
Ask students to complete the activity individually.Then check the answers
Step V 1c Pairwork
Ask two students to read the dialogue in the box to the class.
A: How does Bob get to school?
B: He takes the train.
Now work with a partner. Make your own conversations about how the people in the picture get to school.

admin

Then ask students to work in pairs. Ask and answer how students get to school in the picture..(Present their conversations to the class.)
As they talk , move around the room, offering language or pronunciation support as needed.
Step VI  Summary and Homework
This class we’ve learnt some key vocabulary and the target language . How do you (does he )get to school? Next class I’ll ask some students to tell me the answers.
Step VII Blackboard Design
Unit 4 How do you get to school?
  walk      subway      train
              take the subway/train     go in a parent’s car
How do you get to school? I walk.
How does he get to schllo? He walks.
Step VIII  Teaching reflection:
Uint 5 Can you come to my party?
Page 26   Section  2a~2c

I.Teachig Aims and Demands
1.Knowledge Objects
Key vocabulary; Target language; Grammar focus.
2.Ability Objects
Listening skill and communicative competence.
3.Moral Object
It’s polite to refuse one’s invitation if you can’t go.
II.Teaching Key Points
1.        Key vocabulary:  
hey, baseball game , too much homework
2.Target language
Hey, Dave,can you go to the movies on Saturday?
I’m sorry, I can’t . I have too much homework this weekend.
I have to help my mom.
I’m playing soccer.
I have to go to my guitar lesson.
I’m going to the movies.
I have to visit my aunt.
III.Teaching Difficulties:  
Grammar focus;
Pairwork.
IV.Teachig Methods
Listening and speaking methods;
Communicative approach; Pairwork.
V.Teaching Aids:
A tape recorder
VI.Teaching Procedures
Step I  Greet the class.
Step II 2a
First ask students to look at the sentences to the class twice. The first time say can and the second time say can’t .
Listen to the conversations carefully and then circle the word “can”or “can’t ”.
Check the answers with the whole class.
Step III 2b
Ask a student to read the five sentences in Activity 2b.
Listen to the recording again and fill in the three numbers as they listen.
Step IV 2c Pairwork
Ask students if they can give other reasons besides the lists in Activity 2b.
(Possible answers : not feeling well, have to babysit, going on a trip.)
Look at the sample conversation in the book. Ask a pair of students to read it to the class.
A : Hey, Dave,can you go to the movies on Saturday?
B : I’m sorry, I can’t . I have too much homework this weekend.
A : That’s too bad. Maybe another time.
B : Sure, Joe. Thanks for asking.
Now work with a partner. One of you is student A and one of you is student B. Student A, invites your partner to do something with you. Student B, say you can’t do it and give a reason.
Then change roles.
Then ask some pairs of students to present their dialogues to the class.
If some pairs do well, give them little presents to praise them.
Step V  Summary and Homework
Today we’ve learnt how to say “no”to someone’s invitation and give a reason. After class practice the concersations with you partner.
Step VI  Blackboard Design

Unit 5 Can you come to my party?

has to      have to
She ____play basketball.       He_____study.
They _____go to party.         I_____study for a test.


Step VII  Teaching reflcetion:

Unit 6  I’m more outgoing than my sister.
Page 31  Section A  1a~1c

I.Teaching Aims and Demands
1.Knowledge Objects:  Key vocabulary; Targe language; Oral practice.
2.Ability Objects:  Listening and speaking skills; Communicative competence.
3.Moral Object:  Learn to play a musical instrument.
II. Teaching Key Points
1.        Key vocabulary
Tall, short, thin, heavy, long hair, short hair, calm, wild, more than.
2.        Target Language
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
Is that Tara?
No, it isn’t. It’s Tina .Tara’s shorter than Tina.
III.Teaching Difficulty:  Oral practice using the target language.
IV.Teaching Method
Listening and speaking methods; Communicative approach.
V. Teaching Aids    A tape recorder; A projector; Some objects.
VI.Teaching Procedures
Step I  Greet the class.
Step II
Make a simple drawing of a boy and a girl on the board. Make the boy tall and make the girl a little taller than the boy. Write the name Lucy

admin

under the girl and the name Bob under the boy. Then compare Lucy and Bob and ask studets to repeat the sentences.
Bob is tall.     Lucy is tall.     Lucy is taller than Bob.
Then bring out two rulers of different length. Say ,
This is a ruler. It’s Bob’s ruler.(longer)     This is Lucy’s ruler.(long)
Bob’s ruler is longer than Lucy’s.
Step III   Show some new words on the screen.
more   than   calm   wild
Read the new words to students and ask them to repeat.
Step IV 1a
T : Now please open your books at page 31. First, look at the picture. How many people are there in the picture?
S: Nine .
T: Good, please tell me their names.
S: Pedro and Paul. Ton and Sam. Tara and Tina.
T: Great! Who is taller, Pedrl or Paul?
S: Pedro.
T: That’s right. Pedro is taller .
Ss: Pedro is taller.
Then ask students to repeat the following sentences:
Tina is wilder than Tara.   Tara is calmer than Tina.
Sam is wilder than Tom.   Sam has longer hair than Tom.
Tom is calmer than Sam.   Tom has shorter hair than Sam.
Pedro is heavier than Paul.   Paul is thinner than Pedro.
Tell students to draw lines between the words of the opposite meanings . For example, tall and short.
Step V 1b
First tell students what the twins are. Twins are children born at the same time to the same parents. Sometimes they look exactly alike, but not always. The twins in this picture do not look exactly alike.
Listen to the conversation carefully and number the pairs of twins (1~3)in the picture. Then check the answers.
Step VI 1c  Pairwork
First ask 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 converwations about the other twins.
Ask some pairs of students to say one or more of their conversations to the class.
Step VII  Summary and Homework
Today we’ve learnt the twins are having a concert. We’ve learnt how to compare people. After class, give more practice, compring your school things. Next class I’ll ask some of you to say your conversations.
Step VIII Blackboard Design
Unit 6  I’m more outgoing than my sister.


Bob              Lucy
Lucy is taller than Bob.
Bob is shorter than Lucy.
Step X  Teaching reflection:
Unit 7  How do you make a banana milk shake?
Page 41  Section A  1a~1c

I.Teaching Aims and Demands
1.        Knowledge Objects:  
Key vocabulary; Target language; Writing practice.
2.        Ability Objects:  
Listening, sequencing, writing and cooperating skills.
1.        Moral Objects:
Knowing that it is not easy to be a chef.
There is a lot of fun in cooking.
II. Teaching Key Points
1.        Key vocabulary:  
Turn on , cut up, peel, pour, put, drink, blender
2.        Target language
How do you make a banana milk shake?
First, peel the bananas and cut it up.
Then put the milk into the blender…
III. Teaching Methods
Watching, listening and writing methods; Pairwork.
IV. Teaching Aids:
A tape recorder ; A projector.
V. Teaching Procedures
Step I  Greet the class.
Step II  Learn the following new words with the help if the pictures while showing them on the screen.  
blender   milk   banana
Point to the pictures and the names of all items and ask students to repeat.
Step III  Section A 1a
Show the pictures with the blanks on the screen as shown on students’ book.
Ask students to tell what they see in the picture.
Point out the blank lines in the picture.
Ask students to write the names of the actions on the blank lines.
Give one sample answer. Then ask students to fill in the blanks on their own.
Ask a student who finishes first to write the answers on the blackboard.
Check the answers on the blackboard and ask students to correct their own answers.
Step IV 1b
Listen and put the instructions in the correct order.
Point out the actions in the picture and the list if actions in Activity 1b.
Ask different students to look at the picture and tell what is happening .
Ask others to read the list of actions in Activity 1b.
Listen to the conversation and ask the students to complete the activity on their own. Then check the answers.
Step V 1c  

admin

Pairwork
Point out the instructions in Activity 1b.
Ask a student to read the instructions in the correct order.
Now work with your partner.
Cover the instructions in 1b and tell your partner how to make a banana milk shake.
Point out the example in the speech bubble and say, You can start like this, if you want to .
Ask one or two students to say the list of instructions to the class without looking at the book.
Step VI  Summary
Today we have learned some names of food. And we also learned how to make a banana milk shake.After class if you want to drink something you could make a special one. Not by your mother or father, but by you. You could make it anytime. And we know it is not easy to be a chef. But still there is a lot of fun in cooking.
Step VII Homework  
Write a sequence of making an apple milk shake.
Step IX Blackboard Design

Unit 7 How do you make a banana milk shake?

turn on   cut up  peel   pour   put   drink  blender
Sequence of making milk shake:
peel …    cut up …         ……


Step X  Teaching reflection:


Unit 8 How was your school trip?

Page 47  Section A  1a~1c

I.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary; Target language.
2.Abiklity Objects
Listening, speaking, writing and cooperating skills.
1.        Moral Object
What you do today is what you do tomorrow.
II.Teaching Key Points
1.        Key vocabulary
aquarium, zoo, seals, sharks, photos, souvenir, ate, took, hung out.
2.        Target language
Did you go to the zoo?
No, I didn’t. I went to the aquarium.
Were there any aharks?
No, there weren’t any sharks, but there were some really smart seals.
III. Teaching Difficulty:  
Spoken practice.
IV. Teaching Methods
Oral practising, listening, writing, asking and answering methods; Pairwork.
V. Teaching Procedures
Step I   Greet the class.
Step II  Today we are going to learn Uint 8 How was your school trip?
During this unit we will learn more ways to talk about things that happened yesterday, last week or last year. Now I’d like to ask some questions about things you did yesterday or last week.
Warming – up:
Ask different students questions about things they did yesterday or last week using verbs they have already studied.
Ask the students to give the short answers, Yes, I did . No, I didn’t .Yes, I was. No, I wasn’t. Use these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.
Review the present and past of some verbs students have already studied. Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.
Step III  Show new words on the screen
aquarium   shark   seal   souvenir
Lead the students read the words above and add some more words needed to teach.
Step IV Section A 1a
Aak students to make separate lists.
Ask students to read their lists to the class. On the board, make a list of all the activities students talk about using a past verb and the activity. Point to the items and ask different students to read the items to the class.
Step V 1b
Point out the picture and the list of activities. Read the instructions.
Listening carefully and circle only the things you hear on the recording .
Check the answers.
Step VI 1c Pairwork
Ask students to look at the picture in Activity 1a. Then point out the sample comversation in Activity 1c. Ask two students to read it to the class.
Say, Now work with a partner. Make your own conversations about the people in the picture.
Ask several pairs to present one or more of their converwations to the class.
Step VII Game
Divide the class into two teams. Name one team “past”and the other “present”. The “past ”team will talk about things that happened last week or last year. The “present”team will talk about things that happen every day. The “past ”team starts by saying a sentence. The “present”team has to change the sentence into a “present”sentence. For example, I went swimming yesterday becomes I go swimming every day. The “present”team to change. Each team gets one point for changing a sentence correctly.
Step VIII Summary
Today we have learned how to talk about what you did

admin

on your last school trip. This is about something happened in the past. And now we know how to say it in English. We have to work hard every day then we could make progress every day.
Step IX Homework
Review the Activity 1a. Practice the Activity 1b with yout partner.
Step X Blackboard Design
Unit 8 How was your school trip?
Did you go to the zoo?
No, I didn’t. I went to the aquarium.
Were there any aharks?
No, there weren’t any sharks,but there were some really smart seals.
Step XI  Teaching reflection:

Unit 9 When was he born?
Page 56  Section B  1a~2c

I.Teaching Aims and Demands
1.        Knowledge Objects: Key vocabulary; Target language; Writing practice.
2.Ability Objects : Listening, writing and speaking skills.
1.        Moral Object: Working hard makes a man.
II.Teaching Key Points
1.        Key vocabulary
talented, loving, outstanding, unusual, beautiful, creative, kind, famous.
2.        Target language
A: Who’s Midori?      B: She’s a famous violinist.
A: When was she born?  B: She was born in 1971.
A: When did she tour the U.S.?
III.Teaching Difficulty: Target language.
IV. Teaching Methods
Listening, writing and speaking methods; Pairwork; Groupwork.
V. Teaching Aids: A tape recorder; A projector.
VI.Teaching Procedures
Step I Greet the class .
Step II Lead- in and Introduction
Today we start to learn to talk more about people.They are different but just common like us.
Show the new words on the screen.
talented   loving   outstanding   unusual   creative   grandchild    violinist   skating   skater   become
Point to them and lead the students to learn them.
Step III Section B 1a
First learn the words in the yellow bar at the top of the page. Write them on the board. Then point to the words one by one and ask students to say what they mean. Have students explain the words, or use the words in several sentences to show what they mean. For example ,
T: Talented. A talented person can do something very well. Deng Yaping is a talented table tennis player, Sun Yanzi is a talented singer. Who else is talented?
S: Carlos is a talented soccer player.
Read the instructions and point out the pictures. Ask a student to read the names of the people in the pictures. Help him if he has some difficulties in pronunciation of the names.
Ask students to write one or orwo words from the list under each person’s picture. Give students an example to help them understand how a possible answer is.
Step IV 1b Groupwork
Point to the different people in the pictures in Activity 1a.Ask several students to read to the class the words they wrote under each picture.
Read the sample sentences: A: Arthur is a loving frandfather.
He spends all his free time with his grandson.
Say, Now work with a group. Make your own statements about the people in the pictures using the words you wrote in your book.
Ask students to tell the class what they said about some of the people.
Step V 2a
Read the instructions and point out the words in the list in Activity 1a. Say, Listen to the boy and girl talking about people the admire. Circle the words you hear.
Check the answers.
Step VI 2b
Show the eight sentences on the book’box. Stuents read.
Check the answers.
Step VII 2c Pairwork
Point out the sample conversation. Ask two studnts to read it to the class.
Then lead the class to read the sample conversation toghther.
Have students work in pairs. Ask some pairs of students to say a conversation to the class.
Step VIII Summary
Today we have learned to talk about people with words talented, loving, outstanding, unusual, beautiful, creative, kind, famous.
And we listened to a story about Midori and Laura. Both of them became very famous when they were very young. Working hard makes a man. You are young, you have chances to prepare and go.
Step X Blackboard Design
Unit 9  When was he born?
talented    loving    outstanding    unusual
            beautiful   creative    kind         famous
  A: Who’s Midori?        B: She’s a famous violinist.
A: When was she born?   B: She was born in 1971.
A: When did she tour the U.S ?
Step XI Teaching reflection:

Unit 10 I’m