2019-2020年八年級(jí)英語下冊(cè) Unit 3 Amazing Animals Lesson 17-Lesson 20教案 冀教版.doc

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2019-2020年八年級(jí)英語下冊(cè) Unit 3 Amazing Animals Lesson 17-Lesson 20教案 冀教版 Class opening For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide. step1: Introduce the concept of pet to the class in both English and Chinese . Can anyone tell you what a pet is? Then ask the class; “ Do you have pets in your home? Ask students to give the names of people’s homes?” Ask students to give the names of whatever animals they know. Students may refer to the upper part of the page for inspiration . Write the names of the animals on the blackboard. Step2: Have the students read the text silently. Ask if they have any questions. Encourage other students to try to answer the questions. Spet3: Note the difference between the words real and imaginary. If you find it difficult to explain the meanings to the class in English, you may do so in Chinese. Spet4: Play the audiotape. Have the class follow the audiotape while looking at the text. After the reading, ask the question: What animal would Brian like to have for pet? Ask individual students questions . The students give natural answers. Does Jenny have a pet? Does Brian have a pet? Where will he keep it at first? Danny will call his duck Donuts, won’t he? Where will Brian keep his pet? Why will he need to plant a tree in his room? Step5: Act out the text. Divide the class into groups of three. The three members of each group can choose to character says in the reading. Encourage students to practice reading until they can say their lines without looking at their books. Let the students know that it’s okay if they can’t recite their lines but do encourage them to try! Step6: e to Project 1. Let the students talk about the pictures. Do any animals live with your family? What’s our favorite animal? Do you have any pets or imaginary pets? Describe your pet or imaginary pet? Begin unit project1. This project can cover two lessons. Students work individually. Instruct students to write a paragraph about a pet they have or would like to have. Have them draw a picture to go with their paragraph. Students should finish their paragraphs in this lesson. Divide the class into small groups. Within their groups, students will talk about their paragraphs and pictures. If the project cannot be finished in tone lesson, it can be continued in the next lesson. Class closing The first reading in the reader The remaining activities in the activity book The next reading in the student book Lesson 18 Class opening For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide. Step1: e to “think about It”. Step 2:Have the students read the reading silently. Ask the students to answer this question: Why does Mike take Brandy for a walk every day? Step3: Play the tape or read the readings again, pause after every line, and ask the students to repeat in chorus.(b) in small groups. (c) individually. Step4: Ask individual students questions. Let the students give natural answers. Who is Brandy? What color is it? What did he eat one time? What was his father doing? What did they have for supper that night? Where does he ask him to go? What kind of animal does Brandy like to play with? Brandy isn’t a fierce dog, is it? They had a cat named Amy, didn’t they? What do they do with the cat? Why? Step5: If you have time, discuss the reading with the students. Use as much English as possible. Ask questins to make it easier for students to participate. Ask questions such as: What does Mike do to look after his dog? Lots of people in North American have pets. In this way, are people in North America the same as: or different from. People in China? Can anyone name a kind of fruit? A kind of clothing? A kind of pet? Step 6: Divide the class into seven groups. Ask each group to choose one of the seven paragraphs of the text and rewrite it in the past tense. Before they get started, tell the class that some sentences cannot be changed form the present tense into the past tense. Ask the students to think about an discuss this point within their groups .Can they think of any examples? Note that the following sentences cannot be changed into the past tense: I’m Mike . Dog food is special food for dogs. I can’t remember Pets need lots of love. Please also note that the tense used in the fourth paragraph should not be changes! You may need to discuss with the class the reasons why the above sentences should not be changed. Step7: Have a representative from each group read their rewritten paragraph aloud to the class. Class closing The second reading in the reader The remaining activities in the activity book The next reading in the student book Lesson 19 Class opening For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide. Step1: Check to see if the students have previewed the text as required. Ask three students to read the text aloud. You should be able to tell whether they understand what they are reading from the way that they read aloud. Step2: Play the tape or read the passage. Ask this question: Why do zoos protect animals? Step3: Play the tape or read the readings again, pause after every line, and ask the students to repeat (a) chorus,(b) in small groups, (c) individually. Step4: After listening to the audiotape, you may wish to spend little time on the vocabulary. Select one or two words for discussion. For example, the word kind can be used as an adjective. The word open can be used as a verb and an adjective. Can students think of other examples? You may want to pare zoo with school, Remind the students that while we say “go to school”, we usually say “go to the zoo” Step5: Ask individual students questions. The students give natural answers. Questions for the first reading: What day is today? What do they want to do? What will they need to protect them from the sun? What will they need to take, too? Questions for the second reading: Where did zoos keep all kinds of animals years ago? Is it good for all kinds of animals to live? What do the today’s cages look like? Zoos protect animals , don’t they ? Why? Why should we protect animal’s wild habitats? What are zoos doing now? Step6: Divide the class into groups of three. Ask each group member to be one of the three roles. First they play out the text by reading aloud the actual lines. Practice until students know the lines without looking at the text. Ask one or two groups to demonstrate or act out the dialogue in front of the class. If time permits, go on with the role-play. This time, the students can improvise their own lines. Step7: e to “project 2” Begin unit project2. This project can cover three lessons. Instruct students to write a story about a trip to the zoo they have taken or would like to take, the story can be real or imaginary. They should illustrate their stories with in pictures or photographs. Students may continue working on their stories during the next two lessons. Allow students to continue working on their stories. Remind them that they will have one more lesson to plete their stories. Divide the class into small groups . Within the groups, have students take turns presenting their stories to each other. If the project cannot be finished in one lesson, it can be continued in the next lesson. Class closing The third reading in the reader The remaining activities in the activity book The next reading in the student book Lesson 20 Class opening For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide. Step1: Check to see if the students have previewed the text as required Ask if they have any questions. Encourage other students to try to answer the questions. Have one or two groups of students role-play the speech bubbles. Step2: Spend a little time on the vocabulary for this lesson. Do not explain the vocabulary independently from the text. Rather, help the class understand the meanings and uses of the vocabulary from the context in which they appear in the song. This will in turn help the class understand the meaning of the song. Step3: Then have the class read the lyrics aloud as a poem. Since the lines are long, students need to read the lines well before they are able to sing them Step4: Play the audiotape. Ask the students to read the lines silently while listening to the audiotape. Play the audiotape again. This time have the class sing along. Step5: Make sure everybody can sing confidently. If time permits, you may have a volunteer sing alone. Step6: e to “Let’s Do It” Class closing The remaining activities in the activity book The next reading in the student book Depending on how much time you have, you may wish to end class by singing the song “stand so still”.