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2019-2020年八年级英语下册Unit3AmazingAnimalsLesson17-Lesson20教案冀教版ClassopeningForideasandtipsonbeginningaclasssee“TeachingTechniques”atthebackofthisteacher’sguide.step1:IntroducetheconceptofpettotheclassinbothEnglishandChinese.CananyonetellyouwhatapetisThenasktheclass;“DoyouhavepetsinyourhomeAskstudentstogivethenamesofpeople’shomes”Askstudentstogivethenamesofwhateveranimalstheyknow.Studentsmayrefertotheupperpartofthepageforinspiration.Writethenamesoftheanimalsontheblackboard.Step2:Havethestudentsreadthetextsilently.Askiftheyhaveanyquestions.Encourageotherstudentstotrytoanswerthequestions.Spet3:Notethedifferencebetweenthewordsrealandimaginary.IfyoufinditdifficulttoexplainthemeaningstotheclassinEnglishyoumaydosoinChinese.Spet4:Playtheaudiotape.Havetheclassfollowtheaudiotapewhilelookingatthetext.Afterthereadingaskthequestion:WhatanimalwouldBrianliketohaveforpetAskindividualstudentsquestions.Thestudentsgivenaturalanswers.DoesJennyhaveapetDoesBrianhaveapetWherewillhekeepitatfirstDannywillcallhisduckDonutswon’theWherewillBriankeephispetWhywillheneedtoplantatreeinhisroomStep5:Actoutthetext.Dividetheclassintogroupsofthree.Thethreemembersofeachgroupcanchoosetocharactersaysinthereading.Encouragestudentstopracticereadinguntiltheycansaytheirlineswithoutlookingattheirbooks.Letthestudentsknowthatit’sokayiftheycan’trecitetheirlinesbutdoencouragethemtotry!Step6:etoProject
1.Letthestudentstalkaboutthepictures.DoanyanimalslivewithyourfamilyWhat’sourfavoriteanimalDoyouhaveanypetsorimaginarypetsDescribeyourpetorimaginarypetBeginunitproject
1.Thisprojectcancovertwolessons.Studentsworkindividually.Instructstudentstowriteaparagraphaboutapettheyhaveorwouldliketohave.Havethemdrawapicturetogowiththeirparagraph.Studentsshouldfinishtheirparagraphsinthislesson.Dividetheclassintosmallgroups.Withintheirgroupsstudentswilltalkabouttheirparagraphsandpictures.Iftheprojectcannotbefinishedintonelessonitcanbecontinuedinthenextlesson.ClassclosingThefirstreadinginthereaderTheremainingactivitiesintheactivitybookThenextreadinginthestudentbookLesson18ClassopeningForideasandtipsonbeginningaclasssee“TeachingTechniques”atthebackofthisteacher’sguide.Step1:eto“thinkaboutIt”.Step2:Havethestudentsreadthereadingsilently.Askthestudentstoanswerthisquestion:WhydoesMiketakeBrandyforawalkeverydayStep3:Playthetapeorreadthereadingsagainpauseaftereverylineandaskthestudentstorepeatinchorus.binsmallgroups.cindividually.Step4:Askindividualstudentsquestions.Letthestudentsgivenaturalanswers.WhoisBrandyWhatcolorisitWhatdidheeatonetimeWhatwashisfatherdoingWhatdidtheyhaveforsupperthatnightWheredoesheaskhimtogoWhatkindofanimaldoesBrandyliketoplaywithBrandyisn’tafiercedogisitTheyhadacatnamedAmydidn’ttheyWhatdotheydowiththecatWhyStep5:Ifyouhavetimediscussthereadingwiththestudents.UseasmuchEnglishaspossible.Askquestinstomakeiteasierforstudentstoparticipate.Askquestionssuchas:WhatdoesMikedotolookafterhisdogLotsofpeopleinNorthAmericanhavepets.InthiswayarepeopleinNorthAmericathesameas:ordifferentfrom.PeopleinChinaCananyonenameakindoffruitAkindofclothingAkindofpetStep6:Dividetheclassintosevengroups.Askeachgrouptochooseoneofthesevenparagraphsofthetextandrewriteitinthepasttense.Beforetheygetstartedtelltheclassthatsomesentencescannotbechangedformthepresenttenseintothepasttense.Askthestudentstothinkaboutandiscussthispointwithintheirgroups.CantheythinkofanyexamplesNotethatthefollowingsentencescannotbechangedintothepasttense:I’mMike.Dogfoodisspecialfoodfordogs.Ican’trememberPetsneedlotsoflove.Pleasealsonotethatthetenseusedinthefourthparagraphshouldnotbechanges!Youmayneedtodiscusswiththeclassthereasonswhytheabovesentencesshouldnotbechanged.Step7:Havearepresentativefromeachgroupreadtheirrewrittenparagraphaloudtotheclass.ClassclosingThesecondreadinginthereaderTheremainingactivitiesintheactivitybookThenextreadinginthestudentbookLesson19ClassopeningForideasandtipsonbeginningaclasssee“TeachingTechniques”atthebackofthisteacher’sguide.Step1:Checktoseeifthestudentshavepreviewedthetextasrequired.Askthreestudentstoreadthetextaloud.Youshouldbeabletotellwhethertheyunderstandwhattheyarereadingfromthewaythattheyreadaloud.Step2:Playthetapeorreadthepassage.Askthisquestion:WhydozoosprotectanimalsStep3:Playthetapeorreadthereadingsagainpauseaftereverylineandaskthestudentstorepeatachorusbinsmallgroupscindividually.Step4:Afterlisteningtotheaudiotapeyoumaywishtospendlittletimeonthevocabulary.Selectoneortwowordsfordiscussion.Forexamplethewordkindcanbeusedasanadjective.Thewordopencanbeusedasaverbandanadjective.CanstudentsthinkofotherexamplesYoumaywanttoparezoowithschoolRemindthestudentsthatwhilewesay“gotoschool”weusuallysay“gotothezoo”Step5:Askindividualstudentsquestions.Thestudentsgivenaturalanswers.Questionsforthefirstreading:WhatdayistodayWhatdotheywanttodoWhatwilltheyneedtoprotectthemfromthesunWhatwilltheyneedtotaketooQuestionsforthesecondreading:WheredidzooskeepallkindsofanimalsyearsagoIsitgoodforallkindsofanimalstoliveWhatdothetoday’scageslooklikeZoosprotectanimalsdon’ttheyWhyWhyshouldweprotectanimal’swildhabitatsWhatarezoosdoingnowStep6:Dividetheclassintogroupsofthree.Askeachgroupmembertobeoneofthethreeroles.Firsttheyplayoutthetextbyreadingaloudtheactuallines.Practiceuntilstudentsknowthelineswithoutlookingatthetext.Askoneortwogroupstodemonstrateoractoutthedialogueinfrontoftheclass.Iftimepermitsgoonwiththerole-play.Thistimethestudentscanimprovisetheirownlines.Step7:eto“project2”Beginunitproject
2.Thisprojectcancoverthreelessons.Instructstudentstowriteastoryaboutatriptothezootheyhavetakenorwouldliketotakethestorycanberealorimaginary.Theyshouldillustratetheirstorieswithinpicturesorphotographs.Studentsmaycontinueworkingontheirstoriesduringthenexttwolessons.Allowstudentstocontinueworkingontheirstories.Remindthemthattheywillhaveonemorelessontopletetheirstories.Dividetheclassintosmallgroups.Withinthegroupshavestudentstaketurnspresentingtheirstoriestoeachother.Iftheprojectcannotbefinishedinonelessonitcanbecontinuedinthenextlesson.ClassclosingThethirdreadinginthereaderTheremainingactivitiesintheactivitybookThenextreadinginthestudentbookLesson20ClassopeningForideasandtipsonbeginningaclasssee“TeachingTechniques”atthebackofthisteacher’sguide.Step1:ChecktoseeifthestudentshavepreviewedthetextasrequiredAskiftheyhaveanyquestions.Encourageotherstudentstotrytoanswerthequestions.Haveoneortwogroupsofstudentsrole-playthespeechbubbles.Step2:Spendalittletimeonthevocabularyforthislesson.Donotexplainthevocabularyindependentlyfromthetext.Ratherhelptheclassunderstandthemeaningsandusesofthevocabularyfromthecontextinwhichtheyappearinthesong.Thiswillinturnhelptheclassunderstandthemeaningofthesong.Step3:Thenhavetheclassreadthelyricsaloudasapoem.SincethelinesarelongstudentsneedtoreadthelineswellbeforetheyareabletosingthemStep4:Playtheaudiotape.Askthestudentstoreadthelinessilentlywhilelisteningtotheaudiotape.Playtheaudiotapeagain.Thistimehavetheclasssingalong.Step5:Makesureeverybodycansingconfidently.Iftimepermitsyoumayhaveavolunteersingalone.Step6:eto“Let’sDoIt”ClassclosingTheremainingactivitiesintheactivitybookThenextreadinginthestudentbookDependingonhowmuchtimeyouhaveyoumaywishtoendclassbysingingthesong“standsostill”.。