新目標八年級下Unit 8示范教案 the 4th period

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1、The Fourth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects (1)Key vocabulary turtle;mouse;mice;spider;snake;hamster;hairy (2)Key structures —I think a dog is a good pet for a 6-year-old child. —Really?I don’t agree.Dogs are too difficult to take care of. —How about a goldfish? (3)Lis

2、tening practice Groupwork Pairwork 2.Ability Objects To train students’ listening skill. To train students’ ability of communication. 3.Sensibility and Value To be able to love animals. To be able to speak in English in our daily life. Ⅱ.Teaching Key Points Key vocabulary. Key structures.

3、 Listening practice. Ⅲ.Teaching Difficulty Pairwork. Ⅳ.Teaching Methods Listening method. Speaking method. Ⅴ.Teaching Aids A projector. A recorder. Ⅵ.Teaching Procedures CStep Ⅰ Greet the class as usual and check the homework. CStep Ⅱ Show the new words on the screen.First let studen

4、ts read the new words by themselves.Then read them to the class and ask students to repeat. CStep Ⅲ Section B 1a This activity reviews earlier vocabulary and introduces some new words. Show the picture on the screen and then ask students to say something about the picture.Provide key vocabulary

5、 words as needed.Write these words on the blackboard. Look at the picture.There is a pet shop in it.There are many animals in the pet shop.They are a turtle,a goldfish,a cat,a dog,a parrot,a snake,a mouse,a spider and a hamster. Then ask students to say the names of any other animals they can t

6、hink of that might be in a pet shop. Go through the instructions with the class.Then let students look at the diagram.Say,Under good pet,write down the names of the animals in the picture you think would be good pets.Under bad pet,write down the names of the animals you think would be bad pets.Unde

7、r not sure,write down the animals in the picture you’re not sure of.Maybe they would be good pets,but maybe not. Ask students to write the names of the animals in the picture in the correct parts of the diagram.Let students complete the work on their own. Discuss the answers.Look at the animals th

8、at students put in the not sure section.Ask students to say why they put those animals in that part of the diagram. CStep Ⅳ 1b Groupwork This activity provides oral practice using the target language. First look at the example in the sample dialogue.Ask two students to read it. A:Cats are the mo

9、st popular pets. B:Parrots are the most unusual pets. Then read the instructions to the class.Say,You will be talking about pets you have at home. Get students to do the activity in small groups.Ask one student to write down the list of pets.Then have the group look at the list together and decid

10、e which is most popular,most unusual,and so forth.When students work,move around the room checking their progress. At the end ask different members of each group to tell the class what is the most unusual pet and most popular pet. CStep Ⅴ 2a This activity gives students practice in understanding

11、the target language in spoken conversation. Look at the chart.Ask five students to read the five names of the pets in the first column. Point out the write-on line in front of each pet.Say,You will listen to the recording and number the pets in the order you hear them.Then write the numbers on the

12、 lines in the chart. Look at the sample answer.The number 1 in front of goldfish means that goldfish is the first pet that is talked about on the tape. Play the recording the first time.Students only listen. Play the recording a second time.Say,Now listen to the recording again.This time listen c

13、arefully and fill in the blanks with the numbers 1 through 5. Correct the answers. Answers The pets should be numbered in this order: 5 2 1 4 3 Tapescript Girl 1:So,what kind of pet do you want to get? Girl 2:How about a goldfish?Fish are easy to take care of. Girl 3:They’re too boring!How a

14、bout a snake?Snakes are interesting. Girl 2:Eeew!Snakes are too scary!Let’s get a nice pet like a cat. Girl 1:A cat?I don’t like cats.Cats aren’t friendly enough. Girl 2:Well then,how about a dog?Dogs make great pets. Girl 1:That’s true.Hey,how about that dog?Isn’t he beautiful? Girl 3:Yes,but

15、he’s too hairy.I don’t want to clean up dog’s hair every day. Girl 1:Oh,all right.Well,that hamster over there looks nice.He seems friendly,and he has short hair. Girl 2:Yeah,he’s perfect! Girl 3:Let’s get him! CStep Ⅵ 2b This activity gives students practice in understanding the target languag

16、e in spoken conversation. First look at the chart and ask different students to read the names of the comments in the second column to the class.Make sure students understand the meaning of each comment. Point out the sample answer.There is a line from the word goldfish to the phrases too boring a

17、nd easy to take care of.Let students know what to do in this activity. Play the recording again.Say,Now listen to the recording again.This time draw lines between each pet and the comments that describe it. Correct the answers. Answers hamster:friendly,nice,short hair snake:too scary,interestin

18、g goldfish:too boring,easy to take care of dog:beautiful,too hairy cat:nice,not friendly enough CStep Ⅶ 2c Pairwork This activity provides guided oral practice using the target language. Read the instructions for this activity to the class. Look at the chart and ask different students to read

19、 the headings and answers in each column.Tell students that Column 1 says who is getting the pet,Column 2 says the name of the pet,and Column 3 tells why they chose that pet. Ask two students to read the questions and answers to the class. A:I think a dog is a good pet for a 6-year-old child. B:R

20、eally?I don’t agree.Dogs are too difficult to take care of. A:How about a goldfish? B:.... Then ask another student to add a line to the conversation.He or she might say,Yeah,a goldfish is easy to take care of. Look back at the comments column in Activity 2b.Say,You can use these words in your c

21、onversations.Then try to use your own ideas. After students understand what to do,let them work in pairs.As they have their conversations,move around the room checking their work. Call on different pairs to do one question and answer each to check the answers. CStep Ⅷ Summary This class we’ve learned some key vocabulary and done some listening and speaking practice. CStep Ⅸ Homework Preview the new words on next page. CStep Ⅹ Blackboard Design Unit 8 Why don’t you get her a scarf? good pet:goldfish,dog,cat,parrot,hamster bad pet:mouse,snake not sure:turtle,spider