八年级英语下册 Unit 3 Amazing Animals教案1 翼教版.doc

英语八年级下翼教版Unit 3 Amazing Animals教案1

Lesson 17
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: Come 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: Come 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