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1、1初二英语下初二英语下 Unit8 教案教案 4科目英英语语年级初二初二班级时间课题 Unit 8 Why dont you get her a scarf? Period 4教学目标1.Knowledge Objects (1)Key vocabulary：turtle; mouse; mice; spider; snake; hamster; hairy (2)Key structures(3)Listening practice 2.Ability Objects To train students listening and communication. skill. 3.Sensib
2、ility and Value To be able to love animals and speak in English in our daily life.教材 分 析1.Teaching Key Points Key vocabulary. Key structures. Listening practice. 2.Teaching Difficulty Pairwork.板书设计示意框图Unit 8 Why dont you get her a scarf? good pet: goldfish, dog, cat, parrot, hamster bad pet: mouse,
3、snake not sure: turtle, spider时序教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）Step Greet the class as usual and check the homework. Step Show the new words on the screen. First let students read the new words by themselves. Then read them to the class and ask students to repeat.2Step Section B 1a This activity revi
4、ews 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 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
5、 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 think of that might be in a pet shop. Go through the instructions with the class. Then let students look at the diagram. Say, Under
6、 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. Under not sure, write down the animals in the picture youre not sure of. Maybe they would be good pets, but maybe not. Ask stude
7、nts 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 that students put in the not sure section. Ask students to say why they put those animals in that part of the diagram.Step 1
8、b 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 most popular pets. B: Parrots are the most unusual pets. Then read the instructions to the class. Say,You will be talking about p
9、ets 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 decide which is most popular, most unusual, and so forth. When students work, move around the room checking their progress. At the
10、end ask different members of each group to tell the class what is the most unusual pet and most popular pet.Step 2a This activity gives students practice in understanding the target language in spoken conversation. Look at the chart. Ask five students to read the five names of the pets in the first
11、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 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
12、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 3carefully and fill in the blanks with the numbers 1 through 5. Correct the answers. Answers The pets should be numbered in th
13、is order: 5 2 1 4 3Step 2b This activity gives students practice in understanding the target language 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 comm
14、ent. Point out the sample answer. There is a line from the word goldfish to the phrases too boring and 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 de
15、scribe it. Correct the answers.Step 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 the headings and answers in each column. Tell students that Column 1 says
16、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: Really? I dont 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 ea
