初二英语下Unit8教案4
科目
英语
年级
初二
班级

时间

课题 Unit 8 Why don’t 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.Sensibility 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 don’t you get her a scarf?
good pet: goldfish, dog, cat, parrot, hamster
bad pet: mouse, 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 Ⅰ Greet the class as usual and check the homework.
Step Ⅱ
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.



Step 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 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 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 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 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 that students put in the not sure section. Ask students to say why they put those animals in that part of the diagram.
Step 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 most 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 decide 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.
Step Ⅴ 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 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 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 carefully and fill in the blanks wit
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