教學(xué)設(shè)計(jì)-Unit8Whydon’tyougetherascarfthe4thperiod

1、The Fourth Period .Teaching Aims and Demands 1.Knowledge Objects(1)Key vocabularyturtle; 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)Listening pr

2、acticeGroupworkPairwork2.Ability ObjectsTo train students listening skill.To train students ability of communication.3.Sensibility and ValueTo be able to love animals.To be able to speak in English in our daily life. .Teaching Key Points Key vocabulary.Key structures. Listening practice. .Teaching D

3、ifficulty Pairwork. .Teaching Methods Listening method.Speaking method. .Teaching AidsA projector. A recorder. .Teaching Procedures 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 cl

4、ass and ask students to repeat.Step Section B 1aThis activity reviews earlier vocabulary and introduces some new words.Show the pictureon the screenand then ask studentsto say somethingabout the picture.Provide key vocabulary words as needed. Write these words on the blackboard.Look at the picture.

5、There is a pet shop in it.There are many animals in the petshop.They are a turtle,a goldfish,a cat,a dog, a parrot,a snake,a mouse, a spiderand a hamster.Then ask students to say the names of any other animals they can think of that mightbe in a pet shop.Go throughthe instructionswiththe class.Then

6、letstudentslookatthe diagram.Say,Under good pet, write down the names of the animals in the picture you think would be goodpets. Underbad pet, write downthe names of the animals you thinkwould bebad pets. Undernot sure, write down the animals in the picture you re not sure of. Maybe they would begoo

7、d pets, but maybe not.Ask students to write the names of the animals in the picture in the correct parts ofthe diagram. Let students complete the work on their own.Discussthe answers.Look at the animalsthatstudentsputin the not sure section.Askstudents to say why they put those animals in that part

8、of the diagram.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 haveat home.Get studentstodo the activityin smallgroups.Ask one studentto writedown thelistof pets. Then have the group look at the l

9、ist together and decide which is most popular,most unusual,and so forth.Whenstudentswork,move around the room checkingtheirprogress.At the end ask differentmembers of each group to tellthe classwhat is the most unusualpet and most popular pet.Step 2aThis activity gives students practice in understan

10、ding the target language in spokenconversation.Look at the chart. Ask five students to read the five names of the pets in the firstcolumn.Pointout the write-onlinein frontof each pet.Say, You willlistento the recordingand number the pets in the order you hear them. Then write the numbers on the line

11、s in thechart.Look atthe sample answer.The number 1 infrontofgoldfishmeans thatgoldfishis thefirst pet that is talked about on the tape.Play the recording the first time. Students only listen.Play the recordinga second time.Say, Nowlistento the recordingagain.This time listencarefully and fill in th

12、e blanks with the numbers 1 through 5.Correct the answers.AnswersThe pets should be numbered in this order:52143TapescriptGirl 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 about a snake? Snakes are interesting.Girl

13、 2:Eeew!Snakes are too scary! Let s get a nice pet like a cat.Girl 1:A cat? I dont like cats. Cats arent 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 he s too hairy. I don t want to clean up dog

14、 s hair every day.Girl 1:Oh,all right. Well, that hamster over there looks nice. He seems friendly, andhe has short hair.Girl 2:Yeah,he s perfect!Girl 3:Lets get him!Step 2bThis activity gives students practice in understanding the target language in spokenconversation.First look at the chart and as

15、k different students to read the names of the commentsin the second column to the class.Make sure studentsunderstandthe meaning of each comment.Point out the sample answer. There is a line from the wordgoldfishto the phrasestooboring andeasy to take care of. Let students know what to do in this acti

16、vity.Play the recording again. Say, Now listen to the recording again. This time draw linesbetween each pet and the comments that describe it.Correct the answers.Answershamster: friendly, nice, short hairsnake: too scary, interestinggoldfish :too boring, easy to take care ofdog: beautiful, too hairy

17、cat: nice, not friendly enoughStep 2c PairworkThis 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 who

18、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 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 colu