英语八年级下翼教版Unit3AmazingAnimals教案2Lesson19ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Step1:Checktoseeifthestudentshavepreviewedthetextasrequired.Askthreestudentstoreadthetextaloud.Youshouldbeabletotellwhethertheyunderstandwhattheyarereadingfromthewaythattheyreadaloud.Step2:Playthetapeorreadthepassage.Askthisquestion:Whydozoosprotectanimals?Step3:Playthetapeorreadthereadingsagain,pauseaftereveryline,andaskthestudentstorepeat(a)chorus,(b)insmallgroups,(c)individually.Step4:Afterlisteningtotheaudiotape,youmaywishtospendlittletimeonthevocabulary.Selectoneortwowordsfordiscussion.Forexample,thewordkindcanbeusedasanadjective.Thewordopencanbeusedasaverbandanadjective.Canstudentsthinkofotherexamples?Youmaywanttocomparezoowithschool,Remindthestudentsthatwhilewesay“gotoschool”,weusuallysay“gotothezoo”Step5:Askindividualstudentsquestions.Thestudentsgivenaturalanswers.Questionsforthefirstreading:Whatdayistoday?Whatdotheywanttodo?Whatwilltheyneedtoprotectthemfromthesun?Whatwilltheyneedtotake,too?Questionsforthesecondreading:Wheredidzooskeepallkindsofanimalsyearsago?Isitgoodforallkindsofanimalstolive?Whatdothetoday’scageslooklike?Zoosprotectanimals,don’tthey?Why?Whyshouldweprotectanimal’swildhabitats?Whatarezoosdoingnow?Step6:Dividetheclassintogroupsofthree.Askeachgroupmembertobeoneofthethreeroles.Firsttheyplayoutthetextbyreadingaloudtheactuallines.Practiceuntilstudentsknowthelineswithoutlookingatthetext.Askoneortwogroupstodemonstrateoractoutthedialogueinfrontoftheclass.Iftimepermits,goonwiththerole-play.Thistime,thestudentscanimprovisetheirownlines.Step7:Cometo“project2”Beginunitproject2.Thisprojectcancoverthreelessons.Instructstudentstowriteastoryaboutatriptothezootheyhavetakenorwouldliketotake,thestorycanberealorimaginary.Theyshouldillustratetheirstorieswithinpicturesorphotographs.Studentsmaycontinueworkingontheirstoriesduringthenexttwolessons.Allowstudentstocontinueworkingontheirstories.Remindthemthattheywillhaveonemorelessontocompletetheirstories.Dividetheclassintosmallgroups.Withinthegroups,havestudentstaketurnspresentingtheirstoriestoeachother.Iftheprojectcannotbefinishedinonelesson,itcanbecontinuedinthenextlesson.ClassclosingThethirdreadinginthereaderTheremainingactivitiesintheactivitybookThenextreadinginthestudentbookLesson20ClassopeningForideasandtipsonbeginningaclass,see“TeachingTechniques”atthebackofthisteacher’sguide.Step1:ChecktoseeifthestudentshavepreviewedthetextasrequiredAskiftheyhaveanyquestions.Encourageotherstudentstotrytoanswerthequestions.Haveoneortwogroupsofstudentsrole-playthespeechbubbles.Step2:Spendalittletimeonthevocabularyforthislesson.Donotexplainthevocabularyindependentlyfromthetext.Rather,helptheclassunderstandthemeaningsandusesofthevocabularyfromthecontextinwhichtheyappearinthesong.Thiswillinturnhelptheclassunderstandthemeaningofthesong.Step3:Thenhavetheclassreadthelyricsaloudasapoem.Sincethelinesarelong,studentsneedtoreadthelineswellbeforetheyareabletosingthemStep4:Playtheaudiotape.Askthestudentstoreadthelinessilentlywhilelisteningtotheaudiotape.Playtheaudiotapeagain.Thistimehavetheclasssingalong.Step5:Makesureeverybodycansingconfidently.Iftimepermits,youmayhaveavolunteersingalone.Step6:Cometo“Let’sDoIt”ClassclosingTheremainingactivitiesintheactivitybookThenextreadinginthestudentbookDependingonhowmuchtimeyouhave,youmaywishtoendclassbysingingthesong“standsostill”.
