八年级英语下册 Unit3 Lesson 20学案(无答案) 冀教版
人教版英语八年级下册单元知识点总结及同步练习 Unit3--4单元(无答案)
人教版八年级下册单元知识点总结及同步练习Unit3 Coud you please clean your room?1. work on 从事，忙于2. have a test考试3. fold one’s clothes叠衣服4. do the chores 做杂务5. get a ride 搭车6. wash the car 刷车7. do the dishes洗餐具8. use one’s computer使用某人的电脑9. go to the store去商店10. work on从事，忙于11. work at学习、致力于12. do the laundry = do some washing = wash clothes洗衣服13. take out the trash倒垃圾14. make breakfast / make dinner = do some cooking 做饭15. invite sb. to do sth邀请某人做某事16. mak e one’s bed铺床17. sweep the floor清扫地板1. Could you please…?意为“你能……吗”，could在此不表示过去，而是表示委婉的语气，please后应接动词原形Could you please tell me the way tot the bus stop?以could开头的表示请求的问句，其肯定回答可以用“Sure./Of course./Certainly.”等，也可以用“主语+can/may”，不能用“主语+could”；否定回答可以用“Sorry…”并给出理由，也可以用“主语+can’t/mustn’t”,不能用“主语+couldn’t”Could you please close the door?Sure/Of course/Certainly.Sorry, I can’t. I am busy now请求的几种表达形式：1) Would you please do…?2)Would you mind doing …?3) Shall I/we…?2. make one’s/the bed_________________3. 动词后接动词ing的几个用法practice doing练习enjoy doing享受keep doing保持avoid doing避免mind doing介意suggest doing建议4. (at) any minute (now)很快；马上Hurry up! He’ll be back any minute now.5. be angry ___ sb 因某人而愤怒be angry ___sth因某事而愤怒6. throwthrow away 扔掉；丢弃：I never throw clothes awaythrow sth to 投给（善意）throw sth at 投打（恶意）7. the minute（that）…=as soon as “一……就……”，引导时间状语从句I want to see him the minute he arrives=I want to see him as soon as he arrives.8. come on快点；加油come true实现；成为现实come over顺便来访come out出来；出版9. reply to sb/sth对某人/某物做出回答或反应10. all the time频繁；反复, 常常位于句末，强调在某段时间内一直进行或发生某事I have a dog and a cat, but they fight all the time.11. as…as…像……一样……表示两者在某方面程度相同，第一个as是副词，后应该跟形容词或副词的原级，第二个as是介词，后可跟名词，代词拓展：as…as…的否定形式是not as/so…as…“不如……；不与……一样”He studies as hard as his bother.He doesn’t study as/so hard as his brother12. neither1)neither did I 是“neither+be动词/助动词/情态动词+主语”结构，表示前者的否定情况也适用于后者。
2019-2020年新冀教版英语八年级下册《unit 3 amazing animals》lesson17-20教案一.doc
Unit 3 Amazing AnimalsLesson 17Class openingFor 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 E nglish and Chinese . Can anyone tell you w hat 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 questionsSpet3: 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. Ha ve 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 l ooking at their books. Let thestudents 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 pro ject1. 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 closingThe first reading in the readerThe remaining activities in the activity bookThe next reading in the student book[Lesson 18Class openingFor 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 read ing silently. Ask the students to answer this questionWhy 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 part icipate. 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. Pe ople in Chi na?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 rememberPets 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 closingThe second reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 19Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: Check to see if the students have previewed the text as required. Ask three students to read the text aloud. You should be able to tell whether they understand what they are reading from the way that they read aloud.Step2: Play the tape or read the passage. Ask this que stion: Why do zoos protect animals?Step3: Play the tape or read the readings again, pause after every line, and ask the students to repeat (a) chorus,(b) in small groups, (c) individually.Step4: After listening to the audio tape, you may wish to spend little time on the vocabulary. Select one or two words for discussion. For example, the word kind can be used as an adjective. The word open can be used as a verb and an adjective. Can students think of other examples?You may want to compare zoo with school, Remind the students that while we say “go to school”, we usually say “go to the zoo”[Step5: Ask individual students questions. The students give natural answers.] Questions for the first reading:What day is today?What do they want to do?What will they need to protect them from the s un?What will they need to take, too?Questions for the second readingWhere did zoos keep all kinds of animals years ago?Is it good for all kinds of animals to live?What do the today’s cages look like?Zoos protect animals , don’t they ?Why?Why should we protect animal’s wild habitats?What are zoos doing now?Step6: Divide the class into groups of three. Ask each group member to be one of the three roles. First they play out the text by reading aloud the actual lines. Practice until students know the lines without looking at the text. Ask one or two groups to demonstrate or act out the dialogue in front of the class. If time permits, go on with the role-play. This time, the students can improvise their own lines.Step7: Come to “project 2”Begin unit project2. This project can cover three lessons. Instruct students to write a story about a trip to the zoo they have taken or would like to take, the story can be real or imaginary. They should illustrate their stories with in pictures or photographs. Students may continue working on their stories during the next two lessons.Allow students to continue work ing on their stories. Remind them that they will have one more lesson to complete their stories.Divide the class into small groups . Within the groups, have students take turns presenting their stories to each other.If the project cannot be finished in one lesson, it can be continued in the next lesson. Class closingThe third reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 20Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: Check to see if the students have previewed the text as required Ask if they have any questions. Encourage other students to try to answer the quest ions. Have one or two groups of students role-play the speech bubblesStep2: Spend a little time on the vocabulary for this lesson. Do not explain the vocabulary independently from the text. Rather, help the class understand the meanings and uses of the vocabulary from the context in which they appear in the song. This will in turn help the cl ass understand t he meaning of the song.Step3: Then have the class read the lyrics aloud as a poem. Since the lines are long, students need to read the lines well before they are able to sing themStep4: Play t he audiotape. Ask the students to read the lines silently while listening to the audiotape. Play th e audiotape again. This time have the class sing along. Step5: Make sure everybody can sing confidently. If time permits, you may have a volunteer sing alone.Step6: Come to “Let’s Do It”Class closingThe remaining activities in the activity bookThe next reading in the student bookDepending on how much time you have, you may wish to end class by singing the song “stand so still”.。
冀教版初中英语八年级下册电子课本-翻译
冀教版初中英语八年级下册电子课本+翻译Unit 1 Lessons 1-6 Spring Is Coming!第一单元第1-6课春天来了！Lesson 1 How's the Weather?第1课天气怎么样？Good morning, everyone.大家早上好。
I'm Danny Dinosaur on the radio.这是丹尼·戴诺在为你广播。
What's the weather like today?今天的天气怎么样？Here's the weather report.现在是天气预报。
Today is Friday, February 28.今天是2月28日，星期五。
It will be snowy and hot.今天下雪，天气很热。
Danny! When it snows,it's not hot.丹尼！下雪的时候，不是热。
It's cold.是冷。
OK, it's not hot.好的，不是热。
It's not snowing,but it is cloudy.没有下雪，是多云天。
What's the temperature?温度是多少？Let's see.我看看，It will reach 10℃ during the day.今天将达到10℃。
It's quite warm today.今天非常暖和。
Spring is coming.春天要来了。
Is it going to rain, Danny?丹尼，是要下雨了吗？Yes!There will be a shower this afternoon.是的！今天下午会有雨。
Maybe there will be a thunderstorm.可能会有暴风雨。
I hope not!I'm scared of thunder!我希望没有！我害怕打雷！Wow! What strange weather!哇！这么奇怪的天气！Now talk about the sunrise and the sunset.现在说是太阳升起和落山的时间吧。
(冀教版)六年级英语下册 《unit3Lesson20》教案设计2
（冀教版）六年级英语下册 unit3Lesson20 教案设计2
一、教学内容
本课时的教学内容为《unit3Lesson20》的教学。
词汇：get up, shower, brush, teeth, hair, have breakfast, go to school, study, have lunch, play games, watch TV, have dinner, take a shower, go to bed.
语法：现在进行时
二、教学目标
1.了解现在进行时的用法。
2.学会应用现在进行时去描述所发生的事情。
3.学生能够使用所学词汇和语法构建简单的日常生活对话。
三、教学准备
1.PPT课件
2.教学卡片、图片
3.课件文本
4.教学练习文本
5.班级黑板
四、教学步骤
1. Warm-up
让学生归纳生活中他们每天在做的事情，并 inference 出来这些动作所应用的现在进行时,例如：“I am walking to school.” （我正在走路去学校）
2. Presentation
通过图片展示或讲述方式，将所学词汇、语言知识点等灌输给学生。
2.1 Presenting new words and phrases
通过图片展示词汇的内容，让学生知晓它的对应单词，例如，“shower”、”hair。
2020春八年级英语下册 Unit 3 Animals Are Our Friends同步随堂练习(无答案)(新版)冀教版
Lesson13 随堂练习一、根据括号中所给的汉语用适当的词语填空。
1. We have two long ____________（假期）every year.2. My classmates are all ______(友好的). I find it easy to get on well with them.3. What a __________（微小的）animal this is!4. A strange thing ___________（发生）to me last night.二、单项选择。
1. —Do you enjoy Han Lei’s songs?—Yes. He is the winner of I Am a Singer II. I can’t think of anyone with a ____ voice.A. betterB. bestC. moreD. most2. It was time for class. Mr. King asked all the children ____ down quietly.A. sitB. satC. to sitD. sitting3. —It’s a fine day today. Shall we go swimming? —____ But we need to be home before six o’clock.A.Have a good time!B. Not at all.C. You are right.D. Good idea!4. At times an ad can lead you to buy something you don’t need at all. So you have to be careful.A. SometimeB. SometimesC. Some timeD. Some times5. —Hello! Could I speak to Lily?—Sorry, she is not in. She ____ Shanghai.A.have been toB. have gone toC. has been toD. has gone to四、按要求进行句式转换，每空一词。
八年级英语下册 Unit3《Amazing Animals》同步练习2 冀教版
Unit 3 Amazing AnimalsLesson 21-Lesson 24I. 单项选择1. I’ll go to the zoo if it _______tomorrow.A. won’t rainB. will rainC. doesn’t rainD. rains2. Kunming is ______city that thousands of people visit it every day.A. so a beautifulB. such beautifulC. so beautifulD. such a beautiful3. When the teacher came in，the students ________about the new film.A. are talkingB. were talkingC. talkedD. talks4. I’m sure you know the difference______“look for”and“find”.A. fromB. forC. toD. between5. The dinner didn’t start _______all the friends arrived.A. whenB. whileC. untilD. whetherII. 根据句意及首字母提示补全单词1. Years ago，many zoos k _____all kinds of animals in small cages.2. Tomorrow is Sunday. Let’s go s _______tomorrow.3. I love the zoo. It has all k _______of animals.4. Animals are our friends. We must p _______them.5. Some animals are scared of people. They’re s_________.6. That bear is very l_____. He’s still sleeping.7. Let’s play a j _______on someone today.8. At eleven o’clock，the zoo is o________.9. In the zoo, you often see the sign “Don’t f _________the animals”.10. I want to make f ________with animals.III. 从方框中选择适当的单词或短语完成句子，注意其形式的变化kind，different，blow，mean，I，wait，little，well，tell，the other1. He keeps ________there for two hours.2. He sit between Tom and_______.3. There are all ______of flowers in the garden.4. The trees stop the wind ______away the soil.5. You can talk about the _______between Chinese and English names.6 What is the ______of “dao”?7. There is ________tea in the cup.8. Lily sings ______than Lucy.9. There are two rulers on the desk. One is green，_______is blue.10. You may ________me the news.IV. 阅读理解One day, an old man was selling a big elephant. A young man came up to the elephant and began to look at it slowly. The old man went up to him and said in his ears. “Don’t say anything abou t the elephant before I sell it, then I will give you some meat”. “All right,” said the young man. After the old man sold the elephant, he gave the young man some meat and said, “Now, can you tell me how you see the bad ears of the elephant? “I didn’t find the bad ears,’’ said the young man. “Then why do you look at it slowly?’’ asked the old man. The young man said, “I have never seen an elephant before, and I want to know what it looks like.”（）1. ______the elephant.A. The young man boughtB. The old man soldC. The two men soldD. The young man sold（）2. The young man ______.A. knew the elephant wasn’t goodB. found the bad ears but didn’t tell itC. looked after the elephantD. got some meat（）3. The young man looked at the elephant. He wanted to find_______.A. its bad earsB. some meatC. a good elephantD. what it looked like（）4. The young man looked at the elephant slowly because he_______.A. liked elephantB. wanted to buy itC. didn’t see any elephant beforeD. wanted to help the old man（）5. We know that_______.A. the two men were not honest（诚实的）B. the young man wa sn’t a bad manC. the old man was a good manD. the elephant was a very good one【试题答案】I. 1. C 2. D 3. B 4. D 5. CII. 1. kept 2. somewhere 3. kinds 4. protect 5. shy 6. lazy 7. joke8. open 9. feed 10. friendsIII. 1. waiting 2. me 3. kinds 4. blowing 5. difference 6. meaning7. little8. better 9. the other 10. tellIV. 1. B从原文第一句得出。
人教版高中英语选修八：unit3单词学案（无答案）
⼈教版⾼中英语选修⼋：unit3单词学案（⽆答案）They have distinguished themselves as dedicated（忘我的）social workers.读句⼦，体会distinguish在各句中的含义①The light was too dim for me to distinguish anything clearly.②Can you distinguish between those two objects?③This is a method that can distinguish cancer cells from normal cells.2. seize①Maggie seized the letter from me.②You’ll surely regret if you don’t seize the opportunity/chance.3. bear v. 过去式______ 过去分词_____读句⼦，体会bear在各句中的含义①She was afraid that she wouldn’t be able to bear the pain.②Each company will have to bear half the costs of development.③They were so poor that they couldn’t bear the burden.④Developed countries bear much of the responsibility for environmental problems.⑤Bear in mind that some people may need your help.在⼝语中，常⽤于can’t bear 结构中①I just can’t bear the thought of having to leave my homeland.②I can’ t bear to see her cry. ③She couldn’t bear not seeingher baby again.4. tap v. 过去式__________ 过去分词__________ 现在分词__________读句⼦，体会tap在各句中的含义①He turned as someone tapped him on the shoulder.②I went up and tapped on the window.③He tapped ash from his cigarette.④He tapped his feet to the music.⑤Tom tapped out a name and his number on his small electronic organizer （电⼦记事本）.n. ①She went into the bathroom and turned on the tap.②She felt a tap on her shoulder.③There was a tap at the door.I cannot associate her with politics.6. file v. 提交；把…..归档（存档）①The officer left the scene without filing a report.②I looked to see if anything was filed under my name.7. patent n.①He applied for a patent for a new method of removing paint.②The drugs are protected by patent.8. caution n.① We must do it with extreme caution.②The government responded __________ to the move.③Keller is cautious about making predictions for the success of the program.9. expectation n.读句⼦，体会expectation在各句中的含义①They closed the window in (the ) expectation of rain.②Anne left Germany in（the）expectation that she could see her family again before long.③Profits are above/below expectations.④Gina has succeeded beyond our expectations.⑤His performance did not live up to/meet our expectations.10. identification n. ⾝份证明（⽂件）; ⾝份确认①Do you have any identification?②The body was taken to the police for identification.11. criterion n. ⼀般⽤复数__________①There are some criteria for measuring how good schools are②To qualify for a scholarship, students must meet/satisfy certain criteria.12. competence n.①Doctors have to update their knowledge in order to develop their professional competence.②Students will gain competence in a wide range of skills.adj. ___________She is a highly/extremely/very competent engineer.13. convenient adj.① It is very convenient to pay by credit card.②Fruit is a convenient source of vitamins and energy.③I’ll see you when it is convenient for you.【知识拓展】We have provided seats for the convenience of our customers.①He is innocent of murder. ②The girl was eleven years old and very innocent.15. dynamic adj.①These young people are dynamic and ambitious.②It’s a dynamic and unstable process.16. stable adj.①A wide base will make the structure much more stable.②He is said to be in a stable condition in hospital.17. practical①Candidates should have training and practical experience in basic electronics.②They haven’t thought about the practical consequences of the new regulations.③Be practical; we don’t have that much money.④It doesn’t sound like a very practical solution.⑤He is a practical man.反义词：___________18. call up①He called me up to tell me about it.②I’m going to call up and cancel my subscription.⽤合适的代词或副词完成句⼦，注意体会关于call短语在句⼦中的⽤法和意思。
八年级英语下册 Unit 3 Amazing Animals Lesson 17-Lesson 20教案 冀教版
Unit 3 Amazing AnimalsLesson 17Class openingFor 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 E nglish 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. Ha ve 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 l ooking at their books. Let the students know that it’s okay if they can’t recite their lines but doencourage 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 pro ject1. 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 closingThe first reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 18Class openingFor 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 read ing 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 a nimal 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 part icipate. 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. Pe ople in Chi na?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 rememberPets 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 closingThe second reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 19Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: Che ck to see if the students have previewed the text as required. Ask three students to read the text aloud. You should be able to tell whether they understand what they are reading from the way that they read aloud.Step2: Play the tape or read the passage. Ask this que stion: Wh y do zoos protect animals?Step3: Play the tape or read the readings again, pause after every line, and ask the students to repeat (a) chorus,(b) in small groups, (c) individually.Step4: After listening to the audio tape, you may wish to spend little time on the vocabulary. Select one or two words for discussion. For example, the word kind can be used as an adjective. The word open can be used as a verb and an adjective. Can students think of other examples?You may want to compare zoo with school, Remind the students that while we say “go to school”, we usually say “go to the zoo”Step5: Ask individual students questions. The students give natural answers. Questions for the first reading:What day is today?What do they want to do?What will they need to protect them from the s un?What will they need to take, too?Questions for the second reading:Where did zoos keep all kinds of animals years ago?Is it good for all kinds of animals to live?What do the today’s cages look like?Zoos protect animals , don’t they ?Why?Why should we protect animal’s wild habitats?What are zoos doing now?Step6: Divide the class into groups of three. Ask each group member to be one of the three roles. First they play out the text by reading aloud the actual lines. Practice until students know the lines without looking at the text. Ask one or two groups to demonstrate or act out the dialogue in front of the class. If time permits, go on with the role-play. This time, the students can improvise their own lines. Step7: Come to “project 2”Begin unit project2. This project can cover three lessons. Instruct students to write a story about a trip to the zoo they have taken or would like to take, the story can be real or imaginary. They should illustrate their stories with in pictures or photographs. Students may continue working on their stories during the next two lessons.Allow students to continue work ing on their stories. Remind them that they will have one more lesson to complete their stories.Divide the class into small groups . Within the groups, have students take turns presenting their stories to each other.If the project cannot be finished in one lesson, it can be continued in the next lesson.Class closingThe third reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 20Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: Check to see if the students have previewed the text as required Ask if they have any questions. Encourage other students to try to answer the quest ions. Have one or two groups of students role-play the speech bubbles.Step2: Spend a little time on the vocabulary for this lesson. Do not explain the vocabulary independently from the text. Rather, help the class understand the meanings and uses of the vocabulary from the context in which they appear in the song. This will in turn help the cl ass understand t he meaning of the song. Step3: Then have the class read the lyrics aloud as a poem. Since the lines are long, s tudents need to read the lines well before they are able to sing themStep4: Play t he audiotape. Ask the students to read the lines silently while listening to the audiotape. Play th e audiotape again. This time have the class sing along.Step5: Make sure everybody can sing confidently. If time permits, you may have a volunteer sing alone.Step6: Come to “Let’s Do It”Class closingThe remaining activities in the activity bookThe next reading in the student bookDepending on how much time you have, you may wish to end class by singing the song “stand so still”.。
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Lesson 20
1.掌握新词汇：still, while, camel, shy, bear
2.识别新词汇：waddle, toss, seal,
3。
掌握应用短语和句子：make friends with, stand still, run away
写出本课中出现的学过的短语_____________________________________
1.I want to ______ friends _____ducks.
2.Stand so_____ while they _____ my way.
3.______ a fish to the seal in his pool.
4._______ some grass ______ the camel.
5.You can stand very still and_____ _____give the animal some food.
6.I won't run away. I'm not _____ _____ bears.
1.still adj 静止的，不动的
eg: （1）Keep still while I comb your hair. _______________________________
（2）Please stand still while I take your photos.________________________
still adv 还，仍然，仍旧
eg: （1）He is still sleeping.____________________________
（2）The fish is still alive.________________________________________
2.While （1） n. 一段时间。
Eg：After a while，he came back。
_______________
（2） conj 当…时，和…同时。
同as ,when.
Eg: （1）She fell asleep while she was ding her
homework.____________________
（2）My father came back while I was watching TV______________________
3.Toss = throw eg: 1）他把书扔在桌子上。
____________________________
2）他正把球扔给李明。
___________________________________
4.calm 指“镇静的，平静的” 指人沉着镇定，指自然无风浪。
多强调心理活动。
Eg: He is very calm in face of the teacher.____________________________
still 指不动的，静止的。
是物理上的，与心理无关。
Eg: He stood quite still, as if he has heard nothing.____________________
silent 主要用于人指“沉默的，不出声的”但不一定没有活动。
Eg: When we talked about his father, he kept silent._____________________
quiet 指安静的，宁静的。
没有干扰活动。
Eg: The classroom is very quiet, all the students are busy doing their homework.
__________________________________________________________
5.I want an animal friend that likes to jump and run.
That likes to jump and run 是一个定语从句，修饰先行词 an animal friend.
先行词：被定语从句修饰的词。
关系词：引导定语从句的词。
主要有that, who, which, where, whose等。
Eg:1） Edison was a man who never gave up._________________________
2）She is the girl whom I met at the party.____________________________
3）This is the house where I lived last year.____________________________
4）I know the boy whose father is a teacher.____________________________
5）The house which stands on the hill is mine._________________________
首字母填空
1.We stand still w______ they are walking.
2.I want to make f____ with you.
3.Brian likes to jump and r______.
4.You can f_____ the animals in the zoo.
5.Animals in the zoo are s______ of people.
单词适当形式填空
1.Li lei ______（watch） all the animals now.
2.How do you make ______（friend） with animals?
3.When a tiger ______（walk） towards you ,you must stand very still.
4.The ducks_______（ waddle） my way.
5.I'm afraid that it will be _______（cloud） tonight.
单选
1.It's a nice day, why not ____ outside for a walk?
A. going
B. go
C. to go
D. goes
2.He wants ______with the dog.
A. make friend
B. make friends
C. to make friend
D. to make friends
3.Li Ming is scared ______ tiger. A. of B. at C. with D. on
4.Don't ___ a banana to the monkey in the zoo.
A. toss
B. tossed
C. tosses
D. tossing
5.She doesn't like___ the bread today.
A. eat
B. eating
C. eats
D. to eat
5.It was cold yesterday, but it is ____ colder today.
A. still
B. even
C. much
D. Above all
7.Everything was _____ and still. A. still B. quiet C. calm D. quite
8.She was ___ for a while . A. silent B. quiet C. calm D. still
9.______ didn't you tell me about it? Because I have no time.
A. Why
B. What
C. Which
D. When
10.The reason ___ he came late was ___ he hurt his leg on the way to school.
A. when, that
B. why, that
C. what, that
D. why, what
本课学习之后你还有没弄懂的内容吗？。