八年级英语下册 Unit3 Amazing Animals Lesson28课件 冀教版
新冀教版英语八年级下册《unit 3 amazing animals》教学设计1(精品).doc
英语八年级下翼教版Unit 3 Amazing Animals教案1Lesson 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 h ave 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 answersDoes 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 ofeach group can choose to character says in the reading. Encourage students to practice reading until they can say their lines wi thout looking at their books. Let the students 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 f avorite 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 book[The 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 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 timeWhat was his father doing?What did they have for supper that night?Where does he ask him to go?What k ind 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 s entences 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 book[。
八年级英语AmazingAnimals课件
# 八年级英语AmazingAnimals课件 ## I. 令人惊叹的动物介绍 - 令人惊叹的动物定义 - 令人惊叹的动物特征
世界动物王国的奇观
变色龙
可以根据环境改变颜色。
座头鲸
以其巨大的体型和华丽的跃出 水面而闻名。
帝王蝶
完成了长达数千英里的迁徙。
案例研究：鲨鱼
回顾令人惊叹的动物们和欣赏保护野生动物的重要性。
1
鲨鱼简介
了解鲨鱼的基本信息和多样性。
2
关于鲨鱼的迷人事实
探索鲨鱼的迷人特点和行为。
3Байду номын сангаас
鲨鱼在生态系统中的作用
了解鲨鱼在海洋生态系统中的关键角色。
案例研究：大象
大象简介
介绍大象的基本信息和种类。
大象在人类文化中的重要性
了解大象在人类文化中的象征和价值。
大象的惊人能力
探索大象的智慧和身体适应能力。
案例研究：企鹅
帝企鹅
全球最大的企鹅，生活在极寒 的南极地区。
王企鹅
金鳍企鹅
优雅的举止和温馨的家庭生活。 快速游动和灵活捕食技巧。
动物保护
1 动物保护的重要性
讨论为什么保护动物对我们的生存至关重要。
2 濒危物种面临的威胁
介绍濒危物种所面临的威胁和挑战。
3 保护濒危物种的努力
探索全球各地为保护濒危物种所做的努力。
总结
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”.。
八年级英语教案Unit3AmazingAnimals
Unit 3 Amazing Animalsunit 3 amazing animalslesson 19 the zoo is open !说课稿我说的是冀教版八年级英语第四册第三单元第19课，这一课，我将从以下几个方面谈谈：一、教材分析本单元的主要话题是谈论动物，此课为本单元的第三节课，主要讲述danny, jenny and brian 去动物园的计划，教学内容与学生的实际生活密切相关，易与引发学生运用简单的英语进行交流和交际，通过学习使学生提高保护动物和保护大自然的意识。
二、教学目标1、知识与技能：使学生学会本课的生词及短语：zebra, somewhere, a kind of, all kinds of, protect, open, lake, gorilla, extinct, scientist等词汇及go extinct, protect...from...和谈论zoo的话题.通过对is it good for animals to live in the zoo?的辩论，进一步提高学生的英语运用能力及合作精神。
2、过程方法：精讲巧练,由易到难,由浅入深,循序渐进地深化教学内容3、情感目标：通过教学使学生懂得爱护动物，珍惜生命从而树立环保意识保持生态平衡。
三、教学重、难点重点：1,somewhere、anywhere、everywhere的用法比较2,a kind of/all kind of 的用法难点：1,protect的用法 2,open的词性变化及应用四、学生分析本课的教学对象为八年级学生，在设计教学过程中，抓住学生感兴趣的话题、利用学生爱表现的特点，通过说一说，比一比，辩一辩，将知识融入到活动中，并充分给予鼓励和肯定，让学生说有回报，比有收获。
开放教学思想，在教学中给每个学生以重要感和成就感。
五、教学设想及设想依据设计本课时，在学生学习基础知识，训练运用技能的基础上，着重考虑了兴趣和能力的培养。
1.4 Unit3 Amazing Animals 教案(冀教版八年级下册)
Teaching Content:Mastery words and expressions: pet, keepOral words and expressions: amazing, imaginationTeaching Aims:1. Animals play an important part in our life.2. Practice the students’ spoken English.Teaching Important Points:1. Reminding and Warning.2. Grasp the key words in the listening.Teaching Difficult Points:The imaginary petsTeaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesTeaching Type: new lessonTeaching Procedure:Step1. Com e to “THINK ABOUT IT”.1. What’s your favourite animal? Why?2. Do you have a pet? Would you like to have one?Discuss the questions in groups with three or four people. Then report to the class.Lets’ have an interview. How many students in y our class like cats? How many students in your class like dogs? Does anyone in your class have strange pet? Why do you think it is strange?Step2. Listen to the tape and answer the following questions:1. Does Jenny have a pet? What is it?2. What animal would Danny like to have for a pet?3. What animal would Brain like to have for a pet?Step3. Read the text and check the answers. Then read the text again. Play the tape again and let the students read after it. Play the tape for several times until they can read it correctly and fluently.Step4. Let some students lead the class to read the text sentence by sentence.Step5.PracticeWork in pairs. Practice the similar dialogue according to the text.Step6. Come to “PROJECT”.Do you have a pet? Do any animals live with your family?Describe your pet, or describe a pet you would like to have. Write a passage about your pet or your imaginary pet. Draw a picture to match it. Then put them on the wall.Divide the class into several groups. Let them give a report to the class.If you can’t finish the project in one lesson, go on it the next lesson.Step7. Homework1. Finish off the activity book.2. Go on the next reading in the next lesson.Summary:Dogs are people’s friends in the l ife. They are very important in many ways. We hear many stories that the animals save the owners out of danger. We must give love to the animals and we must love each other.。
最新冀教版英语八年级下册《unit 3 amazing animals》教案一.doc
英语八年级下翼教版Unit 3 Amazing Animals教案2Lesson 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 sho uld be able to tell whether they understand what they are reading from the way that they read aloudStep2: Play the tape or read the passage. Ask this question: Why do zoos protect animals?Step3: Play the tape or read the readings again, pause after ev ery line, and ask the students to repeat (a) chorus,(b) in small groups, (c) individually. Step4: After listening to the audiotape, 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 sun?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 working 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 closing[来The third reading in the readerThe remaining activities in the activity bookThe next reading in the student bookL esson 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 questions. 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 class understand the 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 the audiotape. Ask the students to read the lines silently while listening to the audiotape. Play the 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”.。
unit3amazinganimals教案冀教版八年级下
Unit Three Amazing AnimalsLesson 17[教学目标]1．掌握新词汇：pet, keep2．识别新词汇：amazing, imaginary[课前预习]了解关于你认识的动物名称______________________________________[预习自测]根据课文内容填空：1．I’m going to ______ _______ my cat. She likes to sleep _____ _____ ______.2．She ______ ______ me when I come home ______ school.3．What animal ______ you like to have ______ a pet?4．My pet will be an __________ duck.. I’ll _______ him ______ school.5．You can’t _______ ducks in the classroom.6．Monkeys live _____ ______. I’ll ______ _____ plant a tree in my bedroom .[自主探究与点拨]1．Play the +乐器play + 球类play with sb/sth（1）Let’s go and play basketball.____________________________（2）Don’t play with the fire. It’s dangerous.____________________________（3）He played the violin very well. __________________________________（4）Jack is playing with his friends on the playground.____________________3．amaze v.使惊讶.(1) be amazed at 对….感到惊讶eg: I was amazed at his words.__________________________________.(2)be amazed to do 对做…感到惊讶I was amazed to see his old grandfather. _______________________(3) amazing adj 另人惊奇的. Eg: an amazing speed___________________4．keep v. (1) 保存,保留These old clothes are not worth keeping. _____________________________(2) 遵守(诺言等) (1) You must keep your promise (诺言) _________(2)Everyone must keep the law. ____ ____________(3)同feed 饲养They keep cows on their farm.. ________________5．real =true adj 真的,真实的. 注: real只做定语true 可做定语和表语eg : (1) He told us a real story._________________________(2) Is this answer true ?____________________________(3) I don’t think what he said is true. _______________________________6．also 紧靠动词用于肯定句中, too 用于肯定句末尾或插入语中, either 用于否定句尾Eg: (1)I go to school on foot, he also goes to school on foot.______________________________________________________(2) Our teacher is angry, too. ________________________________(3) I havn’t seen him, either. __________________________________7．need to do sth 需要作某事need sb/sth 需要某人或某物(1)It’s cold today. You need too wear warm clothes.__________________(2)今天是星期日,我们不必去上学. ______________________________(3)我需要一辆新自行车. ______________________________________8．write about 描写有关某人或某物的情况write sth 写文章,写书.写信write to sb 给某人写信(1)We can write about our school in English. __________________________(2)She wrote a passage about summer holiday. ________________________(3)Please write to me soon. _____________________________________.[课堂反馈]根据汉语完成句子1．Do you like _______(宠物)?2．Spider man(蜘蛛侠) is an _________ (想象中的) man in the movie.3．Do you ___________(饲养) a dog at home?4．His pet will be an imaginary_________(鸭子).5．Monkeys ____________(生活) in trees.6．Do any _______(动物) live with his family?7．The man was _________(惊奇) to see his lost dog back.首字母填空1．P______ live only in China.2．The lions are f__________ Africa.3．An e_________ is the biggest animal on land.4．A t________ is the king of the forest.5．Which animal is loyal(忠诚的) to the owner. A d______.单词适当形式填空1．The book_________ (write) in Chinese.2．Listen! Jim’s radio________(make) a loud noise.3．The man spoke very slowly. He wanted me _______ (understand) what he said. 4．A cow ______(eat) grass but gives milk.5．If you know how___(answer) the teacher’s question, please put up your hands. 汉译英1．李雷喜欢什么动物？_______ _______ _______ Li Lei_______?2．你喜欢养宠物吗? Do you like________ ________ a _________?3．你不能在教室里养狗. You can’t _________dogs________ ______ ______. 4．你喜欢和什么动物交朋友? What ___ would you like___ ____ for a ____? 5．你为什么喜欢猴子?________ _______ you_________ ________?[课后反馈]学完本课之后，你还有哪些不懂的地方，请记录下来__________________________________________________________________Lesson 18[教学目标]1．识别新词汇：chase, squirrel, fierce2．掌握应用短语和句子：slow down, talk to, cook for, be scared of[课前预习]1．通过查字典预习新单词2．本课出现了词组或短语________________________________________ 3．你知道哪些动物呢？__________________________________________ [预习自测]课文填空1．My family has a dog ________ Brandy.2．My dad____ going to cook hamburgers______ supper.3．He was ______ ______ my mum.4．I can’t remember_____ _____ ______ supper that night,5．Pets need lots of _____.That’s ___we_____ Brandy____ ____ ____every day. 6．I throw sticks_____ Brandy. She loves to_____ the sticks.7．Sticks _____ ______ branches.8．______ _____ this, Li Ming9．Brandy is running______ the squirrels. She wants to______ them.[自主探究与点拨]1．family 指一家人或全体家庭成员,与居住的房子无关.house 指家庭住宅, 强调房屋概念home 指家庭共同生活的地方,有时也指出生的城市或国家.练一练(1) 我有一个大家庭. _____________________________________(2)他在城里有栋房子.____________________________________(3)我们每天放学后回家. ____________________________________ 2．chase = run after 追赶,追捕(1)A police is chasing a thief.______________________________________(2)Why are you chasing my hen? _____________________________(3)My dog likes chasing rabbit._______________________________2．named = called 过去分词,可做定语,置于被修饰名词之后.Eg: (1) There is a girl named Wan Jun. ______________________________(2) Mary has a cat named Mimi. ________________________________ 3．think of 认为,……的看法,考虑相当于think about 后面接动名词.Eg :(1) We are thinking of going to Beijing for our holiday. ______________(2) Don’t think of yourself only, you should think about others. ________ 4．bring sb/sth to…把某人或某物带到….来bring sb sth 把某物带给某人与之相对应take…..to 把….拿到…去.(1)Don’t forget to bring your homework to school tomorrow. __________(2)Take this empty box away and bring me a full one. ___________________(3)Bring it here next time. _________________________________[课堂反馈]1．I have a friend _______(叫) Yuan Yuan .2．She _________(长着) blue eyes and red hair.3．A tiger is a _______ ________(凶猛的动物).4．He’s________(害怕) to go out at night.5．My friends______ _______ ______ _______ (带给我一些蛋糕) yesterday.She made them by herself.6．She is ill. You’d better________(带) her to the hospital.7．It_______(意思) that you can do it by yourself.8．My brother hate _______ (keep) a cat.9．I want _________ (take) a walk after supper.10．The students _______(give) the teacher some flowers for Teachers’ day. 11．Supper _______ (mean) an evening meal.12．I still remembered what we ________(have) for lunch on my birthday.13．My mother_______(bring)me some apples yesterday.14．She often ______(take) her dog for a walk.15．We’ll need_________( plant) a tree in my bedroom.16．There __________(be) a talk on science in our school tomorrow.17．The baby is sleeping. Could you please stop ______(make) so much noise.[课后反馈]学习本课之后你还有哪些不懂的地方，请记录下来:Lesson 19[教学目标]1．掌握新词汇：zebra, somewhere, protect,, open, lake, scientist9．识别新词汇：gorilla, extinct10．掌握应用短语和句子：a kind of, all kinds of, protect…from, stop from…doing [课前预习]1．查字典预习单词读音和拼写。
八年级下册英语Amazing-animalsppt课件
5
Think about it
What’s your favorite animal? What does it look like? What does it eat? Where does it live?
mouse (pl. mice)
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lay.产卵(laid, laid)V. eg: This hen lays an egg every day.
Kiwis are birds, but they can’t fly. Kiwis can be as big asch_i_ck_e_n.sLike all birds, they lay eggs—big eggs. People call them Kiwis because they make the sound: keee- weee. Kiwis live in N_e_w__Z_e_a_la_n_d and are a national animal of the country. Do you like them?
all over the world
It looks like a bird with its large wings.
13
Language points
14
mous•e My little cat caught two_m__ic_e__yesterday.
Mouse“老鼠”复数为mice
• Please ________ the bottle before drinking.
12
Animals
1.2Unit3AmazingAnimals课件(冀教版八年级下册)
Mike has a dog named Brandy as his pet. She is brown and black.He takes her for a walk every day. They play sticks with each other . They are good friends. She loves to chase squirrels , too .She wants to catch them.Brandy isn’t a fierce dog. She is scared of a cat . So they gave the cat to a friend.
My pet
have a …named … need lots of love ， take … for a walk ， be scared of … I love my pet .
Write a passage about your pet .
chase
fierce
New
chase
words
squirrel
branch
松鼠
凶猛
树枝
追逐 木棍
squirrel fierce branch chase stick
Do you know what I love to do ?
1What did Brandy eat one time?
2 Why did they take Brandy for a walk every day? 3 What animal does Brandy like to play with ? 4 Brandy is a fierce dog, isn’t it? 5 What did they do with the cat? Why ?
1.8Unit3AmazingAnimals课件(冀教版八年级下册)
Make sentences with “be made…”
The chair is made of wood
The beer is made from wheat.
The baskets are made by grandma.
The refrigerator is made in China.
having(have) my breakfast at half past six 1. I was _______ yesterday morning.
was calling (call) a friend when Bob came 2. I ________ ___(come) in.
were you ______ doing (do) at that time? 3. What _____
something new, in the sun cover…with…, turn into
9.He covered _______ his face _____ with a scarf and went out. turns into water 10.The snowman _________ in the sun __________. 11. Is there anything ___________ new in today’s newspaper?
Unit 3 Review
Phrases:
1.sleep in the sun 2. play with 3. an imaginary duck 4.take sb. to sp. 5. a pet monkey 6.in trees/on trees 7.plant a tree 8.brown and black 9.run after 10.take sb. for a walk 11.be scared of 12.near/by the lake 13.stop …from doing 14.all kinds of 15. protect …from… 16.go extinct 17. make friends with 18. be shy 19. try to do 20.run away 21.a quarter to seven 22.go through the entrance 23. take photos 24.wake up 25.April Fools’ 26.play a joke/ trick on 27.get out of the zoo 28.jump up and down 29. on the radio 30.protect oneself 31. wait a minute 32.no other people 33.One of 最高级+可名复 34.be famous for 35.get married 36.a long history 37.look up 38.learn about 39 wedding clothes
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That tastes so great. 尝起来是那么香甜。 taste尝起来，这是一个系动词，后跟形容词作 表语。英语中另有其他一些与感觉器官有关系 的系动词，如：sound（听起来），smell（闻 起来），feel（感觉到）。 The song the girl sang sounded wonderful. 那个女孩的歌听起来很优美。 The old woman looks very worried. 那位老妇人看起来很着急。 I feel very tired (cold) today. 我今天感到很累（冷）。 The waste water smells very terrible. 那些废水闻起来难闻极了。
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And my stomach’s full. 一直吃到我肚儿圆。 stomach肚子，腹部，食欲，胃口等。 The little boy had a pain in his stomach. 这个小男孩肚子痛。 have no stomach for…对……没有胃口。 Yang Fang has no stomach for rich food. 杨芳对油腻食品没有胃口。 I am full now. I have no stomach for anything. 我饱了，我对什么都没有食欲了。
Lesson 28: Fill My Plate
New words
song Let’s do it
New words
plate n. 盘子 taste v. 尝起来 empty adj. 空的 full adj. 满的
plate
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song
• • • • • • • • It’s time for lunch! Please fill my plate! With good hot food, That tastes so great. And I will eat until my plate is empty And my stomach’s full. It’s time for lunch! I love good food.
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It’s time for lunch! Please fill my bowl! With good hot food, That tastes so great. And I will eat until my bowl is empty And my stomach’s full. It’s time for lunch! I love good food.
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Please fill my plate! With good hot food. 请把我的盘儿装满！装满热腾腾的美食。 两句合二为一更有完整的意义。Please fill my plate with good hot food. “请把我 的盘子装上热腾腾的美餐。”含有动词 短语 “fill …with…”，把……（容器） 装上……
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Empty is the opposite of full. “空”是“满”的反义词。 opposite adj. 相反的，对立的；n. 对立面，相 反的事物。 be opposite from与……相反 Peter lives in the house opposite to mine. 彼得住在我房子的对面。（opposite adj., 作 后置定语） The two words are opposite. 这两个单词意义相反。（opposite n., 作表语） Tall is the opposite of short. 高是矮的反义词。（opposite n. ,表语）
Let’s do it • Danny loves good food. Imagine that you want to invite him to have a meal in your home or in a restaurant. Make up a dialogue with a partner and act it out!
• So why aren’t you sad when your plate is empty? 那么你为什么不悲伤呢？ • so如此，这样。表示结论，引起下文。 • He said it again, so I could understand him. 他又说了一遍，所以我能理解。 • It is very late, so you’d better do it tomorrow. 天太晚了。因此你最好明天再做那件事。 • 这是一个否定式疑问句，用来加强语气。 • Didn’t you remember what I told you? 难道你不记得我对你说了什么吗？ • Why don’t you buy the useful book? 你为什么不买下那本有用的书呢？
• When my plate is full, I’m happy! • When my plate is empty, I’m happy! • What! I don’t understand, Danny. “Empty” is the opposite of “full”. So why aren't you sad when your plate is empty? • Because when my plate is empty, my stomach is full!
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And I will eat until my plate is empty. 我一直吃到盘子一干二净。 1) until到……为止，在……以前；not…until直到……才。 The library opens until 8:00 am. 图书馆上午8点才开门。 Uncle Liu worked until it was late. 刘叔叔一直工作到很晚。 2) empty adj. 空的，反义词为full；v.倒，倒空，反义词为fill。形容词 可以作表语，也可以做定语。 Jenny emptied the box just now. It is empty. 刚才詹尼倒空了箱子。现在箱子是空的。 Please give me an empty bag to hold rice. 请给我一个空袋子装米。 full另有“饱的”意义，与hungry反义。 --Would you like some more bread? 你想再来点面包吗？ --Thanks. I’m full. 谢谢。我已经饱了。