10七年級英語下冊 Unit6 Pets教案 牛津版.doc

總 課 題Unit6 Pets總課時10第1課時課題Welcome to the unit課型NewTeaching aims1. To introduce students to the world of pets2. To identify names of animals and typical features3. To understand differences in animal featuresTeaching focus1.To identify names of animals and typical features2.Phrases:bring sb sth be more polite swim around on ones laphold sth in ones hand feed sb sth teach sb to do sthDifficult pointsTo identify names of animals and typical featuresTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Guide students to recall the names of some animals that they learnt.Ask studentsDo you like animals? What animals do you know? If you like an animal very much, you can keep it as a pet in your flat. What animal do you want to keep as a pet?2.Students give the answers.Step II Presentation1 Present students some pictures, such as a cat, a dog, a rabbit, a goldfish, a mouse, a parrot, etc.2 Talk with students:1).T: What is it?S: It is a rabbit.T: Do you like it?S: Yes, I like it very muchT: Why do you like it?S: Because it is lovelyIt has two long earsIt often jumps and runs here and thereI can feed it carrots when it is hungryThat will be interesting2) T: Whats this?S: Its a parrot.T: Why do you like it?S: It can speak and sing like a personThats wonderful! I feel happy when it is with meAnd I can teach it to speak.3) T: What do you think about the mouse?S: Oh, it is small and softT: I can hold it in my handMaybe some people dont like it，but I think it is smart and lovely4) T: I like goldfish very much，and you?S: I like watching it swim aroundIts tail is so beautiful when it is swimmingHow happy and free it is in water!5) T：Girls usually like cats，but one of my friends doesntS：Why?T：It often likes to sleep on her lap，so she cant do anything3.Teach new words.Step III Task1.Encourage students to do the task in Part A on Page 932.Divide the class into pairs. Ask students to compare their answers and discuss any disagreements.3.Students do Part B as a quiz. Students close their books. You read the sentences a-f and students have to guess the answer. The student who answers first gets a point. 4.Ask students to prepare a sentence about their favorite pet. Tell them to pretend that they have a pet if they do not own one.5 .Ask students to share their sentences.Step IV Presentation1.Tell students Eddie also has a petHoboListen to their conversation and answer the following question：Is Hobo a good pet?2.Play the tape for students to find the answer.3.Play the tape again and askWhat does Eddie want? ( He wants his lunch.)How does Hobo respond? (He tells Eddie to be more polite.)Why is Hobo unhappy? ( Because Eddie was not polite.)4.Play the tape for students to listen and repeat.Step V Homework教學(xué)反思江蘇省金山中學(xué)英語學(xué)科教案初一年級教案活頁紙 主備人：尹娟 審核人：初一英語組全體老師 總課題7B Unit6 Pets總課時10第2課時課題Reading1課型NewTeaching aimsl. To learn about rhyme schemes, stress and intonation of poetry2.To learn new vocabulary to talk about pets3.To read about animal behaviorTeaching focusTo learn about rhyme schemes, stress and intonation of poetryDifficult pointsTo learn about rhyme schemes, stress and intonation of poetryTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Tell students We talked about pets last timeSome of you told me the pets you likeToday, Ill tell you the pets I likeCan you guess what they are?2.Let students guess the pet that the teacher likes and why the teacher likes it.Step II Presentation1. Ask students to study the poems and pictures on page 94. Write the title My Dog on the board and also the verb that are used in the poem: chase, catch, hunts, hide, builds, bark, bite, fight and look after. Talk about their meanings by showing them some picture about dogs.2 SayDo you know why I would like a dog to be my pet? First dogs are lovelyThey like to chase things so they can play with me outside. Second, they are so clever that they can do lots of wonderful trick . Third，they can help hunters hunt in the wildIf I have a dog，Ill tell him not to bi te, not to fight andto hide himself when in dangerHe will be my very best friend and 1 will look after him until the end.Write down the underlined part and teach students to read.1.Read My Dog one like at a time and have students repeat after you. 2.Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., cleverest. Work through the meaning of wonderful tricks. Then ask them to identify the verbs which describe the dogs actions (chase, catch, hunts, builds, bark, bite and fight).Ask students some general questions to elicit details about the dogs actions to generate some of the key verbs, e.g., what does the dog do?5.Play the tape and choose the right word to fill in the blanksbite hunts tricks fight chase endMy dog is the cleverest animal of allHe doesnt just_ (chase) and catch a ballWith eyes open wide，He _ (hunts) when I hideHe does wonderful _ (tricks)Builds me camps out of sticksHed never bark or _(bite),And he doesnt like to _(fight)My dog is my very best friend，And Ill look after him until the _ (end)6 Students complete the exercises in Part C, Page 96. check answers as a whole.7.Play the tape and ask students to follow the tape,ask students to pay attention to all, hide, stick and friend8 Play the tape again and look for the rhyming pairs. Then finish the first five exercises in Part B1, Page 95Step III Presentation1.Present students the picture of goldfish, sayI also like goldfish very much. I know a lot about itWhat about you? Would you like to answer some questions?2 Discuss with studentsDoes a goldfish chase another fish?(Yes, maybe she sometimes chases small fish.)Does a goldfish hide?(Yes，she hides herself when she is playing or when she sees a big fish)Does a goldfish bark?(Of course not)Does a goldfish fight?(Yes，I think she may fight for food)Does a goldfish bite?(Sure)Does a goldfish need a bed?(No，she doesnt.)Does a goldfish miaow? (No，she doesnt)Does a goldfish eat much?(No，she doesntShe will die if sheeats too much)Does a goldfish need a rabbit hutch?(No，she doesntI think a hutch is a place like a box or a cage for small animals)3.Say What a quiet goldfish! She doesnt bark，she doesnt miaowShe just bubbles，bubbles and bubblesShe is not any troubleStep IV Task1.Read the poem My Goldfish after the tape.2.Read again, complete the exercises in Part C2, Page 96.3.Listen again and find out the rhyming pairs, and then do the sixth in Part B1.4.Listen and repeat the poem.Step V Homework1.Review the language points in this lesson.2.Recite the text after class.教學(xué)反思江蘇省金山中學(xué)英語學(xué)科教案初一年級教案活頁紙 主備人：尹娟 審核人：初一英語組全體老師 總課題7B Unit6 Pets總課時10第3課時課題Reading2課型New一、教學(xué)目標(biāo)1. To learn about rhyme schemes, stress and intonation of poetry.2. To learn new vocabulary to talk about pets.3. To read about animal behavior.二、教學(xué)重難點The use of some new vocabulary: top of piano, on the edge, in the middle (of), want to sleep on my lap, ring the doorbell, make a lot of noise, be afraid of; They dont care. etc.Teaching Procedures:Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “My goldfish”. Today, Ill tell you another pet I like. Can you guess what it is?Make Ss guess the animal what the teacher also likes. 2. Show them the cat. T say: We always think cats are lazy, because they like sleeping any time anywhere. Where can you find cats sleeping? Get Ss to discuss in pairs, and share their answers later.Step 2 PracticeChoose the right prepositions:the table the chair the top of the piano the window edgethe middle of the edge of the open drawer the empty shoesomebodys lap the cardboard box the cupboard in:_ _on: _ _Step 3. Activities1. Get Ss to listen to the recording, and order the phrases correctly.in the cupboard( ) on the table ( ) on the window ledge ( ) in a cardboard box ( ) on the chair ( ) on the top of the piano ( )on somebodys lap ( ) in the middle ( ) in the empty shoe ( ) on the ledge ( ) in the open drawer ( ) 2. Get Ss to read the poem “Cats” after the recording.3. Get Ss to read again and complete Part C3 on page 96.4. 詩歌接龍比賽，背誦完整優(yōu)美的小組獲勝。5. Get Ss to complete Part B2 on page 95. Then check the answers together.Step 4. ConsolidationExercise:貓是所有動物中最懶的。金魚睡覺眼睛睜得大大的。狗是我最好的朋友，我將照顧它直到永遠(yuǎn)。我們不應(yīng)該給金魚喂太多的食物。貓喜歡穿著你的連衣裙睡在硬紙板箱里。狗是最聰明的動物之一。四、板書設(shè)計Reading-2the top of pianoon the edgeopen drawerin the middle ofThey dont care.make a lot of noisering the doorbellbe afraid ofPersonal designHomework 1. Review the language points in this lesson.2. Recite the text after class.教學(xué)反思江蘇省金山中學(xué)英語學(xué)科教案初一年級教案活頁紙 主備人：尹娟 審核人：初一英語組全體老師 總課題7B Unit6 Pets總課時10第4課時課題Vocabulary課型NewTeaching aims1.To recognize and identify a range of animal features2.To differentiate between features belonging to different animals3.To use appropriate nouns and verbs when describing the appearance and characteristics of animals4.To train students ability of self-teaching.Teaching focus1.Write an article about small animals using proper nouns and verbs.2.Phrases:In the sun a very special friend Knock on the doorDifficult pointsWrite an article about small animals using proper nouns and verbsTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I RevisionRevise the last lesson by asking students some questionsWhat can a dog do?How does a goldfish live?Where does a cat sleep?Step II Task 1.Ask students to read the new words of this lesson to check their pronunciations and correct their pronunciations. 2.Present students the pictures of the animals in Part A, Page 97.Ask students to tell the body features.3.Ask students to finish Part B on their own.Then ask two students to readthis passage, check answers in a whole.4.Ask students some questions to check their understanding about Part B.(1).What colour is the cats tail?What does she like to chase?Where does she sleep?What does she do when she is hungry?(2).What colour is the parrot?What does he do when his master comes home?Does he knock on the cage when he is full?Step III Writing1.Ask students to read the passages again and try to find out what does each passage talk about.a, appearance ( colour, paw, tail, feather, etc.)b, characteristic ( what they eat/drink, what they do, etc.)2.Divide the students who wants to write the same kind of animal into one group. In groups, students talk about what they want to write about.3.Ask students to write their compositions. They have to write at least ten sentences, including the appearance and characteristics of this kind of animal.4.Students write their passages. If they dont know the words they want, they can use a dictionary or ask the teacher for help.5.Ask several students to show their compositions for the class.6.Set an evaluation on students work. Encourage them to write their own passages.Step IV Homework1.Review the language points in this lesson.2.Recite the text after class.教學(xué)反思江蘇省金山中學(xué)英語學(xué)科教案初一年級教案活頁紙 主備人：尹娟 審核人：初一英語組全體老師 總課題7B Unit6 Pets總課時10第5課時課題Grammar1課型NewTeaching aims1.To use positive and negative imperatives when giving orders and instructions.2.To organize and understand how to use imperatives appropriately.Teaching focus1.To use positive and negative imperatives when giving orders and instructions.2. Phrases:takefor a walk keepwarm Be quietDifficult pointsTo use positive and negative imperative sentences.Teaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Presentation1.Tell students One of my friends will leave home for some timeSo he asked me to look after his dogI dont know how to look after a dogMy friend gave me some instructionsCan you help me take some notes? Please take out yournotebooks and write down the following instructions(1)Give him enough food every day(2)Give him clean water(3)Brush his fur every morning(4)Take him out for a walk at least once a day(5)Play with him for some time every day(6)Keep him warm at night(7)Dont pull his tail(8)Dont kick him2.Let students read these sentences and find out the differences with the ones we use. 3 .Explain that We start a sentence with the base form of a verb when we want to tell people to do somethingWe add dont in front of the verb when we want to tell people not to do somethingImperative sentences do not normally include a subject, because the subject you is implied. However, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attract Marys attention and so he/she says, Mary, dont push. / Dont push, Mary. To be polite，we always use please with the instructionsStep II TaskWrite some instructions on the board. Then ask them about the situations when we use them. Ask classes to create a list of different instructions and then write the different situations as titles above it, e.g.,Classroom Sit down.Open the door.Be quiet.Stop talking.Work with a partner.Please close the window.On the busDont push.Stand clear of the door.Step III Task1.Go through the explanations and grammar table on page 98 to clarify the rules for using imperatives when giving positive and negative instructions.2.Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. 3.Ask less able students to work in pairs to select the correct word to fill in each gap, then match the pictures with the instructions. When they have finished, ask them to read each instruction to their partner.4.Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.5.Ask students to read out the instructions they formed.Step IV Homework1.Review the language points in this lesson.2.Recite the words after class.教學(xué)反思江蘇省金山中學(xué)英語學(xué)科教案初一年級教案活頁紙 主備人：尹娟 審核人：初一英語組全體老師 總課題7B Unit6 Pets總課時10第6課時課題Grammar2課型NewTeaching aimsTo use the modals must and should to talk about duties and responsibilities.Teaching focus1.To use the modals must and should to talk about duties and responsibilities.2.Phrases: all over once a daywant someone to be healthy bark a lotmake too much noise at leastthree times a week3.Sentences:Im busy at work all dayShe has enough to eatIt is necessary to do sthDifficult pointsTo use should/shouldnt and must/mustntTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Presentation1.Talk about situations involving duty and obligation. Try to link them to the context of the Beijing Sunshine Secondary School students who are talking about looking after pets. It is useful to point out to students that we can use these modals to give instructions.2.Go through the examples on page 99& 100, referring to the degrees of necessity. Explain the use of should, should implies personal opinions and, it gives advice and to tell people the best or right thing to do. Ask students for sample sentences and write them on the board.3.Ask through the examples of negative sentences. Write some sample sentences on the board. 4.Explain to students that must is the strongest word , expressing the sense that something is a absolutely necessary .Step II Task1.Explain that in part B1,the Beijing Sunshine Secondary School students give instructions about looking after pets. Each point of the notes on the left describes the degree of necessity for the instruction next to it on the right.Read the notes to the class . Then divide the class into pairs and ask students to complete the instruction on the right. Encourage students to check the example sentence on pages 98 and 99 to identify the correct modal word to fit each instruction .2.Use class feedback to identify any misunder standing ,as they involve the use of negative forms.3.Ask students to read the four letters in part B2 carefully. Make sure that they understand the messages well. Ask them remember and to check the words in their dictionaries.4.In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answers with a partner.5.Divide the class into groups of four .one group comes to the front of the class and each member reads one letter at a time .A representative from another group respon