10七年級英語下冊 Unit6 Pets教案 牛津版

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1、 總 課 題 Unit6 Pets 總課時 10 第1課時 課題 Welcome to the unit 課型 New Teaching aims 1. To introduce students to the world of pets 2. To identify names of animals and typical features 3. To understand differences in animal features Teaching focus 1.To identify names of animals and typical feat

2、ures 2.Phrases: bring sb sth be more polite swim around on one’s lap hold sth in one’s hand feed sb sth teach sb to do sth Difficult points To identify names of animals and typical features Teaching method Task-based approach，Scene pedagogy and Teaching with humor

3、Teaching procedures The second preparing lessons Step I Leading-in 1.Guide students to recall the names of some animals that they learnt. Ask students Do 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

4、to keep as a pet? 2.Students give the answers. Step II Presentation 1 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 much． T: Why do yo

5、u like it? S: Because it is lovely．It has two long ears．It often jumps and runs here and there．I can feed it carrots when it is hungry．That will be interesting． 2) T: What’s this? S: It’s a parrot. T: Why do you like it? S: It can speak and sing like a person．That’s wonderful! I feel happy whe

6、n it is with me．And I can teach it to speak. 3) T: What do you think about the mouse? S: Oh, it is small and soft． T: I can hold it in my hand．Maybe some people don’t like it，but I think it is smart and lovely 4) T: I like goldfish very much，and you? S: I like watching it swim around．Its tail

7、 is so beautiful when it is swimming．How happy and free it is in water! 5) T：Girls usually like cats，but one of my friends doesn’t． S：Why? T：It often likes to sleep on her lap，so she can’t do anything． 3.Teach new words. Step III Task 1.?Encourage students to do the task in Part A on Page 93

8、 2.?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 pre

9、pare 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 Presentation 1.Tell students Eddie also has a pet—Hobo．Listen to their conversation and answer the following question：Is Hobo a good pet

10、? 2.Play the tape for students to find the answer. 3.Play the tape again and ask What 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. Ste

11、p V Homework 教學反思 江蘇省金山中學英語學科教案 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 New Teaching aims l. To learn about rhyme schemes, stress and intonation of poetry 2.To learn new vocabulary to talk about pets 3.To read about animal b

12、ehavior Teaching focus To learn about rhyme schemes, stress and intonation of poetry Difficult points To learn about rhyme schemes, stress and intonation of poetry Teaching method Task-based approach，Scene pedagogy and Teaching with humor Teaching procedures The second preparing lessons Ste

13、p I Leading-in 1.Tell students We talked about pets last time．Some of you told me the pets you like．Today, I'll tell you the pets I like．Can you guess what they are? 2.Let students guess the pet that the teacher likes and why the teacher likes it. Step II Presentation 1. Ask students to stu

14、dy 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 Say Do you know why

15、 I would like a dog to be my pet? First dogs are lovely．They 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 wild．If I have a dog，I'll tell him not to bi te, not to fight and to hid

16、e himself when in danger．He 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

17、 its characteristics, e.g., ‘cleverest’. Work through the meaning of ‘wonderful tricks’. Then ask them to identify the verbs which describe the dog’s actions (‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’). Ask students some general questions to elicit details about the dog’s acti

18、ons 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 blanks bite hunts tricks fight chase end My dog is the cleverest animal of all· He doesn’t just____ (chase) and catch a ball． With eyes open wide， He ______ (h

19、unts) when I hide He does wonderful _____ (tricks) Builds me camps out of sticks． He’d never bark or _____(bite), And he doesn’t like to ____(fight)． My dog is my very best friend， And I'll look after him until the ____ (end)． 6 Students complete the exercises in Part C, Page 96. check answe

20、rs as a whole. 7.Play the tape and ask students to follow the tape,ask students to pay attention to ‘a(chǎn)ll’, ‘hide’, ‘stick’ and ‘friend’ 8 Play the tape again and look for the rhyming pairs. Then finish the first five exercises in Part B1, Page 95 Step III Presentation 1.Present students the pi

21、cture of goldfish, say I also like goldfish very much. I know a lot about it．What about you? Would you like to answer some questions? 2 Discuss with students Does a goldfish chase another fish?(Yes, maybe she sometimes chases small fish.) Does a goldfish hide?(Yes，she hides herself when she is

22、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 doesn’t.) Does a goldfish miaow? (No，she doesn’t．) Does a goldfish eat much?(No，she doesn’t．Sh

23、e will die if she．eats too much·) Does a goldfish need a rabbit hutch?(No，she doesn’t．I think a hutch is a place like a box or a cage for small animals．) 3.Say What a quiet goldfish! She doesn’t bark，she doesn’t miaow．She just bubbles，bubbles and bubbles．She is not any trouble． Step IV Task 1.

24、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 Homework 1.Review the language points in this lesson. 2.Recite the text

25、after class. 教學反思 江蘇省金山中學英語學科教案 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、教學目標 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 beh

26、avior. 二、教學重難點 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 don’t care. etc. Teaching Procedures: Step 1 Lead-in 1. T say: Yesterday we learned the rhymes “My dog” and “My gol

27、dfish”. Today, I’ll 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

28、pairs, and share their answers later. Step 2 Practice Choose the right prepositions: the table the chair the top of the piano the window edge the middle of the edge of the open drawer the empty shoe somebody’s lap the cardboard box the cupboard in:____

29、______________________________________________________ __________________________________________________________ on: _________________________________________________________ _________________________________________________________ Step 3. Activities 1. Get Ss to listen to the recordin

30、g, 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 somebody’s lap ( ) in the middle ( ) in the empty shoe ( ) on t

31、he 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. Consolidation Exerc

32、ise: 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。 我們不應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、板書設計 Reading-2 the top of piano on the edge open drawer in the middle of They don’t care. make a lot of noise ring the doorbell be afraid of Personal design Homework 1. Revi

33、ew the language points in this lesson. 2. Recite the text after class. 教學反思 江蘇省金山中學英語學科教案 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 New Teaching aims 1.To recognize and identify a range of animal features 2?.To differentiat

34、e between features belonging to different animals 3.To use appropriate nouns and verbs when describing the appearance and characteristics of animals 4.To train students’ ability of self-teaching. Teaching focus 1.Write an article about small animals using proper nouns and verbs. 2.Phrases: In

35、the sun a very special friend Knock on the door Difficult points Write an article about small animals using proper nouns and verbs Teaching method Task-based approach，Scene pedagogy and Teaching with humor Teaching procedures The second preparing lessons Step I Revision Revise the last

36、lesson by asking students some questions What 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

37、 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 cat’s tail? What does she

38、 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 Writing 1.Ask students to read the passages again and try to find out what does each pa

39、ssage 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 writ

40、e 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 don’t know the words they want, they can use a dictionary or ask the teacher for help. 5.Ask several students to show their

41、 compositions for the class. 6.Set an evaluation on students’ work. Encourage them to write their own passages. Step IV Homework 1.Review the language points in this lesson. 2.Recite the text after class. 教學反思 江蘇省金山中學英語學科教案 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 U

42、nit6 Pets 總課時 10 第5課時 課題 Grammar1 課型 New Teaching aims 1.To use positive and negative imperatives when giving orders and instructions. 2.To organize and understand how to use imperatives appropriately. Teaching focus 1.To use positive and negative imperatives when giving orders and ins

43、tructions. 2. Phrases: take．．．for a walk keep．．．warm Be quiet Difficult points To use positive and negative imperative sentences. Teaching method Task-based approach，Scene pedagogy and Teaching with humor Teaching procedures The second preparing lessons Step I Presentation 1.Tell st

44、udents One of my friends will leave home for some time．So he asked me to look after his dog．I don’t know how to look after a dog．My friend gave me some instructions．Can you help me take some notes? Please take out your notebooks and write down the following instructions． (1)Give him enough foo

45、d 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)Don’t pull his tail． (8)Don’t kick him． 2.Let students read these sentences and find out the differenc

46、es 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 something．We add ‘don’t’ in front of the verb when we want to tell people not to do something．Imperative sentences do not normally include a subject, because the subject ‘y

47、ou’ 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 Mary’s attention and so he/she says, ‘Mary, don’t push.’ / ‘Don’t push, Mary.’. To be polite，we always use ‘please’ with the instructions．

48、Step II Task Write 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 wi

49、th a partner. Please close the window. On the bus Don’t push. Stand clear of the door. … Step III Task 1.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 i

50、n 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

51、.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 Homework 1.Review the language points in this lesson. 2.Recite the words afte

52、r class. 教學反思 江蘇省金山中學英語學科教案 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 New Teaching aims To use the modals ‘must’ and ‘should’ to talk about duties and responsibilities. Teaching focus 1.To use the modals ‘must’

53、and ‘should’ to talk about duties and responsibilities. 2.Phrases: all over once a day want someone to be healthy bark a lot make too much noise at least three times a week 3.Sentences: I'm busy at work all day． She has enough to eat． It is necessary to do st

54、h． Difficult points To use ‘should/shouldn’t’ and ‘must/mustn’t’ Teaching method Task-based approach，Scene pedagogy and Teaching with humor Teaching procedures The second preparing lessons Step I Presentation 1.Talk about situations involving duty and obligation. Try to link them to the c

55、ontext 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’,

56、‘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’

57、is the strongest word , expressing the sense that something is a absolutely necessary . Step II Task 1.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

58、 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 cl

59、ass 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

60、 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 responds by reading his/her

61、advice. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence. Step III ?Activity Elicit statements from students using different modals to talk about a situation ,e.g., A new student is joining the class .Ask what in

62、structions can you give the new student? e.g., You must arrive at school at 8.10 in the morning. You should walk slowly on the stairs . You should hand in your homework to the monitor. The class has to choose a class monitor .Ask What are his/her duties ?e.g., He /she must collect the exercise

63、books . He/she should make sure that students follow the school rules. Step IV Homework 1.Review the language points in this lesson. 2.Recite thewords after class. 教學反思 江蘇省金山中學英語學科教案 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7課時 課題 Intergrated s

64、kills 課型 New Teaching aims 1.To identify specific characteristics in a description of goldfish . 2.To listen for detail and extract specific information . 3.To use knowledge presented in written text to infer general meaning and context . 4.To listen for specific information to complete a c

65、onversation . Teaching focus 1.To listen for specific information to complete a conversation 2.Phrases: in the sun look like take．．．out of．．． at the bottom of different from look a little different a talk on fantail goldfish 3.Sen

66、tences Fantail goldfish are easy to look after． Do they make any noise? Make sure the water is not too cold or too hot． Difficult points To listen for detail and extract specific information Teaching method Task-based approach，Scene pedagogy and Teaching with humor Teaching procedures The second preparing lessons Step I Presentation 1. Create an interest in the situation .Bring a picture of a goldfish to class and ask students to make comments about it. Why do people like fish as