七年级英语下册-Unit6-Pets教案-牛津版.doc

总 课 题
Unit6 Pets
总课时
10
第1课时
课题
Welcome to the unit
课型
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 features
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
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 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 you 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 when 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 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
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 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 Presentation
1.Tell students
Eddie also has a pet—Hobo．Listen 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 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.
Step V Homework

教学反思

江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总课题
7B Unit6 Pets
总课时
10
第2课时
课题
Reading1
课型
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 behavior
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
Step 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 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 Say
Do you know why 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 hide 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 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 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 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 ______ (hunts) 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 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 ‘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 picture 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 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．She 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.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 after class.

教学反思

江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总课题
7B Unit6 Pets
总课时
10
第3课时
课题
Reading2
课型
New
一、教学目标
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、教学重难点
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 goldfish”. 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 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:__________________________________________________________
__________________________________________________________
on: _________________________________________________________
_________________________________________________________

Step 3. Activities
1. 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 somebody’s 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. 诗歌接龙比赛，背诵完整优美的小组获胜。
5. Get Ss to complete Part B2 on page 95. Then check the answers together.

Step 4. Consolidation
Exercise:
猫是所有动物中最懒的。
金鱼睡觉眼睛睁得大大的。
狗是我最好的朋友，我将照顾它直到永远。
我们不应该给金鱼喂太多的食物。
猫喜欢穿着你的连衣裙睡在硬纸板箱里。
狗是最聪明的动物之一。

四、板书设计
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. Review the language points in this lesson.
2. Recite the text after class.
教学反思

江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总课题
7B Unit6 Pets
总课时
10
第4课时
课题
Vocabulary
课型
New

Teaching aims
1.To recognize and identify a range of animal features
2 .To differentiate 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 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 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 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 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 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 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 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.

教学反思

江苏省淮北中学英语学科教案
初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师
总课题
7B Unit6 Pets
总课时
10
第5课时
课题
Grammar1
课型
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 instructions.
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 students
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 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)Don’t pull his tail．
(8)Don’t kick him．
2.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 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 ‘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 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．

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 with 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 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.