牛津译林版七年级下全册单元英语教案unit8教案(表格式)
1) Can his dog do wonderful tricks?
2) Why does he hold sticks in his mouth?
3) How long does the writer take care of him?
2. Preview the new words in Reading.
教学
反思
话题贴近学生的生活，学生比较感兴趣，教学效果良好。
记住几个常用短语：something to eat, watch them swim around, watch sb. doing sth.
备课
日期
年
教学
课题
Unit8 Pets
课后
作业
1. Read aloud the two poems.
2. Remember the new words in this lesson.
教学
反思
学生对于诗歌的理解不是很好。课上用点中文解释，学生的反应要好一些。
备课
日期
年
教学
课题
Unit8 Pets
课时
安排
3
月
日
Reading 2
7
教
学
目
标
There isn’t ________ to eat in the fridge.
Would you like ___________ to drink？
3. watch them swim around 看他们游来游去
watch sb. do sth. 看某人做某事（不能用to do,即必须省略to)
Every day the old man watches the children _________(play)games.
4. sleep on my knees睡在我的大腿面上
5. feed her carrots给她喂胡萝卜
6. teach him _______ 教他说话
Step 7Exercises
Step 4 Practice
Show some pictures about animals and let them choose which is their favourite animal and why.
Step 5Listento the conversation
1.Listen to Eddie and Hobo’s conversation once and answer:
It makes me shiver from my head to my toes.
Two little snowflakes get in my eyes,
Blink! Blink! What a surprise!
Three little snowflakes melt on my tongue,
It doesn’t need a gentle __________.
Just bubbles, bubbles, bubbles.
Step 4 Pair work
Tell each other about what kind pet you like and why you like it.
Learn some new words.
5. Read aloud the second poem and fill in the blanks.
A goldfish isn’t any ________.
It doesn’t _________.
It doesn’t ________.
We don’t need to _________ it much.
难点
教学过程设计
集 体 备 课
二 次 备 课
Step 1 Presentation
Present the new words with pictures and read them aloud.
poemn. 诗歌
wideadv.充分地
huntvi.&vt.寻找，搜寻；打猎
hidevi.&vt. 藏，隐藏
I eat them up, yum, yum, yum!
…
Step 3Reading
1. Listen to the first poem and fill in the blanks.
The writer likes his ________ very much. He thinks he is the _________ animal of all and he is his best _______. He’ll _______ ______ him till the end.
重点
Learn somenames of animalsandtheir appearances and lifestyles.
难点
教学过程设计
集 体 备 课
二 次 备 课
Step 1 Lead-in
Ask Ss: How many animals do you know? What are they?
Is Eddie happy with his pet?
2.Listen again and answer three more questions:
1) What does Eddie want?
2) What does Hobo think of Eddie?
3) Which dog do you like? Why?
rudeadj.粗鲁的
goldfishn.(pl. goldfish) 金鱼
mousen.(pl. mice) 老鼠，耗子
2. Then read aloud the new words.
Step 3 Look and guess
Show some pictures of animals covered some part, then ask for Ss to guess the names of the animals. Then ask Ss tocomplete Parts A and B onPage 93.
备课
日期年教学课题 NhomakorabeaUnit8 Pets
课时
安排
1
月
日
Comic strip & Welcome to the unit
7
教
学
目
标
1. Learn somenames of animalsandtheir appearances and lifestyles.
2. Arouse the students’ interests intalking about animals.
Make up some new dialogues. Then act them out.
Learn some language points.
Recite them after class.
Do some exercises.
课后
作业
1. Remember the new words and language points in this lesson.
Encourage Ss to think out animals in English as many as possible.
Step 2 Presentation
1.Show some pictures to learn some words about this lesson:
petn.宠物
一、根据Eddie和Hobo的对话填空。
Eddie is hungry. He asks his pet dog Hobo _______ him _________ to eat. Hobo doesn’t bring him _________ because the pet thinks his master is ________. Eddie has to say it with ‘please’. Eddie thinks he needs _______ a new pet.
3. Act out the conversation.
Step 6Explanation
1. bring sb. sth. = bring sth. to sb. 给某人拿来某物
Will you please bring me some dog food?
take sth. to sb. 把某物带（去）给某人
1. Learnto find out the beauty and rhymes by reading aloud.
2.Learnsome specific information about the two pets and learn some useful expressions.
重点
Learnsome specific information about the two pets and learn some useful expressions.
buildvt.建造，建筑
campn.营地；阵营
stickn. 树枝，枝条；棍
Step 2Lead-in
Enjoy a poem ‘Millions of snowflakes’ to lead in this lesson.
One little snowflake falls on my nose,
二、翻译。
1. 你想吃点什么吗？
Would you like __________________?
初中英语七年级下册(牛津译林版)Unit8Reading教学设计
作业布置的目的是让学生能够在课后继续消化和巩固所学知识，同时通过实践和思考，提高学生的英语应用能力和职业规划意识。教师应鼓励学生在完成作业的过程中，积极探究、主动思考，真正将所学知识内化为自己的能力。
5.培养学生的团队精神，让他们学会与他人合作、沟通，共同解决问题。
二、学情分析
针对初中英语七年级下册Unit8 Reading的教学内容，学情分析如下：
本章节的学习对象为七年级学生，经过前期的英语学习，他们已经具备了一定的英语基础，包括词汇、语法和简单的阅读理解能力。但在面对具体职业描述和未来规划的表达方面，学生可能还存在以下困难：
2.教师对学生在课堂上的表现进行点评，强调重点和难点，纠正共性问题。
3.布置课后作业，要求学生继续巩固一般将来时的用法，并尝试与家人、朋友分享自己的职业梦想。
4.鼓励学生保持对未来的信心和热情，关注社会发展和职业变迁，为未来的职业生涯做好准备。
五、作业布置
为了巩固本章节的学习内容，确保学生对一般将来时的掌握以及对不同职业的认识，特布置以下作业：
1.书面作业：
-完成教材中Unit8的课后练习，重点是一般将来时的填空题和改写句子练习。
-撰写一篇关于自己未来职业规划的短文，要求至少使用三种本节课学到的核心词汇和两种一般将来时的句子结构。
-收集至少三种不同职业的信息，包括职业名称、工作内容、工作地点、所需技能等，并尝试用英语进行简要描述。
2.口语作业：
2.难点：
-学生对于一般将来时的构成和用法，特别是will+动词原形和be going to+动词原形的区别。
-学生在阅读过程中对文章深层意义的理解，以及对文章细节信息的捕捉。
牛津译林版七年级英语下册Unit8Reading1教学设计
1.教师引导学生回顾本节课所学内容，总结旅行相关的词汇、短语和关键句型。
2.学生分享本节课的学习收获，教师给予肯定和鼓励。
3.教师强调阅读策略在英语学习中的重要性，鼓励学生在课后继续运用所学，提高阅读能力。
4.教师布置课后作业，要求学生结合本节课所学，写一篇关于旅行的短文，巩固所学知识。
7.多元评价：采用自评、互评、师评等多种评价方式，全面评估学生的学习效果，激发学生的学习积极性。
8.课后拓展：布置与旅行相关的课后作业，如写一篇旅行日记、制作旅行攻略等，巩固所学知识，提高学生的综合运用能力。
四、教学内容与过程
（一）导入新课
1.教师以图片、视频等形式展示不同国家的风景名胜，引导学生谈论自己的旅行经历，激发学生对本节课话题的兴趣。
1.对文章细节的理解不够深入，容易遗漏关键信息。
2.在阅读长篇文章时，缺乏耐心和毅力，容易产生畏难情绪。
3.部分学生对英语词汇的掌握不够牢固，影响阅读理解。
4.学生在口语表达和写作方面存在一定困难，需要加强练习。
因此，在本节课的教学过程中，教师应关注学生的个体差异，采取分层教学策略，激发学生的学习兴趣，提高其阅读理解能力和语言运用能力。同时，教师还需关注学生的情感需求，营造轻松愉快的学习氛围，使其在愉悦的情感状态下积极投入学习。
3.重点：提高学生的听说读写综合运用能力，使其在真实的语境中运用所学。
难点：学生在口语表达和写作过程中的语言组织能力，以及如何灵活运用所学知识。
（二）教学设想
1.创设情境：以一个真实的旅行故事为背景，激发学生的兴趣，使其在情境中自然地学习英语。
2.自主学习：引导学生通过预习、查阅资料等方式，提前了解旅行相关的话题，为课堂学习打下基础。
牛津译林初中英语七下Unit8Pets全单元教案
⽜津译林初中英语七下Unit8Pets全单元教案7B Unit 8 Pets课题Comic strip and Welcome to the unit 总第课时上课时间年⽉⽇第周星期课时Period 1 教具 A recorder and Teaching picturesTeaching aims 1. To introduce students to the world of pets2. To identify names of animals and typical features3. To understand differences in animal featuresTeaching focus 1.To identify names of animals and typical features2.Phrases:bring sb sth be more polite swim around on one’s lap hold sth in one’s hand fe ed sb sth t each sb to do sth Difficult pointsTo identify names of animals and typical featuresTeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching procedures The second preparing lessonsStep I Leading-in1.Guide students to recall the names of some animals that they learnt.Ask studentse 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 Presentation1Present students some pictures, such as a cat, a dog, a rabbit,a goldfish, a mouse, a parrot, etc.2Talk 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 ishungry．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．T hat’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，butI think it is smart and lovely4) 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 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 studentsEddie 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 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 HomeworkTeachingnotes课题Reading 1 总第课时上课时间年⽉⽇第周星期课时Period 2 教具 A recorder Pictures about dogs, cats andgoldfishTeaching aims l. To learn about rhyme schemes, stress and intonation of poetry2.To learn new vocabulary to talk about pets3.To read about animal behaviorTeachingfocusTo learn about rhyme schemes, stress and intonation of poetry DifficultpointsTo learn about rhyme schemes, stress and intonation of poetry TeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Tell studentsWe 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 Presentation1.Ask students to study the poems and pictures on page 94. Writethe 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 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 andto 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 chara cteristics, 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?课题Reading 2 总第课时上课时间年⽉⽇第周星期课时Period 3 教具 A recorder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:Personal design Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “Mygoldfish”. Today, I’ll tell you another pet I like. Can youguess 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 sleepingany 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 windowedgethe middle of the edge of the open drawer the emptyshoesomebody’s lap the cardboard box the cupboardin:____________________________________________________________________________________________________________________on: __________________________________________________________________________________________________________________Step 3. Activities1. Get Ss to listen to the recording, and order the phrasescorrectly.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。
牛津译林版七年级下册Unit 8《Pets》(Task)教学设计
牛津译林版七年级下册Unit 8《Pets》（Task）教学设计一. 教材分析《Pets》是人教版牛津译林英语七年级下册Unit 8的一篇课文，主要介绍了关于宠物的话题。
本文通过描述不同宠物的特点、习性和人们对待宠物的态度，旨在让学生掌握相关词汇和表达方式，提高他们的语言运用能力。
课文内容贴近学生生活，有利于激发学生的学习兴趣，提高他们的阅读理解能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够运用简单的英语进行日常交流。
但部分学生对宠物相关词汇和表达方式较为陌生，需要在学习过程中进行加强。
此外，学生对新鲜事物充满好奇，善于模仿和探究，因此在教学过程中应充分利用这一特点，激发他们的学习兴趣和积极性。
三. 教学目标1.知识目标：–掌握有关宠物的词汇和表达方式；–理解课文内容，能够概述不同宠物的特点、习性和人们对待宠物的态度；–学会用英语描述宠物的外貌、性格和喜好。
2.能力目标：–提高学生的阅读理解能力；–培养学生的口语表达能力和合作意识；–提升学生的写作能力，能够撰写关于宠物的短文。
3.情感目标：–培养学生对宠物的关爱和责任感；–增强学生对英语学习的兴趣和自信心。
四. 教学重难点•宠物相关词汇的掌握；•课文内容的理解和运用；•描述宠物特点、习性和态度的表达方式。
•宠物喜好和性格的描述；•如何在实际情境中运用所学知识。
五. 教学方法1.任务型教学法：通过完成具体任务，让学生在实践中学习和运用英语；2.情境教学法：创设真实情境，让学生在具体环境中感受和体验英语；3.合作学习法：鼓励学生分组讨论和合作，提高他们的沟通能力和团队意识；4.激励评价法：注重对学生过程性的评价，激发他们的学习兴趣和自信心。
六. 教学准备1.教学PPT：制作包含宠物图片、词汇和课文的PPT；2.宠物卡片：准备有关宠物的图片卡片；3.教学录音：下载相关宠物的录音材料；4.作业模板：为学生准备关于宠物的写作模板。
七. 教学过程1.导入（5分钟）–利用PPT展示不同宠物的图片，引导学生谈论自己喜欢的宠物，激发学生的学习兴趣。
牛津译林版英语七年级下册U8 Welcome to the unit 教案
《英语》（七年级下册）Unit 8 PetsComic strip and Welcome to the unitI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. learn the names of pets;2. talk about different kinds of pets briefly.II. Teaching contents1. New words and phrases: pet, mouse/mice, knee, hold, feed, teach, rude, goldfish, parrot, swim around, sleep onmy knees, hold it in my hand, feed her carrots, play with, teach him to speak2. New sentences: Bring me something to eat.III. Focus of the lesson and predicted area of difficulty1. Remember the names of pets.2. Learn to talk about pets.IV. Teaching proceduresA Comic stripStep 1 Lead-inA guessing gameT: Today we’ll learn comic strips of Unit 8. First let’s have a guessing game.Millie has a pet.He has a tail and four paws;His fur is yellow;He likes to eat and sleep;He is fat and lazy, but very lovely.We can see him every day.T: Who is he? Yes, he’s Eddie, Millie’s pet dog.【设计意图：通过一个猜谜小游戏引导学生迅速进入本课的话题“宠物”，为引出漫画内容做好铺垫。
牛津译林版七年级英语下册Unit8Grammar1优秀教学案例
5.定期对教学过程进行总结和反思，调整教学策略，以提高教学效果。
四、教学内容与过程
（一）导入新课
1.利用多媒体手段，如PPT、视频等，展示与一般现在时相关的真实场景，如日常生活中的习惯、人物特征等，让学生在直观的情境中感受和理解一般现在时的用法。
2.培养学生运用英语进行交流的能力，使他们在日常生活中能够熟练地使用一般现在时进行描述和表达。
3.通过对一般现在时的学习，让学生了解英语时态的多样性，为以后学习其他时态打下基础。
4.提高学生的英语语法知识水平，使他们能够更好地理解和运用英语语法规则。
（二）过程与方法
1.采用任务型教学法，让学生在完成具体任务的过程中，感受和理解一般现在时的用法。
2.设计富有启发性的问题，引导学生运用已学知识，尝试回答有关一般现在时的问题，为讲授新知做好铺垫。
3.教师通过讲述一个与一般现在时相关的故事，激发学生的学习兴趣，引出本节课的主题。
4.组织学生进行简单的一般现在时的句子接龙游戏，让学生在轻松愉快的氛围中进入学习状态。
（二）讲授新知
1.利用PPT展示一般现在时的结构，如主语+动词原形，以及一般现在时的基本用法，如描述人物特征、日常习惯和一般事实等。
2.学生通过讨论，总结出一般现在时的表达方式和注意事项。
3.教师引导学生进行小组竞赛，激发学生的学习积极性，提高他们对一般现在时的运用能力。
4.教师对各小组的表现进行评价，给予肯定和鼓励，促进他们的团队协作精神。
（四）总结归纳
1.教师引导学生回顾本节课所学内容，帮助他们巩固对一般现在时的理解和运用。
3.教师及时批改作业，给予学生反馈，指出他们的错误，帮助他们改进。
牛津译林版英语七年级下册Unit8Grammar优秀教学案例
4.设计一系列练习题，让学生在实践中巩固现在进行时态的知识，提高语法运用能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发学生积极参与课堂活动的热情，提高学生的学习动力。
2.培养学生团队合作精神，学会与人沟通、协作，培养良好的团队意识。
2.小组合作学习法：通过小组合作学习，引导学生互相讨论、分享了学生的自主学习能力。
3.多媒体教学资源：运用图片、视频等资源，展示运动会场景，让学生更直观地理解现在进行时态的用法。这种教学资源的使用有助于学生更好地理解和记忆所学知识。
在教学过程中，我还运用了多媒体教学资源，如图片、视频等，来辅助学生理解和记忆现在进行时态的结构和用法。同时，我还设置了一系列的练习题，让学生通过填空、改写句子等形式来巩固所学的知识。
二、教学目标
（一）知识与技能
1.学生能够理解现在进行时态的概念和结构，掌握现在进行时态的构成及其表达方式。
2.学生能够运用现在进行时态描述正在进行的动作，能够运用现在进行时态进行简单的交流。
（三）学生小组讨论
1.分组学习：将学生分成小组，鼓励学生之间的互动与合作。
2.讨论任务：让学生围绕问题进行讨论，如“现在进行时态如何描述我们的日常生活？”、“现在进行时态在交流中有什么作用？”等。
3.分享成果：各小组代表上台分享本组的学习成果，培养学生之间的交流与分享能力。
（四）总结归纳
1.梳理知识点：教师引导学生回顾本节课所学内容，总结现在进行时态的用法。
3.引导学生关注生活中的实际问题，提高学生运用英语描述生活情境的能力。
4.培养学生积极向上、乐观进取的精神风貌，使学生在学习过程中感受到成长的喜悦。
初中英语七年级下册(牛津译林版)Unit8Studyskills教学设计
3.教师引导学生互评，挑选出最佳学习技巧，并进行点评。
4.鼓励学生针对他人的学习方法提出建议，以促进共同进步。
（四）课堂练习
1.教师设计不同类型的练习题，如填空、选择、匹配等，让学生巩固所学知识。
2.开展小组竞赛活动，激发学生的学习积极性，提高课堂氛围。
3.教师对学生的练习情况进行点评，及时纠正错误，指导学习方法。
要求：学习计划表要具有实际操作性，能够真正帮助自己提高学习效率。完成后，与家长分享，听取家长的建议和意见。
3.学生以小组为单位，调查并整理组员的学习技巧和方法，制作成一份PPT，课上分享。
要求：PPT内容要丰富、有条理，展示学习技巧的同时，能给出具体的例子。小组成员要分工明确，共同完成任务。
4.学生撰写一篇关于学习技巧的英语短文，介绍自己的学习方法和经验。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.采用任务型教学法，通过小组合作、讨论等形式，让学生在实践中掌握目标语言。
2.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，帮助学生更好地理解学习技巧。
3.引导学生进行自我反思，分析自己的学习方法和习惯，找出需要改进的地方。
问题示例：“Can you tell me what you usually do before class? How about after class?”
3.利用多媒体展示与学习技巧相关的图片，让学生预测本节课的学习内容。
4.邀请学生分享自己的学习方法，为新课的学习营造积极氛围。
（二）讲授新知
1.教师呈现新课的词汇和表达，引导学生跟读、模仿，确保他们正确掌握发音。
5.开展小组合作学习，培养学生的团队协作能力和沟通能力。教师要注意观察学生的表现，及时给予反馈和指导。
牛津译林初中英语七下Unit 8 Pets教案
Unit 8 PetsWelcome to the unitTeaching Aims1. Learn some names of animals and their appearances and lifestyles.2. Arouse the students’ interests in talking about animals.Step 1. Lead-inAsk Ss: How many animals do you know? What are they?Encourage Ss to think out animals in English as many as possible.Step 2. Presentation1.Show some pictures to learn some words about this lesson:pet n.宠物rude adj.粗鲁的goldfish n. (pl. goldfish) 金鱼mouse n. (pl. mice) 老鼠，耗子…2. Then read aloud the new words.Step 3. Look and guessShow some pictures of animals covered some part, then ask for Ss to guess the names of the animals. Then ask Ss to complete Parts A and B on page 93.Step 4. PracticeShow some pictures about animals and let them choose wh ich is their favourite animal and why.Step 5. Learn to the conversation1.Listen to Eddie and Hobo’s conversation once and answer:Is Eddie happy with his pet?2. Listen again and answer three more questions:1) What does Eddie want?2) What does Hobo think of Eddie?3) Which dog do you like? Why?3. Act out the conversationStep 6. Explanation1. bring sb. sth. = brin g sth. to sb.给某人拿来某物Will you please bring me some dog food?take sth. to sb. 把某物带（去）给某人Jim will not come home for lunch today. Please take thi s lunch box to him.2. something to eat 一些吃的东西something to drink 一些喝的东西注：something 常用于肯定句以及表示请求建议的问句中；而在否定句和疑问句中则要用anything。
牛津译林七年级英语下册Unit8 Pets全单元教案
7B Unit 8 Pets课题Comic strip and Welcome to the unit 总第课时上课时间年月日第周星期课时Period 1 教具 A recorder and Teaching picturesTeaching aims 1. To introduce students to the world of pets2. To identify names of animals and typical features3. To understand differences in animal featuresTeaching focus 1.To identify names of animals and typical features2.Phrases:bring sb sth be more polite swim around on one’s lap hold sth in one’s hand fe ed sb sth t each sb to do sthDifficult pointsTo identify names of animals and typical featuresTeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching procedures The second preparing lessonsStep I Leading-in1.Guide students to recall the names of some animals that they learnt.Ask studentse 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 Presentation1Present students some pictures, such as a cat, a dog, a rabbit,a goldfish, a mouse, a parrot, etc.2Talk 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，butI think it is smart and lovely4) 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 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 studentsEddie 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 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 HomeworkTeachingnotes7B Unit 8 Pets课题Reading 1 总第课时上课时间年月日第周星期课时Period 2 教具 A recorder Pictures about dogs, cats andgoldfishTeaching aims l. To learn about rhyme schemes, stress and intonation of poetry2.To learn new vocabulary to talk about pets3.To read about animal behaviorTeachingfocusTo learn about rhyme schemes, stress and intonation of poetry DifficultpointsTo learn about rhyme schemes, stress and intonation of poetry TeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Tell studentsWe 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 Presentation1.Ask students to study the poems and pictures on page 94. Writethe 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 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 andto 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 chara cteristics, 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 chaseendMy dog is the cleverest animal of all·He doesn’t just____ (chase) and catch a ball．With eyes open wide，He ______ (hunts) when I hideHe does wonderful _____ (tricks)Builds me camps out of sticks．He’d never bark or _____(bite),And he doesn’t like to ____(fig ht)．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 95Step III Presentation1.Present students the picture of goldfish, sayI also like goldfish very much. I know a lot about it．What 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 doesn’t.)Does a goldfish miaow? (No，she doesn’t．)Does a goldfish eat much?(No，she d oesn’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 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 HomeworkTeachingnotes课题Reading 2 总第课时上课时间年月日第周星期课时Period 3 教具 A recorder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:Personal design Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “Mygoldfish”. Today, I’ll tell you another pet I like. Can youguess 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 sleepingany 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 windowedgethe middle of the edge of the open drawer the emptyshoesomebody’s lap the cardboard box the cupboardin:____________________________________________________________________________________________________________________on: __________________________________________________________________________________________________________________Step 3. Activities1. Get Ss to listen to the recording, and order the phrasescorrectly.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。