七年级英语Pets教案6 - 360文档中心

英语：Unit 6 Pets单元教案(牛津英语七年级下)

Unit 6 PetsLanguage functions and focus●Introduce names and characteristics of common pets, e.g., My cat is very friendly.●Recognize and use nouns, verbs and adjectives to talk about specific animal features in termsof appearance, characteristics and personality, e.g., My dog is the cleverest animal of all.He doesn’t just chase and catch a ball.●Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dogat 7 a.m. Don’t chase the cat.●Recognize how to use appropriate modal verbs to give instructions and to express duty andresponsibilities, e.g., You should play with your pet for some time every day.●Recognize positive and negative forms of model verbs, e.g. You must put clean water in thefish tank. You must not touch a fish with your hands.Language skillsListening●Identify specific characteristics in a description of a goldfish●Listen for detail to extract specific information●Use knowledge presented in written text to infer general meaning and context●Complete a conversation using information from a talkSpeaking●Ask and respond to questions about favourite pets●Ask for explanations of opinions and respond appropriately●Stress keywords in sentences●Identify typical stress patterns in sentences●Tell others about a favourite petReading●Become familiar with rhyming words●Learn intonation and rhyme scheme of poems●Identify specific meaning by scanning the textWriting●Present factual information and opinions in writing●Describe characteristics and personalities of pets●Describe pets’ lifestyle, including feeding habits, homes, and likes and dislikes●Generate personal ideas, plan and organize text to communicate your own opinionsOverview of the unitThis final unit in the book introduces students to pets and the responsibilities associated with pet ownership.Warm-up activityBefore this lesson, ask students to bring in pictures, leaflets, or any other realia related to pets. They can get materials from pet shops, the internet and magazines. It is always a good idea to bring in materials yourself to make sure that your lesson gets off to a good start.Pass the materials around the class at the beginning of the lesson and then put them up on display. Ask students to make comments. Review the names of different animals. Encourage them to select suitable adjectives describe the books, behaviour, homes or anything else they associate with the pets. Do a quick class survey about how many students have pets and what kind of pets they have. Use this situation to introduce the function of giving instructions to prepare for the conversation presented in the comic strip.‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the comic strip. 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.)Welcome to the unitObjectives●To introduce students to the world of pets●To identify names of animals and typical features●To understand differences in animal featuresTeaching procedures1.Encourage stronger classes to do the task in Part A without further pre-teaching of keywords.For weaker classes, you may need to review the names of the animals and check whether they know how to pronounce them. Then ask students to de the task as set out.2.Divide the class into pairs. Ask students to compare their answers and discuss anydisagreements.3.For stronger classes, do Part B as a quiz. Students close their books. You read the sentencesa-f and students have to guess the answer. The student who answers first gets a point. Weaker classes follow the instructions as set out. You could do a quiz later on for revision.4.Ask students to prepare a sentence about their favorite pet. Tell them to pretend that they havea pet if they do not own one.5.Do some exercises.（详见课件）ReadingObjectives●To learn about rhyme schemes, stress and intonation of poetry●To learn new vocabulary to talk about pets●To read about animal behaviourBackground informationThis section introduces students to poetry. The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals. The style of eachpoem is different. ‘My Dog’ focuses on behaviour adjectives. ‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle. ‘Cats’ describes the different places where cats sleep.Part ATeaching procedures1.Ask students to study the poems and pictures on page 90. Write the title ‘My Dog’on theboard 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.2.For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you. Forstronger classes, choose five students to read two lines each.3.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?4.For weaker classes, read the poem ‘My Goldfish’ and ask students to follow in their books.Explain the meaning of ‘miaow’ and ‘bubbles’. For stronger classes, ask two students to each read a stanza.5.Read the poem ‘Cats’. As you read the poem, try to use gestures and mines to illustrate thedifferent impressions presented in the poem. Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.6.Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner. S1reads lines 26-35 and S2 reads lines 36-46. Ask if any students have cats that like to sleep in unusual places.7.Have the class prepare this poem for choral reciting. Allocate different lines to individualstudents or pairs to create a dramatic impression. Ask one or two students to read one line only,e.g.,S1: CatsAll: Cats sleep anywhere,S2: Any table,S3: Any chair,S4: Top of piano,This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.8.Ask students which poem they like best. Encourage more able students to say why they like it,e.g., I like the poem about cats because they are my favourite animals.Extension activityFor stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep. Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.Part BTeaching procedures1 Read the words listed in the box in part B1 to the class. Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.2 Ask students to complete the sentences with the correct words. Encourage them to read the sentences out loud so that they can hear the sounds of the words. For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.3 Ask less able students to work with a partner and take turns saying the rhyming pairs aloud.4 Ask less able students to do the extra questions on page 91. For more able students, do not provide them with the extra gapped sentences and words. Ask them to look for other rhyming pairs in the poems themselves.5 Ask students whether they think the rhyming words make the poems more pleasant to listen to. Accept all opinions. Then ask individual students what are the other roles of the rhyme in poetry. Elicit as many opinions as possible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.6 Explain the context and the instructions to part B2. Review the words in the box. Then ask students to complete the sentences with the correct words.7 Ask two volunteers to read out the completed articles.Extension activityAsk more able students to find any other rhyming pairs from the words learned in other units. Give them a reward for finding one, two or more. This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.Part CTeaching procedures1.Ask students to do Part C1 in pairs. Encourage them to use a dictionary if necessary.2.Review the answer and clarify any areas of uncertainty.3.Ask students to do Part C2 on their own. Remind them that all the words can be found in thepoem ‘My Goldfish’ on page 90. Ask more able students to do the task without referring the poem. Tell less able students to find the words in the poem to complete what Peter says.4.Read out the first line. Then ask four students to read out one line each.5.To do part C3, students will have to refer to the poem ‘Cats’on page 90. Ask more ablestudents to do the task on their own. Less able students may need help. Provide them with the names of places, and perhaps how many times each preposition is used.6.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them thatthey can use any other words apart from ‘in’, ’on’ and ‘on top of’.VocabularyObjectives●To recognize and identify a range of animal features●To differentiate between features belonging to different animals●To use appropriate nouns and verbs when describing the appearance and characteristics ofdifferent types of animalsTeaching procedures1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare their labels with a partner.2 Identify the words most students do not know. Talk about the special features of various animals to aid students in guessing the correct meanings. For instance, if you are teaching the word ‘beak’, tell students that birds have beaks, which they use to eat and drink.3 Explain the instructions of Part B. Tell students that they should read the texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices become more natural.Extension activitiesAsk students to write a similar profile about their favourite pet using the texts in Part B as model.GrammarObjectives●To use positive and negative imperatives when giving orders and instructions.●To organize and understand how to use imperatives appropriately.●To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.Part ATeaching procedures1.Talk to students about the purpose of instructions. Give them a few examples using classroomsituations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger 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.Fire drill●Walk quietly.●Don’t run.●Don’t take the lift.●Take the stairs.●Line up.●Go to the playground.●Leave your bags.On the bus●Don’t push.●Stand clear of the door.For weaker classes, jumble the sentences up and ask students to group them under the correct situations.2 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.’. Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative.3 Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions.4 Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. For weaker classes, review the verbs in the box before students start working on matching the sentences.5 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.6 Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.7 Ask students to read out the instructions they formed.Extension activityAsk students to present the instructions in Part A2 in the form of a poster, with pictures. Encourage them to think of more instructions for the care and feeding of a cat or a pet of their choice.Part BTeaching procedures1 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 95& 96, referring to the degrees of necessity. Explain the use of ‘ought to’ and ‘should’, which have more or less the same meaning. ‘Ought to’ is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while ‘should’ implies personal opinions and, therefore, is less strong.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 .5. 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 95 and 96 to identify the correct modal word to fit each instruction .6. Use class feedback to identify any misunderstanding ,as they involve the use of negative forms. Extension activityDepending on the general ability of your class, this could be done at the end of this section to consolidate students’ understanding .Elicit statements from students using different modals to talk about a situation ,e.g.,A new student is joining the class .Ask what instructions can you give the new student? e.g.,You must arrive at school at 8.10 in the morning.You ought to walk slowly on the stairs .You should hand in your homework to the monitor.The class has to choose a class monitor .AskWhat are his/her duties?e.g.,He /she must collect the exercise books .He/she should make sure that students follow the school rules.7.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.8. In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answer s with a partner.9. 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 advice. You could turn this into a competition. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence.Extension activityAsk more able students to come up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class.Integrated skillsobjectivesTo identify specific characteristics in a description of goldfish .To listen for detail and extract specific information .To use knowledge presented in written text to infer general meaning and context .To listen for specific information to complete a conversation .Part Ateaching procedures1.create an interest in the situation .Bring a picture of a goldfish to class and ask students tomake comments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . You might like to ask students to review the words learned in the vocabulary section.2.Tell students that they will listen to a talk giving information about fantail goldfish inpartA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening. 3.play the recording and ask students to confirm or change their initial responses. Checkanswers with the whole class.4.Ask more able students to do the extra exercise .You can also ask them to correct the falsesentences.5.Ask students to read the leaflet in part A2 about how to look after a fantail fish. Studentscheck the meanings of the statements.6.Ask students to make three positive instructions and three negative instructions using theinformation in the leaflet. Tell them that they should refer to the table on page 95 for help in choosing the correct modal verb for each sentence.7.Ask six students to read out one sentence each .Have another six students write the answerson the board.8.Ask students to read the phone conversation in part A3 between Amy and Peter. Tell studentsto use their own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to write their guesses on a piece of paper or in the margin. 9.play the recording again so that students can check their initial choice of words . Whilelistening ,they can confirm or change their initial responses.10.A sk students to form pairs and read the conversation to another pair .Each pair checks thecorrect choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.11.A sk a more able pair to present the conversation to the class .Check correct use of words andclarify any disagreements.Part BObjectivesTo ask and respond to questions about favourite pets .To respond by stating opinions .To ask for explanations of opinions and respond appropriately .teaching procedures1.Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them tochange roles and read the conversation .Then ask them to change roles and read the conversation again.2.Ask students which animals they like any why .Encourage them to make notes.3.Ask students to prepare their own conversations using Daniel and Amy’s conversation as amodel .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’‘I hate….’‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.4.Give students a few minutes to practice then ask some pairs to present their conversations tothe class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.Useful expressionsI don’t like animals.My sister has a….I play with my dog in the park.My cat likes eating….Cats are very clean .You don’t have to bathe them.They should teach their dog not to….You must find someone to look after…While you are on holiday .PronunciationObjectivesTo introduce the idea of sentence stress .To identify and recognize typical stress .teaching procedures1.play the recording. Ask students to read the sentences in part A as they are listening .confirmthat the important words that convey key meaning are in bold and are stressed .Ask students to repeat the sentence in chorus.2.Divide the class into pairs .Ask students to choose some sentences from the list and practicepresenting them ,paying attention to stressing the words in bold.3.Ask students to read the sentences in part B and circle the words which they think they shouldbe stressed. Students listen to the recording and check the words which theyHomeworkRead the sounds after the tape again and again.。

七年级英语Pets教案

1. 让学生掌握与宠物相关的词汇，如cat, dog, fish, bird, pet shop等。

2. 让学生能够用英语简单描述宠物的特征和喜好。

3. 培养学生与人分享和交流自己宠物的习惯。

二、教学内容：1. 词汇学习：cat, dog, fish, bird, pet shop, collar, bone, fish, tank, bowl等。

2. 句型练习：What pets do you like? I like They like3. 宠物介绍：让学生准备一段关于自己宠物的介绍，包括宠物的名称、特征、喜好等。

三、教学步骤：1. 热身活动：让学生自由交谈，询问他们是否喜欢宠物，并分享他们的宠物知识。

2. 词汇学习：教师展示相关词汇的图片，引导学生说出单词，并在黑板上写出单词及其中文意思。

3. 句型练习：教师给出句型“What pets do you like? I like They like”，让学生分组练习，互相提问和回答。

4. 小组活动：学生分组，每组选择一种宠物，编写一段关于宠物的介绍，包括宠物的名称、特征、喜好等。

5. 展示环节：每组轮流上台展示他们的宠物介绍，其他学生认真听并给予反馈。

四、作业布置：1. 让学生绘制一幅关于自己宠物的画作，并附上英文描述。

2. 让学生编写一篇关于宠物的短文，介绍宠物的名称、特征、喜好等。

1. 教师要关注学生的口语表达能力和宠物知识的掌握程度。

2. 在小组活动环节，教师要巡回指导，确保每个学生都能参与到活动中来。

3. 对于学生的作业，教师要仔细批改，给予积极的评价和指导。

六、教学内容：1. 词汇学习：cage, hamster, mouse, guinea pig, turtle等。

2. 句型练习：Do you have a pet? Yes, I do./ No, I don't. What kind of pet do you have? I have a3. 宠物介绍：让学生准备一段关于自己宠物的朋友的介绍，包括宠物的名称、特征、喜好等。

七年级英语：Unit 6 Pets

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 七年级英语教案编订：XX文讯教育机构Unit 6 Pets教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 6 pets一. 教学内容：unit 6 pets二、教学目标：掌握unit 6 的重点句型和知识点三、教学重难点：掌握课文中的重点句型和知识点的结构、用法重点句子及句型1、bring me my lunch. 给我拿午餐来。

这里的bring的意思是“带来”，“拿来”。

bring 可以带双宾语，即bring sb sth或bring sth to sb. 英语中表示“带”的词还有take ,carry, take的意思是“带走”，“拿走”而carry的意思是“携带”，“带着（无方向性）”。

例：⑴don’t forget to bring your homework here tomorrow.明天不要忘记把你的家庭作业带来。

⑵do you always carry an umbrella? 你总是带伞吗？2、i like watching it swim around.我喜欢看着它四处游动。

这里的swim 是动词原形作宾语补足语，用来补充说明宾语it。

watch是感官动词，此类动词还有hear ,see, find ,touch, look at, listen to, feel等。

这些词后面可跟动词原形，现在分词作宾语补足语。

用动词原形作宾语补足语表示动作经常发生或看到、听到动作发生的全过程；用动词的现在分词作宾语补足语则表示动作正在进行。

如：⑴i often hear her sing in the next room.我经常听到她在隔壁唱歌。

Unit 6 Pets-牛津英语七年级7B教案Teaching Designs

Unit 6 Pets-牛津英语七年级 7B 教案 TeagDesignsTheFirstPeridntent:istripandeletthisu nitTeahingais:1
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七年级英语教案Unit6Pets-牛津7BTheFifthPeriod

Unit 6 Pets-牛津英语七年级7B教案The Fifth Periodthe fifth periodⅰ.content:1.grammerb:using “should ”/ “ought to”/must to talk about sth..ii.teaching aims:1. to learn how to use “should ”/ “ought to”/mustiii.important and difficult points:the differences between ““should ”/ “ought to”/”must”iⅴ.teaching procedures:step 1. revision. talk about situations involving duty and obligation. try to link them to the context of the beijing sunshine secondary school who are talking about looking after pets.it is useful to point out to ss that we can use these modals to give instructions.step 2. presentation.1. fill in the blanks.2. work in pairs to talk about something that.report to the class.3. explain:if we think something is sure to happen, we’d better use “must”.eg.i saw mr yang in the library a moment ago. he must(一定) be in the school now.(get the students to give more examples)step 3.practice.sb page 96 partb1 help ss complete their sentences using“must(n0t)\should(not)\ought (not) tostep 7.extension.suppose the class has to choose a class monitor. ask what are his/her duties?step 8. homeworkdo some exercises on paper.the sixth periodⅰ.content:integrated skillsii.teaching aims:1. to identify specific characteristics in a description of a goldfish.2. to use for detail and extract specific information.iii.important and difficult points:fantail goldfish are easy to look after.peter is interested in goldfish.iⅴ.teaching procedures:step 1. revision.do some oral work.step 2. presentation.create an interest in the situation .bring a picture of a goldfish to class and ask ss to make comments about it.tell ss that they will listen to a talk giving information about the fantail goldfish.ask ss to read the leaflet in part2step 3.practice.ask ss to make three positive instructions and three negative instructions using the information in the leaflet.step 7.extension.ask six ss to read out one sentence each. have another six ss write the answers on the board.step 8. homeworkread the passages fluently. recite the new words。

七年级英语教案Unit6Pets-牛津7BTeachingDesigns

Unit 6 Pets-釘薯哂囂鈍定雫7B縮宛Teaching Designsteaching designsthe first periodcontent: comic strip and welcome to this unitteaching aims:1. to use the comic strip to introduce the function of giving instructions---｀bring me´¨ and ｀should¨.2. to introduce students to the world of pets3. to identify names of animals and typical features4. to understand differences in animal features5. to educate students that most animals are our friendslanguage focus: bring me my lunch/be more polite/get a new e- should say´/you ought to be´take care of/learn more about different pets watch it swim around/sleep on the lap /feed carrots/ hold ´in my handvocabulary: pet/parrot/rabbit/lap/carrot/feed/hold/ought toteaching procedures:step 1 warming upplay a game called: bring me ´step 2 presentationlook at some pictures about hobby and eddie.let ss guess the meaning of ＾ought to￣step 3 comic stripfirst listen to the tape to get some information from the listening and then ask questions:1. what does eddie want to do?2.how does hobo answer?3.is eddie polite? what does eddie say for the second time?4.hobo took lunch for eddie at last, didn¨t he? what do you think of eddie?listen to the tape again and read after it. pay attention to eddie¨s intonation.let ss understand that one should say ＾please￣ when he wants others¨ help.step 4 learning ＾different pets￣.some riddles: 1. what animal swings from tree to tree?2. what animal gives us milk?3. what animal has the longest neck?4. what animal is the king?5. what animal wakes you up in the morning?6. what animal gives us pork?encourage students to do the task on part a. then ask students to read out their answers togetherask questions about pictures to help the students to know the typical features:・ can a parrot speak? is it a kind of birds? do you like listening to birds singing ?・ what does a rabbit eat? what colour is a rabbit?・ do you have a dog at home?∠ what does a mouse eat ? are mice afraid of cats?⊥ what food does a cat like eating?⌒ where does a goldfish live? does a goldfish sleep with their eyes open? why?free talk: what¨s your favourite pet? how do you like it? why?present some parts of pictures about pets and guess what it is.。

七年级英语下册Unit6 Pets 学案

七年级英语下册Unit6 Pets 学案Unit6Pets课题:comicstrip&welcometotheunit学习目标．想学生介绍宠物的世界。

2．认知动物名称及其典型特征。

3．掌握下列词汇以及短语：pet，rabbit，feed,bringsbaroundbemorepoliteswimaroundonone’slapholdsthinone’shandfeedsbsthteachsbtodosth课前预习一、在班级里做一个小调查，看你的同学喜爱什么样的宠物，并说出喜欢的理由。

（不少于5种不同的宠物）___________________________________________________ ____________2______________________________________ _________________________3_________________________ ______________________________________4____________ ___________________________________________________ 5__________________________________________________ _____________课堂学习一、中英互译、照顾，照料_________________2、教鹦鹉说话____________________3、喂兔子胡萝卜_________________4、和狗在公园里玩________________5、睡在膝盖上__________________6、watchitswimaround_______________7、feelsoft__________________8、holdsth.inone’shand_____________9、bringmemylunch_____________0、应该更礼貌_____________________二、根据首字母或所给词的正确形式完成句子．millielikesherp________becauseitcansing.2．Itisdangeroustoh_______adoginyourhands.3．Ilikemyg__________inmyfishtank.4．weo___________tobemorepolitetotheold.5．Ilikemyr__________becauseithaslongears.6．Therearetwo___________inthebox.7．Look!Acatisstandingon___________lap.8．Ilikewatchthem____________basketball.9．mybrotherwants___________hisparrot__________.0.youshould__________yourparrotwatereveryday三、用所给词的适当形式填空。

七年级英语Pets单元教案

Unit 6 PetsLanguage functions and focus●Introduce names and characteristics of common pets, e.g., My cat is very friendly.●Recognize and use nouns, verbs and adjectives to talk about specific animal features in termsof appearance, characteristics and personality, e.g., My dog is the cleverest animal of all.He doesn’t just chase and catch a ball.●Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dogat 7 a.m. Don’t chase the cat.●Recognize how to use appropriate modal verbs to give instructions and to express duty andresponsibilities, e.g., You should play with your pet for some time every day.●Recognize positive and negative forms of model verbs, e.g. You must put clean water in thefish tank. You must not touch a fish with your hands.Language skillsListening●Identify specific characteristics in a description of a goldfish●Listen for detail to extract specific information●Use knowledge presented in written text to infer general meaning and context●Complete a conversation using information from a talkSpeaking●Ask and respond to questions about favourite pets●Ask for explanations of opinions and respond appropriately●Stress keywords in sentences●Identify typical stress patterns in sentences●Tell others about a favourite petReading●Become familiar with rhyming words●Learn intonation and rhyme scheme of poems●Identify specific meaning by scanning the textWriting●Present factual information and opinions in writing●Describe characteristics and personalities of pets●Describe pets’ lifestyle, including feeding habits, homes, and likes and dislikes●Generate personal ideas, plan and organize text to communicate your own opinionsOverview of the unitThis final unit in the book introduces students to pets and the responsibilities associated with pet ownership.Warm-up activityBefore this lesson, ask students to bring in pictures, leaflets, or any other realia related to pets. They can get materials from pet shops, the internet and magazines. It is always a good idea to bring in materials yourself to make sure that your lesson gets off to a good start.Pass the materials around the class at the beginning of the lesson and then put them up on display. Ask students to make comments. Review the names of different animals. Encourage them to select suitable adjectives describe the books, behaviour, homes or anything else they associate with the pets. Do a quick class survey about how many students have pets and what kind of pets they have. Use this situation to introduce the function of giving instructions to prepare for the conversation presented in the comic strip.‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the comic strip. 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.)Welcome to the unitObjectives●To introduce students to the world of pets●To identify names of animals and typical features●To understand differences in animal featuresTeaching procedures1.Encourage stronger classes to do the task in Part A without further pre-teaching of keywords.For weaker classes, you may need to review the names of the animals and check whether they know how to pronounce them. Then ask students to de the task as set out.2.Divide the class into pairs. Ask students to compare their answers and discuss anydisagreements.3.For stronger classes, do Part B as a quiz. Students close their books. You read the sentencesa-f and students have to guess the answer. The student who answers first gets a point. Weaker classes follow the instructions as set out. You could do a quiz later on for revision.4.Ask students to prepare a sentence about their favorite pet. Tell them to pretend that they havea pet if they do not own one.5.Do some exercises.（详见课件）ReadingObjectives●To learn about rhyme schemes, stress and intonation of poetry●To learn new vocabulary to talk about pets●To read about animal behaviourBackground informationThis section introduces students to poetry. The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals. The style of eachpoem is different. ‘My Dog’ focuses on behaviour adjectives. ‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle. ‘Cats’ describes the different places where cats sleep.Part ATeaching procedures1.Ask students to study the poems and pictures on page 90. Write the title ‘My Dog’on theboard 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.2.For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you. Forstronger classes, choose five students to read two lines each.3.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?4.For weaker classes, read the poem ‘My Goldfish’ and ask students to follow in their books.Explain the meaning of ‘miaow’ and ‘bubbles’. For stronger classes, ask two students to each read a stanza.5.Read the poem ‘Cats’. As you read the poem, try to use gestures and mines to illustrate thedifferent impressions presented in the poem. Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.6.Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner. S1reads lines 26-35 and S2 reads lines 36-46. Ask if any students have cats that like to sleep in unusual places.7.Have the class prepare this poem for choral reciting. Allocate different lines to individualstudents or pairs to create a dramatic impression. Ask one or two students to read one line only,e.g.,S1: CatsAll: Cats sleep anywhere,S2: Any table,S3: Any chair,S4: Top of piano,This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively.8.Ask students which poem they like best. Encourage more able students to say why they like it,e.g., I like the poem about cats because they are my favourite animals.Extension activityFor stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep. Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem.Part BTeaching procedures1 Read the words listed in the box in part B1 to the class. Ask students to repeat each one and to pay particular attention to the sounds of the final syllables.2 Ask students to complete the sentences with the correct words. Encourage them to read the sentences out loud so that they can hear the sounds of the words. For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start completing the sentences.3 Ask less able students to work with a partner and take turns saying the rhyming pairs aloud.4 Ask less able students to do the extra questions on page 91. For more able students, do not provide them with the extra gapped sentences and words. Ask them to look for other rhyming pairs in the poems themselves.5 Ask students whether they think the rhyming words make the poems more pleasant to listen to. Accept all opinions. Then ask individual students what are the other roles of the rhyme in poetry. Elicit as many opinions as possible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc.6 Explain the context and the instructions to part B2. Review the words in the box. Then ask students to complete the sentences with the correct words.7 Ask two volunteers to read out the completed articles.Extension activityAsk more able students to find any other rhyming pairs from the words learned in other units. Give them a reward for finding one, two or more. This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own.Part CTeaching procedures1.Ask students to do Part C1 in pairs. Encourage them to use a dictionary if necessary.2.Review the answer and clarify any areas of uncertainty.3.Ask students to do Part C2 on their own. Remind them that all the words can be found in thepoem ‘My Goldfish’ on page 90. Ask more able students to do the task without referring the poem. Tell less able students to find the words in the poem to complete what Peter says.4.Read out the first line. Then ask four students to read out one line each.5.To do part C3, students will have to refer to the poem ‘Cats’on page 90. Ask more ablestudents to do the task on their own. Less able students may need help. Provide them with the names of places, and perhaps how many times each preposition is used.6.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them thatthey can use any other words apart from ‘in’, ’on’ and ‘on top of’.VocabularyObjectives●To recognize and identify a range of animal features●To differentiate between features belonging to different animals●To use appropriate nouns and verbs when describing the appearance and characteristics ofdifferent types of animalsTeaching procedures1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare their labels with a partner.2 Identify the words most students do not know. Talk about the special features of various animals to aid students in guessing the correct meanings. For instance, if you are teaching the word ‘beak’, tell students that birds have beaks, which they use to eat and drink.3 Explain the instructions of Part B. Tell students that they should read the texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices become more natural.Extension activitiesAsk students to write a similar profile about their favourite pet using the texts in Part B as model.GrammarObjectives●To use positive and negative imperatives when giving orders and instructions.●To organize and understand how to use imperatives appropriately.●To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.Part ATeaching procedures1.Talk to students about the purpose of instructions. Give them a few examples using classroomsituations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger 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.Fire drill●Walk quietly.●Don’t run.●Don’t take the lift.●Take the stairs.●Line up.●Go to the playground.●Leave your bags.On the bus●Don’t push.●Stand clear of the door.For weaker classes, jumble the sentences up and ask students to group them under the correct situations.2 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.’. Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative.3 Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions.4 Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. For weaker classes, review the verbs in the box before students start working on matching the sentences.5 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.6 Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.7 Ask students to read out the instructions they formed.Extension activityAsk students to present the instructions in Part A2 in the form of a poster, with pictures. Encourage them to think of more instructions for the care and feeding of a cat or a pet of their choice.Part BTeaching procedures1 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 95& 96, referring to the degrees of necessity. Explain the use of ‘ought to’ and ‘should’, which have more or less the same meaning. ‘Ought to’ is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while ‘should’ implies personal opinions and, therefore, is less strong.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 .5. 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 95 and 96 to identify the correct modal word to fit each instruction .6. Use class feedback to identify any misunderstanding ,as they involve the use of negative forms. Extension activityDepending on the general ability of your class, this could be done at the end of this section to consolidate students’ understanding .Elicit statements from students using different modals to talk about a situation ,e.g.,A new student is joining the class .Ask what instructions can you give the new student? e.g.,You must arrive at school at 8.10 in the morning.You ought to walk slowly on the stairs .You should hand in your homework to the monitor.The class has to choose a class monitor .AskWhat are his/her duties?e.g.,He /she must collect the exercise books .He/she should make sure that students follow the school rules.7.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.8. In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answer s with a partner.9. 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 advice. You could turn this into a competition. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence.Extension activityAsk more able students to come up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class.Integrated skillsobjectivesTo identify specific characteristics in a description of goldfish .To listen for detail and extract specific information .To use knowledge presented in written text to infer general meaning and context .To listen for specific information to complete a conversation .Part Ateaching procedures1.create an interest in the situation .Bring a picture of a goldfish to class and ask students tomake comments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . You might like to ask students to review the words learned in the vocabulary section.2.Tell students that they will listen to a talk giving information about fantail goldfish inpartA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening. 3.play the recording and ask students to confirm or change their initial responses. Checkanswers with the whole class.4.Ask more able students to do the extra exercise .You can also ask them to correct the falsesentences.5.Ask students to read the leaflet in part A2 about how to look after a fantail fish. Studentscheck the meanings of the statements.6.Ask students to make three positive instructions and three negative instructions using theinformation in the leaflet. Tell them that they should refer to the table on page 95 for help in choosing the correct modal verb for each sentence.7.Ask six students to read out one sentence each .Have another six students write the answerson the board.8.Ask students to read the phone conversation in part A3 between Amy and Peter. Tell studentsto use their own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to write their guesses on a piece of paper or in the margin. 9.play the recording again so that students can check their initial choice of words . Whilelistening ,they can confirm or change their initial responses.10.A sk students to form pairs and read the conversation to another pair .Each pair checks thecorrect choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.11.A sk a more able pair to present the conversation to the class .Check correct use of words andclarify any disagreements.Part BObjectivesTo ask and respond to questions about favourite pets .To respond by stating opinions .To ask for explanations of opinions and respond appropriately .teaching procedures1.Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them tochange roles and read the conversation .Then ask them to change roles and read the conversation again.2.Ask students which animals they like any why .Encourage them to make notes.3.Ask students to prepare their own conversations using Daniel and Amy’s conversation as amodel .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’‘I hate….’‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.4.Give students a few minutes to practice then ask some pairs to present their conversations tothe class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.Useful expressionsI don’t like animals.My sister has a….I play with my dog in the park.My cat likes eating….Cats are very clean .You don’t have to bathe them.They should teach their dog not to….You must find someone to look after…While you are on holiday .PronunciationObjectivesTo introduce the idea of sentence stress .To identify and recognize typical stress .teaching procedures1.play the recording. Ask students to read the sentences in part A as they are listening .confirmthat the important words that convey key meaning are in bold and are stressed .Ask students to repeat the sentence in chorus.2.Divide the class into pairs .Ask students to choose some sentences from the list and practicepresenting them ,paying attention to stressing the words in bold.3.Ask students to read the sentences in part B and circle the words which they think they shouldbe stressed. Students listen to the recording and check the words which theyHomeworkRead the sounds after the tape again and again.。