7B Unit 6 Reading (1)说课
英语7B Unit6 Reading1教案
T: What do you think of fairy tales?
T: I think fairy tales are usually very interesting and they are full of imagination. Today we will
the right order.
T: Right. And there are five paragraphs in the passage and we can divide them into three parts
according to the three places.
Paragraph1&2 are about“by the river”. Para3 is about“in the field”. Paragraphs4&5 are about
The dodo bird, The Caterpillar, The Hatter, The Queen of hearts and so on.
【设计意图】
呈现爱丽丝梦游仙境中的人物图片，激发学生学习的兴趣
PPT6
T: Now, Let’s watch a short video about part of the story. Try to find the main characters in it.
【设计意图】
朗读全文，借助排序练习，检查学Hale Waihona Puke 对故事情节的记忆。PPT21
牛津7B unit6 reading 教案
Teaching Design for7B Unit6 Grade 7Outdoor funReading 1---Down the rabbit hole Teacher: Huang Qianqian Time: May 19th,2019Teaching aims1. To read and understand the story.2.To complete the exercises by themselves.3.Encourage students to be brave and optimistic,imaginative and creative .Teaching important and difficult points :1.Develop the ability to infer the general meaning form the title and the context .2.Reinforce the ability to skim the text for overall meaning and scan for details .Teaching methods:Task-based teaching mehod ，Communicative teaching method Teaching tools:Multi-mediaTeaching procedures:Step 1. Lead-in页 1 第Have a free talk:Do you like any fairy stories?Which fairy story do you like best ?Then present pictures about some familiar fariy stories.Step 2. Pre-reading1.Enjoy a video and guess :(1).What's the name of the film ?(2).What are the main characters in the video ?2..Listen and answer:(1).Where did Alice sit with her sister ?(2).What was on the other side of the door ?Step 3.While-reading1. Skim and finish T / F2.Divide the story into 3 parts according to the place of AliceTask1 (by the river)Read para1-2 and answer: Who did these?Task2 (In the field)Read Para3 and answer:(1).Where did the rabbit go?(2).what did Alice do then, why?Task3 (In the hall)Read Para4-5 and finish the table:.页 2 第There were doors all around,Alice saw a small key on a table, butAlice saw a lovely garden on theother side, and tried to go throughthe door,Step4. After-readingRetell the story (fill in the blanks )by. One day, Alice sat a river, then she saw a white rabbitand looked at the time. Soon the a watch out of its The rabbit Alice. So she ran after it. They both jumped rabbit ran a field . Ita in herself the into a . Alice_____ ground, and found long ,low hall. She saw a_____ on a table and _____ it to open a small door. Shethe door, but she couldn't. wanted to goStep 5. Emotional educationAsk students to discuss a question :What do you think of Alice ?Then give them a summmaryStep 6. HomeworkRecite the story after class. 1.2. Pay attention to the language points.页 3 第。
初中英语七年级上册(牛津译林版)Unit6Reading说课稿
2.过程与方法目标：
（1）学生通过小组合作、讨论等方式，提高合作能力和解决问题的能力；
（2）学生通过阅读、听力等实践活动，提高英语阅读和听力水平；
（3）学生通过模仿、表演等教学活动，提高英语口语表达能力。
3.情感态度与价值观目标：
（1）学生能够增强对英语学习的兴趣和信心；
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设情境：通过设置有趣的动物园场景，让学生在情境中自然地运用动词过去式和一般过去时；
2.小组合作：组织学生进行小组讨论、互助学习，提高他们的合作能力和解决问题的能力；
3.游戏竞赛：设计富有挑战性的游戏和竞赛，激发学生的学习兴趣和竞争意识；
4.多样化的教学手段：运用多媒体、实物展示等教学手段，丰富课堂内容，提高学生的学习积极性；
5.鼓励表扬：对学生的进步和表现给予及时的鼓励和表扬，增强他们的自信心。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。这些方法的选择基于以下理论依据：
1.任务型教学法：该方法强调学生在完成具体任务的过程中运用所学知识，提高语言实际运用能力。通过设置与实际生活相关的任务，激发学生的学习兴趣和动机，使他们在实践中掌握知识。
2.情境教学法：情境教学法认为，语言学习应紧密结合具体的情境。通过创设生动、真实的情境，让学生在情境中感知、体验和运用语言，提高他们的语言运用能力。
3.合作学习法：合作学习法鼓励学生之间相互交流、互助合作，共同完成任务。这种方法有助于培养学生的团队协作能力和沟通能力，同时提高他们的学习积极性和自信心。
-练习：简单填空和改错练习；
牛津英语7B Unit 6 reading课件课件
5. And I’ll look after him
E. He is friendly.
until the end.
My dog
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.
B. He can run after a
things.
and do other
3. He does wonderful tricks. C. He looks around
for me.
4. He’d never bark or bite. D. And I always take
care of him
A report
The dog is lovely, the goldfish is … He / She can … He likes to / doesn’t like to … She doesn’t need …
…
Ｈomework ;
词语翻译
１．最聪名的动物 ３．喜欢打架 ５．照顾他 ７．在边缘 ９．硬纸箱
My goldfish is a wonderful
江苏省江阴市璜土中学七年级英语下册《7B Unit 6 reading》教学设计 牛津版
7B Unit 6 Reading(1)【教学目标】1. To learn about rhyme schemes, stress and inattention of poetry2.To learn new vocabulary used for talking about pets【重点难点】until的用法；need的用法【教学过程】Step 1.预复习检查Revise what the children learned in the last period(ask and answer)Step2Presenting1.Let students guess what the teacher’s pet is.2. Do you know why I would like a dog to be my pet? First, dogsare really lovely. Second, they are so clever that they can do lots of wonderful tricks. Third, they can help hunters hunt in the wild. If I have a dog, I’ll tell him not to bite, not to fight and to hide himself when in danger. He will be my very best friend and I will look afterhim until the end.Step 3 PractisingListen to the tape and fill in the blanks: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 (fight).My dog is my very best friend.And I’ll look after him until the (end ).Step 4 PractisingAsk students to finish P 96 Part C1, and then check the answers.Play the tape and underline some words.Step 5当堂反馈（见学生版）【家庭作业】1. Do more exercises.2. Read after the tape of the text【教学反思】7B Unit 6 Reading(2)【教学目标】1 To read about animal behaviour2 To scan the text for specific information【重点难点】1 have to 与 must 的区别：2 be afraid of doing sth. 与 be afraid to do sth.【教学过程】Step 1.预复习检查Revise what the children learned in the last period(ask and answer)Step 2 Presenting1.Talk to students about gold fish.Does a gold fish chase another fish?Does a gold fish hide?Does a g oldfish bark? (Of course not.)Does a goldfish m eow? (No, she doesn’t.)2. At last, say: What a quiet goldfish! She doesn’t bark. She justbubbles and bubbles. She is not any trouble.Step 3 Practising1. As k students to repeat after the tape of ‘My Goldfish.2. Read ‘My Goldfish’ again and finish Page 98 Part C2.3. Read ‘My Gol dfish’ again and finish Page95 Part B1.Step 4 Presenting1. Say: We always think cats are lazy, because they likeany time anywhere. Where can you find cats sleeping?2. Show the students some pictures of table, chair, top of window-ledge, in the middle, on the edge, open drawer, empty some body’s lap, a cardboard box, our board.Step 5Activities1. Ask students to repeat “cats”.2. Read again and finish Page 95 B13. Finish exercises on workbook.Step 6当堂反馈(见学生版)【家庭作业】1. 助学案.2. 三训1课时【教学反思】牛津8A Unit 1 Reading（1）【教学目标】1.To learn new words to talk about people2. To develop the students’ abilities of li stening, speaking, readingand writing.3. To use adjectives to describe friends’appearance and characteristics.4. To encourage Ss to practice, participate, and co-operate in theclassroom activities.【重点难点】sense humour generous 的用法【教学过程】Step1. Warming-up & lead-inStep 2. Pre-readingActivity : competition (class work) I know you have learned the new words, Yes ? Let’s have a competition.Step 3. Reading So much for the new words . Good! Today we’ll learn two passages. Open your books and listen to the tape.let’s learn Passage1.Step 4. Reading ( Learn passage 2 about Max like learning passage 1.)Step 5. Post-readingActivity1: Discussion (Group work)Activity2: Let the Ss know how to describe their best friend. Activity3: Talk about the Ss’ best friends (group work)and play agame ( ask other Ss to guess)Step 6. Sum-upbecause they can help you and sh are both happiness and sadness with you, and we know how to describe our best friends. Now Let’s be friends!Step 7当堂反馈(见学生版)【家庭作业】1. Writing: ‘My best friend’.2. Learn the last passage by yourself.【教学反思】《牛津初中英语》8A Unit1 Reading（2）【教学目标】1. To grasp some useful expressions about describing a person个性化备课2. To learn how to describe friends.3. To help students to learn what kind of person shoul d be his/herbest friend and how to go on with friends well.【重点难点】1To learn some useful expressions and use them in differentcontext2.To learn how to describe friends.【教学过程】Step1 PresentationYeste rday we met three friends in ‘Teenagers’ Magazine.They’re Betty, Max and May. How much do you rememberthem?Step2: Language pointsT: Wonderful! You have a very good memory. Now let’s moveon to look at some useful phrases and sentences in the threearticles and learn to use them:Step 3: VotingT: We’ve learnt a lot about Betty, Max and May. If you canchoose only one of them as your best friend. who will youvote for? Why?Step 4: GameDivide the class into three or four competing teams.Each team can work out a description for the other teamsto guess. Give a score only for the first correct guess.Step 5当堂反馈(见学生版)【家庭作业】1. 完成本课时配套练习2. 预习Vocabulary【教学反思】。
牛津7Bunit6 reading课件(共14张PPT)
Alice in Wonderland 爱丽丝梦游仙境
2.What are the main characters(主要人物） in the video ?
Alice & a rabbit
Listen and answer:
1.Where did Alice sit with her sister ? Alice sat by a river with her sister.
htseoallaopootrkaoodbskkaysaeeweaddsdaorauitbuvctpynehrd the time
Task2 (In the field)
Read Para3 and answer: 1.Where did the rabbit go?
It jumped down a big hole.
Alice is clever, brave and careful, so
csahreefcualn
find
her
wonderland
friendly
in the
story. I think if y…ou…a.re clever, brave
and careful like Alice , you can also
2.What did Alice do then, and why?
She jumped down the big hole too, because she didn’t want to let the rabbit get away.
Task3 (In the hall)
Read Para4-5 and finish the table:
7BUnit6Reading--AliceinWonderland说课稿
7BUnit6Reading--AliceinWonderland说课稿Teaching report7B Unit6 Reading--Alice in WonderlandGood evening, honored judges and fellow teachers.T oday, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills.My report will include 3 sections.They are analysis of the teaching material, identifying the teaching methods and studying methods, and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is about a part of a famous fairy story-Alice in Wonderland.Such a topic is a famous fairy story, so it is helpful to raise learning interests of students.It can help students to attain “four skills” request of listening, speaking, reading and writing.Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:1.understand the whole passage2.retell the story according some pictures3.pay attention to the time order of the action during the reading procedure4.encourage students to be brave and optimistic,imaginative and creative.Let’s come to the important points and the dif ficult points:1.understand the whole passage2.retell the story according some picturesSection 2 Identifying the teaching methods and studying methodsAs is known to us all, modern teaching demands the teacher should improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’ learning background, I decide to choose guided reading and Task-Based reaching as the main teaching approaches.With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks.Grade 7 students are curious, full of energy, interested in English and willing to show themselves.So I’ll have students study in a relaxed atmosphere students understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc.Let students get the knowledge actively by probe study and cooperative study.In a word, I’ll teach the students how to be successful language learners.Section 3 Teaching proceduresThe teaching procedures include five parts.They’re lead-in, pre-reading, while-reading, post-reading and emotional education.Part 1 Lead-inFirst I will have a free talk with students.(Do you like any fairy stories? Which fairy story do you like best ?)Then I will present pictures about some familiar fairy stories to arouse their interest about Alice and her story.Part 2 Pre-readingIn this part, I will play a video first and then ask students to guess:1.What’s the name of the film ?2.What are the main characters in the video ?After watching the video, I will let students to guess the meaning of new words by using some pictures of the stories.(withthis task, students can improve their ability of guessing word meaning, a practical skill of reading.)Part 3 While-readingDuring the part, I will ask the students read through the passage.The part includes six tasks:Task : Listen and answer: I will play a tape and ask students to listen and answer to improve their listening skills :1.Where did Alice sit with her sister ?2.What was on the other side of the door ?Task 2:Fast read and finish T/F: Ask the students read the story fast and choose ‘true’or’fasle’.(After doing the exercise,students can understand the preliminary.)Task 3: Further reading :In this part, I will let students read silently and ask them to divide the story into 3 parts according to the place of Alice.As for section one there are 3 questions:1.Where did Alice see a white rabbit?2.Why did the rabbit surprise Alice?3.What was the rabbit going to do? Can you guess?As for section 2,fill in the blank.As for section 3,finish the table.(with this task, students can know about the detailed information.Dividing the passage into parts is easier for them than to read the whole passage as a whole.)Task 4: Put the statement into the correct order.:Sandy wrote some sentences about the story, but they are not in the correct order.Help her put them in the correct order.Students will have to the read through the passage and try to sequence these statements.(with this task, students will be checked about their understanding of this article.)Part 4:Post-readingIn the section, Ss will train their ability of usinglanguage.There are 2 activities.Activity 1: Retell the story: Students will have to retell the story by using some key words and phrases.T o make it easier for some students, I also give four pictures.(with this activity, students will get more familiar with the key elements of writing a narrative, and improve their spoken English.)Activity 2: Sublimate emotion:From some pictures, we can lead students to think.and talk: If you were Alice, what would you do?(with this task, students can understand some value.) At last, homework for this period:1.Try to remember new words and phrases.2.Read the story at least 3 times.3.Do exercises of this period.Thank you for your attention.。
新目标英语7BUNIT6全英文说课稿
Unit 6 It’s raining！Section A ( 1a—2c)（说课稿）Hello, everyone! My name is______. I’m from Middle School.Today, I’d like to talk about my teaching idea about Section A ( 1a—2c). The subject of this unit is “It’s raining!”.I divide the instruction into five parts, they are: Content Analysis, Teaching Method Analysis, Learning Method Analysis, Teaching Procedures and Assignment.Ⅰ. Content Analysis1. Status and FunctionThe main purpose of this lesson is to talk about the different weather and give the descriptions of what people are doing. Students will learn to describe what people do in various weather .Students are to learn to express their likes and dislikes and give the reasons about them.2. Key-points and difficult pointsa. ability Objects: Listening skill. Communicative competence.b. Moral Object: In the West, people like talking about the weather instead of asking, “Have you eaten?” or “Where are you going?” which are impolite to ask such questions in the West.3. Teaching aims(1) Aims of the knowledgea. Key Vocabulary: raining, windy, cloudy, sunny, snowing, how’s=how is, weather, Moscow, Toronto,b. Learn how to talk about the weather.c. Learn how to describe what you are doing.(2) Aims of the abilitiesa. Develop Ss’ abilities of listening and speaking.b. Train the Ss’ abilities of communication and corporation(3) Aims of the emotion. Know the weather all over the world and express their own ideas.Ⅱ. Teaching Method AnalysisTeaching methodAs we all know: the main instructional aims of learning English in middle school is to bring up students’ basic abilities of listening、speaking、reading and writing and their good sense of the English language. So in this unit I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure ofthe conversation. And in this unit communication method, scene teaching method and CAI will be needed.Ⅲ. Learning Method AnalysisI request the students to study English independently, cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn from each other. It makes each student relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxing and pleasing in this kind of environment.Ⅳ. Teaching ProceduresIn this unit students learn to talk about the weather and talk about what people are doing.Step1: Warm-up and lead-inTeacher ask a question: What are you doing? Then you might pretend to to be reading a book, playing soccer, When the class ask, What are you doi ng? You answer, I’m reading a book, and so on.Step2 PresentationThis activity introduces the key vocabulary. Focus attention on the cities in the picture. Ask, what is the weather like in Beijing? Supply the word and ask the class to repeat it. Say a sen tence or two about each kind of weather. .: It’s raining. Is it raining here today? Then ask Ss to match each word with one of the cities in the picture. Repeat and learn sunny cloudy windy raining snowingStep3 Listening1b Play the recording the first time. Ss only listen. Point to each city in the picture as it comes up on the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.2a Point to the four pictures. Ask Ss to tell what each person is doing in each picture. Supply vocabulary words as needed.2b Point out the list of names and the list of activities. Play the recording and have Ss fill in the rest of the answers.Step4 PairworkThis activity provides guided oral practice using the target language.Point out the example conversation. Ask two Ss to read the dialogue to the class.Ask several pairs to present their conversations to the class.Step5 Practicea. Pairwork 2cAsk and answer questions. Talk about the people in activity 2a. Using What’s Uncle Joe doing? He’s playing basketball.b. Talk show Every student brings a photo of some people. Talk about in whatweather and what the people are doing in each photo.Summary I will ask the students to summarize the key points of this lesson by themselvesⅤ. AssignmentCall your friend and ask him/her what his family members are doing, write a passage about the telephone call.Ⅵ Time ArrangementStep 1 Warm-up and lead-in ( 5 m’ )Step 2 Presentation ( 10 m’ )Step 3 Listening ( 10 m’ )Step 4 Practice ( 15 m’ )Step 5 Summary ( 5 m’ )。
牛津7B Unit6 Reading(1)教案
电子备课格式（最新）课题7B unit6 Reading(1) 主备主核使用者课型new 使用日期【学习目标】1. To read and understand the story.2. To complete the exercises by themselves.第一次集体备课（通案）第二次备课（个案）【导入新课】1.What’s your favourite activity at school?2.Why do you like it best?【板书课题】Unit 6 Outdoor fun Reading(1)【学习目标】1. To read and understand the story.2. To complete the exercises by themselves.【自学指导】1. Read Paras. and answer the questions1)What did Alice see a white rabbit?2)What did the rabbit say?3)What was the rabbit going to do? Canyou guess?2. Read Paras 2-3(Outside the hole)1)What did the rabbit say?2)Where did the rabbit go?3)Why did Alice jump down the hole?3. Read Paras4-5 (Inside the hole)，fill in the table.There were doorsall around,butAlice saw a smallkey on a table,Alice saw a lovelygarden on theother side, andtried to go throughthe door,4. Post-reading Put the sentences in the correct order1)Alice ran across the field after therabbit. 学生活动指导：The students have ten minutes to read the text. Then try to answer these questions1.Discuss in groups.2..Summery the answers.3.As help s Ds complete the questions.2)The strange rabbit surprised Alice.3)Alice sat by a river with her sister.4)Alice opened a small door with the key.5)Alice could see no one in the hall.6)Alice found a small key on a table.7)Alice jumped down the hole after therabbit.8)Alice saw a white rabbit passing by.Complete Part B1、B2、B35. Retell the story6.Remember these phrases.1.sit by a river2.see a rabbit passing by3.run across4.jump down5.get away6.fall7.locked 8.hit9.find herself alone 10.go through the door11.take a watch out of its pocket12.run across the field 13.It surprised Alice14.run after the rabbit 15.jump down a big hole16.find herself alone in a long, low hall17.notice a small door 18.try to go through the door【堂清知识】Understand and try to retell the story.Remember the phrases.【当堂检测】选词填空pass by,jump down , go through the door, fall , get away , run across , find herself alone, hit , locked,1.The doors were_______________________.2.She _________________________the field afterthe rabbit.3.Alice tried to__________________ but she wastoo big.4.Alice didn’t want to let the rabbit______________, soshe___________.5.She saw a rabbit in acoat___________________.6.She__________________ when Alice was inthe hole. 学生活动指导：1,The students complete part B 1.2.3.by themselves.2.Discuss in groups.学生活动指导：The students have ten minutes to read the text. Then find out the phrases.7.She_____________for a long time, and thenshe___________ the ground.日清内容一．单项选择1.Who took the apples___ the box.A. outB. out ofC. OutsideD. away2. The cat jumped into the house_________ the window.A. inB. acrossC. through C. near3. Tom__________ his head on the wall.A.is hitingB. hittingC.hitD. hitted4. Alice_________ into a rabbit hole.A.fallingB. fallC. FalledD.fell5. He________ and_______ a sound.A.heard; listenedB. listened; heardC. listened; 二．Understand the story and read it .then try to recite.第三次备课（反思）得：大部分学生对本课内容掌握较好，能理解课文，并能完成任务。
七年级英语7B Unit 6 Reading 1教案 牛津版 教案
3.What’s the use of the rhyming words?
Step 5 Production(Try to write poems about animals)
T: My pet rabbit…
1. Read it while o cats sleep”
2. Read the poem again and check C3. (the right use of prep.)
First, check in groups. Then check in class.
3.To read about animal behavior.
4. Try to write poems about animals
Teaching Procedures:
Step 1Warming upA song“Bingo”
Step 2 Presentation
T: What is the song about? Today we’ll learn three poems about animals. What animals are they about? Read the poem while listening and then choose the correct answer.
2. Read the poem again and check C1.
First, do by yourselves.Then, check in groups. Finally, report.
My Goldfish(Learn in groups)
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
7B Unit 6 Reading (1) 说课材料江阴市云亭中学黄鸣亚Good afternoon, everyone. My name is Huang Mingya from Yunting Middle School in Jiangyin, Jiangsu. Now I’ll say Oxford Junior English 7B Unit 6 Pets, Reading (I) :Poems about pets. I’ll prepare to say the lesson from three parts.Part one: Analyze the teaching materialA. Status and FunctionThis is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve the ir society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.B. Analysis of the studentsMost students are interested in animals. So this topic can greatly attract their interests. It can let the students know that it’s important to learn English well and it’s also necessary to protect the animals. After learning this lesson, they will know pets are people’s friends. Without animals, people can’t live in the world.C. Teaching aims and Demands1.Knowledge objectsTo learn the new words, phrases and language points.2.Ability objectsTo develop the students’ abilities of listening, speaking, reading and writing.To train the students how to use their own words to express their ideas.To learn how to write an English poem.3.Emotion objectsTo know the value of the friendship. Pets are people’s good friends. It’s necessary to protect animals.D. Teaching key points and difficult points1. Key pointsTo Understand what the rhythm of a poem is and know how to make the poem rhyme.2. Difficult points:To learn how to use their own words to create a poem.E. Teaching EquipmentMulti-media computer, Screen, Software: Smartboard and so on. They will be needed in this lesson.Part two: Analyze the teaching methods1. “Communicative”teaching method2. “Audio-visual”teaching method3. “Task-based”teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. They are helpful to develop the students’ abilities.Part Three: Studying ProceduresStep 1. RevisionAsk Ss to make up a dialogue about their pets. Give them a model like this: “——Which is your favourite pet? ——I like dogs best. ——Why? ——Because they can help people do a lot of things. …” Call 2 or 3 Ss to act out their dialogues.Step 2. Warming-up activity1. Ask Ss a question: How many animals can you see in the flash? Play the flash and check the answer.2. Show a picture of Li Bai and a Chinese poem to Ss. Write “rhyme” on the screen.). Point out the words thay rhyme with each other.Step 3. Presentation1.Show some pictures of dogs to Ss. Teach the new words and phrases. Readthem together.Step 4. ListeningAsk the question: “Does the dog like to fight?”Play the tape for Ss to listen and answer.Step 5. Practice1.Ask Ss to read the poem together and close the books. Fill in the blanks tocomplete the poem.2.Ask Ss to find which words rhyme in the poem and call Ss to underlinethem on the screen.Step 6. PresentationRepeat the steps 3-5, teach the second poem: My goldfish.Step 7. Presentation1.Show the pictures of cats to Ss. Ask: Where do cats often sleep? Introducethe places they sleep. Show some pictures to Ss and teach the new words and phrases.2.Play the tape for the Ss to listen and read. Practise reading the poem.Step 8. PracticeFind which words rhyme in this poem and match them with each other. Step 9. Group work1.Divide the class into six groups.2.Show Ss a new poem: Mr. Pig. Ask Ss to think of the right word to fill inthe blanks and complete the poem.3.Ask each group to choose a kind of pet and try to make a poem about thepet. Give Ss some useful information on the paper to help them finish the task.4.Each group says out their own poem to the class.5.Have a short discussion for each group to vote and choose the best group. Step 10. SummaryShow a poem <Little bird> to Ss and tell Ss: Pets are people’s friends. We should take care of them and protect them. We should love the animals because Saving animals is saving ourselves.Step 11. Homework1. Recite the poem: Cats.2. Look up the useful words and expressions in the dictionary to create a new poem about your favourite pet.That’s a ll, thank you!。