7b unit 6 pets英文教案（10课时）

1 / 14 7B Unit 6 pets 英文教案（ 10 课时） 7BUnit6pets 教案（ 10 课时） Languagefunctionsandfocus Introducenamesandcharacteristicsofcommonpets,mycatisveryfriendly. Recognizeandusenouns,verbsandadjectivestotalkaboutspecificanimalfeaturesintermsofappearance,characteristicsandpersonality, tjustchaseandcatchaball. Recognizeandusepositiveandnegativeimperativestogiveinstructions, tchasethecat. Recognizehowtouseappropriatemodalverbstogiveinstructionsandtoexpressdutyandresponsibilities,youshouldplaywithyourpetforsometimeeveryday. Recognizepositiveandnegativeformsofmodelverbs, Languageskills Listening Identifyspecificcharacteristicsinadescriptionofagoldfish Listenfordetailtoextractspecificinformation Useknowledgepresentedinwrittentexttoinferge2 / 14 neralmeaningandcontext completeaconversationusinginformationfromatalk Speaking Askandrespondtoquestionsaboutfavouritepets Askforexplanationsofopinionsandrespondappropriately Stresskeywordsinsentences Identifytypicalstresspatternsinsentences Tellothersaboutafavouritepet Reading Becomefamiliarwithrhymingwords Learnintonationandrhymeschemeofpoems Identifyspecificmeaningbyscanningthetext Writing Presentfactualinformationandopinionsinwriting Describecharacteristicsandpersonalitiesofpets Describepets lifestyle,includingfeedinghabits,homes,andlikesanddislikes 3 / 14 Generatepersonalideas,planandorganizetexttocommunicateyourownopinions Warm-upactivity Beforethislesson,askstudentstobringinpictures,leaflets,lessongetsofftoagoodstart. Passthematerialsa,behaviour,parefortheconversationpresentedinthecomicstrip. Bringme and should WhatdoesEddiewant?(Hewantshislunch.) HowdoesHoborespond?(HetellsEddietobemorepolite.) WhyisHobounhappy?(BecauseEddiewasnotpolite.) Welcometotheunit objectives Tointroducestudentstotheworldofpets Toidentifynamesofanimalsandtypicalfeatures Tounderstanddifferencesinanimalfeatures Teachingprocedures ,youmayneedtorevi , （详见课件） 4 / 14 Reading objectives Tolearnaboutrhymeschemes,stressandintonationofpoetry Tolearnnewvocabularytotalkaboutpets Toreadaboutanimalbehaviour Backgroundinformation , myDog focusesonbehaviouradjectives. myGoldfishexpressesthepoet sfeelingsaboutthegoldfish slifestyle. cats describesthedifferentplaceswherecatssleep. PartA Teachingprocedures myDog ontheboardandalsotheverbthatareusedinthepoem: chase , catch , hunts , hide , builds , bark , bite , fight and lookafter .Talkabouttheirmeanings. ,read myDog ,choosefivestudentstoreadtwolineseach. cteristics, cleverest .Workthroughthemeaningof wonderfultricks .Thenaskthemtoidentifytheverbswhichdescribethedog sactions( chase , catch , hunts , builds , bark , bite and fight ). 5 / 14 Askstudentssomegeneralquestionstoelicitdetailsaboutthedog sactionstogeneratesomeofthekeyverbs,whatdoesthedogdo? ,readthepoem myGoldfish miaow and bubbles .Forstrongerclasses,asktwostudentstoeachreadastanza. cats .Asyoureadthepoem,trytousegestur window-ledge , edge , drawer , lap , cardboardbox and frocks . cats poem, , S1:cats All:catssleepanywhere, S2:Anytable, S3:Anychair, S4:Topofpiano, Thisactivityhelpsstudentstoworkasateamastheyhavetolistentotheircues,whichencouragesthemtoworkcollaboratively. ,Ilikethepoemaboutcatsbecausetheyaremyfavouriteanimals. 6 / 14 Extensionactivity Forstrongerclasses,askstudentstocopythepoem catsintotheirbooks,leavingenoughctvisualpresentationofthepoem. PartB Teachingprocedures softhefinalsyllables. ,youmayneedtoreadoutthefirstwordofeachsentenceslowlyandaskstudentstorepeatthembeforetheystartcompletingthesentences. 3Asklessablestudentstoworkwithapartnerandtaketurnssayingtherhymingpairsaloud. , 5Askstudentswh,makespoetryeasiertoremember,createsabeatattheendofeachline,helpscreateapatternofsoundsandasoundrhythm,createsatune,helpscreatetheimages,etc. 7Asktwovolunteerstoreadoutthecompletedarticles. Extensionactivity Askmoreablest,eparesstudentstouselanguagecreativelyontheirown. 7 / 14 Partc Teachingprocedures myGoldfish ays. ,studentswillhavetorefertothepoem cats ,andperhapshowmanytimeseachprepositionisused. Askmoreablestudentswherecatssleepbasedonthepoem cats in , on and ontopof . Vocabulary objectives Torecognizeandidentifyarangeofanimalfeatures Todifferentiatebetweenfeaturesbelongingtodifferentanimals Touseappropriatenounsandverbswhendescribingtheappearanceandcharacteristicsofdifferenttypesofanimals Teachingprocedures 1Asks ,ifyouareteachingtheword8 / 14 beak ,tellstudentsthatbirdshavebeaks,whichtheyusetoeatanddrink. othattheirwordchoicesbecomemorenatural. Extensionactivities AskstudentstowriteasimilarprofileabouttheirfavouritepetusingthetextsinPartBasmodel. Grammar objectives Tousepositiveandnegativeimperativeswhengivingordersandinstructions. Toorganizeandunderstandhowtouseimperativesappropriately. Tousethemodals must , oughtto and shouldtotalkaboutdutiesandresponsibilities. PartA Teachingprocedures itethedifferentsituationsastitlesaboveit, classroom Pleaseclosethewindow. Firedrill 9 / 14 Gototheplayground. Leaveyourbags. onthebus Don Forweakerclasses,jumblethesentencesupandaskstudentstogroupthemunderthecorrectsituations. 2Imperativesentencesdonotnormallyincludeasubject,becausethesubject you ,anounorpronouncansometimesbeusedtoidentifythepersonreceivinganorderorinstruction,thespeakerwantstoattractmary sattentionandsohe/shesays, mary,don tpush. / Don tpush,mary. .makesurestudentsunderstandtheimperativeformandavoidthecommonmistakeofplacingapronouninfrontoftheimperative. 3Gothroughtheexplanationsandgrammartableonpage94toclarifytherulesforusingimperativeswhengivingpositiveandnegativeinstructions. ,reviewtheverbsintheboxbeforestudentsstartworkingonmatchingthesentences. 5Asklessablestudentstoworkinpairstoselectthecorrect10 / 14 wordtofillineachgap,askthemtoreadeachinstructiontotheirpartner. 6ExplaintherubricinPartA2, 7Askstudentstoreadouttheinstructionstheyformed. Extensionactivity AskstudentstopresenttheinstructionsinPartA2intheformofaposter,torapetoftheirchoice. PartB Teachingprocedures ructions. 2Gothroughtheexamplesonpage95&96, oughtto and should ,whichhavemoreorlessthesamemeaning. oughtto isabitstrongerandtendstobeusedmorewidelywhentalkingaboutlawsorregulationsimportedfromtheoutside,while should impliespersonalopinionsand,therefore,islessstrong. Askstudentsforsamplesentencesandwritethemontheboard. must isthestrongestword,expressingthesensethatsomethingisaabsolutelynecessary. 11 / 14 ,theBeijingSunshinstructionnexttoitontheright. ifythecorrectmodalwordtofiteachinstruction. ,astheyinvolvetheuseofnegativeforms. Extensionactivity Dependingonthegeneralabilityofyourclass,thiscouldbedoneattheendofthissectiontoconsolidatestudents uation, ?, yououghttowalkslowlyonthestairs. youshouldhandinyourhomeworktothemonitor. Whatarehis/herduties?, He/shemustcollecttheexercisebooks. He/sheshouldmakesurethatstudentsfollowtheschoolrules. ,studen time. Arepresentativefromanothergrouprespondsbyreadinghis/, Extensionactivity 12 / 14 (not)ought(not) Integratedskills objectives Toidentifyspecificcharacteristicsinadescriptionofgoldfish. Tolistenfordetailandextractspecificinformation. Touseknowledgepresentedinwrittentexttoinfergeneralmeaningandcontext. Tolistenforspecificinformationtocompleteaconversation. PartA teachingprocedures ?section. ,askstud, hecorrectmodalverbforeachs