牛津译林版七年级英语下册Unit8Pets全单元教案

1、7B Unit 8 Pets课题Comic strip and We I come 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 aims1. To introduce students to the worId of pets2. To identify names of animals and typical features3. To understand differences in animal featuresTeaching focus1 . To identif

2、y names of animals and typical features2 .Phrases:br ing sb sthbe more pol i te swim aroundon one t s laphold sth in one* s hand feed sb sth teach sb to do sthDifficult pointsToidentify names of animals and typicaI featuresTeachingmethodTask-based approach, Scene pedagogy and Teaching with humorTeac

3、hing proceduresThe second prepar ing lessonsStep 1 Lead i ng-i n1. Guide students to recal I the names of some animals that they learnt. Ask studentsnimaIs? What animals do you know? If you I ike an anima I very much, you can keep it as a pet in your flat. What animal do you want to keep as a pet?2.

4、Students give the answers.Step I I Presentation1 Present students some pictures, such as a cat, a dog. a rabbit, a goldfish, a mouse, a parrot, etc.2 Talk with students:1).T: What is it?S: It is a rabbit.T: Do you I ike it?S: Yes, I Iike it very much.T: Why do you I ike it?S: Because it is lovely. I

5、t 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 I ike it?S: It can speak and sing I ike a person. That* s wonderful! I feel happy when it is with me. And I can te

6、ach it to speak.3) T: What do you think about the mouse?S: Oh, it is smalI and soft.T: I can hold it in my hand. Maybe some people don* t I ike it, but I think it i s smart and lovely4) T: I like goldfish very much, and you?S: I I ike watching it swim around. Its tail is so beautiful when it is swim

7、ming. How happy and free it is in water!5) T: Girls usually I ike cats, but one of my friends doesn' t.S: Why?T: It often I ikes to sleep on her lap, so she can* t do anything.3. Teach new words.Step 111 Task1. Encourage students to do the task in Part A on Page 932. Divide the class into pai rs

8、. 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 favor ite

9、pet. TeI I them to pretend that they have a pet if they do not own one.5. .Ask students to share thei r sentences.Step IV Presentation1. Tel I studentsEddie also has a pet-Hobo. Listen to thei r conversation and answer the fol lowing question: Is Hobo a good pet?2. Play the tape for students to find

10、 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 1isten and repeat.Step V HomeworkTeaching notes7B Unit 8 Petsi果题Readin

11、g 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 and goldfishTeachingaims1. To learn about rhyme schemes, stress and intonation of poetry2. To learn new vocabulary to talk about pets3. To read about animal behaviorTeaching focusTo learn about rhyme schemes, stress and intonation

12、 of poetryDifficultpointsTo learn about rhyme schemes, stress and intonation of poetryTeachingmethodTask-based approach, Scene pedagogy and Teaching with humorTeaching proceduresThe second prepar ing lessonsStep 1 Leading-in1 .Tel 1 studentsWe ta 1 ked about pets last time. Some of you told me the p

13、ets you 1 ike. Today, I'll tel 1 you the pets 1 1 ike. Can you guess what they are?2 .Let students guess the pet that the teacher 1 ikes and why the teacher 1 ikes it.Step 11 Presentation1 . Ask students to study the poems and pictures on page 94. Write the title 'My Dog' on the board an

14、d a I so the verb that are usedinthepoem：'chase' ,' catch' ,' hunts* ,' hide' , 'builds',bark' , 'bite' , "fight, and 4 look after* . Talk about thei r meanings by showing them some picture about dogs.2 SayDo you know why I would I ike a dog to be

15、 my pet? First dogs are lovely. They I ike to chase things so they can play with me outside. Second, they are so c I ever that they can do I ots of woncerful te ick . Third, they can help hunters hunt in the wiId. If I have a dog,IMy dog i s the cleverest animal of a I I He doesn' t just (chase)

16、 and catch a ball.With eyes open wide, He (hunts) when I hide He does wonderful (tricks) Bui Ids 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'I I look after him untiI the (end). Students comp I ete the exerc i ses

17、in Part C, Page 96. check answers as a whole. 7. Play the tape and ask students to fol low the tape,ask students to pay attention to 'all' , 'hide' , 'stick' and 'friend' Play the tape again and look for the rhyming pa i rs. Then finish the first five exercises in Par

18、t B1, Page 95 Step 11 I Presentation1. Present students the picture of goldfish, say I I tel I him not to bi te. not to fight andto hide himself when in danger. He wi I I be my very best fr iend and 1 wi I I look after him until the end.Wr ite down the under Iined part and teach students to read.1.

19、Read 'My Dog' one I ike at a time and have students repeat after you.2. Ask students to find the ad ject i ves i n the poem which tel I us about its characteristics, e. g. , 'cleverest' . Work through the meaning of * wonderful tricks' . Then ask them to identify the verbs which

20、describe the dog' s actions ( "chase* , 'catch' , 'hunts', 'builds' , 'bark' , 'bite' and 'fight').Ask students some genera I questions to elicit deta iIs about the dog' s actions to generate some of the key verbs, e. g., what does the dog

21、 do?5. Play the tape and choose the right word to fill in the blanks bite hunts tr icks fight chase end1 also 1 ike goldfish very much. 1 know a lot about it. What about you? Would you 1 ike to answer some questions?2 Discuss with studentsDoes a goldfish chase another fish? (Yes, maybe she somet i m

22、es chases sma11 fish.)Does a goldfish hide? (Yes, she hides herse1f when she i s playing or when she sees a big fish.)Does a goldfish bark? (Of course not.)Does a goldfish fight?(Yes, 1 think she may fight for food.)Does a goldfish bite? (Sure.)Does a goldfish need a bed? (No, she doesn, t.)Does a g

23、oldfish miaow? (No, she doesn* t.)Does a goldfish eat much? (No, she doesn* t. She will die i f she. eats too much )Does a goldfish need a rabbit hutch?(No, she doesn* t. 1 think a hutch is a place 1 ike a box or a cage for sma11 anima 1s.)3 . Say What a quiet goldfish! She doesn* t bark, she doesn&

24、#39; t miaow. She just bubbles, bubbles and bubbles. She i s not any trouble. Step IV Task1 .Read the poem tMy Goldfish* after the tape.2 . Read again, complete the exercises in Part C2, Page 96.3 . L i sten aga i n and f i nd out the rhym i ng pa i rs9 and then do the s i xth in Part B1.4 .Listen a

25、nd repeat the poem.Step V HomeworkTeaching notes7B Unit 8 Pets课 题Reading 2总第 课时上课时间年 月日第 周星期课 时Per iod 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 vocabul

26、ary: top of piano, on the edge, in the middle (of), want to sleep on my lap, ring the doorbel L make a lot of noise, be afraid of; They don* t care. etc.Teaching Procedures:Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “My goldfish” . Today, I' I I tel I you another pet I

27、I ike. Can you guess what it is?Make Ss guess the animal what the teacher a I so I ikes.2. Show them the cat.T say: We always think cats are lazy, because they I ike sleeping any time anywhere. Where can you find cats sleeping?Get Ss to discuss in pairs, and share their answers later.Step 2 Practice

28、Choose the r ight prepositions:the tablethe chai rthe top of the piano the windowedgethe middle of the edge of the open drawerthe emptyshoesomebody , s lapthe cardboard boxthe cupboardin:on: Step 3. Activities1. Get Ss to I isten to the recording, and order the phrases correctly.in thecupboard()onth

29、e table ()on thewindow ledge()ina cardboard box ()on thechai r ()onthe top of the piano()on somebodyf s lap ()in the middle ()in the empty shoe ()on the ledge ()in the open drawer ()Personal design2. Get Ss to read the poem “Cats” after the recording.3. Get Ss to read again and complete Part C3 on p

30、age 96.4. 诗歌接龙比褰，背诵完整优美的小组获胜。5. Get Ss to complete Part B2 on page 95, Then check the answers together.Step 4. ConsolidationExercise:猫是所有动物中最懒的。金曳唾觉眼睛睁得大大的。狗是我最好的朋友，我将照顾它直到永远。我们不应该给金鱼喂太多的食物。猫喜欢穿着你的连衣裙唾在硬纸板箱里。狗是最聪明的动物之一。四、板书设计Reading-2the top of pianoon the edge open drawerin the middle ofThey don

31、9; t care.make a lot of noiser ing the doorbeI Ibe afraid ofHomework1. Review the language points in this lesson.2. Recite the text after class.7B Unit 8 Pets课 题Integrated skiIs总第 课时上课时间年 月日第 周星期i果时Per iod 5教具A recorderTeaching aims1. To identify specific characteristics in a description of goldfish

32、 .2. To Iisten for detai I and extract specific information .3. To use knowledge presented in written text to infer general meaning and context .4. To Iisten for specific information to complete a conversation Teaching focus1. To Iisten for specific information to complete a conversation2. Phrases:i

33、n the sunlook I iketake. . out of. . .at the bottom ofdifferent fromlook a I ittIe differenta talk onfantaiI goldfish3.SentencesFantai I goldfish are easy to look after.Do they make any noise?Make sure the water is not too cold or too hot.Difficult pointsTo Iisten for detai I and extract specific in

34、formationTeaching methodTask-based approach, Scene pedagogy and Teaching with humorTeaching proceduresThe second prepar ing lessonsStep 1 Presentation1. Create an interest in the situation .Bring a picture of a goldfish to class and ask students to make comments about it.Why do peopIe I ike fish as

35、a pet? Elicit infornation from students about the fantaiI goldfish .2. Discuss the fol lowing questions with studentsCan you put a goldfish in the sun?Is a goldfish heavy?Does a goldfish weigh several kilograms?Is the body of a goldfish 1 ike a banana or an egR?Does it need clean water?Can you take

36、it out of the water?Does it need specia 1 fish food?Is it very difficult to look after a goldfish?1s a goldfish very expensive?Step 11 Task1. Tel 1 students that they wi 1 1 1 isten to a talk giving information about fantai1 goldfish in partAI. Before playing the recording , ask students to read the

37、 1 ist of notes that that Peter i s mak i ng wh i 1 e he i s 1 i sten i ng . Encourage students to guess the veracity of the statements t based upon thei r own knowledge. Ask students to write their guesses in penci 1 before 1istening.2. Play the recording and ask students to conf i rm or change the

38、i r initial responses. Check answers with the whole class.3. Ask more able students to correct the false sentences.Step 111 Task1. Ask students to read the leaflet in part A2 about how to look after a fantai I fish. Students check the meanings of the statements.2. Ask students to make three positive

39、 instructions and three negative instructions using the information in the leaflet. Tel I them that they should refer to the table on page 102 for help in choosing the correct modaI verb for each sentence.3. Ask six students to read out one sentence each .Have another six students write the answers

40、on the board.Step IV Task1 . Ask students to read the phone conversation in part A3 between Amy and Peter. Tel I students to use thei r own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to wr ite their guesses on a piece of paper or in the m

41、argin.2 .play the recording again so that students can check their initial choi ce of words . While Ii steni ng ,they can confi rm or change thei r initial responses.3. Ask students to form pairs and read the conversation to another pair . Each pair checks the correct choice of words . 1 f there are

42、 disagreements ,students should make notes and discuss after the conversation is completed.Step V HomeworkTeaching notes课题Speak up & Study skills总第 课时上课时间年 月日第 周星期课时Period 6教具A recorderTeaching aims:To give the students a chance ofTo introduce the idea of sentenceTo identify and recognize typica

43、lpracticing thei r spoken English;stressstress patterns in sentencesMain points and Difficult points:To give the students a chance ofTo identify and recognize typicalpracticing thei r spoken Engli sh;stress patterns in sentencesTeaching method:Task-based approach. Scene pedagogy and Teaching with hu

44、morTeaching Procedures:Persona I designWarm Up:Step 1.Have a dictation of the words and phrasesStep 2.Do and check the preview paperStep 3.Listen to the tape, read follow it.Presentation:Step 1.Read through the dialogue and pick up the places which should be changed by the students. Then give them t

45、hree minutes to practice with their partners.Thirdly, ask severaI pairs of students to perform. And give them my suggestions.Step 2.Stress in sentences.(We often stress important words such as nouns, main verbs, adjectives and adverbs. But words such as pronouns, articles and prepositions are not st

46、ressed.)Then 1 isten to the radio and let the students to have a view of the stressed words.Step 3. Listen to the tape and ask the students to pick up the words that are stressed.AssignmentsStep 1. Recite the words and the dialogue.Step 2. Do and check the exercise paper.课 题Task总第 课时上课时间年 月日第 周星期课 时

47、Period 7教具A recorderTeachingaims1. To present factuaI information and opinions in writing2. To describe characteristics and personal ities of pets3. To describe pets* I ifestyles, including feeding habits, homes, I ikes and dislikes4. To generate persona I ideas, plan and organize text to express on

48、e's own opinions5. To present an article about a favour ite petTeaching focus1. To describe characteristics , personal ities and I ifestyles of pets2. Phrases:Look I ikebe Iong toPlay witha piece ofTake good care ofDifficult pointsTo generate persona I ideas, plan and organize text to express on

49、e* s own opinionsTeaching methodTask-based approach, Scene pedagogy and Teaching with humorTeaching proceduresThe second preparinglessonsStep 1 Presentation1. Tel 1 studentsWe will write an article about your favour ite pet. Here i s a samp 1e articlefrom Amy. Please read it and try to find what she

50、 wrote about her pet.2. Ask students to read Amy* s presentation about Poppy in Part B. Read through Amy* s presentation together with the students and explain more difficult words or phrases. Ask individual students to read different parts of the presentation. Praise them for good pronunciation, fl

51、uency and expression.3. Let students talk about this passage: What does it talk about?1) what* s it? name, age2) fur, paws, tai L eyes, weigh about 2) she i sand eat/drink:sleep:play:1 ikes/dislikes: feed her , give her , brush her fur.3) why 1i kes?Step 11 Task1. Ask students to choose thei r favourite pet but to keep it secret. If students do not have pets of their own, ask them to wr ite about pet they know a bit about or a pet they would I ike to have.2. Ask students to use the questions in Part A to help them pIan thei r presentations. However, they shouId expanc the information to i