7B Unit 6 Pets牛津英语文档格式.docx

7B Unit 6 Pets牛津英语文档格式.docx

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Teachingmethod

Task-basedapproach，ScenepedagogyandTeachingwithhumor

Teachingprocedures

Thesecondpreparinglessons

StepILeading-in

1.Guidestudentstorecallthenamesofsomeanimalsthattheylearnt.

Askstudents

Doyoulikeanimals?

Whatanimalsdoyouknow?

Ifyoulikeananimalverymuch,youcankeepitasapetinyourflat.Whatanimaldoyouwanttokeepasapet?

2.Studentsgivetheanswers.

StepIIPresentation

1Presentstudentssomepictures,suchasacat,adog,arabbit,agoldfish,amouse,aparrot,etc.

2Talkwithstudents:

1）.T:

Whatisit?

S:

Itisarabbit.

T:

Doyoulikeit?

Yes,Ilikeitverymuch．

Whydoyoulikeit?

Becauseitislovely．Ithastwolongears．Itoftenjumpsandrunshereandthere．Icanfeeditcarrotswhenitishungry．Thatwillbeinteresting．

2）T:

What’sthis?

It’saparrot.

Itcanspeakandsinglikeaperson．That’swonderful!

Ifeelhappywhenitiswithme．AndIcanteachittospeak.

3）T:

Whatdoyouthinkaboutthemouse?

Oh,itissmallandsoft．

Icanholditinmyhand．Maybesomepeopledon’tlikeit，butIthinkitissmartandlovely

4）T:

Ilikegoldfishverymuch，andyou?

Ilikewatchingitswimaround．Itstailissobeautifulwhenitisswimming．Howhappyandfreeitisinwater!

5）T：

Girlsusuallylikecats，butoneofmyfriendsdoesn’t．

S：

Why?

T：

Itoftenlikestosleeponherlap，soshecan’tdoanything．

3.Teachnewwords.

StepIIITask

1. 

EncouragestudentstodothetaskinPartAonPage93

2. 

Dividetheclassintopairs.Askstudentstocomparetheiranswersanddiscussanydisagreements.

3. 

StudentsdoPartBasaquiz.Studentsclosetheirbooks.Youreadthesentencesa-fandstudentshavetoguesstheanswer.Thestudentwhoanswersfirstgetsapoint.

4. 

Askstudentstoprepareasentenceabouttheirfavoritepet.Tellthemtopretendthattheyhaveapetiftheydonotownone.

5.Askstudentstosharetheirsentences.

StepIVPresentation

1.Tellstudents

Eddiealsohasapet—Hobo．Listentotheirconversationandanswerthefollowingquestion：

IsHoboagoodpet?

2.Playthetapeforstudentstofindtheanswer.

3.Playthetapeagainandask

WhatdoesEddiewant?

（Hewantshislunch.）

HowdoesHoborespond?

（HetellsEddietobemorepolite.）

WhyisHobounhappy?

（BecauseEddiewasnotpolite.）

4.Playthetapeforstudentstolistenandrepeat.

StepVHomework

Teachingnotes

Reading1

Period2

ArecorderPicturesaboutdogs,catsandgoldfish

l.Tolearnaboutrhymeschemes,stressandintonationofpoetry

2.Tolearnnewvocabularytotalkaboutpets

3.Toreadaboutanimalbehavior

Tolearnaboutrhymeschemes,stressandintonationofpoetry

Wetalkedaboutpetslasttime．Someofyoutoldmethepetsyoulike．Today,I'

lltellyouthepetsIlike．Canyouguesswhattheyare?

2.Letstudentsguessthepetthattheteacherlikesandwhytheteacherlikesit.

1.Askstudentstostudythepoemsandpicturesonpage94.Writethetitle‘MyDog’ontheboardandalsotheverbthatareusedinthepoem:

‘chase’,’catch’,’hunts’,’hide’,’builds’,‘bark’,‘bite’,‘fight’and‘lookafter’.Talkabouttheirmeaningsbyshowingthemsomepictureaboutdogs.

2Say

DoyouknowwhyIwouldlikeadogtobemypet?

Firstdogsarelovely．Theyliketochasethingssotheycanplaywithmeoutside.Second,theyaresocleverthattheycandolotsofwonderfultrick.Third，theycanhelphuntershuntinthewild．IfIhaveadog，I'

lltellhimnottobite,nottofightand

tohidehimselfwhenindanger．Hewillbemyverybestfriendand1willlookafterhimuntiltheend.

Writedowntheunderlinedpartandteachstudentstoread.

1.Read‘MyDog’onelikeatatimeandhavestudentsrepeatafteryou.

2.Askstudentstofindtheadjectivesinthepoemwhichtellusaboutitscharacteristics,e.g.,‘cleverest’.Workthroughthemeaningof‘wonderfultricks’.Thenaskthemtoidentifytheverbswhichdescribethedog’sactions（‘chase’,‘catch’,‘hunts’,‘builds’,‘bark’,‘bite’and‘fight’）.

Askstudentssomegeneralquestionstoelicitdetailsaboutthedog’sactionstogeneratesomeofthekeyverbs,e.g.,whatdoesthedogdo?

5.Playthetapeandchoosetherightwordtofillintheblanks

bitehuntstricksfightchaseend

Mydogisthecleverestanimalofall·

Hedoesn’tjust____（chase）andcatchaball．

Witheyesopenwide，

He______（hunts）whenIhide

Hedoeswonderful_____（tricks）

Buildsmecampsoutofsticks．

He’dneverbarkor_____（bite）,

Andhedoesn’tliketo____（fight）．

Mydogismyverybestfriend，

AndI'

lllookafterhimuntilthe____（end）．

6StudentscompletetheexercisesinPartC,Page96.checkanswersasawhole.

7.Playthetapeandaskstudentstofollowthetape,askstudentstopayattentionto‘all’,‘hide’,‘stick’and‘friend’

8Playthetapeagainandlookfortherhymingpairs.ThenfinishthefirstfiveexercisesinPartB1,Page95

StepIIIPresentation

1.Presentstudentsthepictureofgoldfish,say

Ialsolikegoldfishverymuch.Iknowalotaboutit．Whataboutyou?

Wouldyouliketoanswersomequestions?

2Discusswithstudents

Doesagoldfishchaseanotherfish?

（Yes,maybeshesometimeschasessmallfish.）

Doesagoldfishhide?

（Yes，shehidesherselfwhensheisplayingorwhensheseesabigfish．）

Doesagoldfishbark?

（Ofcoursenot．）

Doesagoldfishfight?

（Yes，Ithinkshemayfightforfood．）

Doesagoldfishbite?

（Sure．）

Doesagoldfishneedabed?

（No，shedoesn’t.）

Doesagoldfishmiaow?

（No，shedoesn’t．）

Doesagoldfisheatmuch?

（No，shedoesn’t．Shewilldieifshe．eatstoomuch·

）

Doesagoldfishneedarabbithutch?

（No，shedoesn’t．Ithinkahutchisaplacelikeaboxoracageforsmallanimals．）

3.SayWhataquietgoldfish!

Shedoesn’tbark，shedoesn’tmiaow．Shejustbubbles，bubblesandbubbles．Sheisnotanytrouble．

StepIVTask

1.Readthepoem‘MyGoldfish’afterthetape.

2.Readagain,completetheexercisesinPartC2,Page96.

3.Listenagainandfindouttherhymingpairs,andthendothesixthinPartB1.

4.Listenandrepeatthepoem.

Reading2

Period3

Arecorder

一、教学目标

1.Tolearnaboutrhymeschemes,stressandintonationofpoetry.

2.Tolearnnewvocabularytotalkaboutpets.

3.Toreadaboutanimalbehavior.

二、教学重难点

Theuseofsomenewvocabulary:

topofpiano,ontheedge,inthemiddle（of）,wanttosleeponmylap,ringthedoorbell,makealotofnoise,beafraidof;

Theydon’tcare.etc.

TeachingProcedures:

Step1Lead-in

1.Tsay:

Yesterdaywelearnedtherhymes“Mydog”and“Mygoldfish”.Today,I’lltellyouanotherpetIlike.Canyouguesswhatitis?

MakeSsguesstheanimalwhattheteacheralsolikes.

2.Showthemthecat.

Tsay:

Wealwaysthinkcatsarelazy,becausetheylikesleepinganytimeanywhere.Wherecanyoufindcatssleeping?

GetSstodiscussinpairs,andsharetheiranswerslater.

Step2Practice

Choosetherightprepositions:

thetablethechairthetopofthepianothewindowedge

themiddleoftheedgeoftheopendrawertheemptyshoe

somebody’slapthecardboardboxthecupboard

in:

__________________________________________________________

__________________________________________________________

on:

_________________________________________________________

Step3.Activities

1.GetSstolistentotherecording,andorderthephrasescorrectly.

inthecupboard（）onthetable（）

onthewindowledge（）inacardboardbox（）

onthechair（）onthetopofthepiano（）

onsomebody’slap（）inthemiddle（）

intheemptyshoe（）ontheledge（）

intheopendrawer（）

2.GetSstoreadthepoem“Cats”aftertherecording.

3.GetSstoreadagainandcompletePartC3onpage96.

4.诗歌接龙比赛，背诵完整优美的小组获胜。

5.GetSstocompletePartB2onpage95.Thenchecktheanswerstogether.

Step4.Consolidation

Exercise:

猫是所有动物中最懒的。

金鱼睡觉眼睛睁得大大的。

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睡在硬纸板箱里。

狗是最聪明的动物之一。

四、板书设计

Reading-2

thetopofpiano

ontheedge

opendrawer

inthemiddleof

Theydon’tcare.

makealotofnoise

ringthedoorbell

beafraidof

Personaldesign

Homework

1.Reviewthelanguagepointsinthislesson.

2.Recitethetextafterclass.

Vocabulary

Period4

Teachingpictures

1.Torecognizeandidentifyarangeofanimalfeatures

2 

.Todifferentiatebetweenfeaturesbelongingtodifferentanimals

3.Touseappropriatenounsandverbswhendescribingtheappearanceandcharacteristicsofanimals

4.Totrainstudents’abilityofself-teaching.

1.Writeanarticleaboutsmalla