7B Unit 6 pets教案10课时.docx

7B Unit 6 pets教案10课时.docx

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7BUnit6pets教案10课时

7B Unit 6 pets教案（10课时）

Languagefunctionsandfocus

        Introducenamesandcharacteristicsofcommonpets,e.g.,Mycatisveryfriendly.

        Recognizeandusenouns,verbsandadjectivestotalkaboutspecificanimalfeaturesintermsofappearance,characteristicsandpersonality,e.g.,Mydogisthecleverestanimalofall.Hedoesn’tjustchaseandcatchaball.

        Recognizeandusepositiveandnegativeimperativestogiveinstructions,e.g.,Walkthedogat7a.m.Don’tchasethecat.

        Recognizehowtouseappropriatemodalverbstogiveinstructionsandtoexpressdutyandresponsibilities,e.g.,Youshouldplaywithyourpetforsometimeeveryday.

        Recognizepositiveandnegativeformsofmodelverbs,e.g.Youmustputcleanwaterinthefishtank.Youmustnottouchafishwithyourhands.

Languageskills

Listening

        Identifyspecificcharacteristicsinadescriptionofagoldfish

        Listenfordetailtoextractspecificinformation

        Useknowledgepresentedinwrittentexttoinfergeneralmeaningandcontext

        Completeaconversationusinginformationfromatalk

Speaking

        Askandrespondtoquestionsaboutfavouritepets

        Askforexplanationsofopinionsandrespondappropriately

        Stresskeywordsinsentences

        Identifytypicalstresspatternsinsentences

        Tellothersaboutafavouritepet

Reading

        Becomefamiliarwithrhymingwords

        Learnintonationandrhymeschemeofpoems

        Identifyspecificmeaningbyscanningthetext

Writing

        Presentfactualinformationandopinionsinwriting

        Describecharacteristicsandpersonalitiesofpets

        Describepets’lifestyle,includingfeedinghabits,homes,andlikesanddislikes

        Generatepersonalideas,planandorganizetexttocommunicateyourownopinions

Warm-upactivity

Beforethislesson,askstudentstobringinpictures,leaflets,oranyotherrealiarelatedtopets.Theycangetmaterialsfrompetshops,theinternetandmagazines.Itisalwaysagoodideatobringinmaterialsyourselftomakesurethatyourlessongetsofftoagoodstart.

Passthematerialsaroundtheclassatthebeginningofthelessonandthenputthemupondisplay.Askstudentstomakecomments.Reviewthenamesofdifferentanimals.Encouragethemtoselectsuitableadjectivesdescribethebooks,behaviour,homesoranythingelsetheyassociatewiththepets.Doaquickclasssurveyabouthowmanystudentshavepetsandwhatkindofpetstheyhave.Usethissituationtointroducethefunctionofgivinginstructionstopreparefortheconversationpresentedinthecomicstrip.

‘Bringme…’and‘should’areusedtoexpressinstructionandduty.Askstudentstolookatthecomicstrip.Ask

WhatdoesEddiewant?

（Hewantshislunch.）

HowdoesHoborespond?

（HetellsEddietobemorepolite.）

WhyisHobounhappy?

（BecauseEddiewasnotpolite.）

Welcometotheunit

Objectives

        Tointroducestudentstotheworldofpets

        Toidentifynamesofanimalsandtypicalfeatures

        Tounderstanddifferencesinanimalfeatures

Teachingprocedures

1.      EncouragestrongerclassestodothetaskinPartAwithoutfurtherpre-teachingofkeywords.Forweakerclasses,youmayneedtoreviewthenamesoftheanimalsandcheckwhethertheyknowhowtopronouncethem.Thenaskstudentstodethetaskassetout.

2.      Dividetheclassintopairs.Askstudentstocomparetheiranswersanddiscussanydisagreements.

3.      Forstrongerclasses,doPartBasaquiz.Studentsclosetheirbooks.Youreadthesentencesa-fandstudentshavetoguesstheanswer.Thestudentwhoanswersfirstgetsapoint.Weakerclassesfollowtheinstructionsassetout.Youcoulddoaquizlateronforrevision.

4.      Askstudentstoprepareasentenceabouttheirfavoritepet.Tellthemtopretendthattheyhaveapetiftheydonotownone.

5.      Dosomeexercises.（详见课件）

Reading

Objectives

        Tolearnaboutrhymeschemes,stressandintonationofpoetry

        Tolearnnewvocabularytotalkaboutpets

        Toreadaboutanimalbehaviour

Backgroundinformation

Thissectionintroducesstudentstopoetry.Thethreeshortpoemsaredifferentnotonlyinthechoiceofpets,butalsointhewaytheyfocusondifferentaspectsofanimals.Thestyleofeachpoemisdifferent.‘MyDog’focusesonbehaviouradjectives.‘MyGoldfish’expressesthepoet’sfeelingsaboutthegoldfish’slifestyle.‘Cats’describesthedifferentplaceswherecatssleep.

PartA

Teachingprocedures

1.      Askstudentstostudythepoemsandpicturesonpage90.Writethetitle‘MyDog’ontheboardandalsotheverbthatareusedinthepoem:

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

2.      Forweakerclasses,read‘MyDog’onelikeatatimeandhavestudentsrepeatafteryou.Forstrongerclasses,choosefivestudentstoreadtwolineseach.

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

Askstudentssomegeneralquestionstoelicitdetailsaboutthedog’sactionstogeneratesomeofthekeyverbs,e.g.,whatdoesthedogdo?

4.      Forweakerclasses,readthepoem‘MyGoldfish’andaskstudentstofollowintheirbooks.Explainthemeaningof‘miaow’and‘bubbles’.Forstrongerclasses,asktwostudentstoeachreadastanza.

5.      Readthepoem‘Cats’.Asyoureadthepoem,trytousegesturesandminestoillustratethedifferentimpressionspresentedinthepoem.Learnaboutthewords‘window-ledge’,‘edge’,‘drawer’,‘lap’,‘cardboardbox’and‘frocks’.

6.      Askmoreablestudentstoreadthe‘Cats’poem,firstontheirownandthenwithapartner.S1readslines26-35andS2readslines36-46.Askifanystudentshavecatsthatliketosleepinunusualplaces.

7.      Havetheclasspreparethispoemforchoralreciting.Allocatedifferentlinestoindividualstudentsorpairstocreateadramaticimpression.Askoneortwostudentstoreadonelineonly,e.g.,

S1:

Cats

All:

Catssleepanywhere,

S2:

Anytable,

S3:

Anychair,

S4:

Topofpiano,

Thisactivityhelpsstudentstoworkasateamastheyhavetolistentotheircues,whichencouragesthemtoworkcollaboratively.

8.      Askstudentswhichpoemtheylikebest.Encouragemoreablestudentstosaywhytheylikeit,e.g.,Ilikethepoemaboutcatsbecausetheyaremyfavouriteanimals.

Extensionactivity

Forstrongerclasses,askstudentstocopythepoem‘Cats’intotheirbooks,leavingenoughspacetodrawthedifferentobjectstoillustratewherecatsliveandsleep.Encouragestudentstointerprettheuseofprepositionstoprepareacorrectvisualpresentationofthepoem.

PartB

Teachingprocedures

1ReadthewordslistedintheboxinpartB1totheclass.Askstudentstorepeateachoneandtopayparticularattentiontothesoundsofthefinalsyllables.

2Askstudentstocompletethesentenceswiththecorrectwords.Encouragethemtoreadthesentencesoutloudsothattheycanhearthesoundsofthewords.Forweakerclasses,youmayneedtoreadoutthefirstwordofeachsentenceslowlyandaskstudentstorepeatthembeforetheystartcompletingthesentences.

3Asklessablestudentstoworkwithapartnerandtaketurnssayingtherhymingpairsaloud.

4Asklessablestudentstodotheextraquestionsonpage91.Formoreablestudents,donotprovidethemwiththeextragappedsentencesandwords.Askthemtolookforotherrhymingpairsinthepoemsthemselves.

5Askstudentswhethertheythinktherhymingwordsmakethepoemsmorepleasanttolistento.Acceptallopinions.Thenaskindividualstudentswhataretheotherrolesoftherhymeinpoetry.Elicitasmanyopinionsaspossible,e.g.,makespoetryeasiertoremember,createsabeatattheendofeachline,helpscreateapatternofsoundsandasoundrhythm,createsatune,helpscreatetheimages,etc.

6ExplainthecontextandtheinstructionstopartB2.Reviewthewordsinthebox.Thenaskstudentstocompletethesentenceswiththecorrectwords.

7Asktwovolunteerstoreadoutthecompletedarticles.

Extensionactivity

Askmoreablestudentstofindanyotherrhymingpairsfromthewordslearnedinotherunits.Givethemarewardforfindingone,twoormore.Thisisaveryusefulpronunciationexerciseaswellasanactivitywhichpreparesstudentstouselanguagecreativelyontheirown.

PartC

Teachingprocedures

1.      AskstudentstodoPartC1inpairs.Encouragethemtouseadictionaryifnecessary.

2.      Reviewtheanswerandclarifyanyareasofuncertainty.

3.      AskstudentstodoPartC2ontheirown.Remindthemthatallthewordscanbefoundinthepoem‘MyGoldfish’onpage90.Askmoreablestudentstodothetaskwithoutreferringthepoem.TelllessablestudentstofindthewordsinthepoemtocompletewhatPetersays.

4.      Readoutthefirstline.Thenaskfourstudentstoreadoutonelineeach.

5.      TodopartC3,studentswillhavetorefertothepoem‘Cats’onpage90.Askmoreablestudentstodothetaskontheirown.Lessablestudentsmayneedhelp.Providethemwiththenamesofplaces,andperhapshowmanytimeseachprepositionisused.

Askmoreablestudentswherecatssleepbasedonthepoem‘Cats’onpage90.Tellthemthattheycanuseanyotherwordsapartfrom‘in’,’on’and‘ontopof’.

Vocabulary

Objectives

        Torecognizeandidentifyarangeof