牛津译林初中英语七年级下册Unit8 Pets全单元教案文档格式.docx

1、each sb to do sthDifficult pointsTo identify names of animals and typical featuresTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Guide students to recall the names of some animals that they learnt.Ask student

2、sDo you like animals? What animals do you know? If you like an animal very much, you can keep it as a pet in your flat. What animal do you want to keep as a pet?2.Students give the answers.Step II Presentation1 Present students some pictures, such as a cat, a dog, a rabbit, a goldfish, a mouse, a pa

3、rrot, etc.2 Talk with students:1）.T: What is it?S: It is a rabbit.T: Do you like it? Yes, I like it very much Why do you like it? Because it is lovelyIt has two long earsIt often jumps and runs here and thereI can feed it carrots when it is hungryThat will be interesting2） T: Whats this? Its a parro

4、t. It can speak and sing like a personThats wonderful! I feel happy when it is with meAnd I can teach it to speak.3） T: What do you think about the mouse? Oh, it is small and soft I can hold it in my handMaybe some people dont like it，but I think it is smart and lovely4） T: I like goldfish very much

5、，and you? I like watching it swim aroundIts tail is so beautiful when it is swimmingHow happy and free it is in water!5） T：Girls usually like cats，but one of my friends doesntS：Why?T：It often likes to sleep on her lap，so she cant do anything3.Teach new words.Step III Task1.Encourage students to do t

6、he task in Part A on Page 93ts.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 favorite pet. Tell them to pretend that they have

7、a pet if they do not own one.5 .Ask students to share their sentences.Step IV Presentation1.Tell students Eddie also has a petHoboListen to their conversation and answer the following question：Is Hobo a good pet?2.Play the tape for students to find the answer.3.Play the tape again and askWhat does E

8、ddie 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 listen and repeat.Step V HomeworkTeaching notesReading 1Period 2A recorder Pictures about dogs, cats and goldfishl. To learn

9、 about rhyme schemes, stress and intonation of poetry2.To learn new vocabulary to talk about pets3.To read about animal behaviorTo learn about rhyme schemes, stress and intonation of poetryTask-based approach，Scene pedagogy and Teaching with humorWe talked about pets last timeSome of you told me the

10、 pets you likeToday, Ill tell you the pets I likeCan you guess what they are?2.Let students guess the pet that the teacher likes and why the teacher likes it.1. Ask students to study the poems and pictures on page 94. Write the title My Dog on the board and also the verb that are used in the poem: c

11、hase, catch, hunts, hide, builds, bark, bite, fight and look after. Talk about their meanings by showing them some picture about dogs.2 SayDo you know why I would like a dog to be my pet? First dogs are lovelyThey like to chase things so they can play with me outside. Second, they are so clever that

12、 they can do lots of wonderful trick . Third，they can help hunters hunt in the wildIf I have a dog，Ill tell him not to bi te, not to fight andto hide himself when in dangerHe will be my very best friend and 1 will look after him until the end.Write down the underlined part and teach students to read

13、.1.Read My Dog one like at a time and have students repeat after you. 2.Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., cleverest. Work through the meaning of wonderful tricks. Then ask them to identify the verbs which describe the dogs actions （chase,

14、catch, hunts, builds, bark, bite and fight）.Ask students some general questions to elicit details about the dogs actions to generate some of the key verbs, e.g., what does the dog do?5.Play the tape and choose the right word to fill in the blanksbite hunts tricks fight chase endMy dog is the clevere

15、st animal of allHe doesnt just_ （chase） and catch a ballWith eyes open wide，He _ （hunts） when I hideHe does wonderful _ （tricks）Builds me camps out of sticksHed never bark or _（bite）,And he doesnt like to _（fight）My dog is my very best friend，And Ill look after him until the _ （end）7.Play the tape a

16、nd ask students to follow the tape,ask students to pay attention to all, hide, stick and friend8 Play the tape again and look for the rhyming pairs. Then finish the first five exercises in Part B1, Page 95Step III Presentation1.Present students the picture of goldfish, sayI also like goldfish very m

17、uch. I know a lot about itWhat about you? Would you like to answer some questions?2 Discuss with studentsDoes a goldfish chase another fish?（Yes, maybe she sometimes chases small fish.）Does a goldfish hide?（Yes，she hides herself when she is playing or when she sees a big fish）Does a goldfish bark?（O

18、f course not）Does a goldfish fight?（Yes，I think she may fight for food）Does a goldfish bite?（Sure）Does a goldfish need a bed?（No，she doesnt.）Does a goldfish miaow? （No，she doesnt）Does a goldfish eat much?（No，she doesntShe will die if sheeats too much）Does a goldfish need a rabbit hutch?（No，she doesn

19、tI think a hutch is a place like a box or a cage for small animals）3.Say What a quiet goldfish! She doesnt bark，she doesnt miaowShe just bubbles，bubbles and bubblesShe is not any troubleStep IV Task1.Read the poem My Goldfish after the tape.3.Listen again and find out the rhyming pairs, and then do

20、the sixth in Part B1.4.Listen and repeat the poem.Reading 2Period 3A 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 vocabulary: top of piano, on the edge, in the

21、 middle （of）, want to sleep on my lap, ring the doorbell, make a lot of noise, be afraid of; They dont care. etc.Teaching Procedures:Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “My goldfish”. Today, Ill tell you another pet I like. Can you guess what it is?Make Ss guess the

22、animal what the teacher also likes. 2. Show them the cat. T say: We always think cats are lazy, because they like sleeping any time anywhere. Where can you find cats sleeping? Get Ss to discuss in pairs, and share their answers later.Step 2 PracticeChoose the right prepositions:the table the chair t

23、he top of the piano the window edgethe middle of the edge of the open drawer the empty shoesomebodys lap the cardboard box the cupboard in:_ _on: _Step 3. Activities1. Get Ss to listen to the recording, and order the phrases correctly.in the cupboard（ ） on the table （ ） on the window ledge （ ） in a

24、cardboard box （ ） on the chair （ ） on the top of the piano （ ）on somebodys lap （ ） in the middle （ ） in the empty shoe （ ） on the ledge （ ） in the open drawer （ ） 2. Get Ss to read the poem “Cats” after the recording.4. 诗歌接龙比赛，背诵完整优美的小组获胜。Step 4. ConsolidationExercise: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

25、，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-2the top of pianoon the edgeopen drawerin the middle ofThey dont care.make a lot of noisering the doorbellbe afraid ofPersonal designHomework 1. Review the language points in this lesson.2. Recite the text after class.Integrated sk

26、illsPeriod 51.To identify specific characteristics in a description of goldfish .2.To listen for detail and extract specific information .3.To use knowledge presented in written text to infer general meaning and context .in the sun look liketakeout of at the bottom ofdifferent from look a little differenta talk on fantail goldfish3.SentencesFantail goldfish are easy to look afterDo they make any noise? Make sure the water is not too cold or too hotTo listen for detail and extract specific informationTask-based approach，Scene pedagogy and Teaching with h