2019年七年級(jí)英語下冊(cè) Unit 6 Pets教案 牛津版.doc

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2019年七年級(jí)英語下冊(cè) Unit 6 Pets教案 牛津版 Language functions and focus l Introduce names and characteristics of mon pets, e.g., My cat is very friendly. l Recognize and use nouns, verbs and adjectives to talk about specific animal features in terms of appearance, characteristics and personality, e.g., My dog is the cleverest animal of all. He doesn’t just chase and catch a ball. l Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dog at 7 a.m. Don’t chase the cat. l Recognize how to use appropriate modal verbs to give instructions and to express duty and responsibilities, e.g., You should play with your pet for some time every day. l Recognize positive and negative forms of model verbs, e.g. You must put clean water in the fish tank. You must not touch a fish with your hands. Language skills Listening l Identify specific characteristics in a description of a goldfish l Listen for detail to extract specific information l Use knowledge presented in written text to infer general meaning and context l plete a conversation using information from a talk Speaking l Ask and respond to questions about favourite pets l Ask for explanations of opinions and respond appropriately l Stress keywords in sentences l Identify typical stress patterns in sentences l Tell others about a favourite pet Reading l Bee familiar with rhyming words l Learn intonation and rhyme scheme of poems l Identify specific meaning by scanning the text Writing l Present factual information and opinions in writing l Describe characteristics and personalities of pets l Describe pets’ lifestyle, including feeding habits, homes, and likes and dislikes l Generate personal ideas, plan and organize text to municate your own opinions Warm-up activity Before this lesson, ask students to bring in pictures, leaflets, or any other realia related to pets. They can get materials from pet shops, the internet and magazines. It is always a good idea to bring in materials yourself to make sure that your lesson gets off to a good start. Pass the materials around the class at the beginning of the lesson and then put them up on display. Ask students to make ments. Review the names of different animals. Encourage them to select suitable adjectives describe the books, behaviour, homes or anything else they associate with the pets. Do a quick class survey about how many students have pets and what kind of pets they have. Use this situation to introduce the function of giving instructions to prepare for the conversation presented in the ic strip. ‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the ic strip. Ask What 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.) Wele to the unit Objectives l To introduce students to the world of pets l To identify names of animals and typical features l To understand differences in animal features Teaching procedures 1. Encourage stronger classes to do the task in Part A without further pre-teaching of keywords. For weaker classes, you may need to review the names of the animals and check whether they know how to pronounce them. Then ask students to de the task as set out. 2. Divide the class into pairs. Ask students to pare their answers and discuss any disagreements. 3. For stronger classes, 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. Weaker classes follow the instructions as set out. You could do a quiz later on for revision. 4. Ask students to prepare a sentence about their favorite pet. Tell them to pretend that they have a pet if they do not own one. 5. Do some exercises.（詳見課件） Reading Objectives l To learn about rhyme schemes, stress and intonation of poetry l To learn new vocabulary to talk about pets l To read about animal behaviour Background information This section introduces students to poetry. The three short poems are different not only in the choice of pets, but also in the way they focus on different aspects of animals. The style of each poem is different. ‘My Dog’ focuses on behaviour adjectives. ‘My Goldfish’ expresses the poet’s feelings about the goldfish’s lifestyle. ‘Cats’ describes the different places where cats sleep. Part A Teaching procedures 1. Ask students to study the poems and pictures on page 90. Write the title ‘My Dog’ on the board and also the verb that are used in the poem: ‘chase’, ’catch’, ’hunts’, ’hide’, ’builds’, ‘bark’, ‘bite’, ‘fight’ and ‘look after’. Talk about their meanings. 2. For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you. For stronger classes, choose five students to read two lines each. 3. 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 dog’s actions (‘chase’, ‘catch’, ‘hunts’, ‘builds’, ‘bark’, ‘bite’ and ‘fight’). Ask students some general questions to elicit details about the dog’s actions to generate some of the key verbs, e.g., what does the dog do? 4. For weaker classes, read the poem ‘My Goldfish’ and ask students to follow in their books. Explain the meaning of ‘miaow’ and ‘bubbles’. For stronger classes, ask two students to each read a stanza. 5. Read the poem ‘Cats’. As you read the poem, try to use gestures and mines to illustrate the different impressions presented in the poem. Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’. 6. Ask more able students to read the ‘Cats’ poem, first on their own and then with a partner. S1 reads lines 26-35 and S2 reads lines 36-46. Ask if any students have cats that like to sleep in unusual places. 7. Have the class prepare this poem for choral reciting. Allocate different lines to individual students or pairs to create a dramatic impression. Ask one or two students to read one line only, e.g., S1: Cats All: Cats sleep anywhere, S2: Any table, S3: Any chair, S4: Top of piano, This activity helps students to work as a team as they have to listen to their cues, which encourages them to work collaboratively. 8. Ask students which poem they like best. Encourage more able students to say why they like it, e.g., I like the poem about cats because they are my favourite animals. Extension activity For stronger classes, ask students to copy the poem ‘Cats’ into their books, leaving enough space to draw the different objects to illustrate where cats live and sleep. Encourage students to interpret the use of prepositions to prepare a correct visual presentation of the poem. Part B Teaching procedures 1 Read the words listed in the box in part B1 to the class. Ask students to repeat each one and to pay particular attention to the sounds of the final syllables. 2 Ask students to plete the sentences with the correct words. Encourage them to read the sentences out loud so that they can hear the sounds of the words. For weaker classes, you may need to read out the first word of each sentence slowly and ask students to repeat them before they start pleting the sentences. 3 Ask less able students to work with a partner and take turns saying the rhyming pairs aloud. 4 Ask less able students to do the extra questions on page 91. For more able students, do not provide them with the extra gapped sentences and words. Ask them to look for other rhyming pairs in the poems themselves. 5 Ask students whether they think the rhyming words make the poems more pleasant to listen to. Accept all opinions. Then ask individual students what are the other roles of the rhyme in poetry. Elicit as many opinions as possible, e.g., makes poetry easier to remember, creates a beat at the end of each line, helps create a pattern of sounds and a sound rhythm, creates a tune, helps create the images, etc. 6 Explain the context and the instructions to part B2. Review the words in the box. Then ask students to plete the sentences with the correct words. 7 Ask two volunteers to read out the pleted articles. Extension activity Ask more able students to find any other rhyming pairs from the words learned in other units. Give them a reward for finding one, two or more. This is a very useful pronunciation exercise as well as an activity which prepares students to use language creatively on their own. Part C Teaching procedures 1. Ask students to do Part C1 in pairs. Encourage them to use a dictionary if necessary. 2. Review the answer and clarify any areas of uncertainty. 3. Ask students to do Part C2 on their own. Remind them that all the words can be found in the poem ‘My Goldfish’ on page 90. Ask more able students to do the task without referring the poem. Tell less able students to find the words in the poem to plete what Peter says. 4. Read out the first line. Then ask four students to read out one line each. 5. To do part C3, students will have to refer to the poem ‘Cats’ on page 90. Ask more able students to do the task on their own. Less able students may need help. Provide them with the names of places, and perhaps how many times each preposition is used. Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’. Vocabulary Objectives l To recognize and identify a range of animal features l To differentiate between features belonging to different animals l To use appropriate nouns and verbs when describing the appearance and characteristics of different types of animals Teaching procedures 1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to pare their labels with a partner. 2 Identify the words most students do not know. Talk about the special features of various animals to aid students in guessing the correct meanings. For instance, if you are teaching the word ‘beak’, tell students that birds have beaks, which they use to eat and drink. 3 Explain the instructions of Part B. Tell students that they should read the texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices bee more natural. Extension activities Ask students to write a similar profile about their favourite pet using the texts in Part B as model. Grammar Objectives l To use positive and negative imperatives when giving orders and instructions. l To organize and understand how to use imperatives appropriately. l To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities. Part A Teaching procedures 1.Talk to students about the purpose of instructions. Give them a few examples using classroom situations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger classes to create a list of different instructions and then write the different situations as titles above it, e.g., Classroom Sit down. Open the door. Be quiet. Stop talking. Work with a partner. Please close the window. Fire drill Walk quietly. Don’t run. Don’t take the lift. Take the stairs. Line up. Go to the playground. Leave your bags. On the bus Don’t push. Stand clear of the door. For weaker classes, jumble the sentences up and ask students to group them under the correct situations. 2 Imperative sentences do not normally include a subject, because the subject ‘you’ is implied. However, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attract Mary’s attention and so he/she says, ‘Mary, don’t push.’ / ‘Don’t push, Mary.’. Make sure students understand the imperative form and avoid the mon mistake of placing a pronoun in front of the imperative. 3 Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions. 4 Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. For weaker classes, review the verbs in the box before students start working on matching the sentences. 5 Ask less able students to work in pairs to select the correct word to fill in each gap, then match the pictures with the instructions. When they have finished, ask them to read each instruction to their partner. 6 Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions. 7 Ask students to read out the instructions they formed. Extension activity Ask students to present the instructions in Part A2 in the form of a poster, with pictures. Encourage them to think of more instructions for the care and feeding of a cat or a pet of their choice. Part B Teaching procedures 1 Talk about situations involving duty and obligation. Try to link them to the context of the Beijing Sunshine Secondary School students who are talking about looking after pets. It is useful to point out to students that we can use these modals to give instructions. 2 Go through the examples on page 95& 96, referring to the degrees of necessity. Explain the use of ‘ought to’ and ‘should’, which have more or less the same meaning. ‘Ought to’ is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while ‘should’ implies personal opinions and, therefore, is less strong. Ask students for sample sentences and write them on the board. 3 Ask through the examples of negative sentences. Write some sample sentences on the board. 4. Explain to students that ‘must’ is the strongest word , expressing the sense that something is a absolutely necessary . 5. In part B1,the Beijing Sunshine Secondary School students give instructions about looking after pets. Each point of the notes on the left describes the degree of necessity for the instruction next to it on the right. Read the notes to the class . Then divide the class into pairs and ask students to plete the instruction on the right. Encourage students to check the example sentence on pages 95 and 96 to identify the correct modal word to fit each instruction . 6. Use class feedback to identify any misunderstanding ,as they involve the use of negative forms. Extension activity Depending on the general ability of your class, this could be done at the end of this section to consolidate students’ understanding .Elicit statements from students using different modals to talk about a situation ,e.g., A new student is joining the class .Ask what instructions can you give the new student? e.g., You must arrive at school at 8.10 in the morning. You ought to walk slowly on the stairs . You should hand in your homework to the monitor. The class has to choose a class monitor .Ask What are his/her duties?e.g., He /she must collect the exercise books . He/she should make sure that students follow the school rules. 7. Ask students to read the four letters in part B2 carefully. Make sure that they understand the messages well. Ask them remember and to check the words in their dictionaries. 8. In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answer s with a partner. 9. Divide the class into groups of four .one group es to the front of the class and each member reads one letter at a time . A representative from another group responds by reading his/her advice. You could turn this into a petition. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence. Extension activity Ask more able students to e up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class. Integrated skills objectives To identify specific characteristics in a description of goldfish . To listen for detail and extract specific information . To use knowledge presented in written text to infer general meaning and context . To listen for specific information to plete a conversation . Part A teaching procedures 1. create an interest in the situation .Bring a picture of a goldfish to class and ask students to make ments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . You might like to ask students to review the words learned in the vocabulary section. 2. Tell students that they will listen to a talk giving information about fantail goldfish in partA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening. 3. play the recording and ask students to confirm or change their initial responses. Check answers with the whole class. 4. Ask more able students to do the extra exercise .You can also ask them to correct the false sentences. 5. Ask students to read the leaflet in part A2 about how to look after a fantail fish. Students check the meanings of the statements. 6. Ask students to make three positive instructions and three negative instructions using the information in the leaflet. Tell them that they should refer to the table on page 95 for help in choosing the correct modal verb for each sentence. 7. Ask six students to read out one sentence each .Have another six students write the answers on the board. 8. Ask students to read the phone conversation in part A3 between Amy and Peter. Tell students to use their own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to write their guesses on a piece of paper or in the margin. 9. play the recording again so that students can check their initial choice of words . While listening ,they can confirm or change their initial responses. 10. Ask students to form pairs and read the conversation to another pair .Each pair checks the correct choice of words . If there are disagreements ,students should make notes and discuss after the conversation is pleted. 11. Ask a more able pair to present the conversation to the class .Check correct use of words and clarify any disagreements. Part B Objectives To ask and respond to questions about favourite pets . To respond by stating opinions . To ask for explanations of opinions and respond appropriately . teaching procedures 1. Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them to change roles and read the conversation .Then ask them to change roles and read the conversation again. 2. Ask students which animals they like any why .Encourage them to make notes. 3. Ask students to prepare their own conversations using Daniel and Amy’s conversation as a model .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’ ‘I hate….’ ‘I dislike ….’ and ‘I’m crazy about….’. If n