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举例It’s a nice gift.He is very friendly. You look tired today.二、不定代词：用来指不定数量或范围的人或物。
用法举例：1. Someone _______ (want) to see you at the school gate。
2. There _______ （be）nothing wrong with the car.3. Mother will buy me _________ ______ （好吃的东西）this afternoon.4。
How is __________ (一切）going？5。
She eats nothing in the morning.= She ______ ______ ________ in the morning.Step 6 Exercises一、用所给词的适当形式填空。
1。
There is not _________ (something) in the box。
2. I’m glad to see that __________ （somebody) is here today.3. _________ （anything）is difficult if you put your heart into it. 4。
People in the shop are _________ (friend) to us.5。
My dog is the __________ （clever）animal of all。
二、翻译.1. Hobo叫Eddie不要对他不礼貌。
Hobo asks Eddie not to ____________ to him。
2. 我的狗是我的一位特殊朋友。
My dog is a ______________________.3。
金鱼很容易照看。
Goldfish are _____________________.4. 如果你喜欢，养蛇也没什么不对。
⽜津译林初中英语七下Unit8Pets全单元教案7B Unit 8 Pets课题Comic strip and Welcome 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 aims 1. To introduce students to the world of pets2. To identify names of animals and typical features3. To understand differences in animal featuresTeaching focus 1.To identify names of animals and typical features2.Phrases:bring sb sth be more polite swim around on one’s lap hold sth in one’s hand fe ed sb sth t each sb to do sth Difficult pointsTo identify names of animals and typical featuresTeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching procedures The second preparing lessonsStep I Leading-in1.Guide students to recall the names of some animals that they learnt.Ask studentse 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 Presentation1Present students some pictures, such as a cat, a dog, a rabbit,a goldfish, a mouse, a parrot, etc.2Talk with students:1).T: What is it?S: It is a rabbit.T: Do you like it?S: Yes, I like it very much．T: Why do you like it?S: Because it is lovely．It has two long ears．It often jumps and runs here and there．I can feed it carrots when it ishungry．That will be interesting．2) T: What’s this?S: It’s a parrot.T: Why do you like it?S: It can speak and sing like a person．T hat’s wonderful! I feel happy when it is with me．And I can teach it to speak.3) T: What do you think about the mouse?S: Oh, it is small and soft．T: I can hold it in my hand．Maybe some people don’t like it，butI think it is smart and lovely4) T: I like goldfish very much，and you?S: I like watching it swim around．Its tail is so beautiful when it is swimming．How happy and free it is in water!5) T：Girls usually like cats，but one of my friends doesn’t．S：Why?T：It often likes to sleep on her lap，so she can’t do anything．3.Teach new words.Step III Task1. Encourage students to do the task in Part A on Page 932. Divide the class into pairs. 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 favorite pet. Tell them to pretend that they have a pet if they do not own one.5 .Ask students to share their sentences.Step IV Presentation1.Tell studentsEddie also has a pet—Hobo．Listen 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 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 listen and repeat.Step V HomeworkTeachingnotes课题Reading 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 andgoldfishTeaching aims l. To learn about rhyme schemes, stress and intonation of poetry2.To learn new vocabulary to talk about pets3.To read about animal behaviorTeachingfocusTo learn about rhyme schemes, stress and intonation of poetry DifficultpointsTo learn about rhyme schemes, stress and intonation of poetry TeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Tell studentsWe talked about pets last time．Some of you told me the pets you like．Today, I'll tell you the pets I like．Can you guess what they are?2.Let students guess the pet that the teacher likes and why the teacher likes it.Step II Presentation1.Ask students to study the poems and pictures on page 94. Writethe 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 by showing them some picture about dogs.2 SayDo you know why I would like a dog to be my pet? First dogs are lovely．They like to chase things so they can play with me outside. Second, they are so clever that they can do lots of wonderful trick . Third，they can help hunters hunt in the wild．If I have a dog，I'll tell him not to bi te, not to fight andto hide himself when in danger．He 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.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 chara cteristics, 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?课题Reading 2 总第课时上课时间年⽉⽇第周星期课时Period 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 vocabulary: top of piano, on the edge, in the middle (of), want to sleep on my lap, ring the doorbell, make a lot of noise, be afraid of; They don’t care. etc.Teaching Procedures:Personal design Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “Mygoldfish”. Today, I’ll tell you another pet I like. Can youguess what it is?Make Ss guess the animal what the teacher also likes.2. Show them the cat.T say: We always think cats are lazy, because they like sleepingany 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 the top of the piano the windowedgethe middle of the edge of the open drawer the emptyshoesomebody’s lap the cardboard box the cupboardin:____________________________________________________________________________________________________________________on: __________________________________________________________________________________________________________________Step 3. Activities1. Get Ss to listen to the recording, and order the phrasescorrectly.in the cupboard( ) on the table ( )on the window ledge ( ) in a cardboard box ( )on the chair ( ) on the top of the piano ( )on somebody’s 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.3. Get Ss to read again and complete Part C3 on page 96.4. 诗歌接龙⽐赛，背诵完整优美的⼩组获胜。
牛津译林版七年级下册Unit 8《Pets》（Task）教学设计一. 教材分析《Pets》是人教版牛津译林英语七年级下册Unit 8的一篇课文，主要介绍了关于宠物的话题。
本文通过描述不同宠物的特点、习性和人们对待宠物的态度，旨在让学生掌握相关词汇和表达方式，提高他们的语言运用能力。
课文内容贴近学生生活，有利于激发学生的学习兴趣，提高他们的阅读理解能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够运用简单的英语进行日常交流。
但部分学生对宠物相关词汇和表达方式较为陌生，需要在学习过程中进行加强。
此外，学生对新鲜事物充满好奇，善于模仿和探究，因此在教学过程中应充分利用这一特点，激发他们的学习兴趣和积极性。
三. 教学目标1.知识目标：–掌握有关宠物的词汇和表达方式；–理解课文内容，能够概述不同宠物的特点、习性和人们对待宠物的态度；–学会用英语描述宠物的外貌、性格和喜好。
2.能力目标：–提高学生的阅读理解能力；–培养学生的口语表达能力和合作意识；–提升学生的写作能力，能够撰写关于宠物的短文。
3.情感目标：–培养学生对宠物的关爱和责任感；–增强学生对英语学习的兴趣和自信心。
四. 教学重难点•宠物相关词汇的掌握；•课文内容的理解和运用；•描述宠物特点、习性和态度的表达方式。
•宠物喜好和性格的描述；•如何在实际情境中运用所学知识。
五. 教学方法1.任务型教学法：通过完成具体任务，让学生在实践中学习和运用英语；2.情境教学法：创设真实情境，让学生在具体环境中感受和体验英语；3.合作学习法：鼓励学生分组讨论和合作，提高他们的沟通能力和团队意识；4.激励评价法：注重对学生过程性的评价，激发他们的学习兴趣和自信心。
六. 教学准备1.教学PPT：制作包含宠物图片、词汇和课文的PPT；2.宠物卡片：准备有关宠物的图片卡片；3.教学录音：下载相关宠物的录音材料；4.作业模板：为学生准备关于宠物的写作模板。
七. 教学过程1.导入（5分钟）–利用PPT展示不同宠物的图片，引导学生谈论自己喜欢的宠物，激发学生的学习兴趣。
牛津译林版七年级下册Unit 8《Pets》（Grammar）教学设计一. 教材分析《Pets》是人教版牛津译林英语七年级下册Unit 8的教学内容，本节课主要讨论有关宠物的主题。
教材通过描述宠物的特征、喜好以及与之相关的日常对话，让学生在真实语境中运用一般现在时谈论动物的性格和习惯。
文本包括三个部分，A部分是一段宠物主人之间的对话，讨论了一只叫Liu Tao的男孩和他的两只宠物狗；B部分是关于宠物的性格和习惯的短文；C部分是关于如何照顾宠物的建议。
二. 学情分析七年级的学生已经具备了一定的英语基础，能听懂并运用一些简单的日常用语。
他们对宠物有浓厚的兴趣，因此对本节课的内容会产生浓厚的兴趣。
然而，他们可能在一般现在时的运用上还存在一定的困难，需要通过大量的练习来巩固。
三. 教学目标1.能听懂、会说、会读本节课的主要词汇和句型。
2.能运用一般现在时描述动物的性格和习惯。
3.能参与关于宠物的讨论，提高口语表达能力。
4.培养学生的观察力和想象力，增强他们对动物的关爱意识。
四. 教学重难点1.重点：掌握本节课的主要词汇和句型，能运用一般现在时谈论动物的性格和习惯。
2.难点：正确运用一般现在时进行描述，并能流利地进行宠物话题的讨论。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中掌握语言知识。
2.情境教学法：创设真实情境，让学生在语境中学习并运用语言。
3.互动式教学法：引导学生参与课堂讨论，提高他们的口语表达能力。
六. 教学准备1.准备相关宠物图片和视频。
2.准备宠物性格和习惯的短文。
3.准备宠物照顾建议的相关资料。
4.准备课堂练习题。
七. 教学过程1.导入（5分钟）a.向学生展示一些宠物的图片和视频，引起他们的兴趣。
b.询问学生是否喜欢宠物，让他们分享自己喜欢的宠物及其原因。
2.呈现（10分钟）a.呈现教材中的对话，让学生听懂并理解内容。
b.分组朗读对话，培养学生的语音语调。
3.操练（10分钟）a.利用对话中的句型，让学生进行角色扮演，模拟宠物主人之间的对话。
Unit 8 PetsWelcome to the unitTeaching Aims1. Learn some names of animals and their appearances and lifestyles.2. Arouse the students’ interests in talking about animals.Step 1. Lead-inAsk Ss: How many animals do you know? What are they?Encourage Ss to think out animals in English as many as possible.Step 2. Presentation1.Show some pictures to learn some words about this lesson:pet n.宠物rude adj.粗鲁的goldfish n. (pl. goldfish) 金鱼mouse n. (pl. mice) 老鼠，耗子…2. Then read aloud the new words.Step 3. Look and guessShow some pictures of animals covered some part, then ask for Ss to guess the names of the animals. Then ask Ss to complete Parts A and B on page 93.Step 4. PracticeShow some pictures about animals and let them choose wh ich is their favourite animal and why.Step 5. Learn to the conversation1.Listen to Eddie and Hobo’s conversation once and answer:Is Eddie happy with his pet?2. Listen again and answer three more questions:1) What does Eddie want?2) What does Hobo think of Eddie?3) Which dog do you like? Why?3. Act out the conversationStep 6. Explanation1. bring sb. sth. = brin g sth. to sb.给某人拿来某物Will you please bring me some dog food?take sth. to sb. 把某物带（去）给某人Jim will not come home for lunch today. Please take thi s lunch box to him.2. something to eat 一些吃的东西something to drink 一些喝的东西注：something 常用于肯定句以及表示请求建议的问句中；而在否定句和疑问句中则要用anything。
初一年级下学期英语教案（编号：）主备人：审核人：【课题】7B Unit8《Pets》Comic strip & Welcome to the Unit 【教学目标】1.让学生掌握基本的四会单词、短语和句型。
1.让学生认识几种宠物的名称及其典型特征【教学重、难点】1.学会用本课时的短语或句型介绍宠物。
2.培养学生的爱心,激发学习的兴趣。
【教学方法】Multi-Media【教学过程】Step 1 情景导入Teacher: Do you like animals? What animals do you know more? Do you or your friend have a pet at home? What are they?Step 2 完成教材Comic strip的任务1.让学生认真听录音,回答下列问题。
(1)What does Eddie ask Hobo to do?He asks Hobo to bring him something to eat.(2)Is Hobo happy? Why?No. Because Eddie didn’t say “please”.2.让学生阅读Page 92中的对话,回答下面的问题。
What does Eddie want at first and at last?He wants something to eat at first. At last he wants a new pet.3.再次播放录音,让学生跟读对话,注意语音和语调。
4.组织学生两人一组结对练习。
老师请几组学生上台展示并点评。
Step 3 完成教材Welcome to the unit的任务1.呈现几幅动物的图片,提问学生。
What’s this?Do you like it?Why or why not?2.展示Part A的图片,让学生猜动物的名称,完成Part A的练习,全班核对答案。
7B Unit 8 Pets课题Comic strip and Welcome 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 aims 1. To introduce students to the world of pets2. To identify names of animals and typical features3. To understand differences in animal featuresTeaching focus 1.To identify names of animals and typical features2.Phrases:bring sb sth be more polite swim around on one’s lap hold sth in one’s hand fe ed sb sth t each sb to do sthDifficult pointsTo identify names of animals and typical featuresTeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching procedures The second preparing lessonsStep I Leading-in1.Guide students to recall the names of some animals that they learnt.Ask studentse 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 Presentation1Present students some pictures, such as a cat, a dog, a rabbit,a goldfish, a mouse, a parrot, etc.2Talk with students:1).T: What is it?S: It is a rabbit.T: Do you like it?S: Yes, I like it very much．T: Why do you like it?S: Because it is lovely．It 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 like it?S: It can speak and sing like a person．That’s wonderful! I feel happy when it is with me．And I can teach it to speak.3) T: What do you think about the mouse?S: Oh, it is small and soft．T: I can hold it in my hand．Maybe some people don’t like it，butI think it is smart and lovely4) T: I like goldfish very much，and you?S: I like watching it swim around．Its tail is so beautiful when it is swimming．How happy and free it is in water!5) T：Girls usually like cats，but one of my friends doesn’t．S：Why?T：It often likes to sleep on her lap，so she can’t do anything．3.Teach new words.Step III Task1. Encourage students to do the task in Part A on Page 932. Divide the class into pairs. 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 favorite pet. Tell them to pretend that they have a pet if they do not own one.5 .Ask students to share their sentences.Step IV Presentation1.Tell studentsEddie also has a pet—Hobo．Listen 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 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 listen and repeat.Step V HomeworkTeachingnotes7B Unit 8 Pets课题Reading 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 andgoldfishTeaching aims l. To learn about rhyme schemes, stress and intonation of poetry2.To learn new vocabulary to talk about pets3.To read about animal behaviorTeachingfocusTo learn about rhyme schemes, stress and intonation of poetry DifficultpointsTo learn about rhyme schemes, stress and intonation of poetry TeachingmethodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Tell studentsWe talked about pets last time．Some of you told me the pets you like．Today, I'll tell you the pets I like．Can you guess what they are?2.Let students guess the pet that the teacher likes and why the teacher likes it.Step II Presentation1.Ask students to study the poems and pictures on page 94. Writethe 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 by showing them some picture about dogs.2 SayDo you know why I would like a dog to be my pet? First dogs are lovely．They like to chase things so they can play with me outside. Second, they are so clever that they can do lots of wonderful trick . Third，they can help hunters hunt in the wild．If I have a dog，I'll tell him not to bi te, not to fight andto hide himself when in danger．He 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.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 chara cteristics, 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?5.Play the tape and choose the right word to fill in the blanks bite hunts tricks fight chaseendMy dog is the cleverest animal of all·He doesn’t just____ (chase) and catch a ball．With eyes open wide，He ______ (hunts) when I hideHe does wonderful _____ (tricks)Builds me camps out of sticks．He’d never bark or _____(bite),And he doesn’t like to ____(fig ht)．My dog is my very best friend，And I'll look after him until the ____ (end)．6 Students complete the exercises in Part C, Page 96. check answers as a whole.7.Play the tape and ask students to follow the tape,ask students to pay attention to ‘all’, ‘hide’, ‘stick’ and ‘friend’8 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 much. I know a lot about it．What 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?(Of 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 doesn’t.)Does a goldfish miaow? (No，she doesn’t．)Does a goldfish eat much?(No，she d oesn’t．She will die if she．eats too much·)Does a goldfish need a rabbit hutch?(No，she doesn’t．I think a hutch is a place like a box or a cage for small animals．)3.Say What a quiet goldfish! She doesn’t bark，she doesn’t miaow．She just bubbles，bubbles and bubbles．She is not any trouble．Step IV Task1.Read the poem ‘My Goldfish’ after the tape.2.Read again, complete the exercises in Part C2, Page 96.3.Listen again and find out the rhyming pairs, and then do the sixth in Part B1.4.Listen and repeat the poem.Step V HomeworkTeachingnotes课题Reading 2 总第课时上课时间年月日第周星期课时Period 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 vocabulary: top of piano, on the edge, in the middle (of), want to sleep on my lap, ring the doorbell, make a lot of noise, be afraid of; They don’t care. etc.Teaching Procedures:Personal design Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “Mygoldfish”. Today, I’ll tell you another pet I like. Can youguess what it is?Make Ss guess the animal what the teacher also likes.2. Show them the cat.T say: We always think cats are lazy, because they like sleepingany 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 the top of the piano the windowedgethe middle of the edge of the open drawer the emptyshoesomebody’s lap the cardboard box the cupboardin:____________________________________________________________________________________________________________________on: __________________________________________________________________________________________________________________Step 3. Activities1. Get Ss to listen to the recording, and order the phrasescorrectly.in the cupboard( ) on the table ( )on the window ledge ( ) in a cardboard box ( )on the chair ( ) on the top of the piano ( )on somebody’s 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.3. Get Ss to read again and complete Part C3 on page 96.4. 诗歌接龙比赛，背诵完整优美的小组获胜。
课题Unit 8 Pets ---Welcome to the unit课时第一课时执教时间复备人教学目标1. 知识目标:①重点单词: pet, rude, goldfish, mouse, parrot, knee, hold, feed,②重点短语: bring me something to eat, want a new pet, swim around，sleep onmy knees, hold it in my hand, feed her carrots, play with, teach him to speak …③重点句子: How rude you are! You should say “Please”.I like watching them swim around. I want to teach him to speak2. 技能目标: ①认知几种宠物的名称及其典型特征, 了解这些宠物的基本习性。
②学会介绍宠物3．情感目标：培养学生的爱心，激发学习的兴趣.教学重点认知几种宠物的名称及其典型特征, 了解这些宠物的基本习性。
教学难点学会介绍宠物。
教学媒体录影机，多媒体，实物等教学过程Step1：预习指导与检测见导学案交流预习情况，讨论预习中存在的问题Step2：展示目标见导学案Step3：课堂导学与互动任务一：导入Free talkDo you like animals?What animals do you know?任务二：呈现两人一组谈一谈你所喜爱的宠物，可运用以下句型：•What is this?•Do you like it? Why or why not?再备任务三：Ask and answerWhat is your favourite pet? Why (not)?I really like ---. Because---.What about---?I like /don’t like them.任务四：Make sentences任务五：Finish Part B on Page 93.任务六：DiscussWhat animal do you want to keep as a pet? Why？任务七：Comic stripsListen and answer1.Is Hobo a good pet?2. What does Eddie want Hobo to do?任务八：Watch and answer1.Is Hobo happy? Why?2. Why does Eddie want to get a new pet?3. What can we learn from this conversation?Practice reading the dialogue.Act it out.Step4：总结提升Step5：当堂反馈见导学案Step6：课后拓展见导学案Step7：布置作业1. Copy new words and phrases.2. Recite the dialogue教学反思课题Unit 8 Pets ---Reading 1课时第二课时执教时间复备人教学目标• 1. 知识目标:•重点单词: poem, wide, hide, build, stick, camp, bark, till, end, hunt, bite, fight, trouble, bubble, gentle, touch, rhyme, care•重点短语: run after a ball, with eyes open wide, look after, till the end, need a gentle touch, look around for, take car of•重点句子: She isn’t any trouble.•My dog is the cleverest animal of all.• 2. 技能目标: ①学习宠物诗•②让我们能更加了解宠物,能运用新词汇来谈论宠物。
牛津译林版英语7B Unit8 Pets教案初中英语课堂教学设计方案总课题总课时 7B Unit 8 Pets 8 第1课时课题课型 Comic strip and welcome to the unit New知识目标 To the important words, phrases and sentences. 教学目标能力目标 To know the names and characteristics of pets情感目标To arouse the students’ i nterests and love pets 教学重点To the important words, phrases and sentences.教学难点 To know the names and characteristics of petsTape recorder, Computer, Pictures 教学准备 Read the words and the text.课前预习 Preview the new words.学情分析教学过程设计意教学环节教师活动学生活动图Ask some questions Step 1. . Do you like animals? Free-talk What animals do you know?Show some pictures and ask: Step2.What’s this? Presentation Do you like it? Why or why not? (showsome new words: parrot, goldfish, mouse) Warm theirbrains andlet them Step 3 1. Ask and answer know we What is your favourite pet? Why (not)? Practice will learn I really like ---. Because---. how to getWhat about---? to the I like /don’t like them destination. 2. Finish Part B on Page 93. 3. What animal do you want to keep as a pet? Why,1. Eddie also has a pet. Do you know who isit? Yes, it’s Hobo. Listen to their Step4.conversation and answer the following Comic stripsquestion: Is Hobo a good pet?2. answer the questions: What does Eddie want Hobo to do? Is hobo happy? Why? Why does Eddie want a new pet?accident, assist in the development of corrective programmes and follow, verify, record and feedback in a timely manner. Responsible for the overall quality management, guiding project QC group activities. 7, the Ministry of planning and finance: with all the responsible for the project's contract manager. Including curtain pile and bored pile construction. 14, earth-moving machines: equipped with excavators, dump trucks, loaders, bulldozers and other heavy machinery, mainlyresponsible for Foundation pit excavation and logistic, jacking of Earth excavation and Sinotrans. 15, the bridge construction team: responsible for the bridge project all steel manufacture, lashing; template polishing, derusting, release agent brushes, installation, reinforcement and demolition of concrete pouring and curing, the waterproof layer of the production, construction of railway subgrade protection pile. 16, jacking construction of bridge team: responsible for track reinforcement, conservation and maintenance, responsible for pushing online security protection, responsible for jacking equipment operation, maintenance andcontrol of the jacking process, and is responsible for correcting and preventing bar-head, looked up. 17, electrical work shifts: responsible for on-site construction, prefabricated bridges the laying of power lines, good night time power protection. At times of peak labor through strengthened staff deployment within the company, to enhance the engineering staff toStep5. 1. Practice reading the dialogue. Practice 2. Act it out. 3. Show it in front of class.Step6 ?. 翻译1. 我应该把我的小狗带给他。
牛津译林版七年级下册Unit 8《Pets》（grammar）说课稿一. 教材分析《Pets》是牛津译林版七年级下册Unit 8的一篇课文，主要讲述了关于宠物的话题。
本节课的主要内容有：一般现在时的用法，描述宠物的特征和喜好，以及如何询问和回答关于宠物的问题。
通过学习本节课，学生可以掌握一般现在时的基本结构，能够用英语描述宠物的特征和喜好，提高他们的语言运用能力。
二. 学情分析在进入七年级下册时，学生已经掌握了英语学习的基本语法知识和词汇量。
他们对英语学习有了一定的兴趣和自信，但仍有部分学生在语言运用方面存在困难。
针对这一情况，教师需要关注学生的个体差异，创设有趣的教学活动，激发学生的学习兴趣，提高他们的语言运用能力。
三. 说教学目标1.知识目标：学生能够掌握一般现在时的基本结构，用英语描述宠物的特征和喜好。
2.能力目标：学生能够运用一般现在时描述自己的宠物，提高他们的语言运用能力。
3.情感目标：培养学生热爱动物的情感，增强他们与他人的交流与合作能力。
四. 说教学重难点1.教学重点：学生能够掌握一般现在时的基本结构，用英语描述宠物的特征和喜好。
2.教学难点：引导学生运用一般现在时进行实际交流，提高他们的语言运用能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际情境中运用英语。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，提高学生的学习兴趣。
六. 说教学过程1.导入：展示各种宠物的图片，引导学生谈论自己喜欢的宠物。
2.新课呈现：通过课件展示一般现在时的基本结构，讲解一般现在时的用法。
3.实践环节：学生分角色扮演，用一般现在时描述自己的宠物。
4.小组活动：学生分组讨论，分享彼此喜欢的宠物，并用英语描述宠物的特征和喜好。
5.总结提升：教师引导学生总结本节课所学内容，鼓励他们运用一般现在时进行实际交流。
七. 说板书设计板书设计如下：一般现在时：•主语 + 动词原形•主语 + 动词三单形式宠物特征和喜好：八. 说教学评价1.课堂参与度：观察学生在课堂上的积极参与程度，了解他们的学习状态。
牛津译林版英语七下Unit 8《Pets》教学设计3一. 教材分析牛津译林版英语七下Unit 8《Pets》主要介绍了有关宠物的词汇和句型。
本单元的主题贴近学生的生活，有利于激发学生的学习兴趣。
教材内容包括：宠物介绍、宠物名称、宠物特征、宠物喜好等。
通过本单元的学习，学生能掌握相关词汇和句型，并进行简单的宠物介绍。
二. 学情分析七年级的学生对宠物有着浓厚的兴趣，生活中也接触到各种宠物。
因此，他们对本单元的主题有较强的共鸣，学习积极性高。
但部分学生在英语表达方面存在困难，需要教师在课堂上给予更多的关注和指导。
三. 教学目标1.知识目标：学生能掌握本单元的宠物词汇和句型，能用英语进行简单的宠物介绍。
2.能力目标：学生能运用所学的词汇和句型，进行宠物介绍的口语表达和写作。
3.情感目标：培养学生热爱动物，关爱宠物的情感。
四. 教学重难点1.重点：宠物词汇和句型的掌握。
2.难点：宠物特征的描述和表达。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设各种宠物情境，让学生在真实环境中学习英语。
3.小组合作学习：培养学生的团队合作精神，提高学生的口语表达能力。
六. 教学准备1.教学课件：制作课件，包含宠物图片、词汇和句型。
2.教学道具：准备一些宠物玩具或图片，用于激发学生的兴趣。
3.教学资源：收集一些关于宠物的视频或文章，用于拓展学生的视野。
七. 教学过程1.导入（5分钟）利用宠物图片或视频，引导学生谈论自己喜欢的宠物，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本节课的主题，介绍宠物词汇和句型。
通过PPT或实物展示，让学生直观地了解本节课的学习内容。
3.操练（10分钟）学生分组，进行宠物词汇和句型的练习。
教师巡回指导，纠正学生的发音和语法错误。
4.巩固（10分钟）学生分成角色，用所学的词汇和句型进行宠物介绍的口语练习。
教师观察学生的表现，及时给予反馈和指导。
7BUnit8英语集体备课教案南沈灶中学7BUnit8英语集体备课教案主备人：马小红南沈灶中学7BUnit8英语集体备课教案主备人：马小红南沈灶中学7BUnit8英语集体备课教案主备人：马小红用法举例：1. Someone _______ (want) to see you at the school gate.2. There _______ (be) nothing wrong with the car.3. Mother will buy me _________ ______ (好吃的东西）this afternoon.4. How is __________ (一切）going?5. She eats nothing in the morning.= She ______ ______ ________ in the morning.Step 6 Exercises一、用所给词的适当形式填空。
1. There is not _________ (something) in the box.2. I’m glad to see that __________ (somebody) is here today.3. _________ (anything) is difficult if you put your heart into it.4. People in the shop are _________ (friend) to us.5. My dog is the __________ (clever) animal of all.二、翻译。
1. Hobo叫Eddie不要对他不礼貌。
Hobo asks Eddie not to ____________ to him.2. 我的狗是我的一位特殊朋友。
My dog is a ______________________.3. 金鱼很容易照看。
牛津译林版英语七下Unit 8《Pets》教学设计2一. 教材分析牛津译林版英语七下Unit 8《Pets》主要介绍了有关宠物的话题，通过学习本单元，学生能够掌握有关宠物的词汇和表达方式，以及如何描述宠物的特征和喜好。
本单元包括两个部分：第一部分是关于宠物的阅读材料，介绍了不同种类的宠物以及它们的特征；第二部分是关于宠物领养的对话，旨在培养学生对动物福利的关注。
二. 学情分析学生在学习本单元之前，已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生对宠物的了解较少，可能对某些宠物词汇和表达方式感到陌生。
此外，学生对于如何描述动物特征和喜好还需进一步引导和练习。
三. 教学目标1.知识目标：学生能够掌握有关宠物的词汇和表达方式，了解不同宠物的特征和喜好。
2.能力目标：学生能够用英语描述宠物的特征和喜好，进行简单的交流和讨论。
3.情感目标：培养学生关爱动物、关注动物福利的意识。
四. 教学重难点1.重点：宠物词汇和表达方式的掌握，描述宠物特征和喜好的语言运用。
2.难点：如何准确描述宠物的特征和喜好，以及宠物领养相关话题的讨论。
五. 教学方法1.任务型教学法：通过设定各种与宠物相关的任务，让学生在完成任务的过程中学习宠物词汇和表达方式。
2.交际型教学法：通过小组讨论、角色扮演等形式，培养学生用英语描述宠物特征和喜好的能力。
3.情境教学法：创设各种与宠物相关的情境，让学生在真实的环境中感受和体验宠物话题。
六. 教学准备1.教材：牛津译林版英语七下Unit 8《Pets》2.多媒体教学设备：用于展示宠物图片、视频等素材。
3.宠物道具：实物宠物模型或图片，用于增强学生对宠物话题的兴趣。
4.宠物领养宣传资料：用于引导学生关注动物福利。
七. 教学过程1.导入（5分钟）利用多媒体展示各种宠物的图片，引导学生谈论自己喜欢的宠物，激发学生对宠物话题的兴趣。
2.呈现（10分钟）让学生阅读关于宠物的阅读材料，通过回答问题的方式，引导学生掌握有关宠物的词汇和表达方式。
用法举例：1. Someone _______ (want) to see you at the school gate.2. There _______ (be) nothing wrong with the car.3. Mother will buy me _________ ______ (好吃的东西）this afternoon.4. How is __________ (一切）going?5. She eats nothing in the morning.= She ______ ______ ________ in the morning.Step 6 Exercises一、用所给词的适当形式填空。
1. There is not _________ (something) in the box.2. I’m glad to see that __________ (somebody) is here today.3. _________ (anything) is difficult if you put your heart into it.4. People in the shop are _________ (friend) to us.5. My dog is the __________ (clever) animal of all.二、翻译。
1. Hobo叫Eddie不要对他不礼貌。
Hobo asks Eddie not to ____________ to him.2. 我的狗是我的一位特殊朋友。
My dog is a ______________________.3. 金鱼很容易照看。
Goldfish are _____________________.4. 如果你喜欢，养蛇也没什么不对。
There’s _________ wrong with _____________ if you like.Go through the form with the students.Do some exercises.课后作业1. Remember use of adjectives and the indefinite pronouns.2. Preview the new words in the next lesson.教学反思形容词和不定代词的用法，学生的掌握情况不是很好，特别是不定代词的后置修饰。
牛津译林版英语七下Unit 8《Pets》单元教学设计一. 教材分析《Pets》是牛津译林版英语七年级下册Unit 8的主题篇目，主要讲述了关于宠物的话题。
本课内容通过介绍不同的宠物，让学生学习描述宠物的特征、喜好以及照顾宠物的相关短语。
教材内容丰富，插图生动有趣，有利于激发学生的学习兴趣。
此外，本课还涉及到一般现在时态的运用，为学生提供了一个实践和巩固该时态的机会。
二. 学情分析学生在学习本课之前，已经掌握了基本的英语语法知识，如一般现在时态、一般过去时态和一般将来时态。
同时，学生已经学习了如何用英语描述动物的特征和喜好。
因此，在学习本课内容时，学生应能较为轻松地掌握有关宠物的词汇和短语，并通过对话和阅读材料进一步巩固一般现在时态的运用。
三. 教学目标1.知识目标：–学生能够掌握关于宠物的相关词汇和短语。
–学生能够运用一般现在时态描述宠物的特征和喜好。
–学生能够理解并运用相关短语表达照顾宠物的方法。
2.能力目标：–学生能够用英语进行简单的宠物介绍和交流。
–学生能够在小组活动中，运用所学知识完成任务。
3.情感目标：–学生能够培养对宠物的关爱和责任心。
–学生能够增进与同学之间的友谊，培养团队协作精神。
四. 教学重难点1.教学重点：–学生能够掌握关于宠物的词汇和短语。
–学生能够运用一般现在时态描述宠物的特征和喜好。
2.教学难点：–学生能够运用相关短语表达照顾宠物的方法。
–学生能够在实际情景中灵活运用所学知识。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在完成任务的过程中，运用所学知识进行交流和合作。
2.情境教学法：创设真实、生动的情境，让学生在实际语境中学习、运用英语。
3.游戏教学法：通过趣味性强的游戏，激发学生的学习兴趣，提高学生的参与度。
六. 教学准备1.教师准备：–准备好相关宠物词汇和短语的PPT。
–准备一般现在时态的练习题。
–准备宠物介绍的对话和阅读材料。
2.学生准备：–提前预习本课内容。
