七年级英语下册 Unit 6 Pets全课时教案 牛津版

Unit 6 Pets一. 教学内容：Unit 6 Pets二、教学目标：掌握Unit 6 的重点句型和知识点三、教学重难点：掌握课文中的重点句型和知识点的结构、用法重点句子及句型1、Bring me my lunch. 给我拿午餐来。

这里的bring的意思是“带来”，“拿来”。

bring 可以带双宾语，即bring sb sth或bring sth to sb. 英语中表示“带”的词还有take ,carry, take的意思是“带走”，“拿走”而carry的意思是“携带”，“带着（无方向性）”。

例：⑴Don’t forget to bring your homework here tomorrow.明天不要忘记把你的家庭作业带来。

⑵Do you always carry an umbrella? 你总是带伞吗？2、I like watching it swim around.我喜欢看着它四处游动。

这里的swim 是动词原形作宾语补足语，用来补充说明宾语it。

watch是感官动词，此类动词还有hear ,see, find ,touch, look at, listen to, feel等。

这些词后面可跟动词原形，现在分词作宾语补足语。

用动词原形作宾语补足语表示动作经常发生或看到、听到动作发生的全过程；用动词的现在分词作宾语补足语则表示动作正在进行。

如：⑴I often hear her sing in the next room.我经常听到她在隔壁唱歌。

⑵I saw some girls playing volleyball when I walked past the ground .当我经过操场时，看见许多女孩在打排球。

3、With eyes open wide ,he hunts when I hide.当我躲起来时，他睁大眼睛来找我。

这里介词短语with eyes open wide 在句中作状语，表示伴随的状况，它的结构是with+名词或代词+分词/形容词/介词短语/不定式/副词。

Unit6《Pets》课件教案（牛津版初一下）reading2doc初中英语一、Teaching aims:1.To learn new vocabulary to talk about pets2.can talk about animal behaviour3.To write a simple poem.二、Key and difficult points:To write a simple poem三、Teaching aidsA tape recorder, PPT四、Teaching proceduresStep I RevisionA report( talk about the pets you like)Step 2 language points1.My dog is the cleverest of all.eg. : He’s the tallest of the three.She’s the most careful in her class.The boy is the best player in the school team.2.He doesn’t just chase and catch a ball.chase= run after ,意思是追赶e.g. The cat is chasing a rat.4.He does wonderful trickseg.: Don’t try any tricks (不耍花招)The boy often plays tricks on others.戏弄play 〝Trick or Treat〞on Halloween Day5.I’ll look after him untill the endUntil. 〝直到…〞主句中动词为连续性动词. 也可用till, 但till一样不用于句首。

Not …until 〝直到…才〞主句中动词为非连续性动词.e.g. We’ll wait for you until you come.They didn’t get to the railway station until the train left.Step3 do some exercisesStep4 Activity:1.To write your simple poem then share it with your classmates.2.Choose the best one.Step5 Homework :1.To write a simple poem2.Recite the poem。

Unit 6 PetsLanguage functions and focus●Introduce names and characteristics of common pets, e.g., My cat is very friendly.●Recognize and use nouns, verbs and adjectives to talk about specific animal features in termsof appearance, characteristics and personality, e.g., My dog is the cleverest animal of all.He doesn’t just chase and catch a ball.●Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dogat 7 a.m. Don’t chase the cat.●Recognize how to use appropriate modal verbs to give instructions and to express duty andresponsibilities, e.g., You should play with your pet for some time every day.●Recognize positive and negative forms of model verbs, e.g. You must put clean water in thefish tank. You must not touch a fish with your hands.Language skillsListening●Identify specific characteristics in a description of a goldfish●Listen for detail to extract specific information●Use knowledge presented in written text to infer general meaning and context●Complete a conversation using information from a talkSpeaking●Ask and respond to questions about favourite pets●Ask for explanations of opinions and respond appropriately●Stress keywords in sentences●Identify typical stress patterns in sentences●Tell others about a favourite petReading●Become familiar with rhyming words●Learn intonation and rhyme scheme of poems●Identify specific meaning by scanning the textWriting●Present factual information and opinions in writing●Describe characteristics and personalities of pets●Describe pets’ lifestyle, including feeding habits, homes, and likes and dislikes●Generate personal ideas, plan and organize text to communicate your own opinionsOverview of the unitThis final unit in the book introduces students to pets and the responsibilities associated with pet ownership.Warm-up activityBefore 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 comments. 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 comic strip.‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the comic strip. 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.)Welcome to the unitObjectives●To introduce students to the world of pets●To identify names of animals and typical features●To understand differences in animal featuresTeaching procedures1.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 compare their answers and discuss anydisagreements.3.For stronger classes, do Part B as a quiz. Students close their books. You read the sentencesa-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 havea pet if they do not own one.5.Do some exercises.（详见课件）ReadingObjectives●To learn about rhyme schemes, stress and intonation of poetry●To learn new vocabulary to talk about pets●To read about animal behaviourBackground informationThis 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 eachpoem 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 ATeaching procedures1.Ask students to study the poems and pictures on page 90. Write the title ‘My Dog’on theboard 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. Forstronger 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 thedifferent 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. S1reads 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 individualstudents or pairs to create a dramatic impression. Ask one or two students to read one line only,e.g.,S1: CatsAll: 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 activityFor 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 BTeaching procedures1 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 complete 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 completing 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 complete the sentences with the correct words.7 Ask two volunteers to read out the completed articles.Extension activityAsk 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 CTeaching procedures1.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 thepoem ‘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 complete 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 ablestudents 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.6.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them thatthey can use any other words apart from ‘in’, ’on’ and ‘on top of’.VocabularyObjectives●To recognize and identify a range of animal features●To differentiate between features belonging to different animals●To use appropriate nouns and verbs when describing the appearance and characteristics ofdifferent types of animalsTeaching procedures1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare 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 become more natural.Extension activitiesAsk students to write a similar profile about their favourite pet using the texts in Part B as model.GrammarObjectives●To use positive and negative imperatives when giving orders and instructions.●To organize and understand how to use imperatives appropriately.●To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.Part ATeaching procedures1.Talk to students about the purpose of instructions. Give them a few examples using classroomsituations. 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 common 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 activityAsk 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 BTeaching procedures1 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 complete 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 activityDepending 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 .AskWhat 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 comes 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 competition. 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 activityAsk more able students to come 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 skillsobjectivesTo 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 complete a conversation .Part Ateaching procedures1.create an interest in the situation .Bring a picture of a goldfish to class and ask students tomake comments 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 inpartA1.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. Checkanswers with the whole class.4.Ask more able students to do the extra exercise .You can also ask them to correct the falsesentences.5.Ask students to read the leaflet in part A2 about how to look after a fantail fish. Studentscheck the meanings of the statements.6.Ask students to make three positive instructions and three negative instructions using theinformation 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 answerson the board.8.Ask students to read the phone conversation in part A3 between Amy and Peter. Tell studentsto 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 . Whilelistening ,they can confirm or change their initial responses.10.A sk students to form pairs and read the conversation to another pair .Each pair checks thecorrect choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.11.A sk a more able pair to present the conversation to the class .Check correct use of words andclarify any disagreements.Part BObjectivesTo ask and respond to questions about favourite pets .To respond by stating opinions .To ask for explanations of opinions and respond appropriately .teaching procedures1.Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them tochange 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 amodel .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’‘I hate….’‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.4.Give students a few minutes to practice then ask some pairs to present their conversations tothe class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.Useful expressionsI don’t like animals.My sister has a….I play with my dog in the park.My cat likes eating….Cats are very clean .You don’t have to bathe them.They should teach their dog not to….You must find someone to look after…While you are on holiday .PronunciationObjectivesTo introduce the idea of sentence stress .To identify and recognize typical stress .teaching procedures1.play the recording. Ask students to read the sentences in part A as they are listening .confirmthat the important words that convey key meaning are in bold and are stressed .Ask students to repeat the sentence in chorus.2.Divide the class into pairs .Ask students to choose some sentences from the list and practicepresenting them ,paying attention to stressing the words in bold.3.Ask students to read the sentences in part B and circle the words which they think they shouldbe stressed. Students listen to the recording and check the words which theyHomeworkRead the sounds after the tape again and again.。

Unit 6 PetsPeriod 1 Welcome to the unitTeaching aims:·To identify different names of animals and match them with correct pictures. ·To know typical features.·To know ways of describing animals.Teaching procedures:Step 1 Leading in:1) Show them pictures of some animals. And ask them whether they know the names of these animals and which they like best.2) Present names of the animals and spelling of them. Lead them to read and try to remember the spelling.3) Ask them: What kind of a nimal do you like best? And why?Step 2. Presentation1) Play a guessing game. I prepare descriptions of some animals. After I show them, the fewer sentences they need, the higher marks they can get.2) After guessing each animal, ask some questions about this animal and tell them the appearances and characters of animals at the same time.3) Finish Part B on page 93.4) Some extra exercise: provide them with some idioms about dogs and let them give out the Chinese meaning.5) Finish some exercises on the PPT.Step 3. Comic strip.1) Listen to the tape and answer the questions about dialogue.2) Read the dialogue in different rol es.3) Act out the dialogue.4) Explain phrases : bring sb. sth.=bring sth. to sb.be more politeshould+动词原形Step 4. Homework背诵对话完成自主学习第一课时Period 2-3 ReadingTeaching aims:·To learn about rhyme schemes, stress and intonation of poetry.·To learn new vocabulary to talk about pets.·To read about animals’ behavior.Teaching procedures:Step 1. Leading in.1) At the beginning of the class, lead them to read a poem to have a general understanding of rhythm.2) Tell them that today we are going to learn three poems about pets. Before reading, match the words on the left with their meaning on the right to understand new words in the poems.Step 2. Present ation1) Read the first poem about the dog, then answer some questions.2) Use the same way to finish learning other two poems about goldfish and cats.3) Repeat reading the three poems and explain the rhythm.4) Have a competition among groups. Look at which group can read with correct rhythms.Step 3. Consolidation1) At the very beginning of the second period, let them read another poem about black sheep. Let them have great fun to read.2) Brainstorm: after having a simply revision of three poems, encourage them to describe the animal in each poem. Use as many words as they can, and see which group can speak more.3) Show them some phrases in Chinese and let students find them in poems and translate them into English.4) Complete some sentences by using some phrases.5) More exercise related to the text.Step 4. Homework.完成自主学习相应课时背诵My dogPeriod 4 VocabularyTeaching aims:·To recognize and identify a range of animal features.·To differentiate between features belonging to different animals.·To use appropriate nouns and verbs when describing the ap pearance chara cteristics of different types of animals.Teaching procedure:Step1 Leading in1. A picture about a parrot, and tell students that this is my parrot. What is it like? What does it have?2. Some students may say that it has tail, wing and feathers.3. Use the same way to teach them cats and fish. Tell them ways of expressing different parts of the animals.Step 2 PresentationTask1. Finish Part A on P97.Task2.Make dialogues with partners with the words about different parts of some animals. Pictures of animals are given below.Task3. Finish sentences by using different parts of animals.Step 4 Presentation1.According to the pictures and finish short passages on P97 Part b.2. Ask some questions a bout the two animals: cats and parrots.3. Ma ke dialogues about animals’ activities under the help of many pictures.4. Say something about a parrot from its appearance (parts of the body), personality and activitie s.5. Work in groups of four. Each group chooses one of the animals above and say something about it from its appearance (parts of the body), personality and activitiesStep 5 Homework1.继续背诵MY DOG2.熟读新单词准备默写Period 5-6 GrammarTeaching aims:·To use positive and negative imperatives when giving orders and instructions. ·To recognize and understand how to use imperatives appropriately.·To use the modals “must” and “should” to talk about duties and responsibilities.Teaching procedures:Step 1.Giving instructions.1. Build a real-situation for them to speak. Before going to the library, your teacher may tell you what you should do and what you shouldn’t do. What will she say?Encourage students to give instructions by using positive instructions and negative instructions.2. Let students give instructions as much as possible about how to keep goldfish and cats.3. Finish A1 on P 98, and give instructions about how to keep pets.4. Conclude the use of giving instructions.Step 2. Brainstorm.Provide them with some situations and let students give correct instructions.Step 3. Consolidation1. Rearrange the words to make sentences to give instructions.2. Practice transl ating about giving instructions.Step 4. Homework.完成课课练相应练习完成自主学习相应部分Period 7 Integrated skillsTeaching aims:·To identify specific characteristic in a description of a goldfish.· To listen for detail and extract specific information.· To use knowle dge presented in written text to infer gen eral meaning and context.Teaching procedures.Step 1. Leading in1) Ask them how well they know about goldfish.2) Introduce them a new kind of fish: fantail goldfish.3) Ask some questions about fantail goldfish: what is it like? How to look after it?Step 2 Presentation1) The Young Pet Owner Club tells Peter the right way to look after a fantail goldfish. Sentences begins with “It’s a good idea to…”and “It’s important to”. Please help Peter to make notes with “you should” and “you must”.2) Other sentence s begins with “It’s not a good idea to…” and “It’s very important not to …”. Help Peter make notes with “You shouldn’t”and “You mustn’t ” .3) Conclude that: “It’s important to…”and “You must ” emphasize the importance.Step 3 L istening1) Listen to the tape and fish A1 and A3 on P102 and P123.2) After finishing A3, let students read the dialogue and answer some questions about fantail goldfish.Step 4. Presentation1) Underline some useful phrases in the text and explain the usage of these phrases.2) Do more exercises.Step 5. Speak up1)Books closed! Listen to the tape. Answer the following questions:What are they talking about?What does Amy like and why?2)Listen to the tape and follow it. Then books open. Read the conversation again.3)Students practise the conversation in pairs. Then ask them to make new dialog ue to talk about pets.Step 6. Homework.自我巩固Gra mmar 部分背诵本课B2部分内容Period 8 PronunciationTeaching aims:·To ask and respond to questions about favorite pets.·To responsible by stating opinions.·To ask for explanations of opinions and respond appropriately.·To introduce the idea of sentence stress.·To identify and recognize typical stress patte rns in sentences.Teaching procedures:Step 1:Leading and presentation1. Listen to the tape of Part A. Read after the tape. Let students thi nks about what words are s tressed in sentences.2. sum up: we often stress important words, e.g., nouns, main verbs, adjectives and adverbs. We do not usually stress less important words, e.g., articles, prepositions, pronouns and conjunctions.Step 2. PracticePractice reading sentences in Part B. Pay attention to the stress in sentences.Step 3. Homework.完成自主学习下一课时Gram mar 部分巩固练习PronunciationPeriod 9 Main taskTeaching aims:·To present factual information and opinions in writing.·To describe characteristics and personalities of pets.·To describe pets’ lifestyles, including feeding habits, homes, likes and dislikes.·To generate personal ideas, plan and organize text to express one’s own opinions.·To present an article about a favorite pet.Teaching procedures:Step 1. Leading in and presentation1). Tell students that your teacher asks you to do a presentation of your favorite pet. Look at Amy’s writing about her cat first.2). Ask them: How does Amy describe her cat?Its appearance. Its characters. Its lifestyle and how to look after it.Step 2. PresentationShow them a picture of a parrot. Let students say something about its appearance, its character, its lifestyle and how to look after it.Step 3. WritingFinish Part A on Page 105. and look at partc on Page 106. Try to write an article about your favorite pet according to the structure.Provide them with some useful phrases about pets.Step 3. Homework.完成自主学习相应课时背诵POPPY THE CATPeriod 10 CheckoutTeaching aims:·To review key vocabulary and grammar items taught in the unit.·To give students the opportunity to practice the grammar and vocabulary items, and to gain confidence through doing so.Review the main context of this unit.。

Unit6《Pets》课件教案（牛津版初一下）reading1unit6doc初中英语Period2 Reading 1一、Teaching aims:l To learn about rhyme schemes, stress and intonation of poetry2 To learn new vocabulary to talk about pets3 To read about animal behavior二、Key and difficult points1. To learn about rhyme schemes, stress and intonation of poetry.2. To understand the meaning of the poems三、Teaching aidsA tape recorder ,PPT四、Teaching proceduresStep 1 Revision1.Guessing games.Guess what animal it is according to what the teacher says.2. Say one or two sentences about your favourite pet.Step 2 Presentation1.Let the students talk about a dog. Use some pictures to say some new words abouta dog, them teach some new words about a dog.2.Get the students to read 〝My dog〞and underline the verbs.Step 3 Read and practise1. to find some adjectives in the poem which tell us about its characteristics and some verbs 〝cleverest, wonderful, chase, bark, catch, hunts…〞2. Get students to read the poem loudly and find out the rhyme individually and pay attention to the same sounds.3. Ask students where they think the rhyming words making the poems more pleasant to listen to. Ask what other roles of the rhyme in poetry.(如何样形成押韵，第一句末，两句，隔句)•makes poetry easier to remember•creates a tune at the end of each one•creates the image1. Give some more words and get students to find other rhyming words.Return, wake, boat, cheerful…2. Ask them to explain the sentences in the poem 〝My dog〞, complete C1. Step 4 More Presentation1.Find different places there the cats sleep2.Read and Talk about more places where cats like to sleep.3.What’s the main idea of 〝Cats〞? ( different places where cats like to sleep) Step 5 Further Presentation1.Ask Ss some questions to find some adjectives in the poem which tell us about its characteristics.2.Get students to read the poem loudly and find out the rhyme individually and pay attention to the same sounds.3.read 〝My goldfish〞, What’s the main idea about 〝My goldfish〞( the lifestyle of the goldfish)4.Find the rhyming words in 〝My Goldfish〞and 〝Cats〞. Step 6 ConsolidationWhich is your favourite pet? Why?complete part C2.Step 7 Homework1. Recite the poem.2. Learn the new words by heart.。

某某省某某中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师
某某省某某中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师
某某省某某中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师
某某省某某中学英语学科教案
某某省某某中学英语学科教案
某某省某某中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师
某某省某某中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师
某某省某某中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师
某某省某某中学英语学科教案
初一年级教案活页纸主备人：陈小军审核人：初一英语组全体老师。

七年级英语下册《Unit6Pets》教案七年级英语下册《Unit6Pets》教案学习目标1．想学生介绍宠物的世界。

2．认知动物名称及其典型特征。

3．掌握下列词汇以及短语：pet，rabbit，feed, bring sb around be more polite swim aroundon one’s lap hold sth in one’s hand feed sb sth teach sb to do sth课前预习一、在班级里做一个小调查，看你的同学喜爱什么样的宠物，并说出喜欢的理由。

（不少于5种不同的宠物）1______________________________________________________________ _2______________________________________________________________ _3______________________________________________________________ _4______________________________________________________________ _5______________________________________________________________ _课堂学习一、中英互译1、照顾，照料 _________________2、教鹦鹉说话 ____________________3、喂兔子胡萝卜_________________4、和狗在公园里玩________________5、睡在膝盖上 __________________6、watch it swim around _______________7、feel soft __________________8、hold sth. in one’s hand _____________9、bring me my lunch _____________10、应该更礼貌_____________________二、根据首字母或所给词的正确形式完成句子1．Millie likes her p________ because it can sing .2．It is dangerous to h_______ a dog in your hands .3．I like my g__________ in my fish tank(缸).4．We o___________ to be more polite to the old .5．I like my r__________ because it has long ears .6．There are two ___________(mouse) in the box.7．Look ! A cat is standing on ___________( Peter) lap.8．I like watch them ____________ ( play) basketball.9．My brother wants ___________ ( teach ) his parrot __________( speak).10.You should __________ (feed ) your parrot water every day三、用所给词的适当形式填空。

Unit6《Pets》课件教案（牛津版初一下）grammaradoc初中英语Unit6《Pets》课件教案（牛津版初一下）grammaradoc初中英语一、Teaching aims:1. To use positive and negative imperative when giving orders and instructions2. To recognize and understand how to use imperatives appropriately二、Key and difficult points:Positive instruction :Walk the dog at 7:00 a.m.Negative instruction: Don’t chase the cat.三、Teaching aidsPPT四、Teaching Procedures:Step 1. Warming up.1.At the beginning of the class, the teacher gives the students some instructionsaccording to the classroom situation.e.g. Sit down. / Close the window. / Listen to me , please. etc.2.Get the students to give more instructions3.In different situations we should give different instructionsStep 2. presentationTell students before going to the library, your teacher may tell you what you do and what you don’t do. What will she say?Read the blue sentences togetherStep 3. presentationGo through the explanations and grammar table on page 98 to clarify the rules for using imperatives when giving positive andnegative instructions. Get the students to read page 98 part A, then talk about how to make an imperative sentence.1) It doesn’t normally include a subject, becau se the subject ‘ you’ is omitted.2) It starts with base form of the verb or ‘Don’t’ in front of the verbs.3) Sometimes the speaker wants to attract someone’s attention, a noun or pronouncan be used to identify the person receiving an order or instructions.e.g. 〝Mary, don’t push.〞/ 〝Don’t push, Mary.〞Step 4 practice1. Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. How to look after pets?2. Ask 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.3. Use positive and negative instructions to talk about〝How to look after a cat?〞〝How to look after goldfish?〞4. Find more ways to talk about them.5. Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make6. Ask students to read out the instructions they formed.Step 5 Homework。

unit6《pets》教案（牛津版初一下）doc初中英语Language functions and focus●Introduce names and characteristics of common pets, e.g., My cat is very friendly.●Recognize and use nouns, verbs and adjectives to talk about specific animal features in termsof appearance, characteristics and personality, e.g., My dog is the cleverest animal of all.He doesn’t just chase and catch a ball.●Recognize and use positive and negative imperatives to give instructions, e.g., Walk the dogat 7 a.m. Don’t chase the cat.●Recognize how to use appropriate modal verbs to give instructions and to express duty andresponsibilities, e.g., You should play with your pet for some time every day.●Recognize positive and negative forms of model verbs, e.g. You must put clean water in thefish tank. You must not touch a fish with your hands.Language skillsListening●Identify specific characteristics in a description of a goldfish●Listen for detail to extract specific information●Use knowledge presented in written text to infer general meaning and context●Complete a conversation using information from a talkSpeaking●Ask and respond to questions about favourite pets●Ask for explanations of opinions and respond appropriately●Stress keywords in sentences●Identify typical stress patterns in sentences●Tell others about a favourite petReading●Become familiar with rhyming words●Learn intonation and rhyme scheme of poems●Identify specific meaning by scanning the textWriting●Present factual information and opinions in writing●Describe characteristics and personalities of pets●Describe pets’ lifestyle, including feeding habits, homes, and likes and dislikes●Generate personal ideas, plan and organize text to communicate your own opinionsOverview of the unitThis final unit in the book introduces students to pets and the responsibilities associated with pet ownership.Warm-up activityBefore 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 comments. 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 comic strip.‘Bring me…’ and ‘should’ are used to express instruction and duty. Ask students to look at the comic strip. 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.)Welcome to the unitObjectives●To introduce students to the world of pets●To identify names of animals and typical features●To understand differences in animal featuresTeaching procedures1.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 compare their answers and discuss anydisagreements.3.For stronger classes, do Part B as a quiz. Students close their books. You read the sentencesa-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 havea pet if they do not own one.5.Do some exercises.〔详见课件〕ReadingObjectives●To learn about rhyme schemes, stress and intonation of poetry●To learn new vocabulary to talk about pets●To read about animal behaviourBackground informationThis 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 eachpoem 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 ATeaching procedures1.Ask students to study the poems and pictures on page 90. Write the title ‘My Dog’on theboard 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. Forstronger 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 thedifferent 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. S1reads 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 individualstudents or pairs to create a dramatic impression. Ask one or two students to read one line only,e.g.,S1: CatsAll: 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 activityFor 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 BTeaching procedures1 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 complete 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 completing 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 complete the sentences with the correct words.7 Ask two volunteers to read out the completed articles.Extension activityAsk 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 CTeaching procedures1.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 thepoem ‘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 complete 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 ablestudents 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.6.Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them thatthey can use any other words apart from ‘in’, ’on’ and ‘on top of’.VocabularyObjectives●To recognize and identify a range of animal features●To differentiate between features belonging to different animals●To use appropriate nouns and verbs when describing the appearance and characteristics ofdifferent types of animalsTeaching procedures1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare 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 become more natural.Extension activitiesAsk students to write a similar profile about their favourite pet using the texts in Part B as model.GrammarObjectives●To use positive and negative imperatives when giving orders and instructions.●To organize and understand how to use imperatives appropriately.●To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.Part ATeaching procedures1.Talk to students about the purpose of instructions. Give them a few examples using classroomsituations. 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 common 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 activityAsk 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 BTeaching procedures1 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 complete 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 activityDepending 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 .AskWhat 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 comes 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 competition. 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 activityAsk more able students to come 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 skillsobjectivesTo 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 complete a conversation .Part Ateaching procedures1.create an interest in the situation .Bring a picture of a goldfish to class and ask students tomake comments 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 inpartA1.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. Checkanswers with the whole class.4.Ask more able students to do the extra exercise .You can also ask them to correct the falsesentences.5.Ask students to read the leaflet in part A2 about how to look after a fantail fish. Studentscheck the meanings of the statements.6.Ask students to make three positive instructions and three negative instructions using theinformation 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 answerson the board.8.Ask students to read the phone conversation in part A3 between Amy and Peter. Tell studentsto 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 . Whilelistening ,they can confirm or change their initial responses.10.A sk students to form pairs and read the conversation to another pair .Each pair checks thecorrect choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.11.A sk a more able pair to present the conversation to the class .Check correct use of words andclarify any disagreements.Part BObjectivesTo ask and respond to questions about favourite pets .To respond by stating opinions .To ask for explanations of opinions and respond appropriately .teaching procedures1.Ask students to work in pairs to read Daniel and Amy’s conversation .Then ask them tochange 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 amodel .Encourage them to modify and adapt using the phrases ‘ I’m fond of …’‘I hate….’‘I dislike ….’ and ‘I’m crazy about….’. If necessary ,provide them with the useful expressions in the column on the right .For less able students ,review the meanings of the phrases. Allow them to simply replace the underlined words in the model conversation with their own ideas.4.Give students a few minutes to practice then ask some pairs to present their conversations tothe class. Remember that students should be able to produce their conversations with fluency ,eye contact and linking words .Remind them to keep sentence stress in mind when thy are speaking.Useful expressionsI don’t like animals.My sister has a….I play with my dog in the park.My cat likes eating….Cats are very clean .You don’t have to bathe them.They should teach their dog not to….You must find someone to look after…While you are on holiday .PronunciationObjectivesTo introduce the idea of sentence stress .To identify and recognize typical stress .teaching procedures1.play the recording. Ask students to read the sentences in part A as they are listening .confirmthat the important words that convey key meaning are in bold and are stressed .Ask students to repeat the sentence in chorus.2.Divide the class into pairs .Ask students to choose some sentences from the list and practicepresenting them ,paying attention to stressing the words in bold.3.Ask students to read the sentences in part B and circle the words which they think they shouldbe stressed. Students listen to the recording and check the words which theyHomeworkRead the sounds after the tape again and again.。