7B Unit 6 pets英文上课学习上课学习教案10课时.docx

7B Unit 6 pets英文上课学习上课学习教案10课时.docx

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7BUnit6pets英文上课学习上课学习教案10课时

7BUnit6pets英文教案（10课时）

课

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　　　　7BUnit6pets教案（10课时）

　　Languagefunctionsandfocus

　　

　　Introducenamesandcharacteristicsofcommonpets,e.g.,

　　mycatisveryfriendly.

　　

　　Recognizeandusenouns,verbsandadjectivestotalkaboutspecificanimalfeaturesintermsofappearance,characteristicsandpersonality,e.g.,

　　mydogisthecleverestanimalofall.Hedoesn’tjustchaseandcatchaball.

　　

　　Recognizeandusepositiveandnegativeimperativestogiveinstructions,e.g.,

　　walkthedogat7a.m.

　　Don’tchasethecat.

　　

　　Recognizehowtouseappropriatemodalverbstogiveinstructionsandtoexpressdutyandresponsibilities,e.g.,youshouldplaywithyourpetforsometimeeveryday.

　　

　　Recognizepositiveandnegativeformsofmodelverbs,e.g.youmustputcleanwaterinthefishtank.youmustnottouchafishwithyourhands.

　　Languageskills

　　Listening

　　

　　Identifyspecificcharacteristicsinadescriptionofagoldfish

　　

　　Listenfordetailtoextractspecificinformation

　　

　　Useknowledgepresentedinwrittentexttoinfergeneralmeaningandcontext

　　

　　completeaconversationusinginformationfromatalk

　　Speaking

　　

　　Askandrespondtoquestionsaboutfavouritepets

　　

　　Askforexplanationsofopinionsandrespondappropriately

　　

　　Stresskeywordsinsentences

　　

　　Identifytypicalstresspatternsinsentences

　　

　　Tellothersaboutafavouritepet

　　Reading

　　

　　Becomefamiliarwithrhymingwords

　　

　　Learnintonationandrhymeschemeofpoems

　　

　　Identifyspecificmeaningbyscanningthetext

　　writing

　　

　　Presentfactualinformationandopinionsinwriting

　　

　　Describecharacteristicsandpersonalitiesofpets

　　

　　Describepets’lifestyle,includingfeedinghabits,homes,andlikesanddislikes

　　

　　Generatepersonalideas,planandorganizetexttocommunicateyourownopinions

　　warm-upactivity

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

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

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

　　whatdoesEddiewant?

　　HowdoesHoborespond?

　　whyisHobounhappy?

　　welcometotheunit

　　objectives

　　

　　Tointroducestudentstotheworldofpets

　　

　　Toidentifynamesofanimalsandtypicalfeatures

　　

　　Tounderstanddifferencesinanimalfeatures

　　Teachingprocedures

　　.

　　EncouragestrongerclassestodothetaskinPartAwithoutfurtherpre-teachingofkeywords.Forweakerclasses,youmayneedtoreviewthenamesoftheanimalsandcheckwhethertheyknowhowtopronouncethem.Thenaskstudentstodethetaskassetout.

　　2.

　　Dividetheclassintopairs.Askstudentstocomparetheiranswersanddiscussanydisagreements.

　　3.

　　Forstrongerclasses,doPartBasaquiz.Studentsclosetheirbooks.youreadthesentencesa-fandstudentshavetoguesstheanswer.Thestudentwhoanswersfirstgetsapoint.weakerclassesfollowtheinstructionsassetout.youcoulddoaquizlateronforrevision.

　　4.

　　Askstudentstoprepareasentenceabouttheirfavoritepet.Tellthemtopretendthattheyhaveapetiftheydonotownone.

　　5.

　　Dosomeexercises.（详见）

　　Reading

　　objectives

　　

　　Tolearnaboutrhymeschemes,stressandintonationofpoetry

　　

　　Tolearnnewvocabularytotalkaboutpets

　　

　　Toreadaboutanimalbehaviour

　　Backgroundinformation

　　Thissectionintroducesstudentstopoetry.Thethreeshortpoemsaredifferentnotonlyinthechoiceofpets,butalsointhewaytheyfocusondifferentaspectsofanimals.Thestyleofeachpoemisdifferent.‘myDog’focusesonbehaviouradjectives.‘myGoldfish’expressesthepoet’sfeelingsaboutthegoldfish’slifestyle.‘cats’describesthedifferentplaceswherecatssleep.

　　PartA

　　Teachingprocedures

　　.

　　Askstudentstostudythepoemsandpicturesonpage90.writethetitle‘myDog’ontheboardandalsotheverbthatareusedinthepoem:

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

　　2.

　　Forweakerclasses,read‘myDog’onelikeatatimeandhavestudentsrepeatafteryou.Forstrongerclasses,choosefivestudentstoreadtwolineseach.

　　3.

　　Askstudentstofindtheadjectivesinthepoemwhichtellusaboutitscharacteristics,e.g.,‘cleverest’.workthroughthemeaningof‘wonderfultricks’.Thenaskthemtoidentifytheverbswhichdescribethedog’sactions.

　　Askstudentssomegeneralquestionstoelicitdetailsaboutthedog’sactionstogeneratesomeofthekeyverbs,e.g.,whatdoesthedogdo?

　　4.

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

　　5.

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

　　6.

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

　　7.

　　Havetheclasspreparethispoemforchoralreciting.Allocatedifferentlinestoindividualstudentsorpairstocreateadramaticimpression.Askoneortwostudentstoreadonelineonly,e.g.,

　　S1:

cats

　　All:

catssleepanywhere,

　　S2:

Anytable,

　　S3:

Anychair,

　　S4:

Topofpiano,

　　Thisactivityhelpsstudentstoworkasateamastheyhavetolistentotheircues,whichencouragesthemtoworkcollaboratively.

　　8.

　　Askstudentswhichpoemtheylikebest.Encouragemoreablestudentstosaywhytheylikeit,e.g.,Ilikethepoemaboutcatsbecausetheyaremyfavouriteanimals.

　　Extensionactivity

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

　　PartB

　　Teachingprocedures

　　ReadthewordslistedintheboxinpartB1totheclass.Askstudentstorepeateachoneandtopayparticularattentiontothesoundsofthefinalsyllables.

　　2

　　Askstudentstocompletethesentenceswiththecorrectwords.Encouragethemtoreadthesentencesoutloudsothattheycanhearthesoundsofthewords.Forweakerclasses,youmayneedtoreadoutthefirstwordofeachsentenceslowlyandaskstudentstorepeatthembeforetheystartcompletingthesentences.

　　3Asklessablestudentstoworkwithapartnerandtaketurnssayingtherhymingpairsaloud.

　　4Asklessablestudentstodotheextraquestionsonpage91.Formoreablestudents,donotprovidethemwiththeextragappedsentencesandwords.Askthemtolookforotherrhymingpairsinthepoemsthemselves.

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

　　6ExplainthecontextandtheinstructionstopartB2.Reviewthewordsinthebox.Thenaskstudentstocompletethesentenceswiththecorrectwords.

　　7Asktwovolunteerstoreadoutthecompletedarticles.

　　Extensionactivity

　　Askmoreablestudentstofindanyotherrhymingpairsfromthewordslearnedinotherunits.Givethemarewardforfindingone,twoormore.Thisisaveryusefulpronunciationexerciseaswellasanactivitywhichpreparesstudentstouselanguagecreativelyontheirown.

　　Partc

　　Teachingprocedures

　　.

　　AskstudentstodoPartc1inpairs.Encouragethemtouseadictionaryifnecessary.

　　2.

　　Reviewtheanswerandclarifyanyareasofuncertainty.

　　3.

　　AskstudentstodoPartc2ontheirown.Remindthemthatallthewordscanbefoundinthepoem‘myGoldfish’onpage90.Askmoreablestudentstodothetaskwithoutreferringthepoem.TelllessablestudentstofindthewordsinthepoemtocompletewhatPetersays.

　　4.

　　Readoutthefirstline.Thenaskfourstudentstoreadoutonelineeach.

　　5.

　　Todopartc3,studentswillhavetorefertothepoem‘cats’onpage90.Askmoreablestudentstodothetaskontheirown.Lessablestudentsmayneedhelp.Providethemwiththenamesofplaces,andperhapshowmanytimeseachprepositionisused.

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

　　Vocabulary

　　objectives

　　

　　Torecognizeandidentifyarangeofanimalfeatures

　　

　　Todifferentiatebetweenfeaturesbelongingtodifferentanimals

　　

　　Touseappropriatenounsandverbswhendescribingtheappearanceandcharacteristicsofdifferenttypesofanimals

　　Teachingprocedures

　　AskstudentstodoPartAontheirownsothatyoucancheckhowmanywordstheyknow.Thenaskstudentstocomparetheirlabelswithapartner.

　　2Identifythewordsmoststudentsdonotknow.Talkaboutthespecialfeaturesofvariousanimalstoaidstudentsinguessingthecorrectmeanings.Forinstance,ifyouareteachingtheword‘beak’,tellstudentsthatbirdshavebeaks,whichtheyusetoeatanddrink.

　　3ExplaintheinstructionsofPartB.Tellstudentsthattheyshouldreadthetextsfirstbeforetryingtoselectasuitableword.Encouragethemtogetanunderstandingoftheoverallmeaningofeachtextsothattheirwordchoicesbecomemorenatural.

　　Extensionactivities

　　AskstudentstowriteasimilarprofileabouttheirfavouritepetusingthetextsinPartBasmodel.

　　Grammar

　　objectives

　　

　　Tousepositiveandnegativeimperativeswhengivingordersandinstructions.

　　

　　Toorganizeandunderstandhowtouseimperativesappropriately.

　　

　　Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.

　　PartA

　　Teachingprocedures

　　.Talktostudentsaboutthepurposeofinstructions.Givethemafewexamplesusingclassroomsituations.writesomeinstructionsontheboard.Thenaskthemaboutthesituationswhenweusethem.Askstrongerclassestocreatealistofdi