七年级英语下册 Unit8 Pets全单元教案 （新版）牛津版.doc

最新资料推荐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 aims1. To introduce students to the world of pets2. To identify names of animals and typical features3. To understand differences in animal featuresTeaching focus1.To identify names of animals and typical features2.Phrases:bring sb sth be more polite swim around on ones laphold sth in ones hand feed sb sth teach sb to do sthDifficult pointsTo identify names of animals and typical featuresTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Guide students to recall the names of some animals that they learnt.Ask studentsDo you like animals? What animals do you know? If you like an animal very much, you can keep it as a pet in your flat. What animal do you want to keep as a pet?2.Students give the answers.Step II Presentation1 Present students some pictures, such as a cat, a dog, a rabbit, a goldfish, a mouse, a parrot, etc.2 Talk with students:1).T: What is it?S: It is a rabbit.T: Do you like it?S: Yes, I like it very muchT: Why do you like it?S: Because it is lovelyIt has two long earsIt often jumps and runs here and thereI can feed it carrots when it is hungryThat will be interesting2) T: Whats this?S: Its a parrot.T: Why do you like it?S: It can speak and sing like a personThats wonderful! I feel happy when it is with meAnd I can teach it to speak.3) T: What do you think about the mouse?S: Oh, it is small and softT: I can hold it in my handMaybe some people dont like it，but I think it is smart and lovely4) T: I like goldfish very much，and you?S: I like watching it swim aroundIts tail is so beautiful when it is swimmingHow happy and free it is in water!5) T：Girls usually like cats，but one of my friends doesntS：Why?T：It often likes to sleep on her lap，so she cant do anything3.Teach new words.Step III Task1. Encourage students to do 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 students Eddie also has a petHoboListen to their conversation and answer the following question：Is Hobo a good pet?2.Play the tape for students to find the answer.3.Play the tape again and askWhat does 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 HomeworkTeaching notes7B 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 and goldfishTeaching aimsl. To learn about rhyme schemes, stress and intonation of poetry2.To learn new vocabulary to talk about pets3.To read about animal behaviorTeaching focusTo learn about rhyme schemes, stress and intonation of poetryDifficult pointsTo learn about rhyme schemes, stress and intonation of poetryTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe second preparing lessonsStep I Leading-in1.Tell students We talked about pets last timeSome of you told me the pets you likeToday, I'll tell you the pets I likeCan you guess what they are?2.Let students guess the pet that the teacher likes and why the teacher likes it.Step II Presentation1. Ask students to study the poems and pictures on page 94. Write the title My Dog on the board and also the verb that are used in the poem: 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 lovelyThey 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 wildIf I have a dog，I'll tell him not to bi te, not to fight andto hide himself when in dangerHe will be my very best friend and 1 will look after him until the end.Write down the underlined part and teach students to read.1.Read My Dog one like at a time and have students repeat after you. 2.Ask students to find the adjectives in the poem which tell us about its characteristics, e.g., cleverest. Work through the meaning of wonderful tricks. Then ask them to identify the verbs which describe the dogs actions (chase, catch, hunts, builds, bark, bite and fight).Ask students some general questions to elicit details about the dogs actions to generate some of the key verbs, e.g., what does the dog do?5.Play the tape and choose the right word to fill in the blanksbite hunts tricks fight chase endMy dog is the cleverest animal of all·He doesnt just_ (chase) and catch a ballWith eyes open wide，He _ (hunts) when I hideHe does wonderful _ (tricks)Builds me camps out of sticksHed never bark or _(bite),And he doesnt like to _(fight)My dog is my very best friend，And 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 friend8 Play the tape again and look for the rhyming pairs. Then finish the first five exercises in Part B1, Page 95Step III Presentation1.Present students the picture of goldfish, sayI also like goldfish very much. I know a lot about itWhat about you? Would you like to answer some questions?2 Discuss with studentsDoes a goldfish chase another fish?(Yes, maybe she sometimes chases small fish.)Does a goldfish hide?(Yes，she hides herself when she is playing or when she sees a big fish)Does a goldfish bark?(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 doesnt.)Does a goldfish miaow? (No，she doesnt)Does a goldfish eat much?(No，she doesntShe will die if sheeats too much·)Does a goldfish need a rabbit hutch?(No，she doesntI think a hutch is a place like a box or a cage for small animals)3.Say What a quiet goldfish! She doesnt bark，she doesnt miaowShe just bubbles，bubbles and bubblesShe is not any troubleStep IV Task1.Read the poem My Goldfish after the tape.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 HomeworkTeaching notes7B Unit 8 Pets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 dont care. etc.Teaching Procedures:Step 1 Lead-in1. T say: Yesterday we learned the rhymes “My dog” and “My goldfish”. Today, Ill tell you another pet I like. Can you guess what it is?Make Ss guess the animal what the teacher also likes. 2. Show them the cat. T say: We always think cats are lazy, because they like sleeping any time anywhere. Where can you find cats sleeping? Get Ss to discuss in pairs, and share their answers later.Step 2 PracticeChoose the right prepositions:the table the chair the top of the piano the window edgethe middle of the edge of the open drawer the empty shoesomebodys lap the cardboard box the cupboard in:_ _on: _ _Step 3. Activities1. Get Ss to listen to the recording, and order the phrases correctly.in the cupboard( ) on the table ( ) on the window ledge ( ) in a cardboard box ( ) on the chair ( ) on the top of the piano ( )on somebodys lap ( ) in the middle ( ) in the empty shoe ( ) on the ledge ( ) in the open drawer ( ) 2. Get Ss to read the poem “Cats” after the recording.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。5. Get Ss to complete Part B2 on page 95. Then check the answers together.Step 4. ConsolidationExercise:猫是所有动物中最懒的。金鱼睡觉眼睛睁得大大的。狗是我最好的朋友，我将照顾它直到永远。我们不应该给金鱼喂太多的食物。猫喜欢穿着你的连衣裙睡在硬纸板箱里。狗是最聪明的动物之一。四、板书设计Reading-2the top of pianoon the edgeopen drawerin the middle ofThey dont care.make a lot of noisering the doorbellbe afraid ofPersonal designHomework 1. Review the language points in this lesson.2. Recite the text after class.7B Unit 8 Pets课 题Integrated skills总第 课时上课时间年 月 日 第 周 星期课 时Period 5教 具A recorder Teaching aims1.To identify specific characteristics in a description of goldfish .2.To listen for detail and extract specific information .3.To use knowledge presented in written text to infer general meaning and context .4.To listen for specific information to complete a conversation .Teaching focus1.To listen for specific information to complete a conversation2.Phrases:in the sun look liketakeout of at the bottom ofdifferent from look a little differenta talk on fantail goldfish3.SentencesFantail goldfish are easy to look afterDo they make any noise? Make sure the water is not too cold or too hotDifficult pointsTo listen for detail and extract specific informationTeaching methodTask-based approach，Scene pedagogy and Teaching with humorTeaching proceduresThe secondpreparing lessonsStep I Presentation1. Create an interest in the situation .Bring a picture of a goldfish to class and ask students to make comments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . 2.Discuss the following questions with studentsCan you put a goldfish in the sun?Is a goldfish heavy?Does a goldfish weigh several kilograms?Is the body of a goldfish like a banana or an egg?Does it need clean water?Can you take it out of the water?Does it need special fish food?Is it very difficult to look after a goldfish?Is a goldfish very expensive?Step II Task1.Tell students that they will listen to a talk giving information about fantail goldfish in partA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening.2.Play the recording and ask students to confirm or change their initial responses. Check answers with the whole class.3.Ask more able students to correct the false sentences.Step III Task1.Ask students to read the leaflet in part A2 about how to look after a fantail fish. Students check the meanings of the statements.2.Ask students to make three positive instructions and three negative instructions using the information in the leaflet. Tell them that they should refer to the table on page 102 for help in choosing the correct modal verb for each sentence.3.Ask six students to read out one sentence each .Have another six students write the answers on the board.Step IV Task 1.Ask students to read the phone conversation in part A3 between Amy and Peter. Tell students to use their own knowledge gathered so far to guess which words best fit the gaps before playing the recording .Tell them to write their guesses on a piece of paper or in the margin.2.play the recording again so that students can check their initial choice of words . While listening ,they can confirm or change their initial responses.3. Ask students to form pairs and read the conversation to another pair .Each pair checks the correct choice of words . If there are disagreements ,students should make notes and discuss after the conversation is completed.Step V HomeworkTeaching notes7B Unit 8 Pets课 题Speak up & Study skills总第 课时上课时间年 月 日 第 周 星期课 时Period 6教 具A recorder Teaching aims: To give the students a chance of practicing their spoken English;To introduce the idea of sentence stressTo identify and recognize typical stress patterns in sentencesMain points and Difficult points: To give the students a chance of practicing their spoken English;To identify and recognize typical stress patterns in sentencesTeaching method:Task-based approach，Scene pedagogy and Teaching with humorTeaching Procedures:Personal designWarm Up:Step 1. Have a dictation of the words and phrases Step 2. Do and check the preview paperStep 3. Listen to the tape, read follow it.Presentation:Step 1. Read through the dialogue and pick up the places which should be changed by the students. Then give them three minutes to practice with their partners. Thirdly, ask several pairs of students to perform. And give them my suggestions.Step 2.Stress in sentences.(We often stress important words such as nouns, main verbs, adjectives and adverbs. But words such as pronouns, articles and prepositions are not stressed. )Then listen to the radio and let the students to have a view of the stressed words.Step 3.Listen to the tape and ask the students to pick up the words that are stressed.AssignmentsStep 1. Recite the words and the dialogue.Step 2. Do and check the exercise paper.7B Unit8 Pets课 题Task总第 课时上课时间年 月 日 第 周 星期课 时Period 7教 具A recorderTeaching aims1.To present factual in