Study skills: Finding information on the Internet优质课一等奖

七年级英语教案

7B Unit 8 Pets 课

题

上课时间

期

课

时

Comic strip and Welcome to the unit 总第

课时

年

月

日

第

周

星Period 1 教

具

A recorder and Teaching pictures 1. To introduce students to the world of pets 2. To identify names of animals and Teaching aims typical features 3. To understand differences in animal features 1.To identify names of animals and typical features 2.Phrases: Teaching focus bring sb sth

be more polite

swim around

on one’s lap

hold sth in one’s hand

feed sb sth

teach sb to do sth To identify names of animals and Difficult points typical features Task-based approach，Scene Teaching method pedagogy and Teaching with humor Teaching procedures Step I

Leading-in 1.Guide students to recall the names of some animals that they learnt.

Ask students animals? What animals do you know? If you like an animal very much, you The second preparing lessons

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

Presentation 1

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 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，but I think it is smart and lovely 4)

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

Task 1. Encourage students to do the task in Part A on Page 93 2. 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

Presentation 1.Tell students

Eddie 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 ask What does Eddie want? ( He wants his lunch.) How does Hobo respond? (He tells Eddie to be more polite.) Why is Hobo unhappy? ( Because Eddie was not polite.) 4.Play the tape for students to listen and repeat. Step V

Homework

Teaching notes

7B Unit 8 Pets 课

题

上课时间

课

时

Reading 1 总第

课时

年

月

日

第

周

星期

Period 2 教

具

A recorder Pictures about dogs, cats and goldfish l. To learn about rhyme schemes, stress and intonation of poetry Teaching

2.To learn new vocabulary to talk about pets aims 3.To read about animal behavior Teaching To learn about rhyme schemes, stress and intonation of poetry focus Difficult To learn about rhyme schemes, stress and intonation of poetry points Teaching

Task-based approach，Scene pedagogy and Teaching with humor method The second Teaching procedures preparing lessons Step I

Leading-in 1.Tell students

We 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

Presentation 1.

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

Say Do 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 and to 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 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? 5.Play the tape and choose the right word to fill in the blanks bite

hunts

tricks

fight

chase

end My dog is the cleverest animal of all·

He doesn’t just____ (chase) and catch a ball．

With eyes open wide，

He ______ (hunts) when I hide He does wonderful _____ (tricks) Builds me camps out of sticks．

He’d never bark or _____(bite), And he doesn’t 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 ‘friend’

8

Play the tape again and look for the rhyming pairs. Then finish the first five exercises in Part B1, Page 95 Step III

Presentation 1.Present students the picture of goldfish, say I also like goldfish very much. I know a lot about it．What about you? Would you like to answer some questions? 2

Discuss with students Does 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 doesn’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

Task 1.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

Homework Teaching

notes 7B Unit 8 Pets 课

题

上课时间

课

时

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:

Step 1 Lead-in 1. T say: Yesterday we learned the rhymes “My dog” and “My goldfish”. Today, I’ll 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 Practice Choose the right prepositions: the table

the chair

the top of the piano

the window edge the middle of

the edge of

the open drawer

the empty shoe somebody’s lap

the cardboard box

the cupboard

in:__________________________________________________________ Personal design

Period 3 Reading 2 总第

课时

年

月

日

第

周

星期

教

具

A recorder

__________________________________________________________ on: _________________________________________________________

_________________________________________________________

Step 3. Activities 1. 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 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。

5. Get Ss to complete Part B2 on page 95. Then check the answers together.

Step 4. Consolidation Exercise: 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-2 the top of piano

on the edge open drawer in the middle of They don’t care.

make a lot of noise ring the doorbell be afraid of

Homework

1.

Review the language points in this lesson. 2.

Recite the text after class.

7B Unit 8 Pets 课

题

上课时间

课

时

Integrated skills 总第

课时

年

月

日

第

周

星期

Period 5 教

具

A recorder

1.To identify specific characteristics in a description of goldfish . Teaching aims 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 . 1.To listen for specific information to complete a conversation 2.Phrases: in the sun

look like take．．．out of．．．

at the bottom of Teaching

focus different from

look a little different a talk on

fantail goldfish 3.Sentences Fantail goldfish are easy to look after．

Do they make any noise?

Make sure the water is not too cold or too hot．

Difficult To listen for detail and extract specific information points Teaching Task-based approach，Scene pedagogy and Teaching with humor method The second Teaching procedures preparing lessons Step I

Presentation 1.

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 students

Can 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

Task 1.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

Task 1.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

Homework Teaching

notes

7B Unit 8 Pets 课

题

上课时间

课

时

Period 6 Speak up & Study skills 总第

课时

年

月

日

第

周

星期

教

具

A recorder

Teaching aims:

To give the students a chance of practicing their spoken English; To introduce the idea of sentence stress To identify and recognize typical stress patterns in sentences Main points and Difficult points:

To give the students a chance of practicing their spoken English; To identify and recognize typical stress patterns in sentences Teaching method: Task-based approach，Scene pedagogy and Teaching with humor Teaching Procedures: Warm Up: Step 1.

Have a dictation of the words and phrases

Step 2.

Do and check the preview paper Step 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. [来源:学§科§网]

Thirdly, ask several pairs of students to perform. And give them my suggestions. Personal design

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. Assignments Step 1. Recite the words and the dialogue. Step 2. Do and check the exercise paper.

7B Unit8 Pets 课

题

上课时间

课

时

Task 总第

课时

年

月

日

第

周

星期

Period 7 教

具

A recorder 1.To present factual information and opinions in writing 2.To describe characteristics and personalities of pets Teaching 3.To describe pets' lifestyles, including feeding habits, homes, likes and dislikes aims 4.To generate personal ideas, plan and organize text to express one's own opinions 5.To present an article about a favourite pet 1.To describe characteristics , personalities and lifestyles of pets

2.Phrases: Teaching

Look like

belong to

focus Play with

a piece of

Take good care of Difficult To generate personal ideas, plan and organize text to express one's own opinions points Teaching Task-based approach，Scene pedagogy and Teaching with humor method The second preparing Teaching procedures lessons Step I

Presentation 1.Tell students We will write an article about your favourite pet．Here is a sample article from Amy．Please read it and try to find what she wrote about her pet. 2.Ask students to read Amy's presentation about Poppy in Part B. Read through Amy's presentation together with the students and explain more difficult words or phrases. Ask individual students to read different parts of the presentation. Praise them for good pronunciation, fluency and expression.

3.Let students talk about this passage: What does it talk about? 1)

what’s it?

name, age

1

_____fur, _____paws, _____tail, ____eyes, weigh about ____ 2)

○2

she is ____and ____

○3

eat/drink:

○sleep: play: likes/dislikes: 4

feed her ____, give her ___, brush her fur.

○3)

why likes? Step II

Task 1.Ask students to choose their favourite pet but to keep it secret. If students do not have pets of their own, ask them to write about pet they know a bit about or a pet they would like to have.

2.Ask students to use the questions in Part A to help them plan their presentations. However, they should expanc the information to include any extra information they may find interesting and useful. Help students generate as many ideas as possible. 3.Ask students to use as many adjectives as possible to describe their pet's personality. Suggest that they refer back to the poems for ideas. 4.Tell students to select sentences which they like and might want to use in their own writing. Suggest that they underline them. 5.Then ask students to prepare information about the appearance of their pet. Tell them to write simple but complete sentences to describe details as well as general looks. Step III

Writing 1.Finally, ask students to start writing. Ask them to sort their ideas for the introduction, main body and conclusion as detailed in Part C. Encourage students to think carefully about how to organize their information, ideas

and opinions. 2.Encourage students to look at pictures of their pets to help them make the writing experience more concrete. Pictures also help students focus on descriptive details. However, if students want to ask their classmates to guess the name of their favourite pet, they must not show the pictures to their classmates. 3.Emphasize the need to draft, re-draft and edit their work to make it really interesting. Do not accept a first draft as a final piece of writing. Make

suggestions as students go through the different stages to help clarify how the process of writing works. 4.As you go around the class, suggest ways to generate more ideas, select better

information, and develop more appropriate vocabulary and structures. Encourage students to make good use of the 'Useful expressions' to help them write their sentences. Step IV

Homework

Finish their presentations Teaching

notes