Reading 1: Poems about pets课件配套优秀教案案例

宝应县实验初级中学七年级英语组

主备人：

Edwin Chen

宝应县实验初中教案设计活页纸

总

课

题

总课时

6 第

2 课时

Unit 8 Pets

课

题

The second lesson

Reading(1) 1. To learn about rhyme schemes, stress and intonation of poetry 教学目标

2. To learn new vocabulary to talk about pets 3. To read about animal behaviour 教学重点

Aim 2 教学难点

Aim 1 & 3 教学过程

教

学

内

容

备课札记

学生活动

Step 1. Greetings Ask one student to give a duty report, the

other students try to ask several questions

according to the report.

Step 2. Presentation

1.

Background information This 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 each poem 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. Ss listen ask 2. Ask students to study the poems and pictures on page and answer 90. 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. For weaker

classes, read ‘My Dog’ one like at a time and have Ss listen and students repeat after you. For stronger classes, try to answer.

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

第1页

宝应县实验初级中学七年级英语组

主备人：

Edwin Chen

教学过程

教

学

内

容

备课札记

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 the different 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. S1 reads 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 individual students or pairs to create a dramatic impression. Ask one or two students to read one line only, e.g.,

S1: Cats All: 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.

Play the tape and ask Ss to repeat

Ss do it by themselves.

Ss practise reading Homework. 1. 读背Reading；

2. 完成《课课练》第二课时。

第2页