七年级英语Pets单元教案

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                       Unit 6 Pets
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 terms of 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 dog at 7 a.m.    Don’t chase the cat.
 Recognize how to use appropriate modal verbs to give instructions and to express duty and responsibilities, 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 the fish tank. You must not touch a fish with your hands.

Language skills
Listening
 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 talk

Speaking
 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 pet

Reading
 Become familiar with rhyming words
 Learn intonation and rhyme scheme of poems
 Identify specific meaning by scanning the text

Writing
 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 opinions

Overview of the unit
This final unit in the book introduces students to pets and the responsibilities associated with pet ownership.

Warm-up activity
Before 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. 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.)

Welcome to the unit
Objectives
 To introduce students to the world of pets
 To identify names of animals and typical features
 To understand differences in animal features

Teaching procedures
1. 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 any disagreements.
3. For stronger classes, 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. 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 have a pet if they do not own one.
5. Do some exercises.
（详见课件）

Reading
Objectives
 To learn about rhyme schemes, stress and intonation of poetry
 To learn new vocabulary to talk about pets
 To read about animal behaviour

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www.350xue.com 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.

Part A
Teaching procedures
1. Ask students to study the poems and pictures on page 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.
2. For weaker classes, read ‘My Dog’ one like at a time and have students repeat after you. For stronger 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 the different impressions presented in the poem. Learn about the words ‘window-ledge’, ‘edge’, ‘drawer’, ‘lap’, ‘cardboard box’ and ‘frocks’.

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七年级英语Pets单元教案