文档介绍：该【7BUnit6英文教案 】是由【玥玥】上传分享，文档一共【11】页，该文档可以免费在线阅读，需要了解更多关于【7BUnit6英文教案 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。7BUnit6pets教学设计(10课时)
Languagefunctionsandfocus
Introducenamesandcharacteristicsofcommonpets,.,Mycatisvery
friendly.
Recognizeandusenouns,verbsandadjectivestotalkaboutspecific
animalfeaturesintermsofappearance,characteristicsand
personality,.,
’t
justchaseandcatchaball.
Recognizeandusepositiveandnegativeimperativestogive
instructions,.,
.
Don
’tchasethecat.
Recognizehowto
useappropriate
modalverbstogive
instructions
andto
expressdutyandresponsibilities,.,
Youshouldplaywithyourpet
forsometimeeveryday.
.Youmustputclean
Recognizepositive
andnegative
formsofmodelverbs,
.
Languageskills
Listening
IdentifyspecificcharacteristicsinadescriptionofagoldfishListenfordetailtoextractspecificinformation
Useknowledgepresentedinwrittentexttoinfergeneralmeaningandcontext
CompleteaconversationusinginformationfromatalkSpeaking
Askandrespondtoquestionsaboutfavouritepets
AskforexplanationsofopinionsandrespondappropriatelyStresskeywordsinsentences
Identifytypicalstresspatternsinsentences
Tellothersaboutafavouritepet
Reading
Becomefamiliarwithrhymingwords
Learnintonationandrhymeschemeofpoems
Identifyspecificmeaningbyscanningthetext
Writing
Presentfactualinformationandopinionsinwriting
Describecharacteristicsandpersonalitiesofpets
Describepets’lifestyle,includingfeedinghabits,homes,andlikesanddislikes
Generatepersonalideas,planandorganizetexttocommunicateyourownopinions
Warm-upactivity
Beforethislesson,askstudentstobringinpictures,leaflets,orany
cangetmaterialsfrompet
shops,the
yourselftomakesurethatyourlessongetsofftoagoodstart.
Passthematerialsaroundtheclassatthebeginningofthelessonand
namesof
different
suitable
adjectives
describe
thebooks,behaviour,
homesoranything
else
theyassociatewith
whatkind
ofpets
tointroduce
thefunction
ofgivinginstructionstopreparefortheconversationpresentedinthe
comicstrip.
‘Bringme’and‘should’areusedtoexpressinstructionandduty.
WhatdoesEddiewant(Hewantshislunch.)
HowdoesHoborespond(HetellsEddietobemorepolite.)
WhyisHobounhappy(BecauseEddiewasnotpolite.)
Welcometotheunit
Objectives
Tointroducestudentstotheworldofpets
Toidentifynamesofanimalsandtypicalfeatures
Tounderstanddifferencesinanimalfeatures
Teachingprocedures
strongerclassestodothetaskinPartAwithoutfurtherpre-teaching
,.
.
strongerclasses,-.
.
someexercises.(详见课件)
Reading
Objectives
Tolearnaboutrhymeschemes,stressandintonationofpoetry
Tolearnnewvocabularytotalkaboutpets
Toreadaboutanimalbehaviour
Backgroundinformation
differentnotonlyinthechoiceofpets,butalsointhewaytheyfocus
.‘My
Dog’focusesonbehaviouradjectives.‘MyGoldfish’expressesthe
poet’sfeelingsaboutthegoldfish’slifestyle.‘Cats’describesthe
differentplaceswherecatssleep.
PartA
Teachingprocedures
‘My
Dog’ontheboardandalsotheverbthatareusedinthepoem:
‘chase’,’catch’,’hunts’,’hide’,’builds’,‘bark’,
‘bite’,‘fight’and‘lookafter’.Talkabouttheirmeanings.
weakerclasses,read‘MyDog’onelikeatatimeandhavestudents
,choosefivestudentstoread
twolineseach.
studentstofindtheadjectivesinthepoemwhichtellusaboutits
characteristics,.,‘cleverest’.Workthroughthemeaningof
‘wonderfultricks’.Thenaskthemtoidentifytheverbswhich
describethedog’sactions(‘chase’,‘catch’,‘hunts’,
‘builds’,‘bark’,‘bite’and‘fight’).
Askstudentssomegeneralquestionstoelicitdetailsaboutthedog’s
actionstogeneratesomeofthekeyverbs,.,whatdoesthedogdo
weakerclasses,readthepoem‘MyGoldfish’andaskstudentstofollow
‘miaow’and‘bubbles’.For
strongerclasses,asktwostudentstoeachreadastanza.
thepoem‘Cats’.Asyoureadthepoem,trytousegesturesandmines
aboutthewords‘window-ledge’,‘edge’,‘drawer’,‘lap’,
‘cardboardbox’and‘frocks’.
moreablestudentstoreadthe‘Cats’poem,firstontheirownandthen
-35andS2readslines36-
anystudentshavecatsthatliketosleepinunusualplaces.
,.,
S1:Cats
All:Catssleepanywhere,
S2:Anytable,
S3:Anychair,
S4:Topofpiano,
Thisactivityhelpsstudentstoworkasateamastheyhavetolistentotheircues,whichencouragesthemtoworkcollaboratively.
whytheylikeit,.,
Ilikethepoemaboutcatsbecausetheyaremy
favouriteanimals.
Extensionactivity
Forstrongerclasses,askstudentstocopythepoem‘Cats’intotheirbooks,leavingenoughspacetodrawthedifferentobjectstoillustrate
.
PartB
Teachingprocedures
.
,youmayneedto
readoutthefirst
wordofeachsentence
slowlyandask
studentstorepeat
thembeforethey
startcompletingthesentences.
3Askless
ablestudentsto
workwith
apartnerandtaketurns
sayingthe
rhymingpairsaloud.
ablestudents,donotprovidethemwiththeextragappedsentencesand
other
rhymingpairsinthe
poemsthemselves.
5Askstudentswhethertheythinktherhymingwordsmakethepoemsmore
pleasant
tolisten
to.
Accept
all
students
aspossible,.,makespoetryeasiertoremember,createsabeatatthe
endofeachline,helpscreateapatternofsoundsandasoundrhythm,
createsatune,helpscreatetheimages,etc.
askstudents
tocompletethesentenceswith
thecorrect
words.
7Asktwovolunteerstoreadoutthecompletedarticles.
Extensionactivity
,twoormore.
Thisisaveryusefulpronunciationexerciseaswellasanactivitywhichpreparesstudentstouselanguagecreativelyontheirown.
PartC
Teachingprocedures
necessary.
theanswerandclarifyanyareasofuncertainty.
befoundinthepoem‘MyGoldfish’
findthewordsinthepoemtocompletewhatPetersays.
.
dopartC3,studentswillhavetorefertothepoem‘Cats’onpage90.
,andperhapshow
manytimeseachprepositionisused.
Askmoreablestudentswherecatssleepbasedonthepoem‘Cats’onpage
Tellthemthattheycanuseanyotherwordsapartfrom‘in’,’on’and‘ontopof’.
Vocabulary
Objectives
Torecognizeandidentifyarangeofanimalfeatures
Todifferentiatebetweenfeaturesbelongingtodifferentanimals
Touseappropriatenounsandverbswhendescribingtheappearanceand
characteristicsofdifferenttypesofanimals
Teachingprocedures
1AskstudentstodoPartAontheirownsothatyoucancheckhowmany
wordsthey
tocomparetheir
labels
with
apartner.
featuresofvariousanimalstoaidstudentsinguessingthecorrect
,ifyouareteachingtheword
‘beak’,tell
studentsthatbirdshavebeaks,whichtheyusetoeatanddrink.
3Explain
theinstructions
ofPart
thatthey
should
read
togetanunderstandingof
theoverallmeaningofeachtext
sothat
their
wordchoicesbecomemorenatural.
Extensionactivities
AskstudentstowriteasimilarprofileabouttheirfavouritepetusingthetextsinPartBasmodel.
Grammar
Objectives
Tousepositiveandnegativeimperativeswhengivingordersandinstructions.
Toorganizeandunderstandhowtouseimperativesappropriately.
Tousethemodals‘must’,‘oughtto’and‘should’totalkaboutdutiesandresponsibilities.
PartA
Teachingprocedures
,.,
Classroom
.
apartner.
Pleaseclosethewindow.
Firedrill
’’
Lineup.
Gototheplayground.
Leaveyourbags.
Onthebus
Don’.
Workwith
thestairs.
Forweakerclasses,jumblethe
sentencesupandaskstudentstogroupthem
underthecorrectsituations.
2Imperativesentencesdonotnormallyincludeasubject,becausethe
subject‘you’,anounorpronouncansomet
imesbe
usedtoidentifythepersonreceivinganorderorinstruction,.,the
speakerwantstoattractMary
’sattentionandsohe/shesays,
‘Mary,
don’tpush.’/‘Don’tpush,Mary.’.Makesurestudentsunderstand
theimperativeformand
avoidthecommonmistakeofplacinga
pronounin
frontoftheimperative.
3Gothroughtheexplanations
andgrammartableonpage94to
clarifythe
rulesforusingimperativeswhengivingpositiveandnegative
instructions.
,reviewtheverbsintheboxbeforestudentsstartworkingonmatchingthesentences.
5Asklessablestudentstoworkinpairstoselectthecorrectwordto
fillineachgap,,askthemtoreadeachinstructiontotheirpartner.
6ExplaintherubricinPartA2,.
7Askstudentstoreadouttheinstructionstheyformed.
Extensionactivity
.
inPartA2intheformofaposter,ofmoreinstructionsforthecare
PartB
Teachingprocedures
tothecontext
oftheBeijing
SunshineSecondarySchool
students
whoare
thatwecanusethesemodalstogiveinstructions.
2Gothroughtheexamplesonpage95&96,referringtothedegreesof
‘oughtto’and‘should’,whichhavemore
orlessthesamemeaning.
‘Oughtto’isabitstrongerandtendstobe
usedmorewidelywhentalking
aboutlawsorregulations
imported
fromthe
outside,while
‘should’impliespersonalopinionsand,therefore,is
lessstrong.
Askstudentsforsamplesentencesandwritethemontheboard.
.
Explaintostudentsthat‘must’isthestrongestword,expressingthesensethatsomethingisaabsolutelynecessary.
InpartB1