初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總 課 題 Unit6 Pets 總課時(shí) 10 第1課時(shí)

課題 Welcome to the unit 課型 New

Teaching aims 1. To introduce students to the world of pets

2. To identify names of animals and typical features

3. To understand differences in animal features

Teaching focus 1.To identify names of animals and typical features

2.Phrases:

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

Difficult points To identify names of animals and typical features

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second preparing lessons

Step I Leading-in

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

Ask students

Do 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 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

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第2課時(shí)

課題 Reading1 課型 New

Teaching aims l. 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

Teaching focus To learn about rhyme schemes, stress and intonation of poetry

Difficult points To learn about rhyme schemes, stress and intonation of poetry

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second 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 ‘a(chǎn)ll’, ‘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

1.Review the language points in this lesson.

2.Recite the text after class.

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第3課時(shí)

課題 Reading2 課型 New

一、教學(xué)目標(biāo)

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、教學(xué)重難點(diǎn)

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:__________________________________________________________

__________________________________________________________

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. 詩(shī)歌接龍比賽，背誦完整優(yōu)美的小組獲勝。

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

Step 4. Consolidation

Exercise:

貓是所有動(dòng)物中最懶的。

金魚睡覺(jué)眼睛睜得大大的。

狗是我最好的朋友，我將照顧它直到永遠(yuǎn)。

我們不應(yīng)該給金魚喂太多的食物。

貓喜歡穿著你的連衣裙睡在硬紙板箱里。

狗是最聰明的動(dòng)物之一。

四、板書設(shè)計(jì)

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

Personal design

Homework

1. Review the language points in this lesson.

2. Recite the text after class.

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第4課時(shí)

課題 Vocabulary 課型 New

Teaching aims 1.To recognize and identify a range of animal features

2 .To differentiate between features belonging to different animals

3.To use appropriate nouns and verbs when describing the appearance and characteristics of animals

4.To train students’ ability of self-teaching.

Teaching focus 1.Write an article about small animals using proper nouns and verbs.

2.Phrases:

In the sun a very special friend Knock on the door

Difficult points Write an article about small animals using proper nouns and verbs

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second preparing lessons

Step I Revision

Revise the last lesson by asking students some questions

What can a dog do?

How does a goldfish live?

Where does a cat sleep?

Step II Task

1.Ask students to read the new words of this lesson to check their pronunciations and correct their pronunciations.

2.Present students the pictures of the animals in Part A, Page 97.

Ask students to tell the body features.

3.Ask students to finish Part B on their own.

Then ask two students to readthis passage, check answers in a whole.

4.Ask students some questions to check their understanding about Part B.

(1).What colour is the cat’s tail?

What does she like to chase?

Where does she sleep?

What does she do when she is hungry?

(2).What colour is the parrot?

What does he do when his master comes home?

Does he knock on the cage when he is full?

Step III Writing

1.Ask students to read the passages again and try to find out what does each passage talk about.

a, appearance ( colour, paw, tail, feather, etc.)

b, characteristic ( what they eat/drink, what they do, etc.)

2.Divide the students who wants to write the same kind of animal into one group. In groups, students talk about what they want to write about.

3.Ask students to write their compositions. They have to write at least ten sentences, including the appearance and characteristics of this kind of animal.

4.Students write their passages. If they don’t know the words they want, they can use a dictionary or ask the teacher for help.

5.Ask several students to show their compositions for the class.

6.Set an evaluation on students’ work. Encourage them to write their own passages.

Step IV Homework

1.Review the language points in this lesson.

2.Recite the text after class.

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第5課時(shí)

課題 Grammar1 課型 New

Teaching aims 1.To use positive and negative imperatives when giving orders and instructions.

2.To organize and understand how to use imperatives appropriately.

Teaching focus 1.To use positive and negative imperatives when giving orders and instructions.

2. Phrases:

take．．．for a walk keep．．．warm Be quiet

Difficult points To use positive and negative imperative sentences.

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second preparing lessons

Step I Presentation

1.Tell students

One of my friends will leave home for some time．So he asked me to look after his dog．I don’t know how to look after a dog．My friend gave me

some instructions．Can you help me take some notes? Please take out your

notebooks and write down the following instructions．

(1)Give him enough food every day．

(2)Give him clean water．

(3)Brush his fur every morning．

(4)Take him out for a walk at least once a day．

(5)Play with him for some time every day．

(6)Keep him warm at night．

(7)Don’t pull his tail．

(8)Don’t kick him．

2.Let students read these sentences and find out the differences with the ones we use.

3 .Explain that

We start a sentence with the base form of a verb when we want to tell people to do something．We add ‘don’t’ in front of the verb when we want to tell people not to do something．Imperative sentences do not normally include a subject, because the subject ‘you’ is implied. However, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attract Mary’s attention and so he/she says, ‘Mary, don’t push.’ / ‘Don’t push, Mary.’. To be polite，we always use ‘please’ with the instructions．

Step II Task

Write some instructions on the board. Then ask them about the situations when we use them. Ask classes to create a list of different instructions and then write the different situations as titles above it, e.g.,

Classroom

Sit down.

Open the door.

Be quiet.

Stop talking.

Work with a partner.

Please close the window.

On the bus

Don’t push.

Stand clear of the door.

…

Step III Task

1.Go through the explanations and grammar table on page 98 to clarify the rules for using imperatives when giving positive and negative instructions.

2.Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures.

3.Ask less able students to work in pairs to select the correct word to fill in each gap, then match the pictures with the instructions. When they have finished, ask them to read each instruction to their partner.

4.Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.

5.Ask students to read out the instructions they formed.

Step IV Homework

1.Review the language points in this lesson.

2.Recite the words after class.

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第6課時(shí)

課題 Grammar2 課型 New

Teaching aims To use the modals ‘must’ and ‘should’ to talk about duties and responsibilities.

Teaching focus 1.To use the modals ‘must’ and ‘should’ to talk about duties and responsibilities.

2.Phrases:

all over once a day

want someone to be healthy bark a lot

make too much noise at least

three times a week

3.Sentences:

I'm busy at work all day．

She has enough to eat．

It is necessary to do sth．

Difficult points To use ‘should/shouldn’t’ and ‘must/mustn’t’

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second preparing lessons

Step I Presentation

1.Talk about situations involving duty and obligation. Try to link them to the context of the Beijing Sunshine Secondary School students who are talking about looking after pets. It is useful to point out to students that we can use these modals to give instructions.

2.Go through the examples on page 99& 100, referring to the degrees of necessity. Explain the use of ‘should’, ‘should’ implies personal opinions and, it gives advice and to tell people the best or right thing to do.

Ask students for sample sentences and write them on the board.

3.Ask through the examples of negative sentences. Write some sample sentences on the board.

4.Explain to students that ‘must’ is the strongest word , expressing the sense that something is a absolutely necessary .

Step II Task

1.Explain that in part B1,the Beijing Sunshine Secondary School students give instructions about looking after pets. Each point of the notes on the left describes the degree of necessity for the instruction next to it on the right.

Read the notes to the class . Then divide the class into pairs and ask students to complete the instruction on the right. Encourage students to check the example sentence on pages 98 and 99 to identify the correct modal word to fit each instruction .

2.Use class feedback to identify any misunder standing ,as they involve the use of negative forms.

3.Ask students to read the four letters in part B2 carefully. Make sure that they understand the messages well. Ask them remember and to check the words in their dictionaries.

4.In Part B3, students can read some of the answers which give advice to the writer of each letter. students check answers with a partner.

5.Divide the class into groups of four .one group comes to the front of the class and each member reads one letter at a time .A representative from another group responds by reading his/her advice. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence.

Step III Activity

Elicit statements from students using different modals to talk about a situation ,e.g.,

A new student is joining the class .Ask what instructions can you give the new student? e.g.,

You must arrive at school at 8.10 in the morning.

You should walk slowly on the stairs .

You should hand in your homework to the monitor.

The class has to choose a class monitor .Ask What are his/her duties ?e.g.,

He /she must collect the exercise books .

He/she should make sure that students follow the school rules.

Step IV Homework

1.Review the language points in this lesson.

2.Recite thewords after class.

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第7課時(shí)

課題 Intergrated skills 課型 New

Teaching aims 1.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 focus 1.To listen for specific information to complete a conversation

2.Phrases:

in the sun look like

take．．．out of．．． at the bottom of

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 points To listen for detail and extract specific information

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second

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

1.Review the language points in this lesson.

2.Recite the words after class.

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第8課時(shí)

課題 Speak up and pronunciation 課型 New

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: Personal design

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.

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.

Assignments

Step 1. Recite the words and the dialogue.

Step 2. Do and check the exercise paper.

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第9課時(shí)

課題 Main task 課型 New

Teaching aims 1.To present factual information and opinions in writing

2.To describe characteristics and personalities of pets

3.To describe pets' lifestyles, including feeding habits, homes, likes and dislikes

4.To generate personal ideas, plan and organize text to express one's own opinions

5.To present an article about a favourite pet

Teaching focus 1.To describe characteristics , personalities and lifestyles of pets

2.Phrases:

Look like belong to

Play with a piece of

Take good care of

Difficult points To generate personal ideas, plan and organize text to express one's own opinions

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second preparing 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

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

b.She is ____and ____

c. eat/drink:

sleep:

play:

likes/dislikes:

d. 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

教學(xué)反思

江蘇省淮北中學(xué)英語(yǔ)學(xué)科教案

初一年級(jí)教案活頁(yè)紙 主備人：陳小軍 審核人：初一英語(yǔ)組全體老師

總課題 7B Unit6 Pets 總課時(shí) 10 第10課時(shí)

課題 Check out 課型 New

Teaching aims 1.To assess students' ability to recognize and use imperatives and modal verbs when expressing instructions, duty and responsibility

2.To match animals with their characteristics and habits

Teaching focus 1.To assess students' ability to recognize and use imperatives and modal verbs when expressing instructions, duty and responsibility

2.Phrases:

Keep …on a lead be on a lead

Difficult points 1.To assess students' ability to recognize and use imperatives and modal verbs when expressing instructions, duty and responsibility

2.Phrases:

Keep …on a lead be on a lead

Teaching method Task-based approach，Scene pedagogy and Teaching with humor

Teaching procedures The second preparing lessons

Step I Revision

Ask some students to come to the blackboard to check their words

Shy pea frighten pull push fur once clean … Check with the whole class

Step II Presentation

1.Ask several students to present their work on the blackboard.

2.Check the presentation as a whole.

3.Students correct each other’s composition and help with their words and sentences.

4.Alternatively, students take turns to read their presentations as their classmates guess what kind of animal each presentation is about. If the audience find it difficult to guess, allow them to ask 'Yes'/'No' questions about the animal

Step III Task

1.Explain the context and instructions of Part A. Give students a time limit. Remind them of the grammar items they learned in this unit.

2.Ask a few pairs to present Simon and Millie's conversation to the class.

Step IV Task

1.Ask students to complete the crossword puzzle in Part B. Tell less able students that they can also refer to the pictures at the bottom of the page for the six kinds of animals.

2.While students are working, walk around the classroom and see if there are any particular problem areas.

3.Students continue making a list of the things they are now able to do in English. Use the students' learning records developed in Unit 5 and have them assess the progress they have made.

4.The teacher tell students one characteristic about some kinds of animals to let students to guess. If they can’t, tell them more until they guess.

e.g.

It has four legs.

It has a short tail.

It has beautiful fur.

It loves to play with its master.

Step V Games

Students make a crossword puzzle using any of the words introduced in the unit, including

教學(xué)反思

（小周）