英语（七年级下册）
Unit 8 Pets
Grammar
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use adjectives to describe people or things;
2. know about the usage of indefinite pronouns.
II. Teaching contents
1. New words and phrases: anywhere, repeat, agree, keep, get tired, sleep anywhere, repeat my words, come back home, all the time;
2. New sentences: Goldfish are easy to look after.
III. Focus of the lesson and predicted area of difficulty
1. To learn how to use adjectives;
2. To learn how to use indefinite pronouns.
IV. Teaching procedures
A Using adjectives
Step 1 Lead-in
T: Today we’ll learn Grammar of Unit 8. First let’s enjoy a dance.
Who knows the dancer’s name You’re right. It’s Garfield. He is a famous film star.
Look, here comes Garfield. He is very fat. He is a fat cat.
His face is round. He has a round face.
His eyes are big. He has big eyes.
He is often hungry. He is a hungry cat.
He is always so happy. He is a happy cat.
【设计意图： 通过一段舞蹈和几张加菲猫的相片，引导学生迅速进入本课的第一个话题“用形容词描绘人或物”，为引出语法内容做好铺垫。】
Step 2 Presentation
1. How to use adjectives.
T: Fat, round, big, hungry and happy are all adjectives. Today we’ll learn how to use adjectives.
★ We use adjectives to describe people or things.
(1) Rabbits have long ears.
(2) Rabbits’ ears are long.
In the two sentences, “ear” is a noun. We use “long” to describe the word.
★ We can put an adjective before a noun or after a linking verb.
(1) A lazy cat is on the sofa.
(2) The cat on the sofa is lazy.
In the first sentence, “cat” is a noun. So we put the adjective “lazy” before “cat”.
In the second sentence, “is” is a linking verb. So we put the adjective “lazy” after “is”.
2. Linking verbs.
T: We are quite familiar with some linking verbs, such as:
be become feel get grow keep look seem smell sound taste turn
We can use adjectives after these linking verbs.
T: I’ll show you more examples. (photos of Garfield)
He is always so happy. He never feels sad.
He likes running on the grass when it turns green.
He looks smart in the suit.
He seems clever.
Does my idea sound great
The food smells good. It must taste delicious. I get hungry again.
After the film, he becomes famous to more children.
【设计意图：通过讲解、图片与举例，使学生直观了解形容词的用法，并通过例句加深印象，为接下来的操练做好知识准备。】
Step 3 Practice
Complete the passage.
T: Now it’s your turn. Daniel has two passages. Please help him complete them.
【设计意图：通过难度递增的宠物话题的操练，使学生不仅可以对宠物有更深入的解读，还可以在操练中反复接触到形容词的用法，不断在学习中有收获。】
B Using indefinite pronouns
Step 1 Lead-in
T: People like different animals and keep some as their pets.
Does anybody in our class have a pet
Oh, I’m glad to know that somebody in our class has a pet.
Does everybody want a pet
My family and I are too busy. Nobody has time to look after a pet. What a pity!
T: We can also use anyone, someone, everyone, no one in these sentences.
These words belong to a special kind of pronouns. They are called “indefinite pronouns”.
Step 2 Presentation
1. How to use indefinite pronouns.
T: We use indefinite pronouns to refer to people and things when we do not know or do not need to mention who or what we are talking about.
T: We use somebody/someone, anybody/anyone, everybody/everyone, nobody/no one to refer to people.
We use something, anything, everything, nothing to refer to things.
2. More explanations.
(1) somebody, someone & something
a. I saw ____________ (有人) in the house. (somebody/someone)
b. There is ____________ (某个东西) under the bed. (something)
Conclusion: We use somebody, someone and something in positive sentences.
c. Would you like something to eat
d. Is someone there
Conclusion: When we are offering something or when we expect the answer to be ‘yes’, we can use something, somebody/someone in questions.
(2) anybody, anyone & anything
a. I did not see _________ (有人) in the house. (anybody/anyone)
b. There is not ________ (某个东西) under the bed. (anything)
c. Do you feed your goldfish ________ (某物) else (anything)
Conclusion: We use anybody, anyone and anything in negative sentences or in questions.
(3) nobody, no one & nothing
a. There is ________ (没人) in the living room. (nobody/no one)
b. I saw _______ (没东西) in the fridge. (nothing)
Conclusion: We use nobody, no one and nothing to refer to ‘not anyone’ and ‘not anything’.
Practice: There isn’t anybody in the room. = There is __________ in the room. (nobody)
I did not hear anything. = I heard _________. (nothing)
(4) everybody, everyone & everything
a. Is _________________ (每个人) here today (everybody/everyone)
b. __________ (每样东西) is ready. (Everything)
Conclusion:
We use everybody, everyone and everything to refer to “all people” and “all things”.
注：everybody，everyone和everything一般都被视作单数，谓语动词用单数。
Step 3 Practice
T: Mr Hu is asking the students about their plete their conversation with the correct indefinite pronouns.
Step 4 Conclusion
T: When we refer to people, we use somebody/someone, anybody/anyone, everybody/everyone and nobody/no one.
When we refer to things, we use something, anything, everything and nothing.
T: We use somebody, someone and something in positive sentences.
We use anybody, anyone and anything in negative sentences or in questions.
We use nobody, no one and nothing to refer to ‘not anyone’ and ‘not anything’.
We use everybody, everyone and everything to refer to ‘all people’ and ‘all things’.
【设计意图：通过从讲解到操练，再总结的过程，帮学生为稍后的综合操练做好语法知识的储备。】
Step 5 Practice
T: Read the sentences and circle the correct indefinite pronouns.
T: Complete the conversation with the correct indefinite pronouns.
T: Rewrite the sentences using the words in brackets.
T: Complete Alice and Suzy’s conversation with the words in the box.
【设计意图：通过难度逐渐加大的操练，帮助学生更多了解形容词及不定代词的用法，为下文的运用提供扎实的语法准备。】
Step 6 Show time
1. Watch and read.
T: With pets, we are more relaxed and less lonely. They are our good friends. Let’s enjoy a video.
T: Suppose I am a goldfish. I have written something about my life as a pet. Here is my passage. Look at the screen.
2. Write your own passage.
T: We can find many adjectives and indefinite pronouns in the passage. Are you able to write a passage like this Try to use more adjectives and indefinite pronouns.
【设计意图：通过观看录像，学习范文，实战仿写，帮助学生更多地运用形容词及不定代词。】
T: We have learnt a lot from pets. Even fish can teach us something valuable. Here is an English saying: The best fish swim near the bottom. (好鱼常在水底游。/珍贵的东西不易得。)
So always try your best to work hard. Hope all of you will have a bright future. That’s all for today’s class. Thank you!
【设计意图：从谚语的学习，延伸到学生的生活，对他们的生活态度进行一定的引领。】
V. Homework
1. Tomorrow, our “Pets week” will begin. Choose one animal as your pet and give us some information about it;
2. Finish your own writing.英语（七年级下册）
Unit 8 Pets
Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. prepare a fact sheet before writing;
2. learn to state the facts and the ideas in the composition;
3. learn to write an article about their own pets.
II. Teaching contents
1. New words and phrases: basket, noisy, paw, play with a ball, give her clean water;
2. New sentences: She never worries because we take good care of her.
III. Focus of the lesson and predicted area of difficulty
1. To organize the students’ own ideas.
2. To write an article about their own pets.
IV. Teaching procedures
Step 1 Lead-in
1. Watch and sing.
T: Do you like singing English songs Watch the video and try to sing the song together. Then you should answer some questions.
【设计意图：通过有关宠物的音乐视频，让学生跟着音乐一起歌唱，使学生在自然状态下带着兴趣进入学习，并且导入今日的话题。】
2. Ask and answer.
T: Do you like the music video Now let’s answer some questions.
(1) What did the boy get
(2) Does he like his new pet
(3) How does he feel when he is with his pet
(4) What do you think of his pet
3. Look and answer.
T: Boys and girls, Look at the picture. What is this It’s a cat. Who owns the cat Amy does. What colour is she She is grey. What colour are her paws They are white. Is it lovely Yes, it is.
【设计意图：通过回答一系列的问题，进一步激发学生的学习兴趣，进入话题。】
Step 2 Presentation
1. Read and finish the table.
T: Read the passage after the tape, and then try to finish the table.
【设计意图：通过阅读文章，完成表格，使学生学习文章内容，了解细节。】
2. Read and analyze.
T: Read the passage aloud, and then analyze the passage.
The first paragraph: It is an introduction.
The second paragraph: It is about Poppy’s appearance.
The third and the fourth paragraphs: They are about its personality and lifestyle.
The fifth paragraph: It is about how you look after it.
The last paragraph: It is about why Amy likes it.
【设计意图：通过朗读对文章分析每段的写作内容，为写作做好铺垫。】
3. Find the useful expressions.
T: Read the passage silently again and try to find some useful expressions.
4. Other useful expressions.
【设计意图：通过寻找有用的句型，让学生积累写作句型，为学生的写作进一步做好铺垫。】
Step 3 Writing
1. Prepare a fact file.
T: Look at the picture. What is this Yes, it is a parrot. If we want to write about it, we should mention the following five parts: appearance, personality, lifestyle, How do you look after it and Why do you like it.
Appearance: feathers (red, yellow and blue); eyes (small, black); beak (large, hooked); two legs; wings; a long tail
Personality: clever, can speak; friendly, can say “hello”; happy, can sing
Lifestyle: flies; eats seeds and nuts; lives in a cage
How do you look after it feed it every day; clean its cage; change the water
Why do you like it Because it is funny.
2. Sample writing.
T: Look at the screen. Here is my passage.
【设计意图：通过教师的范文，让学生学会模仿，为学生的写作进一步做好铺垫。】
3. Students’ own writings.
T: Now it is your turn to write the passage. First, prepare a fact sheet.
(1) What does it look like
Size ___________ Eyes __________ Colour ___________ Body ____________
(2) It is ___________. (clever/friendly/happy/kind/lazy/noisy/quiet)
(3) Think about its lifestyle.
What does it eat
What kind of place does it live in
What does it like/dislike
How do you look after it
(4) What is special about your pet
(5) Why do you like it
【设计意图：通过列提纲，为学生写作奠定基础。】
4. Show time.
T: Now I would like some students to present their compositions. Let’s welcome.
【设计意图：通过展示学生作品，让学生相互学习，激发他们的学习兴趣。】
Step 4 Conclusion
T: Animals are our friends and we should not hurt them.
【设计意图：情感目标。】
V. Homework
1. Revise what we have learnt today;
2. Finish the poster about your pet.英语（七年级下册）
Unit 8 Pets
Reading (I)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. read the two poems about pets fluently;
2. learn about how to rhyme and enjoy the beauty of rhymes,
3. identify the main idea of each poem;
II. Teaching contents
New words and phrases: poem, wide, hide, build, camp, fight, till, end, trouble, touch, care, run after sb., build sb. sth./build sth. for sb., look after/take care of, till the end, have to, do other things, look around for, make trouble, be afraid of
III. Focus of the lesson and predicted area of difficulty
1. To read the poems in different ways;
2. To learn about how to rhyme and enjoy the beauty of rhymes;
3. To complete a short poem and try to write one in rhyme.
IV. Teaching procedures
Step 1 Lead-in
T: Today we’ll learn Reading of Unit 8. First give me a helping hand.
Will they be good pets (a giraffe, a camel and a snake)
Will they be good pets (a parrot, a mouse, a rabbit, a fish, a cat and a dog)
【设计意图：通过学生比较熟悉和感兴趣的话题导入新课，使其迅速进入本课话题，又为接下来的教学内容做好铺垫。】
Step 2 Presentation
1. Enjoy a video.
T: My husband loves dogs. He says that dogs can do many tricks. They are very clever. Let’s enjoy a video.
【设计意图：通过观看有趣的视频，使学生轻松融入课堂，又为接下来学习新词汇做好铺垫。】
2. New words and expressions.
T: He likes dogs because they are very clever. They can hide themselves. They can hunt. His pet dog even can find a stick and help him build a camp.
T: Sadly, I am afraid of dogs. They often bark at me. When a dog opens its mouth wide, I’m afraid that it’ll bite me. And I often see them fight.
T: However, my husband thinks dogs the cleverest animal of all. They don’t need much. They only need a gentle touch. He says he’ll look after his dog till the end. What can I do
【设计意图：通过表述我和丈夫对狗的不同观点，使学生在简单易懂的语境中认识新单词与短语，同时又在不知不觉中为他们理解下面的诗歌做好了相关铺垫。】
Step 3 Reading
1. Words rhyme in a poem.
T: Now I have something special for you. It’s about dogs. Let’s listen and read after the tape.
T: We call this kind of article “a poem”. When we read a poem, we can find that some of the words in the poem rhyme. Words rhyme if the last syllables make the same or similar sound. Would you like to find these words together with me
(1) “All” rhymes with “ball”.
(2) “Wide” rhymes with “hide”.
(3) “Tricks” rhymes with “sticks”.
(4) “Bite” rhymes with “fight”.
(5) “Friend” rhymes with “end”.
【设计意图：通过对韵脚的分析，使学生对英文诗歌的节奏韵律有初步的了解。】
2. Watch a music video.
T: Rhymes in poems make them more beautiful. So some poems have been made into songs. Here is one example. Let’s watch a music video.
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are.
3. More practice.
T: Here is a famous poem called Four Little Ducks by Mother goose. Let’s enjoy it.
Four little ducks
by Mother Goose
Four little ducks that I once knew,
Fat ducks, skinny ducks, they were, too.
But one little duck with a feather on her back,
She ruled the others with a quack! Quack! Quack!
Down to the river they all would go,
1, 2, 3, 4, all in a row.
But one little duck with a feather on her back,
She ruled the others with a quack! Quack! Quack!
T: Let’s try to find what words rhyme in this poem.
【设计意图：通过加强操练，使学生加深对诗歌押韵现象的理解，并能根据句尾单词读音来判断他们是否押韵。】
4. Read and practice.
T: Read the poem about dogs again and answer the following questions.
(1) He can do tricks, can’t he
(2) Why does he hold sticks in his mouth
(3) How long will the writer look after him
T: Read another poem and sum up its main ideas.
The writer’s pet is the _______. He thinks she is a _________ pet. She isn’t any _______. She just _______.
T: Listen and try to find which words rhyme in this poem.
【设计意图：通读两首诗歌，了解其内容含义，使学生在熟悉课文的同时，也为下一课时的讲解做好文本的输入。】
5. A challenge.
T: Can you help me find proper words to complete the poem, paying attention to rhymes.
wake can will day must jump fly sing
The Cuckoo (布谷鸟)
In April,
Come he _______;
In May,
Sing all ________;
In June,
Change his tune;
In July,
Prepare to _______;
In August,
Go he __________.
Step 4 Sum up
T: After reading the poems, we learn a lot not only about pets, but also about poems. Life is like a poem. Why not enjoy it
【设计意图：帮助学生回忆诗歌的韵脚，使他们更多地了解诗歌的特点，喜爱朗读诗歌。并通过课文学习，延伸到学生的生活，对他们的生活态度进行一定的引领。】
V. Homework
1. Read the new words and two poems carefully;
2. Try to write your own poems, paying attention to rhymes.
“ Star” rhymes with “are”.
“ High” rhymes with “sky”.
“ Star” rhymes with “are”.
knew—too
back—quack
go—row
back—quack
PAGE英语（七年级下册）
Unit 8 Pets
Comic strip & Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn the names of pets;
2. talk about different kinds of pets briefly.
II. Teaching contents
1. New words and phrases: pet, mouse/mice, knee, hold, feed, teach, rude, goldfish, parrot, swim around, sleep on my knees, hold it in my hand, feed her carrots, play with, teach him to speak;
2. New sentences: Bring me something to eat.
III. Focus of the lesson and predicted area of difficulty
1. To remember the names of pets;
2. To learn to talk about pets.
IV. Teaching procedures
A Comic strip
Step 1 Lead-in
A guessing game.
T: Today we’ll learn comic strips of Unit 8. First let’s have a guessing game.
Millie has a pet.
He has a tail and four paws.
His fur is yellow.
He likes to eat and sleep.
He is fat and lazy, but very lovely.
We can see him every day.
T: Who is he Yes, he’s Eddie, Millie’s pet dog.
【设计意图：通过一个猜谜小游戏引导学生迅速进入本课的话题“宠物”，为引出漫画内容做好铺垫。】
Step 2 Presentation
1. Listen and read.
T: It’s 12:30 now. Eddie is hungry. He is asking Hobo for help. Listen to the conversation between Eddie and Hobo and read after the tape.
2. Fill in the blanks.
T: Complete the short passage according to the conversation.
Eddie asked Hobo to ____________ him something to eat. But Hobo thinks Eddie is too ________ without saying “Please”. So Eddie asks him for help in a _________ way. But Eddie is not happy with Hobo. He wants a new _________.
3. Act it out.
T: Read the conversation in pairs and act it out.
【设计意图：将巩固形式由对话变成小短文，不仅可以检测学生对本对话内容掌握的情况，也可以检测学生的信息转换能力。通过完成不同教学任务，在熟悉并巩固漫画内容的同时，为接下来学习有关宠物的词汇做好铺垫。】
B Welcome to the unit
Step 1 Lead-in
Think and answer.
T: Why does Eddie want a new pet
S: Because Eddie doesn’t think Hobo is a good pet.
T: What kind of animal do you think will be a good pet
T: Let’s watch a video about pets.
【设计意图：通过创设情境，帮助学生更深入地了解宠物，并且引出新话题。】
Step 2 Presentation
T: People like different animals and keep some as their pets. Let’s learn more about them.
Cats learn quickly and can be very curious about new or exciting things around the home. They like to spend a lot of time on their own. They often sleep during the daytime. Mum’s cat loves to sleep on her knees.
Mice are small and soft. Even a little girl can hold them in her hands.
Rabbits are quiet. They are generally easy to care for, because they are easy-going. They can get along well with both cats and dogs. We can feed them vegetables, such as carrots.
Goldfish are beautiful. People like watching them swim around. They are quiet and elegant. They never make any noise.
Parrots are wonderful pets. They have colorful feathers. Most of them have a beautiful voice and people like to teach them to speak. They can live long, up to 70 years old.
Dogs are “Man’s best friends.” They are clever and faithful. My daughter likes to play with her dog. She walks it in the park every day and teaches it to do some tricks.
Step 3 Practice
A test: Count the pets.
T: Can you count the following animals How many animals can you see
【设计意图：利用瞬间显现的宠物图案，吸引学生关注正在讨论的宠物话题。】
Step 4 Presentation
Teach new words about pets.
T: Now try to tell the names of different animals. Pay attention to some words, such as: a mouse, two mice, an elephant, four elephants, a goldfish, and some goldfish.
【设计意图：帮助学生回忆部分已学过的宠物名称，同时为稍后进一步操练做好词汇素材上的准备。】
Step 5 Practice
1. Part A.
T: Here are some parts of the pictures of pets. Let’s try to write the names of the animals under them.
2. Part B.
T: The students are talking about why they like their pets. Match the two parts to make correct sentences. Write the correct letters in the blanks.
【设计意图：让学生学会描述宠物及它们的可爱之处，让学生为稍后的操练及第二课时Reading的学习做好准备。】
3. Group work.
T: Eddie says he wants a new pet. What pet do you think will be a good choice Why Discuss in groups of four and report your answers to the class.
【设计意图：通过讨论与报告的形式，在巩固本课学习的词汇和句型的同时，帮助学生更多地了解宠物及特点，在模拟的真实场景下运用并巩固所学词汇与句式，为Reading课时的学习做好素材输入准备。】
Step 6 Conclusion
T: With pets, we feel more relaxed and less lonely. They are our good friends.
【设计意图：从书本学习延伸到学生的实际生活，对他们的生活态度进行一定的引导。】
V. Homework
1. Tomorrow, our “Pet week” will begin. Choose one animal as your pet and give us more information about it;
2. Recite Comic strip.英语（七年级下册）
Unit 8 Pets
Reading (II)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. revise the two poems;
2. learn about how to use the key words and phrases;
3. write about their favourite pets.
II. Teaching contents
New words and phrases: wide, hide, build, stick, fight, till, end, trouble, touch, care, the cleverest animal of all, build A out of B, till …
III. Focus of the lesson and predicted area of difficulty
1. To master the uses of the key words and phrases;
2. To write about their favorite pets.
IV. Teaching procedures
Step 1 Lead-in
T: Today we’ll learn more about Reading of Unit 8. We all know parrots. But do we really know much about parrots Let’s watch a video.
【设计意图：通过观看有趣的视频导入新课，使学生迅速进入本课话题，同时为接下来的教学内容做好铺垫。】
Step 2 Revision
1. Pets and habits.
T: Here are some of our old friends. Do you know about their habits
A dog (barks when seeing a stranger. It can do tricks.)
A cat (miaows, but most of time it is quiet. It always sleeps during daytime, and it is awake at night.)
A fish (is also quiet. It always bubbles. It can’t live out of water.)
2. Complete the passage.
T: Let’s complete the passages and see how well we know about the new words.
3. Make it easier.
T: Annie thinks this poem a little difficult. Match the lines from the poem with their meanings to help Annie understand it.
(1) He doesn’t just run after a ball. b a. He does amazing things.
(2) He hunts when I hide. c b. He can run after a ball and do other things.
(3) He does wonderful tricks. a c. He looks around for me.
(4) He’d never bark or bite. e d. And I’ll always take care of him.
(5) And I’ll look after him till the end. d e. He’s friendly.
【设计意图：通过填写表格、完善短文及同义句改写，使学生快速复习常见宠物的习性，学会在语境中运用上节课新授的词汇。】
Step 3 language points
1. My dog is the cleverest animal of all.
(1) I’m the tallest girl of the three. Can you find me in the photo
(2) Mom is the busiest in my family. So I want to help her with cooking.
2. With eyes open wide
(1) Bob opened his mouth wide and took a big bite.
(2) Mum has a toothache. The doctor asks her to open her mouth wide and say “Ah”.
(3) If you want to sing an English song well, you have to open your mouth very wide!
wide adj. width n. widely adv.
e.g. Computers are widely used today.
3. He hunts when I hide.
hide—hid
(1) Where is David hiding
(2) Wow! Mum hid the honey on the top of the shelf!
(3) Children like playing hide-and-seek.
4. Builds me camps out of sticks
(1) Jack and his dog are helping me build a camp.
(2) The workers are building a new bridge over the river.
(3) Some farmers built houses out of stones and grass in the past.
5. Builds me camps out of sticks.
(1) Luckily, we found some sticks to make a fire.
(1) My grandpa can’t walk without a walking stick.
6. He doesn’t like to fight.
fight—fought
(1) Tom was hurt in a fight.
(2) They fought for a better world for children.
7. I’ll look after him till the end.
(1) They will stay in the room till tomorrow. prep. (= until)
(2) They won’t leave till their mum comes back. conj. (= until)
8. I’ll look after him till the end.
(1) Where is the end of the road
(2) What can we find at the end of the road
(3) In the end, we saw a beautiful house.
(4) We decided to end our trip and stay there. v.
9. She isn’t any trouble.
(1) What’s your trouble
(2) He is in trouble.
(3) Never trouble trouble till trouble troubles you.
10. She doesn’t need a gentle touch.
(1) He felt a touch on his back. n.
(2) Don’t touch your eyes with your dirty hand! It’s bad for your eyes. v.
11. I’ll always take care of him.
care u.n. & vi. 照顾，介意 careful adj. 细心的
carefully adv. 细心地 careless adj. 粗心的
carelessly adv. 粗心地 carelessness n. 粗心
T: Fill in each blank using the correct form of care.
They say that the plant is not easy to take ______ of. It will die soon because I’m always _______. I don’t _____ what they say. I decide to buy it. I think ______ will not be a problem. I’ll be _______ enough with it and I believe it will grow well if I look after it ________.
【设计意图：通过对字词的分析及运用，使学生对新授词汇及常用语有了进一步的了解。】
Step 4 Practice
1. Enjoy a story.
This is my dog, Jojo. He is three months old. He has brown fur and four white paws.
He can do many things. He is always playing with a stick or running after a ball.
He sometimes barks but he never bites anybody.
I walk it in the park near my home every day.
I like playing with him. He’s my best friend.
2. Discuss and write.
T: It’s a small passage about a pet. I’m sure you can write a better one. Talk with your partner about a pet you have or you want to have, and try to write something about it. You can use the expressions provided.
3. Show time.
T: It is show time. You can share your passages with all of us.
【设计意图：通过讨论与写作，使学生初步学会运用所学词汇，描绘自己钟爱的宠物，在操练中更好地培养英语语感。】
Step 5 Sum up
T: Pets are not only our friends, but also our teacher. We can learn much from them. Here is an English saying: Every dog has its day. Can you guess its meaning Every dog has its day and every man has his hour. Maybe you’re not lucky enough now. But your big day will come sometime in the future. So, never lose hope!
【设计意图：通过关于宠物的课文学习，延伸到学生的生活，对他们的生活态度进行一定的引领。】
V. Homework
1. Revise the language points in this lesson;
2. Find more information about your favourite pet after class and share it with your partner tomorrow.
PAGE英语（七年级下册）
Unit 8 Pets
Integrated skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. find the features about goldfish;
2. learn to finish the conversation with the available information;
3. learn to talk about their favourite pets in English.
II. Teaching contents
1. New words and phrases: weigh, talk, noise, gram, brush, fur, put … in the sun, once a day, grow up, make some noise;
2. New sentences: How do you look after your dog
How much can a goldfish weigh
III. Focus of the lesson and predicted area of difficulty
To talk about students’ favourite pets in English.
IV. Teaching procedures
A Goldfish
Step 1 Lead-in
Free talk.
T: Do you like animals
Do you keep a pet at your home
If you have a chance to keep a pet, what will you choose Why
(Ask some students to answer the questions.)
【设计意图：通过熟悉的话题，引出生词和词组，使学生在自然状态下带着兴趣进入学习，并且导入今日的话题。】
Step 2 Presentation
1. A guessing game.
T: Read the sentences and guess what the animal is.
It likes eating fish and is good at catching mice. It loves to sleep on you knees. It is a cat.
It likes eating carrots and has long ears. It is lovely and it can run fast. It is a rabbit.
It has colourful feathers. It can sing and we can teach it to speak. It is a parrot.
We can watch it swim around at home. It doesn’t make any trouble. It just bubbles. It is a goldfish.
2. Watch and answer.
T: Boys and girls, I would like you to watch a video then. After watching it, I’d like you to answer some questions.
Are you interested in the video What can you see in the video What do you think of them Would you like to have a pet goldfish Why or why not Do you know how to look after a goldfish
【设计意图：通过猜谜和视频，激发学生的学习兴趣，引入话题。】
Step 3 Listening
1. A survey.
T: Ask and answer in pairs.
(1) Can you put a gold fish in the sun
(2) Is a goldfish heavy
(3) Does a goldfish weigh several kilograms
(4) Does it need clean water
(5) Can you pick it up with your hands
(6) Does it need special fish food
(7) Is it very difficult to look after a goldfish
(8) Is a goldfish very expensive
【设计意图：通过调查，让学生对金鱼有一个大体的了解，为下面的听力做好铺垫。】
2. Part A1.
T: Peter is listening to a talk on goldfish and writing down some notes. Listen to the talk and help him check his notes below. Write a T if a sentence is true or an F if it is false.
2. Part A2.
T: Peter recorded the talk. Listen again and help him prepare a fact sheet about goldfish with the correct information.
【设计意图：听录音材料，捕捉信息，让学生了解金鱼的相关信息。】
Step 4 Practice
Part A3.
T: After the talk, Peter calls Amy to tell her about plete Peter’s answers with the help of the information on page 99.
T: Let’s read the dialogue together. Read in roles. Boys read Peter’s words and girls read Amy’s words.
【设计意图：根据一二两个部分完成对话，分角色朗读，为下面学生的操练做好准备。】
B Speak up
Step 1 Presentation
1. Listen and answer.
T: The students are talking about how they look after their pets. Listen to the conversation among the students, and then answer some questions.
(1) How does Millie look after her dog
(2) Does Amy walk her cat
(3) How does Peter look after his fish
2. Read the dialogue aloud.
Step 2 Practice
1. Make up a similar dialogue.
T: Work in pairs to talk about pet care. Use the conversation on the screen as a model.
2. Act the dialogue out.
【设计意图：半开放练习，通过对话，谈论照顾宠物，理论联系实际。】
3. Group discussion.
T: Look at the screen. Discuss the following questions in groups of four.
(1) What did we talk about
(2) What do we call the animals living in the wild
(3) Do the wild animals live a happy life Why or why not
【设计意图：全开放练习，达成情感目标，动物是我们的朋友，我们要保护动物、保护环境。】
4. Conclusion.
T: Animals are our friends. Remember: When the hunting stops, the killing can too.
【设计意图：情感目标。】
V. Homework
1. Revise what we have learnt today;
2. Write a passage about how to look after the goldfish.英语（七年级下册）
Unit 8 Pets
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about the Internet and use the Internet to find information;
2. use the search engines to find information by typing in the key words.
II. Focus of the lesson and predicted area of difficulty
To find information by typing in the key words.
III. Teaching procedures
Step 1 Lead-in
Watch and answer.
T: Watch the video and answer some questions.
(1) What are they talking about
(2) Do they like their pets
(3) Where can I find the video
(4) What do you think of the Internet
【设计意图：通过观看有关宠物的视频，使学生在自然状态下带着兴趣进入学习，通过回答一系列的问题，进一步激发学生的学习兴趣，导入今日话题。】
Step 2 Presentation
1. About the Internet.
T: Look at the two pictures. What do they stand for The Internet.
What is the Internet The Internet is an international computer network. It connects computer networks all over the world.
2. Group discussion.
T: Now let’s talk about the following questions. You may discuss them in groups of four.
(1) What can people get from the Internet
(2) What’s on the Internet
(3) What’s on the websites
(4) What can we use to find the information you need
【设计意图：通过呈现问题，让学生对因特网有一定的了解，并且导出主题“搜索引擎”。】
3. Watch and answer.
T: Boys and girls, are you interested in searching for information on the Internet Next, we’ll watch a video about how to use the search engines to search for the information on the Internet. Watch it carefully.
【设计意图：通过一段教学视频，让学生对搜索引擎有一定的了解。】
T: After watching the video, you may know the search engines well. Then I’d like you to ask and answer the questions in pairs.
(1) What helps us find information quickly and easily
(2) What can we do if we want the search engine to help give us a list of relevant websites to look at
(3) Can you tell me some names of the search engines
(4) What can we find with the search engines
【设计意图：学生进一步了解搜素引擎，为下面自己独立查找信息做准备。】
Step 3 Practice
1. Circle the correct letter.
T: Millie and her friends are using search engines to find information. Help them choose the best key words.
2. Search your own information.
T: Boys and girls, I’d like you to use the search engines to find information for me.
(1) The advantages of keeping pets.
(2) Introduction to the film Harry Potter.
【设计意图：让学生输入关键词，利用搜索引擎查找信息。】
3. Group work.
T: Read the passage on the screen, and use the knowledge we have learned today to look for some information that you are interested in. You may talk about it in groups of four.
【设计意图：开放性练习，让学生进一步熟练运用今日所学内容，并且用于日常情境对话。】
Step 4 Conclusion
T: Boys and girls, do you often surf the Internet Can you use the search engines to find the information now Is the Internet good or bad for us
If we can use the Internet wisely, of course the Internet will be of great help to us and we can learn a lot from the Internet.
【设计意图：情感目标，让学生合理使用因特网。】
IV. Homework
1. Revise what we have learnt today;
2. Use search engines to search for more information.
