Unit 8
Comic strip & Welcome to the unit
Teaching aims:
·To identify different names of animals and match them with correct pictures.
·To know typical features.
·To know ways of describing animals.
Teaching procedures:
Step1 Leading in:
Show them pictures of some animals. And ask them whether they know the names of these animals and which they like best.
Present names of the animals and spelling of them. Lead them to read and try to remember the spelling.
Ask them: What kind of animal do you like best? And why?
Step2. Presentation
1) Play a guessing game. I prepare descriptions of some animals. After I show them, the fewer sentences they need, the higher marks they can get.
2) After guessing each animal, ask some questions about this animal and tell them the appearances and characters of animals at the same time.
3) Finish Part B on page 93.
Some extra exercise: provide them with some idioms about dogs and let them give out the Chinese meaning.
Finish some exercises on the PPT.
Step3. Comic strip.
Listen to the tape and answer the questions about dialogue.
Read the dialogue in different roles.
Act out the dialogue.
Explain phrases : bring sb. sth.=bring sth. to sb.
be more polite
should+动词原形
Step4 Homework
Unit 8
Knowledge and ability：1. Learn to use adjectives to describe things..
2. Learn to use indefinite pronouns correctly.
Teaching aims 1. Be able to use adjectives to describe things.
2. Be able to use the indefinite pronouns correctly.
Difficulty and importance 1.Use adjectives to describe their pets
2.Understand the exact meaning of each indefinite pronouns.
Teaching steps
Step 1 Presentation
Tell the students my favourite film star.
Ask the students to find the adjectives in the passage.
Listen and find the words.
Arouse the students’ interest.
Step 2 Explanations
Explain the use of adjectives.
Listen and learn
Understand the use of adjectives.
Step 3 Practice
Ask the students to fill in the blanks with right words
Finish the exercises.
Get familiar with the use of adjectives..
Step 4 Presentation
Ask students to say out the meaning of each indefinite pronouns.
Explain the use of each indefinite pronouns.
Read and listen
Get a general understanding of each word.
Step 5 Practice
Ask the students to finish the exercise on page 98.
Finish the exercise.
Learn to use the words.
Step 6 Practice
Get the students to finish the exercises.
Fill in the blanks with the right words.
Make sure the students know how to use the words correctly.
Step 7 Homework
Try to write about your own pets with adjectives and indefinite pronouns
Unit 8
集 备 部 分
课 题
7B Unit 8 Integrated skills
中心发言人
时 间
Language aims
1. to practise the listening and speaking skills
2. to learn about the right way to look after the pets-fantail goldfish
Importances and difficulties The right way to look after the pets-fantail goldfish
Teaching?procedures:
Step 1: Revision (5 mins)
Ask some students to talk about their experience in looking after their pets.
Step 2: Presentation (2 mins)
Present some sentences and make sure that the students understand their meanings.
Step 3: Listening (10 mins)
Listen to a talk and check the students’ answers.
Step 4: Exercises (5 mins)
Choose the right way to look after the fantail goldfish.
Step 5: Listening (10 mins)
Listen to the talk again and check the students’ answers.
Step 6: Reading (5 mins)
Read the passage and make some notes.
Step 7: Listening (3 mins)
Listen to the tape and answer some questions.
Step 8: Discussion (5 mins)
Make the students discuss “What is your own favourite pet?”
Step 9: Homework
Choose your favourite pet and write a passage to tell your friends how to look after it.
Unit 8
集 备 部 分
课 题
7B Unit 8 Reading
中心发言人
时 间
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:
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
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 pictures 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 ‘all’, ‘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
Review the language points in this lesson.
Unit 8 Pets
集 备 部 分
课 题
7B Unit 8 Pets Task
Teaching aims and learning objectives:
Knowledge:
Students will be able to:
1. To describe characteristics and personalities of pets
3. To describe pets' lifestyles, including feeding habits, homes, likes and dislikes
3. To present an article about a favorite pet
Ability:
Students will be able:
1.To develop Ss’ skills to collect information by asking questions.
2.To generate creative ideas and give descriptions.
Teaching procedures:
Step 1 Presentation
1. Tell students We will write an article about your favorite 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.
3. Let students talk about this passage: What does it talk about?
1) What’s it? name, age
2) _____fur, _____ paws, _____ tail,____ eyes, weigh about ____
②she is ____and ____ eat/drink, sleep, play, likes/dislikes:
④feed her ____, give her ___, brush her fur.
3) Why likes?
Step 2 Task
1. Ask students to choose their favorite 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 expand 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 3 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 favorite pet, they must not show the pictures to their classmates. 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.
3. 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 4 Homework
Write an article about your pet.
